Forcing Diversity
Anthony C. Ogden,
OBJECTIVES
1. To help participants become aware of
how diversity and multicultural issues can influence cultural adjustment.
2. To encourage participants to consider
their own identities within the context of the host culture.
3. To provide a forum for students to
discuss local attitudes toward diversity and multiculturalism.
TIME
15-20 minutes for
playing, 30-45 minutes for debriefing/discussion.
PROCEDURE
1. Very similar to the force-field
activity, each participant will either stand on one side of the room when
presented with two options. The student
must identify with one option and stand clearly on
either the left or the right side of the room.
The activity begins with a few practice rounds.
Model Question: If you are/prefer
_________, please stand on the left side of the
room. If you are/prefer _________, please stand on
the right side.
Practice Rounds: The
city/ The countryside
Rice/
Bread
Sushi & Sashimi/
Meat & Potatoes
Over age 20/ Younger than age 20
2. After each division, both groups are
to mingle amongst themselves asking a given question. These force-field topics and questions should
be relevant to the host culture. About three
minutes should be given to each division and question. Note: there are no questions for the practice
rounds, only light fun.
Some example force-field topics
and questions are as follows:
FF: From a private school/
From a public school
Q: Which
school are you from?
FF: Speak
one language/ Speak
more than one language
Q: Why did you choose to study Japanese?
FF: Been
to
Q: Why did you choose to study in
FF: Want to party in
Q: What do you like to do during your free time?
FF: Living with a
host family/ Staying
in the dormitory
Q: Why did you choose
this?
FF: Can
read Hiragana and Katakana/ Cannot read Hiragana
and Katakana
Q: How
many Kanji characters do you know?
Note: This
is a good time for the on-site staff to get to know the group. For example, dividing the group by age can
determine which students are below the legal drinking age.
Forcing Diversity
A. Ogden, Pg. 2
3. After a number of rounds, the
facilitator will call the large group together again for discussion. Hypothetical rounds are then discussed as a
group in the context of diversity and multicultural awareness. Each hypothetical round and discussion should
be followed-up by providing resource material such as film and reading lists,
contact information for local support groups, and volunteer organizations. As much as possible, in-house resources
should be pointed-out.
FF: Male/
Female
Q: How will your gender
influence your experience in
FF: Religious/ Not
religious
Q: How are
your beliefs viewed within
Japanese culture?
FF: Person of Color/ White
Q: How will your race or ethnicity influence your experience in
FF: Gay,
Lesbian, Bisexual, Transgendered/ Heterosexual
Q: How
will your sexual orientation influence your experience in
FF: Poor/ Wealthy
Q: How important is having
money to your experience
in
FF: Disability/ No Disabilities
Q: How will your abilities
influence your experience in