Chapter Overview
Many people hold prejudices, which are favorable or unfavorable feelings about others based on a category. Prejudices and stereotypes can be based on categories such as race, ethnicity, gender, class, religion, sexual orientation, language, ability, or age. Often, people hold prejudices that they are not aware of. White privilege refers to the ways that White people are given preferential treatment and advantages based upon their racial category. It is important for Whites to identify and reflect upon their own privilege as a part of becoming aware of the ways that discrimination occurs in our society. Prejudicial thinking and behavior can expand if not checked. One model describes stages of prejudice development, beginning with antilocution and ending with genocide.
Prejudice and bullying can be connected, as acts of bullying are often rooted in prejudicial thinking about social categories. Bullying often occurs because the person wants to feel more in control, increase social status, gain group acceptance, or exert dominance. Teachers have an important role to play in (1) interrupting students’ development of prejudice and bullying and (2) protecting students who are vulnerable to bullying. Teachers can use Milton J. Bennett’s Developmental Model of Intercultural Sensitivity to guide students’ development of ethnorelativism and values of equality, compassion, and respect.
Learning Objectives
L01. Explain how most people have prejudices against others based on social categories such as race, ethnicity, gender, age, class, religion, sexual orientation, exceptionalities, language spoken, and/or appearance.
L02. Define the stages of prejudice development and levels of prejudice that can be found in society, schools, and individuals.
L03. Assess how White privilege has been used to keep the dominant group in power.
L04. Evaluate what bullying is and why it occurs.
L05. Suggest ways that teachers can move students from ethnocentrism to working together to eliminate prejudice and bullying.
Readings & Resources
Due this Week
Many people hold prejudices, which are favorable or unfavorable feelings about others based on a category. Prejudices and stereotypes can be based on categories such as race, ethnicity, gender, class, religion, sexual orientation, language, ability, or age. Often, people hold prejudices that they are not aware of. White privilege refers to the ways that White people are given preferential treatment and advantages based upon their racial category. It is important for Whites to identify and reflect upon their own privilege as a part of becoming aware of the ways that discrimination occurs in our society. Prejudicial thinking and behavior can expand if not checked. One model describes stages of prejudice development, beginning with antilocution and ending with genocide.
Prejudice and bullying can be connected, as acts of bullying are often rooted in prejudicial thinking about social categories. Bullying often occurs because the person wants to feel more in control, increase social status, gain group acceptance, or exert dominance. Teachers have an important role to play in (1) interrupting students’ development of prejudice and bullying and (2) protecting students who are vulnerable to bullying. Teachers can use Milton J. Bennett’s Developmental Model of Intercultural Sensitivity to guide students’ development of ethnorelativism and values of equality, compassion, and respect.
Learning Objectives
L01. Explain how most people have prejudices against others based on social categories such as race, ethnicity, gender, age, class, religion, sexual orientation, exceptionalities, language spoken, and/or appearance.
L02. Define the stages of prejudice development and levels of prejudice that can be found in society, schools, and individuals.
L03. Assess how White privilege has been used to keep the dominant group in power.
L04. Evaluate what bullying is and why it occurs.
L05. Suggest ways that teachers can move students from ethnocentrism to working together to eliminate prejudice and bullying.
Readings & Resources
- Chapter 9
Due this Week
- Check-in #3
- You will provide an update on your progress in the class. This will inform the instructor of how you are doing and how instruction can be adapted to best support your needs. See Assignments in Laulima for check-in prompts. Your check-in will be due on Sunday by 11:55pm.
- Discussion Post
- Answer one of the following questions. Post your response on FORUMS in LAULIMA. Your discussion post will be due on Friday by 11:55pm.
- Prejudice development happens over time. What are the ways that schooling can stop the development of prejudice? What are some of the challenges of interrupting students’ development of prejudice?
- How serious of an issue is bullying? How has technology changed the ways that children can be bullied? As a teacher, how will you address the issue of bullying with your students?
- Peer Response
- Respond to one of your classmates' discussion posts. Your response must be respectful, thorough, and well thought-out. Peer Response will be due by Sunday by 11:55pm. Submit your peer response directly to the discussion post in FORUM on LAULIMA.