Identity Dot Exercise

In this activity, students get to reflect on how identity descriptors – such as race, gender, nationality and others – affect the way they interact with others and others interact with them.

For this activity, it is very important that the instructor and students have worked together to make the class a space where people feel comfortable sharing and making mistakes, while at the same time remaining a safer space for more vulnerable students. Indeed, this class took place in the 8th/9th class, after students and the instructors had time to get to know each other. It is important to highlight that students do not have to place their selections on the grid if they don’t wish to do so.

The activity is divided in four sections: first, as a class, students reflect on the meaning of common identity descriptors such as race, class, gender, sexuality. Next, students reflect individually on how they would fit into each category. Students then use stickers to “place” themselves on a grid that the instructor has set up at the front of the classroom, highlighting the categories that they believe are most important to their sense of self. Students then use the grid (see “additional materials” folder) to place stickers (of another color) on the categories of their identity that they believe are most important to others when others interact with them. A discussion follows as students analyse the dot clusters of stickers – what difference are there between clusters? Why? What are the assumptions made based on others’ visible identities? How do these influence their actions?

Finally, students individually write a reflection on how this exercise relates to the interview they will be conducting.

• Students will be able to express how identity descriptors – such as race, gender, nationality and others – affect the way they interact with others and others interact with them.
• Students will be able to express assumptions they have based on someone’s visible identity