Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.com

1. Confronting Pre-Service Teachers’ Stereotypes: The Road to Self-
Awareness and Self-Reflection
Darrell Cleveland, PhD
The Richmond Stockton College of New Jersey
ABSTRACT
It is the responsibility of teacher education programs to provide opportunities for
candidates to engage in course work and discourse that challenge them to address their
own racial identity development and attitudes about diversity topics. This qualitative study
focuses on a sample from 29 teacher candidates’ responses to their participation in an
interactive exercise addressing stereotypes. This essay considers the importance of
engaging teacher candidates in candid discourse and reflection about their own biases and
prejudices as a result of stereotypes. Qualitative measures reveal increases in awareness of
biases and prejudices and a reduction of stereotypes. The findings also show the
effectiveness of the instructor’s approach.
Key Words: stereotypes, diversity, reflections, bias and prejudice
When I saw you on the first day of class, I thought you displayed an extreme amount of
confidence. You were very well dressed and when you spoke, you were very articulate. I was
surprised you were African-American. You are the first African-American professor I have had
in my studies at this institution. And honestly, because of your race, I assumed you were going
to be a difficult teacher and an unfair one. I can say now that I was wrong! (WF)
Teacher education programs throughout the country presently serve mostly White female
candidates. According to the National Education Association (NEA) 2005-6 Status of the
American Public School Teacher report, 87 percent of all teachers are White. Many of these
teacher candidates come from homogeneous environments. After completion of their
certification programs, many of these White teachers will encounter students from different
racial/cultural backgrounds that may conflict with their own. As a result of this fact, teacher
education programs are charged with preparing teachers to teach all children.
Diversity and multicultural education content is essential when addressing difference as it
relates to privilege and oppression. One way to address oppression and difference is through the
examination of stereotypes. As a result of history, socialization, and, in many cases, personal
contact, people categorize others (consciously and unconsciously) on physical and social
distinctions such as race, gender, and age (Fiske, 1998; Wheeler, et. al, 2005). Categorization or
stereotyping (Allport, 1954; Billig, 1985; Ehrlich, 1973; Hamilton, 1981; Tajfel, 1981) is defined
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2. as an inevitable process that asserts “…as long as stereotypes exist, prejudice will follow.”
(Devine, 1989, p. 2)
Elsea (1984), in her book The Four-Minute Sell, asserts that individuals have 7-15
seconds to make a good first minute impression and four minutes for these same individuals to
decide if they want to interact with a person beyond the first four minutes. Elsea identified the
nine most important things noticed about people in our society in order of importance:
• Skin Color
• Gender
• Age
• Appearance
• Facial expressions
• Eye contact
• Movement
• Personal space
• Touch
These nine factors influence relationships on a daily basis when we see individuals, 1) notice, 2)
assess, and 3) make decisions about how to 4) interact with that individual.
The over-arching objective of this stereotype exercise was to challenge teacher education
candidates to think critically about: (1) their own biases/stereotypes; (2) where stereotypes
originate, and (3) how categorizing/stereotyping can affect children in the classroom or, more
specifically, allowing the power of bias and prejudice as a result of stereotyping to dis-empower
children. As it relates to stereotype and prejudice reduction, Rudman and others (2001) noted,
“A key factor in multicultural training concerns awareness of one's own biases. Students are
often challenged to find (and question) the ways in which they unwittingly oppress others” (p.
858).
The challenge in facilitating this content is two-fold. First, as an African-American male,
I must acknowledge my own prejudices and stereotypes. As facilitators Obidah and Howard
(2005) assert:
Teacher educators have to challenge their own assumptions about the students with
whom they are engaged in this process. As members of the same race and class-based
society as our students, we bring our own biases and expectations about the different
racial and ethnic groups of students who come before us to be educated. (p. 254)
As a minority, I must acknowledge the stereotypes I possess about my primarily White students.
