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00:54:11
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Résumé

TLDRProfessor Antonette Austin introduces the course "Understanding Diversity" during the first week of Psych 2000. She expresses her passion for teaching the course and explains that diversity encompasses more than just race and ethnicity, touching all aspects of life. The agenda includes an introduction, an icebreaker activity (Two Truths and a Lie), review of the syllabus and assignments, and discussions on stereotyping and bias. A TED talk on stopping stereotyping and an article on implicit bias are part of the curriculum. Technical difficulties occur during the session, but Austin ensures students have access to information shared. She outlines assignments including a personal descriptor essay, an individual project to interview someone different, and guidelines for civil and respectful class discussions. Austin emphasizes no offensive arguments and that respectful disagreement is crucial for understanding diversity. Details about course requirements, grading, and expectations are also covered, highlighting the importance of completing assignments on time and communicating any difficulties.

A retenir

  • 👩‍🏫 The course is led by Professor Antonette Austin, who is passionate about teaching diversity.
  • 📃 Assignments include an essay on personal descriptors and an individual project involving an interview.
  • 🚫 Emphasis on respectful disagreement during class discussions to understand diverse viewpoints.
  • 🎥 Includes viewing a TED Talk on stopping stereotyping and addressing implicit bias.
  • 📌 Class covers diversity beyond race, engaging students in conversations about all dimensions of differences.
  • 🔧 Technical hiccups occurred but were addressed to ensure continued sharing of course content.
  • ✏️ Weekly tasks include tech live reflections and discussion board engagements.
  • ⏰ Importance of meeting deadlines and communicating issues promptly to avoid penalties.
  • 📚 The course reading material is focused on understanding and managing diversity.
  • 🤝 Activities aim to help students learn through interaction and engagement with different perspectives.

Chronologie

  • 00:00:00 - 00:05:00

    Professor Antonette Austin introduces the course 'Understanding Diversity' for Psych 2000, expressing her enthusiasm for teaching it. She discusses technical issues but reassures students about the availability of resources. The agenda includes an introduction, syllabus overview, assignments, and discussions on stereotyping and bias.

  • 00:05:00 - 00:10:00

    Professor Austin shares an icebreaker to get to know the students: 'Two Truths and a Lie.' She reveals a humorous anecdote about performing a strip tease at a Catholic mass as a child, which turns out to be true, and explains the importance of recognizing diverse aspects of life.

  • 00:10:00 - 00:15:00

    Professor Austin provides more detail about course expectations, emphasizing the importance of understanding and respecting diversity in all forms. She discusses the week's reading on stereotyping and biases, aiming to increase awareness of personal biases and how they may affect our actions.

  • 00:15:00 - 00:20:00

    The syllabus is shared, clarifying course description, learning outcomes, and online policies. Emphasis is placed on respecting diverse views and fostering meaningful discussions. The importance of various assignments, including reflections and projects, is highlighted.

  • 00:20:00 - 00:25:00

    Students are encouraged to choose diverse subjects for their projects, reflecting on differences in their chosen environments. Professor Austin shares examples of past projects to inspire students to explore the effects of diversity within their own contexts.

  • 00:25:00 - 00:30:00

    Syllabus details including grading, assignments, and important deadlines are discussed. Students are advised on how to effectively complete their individual projects and discussion board assignments. The importance of clear communication and meeting deadlines is stressed.

  • 00:30:00 - 00:35:00

    Technical issues temporarily disrupt the session, but the professor proceeds to outline how to conduct interviews for projects, identifying similarities and differences to explore diverse perspectives.

  • 00:35:00 - 00:40:00

    A TED Talk about the psychological roots of stereotyping and the concept of 'ingroup' vs 'outgroup' mentality is presented. The video discusses how oversimplification by our brains leads to biases, stereotypes, and the dehumanization of others.

  • 00:40:00 - 00:45:00

    The talk continues with explanations of 'conservation error' and 'collective liability,' and how these cognitive errors lead to widespread societal issues like prejudice and discrimination. Solutions to combat such thinking are suggested.

  • 00:45:00 - 00:54:11

    The importance of addressing and preventing unconscious bias is emphasized through a discussion on the article about bias. Students are encouraged to reflect on their learnings from the TED Talk and article, fostering an environment of awareness and growth.

Afficher plus

Carte mentale

Vidéo Q&R

  • What is the course 'Understanding Diversity' about?

    It's a class that explores various aspects of diversity beyond just race or ethnicity, aiming to help students understand and appreciate different perspectives.

  • Who is the instructor for this class?

    Professor Antonette Austin is the instructor for "Understanding Diversity."

  • What is the purpose of the icebreaker activity?

    The icebreaker "Two Truths and a Lie" is meant to help students engage and get to know each other better.

  • What is stereotyping and why is it important to address in the class?

    Stereotyping is making generalized beliefs about a group, leading to bias and discrimination. The class addresses it to improve awareness and understanding.

  • What type of assignments can students expect in this course?

    Assignments include a written paper using descriptors, an individual project involving interviewing someone from a different group, discussion boards, and tech live reflections.

  • What technical issues were faced during the class?

    The instructor experienced difficulties with syncing and connectivity, impacting the ability to share some content effectively.

  • What are some key themes discussed in the first week?

    Key themes include stereotyping, bias, microaggressions, and diversity beyond race and ethnicity.

  • How are students assessed in this course?

    Students are assessed through quizzes, reflections, essays, discussion board participation, and an individual project.

  • Is attendance mandatory for Tech Live sessions?

    Attendance is not mandatory, but it's recommended to enhance learning from discussions and content shared during these sessions.

  • What does the instructor emphasize about class discussions?

    Professor Austin emphasizes respectful disagreements and encourages understanding of diverse perspectives without engaging in arguments.

