Stereotyping

SUBJECT TEACHER GRADE DATE

Education 280 Mariah Connor 10-12

OVERVIEW
Students will examine the meaning and examples of stereotypes. Students will begin to understand
how these factors impact our human interactions as they relate to direct learning relationships.
Finally, they will learn a "how to" process for appropriately forming opinions which address the
importance of sensitivity when interacting with others.

Teacher Guide Student Guide

Objectives Help Students identify identify examples of stereotypes.

examples of stereotypes.
state hurtful outcomes of stereotypes,
discuss with students hurtful prejudice and discrimination.
outcomes of stereotypes,
name sources from which stereotypes, are
prejudice and discrimination.
learned.
name sources from which
identify the cause and effect aspect of a
stereotypes, are learned.
personal experience with stereotypes
identify the cause and effect
aspect of a personal
experience with stereotypes

Materials/equipment Power Point Index cards

Index cards m Tape

m
White board
Tape

White board
 Teacher Guide Student Guide

Instructions/activity Teacher will first present short Students will listen actively and ask any
power point slides on questions, if needed.
stereotyping. This power point
will outline what stereotyping
is and who stereotypes. This
outline will also outline how
people are most commonly
stereotyped and why.

Next the teacher will then give

Students will actively participate in activity.
a group participation activity
Students can volunteer or will be randomly
to understand stereotypical
selected by the teacher. Students one by one
phrases we hear and often
will read both back and front of their card. Once
see. In this activity it will
students have read their card the remaining
outline how we stereotype in
students that werent picked or volunteered will
groups to categorize others in
stereotype the students based on the card.
to groups. The teacher will
Students will place students into groups and
hand out 12 index cards to 12
must all agree were students are categorized.
random students or
Once students are categorized they are to
volunteers. The index cards
discuss whether these stereotypes are true or
will have words on the front
not. Then students are to discuss stereotypes.
that read I am. On the back
Students will then put papers into jar and let
of the index card it will have a
the words diffuse. This is a symbol of diversity
phrase or a single word. The
and breaking stereotypes.
phrase or single word is a bias
or stereotypical phrase. The
teacher will tell the student to
read the front of the card and
flip the card over and read the
back. Students in the audience
students are to stereotype the
label on the index card. The
students will put the label into
a category labeled 1 through
4. (Teacher will verbally
explain categories 1 through
4). After the students have
put all the 12 cards into the 4
categories. , the teacher and
class will then discuss if these
stereotypes are true or not.
The students and teacher
must all agree together
whether the stereotypes are
true and apply to everyone.
After the discussion the
teacher and students will then
rip up the stereotypes. Ripping

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 Teacher Guide Student Guide

up the stereotypes is
symbolizing breaking
stereotypes. Students will
place their note card into a jar
filled with water supplied by
the teacher. The stereotypes
written with markers will be
put in water` and the colors
will diffuse. This is a symbol of
breaking stereotypes and
diversity coming together.
After every stereotype is
broken and diffused in the
water, students may then
return to their seats.

Summary In conclusion as a teacher I In conclusion students are aware that

have taught and explained to stereotypes represent a belief or assumed
students that stereotypes knowledge of an entire group. Based on an
represent a belief or assumed experience or information about a member or
knowledge of an entire group. members of that group, it is an easy way of
Based on an experience or categorizing complex individuals. Students
information about a member learn that stereotyping often occurs because
or members of that group, it is persistent messages are reinforced by family
an easy way of categorizing members, friends and others. Stereotyping
complex individuals. can be subconscious, where it influences our
Stereotyping often occurs decisions and actions. Students and the
because persistent messages teacher have conclude that stereotypes can
are reinforced by family be broken. When we bring people together to
members, friends and others. open up and honestly share who they are,
Stereotyping can be stereotypes begin to shatter. We discover that
subconscious, where it other people are not the mental picture
influences our decisions and created by our stereotype(s).
actions. As a teacher I point
out that stereotypes can be
broken. I bring students
together to open up and
honestly share who they are.
Once students open up more
stereotypes begin to shatter.
We discover that other people
are not the mental picture
created by our stereotype we
create.

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 Teacher Guide Student Guide

Evaluation This lesson is designed to
affect attitudes and outcomes
on stereotypes. Basic
questions help us to dig
deeper to understand
stereotyping even more.
1. What are stereotypes and how do they
affect people's lives?
2. Can you think of any events in history or
contemporary life that were influenced by
stereotypes?
3. How do people learn to make stereotypes?
How might they unlearn them?

4. Do you think certain groups are more

subject to stereotyping than others? If so,
why?

5. What do you think an individual can do to

help reduce stereotyping?

RESOURCES

Tara Brown-L'Bahy,
anti-bias educator
and Ph.D. candidate
at the Harvard
Graduate School of
Education,
Cambridge,
Massachusetts