ILLUSTRATING THE NATURE OF SOCIAL INEQUALITY WITH

THE SIMULATION STAR POWER*

A simulation called Star Power provides an invaluable means to help students

understand structural social inequality. This paper explains how Star Power
achieves this goal and provides suggestions on how to inculcate the following
points that are both central to sociology and difficult to adequately convey to
students: 1) Students see how those in power maintain their position by
structuring the system to their advantage; 2) they learn how the structure of
this system makes advancement for others difficult; 3) privileged students
begin to recognize the impact of their own family’s social position that they
tend to overlook in favor of their personal effort and merit. By becoming more
aware of structural inequalities, students realize that for the lower classes to
join the most powerful in society, they must triumph over a system in which
those in power make rules that protect their own interests, usually at some-
one else’s expense.

LAUREN DUNDES ROXANNA HARLOW

McDaniel College McDaniel College

SOCIOLOGY INSTRUCTORS STRIVING to con- structural barriers (especially if they have

vey the impact of inequality face a difficult not experienced such obstacles) and, conse-
challenge (Abrahamson 1994; Delivered Brezina byquently, frequently
Ingenta to : believe that the disad-
1996; Davis 1992; Groves, Universidad
Warren, and Autonoma De Barcelona
vantaged seal their unfortunate fate simply
Witschger 1996; Haddad and Lieberman Tue, 27 Feb 2007 17:11:13
because they give up too readily in the face
2002; Manning, Price, and Rich 1997; of hard work. Perhaps, they think, if prop-
McCammon 1999; McClelland 1996). We erly motivated, those in the bottom strata of
can tell students, for example, that the rich- American society would achieve the Ameri-
est 20 percent of U.S. households own 84 can Dream, like those highly vaunted per-
percent of all U.S. wealth (Macionis 2002), sons glorified for their “rags to riches”
that the median net worth of whites is transformations. So, if the oppressed could
twelve times that of blacks and Hispanics only follow the lead of these success stories,
(Oliver and Shapiro 1995), and that white then social parity would ensue.
males are overly represented in managerial To show the limitations of such logic,
and professional occupations while women instructors need vivid lessons about struc-
and people of color are overly represented tural social inequality. Simulations requiring
in clerical and low-paying jobs (Reskin active participation can increase students’
1998). However, extensive statistics and enthusiasm and prompt critical thinking
ethnographies alone cannot broaden many about complex issues (see Dorn [1989] for
students’ view of these phenomena. Stu- an extensive literature review about the
dents are often understandably blind to merits and limitations of sociology simula-
tions). In addition, these exercises take in-
*Please address all correspondence to Lauren structors out of the role of an authority who
Dundes, Department of Sociology, McDaniel provides the right answers (Cross and
College, 2 College Hill, Westminster, MD Steadman 1996).
21157-4390; e-mail: ldundes@mcdaniel.edu. Star Power, created by R. Garry Shirts in
Editor’s note: The reviewers were, in 1969 (and available through Simulation
alphabetical order, Dean S. Dorn, Davita Glas-
Training Systems, Inc. in Del Mar, CA; see
berg, and Wendy Jean Harrod.

Teaching Sociology, Vol. 33, 2004 (January:32-43) 32

SIMULATING INEQUALITY WITH STAR POWER 33
http://www.stsintl.com), provides an ingen- trading different colored plastic chips (with
ious means by which to teach students about different assigned values) to earn the high-
the creation of inequality through the use est score possible. The simulation is pack-
and abuse of power. This simulation is pri- aged with posters of rules for students to
marily useful for illustrating the structural- consult during the exercise. One poster lists
conflict perspective of inequality that re- the value of each of the different colored
flects Karl Marx’s notion of exploitation. chips; the total point value depends on how
This viewpoint suggests that the benefits of many of a particular color a participant can
the privileged come at the expense of those obtain during a trading session. Students
who are less so; in other words, elites main- begin the round with five chips and may
tain their positions of power by making acquire more as they trade with each other.
rules and taking actions that work to their Only the “best” five chips can count, how-
advantage while reinforcing the subordinate ever, in calculating one’s score at the end of
position of others (Sorensen 2000). Accord- a trading session. The class is then divided
ing to Marx, inequality and exploitation are into three roughly equally sized groups—
integral to the capitalist system, necessarily those with the greatest number of points,
alienating people from the economic and those with the fewest points, and those in
political process. The simulation is also the middle. However, we have found that
useful for demonstrating the concept of the simulation is just as effective, if not
false consciousness, showing students how more so, when the top group is slightly
and why exploitation does not necessarily smaller, making the inequality even that
lead to social class (or social status) solidar- much more pronounced and more represen-
ity and societal change. tative of how wealth is distributed in the
This paper explains how Star Power United States.
