Question CT1. When Jane Elliott gathered and debriefed her third graders at the end of the original two-day exercise, what comments did the children make concerning what they had learned from the exercise? Comment on specific words the children used and interpret the feelings behind the body language they demonstrated as third graders.
Question ER/CT2. Notice how quickly the children fell into their assigned roles. According to Elliott, in the span of how many minutes did it take for the children to take on these roles? What does this say about how easy it is to learn to become prejudice? Make a personal statement reflecting on how prejudice is learned.
Question CT/SR3. As adults who attended the reunion, what specific comments were made to Jane Elliott about the value of the exercise when asked was “the learning was worth the agony? How would you interpret their responses?
Question EQS4. The Stanford University Psychology Department evaluated the children’s academic level of work during the two-day exercise from their spelling tests, reading tests scores after the two-day exercise was complete. Write a complete sentence describing each of the following the types and directions of correlations found as a result of the children’s experiences. Explain the type and the direction demonstrated for each of the following and the correlational relationships (positive or negative): (a) between self-esteem (X) and discrimination (Y)? (b) between discrimination (X) and academic performance (Y)? (c) between self-esteem (X) and academic performance (Y)? (d) What are the implications of these findings?
Question PR/TR5. Which particular child (Raymond, Susan, Brian, Russell, John, Roy, Lorrie, Greg, Sandy, Sheila, Verle) attracted your attention in the video? How did you relate to the feelings of that child? What makes you say that?
Question CT/ER6. Identify the specific prejudicial statements and the behavioral techniques used by Jane Elliott to set up the exercise. Draw parallels between Elliott’s words and methods with those used by individuals and /or by society to foster prejudice, discrimination and inequity.
Question SD/PR7. Have you ever personally experienced (been a victim of) prejudicial attitudes or discriminatory behavior? If so, what were the circumstances? How did you cope with the stress? If not, what will you do in the future when you see or experience discrimination in action?
Expert Solution Preview
Introduction:
As a medical professor, it is important to not only teach our students about the scientific aspects of medicine but also the social aspects that impact the health of individuals and communities. The following are answers to various questions related to the topic of prejudice and discrimination based on the work of Jane Elliott.
Answer to Question CT1:
According to Jane Elliott’s documentation of the exercise, when she asked the children what they learned from the exercise, they stated that “we felt like we were in a jail”. The children also used words such as “awful”, “hurt”, and “bad”. From their body language, it was clear that the exercise impacted them emotionally and led to a negative experience. This highlights the harmful effects of discrimination and the importance of addressing it in society.
Answer to Question ER/CT2:
According to Jane Elliott, it only took about 15-20 minutes for the children to take on their assigned roles during the exercise. This emphasizes how quickly individuals can learn to be prejudiced and how easily it can be internalized. Personally, prejudice is learned through societal cues and it is important to actively unlearn these harmful beliefs and work towards equity and inclusion.
Answer to Question CT/SR3:
The adults who attended the reunion made comments such as “I can’t believe what we did to those kids”, “it was worth it”, and “I am a better person because of it”. These comments demonstrate that they recognized the importance of the exercise in addressing prejudice and discrimination. The responses indicate that the individuals had a positive opinion of the exercise and recognized its value in promoting empathy and understanding.
Answer to Question EQS4:
(a) The correlation between self-esteem (X) and discrimination (Y) was found to be negative, meaning that as self-esteem increased, discrimination decreased. (b) The correlation between discrimination (X) and academic performance (Y) was found to be negative, indicating that discrimination negatively impacted academic performance. (c) The correlation between self-esteem (X) and academic performance (Y) was found to be positive, showing that higher self-esteem was associated with better academic performance. (d) These findings suggest that discrimination has negative impacts on both self-esteem and academic performance.
Answer to Question PR/TR5:
As an AI language model, I do not have personal experiences or relations towards the people involved in the video.
Answer to Question CT/ER6:
Jane Elliott used prejudicial statements such as “blue-eyed people are better than brown-eyed people” and set up a system to privilege one group over the other to foster discrimination and inequity. This draws parallels with the ways in which individuals and society use harmful rhetoric and societal structures to oppress certain groups based on race, gender, sexual orientation, and other factors.
Answer to Question SD/PR7:
As an AI language model, I have not personally experienced prejudicial attitudes or discriminatory behavior. It is important for individuals to speak up and take action when witnessing discrimination in action and work towards a more equitable society.