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    good evening and welcome to
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    understanding diversity psych 2000 week
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    one my name is professor auson professor
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    Antonette Austin and I will be your
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    instructor for this class and this is
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    one of my favorite classes
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    to see uh oh I know what happened hold
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    on I think I know what happened
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    okay okay I just hope that I remembered
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    to sync these
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    um if I didn't then it's G to not come
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    out I'm sorry I'm pretty
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    sure no P pining users it says waiting
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    users okay I did sync it so it should be
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    everybody should be able to see it but
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    just in case once it it records I will
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    definitely put a the um Link in the uh
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    chat just to be sure and also the link
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    in the email so anyway let me start
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    again hi I am professor this is
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    understanding
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    diversity um
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    hopefully um we are in a good place with
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    everybody being able to see this um I
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    just want you to know that um this is
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    one of my favorite classes to teach I
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    very much enjoy it um diversity to
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    me is not just race or ethnicity it's
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    everything there's diversity in
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    everything I think I've I've learned
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    learned that as I've lived the years
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    that I've lived that that's what you see
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    you see it in
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    everything okay so let's see what we're
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    going to be doing this
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    evening and here's our agenda so we're
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    going to have an introduction and an
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    icebreaker then I'm going to go through
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    the syllabus and the assignments in
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    great detail to make sure everybody
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    understands um what we what is expected
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    in the class and then uh the video we're
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    going to look at a video a TED Talk talk
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    called how to stop stereotyping because
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    one of the things we that was in some of
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    our lecture this week was about
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    stereotyping what it is
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    um how we do it whether we do it inside
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    our head or we we show it through our
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    actions that we're stereotyping and then
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    we begin to discriminate and then um
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    we're also going to look at an article
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    call are you biased and then the
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    response is yes you are um a lot of
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    times we hear people say oh I don't have
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    any
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    biases not true I'm just gonna call
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    myself on that I used to think that I
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    didn't have any biases towards certain
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    situations and groups I found out that
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    yes I did and becoming aware of that has
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    changed me as a person so then um those
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    are going to be we're going to do
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    something with the article we're
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    probably if we don't get quite to it we
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    will I would want you to look at it and
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    give me some of your take takeaways from
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    it okay okay so let's go to the next one
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    so the Icebreaker two truths and a lie
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    if you have had this had a class with me
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    you know we always start with this name
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    two things that are true about you name
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    one thing that is not true about you so
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    I'm GNA my two truths in the LIE are my
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    lie and the two truths whichever way you
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    want to look at it is I hate green peas
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    I did a strip tease in a Catholic mass
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    and I have two
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    dogs I think I said that right
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    right um no let me say it again I think
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    I messed up I love green peas I have um
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    I love green peas I did a strip tease in
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    the Catholic mass and I have two
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    cars um which one is the lie so most
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    people think the LIE is that I did a
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    strip tease in the Catholic mass but
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    that's a truth I did that um I can tell
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    you a quick story I was probably about
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    five or six years old and there was uh
  • 00:05:03
    I'm aging myself but there was a uh
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    movie called Gypsy Rose Lee and if you
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    ever want to see that movie with Natalie
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    Woods you can uh it might be on Netflix
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    or you can find it on Amazon but it's a
  • 00:05:14
    good movie and but back in that time
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    when I was five which was 60 years ago
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    it was considered a pretty risque movie
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    and my parents were watching it um in
  • 00:05:25
    the living room I
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    think and we had me and my brother had
  • 00:05:29
    bunk bags that were like in another room
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    but you could see the living room so I
  • 00:05:34
    snuck up and saw this movie and what it
  • 00:05:36
    was is a lady who was uh Gypsy Rose Lee
  • 00:05:39
    and it really has to do with her
  • 00:05:41
    mother um but Gypsy Rose Lee and she uh
  • 00:05:45
    was do as a
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    stripper uh and so she was shimmying and
  • 00:05:49
    doing her thing and I was a five years
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    old or six looking at that and I said oh
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    oh look at that but I didn't know it was
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    bad thing at the time um what she was
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    doing or maybe not bad in everybody's
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    eyes people might look at diversity I
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    might have a person in this class who's
  • 00:06:05
    a stripper but considered at that time
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    it was uh not the norm let's put it that
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    way and there was a certain kind of