achieves its goal and providesDelivered by Ingenta
suggestions to :
Although in his manual Shirts recom-
Universidad Autonoma De Barcelona
for how to maximize its impact. By present- mends that students write their scores on the
Tue, 27 Feb 2007 17:11:13
ing practical examples of the lessons from board, we have found it easier and less time
Star Power, we hope to provide instructors consuming to circulate among the students
with effective and engaging techniques that and determine their range of scores. If the
allow students to experience the frustrations top score is 19, then we might ask for a
that can result from some of the causes of show of hands as to how many students
inequality. As Lenski (1966) states, “The have a score between 17 and 19. Depending
distribution of rewards in a society is a on whether the number of students is well
function of the distribution of power, not of above or well below a third of the class, the
system needs” (p. 63) or meritorious ac- instructor can change the range that deter-
complishment, and students find themselves mines which students are placed in the top
having to grapple with this during the exer- group. This same process occurs to divide
cise. Insights gained from participating in the remaining students into two more
the simulation can then provide a basis for groups. Those in the group possessing the
learning about more specific theories of highest number of points after the first
inequality that are not directly addressed by round are given buttons with a square on it,
Star Power, such as issues ranging from de- while the second and lowest groups are
industrialization and globalization to racism given buttons with circles and triangles re-
and sexism. spectively.
The next stage is a bonus round. Bonus
THE STRUCTURE OF STAR POWER rounds of the game allow each group to
unanimously allocate three bonus chips,
The hour-long simulation, designed for a worth a considerable amount, to one or
group of between 18 and 35 people, in- more people within the group, offering
volves individuals blindly drawing and then these select few the chance for upward mo-
34 TEACHING SOCIOLOGY
bility (or a secured position in the highest groups as) an egregious abuse of power that
group). Usually during this process, a few Squares find intoxicating, though to varying
of those from the lower groups—Circles and degrees. Once, a group of Squares actually
occasionally Triangles—are promoted to the decreed that no one in the highest group
Square group, since their total score (often could ever be demoted and no one in any
after the bonus rounds) exceeds the score of other group could ever be promoted. In
someone in the top (Square) group. The another instance, the most powerful group
lower scoring Square(s) then takes the pro- was comprised solely of women, a group
moted person’s place in the lower group. sometimes perceived as less power-hungry.
The second round of the game involves an- Yet they, too, made rules that kept them-
other session of drawing and trading the selves in power at others’ expense. Interest-
plastic chips. This time, however, the ingly, the Squares are so exhilarated by
Squares are able to draw from a bag with a their power that they often protest the end-
greater proportion of higher-valued plastic ing of the simulation while those in the
chips, rewarding their earlier performance other two groups usually seem annoyed that
(and helping to ensure their top position in it did not end sooner, given the sense of
the game). This stage is followed by an- futility they feel.
other bonus round.
Up to this point, the instructor provides Reactions to Inequality and the Abuse of
the rules for drawing, counting, and trading Power
plastic chips. The key turning point of the After the implementation of unfair rules, the
simulation is when the instructor gives the lower-status groups either give up or want
Squares complete discretion in making the to rebel. Both the defeatism and disobedi-
rules for trading after the second round of ence are fueled by the Squares’ usual glee-
play. Circles and Triangles, however,Delivered
are byful
Ingenta to : for the other groups’ game
disregard
Universidad Autonoma De Barcelona
able to submit their suggestions for trading rule suggestions (submitted to the Squares
Tue, 27 Feb 2007 17:11:13
rules, but they must do so in writing and are in writing for their consideration). Occa-
told that the Squares are free to accept or sionally, we have had Squares ball up and
reject them as they see fit. The simulation hurl the written suggestion toward the other
ends when attempts to trade under the new groups or dramatically rip it into quarters.
rules have failed (when it is apparent that When the Circles and Triangles conclude
the Squares have abused their power and that the rules are unfair because the Squares
that the other two groups are frustrated and are abusing their power, many become
resentful). hopeless to the extent that they are not even
willing to try to improve their lot.
