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=__**Cultural Stereotyping**__- //How Teachers can Teach About Cultural Stereotypes// = By: Samantha Reed, Miranda Lauhead, Christina Sims (Group 8)

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**Introduction:** It is human nature to compartmentalize things into categories. When people categorize other people it can be hurtful and disrespectful because everyone is an individual and just because they come from the same culture of group does not mean that they are all the same. This belief is due to a lack of knowledge of other cultures and how they are different. Many people have "generalizations, or assumptions, [about others based on] the characteristics of all members of a group," because of an image (often wrong) that has been portrayed to them through media sources--know as stereotyping ([|Media Stereotyping)]. This Wiki will help break down the barriers of misunderstanding in our culturally diverse classroom and prepare students to go forth and look at people for who they really are inside. =====

**Grade Levels and Relevant Subject Areas** We will explore stereotyping in a Eleventh grade Language Art/Writing and History [|(Per California State Content Standards)] class through the "Grape of Wrath" and how it still relates in today's society. We will have students read the "[|Grapes of Wrath]" and compare it to today's society by using various media outlets: DVD's, newspapers, commercials, and music.

**Purpose of the Project** The purpose of having students read the "Grapes of Wrath" is to show how stereotyping in the past caused extreme hardship for misplaced farmers who forced to moved to California in order to survive. We will connect the book to how stereotypes are used today by using [|media outlets] in order to provide examples of current stereotypes and the affects of stereotyping has on individuals. This will help the teacher demonstrate to students how to be more culturally aware of others.

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media type="youtube" key="nbZ9zJ22WfQ" height="192" width="237" align="right" =====

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Introductory Statement: (Teacher should say) Imagine if every time you leave your house people are staring at you and talking about you behind your back. =====

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Concluding statement: Cultural stereotypes are generalizations that are based on "standardized mental picture[s] that [are] held in common by members of a group and that represent[s] an oversimplified opinion, prejudiced attitude, or uncritical judgment" (2005 Pang 158). Now that the students know what it feels like to be singled out because of their culture they will think about what they can do differently everyday to accept others as individuals--Bias Busters. =====

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 At the conclusion of this lesson the students will know the definition of stereotyping and how the media uses it to misrepresent people of different cultures. In addition, the students will be able to understand the perspective of a negatively stereotyped person and be able to use this knowledge to diminish stereotyping in their own lives. =====

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 After students have read the book, teachers will ask students what stereotypemedia type="youtube" key="cOZd11Mcej4" height="188" width="232" align="right"s are (examples will range by class, but here are some [|examples]):   =====

 [|Link]

Based on the examples of stereotypes the class has made, the teacher will separate the class small groups of three or four and have them come up with a definition of what they think a stereotype is and have them write it on the board. As a class they will review all of the definitions of stereotypes and come up with one concise definition. -Definition should include: - cultures - (use leading questions: Why do people stereotype based on culture?) -misconceptions based on superficial categories - (use leading questions: What kind of categories?) - [|gender], [|race],[|religion], and [|physical appearance] etc.... The teacher will discuss the following definitions and ask the students how they relate to stereotyping:

Discrimination” is a [|sociological term] referring to the treatment taken toward or against a person of a certain group in consideration based solely on class or category. Discrimination is the //actual behavior// towards another group. It involves excluding or restricting members of one group from opportunities that are available to other groups” ( []) “A prejudice is a pre-judgement: i.e. a preconceived belief, opinion, or judgment made without ascertaining the facts of a case. The word //prejudice// is most commonly used to refer to a preconceived judgment toward a group of people or a single person because of [|race], [|social class], [|gender], [|ethnicity], [|age], [|disability], political beliefs, [|religion], line of work or other personal characteristics.” ([]) Racism“is the belief that [|race] is a [|primary determinant] of human traits and capacities and that racial differences produce an inherent superiority of a particular race. [|[1]] Or, on the opposite side, racism can be described as the belief that a certain race or races portray undesirable characteristics” ([]) Classism” is prejudice and/or discrimination on the basis of social class. It includes individual attitudes and behaviors, systems of policies and practices that are set up to benefit the upper classes at the expense of the lower classes.” ( __http:// [|en.wikipedia.org/wiki/Classism] // ) __

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- "Sure they talk the same language, but they ain't the same. Look how they live. Think any of us folks'd live like that? Hell no!'" (236)
==== -  'Them goddamn Okies got no sense and no feeling. They ain't human. A human wouldn't live like they do. A human being couldn't stand it to be so dirty and miserable. They ain't a hell of a lot better than gorillas." (130) ==== [|LINK] [|Link] The students will individually read the stereotypes from the book and explain what the stereotypes mean to them. They will then get into groups and share their opinions about the examples from the book. The teacher will then ask the students to share their opinions with the class and ask them how they would feel if these stereotypes were portrayed onto them. This will lead into a discussion of modern day stereotypes and how they affect the students in the classroom.

