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	Middle school students talk about the ways in which they've been stereotyped based on ethnicity, taste in music, and style of dress. Students can use this segment to shape conversations about how stereotypes affect both the victim and the perpetrator. Running time: About two minutes

Lesson 4: Understanding Stereotypes

Rationale
This lesson provides an opportunity for students to examine how people develop stereotypes and how stereotypes can lead to prejudice.

Materials
Paper, pencil, chalkboard

Procedure
• Write the following list on the chalkboard:
Cheerleader; construction worker; grandmother; doctor; teacher; librarian; gang member; athlete; honor roll student; nurse; dancer
• Ask students to copy the list from the chalkboard and write down the first thought that comes to their minds about each category. After they have had a few minutes to think about this, ask them to turn over the paper until it's time to review the responses.
• Now encourage the class to select two names from the list on the chalkboard, such as construction worker and librarian. Arrange the students into groups of two or three and assign the first selected name to half of the groups and the other name to the rest of the groups. Give each group four or five minutes to list all the "characteristics" of the assigned names. When they have completed this task, list all of the different choices on the chalkboard.
• Discuss the accuracy of the characteristics. For example, you might ask: Are all librarians quiet? Are  
all construction workers burly? Which of the characteristics listed under each name could be considered assumptions — ideas we believe are true without verifying them? Can assumptions cause people to develop stereotypes? How?
• Ask the students to return to their small groups and, based on their class conversation, write a brief definition of the word stereotype and copy it on the chalkboard for everyone to see and consider.
• Ask the students to turn over the papers containing their initial impressions of the categories listed on the board. Ask the following questions: Based on the discussion we just had, would you change any of your first thoughts? If so, explain. Do you think that, if we tallied the responses to each of the items listed, the answers would be similar? Why or why not? Can you find examples of stereotypes in your original answers? If so, how did you first learn those stereotypes? Ask for volunteers to share some of their responses and see if the class agrees that the examples fit the class definition of a stereotype.
• In this summary activity (allow about five to eight minutes), ask the students to reflect on the difference between a positive and a negative stereotype. Can assumptions that appear positive still be harmful to those being stereotyped?
• End the class period with a short reflective writing exercise. Suggested themes: How can people combat stereotypes? Have you ever challenged yourself to reject a stereotype? Can stereotypes ever be justified?

Parts of this lesson were adapted with permission from A World of Difference ® Institute Anti-Bias Study Guide. New York, New York: Anti-Defamation League, 1998.

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