How Privileged Are You? [Activity]

In past years, I have used the Privilege Walk activity to demonstrate the concept of advantages.  I grew disenchanted with the activity for a few reasons. The first was that many students had done the activity and thus knew what to expect. The second was that I felt like the underprivileged students weren't surprised to be at the back, but I could sense the emotional toll that standing there was taking on some of them.   I'm all for generating a healthy level of discomfort but I felt like I was somehow using the underprivileged students' situation to create discomfort for the privileged., which wasn't the purpose.   In addition, in a series of tiny rooms that I was assigned to, this exercise was not possible. I still think the "Walk" works well in some situations, but I was able to find an alternative that accomplished the goals and generated discussions. That alternative was actually produced by Buzzfeed!so the students tend to like it.

http://www.buzzfeed.com/regajha/how-privileged-are-you#.vazaNLNnZx

This quiz asks students to answer 100 questions and generates a privilege score.  It's not scientific but it is fairly comprehensive with respect to class, gender, race, sexuality, disability, religion, etc. Instead of doing this in class, I assign the quiz as homework. I ask students to take a screen shot of their results and to write a paragraph about what they think influenced their score the most.  They turn these in at the beginning of  class.  I ask them to discuss in small groups and while they do this, I record all of the answers on a spreadsheet (anonymously),  put them in order, and show the class the range of scores. From here I launch into the discussion  just as I would when the privilege walk ended and people were lined up across the room.  In the quiz version, you actually don't know who scored what - you just know the range of scores in the room. The underprivileged students know where they fell on the scale, but at least they don't have to stand and be gawked at by the high scorers.

It also may be helpful to pair this exercise with this video in class. This video shows other people doing the privilege walk so can be useful in the overall discussion without doing the exercise in class.

PS - One thing I still need to work on here. The high scorers wind up reporting feel "blessed". It's almost if the result is "Wow! I really dodged a bullet" or "I'm lucky" rather than "Wow. Stratification is real and it has given me a leg up and so we should investigate why that is happening ". I realize part of this is where they are in life, how often they have received these messages but still....

Consumption, Culture, & Identity [Video]

Check out this music video for an interesting way to teach students about the relationship between material culture, social meanings, and identity.

Objects are never just objects - they take on social importance and meaning through culture and social interactions. In the case of this video, a sneaker takes on importance beyond simply footwear.

Before showing the video, we talk about culture, stuff, and who it matters to and why. I then ask them to watch the video paying attention to the deeper meanings behind the 'stuff' and the ways that those meanings are tied to social identities.  At a more advanced level, you could also ask students who benefits and who loses from this way of treating stuff which could take you into a deeper discussion about the social consequences of economic systems.

Thanks to Dr. Jason Martin for rocking out with me to this video way back in graduate school and launching into good discussions about it.

Global Inequality & iPhones [Video]

This short Nightline Video is a great way to engage students in a discussion of Global Inequality. The piece is short (about 15 minutes) and touches on several sociological concepts, making it a great tool to start a discussion on this topic.

• I like to ask students to think about the differences between producing and consuming countries when they watch this video. We talked about those conditions but we also talk about what prevents the producers( Chinese workers ) and/or the consumers (the students themselves) from demanding better wages/conditions. 
• I especially like to push students on their role in this system and one way to do that is to pair the Nightline video with other photos/videos showing people in developed countries waiting in line/camping overnight/and fighting for thew new iPhone. Here's an example, but you can probably find something more current: http://abcnews.go.com/blogs/headlines/2013/09/scuffles-arrests-at-pasadena-apple-stores-iphone-5s-launch/
• The clip also covers the suicides of many workers and so can also tie in with ideas about Durkeim/suicide/anomie.

If you are  going to watch this in class, you should also check out the iEconomy series produced by the NY Times in 2013.  Much of the journalists' work is still relevant. You'll find potentially readings and other interactive features here that you can use in your class: http://www.nytimes.com/interactive/business/ieconomy.html?_r=0


Shout out to my colleague Dr. George Gonzalez who sent the Nightline video a while back.

Celebrity Race Sort [Activity]

A recent facebook discussion on Shared Teaching Resources for Sociology inspired me to post a description of the activity that I use to demonstrate the social construction of race.

Several group members noted that they have used the "Sorting  People" activity that was produced by PBS in conjunction with the film Race: Power of An Illusion, but that students complained that the small pictures made the activity difficult.  I had the same issue and so I created a classroom exercise that would help the students get the  concept without the grainy low-res photos. The great thing is that  you can change this from year to year so that the celebs are always current.

I use this activity to start a discussion on the social construction of race and to point out how a racial group is really just part of a system of human-made categories. We talked a lot about how humans decided where to draw those lines and how biological difference was much more complex than racial categories. The activity gets students up and moving and really challenges them to think about racial categories in a new way.

The class prep
The first step was to come up with a list of popular celebrities. I had a student assistant help me with this one to ensure that the famous people would be recognized by people other than myself. We tried our best to represent a variety of races and ethnicities. in the process, we googled celebrity bios to find out how they self-identified - and only tried to use those celebrities who we had a self identification for. We then created a Power Point with 40 color photos. A sample of that slide show is below.