Now students (in their groups) will go through the examples we have discussed in the "Grapes of Wrath". They will choose one and explain how it negatively affected people. The next step is to relate these stereotypes to their own or another culture and relate it to the media today such as movies, magazines, videos, books, comic strips, video games etc.. The teacher will give some statistics about media

(http://www.commonsensemedia.org/Battling-Stereotypes-Tips) || || || || || || || || || ** || ** || **207 (43%) ** || ** || **280 (57%) ** || || || http://www.umich.edu/~themafia/stereotypes.html http://paper.toastandtea.org/wordpress/wp-content/uploads/2009/11/abc.jpg
 * According to the 2006 Network Brownout Report"a random sample of local television news programming in Los Angeles and Orange counties revealed that Hispanics were more likely to be portrayed as criminals or lawbreakers than whites."
 * "Lucila Vargas and Bruce DePyssler, Latinos were consistently portrayed as “criminal aliens” or “helpless victims” in news media coverage."
 * According to a 2003 study by the Asian American Journalists Association, “Asian Americans have been one of the most underrepresented groups in news.”
 * Studies show that almost twice as many blacks and Hispanics show up as villains in mainstream media
 * A Dads and Daughters study of G-rated films revealed that there are 3 male characters to every female character
 * Almost twice as many non-white males are portrayed as physically aggressive in G-rated movies
 * 60% of female video game characters are presented in a sexualized fashion
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">otal Italian Related Films since Sound Era (1928) ** || **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">1220 **
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Films which portray Italians in a positive light ** || **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">374 (31%) **
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Films which portray Italians in a negative light ** || **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">846 (69%) **
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Individual Categories ** || **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">1220 **
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Mob Characters ** || **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">487 (40%) **
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">(Real mob characters) ** || **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">58 (12%) **
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">(Fake mob characters) ** || **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">429 (88%) **
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Boors, buffoons, bigots, or bimbos ** || **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">359 (29%) **
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Positive or complex portrayals ** || **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">374 (31%) **
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Influence of The Godfather //(1972)//
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Mob movies prior to The Godfather
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Mob movies after The Godfather
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Total Number of Italian Americans (1990 U.S. Census) ** || **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">14.7 million **
 * **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Total Number of Criminals (1999 F.B.I Statistics) ** || **<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">1,150 (.0078%) **

Students will make a presentation (video, powerpoint, poster, or any other type of visual media) and incorporate what culture stereotypes they are going to discuss and will incorporate examples of media stereotypes, like those listed above. These presentations will be delivered in front of the class and be graded for content and preparedness on the project rubric below labeled "project rubric".

To conclude this project, the students will write a three page reflection about how stereotyping. They will be able to write about stereotyping they have personally experienced or how stereotypes have affected people they know. Another option is to talk about how this project has changed their own view on stereotyping others. The purpose of this assignment is to bring the class research and discussions about stereotyping to a personal level. Being forced to connect stereotypes to their own lives will solidify the importance of the entire project. This paper will be graded according the the reflection rubric below and will not be shared with anyone in the class other than th teacher. It is important that students feel comfortable writing their true feelings on paper without worrying what others think. This paper will be graded on grammar as well as personal voice. The accompanying rubric can fond below under the title "Reflection Rubric".

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Project Rubric
 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Preparedness ** || Student is completely prepared and has obviously rehearsed. || Student seems pretty prepared but might have needed a couple more rehearsals. || The student is somewhat prepared, but it is clear that rehearsal was lacking. || Student does not seem at all prepared to present. ||
 * ** Content ** || Shows a full understanding of the topic. || Shows a good understanding of the topic. || Shows a good understanding of parts of the topic. || Does not seem to understand the topic very well. ||
 * ** Collaboration with Peers ** || Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. || Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. || Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. ||
 * ** Posture and Eye Contact ** || Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. || Stands up straight and establishes eye contact with everyone in the room during the presentation. || Sometimes stands up straight and establishes eye contact. || Slouches and/or does not look at people during the presentation. ||
 * ** Presentation Materials ** || Student shows considerable work/creativity in preparing the presentation materials including power-point, video or poster. || Student shows some work/creativity in preparing the presentation materials including power-point, video or poster. || Student shows little work/creativity in preparing the presentation materials including power-point, video or poster. || Student shows no work/creativity in preparing the presentation materials including power-point, video or poster. ||
 * ** Time-Limit ** || Presentation is 5-6 minutes long. || Presentation is 4 minutes long. || Presentation is 3 minutes long. || Presentation is less than 3 minutes OR more than 6 minutes. ||
 * ** Evaluates Peers ** || Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). || Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). || Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). || Fills out most of the peer evaluation but scoring appears to be biased. ||
 * ** Listens to Other Presentations ** || Listens intently. Does not make distracting noises or movements. || Listens intently but has little distracting noise or movement. || Sometimes does not appear to be listening but is not distracting. || Sometimes does not appear to be listening and has distracting noises or movements. ||

