978-0133548198 Section II Part 1

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SECTION II

UNDERSTANDING THE PRIMARY DIMENSIONS OF DIVERSITY:

RACE AND ETHNICITY

12. Being An Only: A Field Assignment

II – 2

BEING AN ONLY: A FIELD ASSIGNMENT

Carol P. Harvey

Assumption College

Goals

• To provide students with the experience of being different in some visible way

• To illustrate the importance of situational influences on perceptions of difference

• To learn why adding one or two individuals from a different social identity group

may not produce the expected benefits in terms of creativity and problem solving

• To apply and reinforce the material from the award-winning video, A Tale of O

NOTE: If you do not have access to the Tale of O video, it is available on youtube. Go to

the website and search for “Tale of O video on diversity”. This needs to be run on a

computer with sound capability.

Instructions

This video is a classic, based on the work of Dr. Rosabeth Moss Kanter from the Harvard

Business School. It is a particularly effective way to make the point that both “X”s

(majority) and “O”s (minorities) may behave and think differently based upon the

numerical makeup of the workforce. The Tale of O provides a visual experience that

students can relate to because all of us have been different at some time in our lives.

However, these lessons can be quickly forgotten without reinforcement. This writing

assignment provides students with an opportunity to relive this experience by applying

the theoretical perspectives from the film.

1. Obtain the DVD of the A Tale of O (available for purchase with a user’s guide from

www.trainerstoolchest.com, 877–288-6657) or access it on YouTube.

2. Instruct students to take meaningful notes as they watch the video.

3. Conduct a discussion about the contents of the tape. See the user’s guide for ideas.

4. Ask each student to select an appropriate topic for his/her “O” experience. Remind

students that they must clear this topic with you before completing the assignment.

5. Announce any changes you make about the length and format of the paper that you

require.

6. On the day that these papers are due, be sure to have the students share their

experiences with their classmates.

II –

Teaching Tips

Remind students that their experiences must be safe, alcohol, and drug free and respectful

of others’ privacy. These are the reasons for not allowing students to attend Alcoholics

Anonymous meetings, go to gay bars, etc. Recycling a previous experience, such as a

semester spent abroad, usually doesn’t produce as thorough an analysis as a new

experience that is intended to duplicate the ideas conveyed in the themes of the DVD.

Interesting student “O” experiences have included such ideas as attending a religious

service of another faith, young people attending Bingo games in a nursing home, a male

student joining an aerobics class, a female student shopping for a pick-up truck, and a

female student shopping while wearing a burqa.

13. Thriving In A Multicultural Classroom

II – 4

THRIVING IN A MULTICULTURAL CLASSROOM

Michelle R. Dunlap

Connecticut College

Goals

• To assist students of all backgrounds in preparing for the emotional

work that can be involved when engaged in a multicultural curriculum

• To familiarize students with the concepts of racial identity development

and white privilege, and to brief them on how these concepts may play

a role in their multicultural learning experiences

Outline of Key Points

II. Review of Racial Identity Development for those new to the multicultural

learning process

• The Racial Identity Development work of Beverly Tatum, Janet Helms,

and William Cross are reviewed.

• The strengths and limitations of their models are considered.

III. An alternative model for considering one’s racial identity development

IV. Understanding the concept of white privilege

number 7) and its usefulness are discussed.

V. Discussion questions

13. Thriving In A Multicultural Classroom

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Discussion Questions and Answers

1. What was one of your earliest experiences concerning race?

a) Describe the experience, how you felt, and how the experience was handled.

b) If you could rewrite that experience, how would you change it and/or how it

was handled?

2. Think of 3 different ages or points in your life, for example, ages 6, 12, and 18.

a) What racial identity development stage would you say you were in for each

of these stages and why?

b) What factors can you think of that may have impacted any changes in your

racial identity development stages from one age to another?

c) Do you feel that each of these stages could have been better supported

by the caregivers, educators, peers, or colleagues around you?

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3. If you could rewrite your first experience with race, racism, or oppression, and

how it was handled by the adults or others in a position of authority:

a) Would you change it? If so, in what ways would you change it?

b) How would you better facilitate the learning and/or support among those

involved or impacted at the time?

4. What does racial identity development have to do with (emotional) death and

dying?

