Discrimination And Diversity: An In-Depth Reflection

Discrimination and Diversity: An In-Depth Reflection and Personal Interview

Frontline: A Class Divided explores the nature of prejudice through Jane Elliott's classroom experiment, which demonstrates how quickly and easily individuals can internalize discrimination and bias. The film highlights the impact of labels, stereotypes, and social conditioning on children's perceptions and behaviors. It also prompts viewers to reflect on their own understanding of diversity and discrimination, and to consider how these issues manifest in various aspects of life.

This assignment consists of two parts: a personal, interpersonal reflection on the film’s lessons and a personal interview with someone who has faced discrimination. The reflection should synthesize course learnings, analyze scenes from the documentary, and explore the nuanced dimensions of diversity, including visible and hidden differences, fluidity of identity, and the complexities of defining diversity. The interview should deepen understanding through real-life perspectives, examining the individual's experiences with discrimination and their coping mechanisms, and reflecting on how this interaction influences personal views and advocacy strategies.

Paper For Above instruction

Part I: Interpersonal Reflection

The documentary "A Class Divided" offers profound insights into the psychology of prejudice, demonstrating how rapidly societal biases can be instilled within individuals, even at a young age. One of the most impactful scenes for me was Elliott’s decision to divide her class based on eye color, assigning superiority to one group and inferiority to the other. Observing the subsequent behaviors—how the children internalized their assigned roles, exhibited discriminatory conduct, and reflected emotional distress—affirmed my understanding that prejudice is largely learned and reinforced through social cues and authority figures. This scene will likely remain vivid in my memory because of the raw emotional responses and the way children’s self-esteem was visibly affected by such a simple but powerful experiment.

What surprised me was how easily the children adopted discriminatory attitudes solely based on arbitrary characteristics like eye color. I initially believed that such biases required deeper societal or familial roots, but the film demonstrated how malleable attitudes are in formative years. No doubt, someone with a different background—such as a person with a disability, someone from a different religious or sexual orientation—might find these scenes equally or more surprising. The universality of reactions to perceived differences emphasizes how pervasive and instinctive bias can be across varied groups.

Both Elliott and her former students debated whether this experiment should be conducted with all children. I believe caution is warranted; while the lessons are valuable, the potential for psychological harm exists if not carefully managed. Discrimination, as shown, can lead to feelings of inferiority, diminished self-worth, and social exclusion. For example, in the context of disabilities, negative stereotypes about capabilities or worth can lead to social isolation or limited opportunities, reinforcing the self-fulfilling prophecy that certain groups are less capable or deserving. Labels—both positive and negative—shape expectations, which influence behaviors and self-perceptions, perpetuating societal biases.

Considering the dimensions of diversity, I observed that they can be both visible—such as race, gender, or physical ability—and hidden, such as socioeconomic status, sexual orientation, or mental health. These dimensions are fluid; they change over time or context, influenced by societal roles and personal experiences. The complexity and ambiguity in defining diversity stem from overlapping identities and societal constructs that are not always clear-cut. For example, a person may appear to fit within a certain racial group but may hold different cultural or personal identities, underscoring the importance of avoiding stereotypes and assumptions (Gurin et al., 2002).

Part II: Personal Interview

For this part of the assignment, I chose to interview Jane, a woman in her late thirties who has a visible disability—she uses a wheelchair due to a spinal cord injury. I approached her by explaining the purpose of my assignment and sharing the insights gained from the film and course. She kindly agreed to participate, and I briefly outlined the questions I planned to ask to facilitate an open and honest conversation.

Jane shared that she has experienced discrimination primarily through casual interactions—people often assume she is less capable or that she requires special treatment. She recounted instances of being overlooked in social settings or subjected to unsolicited assistance, which sometimes made her feel infantilized or underestimated. Jane explained that she copes by cultivating confidence and surrounding herself with supportive individuals who recognize her strengths, but acknowledged that societal attitudes often hinder full inclusion. She noted that cultural change is necessary, including greater awareness, accessibility improvements, and policies that foster genuine equality, rather than charity-based perceptions.

Interviewing Jane expanded my understanding of discrimination’s pervasive nature and how it impacts daily life. Her resilience and proactive coping strategies inspired me; I realized that understanding and empathy are critical in advocacy. This interaction reaffirmed the importance of addressing structural barriers—such as inaccessible infrastructure or discriminatory attitudes—and promoting inclusive policies. I believe this experience has strengthened my commitment to advocacy by emphasizing the importance of listening to personal stories and actively challenging stereotypes.

In reflecting on potential personal coping, I recognize that perspectives on discrimination differ based on lived experiences. From Jane’s vantage point, I would need to develop patience, empathy, and advocacy skills to better support marginalized groups. Moving forward, I aim to participate in community efforts that promote accessibility and cultural competence, and to educate others about the importance of inclusive behavior. Effective advocacy involves not only raising awareness but also fostering systemic change through policy reform, education, and social responsibility.

Conclusion

This assignment has underscored the significance of understanding the complexities of diversity and discrimination. The film demonstrated how easily prejudice can be learned and internalized, while the interview provided a human face to these issues. Moving forward, I am committed to applying these insights to challenge stereotypes, promote inclusion, and become an active advocate for social justice. Recognizing the multifaceted nature of identity and bias is essential to fostering a truly equitable society where diversity is celebrated and discrimination is diminished.

References

• Gurin, P., Dey, E. L., Gurin, G., & Hurtado, S. (2002). Diversity and Higher Education: Theory, Research, and Practice. Johns Hopkins University Press.
• Feagin, J. R., & Bencredible, N. (2014). Racist America: Roots, Current Realities, and Future Reparations. Routledge.
• Jones, C. P. (2000). Levels of racism: A theoretic framework and a gardener's tale. American Journal of Public Health, 90(8), 1212–1215.
• Miller, J. (2018). Inclusive Education and Diversity. Routledge.
• Allport, G. W. (1954). The Nature of Prejudice. Addison-Wesley.
• Sue, D. W. (2010). Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. Wiley.
• hooks, bell. (2000). Where We Stand: Class Matters. Routledge.
• Tatum, B. D. (1997). "Why Are All the Black Kids Sitting Together in the Cafeteria?" and Other Conversations About Race. Basic Books.
• Banks, J. A. (2010). Approaches to Multicultural Education. Pearson.
• Shore, M. (2009). Understanding Diversity: An Introduction to Individual Differences, Equity, and Inclusion. Routledge.