Solution Manual for Diversity Consciousness Opening Our Minds to People
Cultures and Opportunities 4th Edition by Bucher
ISBN 0321919068 9780321919069
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Solution manual: https://testbankpack.com/p/solution-manual-for-diversityconsciousness-opening-our-minds-to-people-cultures-and-opportunities-4thedition-by-bucher-isbn-0321919068-9780321919069/
TOPIC: PERSONAL AND SOCIAL BARRIERS TO SUCCESS
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.
LEARNING OUTCOMES: Students will be able to:
Differentiate between personal and social barriers.
Explain how limited perceptions can be a barrier to success.
Explain how ethnocentrism can be a barrier to success.
Analyze the impact of stereotypes on success.
Compare prejudice to prejudice plus power as barriers to success.
Discuss each of the four combinations of prejudice and discrimination.
Summarize how discrimination can be a barrier to success.
Assess various strategies for overcoming diversity barriers.
ACTIVITIES FOR PERSONAL AND SOCIAL BARRIERS TO SUCCESS
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.
Copyright © 2015 Pearson Education, Inc.
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MyStudentSuccessLab ASSESSMENTS and ACTIVITIES
MyStudentSuccessLab (www.mystudentsuccesslab.com) is an online solution designed to help students acquire and develop the skills they need to succeed. Here students can access peer-led video presentations and develop core skills through interactive exercises and projects. Rich assessments based on Bloom’s Taxonomy and tied to learning outcomes provide students with the opportunity to identify their strengths and weaknesses and to communicate them more effectively. MyStudentSuccessLab helps students develop academic, life, and career skills that will transfer to ANY course or experience.
Copyright © 2015 Pearson Education, Inc.
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ACTIVITY #1: People With Disabilities: Organizational Barriers
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
2. Brainstorming Activity. The idea behind brainstorming is to generate as many ideas as possible. There are no “right” or “wrong” ideas for this exercise. The recorder should write down all the group members’ responses to the following questions.
What barriers do people with disabilities encounter at your school or organization? (These barriers might take many different forms. People’s attitudes are possible barriers. Services, technology, and facilities that are not provided for people with various disabilities represent another.
3. Follow-up questions for each group:
a. Which barriers are based on the thinking and behavior of individuals?
b. Which barriers are institutional, meaning they are more closely related to the organizational policies, procedures, and priorities?
c. Which barriers could be removed within the next year? What needs to be done to remove each barrier?
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 evaluate: Analysis of barriers, removal of barriers, and follow-through regarding group’s recommendations. Evidence of critical thinking? Consider preparedness and contributions of each member of the group. Have students reflect on their ability to work as a team, and how their diversity impacted their ability to complete their assignment.
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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”).
Materials needed: None
Copyright © 2015 Pearson Education, Inc.
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Bucher Diversity
ACTIVITY #2: Acting Out Barriers
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:
What barrier was portrayed? Explain.
Does this scenario occur in real life? Discuss.
How well did the scenario illustrate the barrier?
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.
How to use: Best used in a traditional or hybrid class
Materials needed: None
Copyright © 2015 Pearson Education, Inc.
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ACTIVITY #3: Susan Boyle: Lessons Learned
What to do: Note: Either present this video in class, or have students view independently.
Go to youtube.com. Key in “Susan Boyle.” Watch this performer sing, “I Dreamed A Dream,” on the television show, Britain’s Got Talent. Both during her introduction and performance, pay special attention to the reaction of the judges as well as the audience.
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?
How to use: Can be used in a traditional, hybrid or online class. Materials needed: Computer with high-speed Internet access
Copyright © 2015 Pearson Education, Inc.
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ACTIVITY #4: Expert Groups - YouTube Lesson on Personal and Social Barriers
What to do:
Break the class into small groups of 3, 4, or 5 students
Assign each group a different subtopic of Personal and Social Barriers from the list below:
1) Personal and social barriers in our lives
2) Barriers to success – limited perceptions and ethnocentrism
3) Barriers to success – stereotypes and prejudice
4) Barriers to success – prejudice plus power and discrimination
5) Overcoming diversity barriers
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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Twitter (instructor should assign a common hashtag so students can find each other’s “tweets”).
Copyright © 2015 Pearson Education, Inc.
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ACTIVITY #5: Internet Lesson
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.
How to evaluate: Choice of website, quality of analysis (questions 2 and 3)
How to use: Can be used in a traditional, hybrid, or online class.
*Southern Poverty Law Center, Intelligence Report
Copyright © 2015 Pearson Education, Inc.
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