Solution Manual for Diversity Consciousness Opening Our Minds to People Cultures and
Opportunities 4th Edition by Bucher
ISBN 0321919068 9780321919069
Full download link at:
Solution manual: https://testbankpack.com/p/solution-manual-for-diversityconsciousness-opening-our-minds-to-people-cultures-and-opportunities-4th-edition-bybucher-isbn-0321919068-9780321919069/
TOPIC: DEVELOPING DIVERSITY CONSCIOUSNESS
SUMMARY: Developing and sustaining a high level of diversity consciousness is extremely difficult. For many of us, just tolerating certain differences requires radical change. In many cases it means recognizing the extent of our cultural encapsulation and unlearning much that we have been taught. Diversity consciousness moves us well beyond tolerance. Rather than simply putting up with differences, it makes it possible for us to understand, respect, and value differences. This kind of ongoing, personal transformation requires not only time but commitment and follow-through. 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:
Explain the importance of diversity consciousness.
Analyze the impact of cultural encapsulation on developing diversity consciousness.
Discuss the value in examining ourselves and our worlds.
Analyze the importance of expanding our knowledge of others and their worlds.
Explain how stepping outside of ourselves enhances our diversity consciousness.
Justify the importance of gauging the level of the playing field.
Examine the meaningfulness of checking up on ourselves.
Describe the need for following through.
Specify strategies for developing diversity consciousness.
Elaborate on the significance of developing diversity consciousness as a lifelong, continuing process.
ACTIVITIES FOR DEVELOPING DIVERSITY CONSCIOUSNESS
The following chart provides a quick overview of the activities for Developing Diversity Consciousness. A complete description, including directions, approximate time for
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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.
I have indicated the format of the activities. Activities include those suited to face-to-face interaction and/or hybrid and online environments.
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The activities provided for this module are suggestions. You may want to use certain ones in conjunction with activities that you have created, such as journal writing, online activities, group discussions, and service learning. Well-designed and wellintegrated activities are an integral part of learning about diversity.
#1 The Name Game
This activity provides students with an opportunity to examine their knowledge base as it relates to diverse, famous people. Students analyze their familiarity with these names in light of their education and upbringing.
#2 Family Stories
Sharing and analyzing family stories allows students to learn more about their own diversity and the backgrounds of others.
Hybrid
#3 Organizational Web Sites and Diversity
Often, organizations’ web sites reveal a strong or weak commitment to diversity. With this idea in mind, students will critically evaluate the design, content, and images of selected sites.
#4 Youtube.com Expert Groups
Students familiarize themselves with subtopics found in “Developing Diversity Consciousness” by selecting, sharing, and discussing YouTube videos.
#5 Internet Lesson Students test themselves on knowledge of names of countries throughout the world. Then, they examine their ability or inability to name certain countries.
Hybrid
Online
Hybrid
Online
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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.
Critical Thinking
Critical Video: Critical A series of Identify and develop the skills of critical thinking
Explain the value of critical thinking
min Homework or Thinking Thinking freshmen and in-class Student upper classmen video with Interview student interviews discussion discussing critical questions thinking issues
Critical Practice 1: A multi-media Describe critical thinking
Identify and develop the skills of critical thinking
Explain the value of critical thinking
Consider information from different viewpoints
15 min Extra Thinking Open Your activity that helps practice or Mind to Think students homework Critically understand the definition and steps of the critical thinking process, and how to identify and classify different viewpoints
Critical Practice 3: A multi-media Analyze assumptions and bias in information
Consider information from
25-35 min Extra Thinking Thinking activity that asks practice or Critically about students to homework a Global Issue uncover bias, weigh evidence, and make an
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Critical Thinking Activity 1: Critical Thinking Presentation
informed decision on an issue.
different viewpoints
Identify and develop the skills of critical thinking
Critical Thinking Activity 2: Journal/Critical Thinkingactivity
This activity provides students a PowerPoint template that
Apply criticalthinking techniques
Identify and develop the skills of critical thinking
2-3 hours Graded homework guides them to apply the Everyday Critical Thinking model to a self-selected issue. (Students can submit for grading via doc sharing or LMS; See Appx A for Grading Rubric)
Part 1: Short ejournal activity to reflect on why critical thinking is so important in the
Part 2: Students set a goal to apply or improve critical thinking skills.
Set goals to improve your critical thinking
30-45 min
activity Goal setting activity
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ACTIVITY #1: The Name Game
What to do: Students can complete this activity individually or in groups.