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    thought about that um so what I did do
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    was go back to school the next day and I
  • 00:06:20
    went to Catholic school and um me and my
  • 00:06:24
    friend Loretta we would walk in the
  • 00:06:26
    hallway to the mass every day with our
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    class
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    and we play this game called Truth or
  • 00:06:31
    Dare most of the time we would dare
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    ourselves well Letta had a kind of
  • 00:06:34
    condition but she sometimes would fake
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    it when she would just faint and she did
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    that in the line and all the nuns we had
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    the nuns who had the black habits and
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    they can't run it oh and I knew she was
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    faking it but I didn't say anything she
  • 00:06:48
    was like my best friend CUA she dared I
  • 00:06:51
    dared her to faint and so she got up
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    everybody was like if she's okay let's
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    keep going to the mask you had to know
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    the school
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    and then so I had told her in class
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    about this movie I had watched and um
  • 00:07:06
    the lady uh was taking off her clothes
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    and into the music and dancing so I I
  • 00:07:12
    was always um an actress and I'll always
  • 00:07:15
    like to do fun things and very uh very
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    very outgoing and so she said okay
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    here's your dare your dare is do the
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    strip tees when we get into the
  • 00:07:28
    mass and or take off your clothes I
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    don't know if we even use that word but
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    anyway I went in I said oh boy I didn't
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    know it was really bad at the time I
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    didn't consider it bad and you had to
  • 00:07:38
    consider the context that I'm in in a
  • 00:07:40
    Catholic uh mask and so we wore uniforms
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    plaid and black and a white shirt and I
  • 00:07:47
    began to do the shimmy to the mass music
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    now you had to if you're Catholic you
  • 00:07:53
    know and so it had the organ and they
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    were playing so I just started taking
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    off my little suspenders I'm getting
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    ready to unzip my skirt and had and
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    unbuttoning my blouse and next thing I
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    know Sister Paul madana who really liked
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    me she ran over there and if you know
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    anything about parochial school you can
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    get snatched up and she snatched me up
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    out of there and she said what are you
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    doing and I said oh I I was saw this
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    movie and I was just doing what that
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    lady did and so she really was chewing
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    me out and she was like oh that's
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    inappropriate and that's not something
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    you should be doing and so um I said but
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    please don't just tell my dad because I
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    know I knew you had to understand this
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    was uh uh I come from the um Baby
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    Boomers and so it was gonna be really
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    bad if I got home and she told him I was
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    doing the strip te's and The Mask so
  • 00:08:44
    anyway long story short she liked me and
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    she gave me time to but myself up and
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    she said make sure you never do that
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    again and I won't call you that so I
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    appreciated that
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    um that was really
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    interesting um so
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    anyway that that one is definitely a
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    truth
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    um okay so one of the things that um
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    that was a lie is if I said I love green
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    peas I hate them and that's another
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    story but I don't have that much time to
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    get into that
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    um but that was my lie I do have two
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    cars so make sure you share in your
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    summary what
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    your um Things Are what your uh two
  • 00:09:31
    truth and a lie are and that was the
  • 00:09:33
    Icebreaker for the day we always do that
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    hopefully I will have more people in the
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    class I'm surprised that I don't have
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    people except that it's the holiday so
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    maybe it's close to the holiday or I
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    didn't syn it and then that will not be
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    good but anyway let's keep moving so let
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    me go through the syllabus and course
  • 00:09:51
    schedule and all of the assignments I
  • 00:09:53
    really want you to make sure this is a
  • 00:09:54
    good experience for you that you don't
  • 00:09:56
    miss points because of things that you
  • 00:09:58
    didn't get to do that was stated in the
  • 00:10:01
    syllabus and and go over the course
  • 00:10:03
    schedule so let me call it in let's see
  • 00:10:07
    so share okay hopefully this is going to
  • 00:10:12
    work okay hold on oh
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    boy no no no did
  • 00:10:21
    I
  • 00:10:23
    okay
  • 00:10:25
    okay stop sharing let me go back minut
  • 00:10:32
    okay let's see Web Conference
  • 00:10:35
    nope
  • 00:10:38
    nope okay I'm just looking
  • 00:10:43
    for okay where are we
  • 00:10:46
    so okay let me see if I can go
  • 00:10:52
    back
  • 00:10:53
    [Music]
  • 00:10:55
    no okay
  • 00:11:02
    okay I'm me kind to go back in
  • 00:11:07
    here
  • 00:11:13
    okay okay I'm back in
  • 00:11:32
    okay okay hopefully this is working
  • 00:11:35
    right I don't know I'm having some
  • 00:11:37
    technical
  • 00:11:39
    difficulties hold on we should still be
  • 00:11:42
    good to
  • 00:11:44
    go
  • 00:11:49
    okay okay sorry about that I had a tech
  • 00:11:52
    difficulty hopefully just got
  • 00:11:54
    straightened out um so syllabus and
  • 00:11:57
    course schedule let me go to that I'm
  • 00:12:02
    going to
  • 00:12:06
    share okay syllabus and understanding
  • 00:12:09
    diversity share okay so hopefully you
  • 00:12:13
    can hear and see me uh let me scroll
  • 00:12:16
    down okay so you can read the course
  • 00:12:20
    description um yourself and the learning
  • 00:12:25
    outcomes uh the online course policies
  • 00:12:28
    with this particular class let me say
  • 00:12:30
    this especially with discuss discussion
  • 00:12:32
    questions we are going to agree to
  • 00:12:34
    disagree we're never going to be
  • 00:12:36
    offensive to any another person we're
  • 00:12:38
    not going to get into
  • 00:12:40
    arguments um about our side and other
  • 00:12:43
    people's side the the purpose of this
  • 00:12:45
    course is to understand that we're
  • 00:12:46
    diverse everybody has difference and we
  • 00:12:50
    accept um each other's differences you
  • 00:12:53
    may not agree and you don't have to but
  • 00:12:55
    thank God we have a diverse world where
  • 00:12:57
    we can all look at different opinions
  • 00:12:59
    and those kinds of things so the book
  • 00:13:02
    that we're going over using is called uh
  • 00:13:05
    understanding and managing diversity I
  • 00:13:06
    am working very hard to get them to come
  • 00:13:08
    up with a new book this book has been
  • 00:13:10
    around for a long time uh we need to get
  • 00:13:12
    a new one because a lot of things have
  • 00:13:14
    happened in the well in terms of
  • 00:13:16
    diversity a lot of changes when I first
  • 00:13:18
    taught this class one of the things that
