A. Setting guidelines for discussion
Show respect: Respect is a crucial element and is essential in both the workplace and in a training session.
Respect means having respect for another person’s culture and/or lifestyle. Showing respect does not require
you to adopt the other person’s values or way of life. It does however, require that you do not denigrate the
person or discriminate against him or her. It is not OK to shame, blame or personally attack someone.
Stay involved: Take responsibility for your own learning. Tell participants that you recognize that some people
may have very different expectations of what they will take away from a discussion of diversity. Some of you
may have received information like this before. We try to continually add new information as this topic grows
and hope that there will be something you will gain from the session. In addition, since one of our
premises/assumptions that we just covered is that it is a journey towards becoming more and more aware,
hopefully, you will learn from others in the room who you may not have interacted with before.
Be non-judgmental: point out to participants that since there are probably many different points of view and
opinions represented in this room, they may find it difficult not to judge some of what they hear. Note that they
may find that they agree with most of what is being said, or they may disagree with some or all of what they
hear both from the trainers and from other participants. Although there may be many different opinions and
points of view represented in this room, it is possible to disagree with one another while still displaying respect
for one another. Ask participants to keep an open mind even if they disagree with some of the day’s content so
that they can understand what is being communicated from the other person’s perspective. Encourage
participants to please speak up if they disagree with a statement. There isn’t anything wrong with disagreement
and we all can learn from discourse – however we need to be sure to disagree “agreeably.”
Respect confidentiality and privacy: In this type of training, participants will sometimes choose to share
personal information or experiences with others. It is very important that these disclosures remain confidential –
that is, that they not be discussed outside of this group. In order for training to be effective, participants need to
feel that the training environment is safe.
Class guidelines: Ask participants if they have any ground rules that they would like to add to this list.
B. Defining Diversity - Diversity Iceberg

Explain to the participants that the purpose of this activity is to bring into focus the various
manifestations of diversity that exist among people.

Draw an iceberg on newsprint or on the blackboard. Make sure the water line splits the page so that
about 1/3 of the iceberg appears above the water and that it is much larger below the water.

Explain to participants that we use the analogy of an iceberg when defining diversity. Ask why we
would use this? What are the qualities of an iceberg that are similar to diversity characteristics?
Only about 10% of its mass is visible above the surface of the water.

State that we are going to try to identify as many different dimensions of diversity as possible. You
may say, “One of the things that I think of when I think of diversity is skin color or hair color. Since
skin/hair color is very visible when you meet a person, I’m going to write it above the line.” Placing
it above the line means that within the first 5 seconds of meeting someone, you can tell, without
speaking or any other verbal cues. An example of one that might be placed below is education – just
by looking at a person you do not know how many years they have been to school, what kinds of
formal education they have received.

Ask: “What additional characteristics do you think of when you think of diversity?” When someone
gives you a response, ask whether or not they would place that characteristic on the page above or
below the surface of the water.
Trainer tips – important!!

Allow whoever offers the characteristic to make the decision as to whether or not it belongs above or
below the line – it is important not to debate that. It is important that the facilitator does not make the
decision, but that the individual contributor or group does so. If you disagree, throw it back to the
group and ask if everyone agrees that it should be above the line, and why someone might place it
below instead.
Processing questions:

Where does the majority of the writing happen on the iceberg – above or below the water?

What do we notice more- those characteristics above or below the water?

Not all of these characteristics carry equal weight in the workplace, in society or in the classroom.
Think about which ones are more important in different settings. Why are they important?

Which characteristics have traditionally been “hot issues” in the workplace?
Additional points to make:
 Diversity is very broad in scope. It is not just about race and ethnicity or visible differences.

An iceberg is smaller on top and much larger below the surface – as you discuss diversity or
discover different characteristics about someone else, it may not be apparent what lies below the
water’s surface.

Most of the writing is below the iceberg –many dimensions of diversity are hidden from view.