THE RESULTS OF STAR POWER On the other hand, because of the Circles’
and Triangles’ sense that the Squares lack a
Maintaining Inequality through the Abuse legitimate basis for their power, students
of Power will commonly subvert the rules—usually
After conducting the Star Power simulation by pretending to obey them but then defying
more than 20 times in Introductory Sociol- them in practice. Such rebellion is usually
ogy classes, certain patterns continually seen when students take more chips than
reemerge. Most importantly, the group in they are supposed to or claim that they have
power, in our experience, has always made handed over all tokens of value when such
rules that protect and enhance their power chips are in fact hidden from the Squares.
and impede nearly all of those in the other This outcome of the simulation illustrates
groups from advancing. In other words, the how consistently overt abuses of power can
Squares structure the game overwhelmingly ultimately be ineffective and hard to en-
in their favor. The creation of these rules force, threatening the privileged position of
tends to be (and is viewed by the other the oppressors.
SIMULATING INEQUALITY WITH STAR POWER 35
Preserving Power and Thwarting Rebellion that includes many students who participate
The Squares may offer some concession to with less inhibition than usual.
appease the Circles and Triangles to fore- During the debriefing of the exercise, it
stall their possible rebellion, even if the seems best for instructors to serve as facili-
Squares are not entirely conscious of the tators by posing questions rather than stat-
payoff from their “generosity.” These con- ing points to be learned. Shirts’s manual
cessions often make Squares feel justified in includes questions to stimulate discussion.
their unfair rules, leaving them frustrated The optimal means to debrief, however,
and befuddled if the lower groups fail to seems to be to allow students to make the
appreciate their gesture and cooperate. For points themselves, so that the instructor
example, during one simulation, the Circles introduces questions only to ensure that
and Triangles were still uncooperative even students do not overlook the key points. We
after the Squares allowed them to keep usually begin debriefing with a question like
some of the valued chips. As punishment “What does Star Power show us?” At this
for this obstinacy, the Squares withdrew the point, nearly every student wishes to con-
benefit they initially offered and made even vey the import of his or her experience. We
stricter guidelines. As one Square said to also receive an enthusiastic reception to our
justify the increasingly oppressive rules, question regarding the actions of those who
“Reason didn’t work.” were promoted (e.g., “After you helped
The Squares may also implement a [student] move up, what happened?”).
“divide and conquer” technique by giving a Instructors should have a list of points
nominal advantage only to the middle group they wish to discuss, either from our list of
(the Circles) to distance them from the low- upcoming suggestions, Shirts’s manual, or
est group. The Circles usually welcome an their own ideas of what is most important to
opportunity to gain an advantage Delivered by Ingenta
that also raise toto :help students analyze their experi-
Universidad Autonoma
distinguishes them from the lowest group, ence. De Barcelona
Whatever the discussion points are,
Tue, 27 Feb 2007 17:11:13
the Triangles. Then, with two groups sup- we have found it crucial for instructors to
porting the abusive power structure, the forestall student criticisms of the simulation
Triangles feel more isolated and powerless. by providing as many examples as possible
of how the phenomena at work in Star
THE DEBRIEFING PROCESS Power simulate reality.

For a class session of only one hour, once
the simulation ends (with non-Squares either
sitting passively or openly flouting the new
rules), the instructor must then move
quickly into the debriefing phase of the ex-
ercise. In fact, unless the instructor is able
to conduct the simulation at a brisk pace,
the post-simulation discussion will be
rushed. In longer classes (e.g., of 90 min-
utes), debriefing can be at a more optimal,
leisurely pace. For classes that last less than
one hour, debriefing would need to take
place during the next class session. Al-
though debriefing can occur in a class after
the simulation, it is best if students can im-
mediately share their insights while they are
fresh. In addition, the energy level created
by the simulation contributes to a discussion
LESSONS FROM STAR POWER
With its broad applicability, Star Power can
be used appropriately at many different
junctures in a course. For example, the
simulation can be used to augment lessons
on social stratification (whether it be class,
race, or gender), groups and organizations,
economics and politics, and social interac-
tion.
Making the Connection
In the post-simulation discussion, clearly
students are able to see in the context of the
exercise how those in power maintain their
position by structuring the system to their
advantage. They can also understand how
the structure of this system makes advance-
36 TEACHING SOCIOLOGY
ment for others difficult and that member- Privilege Versus Merit
ship in the rule-making group is based, at As noted above, many students are unable
least in part, on luck. Initially it seems like to see how their social advancement could
the goal has been achieved; the students be due to anything other than their merit.
understand, to some degree, how inequality The following are examples of advantages
can be structured and maintained. Yet our that students commonly overlook in their
experience with the simulation has revealed assessment of the differential impact of luck
that while the students understand these and hard work:
concepts as they apply to the game, they 1. Well-funded public or private schools
have difficulty seeing how these principles (before college).