5. Create a list of all of the emotions that you can recall from the moment you

began reading on this topic and/or working with the discussion questions. What

is the significance of those emotions in terms of your own development and

learning about a multicultural curriculum?

13. Thriving In A Multicultural Classroom

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Writing Assignment

Read and reflect on Tatum’s 1992 article on racial identity development.*

1) Describe in 2-3 pages, your initial reactions to the work of Tatum and her

students.

2) Using one of the models provided in this chapter, prepare a statement

describing your racial identity development and stage(s) up to this point in

your life.

3) Include a description of any key person(s) or event(s) that have been

instrumental in your racial identity development thus far.

*Tatum, B. (1992). Talking about race: The application of racial identity development

theory in the classroom. Harvard Educational Review, Vol. 62 (1), 1-24.

Teaching Tips

Suggestions and strategies for teaching a multicultural curriculum can be found in the

following articles. The suggestions include: creating rules and guidelines for safe

communication with students in the classroom; exploring emotional issues and concerns

surrounding diversity and multiculturalism; incorporating a variety of methods including

films, documentaries, autobiographies; and managing meetings and discussions when

students are overwhelmed or upset.

13. Thriving In A Multicultural Classroom

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Michelle Dunlap’s Top Ten Favorite Movie Picks

1. Imitation of Life (the 1959 version) – a classic that portrayed Lana Turner in the

leading role while her Black women co-stars actually stole the show. Reportedly, this

story is based on a book written by a Jewish author who presented Black and White

relations as a metaphor for relations between Jews and Whites. The characters are

metaphoric of race relations in America. For years, this movie was considered the all-

time favorite movie among the African American community.

2. Once Upon a Time When We Were Colored – an account, based on a true story, of

life for African Americans in the Jim Crow era. This film was produced and directed

by Tim Reid on a shoestring budget, and like many independently and minority–

produced movies, never really received the acclaim that it deserved.

3. Unchained Memories – based on transcripts of audiotaped interviews of surviving,

enslaved African Americans, with award-winning actors and actresses such as Oprah

Winfrey and Samuel L. Jackson. Not for the faint-hearted.

4. For Colored Girls Who Have Considered Suicide/When the Rainbow Is Enuf

(Broadway Theatre Archive, 1982) – based on the famous book of poems and short

stories by Ntosake Shange, the title of this DVD speaks for itself. As old as it is, it

perhaps is the only female counterpart to Get on the Bus and many other great but

male-dominated movies, except for maybe Oprah Winfrey’s Women of Brewster

Place.

5. Half Past Autumn – documents the life and works of journalist, photographer,

painter, musician, acclaimed film producer and director, Gordon Parks.

6. Lady Sings the Blues – the making of this movie is a lesson in Black History itself,

so watching the “bonus materials” that describe this history is recommended. Berry

Gordy was ahead of his time with his technique, cinematography, casting, etc.

Although it was her acting debut, Diana Ross received a well-deserved Academy

Award nomination for her role as singer Billie Holiday.

7. How to Eat Your Watermelon in the Company of Whites and Enjoy It – documents

the life of multilingual writer, singer, actor, film producer, Melvin Van Peebles.

8. Rize – looks at the role of dancing (such as “Krump” and “Clown” dancing) among

African American youth, but from both a historical and contemporary context.

Supports the idea that our minority youth want to be both seen and validated.

9. 10,000 Black Men Named George – based on the true story of A. Philip Randolph’s

efforts, along with Dr. Martin Luther King, to unionize the railroad Pullman Porters

who were predominantly African American. Because of his efforts and achievements,

Randolph became known to some as “the most dangerous man in America.”

13. Thriving In A Multicultural Classroom

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10. Tales from the Hood – Spike Lee executive produced this “Friday the 13th” type

movie, but with a seriously moral and ethnic twist on Black History and past and

current race relations. This movie is a precursor to American History X.

Michelle Dunlap’s Additional Favorite Movies

1. Three Sovereigns for Sarah – some have said that this movie is arguably the best

dramatic account of the infamous Salem Witch Trials.

2. Dirty Pretty Things – two immigrants – a young highly educated Nigerian man and a

Turkish woman – work together in a hotel and befriend each other. Together they

confront racism, sexism, and every kind of exploitation from the more privileged that

you can imagine.

3. Fried Green Tomatoes – a middle-aged woman finds her voice with the help of some

good friends.