The second challenge relies heavily on socialization. As a result of our socialization in a society
that has historically oppressed ethnic minorities, stereotyping is part of the American social order
that shapes negative attitudes and beliefs (Ehrlich, 1973; Devine, 1989). Taking account of my
own prejudices, biases, and stereotypes and acknowledging my privileges ensure students that
enlightenment about diversity is life-long. Critical engagement (intellectual and emotional),
critical reflection, and ongoing self-reflection regarding one’s own biases, prejudices, and
stereotypes drive my pedagogy for this exercise to answer the question: How can I encourage
prospective teachers to examine bias, prejudice, and stereotypes related to their future students?
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3. Methodology
This qualitative study focused on a representative sample of 29 teacher education students
(see Table 1) who participated in this exercise as part of a scheduled three part diversity
education module. All participants were engaged in a foundational privilege exercise that
exposed students to White, Male, Heterosexual, Ability, and Class Privilege. Students also
engaged in intergroup dialogue, and some submitted reflections on their experiences. Exposure
to this content allowed students to participate more openly in the day two exercise, addressing
stereotypes and biases.
Table 1
Student Demographics
The participants in this study were enrolled in a requisite foundations course that met
twice per week in the teacher education program at a Historically White Institution (HWI) in the
northeast. The reflection papers utilized as data for this study were not solicited by the
instructor. Students were, however, required to submit four written reflections on any course
topic of their choice. The key concepts considered for this study are reaction and cultural
awareness as a result of participating in this interactive exercise, lecture, and discussion designed
to engage students emotionally and intellectually, while encouraging critical reflection.
Process
At the beginning of this session, students were instructed to identify 3-5 things they first noticed
about the instructor on the first day of class. Students were later instructed to get into small
groups and identify stereotypes for each group. After discussing their findings, each group
shared their stereotypes of each group. The stereotypes documented by each section are
discussed in great length (see Table 2). For example, the stereotype that all Blacks/African-
American’s are athletic sparked good debate in each section. When asked why they thought
Blacks/African-Americans are athletic, the common themes that emerged were the National
Football League (NFL) and the National Basketball Association (NBA). As the top two sports in
this country, it is easy to see how students think this. The Institute for Diversity and Ethics in
Sports reported, in 2008-09, 82 percent of players in the NBA were African-American, and in
White Black Latino(a
)
Bi-Racial
Male=10 (25%) 8 (28%) 1 (.03%) 1 (.03%)
Female=19 (75%) 14 (48%), 2 (.07%) 2 (.07%)
Total participants = 29 22(76%) 3 (10%) 3 (10%) 1 (.03%)
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4. 2007-2008, reported African-Americans made up 66%, and baseball represented only 10.2% of
African-Americans. Students were challenged to think about other sports when making this
assumption and learned that there were, in fact, more White athletes when you consider all
sports, such as soccer, hockey, auto racing, swimming, tennis, gymnastics, golf, fencing,
equestrian, horse racing, and other sports showcased in the winter and summer games. Students
also realized the socioeconomic status of different sports. For example, many Black/African-
American athletes who play football or baseball started out in pick-up games in unstructured
environments. Eventually, these unstructured activities will emerge into structured coaching
environments that usually cost little money. Other sports, such as tennis, golf, gymnastics and
hockey, require specialized training, equipment, and appropriate space. These sports require
large sums of money to finance trainers and memberships to golf clubs, or gymnastics clubs.