operate in the real world and in their own 2. Many students subscribe to the appar-
lives. ent wisdom in the phrase “If you
Students are reluctant to admit that there work hard enough, you’ll succeed, no
may be rules structured to give them an matter what the learning or social
unearned advantage in life. For example, conditions.” Yet if the key to success
although in the simulation some Squares is indeed effort, independent of envi-
may feel that they have earned their posi- ronment, the question can be raised
tion (through their superior trading skills), why some parents spend tens of thou-
most of the class (i.e., those in the lower sands of dollars on private schools
groups) attributes the Squares’ position instead of saving this sum by simply
more to luck. Yet outside of the simulation, telling their children to work hard.
it is very difficult for students to recognize 3. Parents, teachers, and/or mentors
the impact of their own family’s social posi- who were able to help them with
tion, which they tend to overlook in favor their homework in an environment
of their personal effort and merit. Delivered by Ingenta to :
conducive to studying.
Universidad
When asked how privilege versus merit Autonoma De Barcelona
4. Exposure to cultural activities that
Tue, 27 Feb 2007 17:11:13
affects their ability to go to college, with provided the “right” kind of learning
very few exceptions our students unwaver- experience.
ingly attribute their current educational po- 5. The ability to pay for college ex-
sition almost solely to their hard work. Stu- penses and/or provide spending
dents are often unable to recognize the im- money during a period in which stu-
pact of advantages they have enjoyed. Stu- dents have limited ability to earn
dents with fewer advantages may ignore the money themselves.
value of having food, warm clothes and 6. Parental and peer expectations of and
shelter, or the benefits of having a teacher encouragement for obtaining a col-
or parent guide them through the college lege degree.
admissions process. Those who come from 7. The knowledge that they will “fit in”
privileged backgrounds may largely dis- to the college’s social environment.
count the effect of growing up in a well- 8. Realistic future aspirations for which
endowed family. They adhere to the notion a college degree is required.
that their position is deserved, without an 9. A pattern of family members graduat-
element of luck. ing from college (which indicates that
To help students connect the outcomes of such an education is simply part of
the simulation exercise to an understanding the educational process, rather than a
of these dynamics in their own lives, it is perhaps untenable goal).
important to provide them with real-world 10. The expectation that a college degree
examples that illustrate the results of the will lead to a fruitful career.
game. The following examples can be used 11. Knowledge about the process re-
to aid this discussion. quired for college entry, especially
without able guidance counselors.
SIMULATING INEQUALITY WITH STAR POWER
Without a discussion of these advantages,
students may not understand the importance
of such factors that are not related to their
merit but rather to luck of the draw based
on the families they are born into. By dis-
cussing elected officials with family name
recognition, students may see the effect of
factors other than merit. For example,
while President George W. Bush and New
York Senator Hillary Clinton may indeed be
worthy of their political offices, would two
persons with equal intelligence, drive, tal-
ent, and effort have the same rewards (i.e.,
election to office) independent of previously
existing name recognition and/or wealth?
As Star Power indicates, the point is not
that the underprivileged are incapable of
such achievements but rather that equal ef-
fort does not yield an equal payoff.
Arbitrary Rule-making: Abuse of Power
for Self-Interest
Although a key advantage of Star Power is
its demonstration of the unfair manner in
which power is sometimes wielded, Delivered by Ingenta tothe
the pri-
Universidad
mary student complaint is that the simula- Autonoma De Barcelona
Tue, 27 Feb 2007 17:11:13
tion does not reflect reality. A typical re-
mark is “You can’t really just make up
whatever rules you want like that.” In fact,
there are numerous real-life examples of
arbitrary rules made by those in power to
benefit themselves at the expense of others.
We include a wide breadth of examples to
illustrate the broad applicability of the simu-
lation’s lessons:
1. From the medical field, we can ex-
amine the recent requirement that
medical doctors retake their rigorous
medical boards every 10 years to
ensure that they stay current in their
rapidly changing field. In 1986, after
nearly 50 years of one-time certifica-
tions, the directors of the American
Board of Internal Medicine (ABIM)
voted to limit the validity of all future
certifications to 10 years. These vot-
ing board members excluded them-
selves from this requirement (by ex-
empting all those certified before
37
1990). Yet if the purpose of such a
change is to make doctors better able
to do their job, recertification should
have applied to all doctors, especially
the older ones furthest removed from
modern advances often presented
during initial training (Wasserman,
Kimball, and Duffy 2000).
