EDF2085Module 1Workbook-converted-2

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Miami Dade College, Miami *

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2085

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Sociology

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Feb 20, 2024

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Joseph Ledo MODULE #1: SOCIAL JUSTICE STANDARDS | UNPACKING IDENTITY Module #1 Weblink: Social Justice Standards | Unpacking Identity | Learning for Justice Use this Word document to complete Module #1 as a workbook for your readings. You must complete all the workbook reflections, watch the videos, and answer the questions, do the case studies and activities for full credit. Put this in Module #1 Reflection Assignment along with your 300-word reflection about what you learned. Essential Questions 1. What is identity? 2. How is identity developed? 3. How does identity affect our relationships? Objective Learners will:  Define what shapes our identities;  Understand the five identity anchor standards in the Learning for Justice Social Justice Standards; and  Relate how identity has many characteristics and affects relationships within the school building and classroom. This is the first in a series of self-paced presentations for individuals, easily modified for a group. You need:

 ability to access audio and video on your device;  pen and paper;  and about one hour. LEARN What is identity?  The collective aspect of the set of characteristics by which a thing or person is definitively recognized or known.  The set of behavioral or personal characteristics by which an individual is recognizable as a member of a group. Source: Websters II New College Dictionary GO DEEPER Think about how a person’s different identity categories might create sameness as well as uniqueness.  Our identity consists of the various characteristics we use to categorize and define ourselves and the various characteristics that are constructed by those around us. Sometimes people only think of identity as those visible characteristics of a person, but sometimes our identity characteristics are invisible.  Read the following identity characteristics list: o Gender o Ethnicity o Race o Religion o Socioeconomic status o Language o Marital/relationship status o Parent or childless o Family size and composition o Sexual orientation o Education o Career Think about which of these characteristics are visible, and which are invisible?

Female European White Christian Middle Class English Single Childless Two parents and perhaps siblings Straight Highschool Economics APPLY Think about the list of characteristics again. For each image, use the categories to describe the subject. Look at the picture. Complete the table below.

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Female Central or South American Native Catholic Middle Class English and spanish Single Childless Two parents and perhaps siblings Straight College Health Working in a cohort? Share your thoughts with a partner. GO DEEPER Match the picture to its story. Male African Black Christian Middle Class Englsih Single Childless Two parents and perhaps siblings Straight College English major

Name: Elizabeth I am a high school student. Everyone thinks that I am a Hispanic female. I am skinny and have long brown hair, and I wear glasses. Name: Brandon Everyone thinks that I am in high school. I am athletically built. I always get complimented on my smile, and people tell me that I must be happy all the time because of it. Name: Guadalupe I am Guadalupe. Everyone thinks that I am in grade school and a child. I am short and Latina. I have dark brown eyes and long brown hair. People always compliment me on my manners and say that I am very nice and polite. Let’s learn more about each of the subjects in the previous pictures. REFLECT Take a few moments for reflection using these questions: 1. Did you match Elizabeth, Brandon and Guadalupe to their respective pictures? I did match them to their respective picture via the identifications that they listed. 2. What were the identity characteristics you established for each of their stories? Some characteristics that were established were height in Guadalupe’s photo she is of a shorter height and has a look of being Latina. For Elizabeth, I identified via glasses. I would have not known Elizabeth was Arab unless I had read her background I was very surprised. I had established race, religion, economic status, family background, as well as education level 3. Why do you think you were successful or not successful in defining those categories for someone else? I believe I was not successful due to the simple identity and traits given there is a much bigger background and identity people that I believe cannot be revealed in just one photo. The only thing that I could identify was the visible, which would be race. 4. What assumptions did you make in order to do that? What do those assumptions tell you about yourself? I feel like I kept my assumptions very neutral as again assuming stuff could lead to stereotypes and I believe I kept it very neutral when identifying the induvial.

5. What did you learn from their individual stories? I learned that one's identity can be so much deeper than the visible there are so many characteristics that can just not be seen by the naked eye. To get to know people and identity it takes more than just a photo of a smile. Guadalupe in specifc had one of the most heart-wrenching stories you do not know what one goes through. Working in a cohort? Share your answers with the group. Now, let’s spend some time thinking about our own identities. The following activity will take you through a series of statements about your identity. Step 1—Create a two-column chart like the one below on a sheet of paper.