<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Reflection Rubric
 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Focus on Topic (Content) ** || There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. || Main idea is clear but the supporting information is general. || Main idea is somewhat clear but there is a need for more supporting information. || The main idea is not clear. There is a seemingly random collection of information. ||
 * ** Support for Topic (Content) ** || Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. || Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. || Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. || Supporting details and information are typically unclear or not related to the topic. ||
 * ** Adding Personality (Voice) ** || The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own." || The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. || The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. || The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. ||
 * ** Flow & Rhythm (Sentence Fluency) ** || All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis. || Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand. || Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand. || The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. ||
 * ** Grammar & Spelling (Conventions) ** || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * ** Word Choice ** || Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced. || Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone. || Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. || Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or cliches may be present and detract from the meaning. ||

= = // References: Pang, Valerie Ooka. (2005) //<span style="font-family: 'Calibri','sans-serif';">Multicultural Education A Caring-Centered, Reflective Approach. //New Yo rk, NY: McGraw-Hill. Steinbeck, John. (1939)// <span style="font-family: 'Calibri','sans-serif';">The Grapes of Wrath. //United States: The Viking Press. Yang, Gene Luen (2006)// <span style="font-family: 'Calibri','sans-serif';">American Born Chinese. //<span style="font-family: 'Times New Roman',Times,serif;">New York, NY : First Second // Media Stereotyping. // Retrieved from The Media Awareness Network on February 27 from website: [] // California State Content Standards. // Retrieved on February 27 from the California State Board of Education Website: [] Steinbeck, John. //The Grapes of Wrath. //Retrieved on February 27, 2010 from Sparknotes website: [] Stereotypes Image. Retrieved on February 27, 2010 from Xunax’s Blog website: [] Smith, S.E. (2010).// What is Mass Media? //Retrieved on February 27 from Wisegeek website: [] I Have To Deal With Stereotypes. (video file) (March 8, 2007).Retrieved on February 20 from Youtube.com Website: []// What are some examples of stereotypes? // Retrieved on February 27, 2010 from Yahooanswers.com website: [] Stereotypes of Blacks, Mexicans, Asians, Gays, and Blondes. (video file) (April 20, 2008). Retrieved on February 27, 2010 from Youtube.com website: [] The Role of Gender and Race Stereotypes in the Democratic Primary. (video file) (February 28, 2010) retrieved on March 5, 2010 from Tersacentric website: [] Mabery, Nora. (May 1, 2005) Religious stereotypes: Setting the record straight on beliefs. Retrieved on March 5, 2010 from Ponce Online website: [] Allen, Charlotte Anne. (2001) //<span style="font-family: 'Calibri','sans-serif'; font-size: 9pt; font-weight: normal;">Stereotypes in retail print advertising [electronic resource] : the effects of gender and physical appearance on consumer perceptions **<span style="font-family: 'Calibri','sans-serif'; font-size: 9pt; font-weight: normal;">. ** NT Dissertation Marketing and Statistics. Retrieved on University of North Texas Library Catalog website: [] Nurses Station Comic Strip. Retrieved on February 27, 2010 from website: [] Two Students Eating Comic Strip. Retrieved on February 27, 2010 from website: [] Jewish Image. Retrieved on February 27, 2010 from website: [] Grapes of Wrath Image. Retrieved on February 27, 2010 from website: [] Grapes of Wrath by John Steinbeck Image. Retrieved on February 27, 2010 from website: http://upload.wikimedia.org/wikipedia/en/thumb/1/1f/JohnSteinbeck_TheGrapesOfWrath.jpg/200px-JohnSteinbeck_TheGrapesOfWrath.jpg Battling Stereotypes Tips What Media Teaches Our Kids. // (2010) Retrieved on March 5, 2010 from Common Sense Media website: [] The Godfather, Stereotype or Reality? Retrieved on March 5, 2010 from website: [|http://www.umich.edu/~themafia/stereotypes.html] Asian Student Comic Strip. Retrieved on March 5, 2010 from website: [] Three Boys in The Cold Comic Strip: Retrieved on March 5, 2010 from website: []