2. Another example of the privileged
maintaining their position is redis-
tricting, also known as gerrymander-
ing. Although the practice of drawing
district boundaries to ensure the con-
tinued dominance of the party in
power may be subject to legal chal-
lenge, it still occurs and shows how
people in power use their influence to
maintain their control.
3. An additional political example in-
volves the exclusion from the presi-
dential debates of third-party candi-
dates. The Commission on Presiden-
tial Debates (CPD), run by Democ-
ratic and Republican leaders, controls
: rules for debate eligibility and
debate logistics (Nader 2002). A
demonstration of the self-protective
value of seizing control of the com-
mission occurred after Ross Perot
was included in the 1992 presidential
debates because each party thought
he was going to take votes away from
the other party. Because Perot’s in-
fluence proved to be too much of an
unpredictable force, he was excluded
from the debates in 1996, under the
rule that the candidate must be able to
get 15 percent of the vote (based on
polls). The major parties are allowed
to operate in this manner, even
though exclusion of third-party candi-
dates in the debates (which provide
candidates with invaluable exposure)
runs counter to what most polled vot-
ers desire and deviates from the Fed-
eral Election Commission’s require-
ment that candidates be able to get
only 5 percent of the vote (not 15%)
to get federal campaign money
(Nader 2002).
38 TEACHING SOCIOLOGY
4. A final political example involves mission regulation is applicable only
Congress’s restrictions on telemar- if the blackout period lasts more than
keters. Interestingly, Congress ex- three consecutive business days, suf-
empted from these restrictions tele- ficient time for a stock to plunge in
marketers engaged in political fund- value (Associated Press 2003). It is
raising (as well as those soliciting also noteworthy that Enron and its
funds for religious organizations) executives were key political donors
(Jacobs 2002). to both major political parties
5. In the area of crime and law, any (Kadlec 2002).
type of white-collar crime that gener- 8. In Zimbabwe, President Mugabe’s
ally results in comparatively non- fears of not being re-elected in March
punitive consequences can exemplify 2002 resulted in his giving polling
lessons of Star Power. If we consider officials power to reject registered
that two of the key features that make voters at will. He also decreed that
a crime heinous are the degree of the final vote tally would be con-
premeditation and the amount of ducted by government employees
harm inflicted, much white-collar rather than independent counters
crime meets such criteria but results (“MDC Challenges” 2002).
in relatively light sanctions (Simon 9. Any accountant can attest to the mul-
2001). titude of advantages the tax code of-
6. Interestingly, in Thailand it is legal to fers those with financial resources. In
own a house of prostitution but ille- fact, only the well-off can afford the
gal to be a prostitute! It is no accident accountants with the expertise neces-
that the owners of such establish- sary to navigate the morass of laws
ments “are sometimes high-level Delivered
gov- by Ingenta
thattocan
: be used to benefit the rich.
Universidad
ernment officials” (Slagter and Kerbo Autonoma De Barcelona
Companies have been known to avoid
Tue, 27 Feb 2007 17:11:13
2000:108). paying taxes, for example, by going
7. In the 2001 Enron debacle that in- to Bermuda to become “incor-
volved the collapse of a major com- porated,” which can lead to paying
pany and the biggest bankruptcy in no taxes (Skelton 2002).
U.S. history, the top executives were 10. Houston-based energy and construc-
able to sell their stock before the em- tion company Halliburton, whose
ployees, many of whom were heavily former CEO was current Vice-
invested in the company’s stock. President Dick Cheney, received a
During a three-week blackout period secretly-awarded, no-bid contract to
enjoining the sale of the stock, many handle damage to Iraq’s oil industry
employees lost most of their retire- after the war in Iraq in 2003. The
ment accounts while company execu- Center for Public Integrity decried
tives—who had caused the fiasco yet this trend characterizing the alloca-
were exempt from the blackout— tion of government contracts, yet the
made hundreds of millions of dollars center’s director, Charles Lewis,
(Yardley 2002). Restricting employ- conceded, “I’m not saying that it’s
ees, but not executives, from selling illegal. These guys wrote the laws.
their stock provides an apt illustration They set up the system for them-
of how the rich protect their interests selves” (“Halliburton” 2003).
at others’ expense. Although reforms
resulting from the Enron debacle now In the above situations, rules were made
also restrict executives from selling by those in power to benefit themselves
stock during blackout periods, the while putting others at a disadvantage. The
new Securities and Exchange Com- ability to create such arbitrary rules helps to
SIMULATING INEQUALITY WITH STAR POWER 39
maintain a system of inequality that pre- nant socioeconomic group” (p. 5). Here,
serves the status of the wealthy and power- instructors can raise questions about the
ful. development of false consciousness and the
purpose and implication of accepting a few
Maintaining the System members of the lower groups into the elite
Not only are rules made to primarily benefit group but still maintaining exclusivity.
