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Project 1- Identity Exploration Project
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Each student will fill out and respond to the questions provided on the Social Identity Profile below. After filling out the chart, write a two-page (double spaced) response addressing the following questions:
- Using Chimamanda Ngozi Adichie’s idea of a “single story” from the video The Danger of a Single Story, choose two different identities from your profile and describe a “single story” about each that you have either learned growing up, seen used towards a group, and/or have been ascribed to you. Focus on your knowledge of stereotypes with each group and relate to the potential impact of those stereotypes on a workplace.
- Please share which social identities in the profile stood out to you overall and why they stood out. Are there identities that relate to one another? How do they intersect?
- How does filling out the social identity profile impact, shift, and/or relate to the way you think about yourself in the context of managing diversity?
Learning Objectives:
- Students will gain knowledge and understanding of general social categories in contemporary U.S. culture.
- Students will gain experience in self-reflection to help personally develop a deeper understanding of their social identities and how to relate their personal life to their professional work in Human Resources.
- Students will explore the complexities of having multiple social identities and the way social identities may relate.
Grading Rubric
Excellent paper (A). Student deeply explores and reflects on the identities chosen and does not provide surface responses. Student is able to connect personal experiences with professional goals in managing and leading in diversity, social justice, and multiculturalism. Student is able to make connections across identities and articulate the complexities of intersections. The paper has very little or no grammar or spelling errors.
Very good paper (A-). Student deeply explores and reflects on the identities chosen and does not provide surface responses. Student is able to connect personal experiences with professional goals in managing and leading in diversity, social justice, and multiculturalism. Student is unable to make connections across identities and articulate the complexities of intersections. The paper has very little or no grammar or spelling errors.
Satisfactory paper (B). Student deeply explores and reflects on the identities chosen but does provide some surface responses. Student is able to connect personal experiences with professional goals in managing and leading in diversity, social justice, and multiculturalism. Student is unable to make connections across identities and articulate the complexities of intersections. The paper has some grammar or spelling errors.
Poor participation (C, D). Student completes paper but provides surface responses or only tends to partially respond to questions. The paper lacks flow and has multiple grammar and spelling errors.
Unacceptable paper (F). Student fails to turn in paper on time, provides very little or no insight or reflection on the project. The paper has many grammar and spelling errors.
Social Identity Groups
Social identity groups are based on the physical, social, and mental characteristics of individuals. They are sometimes obvious and clear, sometimes not obvious and unclear, often self-claimed and frequently ascribed by others. For example, racial groupings are often ascribed as well as self-claimed. Government, schools, and employers often ask an individual to claim a racial identity group or simply ascribe one to an individual based on visual perception. Other social identities are personally claimed but not often announced or easily visually ascribed such as sexual orientation, religion, or disability status. For the purpose of this self-examination please identify the memberships you claim or those ascribed to you. Below are examples of social identity groupings.
Examples
(Feel free to use your own language for your identities.)
Gender Sex Race Woman, Man, Transgender, Gender Non-Conforming
Sex Intersex, Female, Male
Race Asian Pacific Islander, Native American, Latin@, Black, White, Bi/Multiracial
Ethnicity Irish, Chinese, Puerto Rican, Italian, Mohawk, Jewish, Guatemalan, Lebanese, European-American
Sexual Orientation Lesbian, Gay, Bisexual, Pansexual, Heterosexual, Queer, Questioning, Asexual
Religion/Spirituality Hindu, Muslim, Buddhist, Jewish, Christian, Pagan, Agnostic,
Faith/Meaning Atheist, Secular Humanist
Social Class Poor, Working Class, Lower-Middle Class, Upper-Middle Class, Owning Class, Ruling Class
Age Child, Young Adult, Middle-Age Adult, Elderly
Disability People with disabilities (cognitive, physical, emotional, etc.), Temporarily able-bodied, Temporarily disabled
Nation(s) of Origin United States, Nigeria, Korea, Turkey, Argentina
and/or Citizenship
Tribal or Indigenous Mohawk, Aboriginal, Navajo, Santal
Affiliation
Body Size/ Type Fat, Person of Size, Thin
Target Group: social identity groups that are disenfranchised and exploited
Agent Group: social identity groups that hold unearned privileged in society