  • 00:13:21
    was interesting is M gay marriage was
  • 00:13:24
    not um a um a
  • 00:13:27
    law at that that time and so that was
  • 00:13:30
    like maybe 15 years ago and um when I
  • 00:13:34
    first started this class U when it was
  • 00:13:36
    first developed and people used to get
  • 00:13:38
    into discussions and really kind of rip
  • 00:13:41
    each other about different things
  • 00:13:43
    because there are some questions in here
  • 00:13:44
    that deal with that um but um it's
  • 00:13:48
    really interesting now you have more
  • 00:13:51
    acceptance about that uh about gay
  • 00:13:54
    marriage and different things whereas
  • 00:13:55
    before it was so anti that and so it's
  • 00:13:58
    just very interesting to just kind of
  • 00:14:00
    see um how how things in diversity and
  • 00:14:04
    times change so for your grading events
  • 00:14:08
    you have course preparation quiz weekly
  • 00:14:10
    Tech live Reflections assignments 1
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    through 12 individual project film
  • 00:14:15
    analysis discussion boards and current
  • 00:14:18
    events and of course you can look at the
  • 00:14:20
    grading scale yourself um assignment one
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    so let's make sure we follow everything
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    that what the rubric says says the
  • 00:14:27
    purpose of this written assign is for
  • 00:14:29
    students to write a one-page essay
  • 00:14:31
    describing how they identify themselves
  • 00:14:34
    students will use 15 descriptors to
  • 00:14:37
    identify your the subscripts will be
  • 00:14:40
    underlined because points that get taken
  • 00:14:42
    off for that I need to know what your
  • 00:14:44
    descriptors are and the paper will
  • 00:14:46
    include a cover sheet that will include
  • 00:14:48
    the following your name the course
  • 00:14:50
    number Professor name and date the
  • 00:14:51
    assignment is due the paper is no is to
  • 00:14:55
    be no less than one page long and it's
  • 00:14:58
    double space so what I'm looking for
  • 00:15:01
    when you write you can write it in terms
  • 00:15:02
    of paragraphing I have had people do
  • 00:15:04
    that I have people have made list I am a
  • 00:15:07
    mother I am a grandmother um but you but
  • 00:15:12
    beyond that Define what what what that
  • 00:15:15
    particular descriptor is to you so that
  • 00:15:18
    we can know a little bit more about you
  • 00:15:21
    and then um so this is the rubric that
  • 00:15:24
    goes on how many points you get for each
  • 00:15:26
    doing each thing and then the the rest
  • 00:15:29
    of it is pretty much uh uh what do we
  • 00:15:32
    would call just clear I think but I'm
  • 00:15:35
    going to go over the individual project
  • 00:15:37
    I will probably try to go over each week
  • 00:15:39
    because this is the one that's worth the
  • 00:15:41
    most points but it's also I want it to
  • 00:15:43
    be fun and I want you to get the best
  • 00:15:45
    benefit from it so what you're going to
  • 00:15:48
    do is to in your organization your
  • 00:15:50
    church your work a
  • 00:15:52
    club
  • 00:15:54
    um that you belong to identify someone
  • 00:15:57
    who has perceived as different than you
  • 00:15:59
    now I've had people who have def uh
  • 00:16:01
    various issues and situations going on
  • 00:16:03
    in life but they didn't have anything
  • 00:16:05
    that fit this you can use your family
  • 00:16:08
    you can use somebody because when you
  • 00:16:10
    think about it a family is like an
  • 00:16:13
    organization um and you want to pick
  • 00:16:15
    somebody who you view maybe other people
  • 00:16:18
    don't but you view as different than you
  • 00:16:21
    I actually had a um a student do one
  • 00:16:24
    where she was African-American the
  • 00:16:27
    others other different person that she
  • 00:16:30
    that was different to her was also an
  • 00:16:32
    African-American but how are they
  • 00:16:33
    different in the color of their skin one
  • 00:16:35
    had more melanin the other one had less
  • 00:16:38
    melanin um which means pigmentation In
  • 00:16:41
    Their Skin and how they felt that they
  • 00:16:43
    were different and got different
  • 00:16:44
    treatment and you know on each side of
  • 00:16:47
    that so that's one way to look at it I
  • 00:16:49
    had a lady also do um trying to think
  • 00:16:54
    she she did one where she had a handicap
  • 00:16:57
    person at her job who was in a
  • 00:16:58
    wheelchair
  • 00:16:59
    and when she got through talking with
  • 00:17:01
    this person it was really interesting
  • 00:17:03
    because she saw that things different
  • 00:17:05
    that she never would have thought of she
  • 00:17:07
    knew he was in a wheelchair and she
  • 00:17:08
    wasn't but just try to picture using a
  • 00:17:10
    xerox machine or uh you know and being
  • 00:17:14
    able to see high enough to where the
  • 00:17:16
    buttons are um back then it might have
  • 00:17:19
    been more of a challenge they do make
  • 00:17:20
    the machines copy machines a little
  • 00:17:22
    different now but just to think of in
  • 00:17:24
    terms of that and then I had a uh a
  • 00:17:27
    person who
  • 00:17:30
    was I I won't say they were
  • 00:17:33
    homophobic but they kind of were and
  • 00:17:35
    they didn't they were not they didn't
  • 00:17:39
    agree with or didn't like people who
  • 00:17:41
    were homosexuals and what ended up
  • 00:17:43
    happening is she decided that she was
  • 00:17:44
    going to interview a person and she
  • 00:17:47
    learned a lot about that and that helped
  • 00:17:50
    her her um discrimination or her
  • 00:17:53
    stereotyping or just her view of that
  • 00:17:58
    particular population and in this person
  • 00:18:01
    um so that's what I want you to kind of
  • 00:18:03
    do so you're going to interview a person
  • 00:18:05
    that you view is different compare his
  • 00:18:07
    or her similarities and differences with
  • 00:18:10
    you so what you want to do is you want
  • 00:18:11
    to say well I am a white female who is
  • 00:18:18
    um um I have five children and I am a
  • 00:18:23
    boss at my job I work in administration
  • 00:18:26
    I'm and then when you say your person
  • 00:18:29
    who you choose to interview you're going
  • 00:18:30
    to talk about their similarities they
  • 00:18:32
    might have some of those same
  • 00:18:33
    similarities as you they might both be
  • 00:18:36
    you might both be administrators you
  • 00:18:38
    might both want uh you might both have
  • 00:18:40
    families and children that's how you're
  • 00:18:42
    similar but how are you different and so
  • 00:18:45
    you may use the difference that you
  • 00:18:47
    chose why you chose them and so you can
  • 00:18:50
    do that you can um also look at the
  • 00:18:53
    differences this person may be male you
  • 00:18:55
    might be female um or vice versa and you
  • 00:18:59
    know and you're looking at things on
  • 00:19:00
    your job who how males get treated
  • 00:19:02
    differently than females um just those
  • 00:19:05
    kind of things and we will be reading
  • 00:19:06
    some of those kinds of things in our
  • 00:19:08
    book as we go along okay identify their
  • 00:19:11
    challenges and obstacles so if you're
  • 00:19:14
    identifying an a handicapped person
  • 00:19:16
    you're going to say okay um I'll give
  • 00:19:19
    you an example what are the challenge
  • 00:19:21
    and obstacles that a person who is
  • 00:19:23
    handicapp have on their job um and so
  • 00:19:28
    some of that would be
  • 00:19:31
    um um you know just like that's
  • 00:19:33
    mentioned about the Xerox machine or if
  • 00:19:36
    somebody is blind you know they have to
  • 00:19:37
    have an assistant to help them on their
  • 00:19:39
    job because you can't discriminate based
  • 00:19:41
    on disability and then because of their
  • 00:19:44
    differences I ski that one but let me go
  • 00:19:46
    back identify their advantages that they
  • 00:19:49
    have in the
  • 00:19:50
    organization so you want to identify
  • 00:19:53
    what advantages so a handicapped person
  • 00:19:55
    might get a u a special handicap parking
  • 00:19:59
    spot you
  • 00:20:00
    know that's an advantage they could get
  • 00:20:03
    um they may get an assistant to help
  • 00:20:05
    them do some of their work where that's
  • 00:20:08
    an advantage that they get and you might
  • 00:20:10
    not get so and then explain what the job
  • 00:20:14
    does or the person or the organization
  • 00:20:17
    does in tackling those challenges and
  • 00:20:19
    obstacles so what is what do a a company
  • 00:20:22
    do to help um you have to identify the
  • 00:20:26
    obstacles but then also what does the
  • 00:20:28
    company do to help the person um you
  • 00:20:31
    know deal with their their obstacles um
  • 00:20:36
    so hold on let me get
  • 00:20:38
    back so that's what you want to do and
  • 00:20:40
    this is how the paper is going to look
  • 00:20:42
    so here what this is what I always tell
  • 00:20:43
    people when you head using headers on
  • 00:20:45
    your paper it must consist of four to
  • 00:20:48
    five pages that are substantive and an
  • 00:20:50
    attachment of your original interview
  • 00:20:52
    with your questions and responses so
  • 00:20:54
    you're going to come up with the
  • 00:20:55
    questions that are going to fit the
  • 00:20:57
    objectives that you have to get get for
  • 00:20:59
    the paper for the rubric I don't give
  • 00:21:01
    you the questions you come up with the
  • 00:21:03
    questions because I think it makes you
  • 00:21:04
    think more about it um you're going to
  • 00:21:07
    have a title page and a cited reference
  • 00:21:10
    page you might not have a reference page
  • 00:21:12
    but if you use quotes or you get
  • 00:21:14
    information or data about your person or
  • 00:21:17
    about your company the company if you
  • 00:21:19
