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    A. B. C. D. E.: Stereotyping and Discrimination

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    Francisco Luchinni
    This document provides an overview of module 1 which explores stereotyping and discrimination. It discusses how stereotypes are overgeneralized and inaccurate beliefs about people and groups. The module will look at the reasons for stereotypes, their negative effects, and the severe consequences of discrimination - hostile actions against individuals or groups based on attributes like race, ethnicity, gender, etc. A pre-reading activity asks questions about common stereotypes, media portrayals of ethnic groups, attitudes towards other groups, and ways to combat stereotyping and discrimination.

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    A. B. C. D. E.: Stereotyping and Discrimination

    Uploaded by

    Francisco Luchinni
    12 views4 pages
    This document provides an overview of module 1 which explores stereotyping and discrimination. It discusses how stereotypes are overgeneralized and inaccurate beliefs about people and groups. The module will look at the reasons for stereotypes, their negative effects, and the severe consequences of discrimination - hostile actions against individuals or groups based on attributes like race, ethnicity, gender, etc. A pre-reading activity asks questions about common stereotypes, media portrayals of ethnic groups, attitudes towards other groups, and ways to combat stereotyping and discrimination.

    Original Description:

    Sexual Harrasment

    Original Title

    Module_1Activities_on_Striking_a_Nerve

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    This document provides an overview of module 1 which explores stereotyping and discrimination. It discusses how stereotypes are overgeneralized and inaccurate beliefs about people and groups. The module will look at the reasons for stereotypes, their negative effects, and the severe consequences of discrimination - hostile actions against individuals or groups based on attributes like race, ethnicity, gender, etc. A pre-reading activity asks questions about common stereotypes, media portrayals of ethnic groups, attitudes towards other groups, and ways to combat stereotyping and discrimination.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    12 views4 pages

    A. B. C. D. E.: Stereotyping and Discrimination

    Uploaded by

    Francisco Luchinni
    This document provides an overview of module 1 which explores stereotyping and discrimination. It discusses how stereotypes are overgeneralized and inaccurate beliefs about people and groups. The module will look at the reasons for stereotypes, their negative effects, and the severe consequences of discrimination - hostile actions against individuals or groups based on attributes like race, ethnicity, gender, etc. A pre-reading activity asks questions about common stereotypes, media portrayals of ethnic groups, attitudes towards other groups, and ways to combat stereotyping and discrimination.

    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    of 4

    Module 1

    Stereotyping and discrimination

    “African Americans are good dancers.” “Overweight people are lazy.” “Moslems are religious
    fanatics.” These three statements are stereotypes: overgeneralized and inaccurate beliefs about
    people, places and things. 1

    In module 1 you will explore the reasons for such oversimplified beliefs and the negative effect they
    have on people´s lives. You will also be asked to reflect upon one of the most severe consequences
    of stereotyping: discrimination, or hostile actions against a particular person or group of people based
    on such factors as race, ethnicity, gender, social class, nationality, religion and sexual orientation.

    Reading 1

    Reading Comprehension

    Pre-reading activity

    1. Answer the following questions in groups

    a. What are the commonest stereotypes you can think of?


    b. How are different ethnic groups portrayed in the mass media?
    c. What are your own attitudes towards certain groups of people?
    d. What are the best ways to combat stereotyping and discrimination?
    e. Choose one of these quotes and discuss:
    √ “Legislation is not going to change discrimination. That is like trying to legislate morality” (Beverly
    Butcher Byrom)
    √ “All of us do not have equal talent, but all of us should have an equal opportunity to develop our
    talents.” (John F. Kennedy)
    f. Have you ever been stereotyped or discriminated against?
    g. What does the title of the text “Striking a Nerve” mean?

