Lunch: Thinking about Generalizing and Stereotyping
Purpose of Exercise: This exercise challenges students to think about how they (over) generalize or stereotype groups of people through nonverbal questions.
Description: The instructor will present two imaginary menus (or even their own lunch menu) and ask students questions about the lunch patron using only what they ordered. The menu can be as “regular” or as stereotypical as the instructor desires. The more stereotypical or outrageous the menu, the more stimulating and interesting the conversation.
Suggested time: 20-25 (5 minutes or less to review the menu and gather ideas, 15 minutes for students to discuss their answers)
Procedure: Instructor should write menus on the board or provide a handout to students. The format can be as seen below:
Lunch Order #1: Double Martini Twelve-ounce T-bone steak French fries Corn on the cob Apple Pie a la mode Stoneware plate Bone-handled flatware Paper napkins
Lunch Order #2 Hot herbal Tea Pita sandwich with avocado and sprouts Raw vegetables with yogurt dip Simple china plate Stainless steel flatware Cloth napkin
Give students a couple of minutes to read the menus and think about the kind of person who might choose either one. Ask the students to either write or discuss answers to the following questions or something similar:
a) Which one of these diners in more concerned about the environment? b) Which one of these diners is a fan of professional football? c) Which of these diners is male or female? d) Which of these diners is a Republican and which is a Democrat? e) Which of these diners is over 55, and which is under 40?
After students have written down or prepared an oral response to the lunch orders, allow them to discuss and defend their choices. You might also ask students how we judge and generalize about individuals in other ways (clothing, major, association with clubs/hobbies, race, sexuality). In what ways is this problematic? For instance, how do we represent individuals in news reports? How does presenting an image of an young teen in a graduation garb vs. in casual or promiscuous clothing have an impact on the audience? Here's an article that you might use to continue the conversation in this way. You might even explore the #iftheygunnedmedown hashtag on Twitter. How can we use critical thinking to challenge these initial readings of situations? This not only opens up a lively conversation, it also allows students to practice sharing their ideas in an academic environment.
Additional Information: Because students are confronting their own ideas and perceptions of others, the instructor needs to make sure to retain a comfortable and open space for discussions. He or she should reinforce the idea that not all students are going to agree and that is okay.