Table 2
Student Identified Stereotypes
Black White Asian Latino(a) Native-American Athletes
1. Loud
2. Athletic
3. Good
Dancers
4. Watermelon
5. Fried
Chicken
6. Angry
7. Uneducated
8. Lazy
9. Always late
10. Criminals
11. Religious
12. Prison
1. Can’t dance
2. Racist
3. Un-athletic
4. Rich
5. Spoiled
6. Entitled
7. Arrogant
8. Uptight
1. Smart
2. Can’t Drive
3. Family
Oriented
4. Passive
5. Nail Salons
6. Short
7. Good Food
8. Can’t Speak
English
1. Short
2. Good Dancers
3. Large Families
4. Unemployed
5. Loud
6. Rude
7. Can’t Speak
English
8. Machismo
9. Sexists
1. Drunks
2. Reservations
3. Spiritual
1. Dumb
2. Black
3. Rich
4. Entitled
5. Womanizers
6. Cheaters
Table 3
Student Identified Sub-Group Stereotypes
Black White Asian Latino Native-American Athlete
Sub-group Sub-group Sub-group Sub-group Sub-group Sub-group
American
• Violent
• Uneducated
Jewish
• Cheap
• Faith
Chinese
• Good food
• Karate
Puerto Rican
• Loud
• Good dancers
Black Foot Male
• Dumb
• Rich
African
• Smart
• Elitist
Italian
• Mafia
• Good food
Japanese
• Technology
Dominican
• Good dancers
• Romance
Illini Female
• Homo-sexual
• Masculine
Jamaican
• Marijuana
Polish
• Dumb
Russian
• Vodka
Columbian
• Drugs
Sioux
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5. • Reggae • Alcoholics • Alcoholics • Soccer
Haitian
• Poor
• Voodoo
Canadian
• Hokey
Indian
• Seven-11
• Spicy Food
Cuban
• Illegal
• Good food
Seminole
Students were later instructed to identify a minimum of two stereotypes for each identified
sub-group (see Table 3). What is interesting here is students had a difficult time identifying
more than two stereotypes for each sub-group, especially Native-American sub-groups. This
was a prime opportunity to identify the dangers in categorizing and transitioning to the diversity
within diversity by Lynch & Hanson (1998):
 Socioeconomic Status
 Amount and type of education
 Time of arrival in the U.S.
 Region of habitat and type of region(e.g. urban, suburban, rural)
 Reason for immigration and migration experience
 Proximity to other members of their cultural or ethnic community
 Proximity to other cultural groups
 Age
Students are then presented with Kreitner & Kinicki (1995) primary dimensions of diversity:
 PRIMARY - Things that all people are born with and cannot change – we have no
choice –most visible;
 TERTIARY - Involves historical moments and historical eras;
 SECONDARY - Represents consequences of the primary and tertiary categories.
Other areas of diversity discussed were Hardiman & Jackson’s (2007, p. 17) framework on agent
groups (the group that has the greater access to social power and privilege) and target groups (the
group that has limited access to social power and privilege) and how oppression exists:
1. One social group, whether consciously or unconsciously, exploits another group for its
own benefit.
2. One social group has the power to define and determine what is “normal”, “real”, or
“correct.”
3. Harassment, discrimination, exploitation, or differential/unequal treatment, are
institutionalized and systematic, not requiring the conscious thought or effort of
individual members of the agent group. These things are a part of the “business as usual”
that became embedded in social structures over time.
This was followed by a discussion on Categories of “otherness” by Tatum, (1997):
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6. “Otherness”
 Race/ethnicity
 Gender
 Religion
 Sexual Orientation
 Socio-economic status
 Age
 Physical/Mental Ability
Form of Oppression
 Racism/ethnocentrism
 Sexism
 Religious oppression
 Homophobia
 Classism
 Ageism
 Ableism
Students were later instructed to revisit their responses to the original instructions: to
identify 3-5 things noticed about me on the first day of class. Responses ranged from well-
dressed, strict, organized, mean, etc. However, my race was not identified when the question
was asked. Here students are then introduced to Janet Elsea’s 4 minute sell as previously
discussed. According to Elsea, skin color is the first thing people notice, but my race was not
mentioned. Students were challenged to address why my race was not mentioned, especially
since it is the most noticeable. To summarize the power point presentation and exercise, students
are presented with the following questions:
Student Responses
How do the stereotypes recorded by the class make you
feel?
• Uncomfortable
• Angry
• Embarrassed
• Surprised
• Ashamed
What do you notice about the stereotypes listed? • Negative
• Funny
• Most only one word
• Ridiculous!
Where have you seen these stereotypes portrayed? • Television
• Movies
How do you think a stereotype might cause someone to
act unfairly toward another person?
• Generalize
• Ignore them
Reflection on Experience
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7. Students submitted reflections as one of their required assignments on any topic prior to
the next scheduled class meeting. The following student responses represent student reactions to
their participation in the exercise and discussion. Seventeen (17) students (59%) responded
voluntarily as one of their four required reflection papers on any class topic of their choice.