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fashionable the middle child of two brothers tall sing dance speak spanish and english my ears pierced a gap in my front teeth tattoos alot of number sequences my little brothers birth the color of my moms eyes thrifting every genre of music to travel for concerts always try my best to keep a positive attitude stand up for what is right morally and ethically keep striving for my goals that music is healing everyone should be granted a life that lacks of pain in the power of manifesting Step 2—For each statement, offer one to three different endings. For example, if the statement begins with “I am,” you can complete the sentence by saying a teacher, happy, a runner. GO DEEPER You now have a list of approximately 21 statements that contribute to your personal identity. These are all important pieces that contribute to who you are. Next, add a third column to your chart. Identify if each statement is visible/invisible/both.

How many of the characteristics you included in your list fit neatly into one of the following categories: Gender, Ethnicity, Race, Religion, Socioeconomic Status, Language, Sexual Orientation, Education, Career, Relationship Status? REFLECT Take a moment to look back at the statements about yourself. 1. Were you surprised by any of your answers? I actually had a difficult time answering the chart due to actually questioning what is my identity, I believe I identified more traits than characteristics of my identification. I believe I had a more philosophical approach compared to religion, I had answered about language but besides that more goal and hobby oriented of my identity. 2. How do these statements help you to better understand who you are as a person? I believe it gives me a better insight on how to identify myself by other structural identity such as race, sexual orientation, religion, etc. I am more than what I enjoy. 3. What are the visible characteristics of your identity? My visible characteristics would be categorized with race, language, ethnicity, gender, and perhaps career as singing and music is what I strive to do everyday. visible both visible both both both visible visible visible invisible invisible visible visible both invisible both visible both visible both both

4. What are the invisible characteristics? My invisible characteristics would have to be sexual orientation, education level, relationship status, and social economic status. LEARN Now that you have begun to think about the many different pieces that make you unique, we will look at how we have developed this identity or how this identity is socially constructed.

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Watch the Geneva Gay video then answer: 1. What does Gay say about the social construction of identity? Gay asserts that the development of identity is rooted in a shared inclination to adhere to societal norms. This collective process involves the assimilation of data from studies to establish normative guidelines, with cultural conceptions being an integral part of this construction. 2. What does Gay say about the individual’s capacity to independently construct him or herself? Gay contends that individuals lack the autonomy to autonomously shape their identities. Cultural and societal influences play a crucial role in guiding the construction of one's identity. She stresses the impracticality of neatly categorizing each individual, especially within the context of students. 3. What identity characteristics are socially constructed and which are independently constructed? Socially constructed identity characteristics, as identified by Gay, encompass elements such as education, race, ethnicity, religion, language, and gender. In contrast, she suggests that certain aspects of identity, like individual approaches to education and language, can be considered as independently constructed. Working with a cohort? Share your ideas whole group. GO DEEPER Geneva Gay talks about the many different characteristics of identity and how these characteristics can be used as baselines for the creation of identity. However, she is careful to warn that these baseline concepts should never be used as descriptions for specific individuals, but as a place to begin the conversation around the different categories and groups that we use to define others and ourselves. Let’s consider how this relates to Learning for Justice’s Social Justice Standards. Learning for Justice’s Social Justice Standards establishes the following five standards within the Identity domain. Students will:

ID.1. develop positive social identities based on their membership in multiple groups in society; ID.2. develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups; ID.3. recognize that people’s multiple identities interact and create unique and complex individuals; ID.4. express pride, confidence and healthy self-esteem without denying the value and dignity of other people; and ID.5. recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces;

Consider what these standards might look like in a school setting through the following scenarios: Scenario 1: For show and tell, Joi brings in a picture of her family on a church camping trip. “My family goes camping a lot. I like camping,” she says. “I’m a Christian, and sometimes my family goes camping with church. I’m also a big sister, so I have to help my parents take care of my little brother, especially when we go camping.” Which of the five identity standards are demonstrated in Joi’s story? Joi's narrative unveils a diverse tapestry of identity, incorporating various dimensions. By identifying as a Christian, she situates herself within a collective belief system, illustrating categorical identity. The role of a big sister contributes a personal touch, shaping her individual identity. In discussing familial responsibilities, particularly caring for her younger brother, the relational aspect comes to the forefront. Although not explicitly stated, indications of her interests in camping may offer insights into potential occupational identity. Additionally, Joi's affiliation with the church underscores her cultural identity, emphasizing the impact of shared practices on her self- perception. In summary, Joi's account intertwines categorical, personal, relational, and cultural facets of identity. Working with a cohort? Share your ideas with a partner. Scenario 2: Omar’s mother is serving as a chaperone on her son’s field trip. On the bus ride, the teacher, Ms. Robin, overhears a conversation between Omar and Peter. “What is your mother wearing on her head?” Peter asks. “It’s called a hijab,” Omar replies. “Many Muslim women wear them.” “Why does she wear it?” “Our religion teaches us that the hijab is a way of being humble and modest. Muslim women wear it to show they love God.” Which of the five identity standards are demonstrated in Omar and Peter’s discourse?