those who make them, but it is also impor- Closing ranks among the elite. Another
tant for those rules and the resulting ine- way that the system is maintained is through
quality to be supported and maintained by an esprit de corps that develops among
all who participate in the social system. members of the top group, partly in recog-
This can be accomplished by fostering soli- nition that those in the lower groups out-
darity among the elite as well as convincing number them; members usually look out for
those of the lower ranks that the system is each other. For example, during one simu-
fair. lation, a student in the lowest group asked
Forgetting one’s “roots.” During the Star (somewhat facetiously) if he would be al-
Power game, the thrill of fighting one’s way lowed to date a woman in the highest
to the top can quickly overcome any earlier group. The reaction from the Squares was
sense of outrage about unfairness. The swift and certain: No! This phenomenon is
newly promoted get caught up in the subcul- analogous to members of the upper class
ture of the powerful, where they are either using connections to secure employment or
quickly corrupted or unwilling to oppose holding exclusive social gatherings (e.g.
those who are. Those who were previously cotillions) to perpetuate associations as well
disadvantaged either make no attempt to as marriage within their own social class.
protect the interests of their former group Status symbols. Through the use of the
Delivered
members or allow their weak efforts by Ingenta
to fall to :Star Power also touches on the im-
badges,
Universidad Autonoma De Barcelona
on deaf ears. This reveals the difficulty of portance of status symbols. Students who
Tue, 27 Feb 2007 17:11:13
countering in any way the modus operandi are demoted from the Square group and
of their new peers and changing the struc- must relinquish the accompanying badge
ture of the unequal system. sometimes feel humiliated. In addition, of-
This tendency to want to blend into an ten after the simulation, the Squares reluc-
improved social level seems to always occur tantly remove their badges while those in
during Star Power. In fact, we have never lower groups eagerly doff them. Students
seen a promoted person ever actively advo- who are Triangles seem disheartened by
cate on the former group’s behalf. During their lowly status and sometimes joke to
the debriefing period, the promoted students relieve the tension surrounding this embar-
who are least comfortable with the corrup- rassment. Discussion can include the way
tion of the ruling group that they have the hierarchy is maintained by those with
joined often defend their inaction by point- resources devising analogous “badges” of
ing out that they did not participate in mak- status such as designer clothes, luxury cars,
ing the unfair rules or had suggested moder- lion statues placed out in front of a house,
ating inequitable rules. Yet their efforts and expensive jewelry.
seem to be half-hearted and ineffectual. The impact of the badges can also be re-
This phenomenon is applicable to some up- lated to racial prejudice. In many ways,
wardly mobile groups who are seen as turn- students generally seem more open to les-
ing their back on their roots as they con- sons about social class inequality than race
form to the world of privilege. This aspect inequality, perhaps in part because most of
of Star Power is useful for illustrating Dom- our students are white students, at least
hoff’s (1967) notion of co-optation where some of whom can relate to economic diffi-
“individuals are assimilated and committed culty. It is interesting to note how after the
to the institutions and values of the domi- simulation students readily criticize the un-
40
fair privilege of the ruling class while they
often refuse to concede the game’s applica-
bility to race since such an analogy places
them in the role of unwitting oppressor. It is
also difficult for them to acknowledge that
they may benefit from the system them-
selves (likely without doing anything to
deserve it). We see this phenomenon at
work in discussion as soon as the undeserv-
ing group shifts from representing the cor-
rupt upper class to whites in power. Even
worse, this point suggests that by passively
allowing such advantage to continue they
share some of the blame for those who un-
fairly suffer in the bottom strata of society.
The Possibility of Inequality Leading to
Surrender or Rebellion
With the rules of the system so skewed to
benefit those with privilege, those without it
may respond by either rejecting the rules or
giving up altogether. These two common
reactions are excellent vehicles for discuss-
ing causes of chronic unemployment and
crime. Some of those who stop looking Delivered
for by Ingenta
Universidad
work may feel that the rules are so unfair Autonoma
Tue, 27 Feb 2007
that they believe there is no chance for them
to ever truly succeed. Others are more
likely to react with rebellion than defeatism,
some feeling that because the rules are so
unreasonable violating them is justified.