Thirteen (13) females (10 White, 2 Black and 1 Latina) and four male students (4 White)
submitted reflection papers. The following reflections highlight two emerging themes. The first
is student reaction to the exercise, and the second theme is self-awareness of personal
attitudes/beliefs and actions. Garmon (2005) defines “self-awareness as being aware of one’s
own beliefs and attitudes; I define self-reflectiveness as having the ability and willingness to
think critically about oneself. I am treating these two together, because for prospective teachers,
to increase their multicultural awareness and sensitivity, these two abilities need to go hand-in-
hand” (p. 277). All 17 responses are provided in order to demonstrate growth and emotion within
the aforementioned themes.
Both empirical and anecdotal evidence suggests student reactions demonstrate their
engagement in the exercise. Student participation during the class exercise and their reactions in
written reflections supports White’s (2009) theory that emotional engagement promotes critical
reflection. Moreover, students identified both intellectual and emotional responses in their
verbal class responses and written reactions.
Self-awareness of personal
attitudes/beliefs and actions
Reaction to the exercise/discussion and
critical reflection
Wow! After participating in the stereotype exercise, it
became apparent to me that I stereotype, a lot! Most of the
stereotyping I do is unconscious, but I do it! And in some
way or another, I believe everyone stereotypes to some
extent. Whether it’s because of a person’s age, race, sex,
religion…the list could go on and on. (WF)
My first impressions of African Americans are
usually that they are loud and obnoxious because they
always were at my high school. I also think that they are
very athletic because when we had gym class, the black
people would always beat everybody in most situations. I
also think that they are good at dancing and entertaining
because the drill team at my high school had very talented
black dancers and you could just tell they liked to dance. I
also know they are very religious and go to church every
Sunday, which is good.
My first impressions of Asians are that they are very smart.
The Asians in my school were always book smart and
always very into technology. They took schoolwork very
seriously and cared about their grades because it is enforced
to them by their parents. Asians hold very high standards
for school and grades and we can see that by test results
comparing the United States and Japan. I also have an
impression that Asians cannot drive and they do not
comprehend English well, they are hard to understand with
their accents. I also have an impression that a lot of Asians
are short.
My first impression of Latinos is that they are very talented
Before doing this exercise in class, I had
never realized how many stereotypes existed in
society. I never heard the stereotype that black
people are late and that Asians were considered
passive. It is ignorant how people can make such
broad generalizations about others. Teachers may
stereotype their students based on race, religion, or
ethnic background and how they function in the
classroom. Of course this is wrong. Entire groups of
people cannot be judged based on individual actions.
(WM)
Next, another exercise was written on the
board. This time Black, White, Asian, Latino, Native
American, and Athlete were broken down into three
separate categories. Black was broken down to
Jamaican, Tahitian, and Haitian. White was broken
down into Italian, Jewish, and Polish. Asian broke
down into Chinese and Russian. Athlete was
characterized as male versus female. After breaking
down the categories into further subgroups, more
stereotypes arose. Each subgroup brought along
different stereotypes. You could not classify the
whole group now once it was broken down into the
subgroup. I found this exercise interesting and
informative. We went over nine things that people
notice about others in descending order. Race,
gender, age, appearance, facial expression, eye
contact, movement, personal space, and touch were
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8. in dancing and entertaining. They are very passionate about
their culture and religion; they love to embrace it, which is a
good thing. I also have an impression that a lot of Latinos
kind of struggle with money, but they work hard for what
they have. They also are very family centered people and
tend to have bigger families.
My first impression of Native Americans are that they
embrace their reservations and where they live because it is
very important to them to be surrounded by people in their
same tribe and culture. I also hear a lot that Native
Americans can become very depressed and deprived and a
lot of them like to drink to forget about their problems.
They are very spiritual and self-sufficient.
