Previous research has shown that socio-psychological interventions are effective at mitigating some of the negative factors, such as stereotype threat, that result in racial, gender, and first generation achievement gaps in STEM classrooms. Growth mindset is the belief that abilities can be developed through strategic efforts and hard work and are not simply innate or fixed. Growth mindset is especially important for members of social groups that are negatively stereotyped by harmful and inaccurate messages about the innate intelligence or abilities needed to succeed in STEM disciplines. This activity has STEM students write or discuss the science behind intelligence and its development to instill a growth mindset in students.
This page provides a discussion-based lesson plan on dominant narratives. A dominant narrative is an explanation or story that is told in service of the dominant social group’s interest and ideologies. Dominant narratives usually achieve dominance through repetition, the apparent authority of the speaker, and the silencing of alternative accounts. In this activity, instructors ask students to analyze distant or contemporary dominant narratives as a class. Once students understand what a dominant narrative is and how it functions, they share additional examples of dominant narratives. This discussion guide helps students recognize dominant narratives, how they are perpetuated, and how and whom they benefit/harm.
This discussion guide shows instructors how to engage with dominant narratives and “perfectly logical explanations” (PLEs). Dominant narratives are well-known and widely accepted explanations or narratives that are typically in service of the interests and ideologies of dominant social groups. Those who use dominant narratives employ PLEs to provide context and justify their perspective in order to avoid being judged. The guide below is focused on a discussion about video games, but it is designed to exemplify the types of questions that could be raised to critically interrogate any dominant narrative. This activity helps students recognize the weight and power of dominant narratives and teaches students how to rigorously interrogate dominant narratives.
This activity asks students to create a timeline of their lives, noting particular lessons they have learned about some aspect of their social identity (race, gender, sexual orientation, etc.). When completing this activity, students can refer to the Cycle of Socialization handout, which offers a diagram to represent the socio-cultural construction of social identities. Both the timeline and handout allow students to reflect on the ways in which students reinforce or challenge the socio-cultural construction of identities.
In this activity, students share the name they will go by in class and any history or story the name has for them. They might share the meaning of their name, who they were named for, why their parents gave them that name, or why they chose that name for themselves. Instructors should give students time to write down their thoughts alone, and then students will share their name story with the class. This activity helps students learn each other’s names and recognize the diverse group of students that make up their learning environment.
The Social Identity Wheel is a worksheet that encourages students to identify and reflect on the various ways they identify socially, how those identities become visible or more keenly felt in different contexts, and how those identities impact the ways others perceive or treat them. This worksheet asks students to fill in various social identities, including race, gender, sex, ability/diasbility, and sexual orientation. Students then categorize their identities based on which matter most in their self-perception and which matter most in others’ perception of them. The Social Identity Wheel can be used in conjunction with the Personal Identity Wheel to help students reflect on the connections and dissonances between their personal and social identities. The Social Identity Wheel and the Personal Identity Wheel can be used in small or large group discussions or as a part of the Spectrum Activity.
In the Core Values Exercise, students will rank a list of values, such as self-acceptance, authority, health, stability, service, and belonging, from “always valued” to “least valued.” They will then translate their “always valued” category into a chart of their own core values. Students will share their core values with the rest of the group and generate a list of shared values together. This activity is designed to engage students in self-reflection and evaluation.