4. Living Out Loud – a recent divorcée finds her voice with the help of Queen Latifah

and some other friends.

5. Magnolia – fate and choice collide while questioning greed, sexism, racism, and

other issues.

6. Life is Beautiful – survival (and non-survival) during the Holocaust, from a child’s

point of view.

7. The Antoine Fisher Story – the directorial debut of Denzel Washington. A man

learns to confront his childhood abandonment, foster care, and sexual abuse issues.

8. Phenomenon – John Travolta’s character deals with newly-found, strange abilities

and disabilities with the help of his best friend, portrayed by Forest Whitaker.

9. The Five People You Meet in Heaven – this heart–warming movie is a story of man

who dies and has some interesting encounters on his way to heaven.

10. Mi Familia – a Chicana family immigrates to California and rears their children and

grandchildren in spite of poverty, violence, and racism.

11. Hollywood Shuffle – Robert Townsend and Keenan Ivory Wayans make a thought–

provoking satire of the challenges for African American actors and actresses.

Townsend made this movie in 1986 by charging $100,000 worth on credit cards.

12. Get on the Bus – Spike Lee at his best. A bus load of men on their way to the

Million Man March illustrate the strength, intelligence, and diversity of African

American men. Also check out other great Spike Lee movies, e.g., 3 a.m., The 25th

13. Thriving In A Multicultural Classroom

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Hour, Malcolm X, Mo Better Blues, Do the Right Thing, Jungle Fever, and

Bamboozled.

See also:

Denzel Washington (e.g., DeJaVu)

Sidney Poitier (e.g., For the Love of Ivy)

Queen Latifah (e.g., Last Holiday)

Angela Bassett (e.g., The Sun Shine State)

John Sayles (e.g., Lone Star)

Quentin Tarantino (e.g., from Dusk till Dawn)

Richard Prior (e.g., See No Evil)

Robert Townsend (e.g., Five Heartbeats)

Tyler Perry (e.g., his early Madea productions)

David Talbert (e.g., Love on Layaway)

Happy Viewing, and don’t forget the popcorn!

14. Since We Elected an African American President Twice…

II –

SINCE WE ELECTED AN AFRICAN AMERICAN PRESIDENT TWICE:

IS RACISM STILL AN ISSUE IN AMERICA?

Joyce D. McNickles

McNickles and Associates

Goals

• To understand the difference between prejudice and institutional racism

• To increase student awareness of the prevalence of racism in the United States

today

Synopsis

This article focuses on the aspects of modern racism and enlightens students who think

that race is no longer a problem, particularly since the election of Barack Obama, an

African American man. The author makes the distinction between prejudice and racism,

and identifies in great detail the effect institutional racism has on the daily lives of

African Americans. Topics include the justice system, the healthcare system, the

educational system, and the ways in which African Americans are disadvantaged with

regard to employment opportunities.

Outline of Key Points

II. Racial Disparities and Inequities in the Workplace

A. Under-representation in management (financial and advertising

industries)

B. Biases and discrimination affecting hiring and promotion

C. Discrimination against African American men without criminal records

in favor of white men with criminal records

14. Since We Elected an African American President Twice…

II –

D. Double jeopardy for African American women

E. Name profiling of resumes

III. Racial Disparities and Inequities in Healthcare

A. Lower quality healthcare

1. Physician biases

2. Disparities and inequities in treatment and diagnosis

IV. Racial Disparities in Education

A. Racially segregated schools

1. Disparities in educational outcomes

2. Inferior facilities, larger class sizes, fewer advanced placement

classes

3. Less qualified teachers and high teacher turnover

4. Disparities in disciplinary actions

IV. Racial Disparities in the Justice System

A. Racial profiling, “driving while black,” and “stop-and-frisk”

B. Police brutality

C. Disparities in arrest, sentencing, plea bargaining, parole, capital

punishment, drug sentencing guidelines, and presidential pardons

D. Jury bias

V. Future of Race Relations

A. In order for race relations to improve, white Americans must

acknowledge that African Americans continue to experience institutional

racism that puts African Americans at a disadvantage.

Discussion Questions and Answers

1. According to McNickles, what explains the perception gap that exists between

whites and African Americans when it comes to matters of race and racism?

