Difference between revisions of "Forced Choice"
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| − | + | ===Objectives=== | |
| − | + | [[Category:Diversity]] [[:Category:Diversity| Diversity]] | |
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===Group Size=== | ===Group Size=== | ||
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Race<BR> | Race<BR> | ||
Gender<BR> | Gender<BR> | ||
| − | + | Socioeconomic status<BR> | |
Sexual orientation<BR> | Sexual orientation<BR> | ||
Immigration status<BR> | Immigration status<BR> | ||
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===Set Up=== | ===Set Up=== | ||
| − | Set Up: Post the 8 signs around the | + | Set Up: Post the 8 signs around the perimeter of the room so that they are accessible to the group moving to them. |
| + | Ask the group to come together to the center of the room for instructions. | ||
| + | Overview that there are two parts to this activity. | ||
| + | One is a silent/reflective part when we are together in the center of the room and one is a sharing part once everyone has made a choice for that statement. | ||
===Directions=== | ===Directions=== | ||
| − | Facilitating process: Explain that you are going to read a statement that they will choose one of the 8 parts of their identity to complete it. Each person should be encouraged to self-reflect and choose for themselves where they will go in the room. Emphasize that this is the silent part. Once participants have made a "choice" ask them to share in small groups of 3-4 why they selected that part of their identity to complete the statement. Allow for several minutes of discussion and then ask them to return (silently) to the center of the room. Read aloud another statement and repeat the process above. | + | Facilitating process: |
| + | Explain that you are going to read a statement that they will choose one of the 8 parts of their identity to complete it. | ||
| + | |||
| + | Each person should be encouraged to self-reflect and choose for themselves where they will go in the room. | ||
| + | Emphasize that this is the silent part. | ||
| + | Once participants have made a "choice" ask them to share in small groups of 3-4 why they selected that part of their identity to complete the statement. | ||
| + | Allow for several minutes of discussion and then ask them to return (silently) to the center of the room. | ||
| + | Read aloud another statement and repeat the process above. | ||
Statements: | Statements: | ||
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# The part of my identity that I am the least aware of on a daily basis is_______ | # The part of my identity that I am the least aware of on a daily basis is_______ | ||
# The part of my identity that was most emphasized in my family growing up was ________ | # The part of my identity that was most emphasized in my family growing up was ________ | ||
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# The part of my identity that garners me the most privilege is _______ | # The part of my identity that garners me the most privilege is _______ | ||
# The part of my identity that I believe is the most misunderstood by others is_____ | # The part of my identity that I believe is the most misunderstood by others is_____ | ||
# The part of my identity that I feel is difficult to discuss with others who identify differently ___ | # The part of my identity that I feel is difficult to discuss with others who identify differently ___ | ||
| + | |||
| + | Optional: | ||
| + | # The part of my identity that I would like to explore further is _________ | ||
| + | # The part of my identity that that serves as my primary compass for my work style is ______ | ||
===Debrief=== | ===Debrief=== | ||
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Debriefing: | Debriefing: | ||
| − | # Discuss what the activity was like to do - people often name that they | + | # Discuss what the activity was like to do - people often name that they didn't realize how much they have in common with one another or that they were surprised about how they answered the questions |
# Build off of comments that may address that it was difficult, or that participants don't often think about all the parts of their identities | # Build off of comments that may address that it was difficult, or that participants don't often think about all the parts of their identities | ||
| − | # Discuss how thinking about self and what impact our identities has on being an educator, leader, etc... | + | # Discuss how thinking about self and what impact our identities has on being an educator, student, leader, team player, etc... |
Latest revision as of 23:20, 24 May 2017
Objectives
DiversityGroup Size
Materials
Materials needed: laminated identity signs and masking tape
Race
Gender
Socioeconomic status
Sexual orientation
Immigration status
Ability/disability status
Religion
Age
Set Up
Set Up: Post the 8 signs around the perimeter of the room so that they are accessible to the group moving to them. Ask the group to come together to the center of the room for instructions. Overview that there are two parts to this activity. One is a silent/reflective part when we are together in the center of the room and one is a sharing part once everyone has made a choice for that statement.
Directions
Facilitating process: Explain that you are going to read a statement that they will choose one of the 8 parts of their identity to complete it.
Each person should be encouraged to self-reflect and choose for themselves where they will go in the room. Emphasize that this is the silent part. Once participants have made a "choice" ask them to share in small groups of 3-4 why they selected that part of their identity to complete the statement. Allow for several minutes of discussion and then ask them to return (silently) to the center of the room. Read aloud another statement and repeat the process above.
Statements:
- The part of my identity that I am most aware of on a daily basis is_________
- The part of my identity that I am the least aware of on a daily basis is_______
- The part of my identity that was most emphasized in my family growing up was ________
- The part of my identity that garners me the most privilege is _______
- The part of my identity that I believe is the most misunderstood by others is_____
- The part of my identity that I feel is difficult to discuss with others who identify differently ___
Optional:
- The part of my identity that I would like to explore further is _________
- The part of my identity that that serves as my primary compass for my work style is ______
Debrief
Debriefing:
- Discuss what the activity was like to do - people often name that they didn't realize how much they have in common with one another or that they were surprised about how they answered the questions
- Build off of comments that may address that it was difficult, or that participants don't often think about all the parts of their identities
- Discuss how thinking about self and what impact our identities has on being an educator, student, leader, team player, etc...