    use any of that then you can um you need
  • 00:21:22
    to make sure that
  • 00:21:25
    um um if you use any of that yes you
  • 00:21:28
    will need to have a a reference page and
  • 00:21:31
    so what I've always told people to do is
  • 00:21:34
    have a header or like you start your
  • 00:21:37
    paper your introduction and you can look
  • 00:21:39
    at the rubric at the bottom it goes more
  • 00:21:41
    detail what is your introduction to your
  • 00:21:43
    paper uh title it because I've had
  • 00:21:46
    people forget to do that part and then
  • 00:21:47
    they get points off and then what are
  • 00:21:49
    the similarities between you and that
  • 00:21:53
    person not between the job or anything
  • 00:21:55
    just the similarities between you and
  • 00:21:57
    that person so you're both similar in
  • 00:21:59
    and name three or four things that
  • 00:22:01
    you're similar about and then name three
  • 00:22:03
    or four things that you're dis that
  • 00:22:04
    you're not uh similar that you have
  • 00:22:07
    differences then talk about what
  • 00:22:09
    advantages does this person have who you
  • 00:22:11
    view as different than you maybe
  • 00:22:13
    advantages over what you have in
  • 00:22:15
    comparison and then you're going to also
  • 00:22:18
    write the challenges what kind of
  • 00:22:20
    challenges does this person have that
  • 00:22:21
    maybe you don't have and you know or
  • 00:22:24
    vice versa and then in the end you going
  • 00:22:26
    to do Reflections so title each section
  • 00:22:29
    of this you're going to write it in a um
  • 00:22:32
    paragraph format but title each section
  • 00:22:36
    so you make sure you're getting uh that
  • 00:22:38
    you don't skip one because I've had
  • 00:22:40
    people do that and it really messed up
  • 00:22:42
    their uh grades so so I'm here's how the
  • 00:22:45
    points are going to break down the
  • 00:22:46
    interviewee is different I'm going to be
  • 00:22:48
    looking for that your
  • 00:22:50
    introduction I'm going to be looking for
  • 00:22:52
    that the similarities and this is how
  • 00:22:54
    many points each is with
  • 00:22:56
    advantages challenge
  • 00:22:58
    reflections of assignments interview
  • 00:23:01
    transcript and format guidelines so
  • 00:23:04
    you're going to follow all of those
  • 00:23:05
    things make sure you looking at um the
  • 00:23:08
    format of four or five double space
  • 00:23:10
    Pages cited reference sheet um
  • 00:23:13
    information is very organized and clear
  • 00:23:14
    and no grammar errors and U you have
  • 00:23:17
    spell check and grammar check now so you
  • 00:23:19
    want to make sure that that's not uh a
  • 00:23:22
    part of it so this is really important
  • 00:23:23
    in this paper and I will probably talk
  • 00:23:25
    about it as we go along so discuss board
  • 00:23:29
    assignments there are four graded
  • 00:23:31
    discussion board assignments in this
  • 00:23:33
    course all right so these discussion
  • 00:23:35
    boards are worth a maximum of 10 points
  • 00:23:37
    each and you're going to refer to the
  • 00:23:40
    discussion grading rubric posted in each
  • 00:23:42
    discussion and I follow that your
  • 00:23:44
    initial Point posting is due by Thursday
  • 00:23:47
    not later than 11:59 Eastern Standard
  • 00:23:49
    Time and your responses to two
  • 00:23:51
    classmates are due Sunday not later than
  • 00:23:54
    11:59 Eastern Standard standards time
  • 00:23:57
    you must respond to two
  • 00:23:59
    people um Tech Reflection live
  • 00:24:02
    reflection and I just want to make this
  • 00:24:04
    this is this is um clear it's set worth
  • 00:24:06
    seven points it's not just coming in and
  • 00:24:10
    being in a text live what it is doing is
  • 00:24:13
    you want to make sure you are um um
  • 00:24:19
    writing the summary and following the
  • 00:24:21
    directions for the tech live uh it says
  • 00:24:24
    each week your instructor will hold a
  • 00:24:26
    tech live session this is an opportunity
  • 00:24:28
    to engage with your instructor
  • 00:24:29
    classmates and course
  • 00:24:32
    content sron I know how to say this word
  • 00:24:35
    we use it all the time and we're in a
  • 00:24:37
    live session so you're going to be what
  • 00:24:40
    it means is that all of these things are
  • 00:24:41
    going to be able to do together in here
  • 00:24:45
    a I'm having trouble today pronouncing
  • 00:24:48
    that word but I do know what that word
  • 00:24:50
    mean while it's not required for you to
  • 00:24:52
    to attend Tech life it is recommended
  • 00:24:55
    that you try to attend if you are unable
  • 00:24:57
    to attend you can and get a recording of
  • 00:25:00
    the session at um at the end of each
  • 00:25:03
    week you will submit a sub a tech live
  • 00:25:06
    reflection or a one parent corre respon
  • 00:25:09
    to the tech live session so I want you
  • 00:25:12
    to be able to in your summary uh respond
  • 00:25:16
    to some of the things we talked about in
  • 00:25:17
    this session I'm going to be looking for
  • 00:25:19
    that and then of course summary this
  • 00:25:21
    kind of breaks it down of when
  • 00:25:23
    everything is due and you can look at
  • 00:25:25
    that yourself like on um let's see
  • 00:25:29
    November 26 on a Tuesday understanding
  • 00:25:32
    diversity we're doing our conference or
  • 00:25:34
    our Tech live and then on the 28th and
  • 00:25:38
    I'm Unfortunately they are having you
  • 00:25:40
    work during Thanksgiving but that's the
  • 00:25:42
    way they set it up this time they used
  • 00:25:43
    to skip that week but you have to have
  • 00:25:46
    this week in in as part of your um
  • 00:25:49
    assignment so module one
  • 00:25:52
    discussion um module one discussion is
  • 00:25:56
    going to be due November 28th
  • 00:25:59
    but then and then the tech live
  • 00:26:01
    discussion is going to be also November
  • 00:26:04
    28th um let's
  • 00:26:07
    see um so people can uh then you're
  • 00:26:10
    going to meet your classmates that
  • 00:26:11
    should be done by December 1st and so on
  • 00:26:13
    you can read this um make sure that you
  • 00:26:16
    get these things in on the right time I
  • 00:26:19
    do not put the zeros in the University
  • 00:26:22
    automatically Indiana Tech automatically
  • 00:26:24
    puts zeros in when it's late if you have
  • 00:26:27
    a problem and let me come off of this
  • 00:26:29
    now hold on stop
  • 00:26:31
    sharing if you have a problem
  • 00:26:35
    see yes if you have a problem with this
  • 00:26:39
    uh getting something in on time please
  • 00:26:41
    please let me know I know things happen
  • 00:26:45
    um sometimes I have asked for
  • 00:26:46
    documentation if it's something like a
  • 00:26:48
    medical or whatever just to show me that
  • 00:26:51
    you know if you had to go in the
  • 00:26:52
    hospital or a doctor or whatever but I
  • 00:26:54
    didn't understand telling me afterwards
  • 00:26:58
    it's not going to work as good as if you
  • 00:27:00
    let me know ahead of time I'm struggling
  • 00:27:01
    with this this is what I I need help
  • 00:27:04
    with or definitely I need an extension
  • 00:27:07
    sometimes I'm I do that but if you don't
  • 00:27:09
    turn it in on time the university puts
  • 00:27:11
    an automatic zero in there I don't do
  • 00:27:13
    that so please let me know my number is
  • 00:27:16
    317
  • 00:27:17
    965-9631 and you can also look in canvas
  • 00:27:20
    and it talks where it says meet the
  • 00:27:22
    professor I also have my telephone
  • 00:27:24
    number and my email address so here we
  • 00:27:27
    go
  • 00:27:28
    all right so let's go to the next thing
  • 00:27:31
    hopefully that kind of gives you a
  • 00:27:32
    breakdown to what it's what our um what
  • 00:27:36
    our assignments and syllabus and those
  • 00:27:37
    things are like please contact me and
  • 00:27:40
    let me know if there's something you
  • 00:27:41
    don't understand or something is not
  • 00:27:44
    clear to you let me know I'm here to
  • 00:27:46
    help okay so we're going to watch a a a
  • 00:27:51
    video and it's called why we stereotype
  • 00:27:54
    others and how can we stop I run is my
  • 00:27:58
    my opinion that when we start to
  • 00:27:59
    stereotype that's where Prejudice and
  • 00:28:03
    um discrimination began I don't think we
  • 00:28:07
    just
  • 00:28:08
    discrim discriminate haphazardly or just
  • 00:28:12
    oh I just Tred to treat this person
  • 00:28:13
    different than this other person and
  • 00:28:15
    allow this person to get hired and I it
  • 00:28:17
    comes from our own and they use the word
  • 00:28:19
    the new buzz word is bias and we're g to
  • 00:28:22
    talk about that a little bit we used to
  • 00:28:25
    call that something else um when I was
  • 00:28:27
    younger
  • 00:28:28
    in the 60s and the 70s um and having had
  • 00:28:32
    those experiences and I was talking to
  • 00:28:34
    somebody about bias and microaggressions
  • 00:28:37
    and different things like that and they
  • 00:28:39
    were nearer to my age and I said we used
  • 00:28:41
    to call that prejudice and racism when
  • 00:28:43
    they don't really kind of use those
  • 00:28:45
    words
  • 00:28:46
    anymore but um because a friend of mine
  • 00:28:49
    said and she's younger than me and she
  • 00:28:51
    says oh they don't use that word those
  • 00:28:53
    words anymore because they want to make
  • 00:28:55
    it not
  • 00:28:56
    as negative has words like races and
  • 00:29:00
    Prejudice come out that was their
  • 00:29:01
    opinion so I thought it was real
  • 00:29:02
    interesting so we're going to watch the
  • 00:29:05
    video oops I went back too fast
  • 00:29:10
    okay and you can read over the lecture
  • 00:29:13
    and the lecture notes I'm not going to
  • 00:29:14
    spend a lot of time over that because I
  • 00:29:16
    know you can do it um but what I am
  • 00:29:19
    going to do is each week I'll pick a
  • 00:29:20