Since I am a white female in this country, many different
nationality groups would probably think that I am more
privileged than they are. A lot of people think white people
are superior and dominant in this country, which used to
maybe be true, but times are changing. I do in some ways
think white people have advantages, mostly sometimes
dealing with money; but then again a lot of black and Latino
people have good jobs and make a pretty good income for
themselves. I think white people have a better chance of
going to college, just because of the money situation, not
because they are smarter than everybody else; but in some
instances that is not true, there are a lot of different
nationalities going to college now, not just white people. I
still sometimes think that white men are privileged more in
this country because a girl and a man can go for the same
exact job and be exactly qualified for the job and the female
being maybe even more qualified than the male, and the
male gets the job, just because he is a male. Sadly, we all
judge and have first impressions of people in this country
and that will never change. (WF)
Today our discussion focused on stereotypes and
preconceived notions of individuals based on the way they
appear. When first thinking about this concept, I began
asking myself if I did this and how often I actually judge
individuals based on their appearance. I realized that I do
this daily and it is not something I even notice myself
doing. I then thought to myself, how terrible is that? To
judge someone based on their race, the way they dress, and
just a person’s overall appearance is completely judgmental.
Unfortunately, this is the type of society we live in today. I
can honestly say that when looking at the big picture, it is
not right, but it is something I do daily. (WF)
Another topic we discussed in class was
stereotypes. There was some debate over whether all
stereotypes are negative. I think stereotypes will be with
us forever. Some stereotypes are false, but I actually have
to agree with Bill Maher’s view on stereotypes. In the
power point, I believe he was quoted as saying “All
stereotypes are true.” At first this seems ignorant and
possible racist, but as a fan of his comedy and brand of
humor I know what he was trying to get at. Stereotypes are
the nine items. (WF)
I was very surprised by the way that stereotypes can
influence the way you may treat students in your
class. I never consciously think about the different
stereotypes that accompany every ethnicity or race,
but going over some of the stereotypes in class I
thought back to my fieldwork. At every school I had
been at, I could think of at least one incident I
witnessed firsthand that revolved around a
stereotype. Sometimes it may have been a joke, but
from an outsider looking in, I felt uncomfortable
just witnessing it. Although the teacher and some of
the students laughed, the other students and maybe
even the one at the center of it were unsettled and
that could carry over into students losing control or
respect for you as the teacher, or worse. (WF)
While listening to my fellow classmates views on
race I realized the negative impact that common
stereotypes can have on targeted groups of people.
The fact that these negative connotations still exist
must mean that they are believed by the common
population. Thus our country is not reaching its
fullest potential to succeed. People must really think
that these negative connotations hold water, but in
reality they are false. Not all Asians are bad drivers
and smart, not all African Americans are late or loud,
(not all whites are nerdy, crackers and rich, and not
all Jewish people are successful. The list goes on and
on, but there is a constant, they are all negative.
Even though the stereotype “all Jewish people are
successful”, seems positive, it can still have a
negative effect on the Jewish population. For
instance, we must think about the Jewish individuals
who do not live up to this expectation. These
individuals most likely see this as an insult or
offensive. This is also true for Asians who might not
all be intelligent as thought by the majority. People
cannot be judged by their race, color, or creed; but on
their actions. People cannot be judged as a whole;
every person is unique in their own way and cannot
be grouped into stereotypes. (WM)
Some other important things we discussed was the
fact that people are discriminated based on their
appearance, lifestyles, sexuality, race, social class,
etc. Also the fact that teachers have been known to
make fun of their Homosexual students by called
them names such as “fag” and other offensive names.
This particular information struck me because as
humans we all have our biases based on our pasts,
our experiences, the media, what we read in our
history books, etc. Therefore, as future teachers we
have to be conscious of these so it does not reflect
how we relate and interact with our students in a
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9. generalizations and usually have some basis in fact. The
problem is that ignorant people only know the stereotype
and not the “why.” The stereotype that blacks are criminals
isn’t true, but it is true that they are overrepresented in our
jail system. An ignorant person sees that as proof that they
are criminals or more prone to criminal behavior. An
intelligent person sees that skin color has nothing to do with
it. If you take history into account and socioeconomic
factors, you start to see a clearer picture. The stereotype
that blacks are faster than other groups is true (at least I
believe so). I don’t think it has anything to do with color
though. There are many factors that play a role. Also, it
doesn’t mean every black person is fast. As we discussed in
class, blacks that were brought to this country as slaves
were bred to be bigger and stronger. In Africa, the blacks
there spend a lot more time engaged in running or
exercising as compared to the average American. Here we
have cars and the need to run is usually one of choice not
necessity. (WM)
People are constantly being judged based on every
aspect of one’s life. I purposely stated every aspect of a
person’s life because it is true. We are judged according to
what schools we have attended in our lives, our race, our
gender, our religion, our social class, our ethnic group, our
political beliefs, and I could go on forever. We as
individuals are truly judged on every aspect of our lives. I
am not saying everyone is judged according to everything I
mentioned, but I do believe that on an average day, every
person is stereotyped in some way based on one those
characteristics. We as individuals are so different and that is
what makes the world go around. If we were all the same,
then what would we talk about? It would be a pretty boring
world in my opinion. (WF)
I believe that, as future educators, we cannot deny
the fact that stereotypes exist or even deny that they are
sometimes true. As educators we have to be able to help
our students use all the pieces of information learned in
application to the real world. Students have to learn the
good and bad sides of stereotypes. Even if we taught
students to turn a deaf ear to any stereotypes heard, there
will be that one day in the child’s life when they will start
listening. In a perfect world there would be no stereotypes
and people will learn to accept other people at face value
and have no preconceived notions about them.
