management question

Step 1: Engage With This Week's Resources

Before writing your post, please complete the following in order:

• ???? Read Chapter 2 with your PowerPoint slidesDownload PowerPoint slidesopen for note-taking — pay close attention to Dworkin and Dworkin's four characteristics of nondominant groups, the distinctions among stereotyping, prejudice, and discrimination, and the concepts of fundamental attribution error and aversive racism
• ???? Watch: "A Class Divided"Links to an external site. — PBS Documentary (45 minutes)

Take notes as you watch. The film is the foundation of this week's discussion, and the strongest posts will reference specific moments and scenes rather than speaking in generalities.

Step 2: Write Your Initial Post

Your initial post has three required parts. Please make sure all three are present before submitting — the rubric awards points for each element.

Part 1 – Discussion Prompt Response (250–350 words)

In "A Class Divided," Jane Elliott conducts one of the most striking social experiments ever filmed — first with her third-grade students, and later with adults in a workplace training setting. In both cases, she creates social categories from scratch and guides participants through a rapid and unsettling journey from stereotyping to prejudice to discrimination.

Using Chapter 2 concepts and terminology, respond to the following:

• How does Elliott construct social categories among participants? What specific techniques does she use to move people from stereotyping to prejudice to active discrimination?
• Apply Dworkin and Dworkin's four characteristics of nondominant groups to what you observe in the film:
  • How does Elliott create identifiability among participants?
  • How does she establish and shift differential power?
  • How does group awareness emerge among those who are targeted?
  • How do participants come to experience discrimination — even in an artificial setting?
• How do those in the "dominant" and "nondominant"roles respond — emotionally, behaviorally, and psychologically? What does this tell us about how real-world group dynamics operate?

Ground your analysis in the textbook — use APA embedded citations for all course concepts and definitions, and include a complete References sectionat the end of your post.

Part 2 – Your Own Quote (quote + APA citation)

Find a quote from the Chapter 2 reading that you want to explore — something that resonated with you, challenged your thinking, or raised a question you're still sitting with. Choose something unrelated to the discussion prompt above so we can open up new threads of conversation across the class.

Include:

1. The quote — copied accurately, in quotation marks
2. APA citation — author, year, and page number

Part 3 – Your Response to the Quote (100–150 words)

Why did this quote stand out to you? What does it make you think about? What question does it raise for you or for the class?

Think of your quote as an invitation — choose something that will spark genuine conversation and give your classmates something meaningful to respond to.

End your post with a complete APA References sectionfor all sources cited, including the textbook.

Step 3: Return and Respond to Your Peers Due: Sunday at midnight

After the Thursday posting deadline, return to the discussion board and respond to at least two classmates. Strong peer responses go beyond agreement — they ask follow-up questions, offer a different interpretation of the film, connect ideas to your own experience, or push the analysis deeper.

Plan to visit the discussion board on three separate days each week:

• Thursday — post your initial response
• Friday or Saturday — read and respond to at least two classmates
• Sunday — follow up on any questions directed to you and continue the dialogue

The rubric rewards engagement throughout the week — not just meeting the minimum post count. In an asynchronous course, returning to the conversation is what makes it a real discussion.