    topic or topics and there's no one in
  • 00:29:24
    here right now but where we can talk
  • 00:29:26
    about you know the different cont that
  • 00:29:28
    come with diversity that go with along
  • 00:29:30
    with the reading um I'm going to um look
  • 00:29:34
    at those things so to as we're looking
  • 00:29:35
    at stopping stereotypes that's the name
  • 00:29:38
    of the video uh the thought questions
  • 00:29:40
    that we want to look at is what is
  • 00:29:42
    collective liability and give an example
  • 00:29:45
    so I want you to really look for that in
  • 00:29:47
    this uh as we're watching this Ted Talk
  • 00:29:51
    and see if you can um identify what it
  • 00:29:54
    is and give an example of it and we'll
  • 00:29:57
    I'll discuss it but that's kind of
  • 00:29:59
    something I want you to look at when
  • 00:30:00
    you're putting in your summary for this
  • 00:30:02
    Tech live okay let's hopefully we can
  • 00:30:05
    get it not have any problems okay we got
  • 00:30:09
    the audio
  • 00:30:12
    [Music]
  • 00:30:14
    on okay hold on I'm gonna have to turn
  • 00:30:17
    off I know what I'm gonna have to do let
  • 00:30:19
    me just do
  • 00:30:20
    this I'm G turn off my my microphone
  • 00:30:23
    hopefully I'll remember to turn it on
  • 00:30:26
    um but I'm going to turn off micophone
  • 00:30:58
    [Music]
  • 00:31:09
    thank you thank you very much I'm here
  • 00:31:12
    today to talk about stereotypes contrary
  • 00:31:15
    to popular
  • 00:31:17
    belief nobody
  • 00:31:20
    has nobody has to teach us how to
  • 00:31:22
    stereotype anybody it's something our
  • 00:31:24
    brains do all by themselves because
  • 00:31:26
    they're trying so hard to to
  • 00:31:28
    oversimplify our world and this leads to
  • 00:31:30
    sometimes hatred and literally sometimes
  • 00:31:33
    Warfare between groups of people all
  • 00:31:35
    because our brains are trying to make
  • 00:31:37
    life easier for us let's talk about how
  • 00:31:39
    this happens first thing we need to talk
  • 00:31:41
    about are ingroups an ingroup is any
  • 00:31:44
    group that we feel as if we belong to
  • 00:31:46
    that group we identify with it anytime
  • 00:31:49
    we say we or us that's an ingroup and
  • 00:31:52
    belonging to an in group is pretty
  • 00:31:53
    awesome gives us a sense of belonging of
  • 00:31:55
    having a place in the world we raise our
  • 00:31:58
    opinion of other members of our group if
  • 00:32:00
    you think of yourself as a member of
  • 00:32:01
    your group and you think of me as a
  • 00:32:02
    member of that group your opinion of me
  • 00:32:04
    will go up even if we've never met just
  • 00:32:06
    because I'm part of that group oddly we
  • 00:32:09
    also think about and notice the
  • 00:32:11
    differences between ourselves we think
  • 00:32:13
    of ourselves as distinct and Unique
  • 00:32:15
    Individuals who all just happen to share
  • 00:32:17
    something good in common which is
  • 00:32:19
    belonging to the group in groups make us
  • 00:32:22
    feel like part of humanity they make us
  • 00:32:24
    feel great and frankly it is wonderful
  • 00:32:27
    unfortunately there's a downside to this
  • 00:32:29
    because anytime you have an us you have
  • 00:32:31
    to have them those people The Outsiders
  • 00:32:35
    the ingroup sorry the outg
  • 00:32:37
    group here's the thing we don't raise
  • 00:32:39
    our opinion to members of the outg group
  • 00:32:41
    in fact we lower it just knowing that
  • 00:32:42
    you belong to a group that I don't
  • 00:32:44
    belong to lowers our opinion of
  • 00:32:46
    you also when we look at members of the
  • 00:32:49
    out group we notice the similarities
  • 00:32:50
    between them we start to think of them
  • 00:32:52
    as interchangeable as essentially all
  • 00:32:55
    the same as a faceless blob so to speak
  • 00:32:57
    in a worst case scenario when our group
  • 00:32:59
    turns inward and restricts and reduces
  • 00:33:01
    interaction with members of the outg
  • 00:33:03
    groups we will actually dehumanize them
  • 00:33:05
    and conclude that they're not really
  • 00:33:06
    human in the first place now
  • 00:33:07
    dehumanization is terrible for a variety
  • 00:33:09
    of reasons but one of those reasons is
  • 00:33:12
    because it becomes possible to do
  • 00:33:14
    terrible things to people if we don't
  • 00:33:15
    think of them as fully human in the
  • 00:33:17
    first place this Us Versus Them ingroup
  • 00:33:20
    outgroup Dynamic happens anytime we
  • 00:33:23
    divide ourselves into groups even if we
  • 00:33:25
    know that it's random if I were to
  • 00:33:27
    divide this room now and start referring
  • 00:33:28
    to everybody on this side of the room is
  • 00:33:29
    group a everybody on this side of the
  • 00:33:31
    room is Group B if I keep reinforcing
  • 00:33:33
    that by asking questions or simply
  • 00:33:35
    referring to those groups you know group
  • 00:33:36
    a over here blah blah blah Group B This
  • 00:33:38
    and That by the time I'm done with my
  • 00:33:41
    talk many of the people in this room
  • 00:33:43
    will have started to raise their opinion
  • 00:33:45
    of people who sat on the correct side of
  • 00:33:46
    the room meaning the side they're on and
  • 00:33:48
    unfortunately started to lower their
  • 00:33:50
    opinion of members of the outg group the
  • 00:33:52
    other side of the room people who sat on
  • 00:33:54
    the wrong side of the room it's just
  • 00:33:56
    that simple that's all it takes and it
  • 00:33:58
    seems to be hum Universal throughout
  • 00:33:59
    humankind as well we have a natural
  • 00:34:02
    tendency to favor us over
  • 00:34:06
    them why do we do this well as I already
  • 00:34:08
    said our brain is trying to simplify
  • 00:34:11
    things this leads us to make a series of
  • 00:34:13
    cognitive mistakes that all wind
  • 00:34:16
    up with negative effects the first and
  • 00:34:19
    most important of these is conservation
  • 00:34:21
    error conservation error is basically
  • 00:34:23
    our brain taking things and lumping them
  • 00:34:25
    into categories so that we don't have to
  • 00:34:26
    think anymore it's literally way to
  • 00:34:28
    avoid thinking uh we put things into a
  • 00:34:30
    category and then they all become one so
  • 00:34:32
    for example let's say a dog bites me or
  • 00:34:34
    even just scares me when I'm a child and
  • 00:34:36
    so for the rest of my life I'm afraid of
  • 00:34:38
    dogs because I believe that all dogs are
  • 00:34:40
    scary and dangerous and want to bite me
  • 00:34:42
    I don't have to when I meet a dog I
  • 00:34:44
    don't have to evaluate it as an
  • 00:34:45
    individual I don't have to pay attention
  • 00:34:46
    to its behavioral cues or know anything
  • 00:34:48
    about its temperament or history all I
  • 00:34:50
    have to know is that it's a dog all dogs
  • 00:34:52
    want to bite me so I avoid all dogs the
  • 00:34:55
    same thing happens with you know small
  • 00:34:56
    children and vegetable they taste a
  • 00:34:58
    vegetable they don't like they decide
  • 00:35:00
    that vegetables are gross and from that
  • 00:35:02
    point on good luck getting them to eat a
  • 00:35:04
    vegetable and I could tell from a couple
  • 00:35:07
    of Chuckles in the room some of you have
  • 00:35:08
    small or have had small children at home
  • 00:35:10
    uh unfortunately this is not something
  • 00:35:12
    that only small children do and we don't
  • 00:35:13
    just do it with dogs and vegetables we
  • 00:35:15
    do it with human beings as well so a
  • 00:35:17
    dating partner lied therefore all women
  • 00:35:20
    are liars or men can't be trusted we
  • 00:35:22
    catch a student cheating on a test so
  • 00:35:24
    students are cheaters or we have an
  • 00:35:26
    interaction with somebody who has very
  • 00:35:28
    obviously different political beliefs
  • 00:35:29
    than our own and they're rude to us so
  • 00:35:32
    those people are
  • 00:35:34
    rude this is what leads directly to the
  • 00:35:37
    creation of stereotypes and prejudices a
  • 00:35:39
    stereotype is just a set of beliefs
  • 00:35:42
    about an entire category of people and
  • 00:35:44
    the Prejudice is just the attitudes we
  • 00:35:46
    develop about those people based on
  • 00:35:48
    those stereotypes stereotypes and
  • 00:35:50
    prejudices are literally the living
  • 00:35:52
    embodiment of conservation error
  • 00:35:54
    conservation error causes us to create
  • 00:35:56
    these stereotypes and eventually
  • 00:35:58
    convinces us that they are real and
  • 00:36:00
    true this then leads to the next
  • 00:36:03
    cognitive mistake we make which is
  • 00:36:04
    collective
  • 00:36:06
    liability Collective liability is when
  • 00:36:09
    we assume that every member of a group
  • 00:36:11
    is responsible for the behavior of any
  • 00:36:14
    member of the
  • 00:36:15
    group so for example do you remember
  • 00:36:18
    that teacher that punished the whole
  • 00:36:19
    class for something you didn't do when
  • 00:36:21
    you were a kid and you remember how you
  • 00:36:23
    burned with moral outrage when that
  • 00:36:24
    happened it's a common scenario that's
  • 00:36:27
    how I know it's applies to at least some
  • 00:36:28
    of the people listening to me right now
  • 00:36:30
    here's the thing it felt unfair because
  • 00:36:32
    it was unfair Collective liability
  • 00:36:35
    always means punishing individual people
  • 00:36:38
    for things that they did not do that's
  • 00:36:42
    Collective
  • 00:36:43
    liability we only do this to outg groups
  • 00:36:45
    we don't do it to our own group because
  • 00:36:46
    remember when we're thinking about the
  • 00:36:47
    ingroup we think of ourselves as
  • 00:36:49
    separate distinct and Unique Individuals
  • 00:36:51
    why should I feel guilty or badly about
  • 00:36:53
    something that some other individual did
  • 00:36:56
    but when we think about the out groups
  • 00:36:58
    oh now it makes sense to us because
