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SUMMARY: Both personal and social barriers may interfere with our ability to be
successful in all realms of life. These barriers, which may be found within ourselves,
and the larger society, include limited perceptions, ethnocentrism, stereotypes,
prejudice, prejudice plus power, and discrimination. Understanding these barriers and
their continuing relevance to each of us is essential. Equally important is our ability to
acknowledge, find support, and deal with them effectively. The Activity Chart gives a
brief overview of the activities found in this section. A complete description of each
activity follows this chart.
The following chart provides a quick overview of the activities for Personal and Social
Barriers to Success. A complete description, including directions, approximate time
for completion, evaluation, use in a traditional, hybrid or online class, and necessary
materials or equipment (if any). As you review this material and the activities within,
consider the following:
These activities are designed to provide you with choices and flexibility. As an
instructor, you know your students and their needs. Select and adapt those activities
that best fit your students and the course material.
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Personal and Social Barriers to Success
I have indicated the format of the activities. Activities include those suited to
face-to-face interaction and/or hybrid and online environments.
The activities provided for this module are suggestions. You may want to use
certain ones in conjunction with activities that you have created, such as journal writing,
online activities, group discussions, and service learning. Well-designed and well-
integrated activities are an integral part of learning about diversity.
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Personal and Social Barriers to Success
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Personal and Social Barriers to Success
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Personal and Social Barriers to Success
What to do:
1. Divide the class into small groups. Each group should appoint a recorder, a leader,
a mediator, and a reporter. The tasks are as follows:
■ Recorder: takes notes
■ Leader: keeps the group on task and encourages everyone to participate
■ Reporter: speaks for the group, uses recorder’s notes
■ Mediator: makes sure everyone understands and listens
4. Consensus Building Activity. This activity requires that all members of each group
reach a general agreement on:
■ One barrier that could be removed within the next year.
■ What needs to be done to remove it.
Be as specific as possible. The recorder should take notes and later type this
information on a single page. A copy of this goes to the instructor.
5. Instruct each group to share this information with someone who is in a position to
consider the feasibility of your recommendations. If possible, the group should arrange
a meeting to discuss their concerns. Report back to the class.
How much time: This activity will require multiple class periods.
How to use: Can be used in a traditional, hybrid, or online class. For an online class,
students can use a wiki or discussion board to work together or post their responses on
Twitter (instructor should assign a common hashtag so students can find each other’s
“tweets”).
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Personal and Social Barriers to Success
What to do: In small groups, create a scenario that depicts one of the six personal and
social barriers. Then ask each group to act out the scenario in front of the class. Ask
the class:
As students evaluate each scenario, ask them to discuss the importance of context (eg.
social, historical, national).
How much time: This activity can be completed in one or more class periods.
How to evaluate: Were all members of the group active participants? How well did the
scenario illustrate the barrier? Factor in student responses to each scenario.
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Personal and Social Barriers to Success
What to do: Note: Either present this video in class, or have students view
independently.
Questions:
1. Prior to singing, it becomes clear that both the audience and the judges had
already formed certain expectations of Boyle. Explain the nature and source of those
expectations.
2. The reaction to Boyle’s performance illustrates some of the ways in which our
lives may be changed by social barriers. Which of the six social barriers addressed by
the author account for what took place? Support your answer.
3. What can we learn from Boyle’s experience on Britain’s Got Talent? How can we
take this “lesson” with us and apply it in our personal lives?
Ask students to further examine the barrier(s) illustrated by Boyle's performance. For
example, how do these barriers impact the bottom line of organizations? What are the
social and economic costs of these barriers? Explain.
How much time: This activity can be completed during one class period.
How to evaluate: Did students identify relevant barriers (from the 6 social barriers
discussed in the text)? Were real-life applications realistic and well-explained?
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Personal and Social Barriers to Success
ACTIVITY #4: Expert Groups - YouTube Lesson on Personal and Social Barriers
What to do:
Assign each group a different subtopic of Personal and Social Barriers from the list
below:
Instruct each member of each group to find a different and creative, thought-provoking
YouTube video that addresses their assigned subtopic. Attention needs to be paid to
the quality of the information given in the video and the source.
After each member selects a video, the group comes back together, watches all videos,
and discusses what they learned. Group members then create their own presentation
on the material about which they have become “experts.” This presentation can range
from a PowerPoint show to a multimedia presentation, which includes clips from the
videos they watched and/or their own video creations, to a well-constructed wiki
including links to videos. Each group should submit a printed list of the URLs for each
of their videos.