    While-reading activity

    Read the text “Striking a Nerve” by Barbara Kantrowitz and answer the following questions.
    a. Discourse analysis: comment on the type of text, audience, purpose, and situational context. Refer
    to Introducing Discourse Analysis, chapter 1.
    b. What is the main idea of the text? Answer in one or two sentences using your own words.
    c. How is the title related to the issues the author discusses?
    d. What does Margaret Neale mean when she says, “There´s no way to separate the power of the
    faculty member from the rank of the student” (par. 20)?
    e. TONE: Read through the following passages from the text, each reflecting one of the tones in the
    box below. Then say, which adjective best describes the speaker´s attitude. There is one extra
    option.
    (The chart below may help you revise about tone)

    1 1 Gardner, P. New Directions (1996) St. Martin´s Press Inc


    TONE

    When people speak, their tone of voice can reveal a lot about their attitude toward a subject. Similarly,
    when people write, their “voice” can express a wide range of tones, or feelings, such as anger, amusement,
    optimism, sorrow, and excitement.
    The tone of a piece of writing is the author´s attitude toward a subject as reflected in the choice of words
    and details. A writer´s tone depends on his or her audience, subject matter, and purpose.

    Following is a list of adjectives commonly used to describe the tone of a piece of writing.

    - Objective (factual; keeping the author´s personal feelings and interpretations in the background)
    - Subjective (reflecting the author´s personal feelings and judgements)
    - Ironic (saying one thing but meaning the opposite; a situation in which what is expected to happen
    is different from what actually happens)
    - Sarcastic (ridiculing; mocking; ironic)
    - Ambivalent (uncertain; indecisive)
    - Imapassioned (filled with passion or emotion)
    - Cynical (distrusful and scornful)
    - Outspoken (spoken directly and openly)
    - Optimistic ≠ pessimistic
    - Personal impersonal
    - Serious ≠ playful
    - Critical ≠ respectful
    - Sorrowful ≠ cheerful
    - Disapproving
    - Concerned
    - Humorous
    - Apologetic
    - Arrogant
    - Confident

    resigned determined anxious uncertain objective

    o “You start questioning yourself…Maybe I did ask for it. I know I didn´t use good judgement…I just
    didn´t know what to do.” (par.5)
    o “What are you going to do, get up and walk out of class? You want to be a doctor? You want
    to be in a man´s field? Then, you swallow hard and pretend you don´t hear.” (par.6)
    o “Men, who are rarely victims of sexual harassment, may view sexual conduct in a vacuum
    without a full appreciation of the underlying threat of violence a woman may perceive.”(par.9)
    o “I don´t want to destroy the university…But men hide behind the mask of harassment and say it´s
    tradition. That needs to stop.” (par. 22)
    Cohesion
    h. Analyse the following cohesive devices:

    1. Often, it is a matter of perception (par. 3)


    2. About 67 percent of the men say that they would. (par 3)
    3. …as her eyes reddened…(par.4)
    4. Men, who are rarely…(par.9)
    5. The judge didn´t think so…(par.10)
    6. Yet, those numbers…(par.14)
    7. Remove an example of antonymy (par.3)

    Language in Use

    Tenses

    The author uses different tenses to express different messages. Have a look at these examples and
    explain why the author has used each verb tense.

    When you explain the use of a structure you must make reference to the use and the context in
    which this structure occurs. Have a look at the example:

    1. The following article, written by Barbara Kantrowitz, originally appeared in Newsweek


    magazine in October 1991 during the Anita Hill-Clarence Thomas controversy.

    The author uses simple past tense to refer to/describe an action that started and finished in the
    past time.(You should make reference to the theory) In this case/situation, the author refers to
    the the article and when it originally appeared. The past time reference “October 1991”
    indicates the time when the action took place.(You should explain the case in the context in
    which it appears)

    Now you give it a try.

    1. In a weekend of nationality televised hearings, Anita Hill, a law professor at the University of
    Oklahoma, testified before the Senate Judiciary Committee that Clarence Thomas, a
    nominee for the Supreme Court, had sexually harassed her while she was working for him in
    the early 1980s Thomas. (Introduction)
    2. States have also been trying to set their own standards. (par.10)
    3. These decisions and others have spurred hundreds of public and private employers to write
    sexual-harassment policies telling workers exactly how to behave. “Nowadays it is basically a
    legal requirement that you have an anti-harassment policy.” (par.11)

    Modality

    1. Some women may find such activities offensive. (par.3)


    2. He would sneak up behind me and grab my breasts and my rear end right in the office…(par.4)
    3. The publicity surrounding a harassment charged harassment charge can damage a company´s
    standing with the public(par.11)
    4. Nicholas Howell, commonly used obscenities when referring to women, brought in suggestive lingerie
    catalogues, and asked Savage to pick out something for his wife and even told her she should
    buy…(par.18)

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