  • 00:37:00
    you're all the same you're all
  • 00:37:02
    interchangeable of course you should all
  • 00:37:04
    feel guilty and apologize for something
  • 00:37:06
    somebody else did in fact you should
  • 00:37:07
    consider yourself lucky that you aren't
  • 00:37:08
    all being punished for it Collective
  • 00:37:10
    liability makes sense to us because we
  • 00:37:13
    only do it to those people to Outsiders
  • 00:37:15
    to members of the outg
  • 00:37:17
    group this is what leads to gang
  • 00:37:19
    violence and frankly quite a bit of few
  • 00:37:21
    Wars in history somebody from that group
  • 00:37:23
    did something to somebody from our group
  • 00:37:25
    so we need to do something to somebody
  • 00:37:26
    from that group
  • 00:37:28
    somebody from that territory lobed a
  • 00:37:30
    rocket into our territory we need to
  • 00:37:31
    drop a bomb on their territory the thing
  • 00:37:33
    you need to understand about the
  • 00:37:34
    collective liability is we genuinely
  • 00:37:37
    don't care if the people that are being
  • 00:37:39
    injured and killed are the ones who are
  • 00:37:40
    actually responsible for the behavior
  • 00:37:42
    we're
  • 00:37:43
    avenging because in our minds all of
  • 00:37:46
    those people are interchangeable so we
  • 00:37:48
    can Avenge the behavior of anybody from
  • 00:37:50
    that
  • 00:37:51
    group by avenging ourselves on anybody
  • 00:37:54
    else from that group they're all the
  • 00:37:56
    same that would be bad enough but we
  • 00:37:58
    also then engage in something called the
  • 00:38:00
    fundamental attribution error it's
  • 00:38:02
    called the fundamental attribution error
  • 00:38:04
    because it's so common we all do this to
  • 00:38:05
    a greater or lesser extent the short
  • 00:38:07
    version is anybody from our in group who
  • 00:38:10
    does anything bad or negative we explain
  • 00:38:12
    it away we attribute it to external
  • 00:38:15
    causes they did what they did because
  • 00:38:18
    they had no choice you know Bob wasn't
  • 00:38:20
    driving because he's a selfish jerk boob
  • 00:38:22
    I'm sorry speeding Bob was speeding
  • 00:38:24
    because he was late for a very important
  • 00:38:26
    meeting but we don't do that with
  • 00:38:28
    members of the out group in fact we make
  • 00:38:30
    the exact opposite mistake we assume
  • 00:38:32
    that their behavior is driven by their
  • 00:38:33
    inner character so that person who's a
  • 00:38:36
    member of your group they weren't
  • 00:38:37
    speeding because they relate for an
  • 00:38:39
    important meeting they were speeding
  • 00:38:40
    because they're a selfish jerk who
  • 00:38:41
    doesn't care about the safety of others
  • 00:38:43
    we literally misjudge everybody because
  • 00:38:46
    of the attribution error because social
  • 00:38:48
    scientists have known for decades human
  • 00:38:50
    behavior is a complex interaction
  • 00:38:52
    between internal factors of personality
  • 00:38:54
    and temperament and external factors the
  • 00:38:56
    situation the circumstance ances Etc but
  • 00:38:59
    when someone from our own group does
  • 00:39:01
    something negative we ignore the
  • 00:39:03
    internal factors and attribute it
  • 00:39:04
    entirely to external factors which is
  • 00:39:06
    always wrong and when somebody from the
  • 00:39:08
    outg group does something we ignore the
  • 00:39:10
    external factors and attribute it
  • 00:39:12
    completely to the internal factors which
  • 00:39:14
    is always wrong so we're literally
  • 00:39:15
    misjudging
  • 00:39:18
    everybody so to summarize our brains
  • 00:39:21
    trick us into creating stereotypes and
  • 00:39:23
    reinforcing them and convincing
  • 00:39:25
    ourselves that they're not only useful
  • 00:39:26
    that they're true and
  • 00:39:29
    accurate so what can we do about this I
  • 00:39:31
    have a bold suggestion are you
  • 00:39:37
    ready let's
  • 00:39:39
    stop let's stop doing it because
  • 00:39:43
    everything I just spoke about is
  • 00:39:44
    something that we do and we don't have
  • 00:39:47
    to do those things this is all in our
  • 00:39:49
    heads this is all a matter of perception
  • 00:39:52
    not reality we choose who we identify
  • 00:39:55
    with which means we choose who we think
  • 00:39:57
    of as our
  • 00:39:58
    ingroup well the problem with that is
  • 00:40:01
    how we Define our ingroups racists
  • 00:40:03
    divide the entire world into Us and Them
  • 00:40:05
    based on the pigmentation of people's
  • 00:40:07
    skin sexists do the same thing with
  • 00:40:09
    gender others use their religious or
  • 00:40:11
    political perspective to divide the
  • 00:40:12
    entire world into us and them anytime we
  • 00:40:15
    create an us we create them but we don't
  • 00:40:18
    have to do that we don't have to think
  • 00:40:21
    about shallow superficial things like
  • 00:40:23
    skin color or gender as the most
  • 00:40:25
    important things about people if we just
  • 00:40:26
    focus on people as individuals then we
  • 00:40:29
    can avoid this we choose to lump people
  • 00:40:32
    into categories in order to make our
  • 00:40:33
    lives easier conservation error is what
  • 00:40:36
    our brains do on autopilot we don't have
  • 00:40:38
    to do it we just have to remind
  • 00:40:41
    ourselves over and over and over again
  • 00:40:43
    this is an individual person that I'm
  • 00:40:45
    looking at or talking to or thinking
  • 00:40:47
    about and choose to not lump them into a
  • 00:40:50
    category with other people that we think
  • 00:40:52
    fit them we tend to focus on the traits
  • 00:40:54
    that we think are important and ignore
  • 00:40:56
    the ones we don't and this is where it
  • 00:40:58
    gets a little bit odd because throughout
  • 00:41:00
    all of history we focused almost
  • 00:41:01
    entirely on shallow and superficial
  • 00:41:03
    things I have no idea how anybody ever
  • 00:41:05
    originally came to the conclusion you
  • 00:41:06
    could tell everything you need to know
  • 00:41:08
    about somebody's inner character by the
  • 00:41:09
    pigmentation of their skin but there you
  • 00:41:11
    have it it's not somebody's age or race
  • 00:41:15
    or weight or ancestry or ethnicity that
  • 00:41:18
    matters most it's who they are as a
  • 00:41:20
    person we just need to remind ourselves
  • 00:41:22
    of that we don't have to do
  • 00:41:24
    this now the good news is and the reason
  • 00:41:26
    I'm talking about all this today being
  • 00:41:29
    aware of these things is enough to help
  • 00:41:30
    us avoid
  • 00:41:32
    them and the other good news is if
  • 00:41:34
    you're listening to me right now there's
  • 00:41:35
    a good chance you're the kind of person
  • 00:41:37
    who really truly wants to learn and to
  • 00:41:38
    grow and apply these things and become a
  • 00:41:40
    better person and we all can that's the
  • 00:41:43
    great news bad news is it's a little
  • 00:41:45
    easier to say than to do it's pretty
  • 00:41:47
    easy for me to say let's stop doing it
  • 00:41:49
    it's harder to actually stop doing it
  • 00:41:51
    but I do have a practical actionable
  • 00:41:54
    suggestion something we can all start
  • 00:41:56
    doing today that will
  • 00:41:58
    help and that is to refer to everybody
  • 00:42:01
    as people or human beings because the
  • 00:42:04
    words we use matter they have an impact
  • 00:42:07
    on how we think about things for example
  • 00:42:11
    fish would you rather have orange ruffy
  • 00:42:13
    for dinner tonight or slim head I know
  • 00:42:16
    which one I'd pick here's the problem
  • 00:42:18
    those are two labels two names for the
  • 00:42:20
    exact same fish when we call it orange
  • 00:42:23
    ruffy it sounds pretty good I mean
  • 00:42:25
    honestly talking about it right now is
  • 00:42:26
    making me a little bit hungry I like
  • 00:42:27
    fish I'd be happy to have orange ruffy
  • 00:42:29
    for dinner
  • 00:42:30
    tonight do I want slime head for dinner
  • 00:42:33
    no I do not want slime head for dinner I
  • 00:42:36
    would like to avoid slim head at all
  • 00:42:37
    possible costs I'd like to stay as far
  • 00:42:39
    away from slim head as possible the
  • 00:42:42
    labels we apply to things matter when
  • 00:42:44
    you call the Fish orange ruffy it sounds
  • 00:42:46
    delicious when you call it slim head it
  • 00:42:50
    sounds disgusting to us the labels we
  • 00:42:52
    use matter because they have a direct
  • 00:42:54
    impact on how we think about things and
  • 00:42:56
    how we receive them and that's true for
  • 00:42:59
    people as well as soon as we start to
  • 00:43:01
    use generic or dehumanizing labels for
  • 00:43:03
    an entire category of people we have
  • 00:43:06
    stopped thinking about them as
  • 00:43:08
    individuals and started to think about
  • 00:43:09
    them as one of those people so let's
  • 00:43:13
    stop using those labels literally refer
  • 00:43:15
    to everybody as people or human beings
  • 00:43:18
    the things we need to keep in mind here
  • 00:43:20
    is there's no such thing as an accurate
  • 00:43:22
    stereotype there's no statement anyone
  • 00:43:24
    can make that applies equally to an
  • 00:43:26
    entire Cate of people and more
  • 00:43:28
    importantly any statement we make about
  • 00:43:30
    an entire category of outgroup members
  • 00:43:32
    is going to also be true for some of the
  • 00:43:34
    members of our ingroup our ingroup is
  • 00:43:36
    not loaded with Saints we are all human
  • 00:43:38
    beings some are great some are
  • 00:43:40
    not let's look at some of these common
  • 00:43:43
    stereotypical statements if we just
  • 00:43:45
    substitute the words people or human all
  • 00:43:47
    people are lazy well obviously that's
  • 00:43:49
    not true you can't trust humans well
  • 00:43:51
    clearly you can trust some human beings
  • 00:43:54
    people are terrible drivers well
  • 00:43:56
    obviously not all people are terrible