2. What is the difference between racial prejudice and racism?

14. Since We Elected an African American President Twice…

3. In what societal institutions can institutional racism be found?

4. How do Arab Muslims suffer biases and prejudices similar to African

Americans in a post 9/11 America?

5. How does the factual evidence presented in this article lend support to

affirmative action programs and policies?

6. What must white people acknowledge for race relations to improve?

7. Go to the African American Policy Forum internet address below and view the

myths and facts about affirmative action.

http://aapf.org/wp-content/uploads/2013/01/Affirmative-Action-Primer-Focus-

on-Affirmative-Action.pdf. Do you think the facts presented here would be

enough to change the minds of affirmative action opponents? Why or why not?

Proponents of affirmative action argue that it is still needed because racism

and discrimination continue.

Writing Assignment

Research the term racial empathy gap. Write a 1-2 page memo that explains how

this gap contributes to the racial disparities experienced by African Americans?

14. Since We Elected an African American President Twice…

Diversity on the Web

1. Go to the Harvard Project Implicit site, https://implicit.harvard.edu/implicit/. Click

on the demonstration tests and then complete one of the race and one of the gender

demonstration tests. After completing the tests, what are some of your

reflections\thoughts and reactions?

2. Watch the Implicit Association Video. After viewing, what are some of your

reflections/thoughts/theories and/or reactions?

Diversity on the Web

The author argues that the re-election of Barack Obama suggested to some that race is

no longer an issue for whites. The next progression would be to contemplate if race is

no longer an issue for African Americans.

Go to http://www.diversityinc.com/ or search the Internet. Conduct a search using any

of the following words or combination of words:

a. African Americans or Blacks e. Justice system

b. Employment discrimination f. Racial profiling

c. Disparities g. Health

d. African American youth i. Racism

What are some of the issues that result from being African American or Black?

15. Immigration Patterns: The Transition Process

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IMMIGRATION PATTERNS: THE TRANSITION PROCESS

M. June Allard

Assumption College

Worcester State University, Professor Emerita

Goals

• To examine the changing immigration patterns

• To examine the issues and impact of immigration in the United States today

• To examine the costs and benefits of illegal immigration today

Outline of Key Points

I. Migration and Immigration

II. Immigration Patterns

III. The Transition Process

A. Acceptance of Immigrants

B. The Undocumented

C. The Exploitation

IV. Impact: What do immigrants bring and what do they cost?

A. The Economy

B. Entrepreneurship

C. Employment/Productivity

D. Service and Consumer Products

E. Taxes

F. Social Services

G. Neighborhoods

H. Assimilation

V. Immigration Policy

VI. Lessons from History

15. Immigration Patterns: The Transition Process

II –

Commentary on Discussion Questions

Anyone not born a U.S. citizen is considered to be foreign-born. The Census defines

United States natives as people “born in the United States, Puerto Rico, or a U.S. Island

Area, or born abroad of a U.S. citizen parent.” Island Areas are the U.S. Virgin Islands,

Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands.

(Source: The Foreign-Born Population: 2000 [2003, December]. Census 2000 briefs.)

Determining the numbers of legal and illegal immigrants is not easy. The numbers

reported are projections (estimates) made from the 2010 U.S. census data. These

estimates are difficult to make for several reasons:

• The 2010 Census asks for country of birth, but does not ask about the

legality/illegality of residence in the U.S. Note that country of birth may not be

the current country of citizenship or residency.

• While the 2010 Census asks if an individual is a citizen of the U.S., this does not

distinguish an illegal resident from a non citizen who is in the process of

naturalization.

• Although the 2010 Census does ask when an individual came to live in the

United States, no proof of this date is requested.

• Estimates of legal and illegal residents are based on samples of the population

and therefore subject to sampling error.

Note: Students may have difficulty with the acronyms denoting immigration agencies.

INS = Immigration and Naturalization Service (ceased to exist March 1, 2003)

USCIS = United States Citizen and Immigration Service

Discussion Questions and Answers

1. The ability to communicate in English is important for many jobs and therefore

some companies offer ESL (English as a Second Language) courses to their non–

English-speaking employees.

One alternative to requiring company-sponsored ESL instruction is to require

that all potential employees meet an English language proficiency standard

before they may be hired.

Compare and contrast these two alternatives in terms of advantages and

disadvantages to the company.