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Jane Elliott's Exercise. A Class Divided. Psychology Essay

Essay Instructions:

https://www(dot)pbs(dot)org/video/frontline-class-divided/
please watch this video

 

Critical Thinking Questions to Accompany
Equity Discussion
Instructions: Preview these questions prior to viewing the documentary. Afterwatching the film formulate your responses to each of the following critical thinkingquestions. Compose and type your responses in complete sentences. Each questionhas been given an alphanumerical code (example "CT-1"). Answer each of the 8questions by placing the question's alphanumerical code at the beginning of youranswer/response. Your responses to the critical thinking questions are to be submittedon eCampus. Follow the instructions on how to do this below. You do not have toretype or copy the questions. Single space your responses and use Tahoma or TimesNew Roman 12 type font. Answer each question in the order and format below. Edityour paper for typing and grammar errors before submitting.
Example:
Question CT1. When Jane Elliott gathered and debriefed her third graders at the endof the original two day exercise, what comments did the children make concerning whatthey had learned from the exercise? Comment on specific words the children usedand interpret the feelings behind the body language they demonstrated as thirdgraders.
Response CT1. After the two day exercise during the debriefing session when thechildren were in a circle surrounding Jane Elliott, the children made comments suchas....
Here Are The Questions:
Question CT1. When Jane Elliott gathered and debriefed her third graders at the endof the original two-day exercise, what comments did the children make concerning whatthey had learned from the exercise? Comment on specific words the children usedand interpret the feelings behind the body language they demonstrated as thirdgraders.
Question ER/CT2. Notice how quickly the children fell into their assigned roles.According to Elliott, in the span of how many minutes did it take for the children to takeon these roles? What does this say about how easy it is to learn to become prejudice?Make a personal statement reflecting on how prejudice is learned.
Question CT/SR3. As adults who attended the reunion, what specific comments weremade to Jane Elliott about the value of the exercise when asked was “the learning wasworth the agony? How would you interpret their responses?
Question EQS4. The Stanford University Psychology Department evaluated thechildren’s academic level of work during the two-day exercise from their spelling tests,reading tests scores after the two-day exercise was complete. Write a completesentence describing each of the following the types and directions of correlations foundas a result of the children’s experiences. Review pp. 17-19 in the Sanderson textbookon correlational research. Explain the type and the direction demonstrated for each ofthe following the correlational relationships (positive or negative):
(a) between self-esteem (X) and discrimination (Y)?
(b) between discrimination (X) and academic performance (Y)?
(c) between self-esteem (X) and academic performance (Y)?
(d) What are the implications of these findings?
Question PR/TR5. Which particular child (Raymond, Susan, Brian, Russell, John, Roy,Lorrie, Greg, Sandy, Sheila, Verle) attracted your attention in the video? How did yourelate to the feelings of that child? What makes you say that?
Question CT/ER6. Identify the specific prejudicial statements and the behavioraltechniques used by Jane Elliott to set up the exercise. Draw parallels between Elliott’swords and methods with those used by individuals and /or by society to fosterprejudice, discrimination and inequity.
Question SD/PR7. Have you ever personally experienced (been a victim of)prejudicial attitudes or discriminatory behavior? If so, what were the circumstances?How did you cope with the stress? If not, what will you do in the future when you seeor experience discrimination in action?
Question C/TR8. Discuss your overall reaction to “A Class Divided.”Respond to this prompt by including this thinking routine:Before viewing “A Class Divided” I used to think…After viewing “A Class Divided” I now think

Essay Sample Content Preview:

A Class Divided
Student's Name
Institution
A Class Divided
Response CT1: Mrs. Ellliot's two-day exercise started with the blue-eyed children being given preferential treatment on the first day. When the time for brown-eyed children to be treated preferentially ended on the second day, Mrs. Elliot gathered all the children for a debrief to try and capture the lessons they had learned from the exercise, particularly on discrimination. One of the kids from the blue-eyed faction seconded Mrs.Elliot when she said she hated the day the blue-eyed was down because she is blue-eyed too. When Mrs. Elliot finally assembled the class, she asked specific questions to the kids. One of the kids confidently answered that the day they were down felt "like a dog on a leash" and another in agreement followed up by saying it was "like you are chained in prison, and they throw the key away"(Peters, 1985). They also unanimously disagreed with the question that Mrs. Elliot posed on whether people should be treated differently according to the color of their eyes. The third graders were generally in a somber mood when they were down and extremely happy when they were favored. This implies that, despite their tender age, the kids had developed an attitude towards discrimination and also earned some bad habits when one is in a higher position.
Response ER/CT2: Mrs. Elliot reiterated in the film how the kids, who had been living together in harmony, had turned into vicious and discriminating little angels in fifteen minutes (Peters, 1985). It is surprising how the kids were excited when they were on top, and this is demonstrated by how quick and joyfully the brown-eyed kids were when they were told to switch the collar with the blue-eyed children. The kids' record time of fifteen minutes signifies that prejudicial judgment doesn't care about prior knowledge on the victim, and it takes no time to develop a negative and baseless perception about people in a different category. Also, it denotes that people tend not to reason with logic and rationality but rather on a mere categorization.
Response CT/SR3: The reunion allowed the former classmates to reflect on how they felt about the contrasting situations, and almost all of them had a comment. When Mrs. Eliot posed the question, " is learning worth the agony?" the room unanimously agreed and nodded "yes" (Peters, 1985). One of the adults narrates how she sometimes judges peoples' actions at the back of her mind based on color. She would immediately recall her thoughts because of the knowledge she had gathered from the experiment that all people are the same and that it is only in one's mind that people look and act differently (Peters, 1985). Despite their varied responses, judging other people without rationale took center stage. Mrs. Elliot's experiment had imparted an important and unforgettable knowledge of discrimination to the groups.
Response EQS4: Correlation functions to compare and contr...
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