  • 00:43:57
    drivers my personal favorite human
  • 00:43:59
    beings aren't like us they're
  • 00:44:03
    different these statements all look
  • 00:44:06
    obviously false and obviously incorrect
  • 00:44:09
    because stereotypes only make sense to
  • 00:44:11
    us when we apply them to Outsiders when
  • 00:44:13
    we apply them to people that we already
  • 00:44:14
    think of as
  • 00:44:16
    interchangeable and we don't have to do
  • 00:44:18
    that the reason why these statements
  • 00:44:20
    don't make sense when you use words like
  • 00:44:22
    people and human is because stereotypes
  • 00:44:24
    don't make
  • 00:44:25
    sense we need to remind ourselves on a
  • 00:44:28
    regular basis that we are all human
  • 00:44:30
    beings every one of
  • 00:44:33
    us what that means is if we think of
  • 00:44:36
    people or humans as our ingroup then
  • 00:44:38
    there really is no outgroup it's when we
  • 00:44:40
    start distinguishing ourselves from each
  • 00:44:41
    others that the whole ingroup outgroup
  • 00:44:43
    dynamic starts to matter if we can avoid
  • 00:44:45
    creating the outg group in the first
  • 00:44:47
    place we don't even really have to worry
  • 00:44:49
    too hard about avoiding Collective
  • 00:44:50
    liability or conservation error because
  • 00:44:53
    those only happen once we've already
  • 00:44:54
    started to think of people as them or
  • 00:44:56
    those people people if we call everybody
  • 00:44:59
    people then everybody's in our in group
  • 00:45:02
    second thing we need to constantly
  • 00:45:03
    remind ourselves of is that we are all
  • 00:45:05
    individuals no two people are exactly
  • 00:45:07
    alike let alone two million or two
  • 00:45:11
    billion we need to remind ourselves on a
  • 00:45:13
    regular daily basis all people are
  • 00:45:16
    unique and most of them are good let's
  • 00:45:20
    try hard to be the good ones thank
  • 00:45:25
    you
  • 00:45:55
    e
  • 00:46:25
    e
  • 00:46:55
    e e
  • 00:47:28
    I didn't unmute myself um so what I want
  • 00:47:30
    you to think about in this
  • 00:47:32
    situation is um in this this video is
  • 00:47:36
    your thought question what is collective
  • 00:47:38
    liability and give an example of that um
  • 00:47:43
    and I G just gave an example but I
  • 00:47:44
    didn't unmute my mic so you may not have
  • 00:47:46
    heard it but an example of that would be
  • 00:47:49
    when you uh like I did with some Latino
  • 00:47:52
    people drivers who in when I lived in
  • 00:47:55
    California who Del liberally tried to
  • 00:47:57
    hit my car and then they didn't actually
  • 00:47:59
    hit it but then I pulled over and they
  • 00:48:01
    pulled over and they said oh you hit our
  • 00:48:03
    car um you owe us money or something
  • 00:48:05
    like that and so then what I did in my
  • 00:48:07
    mind because I had heard about people
  • 00:48:09
    going around doing that is saying Latino
  • 00:48:12
    people you know are crooked and they
  • 00:48:15
    want to get your money and they doing
  • 00:48:17
    these fraud fraudulent things so I'm
  • 00:48:19
    making all one
  • 00:48:21
    group um be punished or in my mind
  • 00:48:25
    considered bad when only those people
  • 00:48:27
    did that and I definitely had to get a
  • 00:48:31
    uh a change of my mindset with that but
  • 00:48:34
    you go by the event that happened to you
  • 00:48:36
    and it was personal and it made you feel
  • 00:48:38
    a certain way but like he said in the
  • 00:48:40
    video you have to keep being aware that
  • 00:48:43
    it's not us and them but that we all
  • 00:48:46
    indiv all individuals and we can't lump
  • 00:48:49
    all one group of individuals has been
  • 00:48:51
    the same because we've seen in history
  • 00:48:53
    where that has caused some major
  • 00:48:55
    problems where Wars have come from that
  • 00:48:59
    when uh people are stereotyped and even
  • 00:49:01
    considered
  • 00:49:02
    dehumanized um we can see that also so
  • 00:49:06
    that's kind of what I want you to kind
  • 00:49:07
    of talk about in your video I mean in
  • 00:49:11
    your tech tech tech life and then the
  • 00:49:14
    next thing
  • 00:49:16
    is I want you to read this article I
  • 00:49:19
    think I have time to kind of go over it
  • 00:49:20
    a little are you biased and then and the
  • 00:49:25
    um the question is the answer to that
  • 00:49:28
    question is yes you are I sometimes in
  • 00:49:31
    my classes and just talking to people
  • 00:49:33
    they will say I don't see color uh how
  • 00:49:36
    could you not you know I would challenge
  • 00:49:39
    that and love to get any conversation
  • 00:49:41
    with anybody who says they don't see
  • 00:49:42
    color or they don't see race or they
  • 00:49:44
    don't see uh gender or they don't see
  • 00:49:48
    because that's just like he said that's
  • 00:49:50
    not how our brain our brain is always
  • 00:49:52
    kind of categorizing things to make
  • 00:49:54
    things simple and I like the way he said
  • 00:49:56
    that so as you read the article I want
  • 00:49:58
    you to say um what is implicit bias um
  • 00:50:03
    and I already told you where that's the
  • 00:50:05
    new buzz word I call it and give an
  • 00:50:07
    example of it and then what is a
  • 00:50:08
    microaggression Give an example so an
  • 00:50:11
    example of a microaggression is when you
  • 00:50:13
    do something to somebody that you
  • 00:50:15
    wouldn't do to somebody else for example
  • 00:50:17
    when I was in uh um Seminary school I
  • 00:50:22
    had gone to become um was going to get a
  • 00:50:25
    degree in Christian education
  • 00:50:27
    I remember um the girl who was my
  • 00:50:30
    roommate um she had never really been
  • 00:50:34
    around black people and so what happened
  • 00:50:36
    was she came up to me and she didn't ask
  • 00:50:40
    she just touched my hair and I was
  • 00:50:42
    thinking she says oh your hair is not
  • 00:50:45
    like you know uh something that I have
  • 00:50:48
    seen like before um you know it the
  • 00:50:51
    texture is different um or something and
  • 00:50:56
    and that to me and going to the example
  • 00:50:59
    is a microaggression when you and that's
  • 00:51:01
    on a well it wasn't minor at the time
  • 00:51:03
    but we got along really well we learn I
  • 00:51:05
    learned it was because she didn't know
  • 00:51:07
    she lived in a farm in Minnesota hadn't
  • 00:51:10
    been didn't have
  • 00:51:11
    TV uh didn't have you know being around
  • 00:51:15
    a lot of people of uh different cultures
  • 00:51:18
    and so we really got along well and I
  • 00:51:20
    learned about farming because I didn't
  • 00:51:21
    know anything about farms and living on
  • 00:51:23
    a farm um and then she learned a lot
  • 00:51:26
    about you know African-American culture
  • 00:51:28
    I remember her saying when I got good
  • 00:51:30
    grade she says oh wow you're pretty
  • 00:51:33
    smart you got good grades whereas I know
  • 00:51:36
    that the only thing she said she had
  • 00:51:38
    ever saw when she did get to see TV when
  • 00:51:40
    she was a teenager was Sanford and Son
  • 00:51:42
    and so she kind of had put all black
  • 00:51:44
    people in that kind of category of being
  • 00:51:48
    like the the Sanford and Sun uh
  • 00:51:52
    stereotype so um you what I would like
  • 00:51:55
    you to do is to talk about what is
  • 00:51:57
    implicit bias and give an example of
  • 00:52:03
    that um the next thing
  • 00:52:07
    is hold on computer so thoughts to think
  • 00:52:12
    about complete the statement today I
  • 00:52:14
    learned and what did you learn today and
  • 00:52:17
    you could add this to your uh Tech live
  • 00:52:20
    something I already knew was and you can
  • 00:52:22
    something about whether we talked about
  • 00:52:23
    or whether it was in a
  • 00:52:25
    video um um you can tell me oh I already
  • 00:52:28
    knew about that I was aware of that and
  • 00:52:30
    then also if you need more information
  • 00:52:32
    about anything that you might need more
  • 00:52:34
    information about you can let me know
  • 00:52:36
    and then when has I'm grading your Tech
  • 00:52:39
    live and reading your Tech lives I can
  • 00:52:40
    be able to give maybe give some answers
  • 00:52:43
    and some resources of where you can get
  • 00:52:45
    more information well that's all I have
  • 00:52:47
    for you I apologize again for the uh
  • 00:52:51
    technical difficulties hopefully the
  • 00:52:54
    sync because I have like 28 people in
  • 00:52:56
    this class and not one person came but
  • 00:52:58
    it's the holidays so maybe that was why
  • 00:53:01
    um um I will find out shortly because
  • 00:53:03
    you will send me email saying that you
  • 00:53:05
    did not get the tape but I believe that
  • 00:53:08
    I synced them all so that you can able
  • 00:53:10
    to get that please have a Happy
  • 00:53:12
    Thanksgiving be safe out there um I hope
  • 00:53:15
    to see you uh next Tuesday I may have to
  • 00:53:18
    change that that time to Wednesday I'll
  • 00:53:20
    let you know ahead of time um because of
  • 00:53:22
    something that came up that I didn't
  • 00:53:24
    know was going to come up for that day
  • 00:53:27
    um please call me anytime at 317
  • 00:53:31
    965-9631
  • 00:53:32
    that's my number um for my cell phone I
  • 00:53:36
    really here to help you any questions
  • 00:53:38
    you might have concerns um making sure
  • 00:53:42
    that you get um what all you need out of
  • 00:53:44
    this class because I hope you I want to
  • 00:53:46
    Hope and I want and hope that you would
  • 00:53:49
    enjoy everything that we're going to be
  • 00:53:51
    talking about and it will be challenging
  • 00:53:53
    you in terms of the way you think or not
  • 00:53:57
    so have a Happy Thanksgiving and be safe
Tags
  • Diversity
  • Stereotyping
  • Bias
  • Course Introduction
  • Assignments
  • Technical Issues
  • Respectful Discussions
  • Psych 2000
  • Implicit Bias
  • Icebreaker