Discussion of this topic might include stu-
dents’ likely reactions to someone who re-
fuses to fight in a war, those who engage in
underage drinking or marijuana use, and
those whose prison sentences reflect the
cocaine/crack disparity in sentencing.
STUDENT APPLICATION OF THE
LESSONS FROM STAR POWER
In our experience, Star Power has been
continuously cited in student evaluations
filled out well after the completion of the
course in which the simulation is conducted.
Students are asked which topics they re-
member (without the provision of a list of
areas covered) and then requested to com-
ment on those topics they recall. About one
third of students volunteer that they found
TEACHING SOCIOLOGY
the exercise especially thought provoking,
enlightening, mind broadening, and/or fun.
They also commonly refer to it in various
class discussions and in multiple courses.
In general, students seemed to have
gained an appreciation for structural limita-
tions on mobility in the lower class. Below
are excerpts from the final examinations
(May 2003) of six white students taking
Introductory Sociology:
[Male 1] People may initially try to work their
way out of poverty, etc., but when they see
rules, laws and opportunities are biased and
made to keep them from being successful, they
may give up. Some people become frustrated
and feel that those in power want them to stay
in poverty. Some accept this and may turn to
drugs, crime, and alcoholism or may just
merely exist to cope with it.
[Male 2] In real life, many lower-class people
don’t seek to reach a higher economic status
because they feel that they are handicapped or
will have to work too hard to overcome the
disadvantages. In our class, the higher class
counteredto the
: lower class’s outrage by show-
ing De
thatBarcelona
two people from the lower class
17:11:13
“made it” and escaped the lower class. Also,
the rich were given the best opportunity in the
beginning to gain more wealth, by having the
greatest potential of drawing out a “gold”
token. A modern example is that the higher
class has more opportunities such as better
educational programs to help them achieve a
greater source of wealth as compared to lower
classes.
[Female 1] Star Power illuminated the differ-
ences between the upper and lower classes.
People in power make the rules. As evidenced
by the highest group, they made all the rules
but were unwilling to hear suggestions from
anyone lower than them. They became greedy
with their power. Also, the lower classes can
move up, but it is very difficult. The one
lower-class member who did make it to the
higher group only did so because others chose
to give him the resources to do so. It was
much harder for anyone else. Finally, those
who are in power blame the lower classes’
inability to move up. They think that there is
no reason why they shouldn’t be able to ad-
vance: others have done it in the past, so
there’s no reason they can’t as well.
SIMULATING INEQUALITY WITH STAR POWER
[Female 2] Once you are in the lower class, it
is very hard to move up. When the upper class
had the right to make rules, they made rules to
benefit themselves, overlooking the middle
and lower classes. I felt that since I was in the
lower class, I would never get out and the
upper class would keep getting richer, while I
stayed the same.... Since the media depicts
many successful African Americans, we don’t
see the real struggles of what they go through.
[Female 3] How people get to the top of our
society is based (in most cases) on luck and
what one is born into. We could use a little
strategy, but for the most part it was luck that
got us into the groups. Once people find them-
selves in the lower class, it is very difficult to
work their way out. In the game, all the mem-
bers of the lower-class group had to make
sacrifices (not to take those bonus tokens) to
help two of our members rise to the top. With-
out all of our help, they would not have made
it out. We actually saw the gap between us and
the other groups continue to widen. With their
power, the upper class made different rules, so
that they would stay on top and the lower
classes had no way of working our way up.
This is the point in the game whereDelivered by Ingenta to :
the lower
groups gave up!
Universidad Autonomatheir
Tue, 27 Feb 2007 17:11:13
[Male 3] Social mobility, or the ability to
change class status, was harder than expected.
However, being in the lower group allowed
me to witness the idea of this mobility. Collec-
tively, it was our goal to support at least one
person during the bonus round and propel him
to the higher ranks, thinking that once there
they would remember their “roots” and aid us
also. However, this was not the case. The
individuals who propelled to the top forgot
their origins and instead worried about main-
taining their newly acquired status.
The top group became corrupt when it came
time to make rules of the game. They did not
want to listen to suggestions from the lower
two classes (except for ending the game) and
instead developed rules that would maintain
their status and increase the gap between the
social elite and the poor. It is hard to get your
voice heard if you do not have the means
(money, etc.) to do so. This is something that
was observed in the game.
The lower groups, once they realized that
41
mobility was hard, inevitably gave up their
fight to make it out. It seemed that the major-
ity of these lower classes lacked the drive and
dedication to obtain a higher status (this was
the case for myself). After a certain point, I
felt that my attempts were helpless and there
was nothing I could do to change this.