For the most part, who we are as human beings is not at all visible to the eye. Yet what we often do
is make unconscious, ‘snap’ judgments about people on the basis of the few characteristics that are
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above the line i.e. visible to the eye. Become aware of when we are judging people based on
superficial information and avoid stereotyping them.1
These additional definitions are provided to supplement those printed in the Freshman Seminar 101 text:
Assimilation is taking on the traits of another culture, leaving the culture of origin behind.
Acculturation is taking on one or more cultural traits of another group, resulting in new or blended cultures.
Bias is a collection of learnings and experiences that shape our perceptions or “a subjective point of view.”i A
distorted way of viewing things.ii Bias is natural, normal and unavoidable. Problems arise when we allow our
biases to limit or cloud our thinking.
Collusion is cooperation with others, knowingly or unknowingly to reinforce stereotypical attitudes, prevailing
behaviors and norms. This is sometimes displayed by silence, denial or active cooperation. iii
Culture is the way of life of a given society that is passed down from one generation to the next through
learning and experience. It is the shared values, traditions, norms, customs, religion, arts, history, folklore,
language and/or institutions of a specific group of people.
Prejudice is a bias for or against something that is formed without a basis. It is an act of prejudging before
evidence is considered. A set of attitudes in which misjudgment is generalized to a cultural group of people and
is coupled with avoidance, stereotyping or fear of the group.
Managing Diversity is the comprehensive management process for creating an environment that enables all
members of a workforce to be productive, without advantaging or disadvantaging anyone.
Multicultural refers to many cultures. It means valuing the differences of others and creating an environment
that does not require leaving the culture of origin behind. In diversity work, it means valuing the differences of
others and creating an environment that does not require assimilation.
Sexual Harassment includes “Unwelcome” sexual advances, request for sexual favors, and other verbal or
physical conduct of a sexual nature. These acts constitute sexual harassment when submission to or rejection of
this conduct explicitly or implicitly affects an individual’s employment, work performance and create an
intimidating, hostile work environment. Sexual Harassment may include practices ranging from direct requests
for sexual favors to workplace conditions that create a hostile environment for persons of either gender,
including same sex harassment. (The "hostile environment" standard also applies to harassment on the bases of
race, color, national origin, religion, age, and disability.)iv
Stereotypes are fixed or conventional notions that deny individuality and are based on limited information and
interactions. They are inflexible views directed at a group of people. Stereotypes can prevent us from
examining our learning and seeing reality. v
All definitions have been revised and updated from: Diversity Activities and Training Designs, Julie O’Mara, Pfeiffer & Company, 1994
From: Cornell, School of Industrial and Labor Relations “Diversity management”, 2004
iii
From: Cornell, School of Industrial and Labor Relations “Diversity management”, 2004
iv
Revised from the Equal Employment Opportunity Commission’s website: http://eeoc.gov/facts/qanda.html
v
From: Diversity Activities and Training Designs, Julie O’Mara, Pfeiffer & Company, 1994
i
ii
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D. Understanding Stereotypes
Diversity Scavenger Hunt
A. Explain that the activity is designed as a way to get to know each other better. Tell the group that
their task is to try to meet as many different individuals as possible and identify as many
characteristics on their sheet as possible.
B. Instructions to the group:
1. Hand out Scavenger Hunt Sheet (next page)
2. Select a symbol that they will use to represent themselves (For example, a star, a checkmark
or a smiley face.)
3. Introduce yourself to another participant.
4. Ask your partner whether or not they identify with a particular fact. (For example: Ask your
partner “Do you know sign language?” or “Are you an only child?”)
5. If your partner responds “Yes”, have them write their symbol on your page next to the
statement that fits them. Once they respond yes, move on to the next person.
6. Important note: There is no need to go in order down the sheet, see if you can select a
statement that your partner will say yes to on the first try.
7. Try to meet everyone in the room at least once and to get symbols for as many statements as
possible.
C. Give the group at least 5 minutes to circulate around the room and fill their sheet with symbols from
other participants.
D. These series of questions may begin a discussion on first impressions and the impact of stereotypes
on meeting others:

How many people received responses for more than 10 symbols/identifiers? …more than 12?
...more than 15? Who has the most responses?

How did you like doing this exercise? Did you find it difficult?

What were the questions that appealed to you the most in learning about others in the group?

Invite people who responded yes to the knowledge based questions to share their answers – for
example name the Native American nations, Latino ethnicities, Asian Ethnicities, African
ethnicities, what Ramadan is, difference between salsa and merengue.

Were there any categories that someone asked you that you were surprised that you were asked?
Are there questions that you were consistently asked? Were there any categories that no one
asked you? Why do you think this is the case?

Were there any categories that you found difficult to ask about or that you tended to avoid?
Why? (Usually people respond with identifying as gay, lesbian or bisexual, or someone dying of
AIDS) How come we are more sensitized to these responses?

Were you surprised by a ‘yes’ answer that someone gave to you? (For example, that someone
responded yes when they stated that they ate Japanese food?) Why were you surprised?