The Activity

• I printed out the power point slides in color and then cut them up and placed the celebrity cards into a box.At the start of class I passed the box around and students randomly selected a photo.
• Once everyone had a photo, I asked students to line up based on the skin color of their celebrity  from light to dark (The first time I did this activity, students thought I wanted them to line up based on their own skin color!  So you need to make it clear that they are lining up based on their celebrity card.
• After the students formed one big line, I asked them to say the name of their celebrity. We started from lightest skin to darkest skin, but you easily go the other way around. I wanted other students to listed and picture the celebrities in this continuum.  The students were pretty good about knowing who these people were but I had a cheat sheet  in case they didn’t know whose card they were holding.   Sometimes the student didn’t know the celebrities real name but would instead say something like “Olivia Pope from Scandal”. That was fine with me because most other students knew who this was by that description. I did not put the names on the cards because I didn’t want the name association to influence where they placed unknown celebs (For example, we know that Latino or Arab surnames can influence how a person reads another person and what group they classify in).
• After each student read the names, I told them I wanted to make two groups: White celebrities and black celebrities. I then asked them where to draw the line between the two.  This was obviously difficult because it can’t be done but I forced them to do so and asked everyone to vote on their choice. We had a good conversation about how they came to their decision.
• Now I made the class stand on opposite sides of the room. I  then selected some people on each side and asked if their celebrity might now be misclassified? We discussed this in depth.
• After that ,I asked students to raise their hand if their celebrity was Asian. Hands went up on both sides of the room, so we discussed. I repeated the same question for Latinos. Hands again went up on both sides of the room.
• (Finally a time-consuming option would be to collect the celeb cards in order and then rearrange the original power point to show how the students drew lines and made categories. This would be good to further show visual difference)

Though I like this activity, it does require a large room, talkative students, and a dynamic moderator.
If you don’t have this, you could also  have students do the exercise in pairs or small groups. You could give each group the same exact set of 10 to 20 celebrity cards and then ask them to tape them up to the wall or to a posterboard in order. You may stimulate interesting discussions among the students, especially if they decide on a different order.  If you are teaching an online class, you make the initial power point and send it to the students and ask them to rearrange the photos, save the slide, and post it back to the discussion board.  Feel free to adapt a version of this activity to your classroom and have fun!


 [I still think that the PBS activity can be useful. You can find it here:  http://www.pbs.org/race/002_SortingPeople/002_00-home.htm ]

Race & Religion [Video]

In a recent class I was explaining the idea of "Racialization of Religion" to students.   We make assumptions about religion based on race and assumptions about race based on religion. This video really helped solidify the concept for the students. In fact, on a recent exam, many students referred to this video as an example. In my mind, that's always a mark of success.

This is one episode of the brief web series called "Halal in the Family', a spoof of the classic family sitcom, that focuses on the lives of an American family who happens to be Muslim.  There are other episodes here that could be interesting to teachers who want to talk about race, religion, immigration, and assimilation as the family often wrestles with how to be American and Muslim at the same time.


I paired this video with the reading cited below. Special thanks to Sheena Sood for  recommending the reading:
Joshi, K. Y. (2006). The Racialization of Hinduism, Islam, and Sikhism in the United States. Equity & Excellence in Education, 39(3), 211–226.

Immigrants in the US - Where do they live? [Interactive Map]

A while back, I posted a link to an interactive dot map that visualized where certain ethnic and racial groups live. This map is similar, except it displays immigrant populations using Census data (see the below example that examines the NY Metro Area).

My students have really enjoyed interacting with the Racial Dot Map, and I hope they will learn a lot from this one as well. Find the map here: http://personal.tcu.edu/kylewalker/immigrant-america/

Sports vs Academics [Video]

As a sociologist who studies sport, I'm often pushing students to view sport with a critical lens.  This usually puts us in conversation about how we value sports and how we devote time, money, and energy to sport because of those values.

 This video is especially useful for having that conversation with relation to how we value sports  versus how we regard academics.

Enjoy!

Football & Rape Culture [Video]

Amy Schumer is one of my favorite people in comedy right now. In this sketch, she uses satire to show the connections between playing football and rape culture.  I showed this video last week and the students found it humorous. More importantly, this really opened up our conversation on this topic.  In addition to the clear linkages between football and hyper masculinity,  the students also pointed out a number of other things:

• The players ask their coach a lot of questions.  This shows that boys and men aren't often taught what rape actually IS.  Most girls women have been taught how NOT to be victims, but boys and men don't discuss how NOT to be rapists.
• The coach's status and power are question when he tries to introduce new rules that don't line up with ideas about hegemonic masculinity. 
• The community plays a  role in upholding a certain way of thinking about football and football players.

What Kind of Asian Are you? [Video]

A student of mine recently send this video following a discussion of race and identity.  It's humorous way to look at how Asian identities are often essentialized in ways that people who appear as European whites aren't.  What would happen if we treated those white people the way they often treat Asians?

Brutally Honest NFL Promo [Video]

Thanks to Funny or Die for putting together a video that sharply contrasts our the idealized notion of football versus the reality of scandals and issues that have plagued the NFL.

In many ways, this is just a more extreme, and honest, version of the regular promotions that show hard hits and advertise violence. I plan to use this video to discuss how ideologies are often undermined by evidence, yet still persist in our collective discourses.