Unfortunately, it is not a perfect world. There are good and
bad stereotypes, just as there are good and bad people. It’s
not a teacher’s job to tell their students how to deal with
information learned about other people. It is our job to help
students realize how to use the information to develop their
own idea of the world and its inhabitants. (LF)
negative way.
In closing, I thought this class exercises
were great. It allowed us to see each other’s
differences, similarities, and our biases for what they
are. After doing this exercise I have further hope
that our American school teachers can move past
the student’s race, nationality, sexuality, etc. and
focus on merely on educating our children because
that should be the main objective beyond anything
else. (BF)
In class we discussed stereotypes and how they were
not true. Fellow students said that there were some
stereotypes that were good, but the fact is that there
is no such thing as a good stereotype. It is easy to
pick out the “bad” stereotypes like all black people
like fried chicken and red cool aid, or all white
people cannot dance. Stereotypes like all Asians are
smart and good at math, or all black people are
athletic are considered “good”, but what happens to
an Asian child who is not good at math? Or a young
black child that is not good at sports? They are then
ridiculed for not fitting into their own stereotype.
(WM)
During class we discussed the issues surrounding
diversity. Specific diversity issues included race,
ethnicity, and religion. Throughout the discussion we
related our own personal views and stereotypes to
those views of the class and the rest of the world.
Throughout the discussion of diversity it became
evident to me that stereotypes only inhibit the
progression of our world.
Stereotypes will always be around; they
have been for as long as I know. The only issues
are what people do with them. Someone can laugh
at them and know that fallacies in them or they can
become overly sensitive about them and waste much
of their time being angry, they can perpetuate them
enacting hate crimes, or can combat them by
educating the youth about them and making society
aware of them. In this I can say that our discussion
was interesting and made some individuals in our
class uncomfortable. I cannot say that I am sorry for
this; all I can say is that I am glad it made them
uncomfortable. If people are not comfortable with
stereotypes about others or themselves they should
do something about them. Being silent is just as
good as agreeing. So I say talk about the stereotypes
and acknowledge them because just ignoring a
problem doesn’t make it go away. (WF)
When we did the stereotypes discussion in
class I thought it was really interesting. I thought
that people would have been more honest about
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10. themselves and others. I feel like people were
intimidated to say what they were actually
thinking because they were afraid to hurt
someone’s feelings. This is a big problem with
people in society today. People are so afraid of
saying something or doing something that will hurt
someone’s feelings. They are afraid of being
‘politically incorrect’ that they cannot even voice
what they think to be true. Do not misunderstand
what I mean, many stereotypes are based on truth but
are not truth themselves. Many stereotypes are
thought to be truths and people accept them as this.
So many individuals are not willing to admit that
they, even on some levels, believe some of the
stereotypes that they have heard. By saying them
they feel as though they are admitting their guilt.
Individuals, I have found, are selfish. They don’t
want people to look at them differently and they
don’t want to feel differently about themselves.