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In the conversation between Omar and Peter, several identity standards are evident. Firstly, categorical identity is demonstrated as Omar categorizes his mother as a Muslim woman who wears a hijab.Which would also be recognized as gender identity. Secondly, the discussion touches on cultural identity as Omar explains the significance of the hijab within the context of his religion, Islam. Additionally, religious identity is highlighted as Omar describes the hijab as a practice aligned with the teachings of their faith. The conversation also touches on relational identity as it revolves around Omar's mother, emphasizing a personal and family-related aspect of identity. Working with a cohort? Share your ideas with a partner. Scenario 3: Patrick is being raised in a traditional Christian home. This year in Mr. Sanderson’s social studies class, he has been learning about the world’s different beliefs systems.

Patrick enjoys the company of friends from different religions and is interested in their beliefs and practices. Though he remains devout, he wonders if being curious makes him a bad Christian. Patrick talks to his Sunday school teacher Mrs. Patterson who assures him that he can be Christian and befriend and learn form people of different religions as well. In fact, her best friend of thirty years is a Jewish woman she grew up with! Which of the five identity standards are demonstrated in Patrick’s story? Patrick's narrative involves diverse identity standards. As a devout Christian, he grapples with curiosity about other religions, reflecting religious and personal identity. His interest in friends from various faiths adds a cultural dimension. Seeking guidance from Mrs. Patterson, his Sunday school teacher, and learning about her lasting friendship with a Jewish woman demonstrates relational identity, showcasing connections across faiths within his community. In essence, Patrick's story intertwines categorical, cultural, religious, personal, and relational aspects of identity. Working with a cohort? Share your ideas with a partner. Scenario 4: As part of a class project, Rebecca completes the following personal mission statement: “I am more than one identity. I will celebrate all of my in-group and out-group identities and work to understand how they overlap to make up who I am as an individual. I will not allow others to put me into boxes.” Rebecca explains to her peers in small group discussion that being a student, sister, female, Latina, Spanish speaker and dancer are all interconnected and equally important. She displays her personal mission statement on the outside of her class binder. Review the identity anti-bias standards. Which identity standards are present in Rebecca’s scenario? Rebecca's scenario aligns with identity anti-bias standards in several ways. She recognizes the importance of celebrating both in-group and out-group identities, demonstrating an understanding of intersectionality. Her commitment to understanding the overlap of her identities and refusing to be confined to boxes reflects the anti-bias principles of promoting self-awareness and challenging stereotypes. Overall, Rebecca's personal mission statement and actions embody key elements of identity anti-bias standards, fostering inclusivity and rejecting oversimplified categorizations. Working with a cohort? Share your ideas with a partner.

APPLY Stop and think about your students. How do your students display the identity anti-bias standards? How can you help your students develop these skills?

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One way to help students develop these skills is by exploring the anti-bias standards through text. The following text illustrates Identity standard 2: Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups . “The black woman’s role has not been placed in its proper perspective, particularly in terms of the current economic and political upheaval in America today. Since time immemorial, the black man’s emasculation resulted in the need of the black woman to assert herself in order to maintain some semblance of a family unit. And as a result of this historical circumstance, the black woman has developed perseverance; the black woman has developed strength; the black woman has developed tenacity of purpose and other attributes which today quite often are being looked upon negatively. She continues to be labeled a matriarch.” (“The Twin Jeopardies of Race and Class” Shirley Chisholm) The following text illustrates Identity standard 3: Students will recognize that people’s multiple identities interact and create unique and complex individuals . “I really had this idea that I could do everything a hundred percent. You know like you can be a hundred percent worker, a hundred percent mother, a hundred percent wife. And you can’t. It’s impossible. And you have these terrible decisions to make: Do you stay home? Do you work? Do you go after the brass ring in your career? What do you do with your children? You unconditionally love them and you would give anything for them. You would give up your life, you career, your home. It’s complicated. It’s complicated.” (“StoryCorps: Job Interview” Tia Smallwood and Christine Smallwood) REFLECT How can you use one of these texts in your class to facilitate the growth of students’ understanding of identity? The first text, an excerpt from Shirley Chisholm's "The Twin Jeopardies of Race and Class," corresponds to Identity Standard 2. Chisholm discusses the historical perspective of the black woman's role, shedding light on attributes developed in response to historical circumstances, fostering an understanding of cultural

knowledge. materials.