Each “expert group” then reports back to the class by giving their presentation and
responding to questions.
Have students reflect on their ability to work as a team, and how their diversity impacted
their ability to complete their assignment.
How much time: This activity is assigned during one class period and processed in a
subsequent class period.
How to evaluate: Consider the quality of the information presented in the videos and
relevance to the subtopic, group’s preparedness and presentation, contributions by
each member of the group, and the group’s responses to questions from class.
How to use: Can be used in a traditional, hybrid, or online class. For an online class,
students can use a Wiki or discussion board to work together or post their responses on
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Personal and Social Barriers to Success
Twitter (instructor should assign a common hashtag so students can find each other’s
“tweets”).
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Personal and Social Barriers to Success
Background: Hate groups have proliferated in recent years. According to the Southern
Poverty Law Center (SPLC), 1,007 hate groups were active in the U.S. in 2012.* Many
of these groups use the Internet to attack or malign entire categories of people.
What to do:
1. According to the SPLC, hate groups have "beliefs or practices that attack or
malign an entire class of people, typically for their immutable characteristics." Have
students individually locate a hate group on the Internet. Print the home page and
include the URL address.
2. Analyze the site by responding to the following questions. What appear to be the
goals of this hate group? How does this group try to rationalize and “market” hate?
What prejudices, stereotypes, and “isms” are revealed in this Web site? Be as specific
as possible and give examples.
3. Have students examine data on hate groups compiled by the Southern Poverty
Law Center. Instruct them to visit SPLC's web site and click on links such as "Hate
Map," "Hate Incidents," and "Hatewatch Blog." What does this information reveal about
the activities of hate groups both nationally and locally?
How much time: Flexible, can be assigned during one class period and collected in a
subsequent class period.
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Copyright © 2015 Pearson Education, Inc.
Another random document with
no related content on Scribd:
Ja miksi rakastetaan? Ja miksi murhataan?… Miksi saavat meissä
vallan tunteet, jotka tuottavat pahaa muille ja itsellemme?…
*****
Tuskin hän oli sen tehnyt, kun oven saranat päästivät surkean
ulvahduksen, mikä kaikui sydämessäni kuin kuolevan voihkaisu.
Kiraa värisytti, hänen silmänsä salamoivat ja heittäytyen sohvalle
minun oikealle puolelleni hän kuiskasi korvaani:
*****
»Saanko kysyä, miksi lähdette ulos näin varhain?» kysyi hän hyvin
kunnioittavasti turkinkielellä.
»Abu Hassan, me pelkäämme poliisia ja isäämme», vastasi Kira
samalla kielellä.
En koskaan ole päässyt selville siitä, mikä hän oli miehiään, enkä
hänen suhteestaan äitini perheeseen; sen vain tiedän, ettei kukaan
häirinnyt meitä hänen luonaan eikä isästäni näkynyt jälkeäkään. Ja
kun pelkomme oli haihtunut, etäännyimme talosta kiellosta
huolimatta. Silloin alkoi tuo kaunis ja surunvoittoinen elämä, jota
kesti kuukauden, ja joka oli niin täynnä aurinkoa ja joutilasta
harhailua.
*****
»Jos joskus haluat purjehtia joko yksin tai sisaresi kanssa, tarjoan
mielihyvällä veneeni käytettäväksenne».
»Sinä et ole kiltti!» sanoi hän. »Sinä huvittelet ja jätät minut yksin
ikävään!»
Kira juoksi laituria pitkin ja hypähti notkeana kuin nuori hirvi alas
veneeseen. Seuratessani häntä minä kuulin erään soutajan sanovan
takanani nämä sanat, jotka myöhemmin muistin onnettomuudessani:
*****
DRAGOMIR
Neljä vuotta oli kulunut siitä päivästä, jolloin Adrien oli kuullut
Stavrolta Kiran tarinan. Huolimatta hänen etsiskelyistään ja
ponnistuksistaan onnettoman mehukauppiaan löytämiseksi, jolle hän
tahtoi vakuuttaa kiintymystään ja ystävyyttään, pysyi tämä kateissa.
Hän luuli hänen jo kuolleen. Ja kiihkomielisen nuorukaisemme
elämä, joka nyt oli hyvin häilähtelevää, kulki kohtalon sille
määräämää rataa.