A short, thought-provoking autobio-
graphical book that students enjoy and that
helps to reinforce the lessons of Star Power
is Out of the Madness: From the Projects to
a Life of Hope (Ladd 1994). This book was
recommended to one of the authors during a
field trip to a maximum-security prison.
During a student-inmate group discussion,
several inmates serving long sentences sug-
gested that the instructor use Ladd’s (1994)
book to effectively communicate the role of
structural inequality in shaping the obstacles
they faced as lower-, rather than middle-
class African Americans. Students were
asked on the final exam (May 2003)
whether or not the lessons from Star Power
related to Ladd’s book. Below are some of
responses:
De Barcelona
[Female A] When trying to hold down a job,
Jerrold realized that no matter how hard he
worked people could fire him for their own
personal reasons. They made the rules and
controlled his life. The lower classes can move
up, but it’s difficult. Jerrold’s white friend
Alex tried to help him but shrugged it off
when prejudice held Jerrold back. He blamed
Jerrold for not being cut out for the work,
when the truth was quite the opposite.
Jerrold’s story proves how the lessons of Star
Power work in a disadvantaged person’s life.
[Female B] There were many occasions when
Jerrold landed a job, was working hard and
impressively, and then was fired as soon as
there were signs of him gaining any kind of
confidence or power. The upper, white class
had the power and would keep the power, to
not let anyone of the lower minority class up
to their group to threaten their POWER!
[Male A] Alex helped Jerrold get out of the
projects because he was rich and had connec-
tions. In Star Power, the only way to move up
was through the help of the upper class.
42 TEACHING SOCIOLOGY
We have found that students often refer to especially if the concept of interdependency
what they learned from this simulation dur- is discussed. Alternatively, to increase co-
ing the semester and often beyond (when a operation, instructors also could write sta-
student takes another class with us). The tistics on the board that show the wealth
simulation succeeds in promoting a deeper distribution in the United States and add the
understanding of structural inequality than distribution reached at different stages of
standard lectures. Yet instructors should be the simulation, providing students with a
aware that students may be skeptical about basis for comparison of inequality in the
the generalizability of the simulation, and game versus reality that in turn could possi-
others may be disheartened by what seems bly prompt them to consider how the distri-
to be the inevitability of the abuse of power. bution of wealth affects long-term societal
(and simulation) functioning.
CONCLUSION Instructors who wish to facilitate students
taking what they have learned from Star
Through the simulation game Star Power, Power to the real world could benefit from
students gain a sense of how those in the a classroom assessment technique delineated
bottom tiers of society can become frus- by Angelo and Cross (1993:38-9) that can
trated and angry by both the perception and be applied to Star Power. Students can con-
the reality that upward mobility is difficult duct interviews of individuals who may be-
for most. The simulation, along with effec- lieve that rules designed to maintain the
tive discussion, helps dispel the commonly power structure have personally affected
held notion that anyone can achieve the them. Students can also generate hypotheti-
American Dream by simply trying hard cal examples of how this phenomenon could
enough. By becoming more aware of struc- affect their own lives. Using a pre-post test,
tural inequalities, students realize Delivered
that for byinstructors
Ingenta to can: then assess the extent to
Universidad Autonoma De Barcelona
the lower classes to join the most powerful which students can connect classroom activ-
Tue, 27 Feb 2007 17:11:13
in society, they must triumph over a system ity to real life.
in which those in power make rules that Star Power serves as a valuable pedagogi-
protect their own interests, usually at some- cal tool for instructors who seek a memora-
one else’s expense. When at times some ble means to facilitate students’ discovery of
students call the chips “money,” they are the frustrations inherent in structural social
showing that they unconsciously realize that inequality and the corruptive nature of
the power of chips translates into what power. The value of the simulation in-
money can buy. Gender patterns also creases if instructors can elicit and contrib-
emerge in that men in all groups usually ute examples of how the phenomena in Star
take on the dominant roles of leadership, or Power exist in various realms in the real
rule making, in the Squares group. world. Students will gain an understanding
Instructors who use Star Power may wish of how social rather than personal factors
to explore why the simulation is so effective operate to make “the rich get richer and the
in eliciting corruption by experimenting poor get poorer.”
with variations that prompt greater fairness.
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Lauren Dundes is an associate professor of sociol-
ogy at McDaniel College. Her primary areas of interest
and research are criminology and medical sociology.
Roxanna Harlow is an assistant professor of sociol-
ogy at McDaniel College, with interests in race and
search explores the intersection of race, gender, and
identity in various social situations.