question

Edited for MGT-322. Taken from:

The National Intergroup Dialogue Institute | The Program on Intergroup Relations | University of Michigan Adapted by The Ginsberg

Center for Community Service and Learning | University of Michigan, 2013

Project 1 Identity Exploration Project – 10 Points

Submit electronically to Blackboard

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.

Edited for MGT-322. Taken from:

The National Intergroup Dialogue Institute | The Program on Intergroup Relations | University of Michigan Adapted by The Ginsberg

Center for Community Service and Learning | University of Michigan, 2013

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.

Edited for MGT-322. Taken from:

The National Intergroup Dialogue Institute | The Program on Intergroup Relations | University of Michigan Adapted by The Ginsberg

Center for Community Service and Learning | University of Michigan, 2013

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

Edited for MGT-322. Taken from:

The National Intergroup Dialogue Institute | The Program on Intergroup Relations | University of Michigan Adapted by The Ginsberg Center for Community Service and Learning

| University of Michigan, 2013

Social Identity Profile List the group membership(s) you belong to – see above for examples or feel free to use your own language. Then put a box next to the social identity or identities

that reflects your best answer to the statements in the top column. Note: You WILL NOT be handing this section in. This is for your own information and process.

Social Identity Group

Membership

You are

most

aware of

You think

about

least

Have greatest

effect on how

others see you

(positive or

negative)

Have strongest

effect on how

you see

yourself as a

person

Have the

earliest

memories

of...

Have the most

impact on your

experience in

the community

Have the

experience of

privilege

(Agent)

Have the experience

of marginalization

(Target)

Gender

Sex

Race

Ethnicity

Sexual Orientation

Religion/

Spirituality/Faith/

Meaning

Social Class

Age

(Dis)Ability

Nation(s) of Origin

and/or Citizenship

Tribal or Indigenous

Affiliation

Body size/type

Additional

Edited for MGT-322. Taken from:

The National Intergroup Dialogue Institute | The Program on Intergroup Relations | University of Michigan Adapted by The Ginsberg Center for Community Service and Learning

| University of Michigan, 2013

Agent & Target Groups in the U.S.

SOCIAL IDENTITY

AGENT

TARGET

Ability Able Bodied Dis(abled)

Age 25-55

Children, Youth, Young adults, Aging

populations

Social Class Middle class, Upper Class

“Poor”, poverty, working class

Education Status College/Higher Education

High School, G.E.D., Middle School, No

formal schooling, First Generation College

Student

Gender Gender Conforming/Cisgender Gender Variant/Gender Non-

Conforming/Transgender

National Origin U.S. Born Outside of U.S., First generation,

Indigenous

Race White/Caucasian People of Color, Multi- racial, Biracial,

Trans- racial adoptees

Religion/Faith/

Spirituality/Meaning

Christianity

Judaism, Islam, Paganism, Buddhism, etc.

Sex Identity

Male Women/Female, Intersex, Transgender

Sexual Identity Heterosexual Gay, Lesbian, Bi/Pan/Omnisexual, Asexual,

Queer

Size

Size normative Full size, “Short”, “Fat”

Veteran Status Non-Veteran Veteran