Sometimes your reactions and your approach to this activity are based on stereotypes that you
may have of others. How are first impressions and stereotypes related?
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
How does this activity relate to the topic of Diversity? This activity includes many “dimensions
of diversity”. What is meant by that term? Emphasize that diversity does not just include race but
includes many different aspects of one’s background.
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Scavenger Hunt
Knows sign
language
Is an only child
Was born outside of
the US
Is a 1st generation
US citizen
Can name 5 African
Ethnic groups
Eats Japanese,
Indian, Thai food
Has children
Knows the
difference between
merengue & salsa
Speaks more than 2
languages
Has traveled to
Europe
Is bi-racial
Celebrates Hanukah
Is a vegetarian
Knows someone
who has died of
AIDS
Can name 5
different Latino
ethnic groups
Knows how to
cornrow or what
cornrows are
Attends mass
Has lived in more
than 3 states
Can name 2
countries that use
fingers to eat
Practices meditation
Knows what
Ramadan is
Is left handed
Can name 5 Native
American Nations
Was born and raised
in Long Island
Was raised in a
single parent
household
Can name 7
different Asian
ethnic groups
Knows what "nan"
(food) is
Has 3 siblings or
more
Has lived in another
country
Knows what
country "injera"
bread is from
Identifies as gay,
lesbian, bisexual, or
transgendered
Married someone of
a different
cultural/ethnic
group
Has a child under 5
Prays before a meal
Plays piano
Is the middle child
Has dinner with
extended family
every weekend
Speaks w/ an accent Was born and raised
in NYC
Has ever had to use
crutches
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Typical questions from students and issues to be aware of when conducting diversity awareness activities:
Comment
I treat everyone the same. I don’t see
color, I see people as people.
You can’t change people’s beliefs, they
are who they are.
Possible Responses
 Do you think that all people want to be treated the same way?

Do you want to be treated like everyone else?

Discuss the differences between being treated fairly and
equitably and being ‘treated the same’.

What is a respectful way to acknowledge and respond to
people’s differences?

What behaviors might you consider respectful that others may
not?

What is the best way to account for cultural differences?
Usually the discussion around diversity focuses on individual
attitudes. It is helpful to also shift the focus to discuss behaviors
and how people interact and communicate with each other. You
may not be able to change attitudes, but you can ask people to treat
you with respect or to stop engaging in offensive behavior. It can
be an opportunity to start dialogue with someone whose views are
different than your own.
A great reference in this area is:
Speak Up! A Guide to dealing with everyday bigotry
http://www.tolerance.org/speakup/pdf/speak_up_full_document.pdf
Refer to the following assumptions about diversity work – from
National Multicultural Institute. Awareness programs are designed
with these assumptions in mind: (additional talking points are in
parentheses).
 A one-day diversity workshop will not change deeply rooted
individual attitudes (Some people come into diversity training
expecting that there will be dramatic change in someone’s
beliefs and attitudes as a result of the conversations and
learning points taking place. As with any other training, we see
this session as the starting point. There is work to be done, over
time, one day is not enough but it is a good start!)
 With adequate time, commitment and action, people can change
and grow, organizations can grow and improve. (This is our
optimistic view. We believe with commitment, action, and
individual growth, education around the issue of diversity can
make a difference in changing people’s behavior. We do hope
that people will start to evaluate and assess their own actions.)
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 A one-day workshop may raise awareness but will not change
the organization’s culture (This session is meant to raise
individual awareness. It is through these individual changes
that we will make a difference in the organization’s culture and
increase the sense of inclusion for all members of the
community.)
Negative remarks like: ‘That’s so gay!’
‘That’s so ghetto!
Again, tolerance.org is a great resource here. This advice is from
their website:
It's a casual insult heard in schools everywhere: "That's so gay!"
One teacher says whenever she hears such language in the
classroom, she asks, "What was homosexual about it?" Then she
uses the moment to discuss the use of slang and derogatory slurs,
including racist and sexist language.
"They know in their hearts they are wrong to use that word in that
way," a second teacher says. "They just need someone to stop them
in their tracks."
Tolerance.org’s curriculum entitled ‘The Power of Words’ can be
found on the web:
http://www.tolerance.org/teach/web/power_of_words/index.jsp
Tips for individuals who want to address comments are available:
http://www.tolerance.org/speakup/friends_casual.html

Friends are our comfort zones, where we let down our
guards and can simply be ourselves. Casual conversation is
the mainstay of these relationships. But when bias is
interjected into everyday moments with friends,
relationships can feel markedly uncomfortable. How then
can you reconnect?

Approach friends as allies. When a friend makes a hurtful
comment or poses an offensive question, it's easy to shut
down, put up walls or disengage. Remember that you're
friends with this person for a reason; something special
brought you together. Drawing on that bond, explain how
the comment offended you.

Respond with silence. When a friend poses a question that
feels hurtful, let protracted silence do the work for you. Say
nothing and wait for the speaker to respond with an openended question: "What's up?" Then describe the comment
from your point of view.

Talk about differences. When we have friendships across
group lines, it's natural to focus on what we have in
common, rather than our differences. Yet our differences
matter. Strive to open up the conversation: "We've been
friends for years, and I value our friendship very much. One
thing we've never really talked about is my experiences
with racism. I'd like to do that now."
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