Ask each student to respond to the following questions in writing:
1. Throughout our lives, each of us learns about many famous people who have shaped history. Draw on this knowledge and name three well-known people (living or dead) who are (were):
Upper Class Lower class Gay/lesbian
Asian-American Native American f. Female Male
Disabled
African
2. Ask students to review the names each of them listed for the nine categories. Which categories of people were the easiest to name? Why? Which categories of people were the most difficult to name? Why?
3. As a class, discuss what this exercise reveals about you and your upbringing. Discuss what it reveals about your culture, socialization, and education, both formal and informal.
How much time: This activity can be completed in part of a class period or extended over multiple topics as needed
How to evaluate: Do students effectively relate this exercise to their upbringing, culture, and education?
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
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ACTIVITY #2: Family Stories
Background: The African proverb “a person is a person through other persons” applies to each of us. In particular, it describes our relationships with family members. As we get older, we become more aware of these relationships.
What to do: Have students pair up.
1. Ask each student to think of stories that have been passed down from generation to generation in her or his family. Students should select one story that has influenced their lives in some meaningful way, such as making them more resilient or altering how they view what is really important in life. They should try to remember as much of the story as possible.
2. Student share their stories with their partners. Also, students should explain how the stories impact their lives.
3. As a class, discuss the following questions: Is there anything that your stories have in common? In what ways are they different? And why do certain family stories remain with us?
4. For further discussion. In this chapter, I discuss "Examining Ourselves and Our Worlds." This is one of the six areas of developing diversity consciousness. How do stories such as these provide us with insight into ourselves and our worlds, and specifically, with a deeper knowledge of our history and our culture?
How much time: This activity can be completed in a single class period.
How to evaluate: Do students share meaningful stories that relate to the assignment? Have students write a reflection piece as part of this assignment.
How to use: Best used in a traditional, hybrid, or online. 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”).
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ACTIVITY #3: Organizational Web Sites and Diversity
Note: This activity is to be done individually.
Have students investigate what makes a web site diverse and inclusive before beginning this assignment. To find out more, students should conduct a search involving some combination of the following terms – web, web site, design, accessibility, inclusive, diverse, and global.
What to do: Have students find two web sites for large organizations – one site that demonstrates a strong commitment to valuing diversity and another site that demonstrates a lack of commitment. Utilize your diversity consciousness to examine the multitude of ways in which a web site may reflect diversity.
For each web site, prepare a report that:
1. includes a link to the home page of the organization
2. explains in detail specific features of the design (e.g. pictures of people – who is included and how they are portrayed, who is not included, font, images, accessibility…) and content (e.g. language or languages, links, inclusiveness…) of the organization’s web site to support your argument of a commitment or lack of commitment to diversity.
How much time: This activity is assigned during one class period and processed in a subsequent class period.
How to evaluate: Do students show they understand what makes a web site diverse? Do students examine design as well as content? Do they examine the many different ways in which a web site may or may not reflect diversity?
How to use: Can be used in a traditional, hybrid, or online class. Materials needed: Computer with high-speed Internet access.
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ACTIVITY #4: Expert Groups - YouTube Lesson on Developing Diversity Consciousness
What to do: Break the class into small groups of 3, 4, or 5 students
Assign each group a different subtopic of Developing Diversity Consciousness from the list below:
1) Cultural encapsulation
2) Examining ourselves and our worlds
3) Examining our knowledge of others and their worlds
4) Stepping outside of ourselves
5) Gauging the level of the playing field
6) Diversity education
Instruct each member of each group to find a different 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. The group then creates 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 Twitter (instructor should assign a common hashtag so students can find each other’s
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ACTIVITY #5: Internet Lesson
What to do: Have each student go to http://andys.org.uk/countryquiz/
Instructions:
1. You have ten minutes to enter the names of as many countries as you can. After ten minutes, the site will let you know the names of the countries you did not remember. Print this page.
2. Discuss in small groups or with the class as a whole: Look at the list of countries whose names you did not enter. From which continents was it easier for you to remember countries? From which continents did you remember very few countries? Looking back at your education both formal and informal what factors might account for this disparity?
3. Follow-up: For many of us, this activity can be a humbling experience in that it may illustrate a significant lack of knowledge about other countries and continents. Ask students: Does this activity provide insight into the development of their diversity consciousness? Why or why not?
Note: If you are unable to access this site, you can do this exercise by writing as many names of countries as you can in ten minutes. When done, Google “united nations member states” to find the list of 192 countries recognized by the U.N. Then, complete steps 2 and 3 of this exercise.
How much time: This activity can be completed in one class period.
How to evaluate: Did each student complete the entire activity and answer all questions? Quality of her/his analysis?
How to use: Can be used in a traditional, hybrid or online class.
Materials needed: None
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