Stereotypes will always be around; they have been
for as long as I know. The only issues are what
people do with them. Someone can laugh at them
and know that fallacies in them or they can become
overly sensitive about them and waste much of their
time being angry, they can perpetuate them enacting
hate crimes, or them can combat them by educating
the youth about them and making society aware of
them. In this I can say that our discussion was
interesting and made some individuals in our class
uncomfortable. I cannot say that I am sorry for this;
all I can say is that I am glad it made them
uncomfortable. If people are not comfortable with
stereotypes about others or themselves they should
do something about them. Being silent is just as
good as agreeing. So I say talk about the stereotypes
and acknowledge them because just ignoring a
problem doesn’t make it go away. (WF)
A list of stereotypes was listed on the black
board for particular groups such as Blacks, Whites,
Latinos, Asians, Native-Americans, and Athletes.
The class came up with stereotypes like can dance,
hot temper, steroids, cheap, can’t drive, and rich.
Then we broke it down in to subgroups such as
African, Jewish, Russian, Cuban, Seminole, and
Male/Female Athletes. As we broke down the groups
we came up with very different stereotypes for the
particular subgroups than we did with the whole
entire group. I thought this exercise was great
because it allowed us to realize just how many
stereotypes we sometimes believe to be true based on
our past experiences but as we broke the stereotypes
down into subgroups we realized that people of the
same race, nationality, or group are not necessarily
the same type of people and it is not fair to expect the
same actions from each person in a particular group.
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11. This was also a great exercise because it allowed us
as future educators to understand that we have to
approach our students as individuals with different
backgrounds, experiences, and reactions so that we
can be more affective in understanding their
viewpoint and learning habits.
We than discussed how within each group there is
discrimination. For example, rich Black people look
down upon poor Black people. Also, that an Agent
Group is a group that has greater access to social
power and privileges, while a Target group is a group
that has limited access to social power and privilege.
This goes back to what we talked about in the
previous class about the privileged and
underprivileged. Understanding these advantages
and disadvantages allows us as future teachers to
understand the obstacles our students face outside of
the classroom, which will be reflected in their
performances and responses in the classroom. (BF)
Responses from these reflection papers also identified self-awareness as a result of
critical reflection. Students demonstrated an understanding of the negative consequences
stereotypes have on their future students. Because students were not required to reflect on this
exercise, the high response rate not only indicated the students’ willingness to understand their
biases and stereotypes, but also demonstrated the students’ self-journey towards self-growth and
awareness.
Results and Discussion
The question focused on, “How can I encourage prospective teachers to examine bias,
prejudice, and stereotypes related to their future students?” This analysis is not meant to imply
that prejudices, stereotypes or pre-conceived notions of participants will disappear, but they will
be challenged to think critically about the impact of stereotypes. Findings show participants in
the stereotype exercise and discussion became more aware of stereotypes and their own biases
and stereotypes and their negative effects on students. Students became more knowledgeable of
the impact of diversity within diversity and the primary, secondary, and tertiary dimensions of
diversity. Students displayed emotions during the exercise and in their reflective writing, and
that allowed them to think critically about oppressive systems and behaviors that may impact
their students. Finally, students acknowledged their roles in eliminating stereotypes in their
practice, despite the reality stereotypes will remain present in society.
Unfortunately, minority participation was limited, but the low numbers were not only a
reflection of the lack of diversity in this teacher education program, but most programs. Multiple
perspectives are especially important when addressing issues related to diversity and social
justice. Future studies could address multiple courses and graduate courses to analyze attitudes
during and after the exercise. As teacher educators, it is our responsibility to transform aspiring
teachers by exposing them to the theories, language, and practices that maintain status quo. This
is accomplished by intentionally engaging students in interactive exercises and candid discourse
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12. in an attempt to get preservice teachers to connect theory with practice. The benefits of
interactive exercises and candid discourse addressing topics of diversity challenge students to
think critically and, in most cases, reveal emotional changes. Hopefully, the methods described
will enable all educators of diversity and social justice to address stereotypes and other issues of
diversity without conflict.
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13. White, K. R. (2009). Using preservice teacher emotion to encourage critical engagement
with diversity. Studying Teacher Education, 5(1), 5–20.
Author
Darrell Cleveland is Assistant Professor, School of Education in The Richard Stockton College
of NJ, Pomona, NJ 08240.
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