Pick a text you currently use. Reference the text directly or think about the text, depending on your familiarity with it. Evaluate the text’s effectiveness to help students develop identity by answering the following question: Which identity standard(s) is illustrated in this text and how? In using these texts in the classroom, teachers can facilitate discussions that delve into the historical and cultural aspects of identity Standard 2 or explore the intricate nature of multiple identities and their interactions Standard 3. When evaluating existing materials, educators can assess their alignment with these identity standards and their effectiveness in promoting a nuanced understanding of identity in diverse contexts. Working in a cohort? Share your ideas as a group. LEARN Let’s examine identity in the classroom. Think about the following while watching the video. What is unique about Anna’s students? How does Anna’s practice help her students develop positive identity? Anna's students are distinctive in that they come from various cultural backgrounds and predominantly reside on Native American reservations. Anna's teaching method contributes to fostering positive identity development among her students by encouraging them to explore and critically analyze stereotypes. Her approach prompts students to consider both negative and positive stereotypes, facilitating a nuanced understanding of their cultural identities. Think about the following while listening to Robert. What does Robert learn is important about the teacher’s influence on student self- identity during his people colors activity? I n Robert's "people colors" activity, he highlights the influential role teachers play in shaping student self-identity. He emphasizes the idea that everyone shares the same color, but in different shades of brown, discouraging students from choosing the same color as the teacher. Additionally, Robert intentionally selects literature featuring children from diverse backgrounds to underscore the principles of equality and positive self-identity.

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Think about the following while listening again to Anna. What is key to understanding the Social Justice Standard: “Students will recognize that people’s multiple identities interact and create unique and complex individuals”? The essence of comprehending the Social Justice Standard lies in acknowledging that an individual's identity isn't determined by a singular aspect but is molded by diverse factors. This standard underscores the significance of recognizing the intricate interplay of multiple identities, resulting in the formation of distinctive and complex individuals. Moreover, it emphasizes the value of permitting individuals to articulate how they prefer to be perceived, highlighting the diversity and uniqueness inherent in each person. Working in a cohort? Share your ideas as a group. GO DEEPER

APPLY Our identities are ever changing. Let’s take a minute to revisit our goals and objectives for this module:  Define what shapes our identities  Understand the five identity anchor standards in the Learning for Justice Social Justice Standards  Relate how identity has many characteristics and affects relationships within the school building and classroom Set a SMART goal for your practice. What specific, measurable, actionable, realistic and relevant, timely goal can you set for yourself in your practice that will help to facilitate identity understanding in your students? IN SUMMARY Although we construct our identities to some extent, society does, too. Our identities affect the way we interact with the world. Our identities affect the way the world interacts with us.

Our identities are like a constantly changing mix of things we can see and things we can't, shaped by both what's inside us and what happens around us. First and foremost, understanding who we are involves recognizing both the things people notice about us, like our culture or appearance, and the things inside us, such as our feelings or experiences. It's comparable to assembling a puzzle where each piece contributes to what makes us unique. Consider some important guidelines known as the Learning for Justice Social Justice Standards. These rules help us create a fair and inclusive environment by looking at both the visible aspects, like appearances, and the less obvious ones, like emotions. Our identities, as we've come to understand, consist of various parts—some visible, such as cultural background or physical appearance, and some invisible, like our emotions or personal experiences. Appreciating this mix plays a significant role in fostering friendliness and inclusivity, acknowledging and valuing the differences that make each person special. Turning our attention to our goals, the aim is to set a straightforward and achievable objective. This goal should help us comprehend both the noticeable aspects of ourselves and the less apparent ones. Understanding all these facets of identity becomes crucial in creating a harmonious and understanding environment. In summary, our identities are in a constant state of flux, made up of both the observable elements, like culture or appearance, and the less visible ones, like feelings or experiences. Both the visible and invisible components contribute to shaping who we are and how we connect with others. Learning about all these diverse parts helps us unravel the intricate puzzle that is identity. Identity encompasses both the aspects that people notice about us and those they don't, making each person uniquely special in their own way.

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EDF2085Module 1Workbook-converted-2

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