1. Equality and Diversity: Resource for Level 4 students
The following resource is designed to raise student’s awareness of issues around equality, diversity and discrimination. It is aimed at encouraging students to challenge some of their stereotypes, question the language they use and recognise the wider implications of their actions.
The resource contains a variety of progressive, interactive activities to be used with Level 4 students, that considers students’ different learning styles, and can be adapted to different courses and career pathways.
It is also designed with tutors in mind as those delivering the resource will undoubtedly vary in terms of knowledge, understanding and confidence in addressing these issues.
As the resource contains a large amount of material tutors can choose the activities they wish to deliver based on their own, their students’ and the course’s needs. The activities are presented in a progressive manner, with simpler activities at the start and more complex activities towards the end.
This resource can be delivered as a one off workshop, for example, during student induction. However, as students are often bombarded with information during this period it may be more effective as a series of workshops embedded within year group meetings and/ or modules. Personal and Professional Development, Planning for Work Based Learning, Work Based Learning and Community Based Learning are the types of modules that would lend themselves to discussing these issues, although these will vary from course to course.
Carnegie Faculty Group for Equality and Diversity
Contact:

2. Session aims: To: Recognise diversity within own group
Appreciate difference and diversity
Explore the value of diversity in employment
Explore issues of prejudice and discrimination
Encourage awareness and respect
Recognise own responsibility
Recognise acceptable behaviour, language and terminology
Ideally, tutors should plan the workshop(s) to ensure the activities undertaken and issues discussed are tailored to the course that students are enrolled on, and the careers they are destined for. To this end, these session aims can be amended to reflect the content of the workshop(s) being delivered and links to the course and employability.
Like any student facing experience the session aims should be presented at the start and recapped at the end. This helps to highlight what has been focused upon.
Please note, any timings given for each activity are guidelines only. It is likely that many of the activities could stimulate discussions that would take far longer. It is up to tutors to make the final decision about how long to allow the activity to run.

3. Key terms: What do they all mean?
All will become clear!
Equality
Equity
Discrimination
Discrimination
From the start, tutors should make students aware that a plethora of terms circulate in this area.
During the workshop(s) the distinctions between these terms will become clear.
Difference
Prejudice
Diversity

4. Activity 1: Diversity bingo
Use the bingo sheet to collect as many names from your group as possible
Activity 1 is an ideal ice breaker activity to be used in induction (when a group is unfamiliar with each other).
Using the bingo sheet students are encouraged to identify a different student name for each box.
(20 minutes)

5. Activity 2: Different differences!
What other differences might distinguish us, that weren’t included on the bingo sheet?
Why didn’t we ask these questions?
Why are they still sensitive topics?
What does this say about modern society?
What will you take away from this activity?
In small groups, discuss the following …..
Activity 2 is an ideal follow on activity from activity 1 as it encourages the students to critically reflect on some aspects of the game they have just engaged in. Ideally use during induction.
As a group, ask the students to reflect on the types of differences the bingo game considered (religion, gender, nationality, age, tastes, preferences).
As a group, ask the students to name other differences that were not included (disability, sexuality, race).
In small groups, encourage students to discuss why these differences may not have been included. Points to consider to stimulate discussion:
- Why are these differences still sensitive? (still taboo, still not largely accepted)
- What evidence have we got that some differences are still an issue for society? (lack of gay role models, lack of black and disabled people used in advertising)
- What does this tell us about modern society? Is it as progressive as we think?
- What might be learnt from this activity about difference? (answers on next slide)

6. Difference
Differences are more than race, class, gender, disability, sexuality
Differences are not always visible
We are all different in different ways
Some differences matter more than others
This can cause some people to be discriminated against
Some differences matter in positive ways. They are celebrated, adored, revered, idolised. Can anyone give an example? (Olympic athletes)
Other differences matter in other ways. This can lead to discrimination, marginalisation, oppression, persecution. Can anyone give an example? (Jewish people during the Holocaust)
Could ask the question, what do Stephen Lawrence (race), Christine Lakinski (disability) and Matthew Shephard (sexuality) have in common? All died because they were different.
(20 minutes)

7. Activity 3:
In fours, discuss something about yourself that you feel makes you different
How did this activity make you feel?
Why?
What/ who makes something different?
Activity 3 contains material around employability and is ideally suited to PDP (semester one) or Planning for Work Based Learning/ Community Based Learning (semester two) type modules or in a year group meeting.
Students are given a few minutes to think of something that they feel makes them different from everyone else.
In small groups, they are each encouraged to reveal their difference.
They are then asked to reflect on each of the questions on the slide.
Depending on the differences revealed students may feel proud e.g. if they reveal a particular skill, ability that makes them different. Students may feel vulnerable, exposed e.g. if they reveal a health issue, dyslexia.
More challenging will be questions around :What, or who, makes something different? Why is something viewed as different/ normal? What is normal? Who decides what is normal? (People in power define what is normal/ create ‘norms’ that position people as being in and out of place. Those that are marginalised have less power and less opportunities to challenge the status quo)

8. Why is appreciating difference important?
Think of all the people you meet? Through Uni, work, family, sport, friends
How do they differ?
What do these differences and diversity bring?
What are the benefits of being surrounded by different people?
In small groups, students are to discuss the positive aspects of being different.
E.g. Individuals come from different countries and parts of the UK, different cultures, religions and backgrounds, often with different ways of doing things. Individuals come with different experiences, views, opinions.
These differences can help us to challenge our own beliefs and behaviour, whilst opening our mind to new ways of doing things, new ways of seeing. For example, believing that all disabled people are non sporty is a common assumption that could be challenged.
Diversity of beliefs, opinions, experiences can be useful when working in teams as different perspectives can offer different approaches to solving problems.

9. Why is appreciating difference useful in employability?
Organisations have a legal obligation!
More and more organisations recognise the value of being seen as one that values diversity – enhances reputation
Enhanced reputation can attract new staff and customers
Maximise potential of work force - Valued staff = lower staff turnover and increased productivity
If employees feel valued this often affects customer relations positively
Proactive approach to identifying untapped customer markets – financial gain
Attracting wider talent pool of staff enhances creativity, innovation and improves decision making by engaging diverse views to help overcome unquestioning conformity – less errors
There is a strong business case for managing difference and diversity including:
Market access
Customer service
Wider pool of staff
Improved staff performance
Staff retention
Improved identification and utilisation of skills and abilities
Improved value for money and profitability.
Tutor should emphasise this in relation to employability and course content.

10. Diversity But, negative side of this ….. Positive aspect of difference
Celebrates difference
People feeling like their differences are positively valued
“Diversity is the mosaic of people who bring a variety of backgrounds, styles, perspectives, values, beliefs as assets to the groups and organisations with which they interact”
(Challenge Consultancy)
Leading on from previous discussion about positive aspects of difference, attention turns to diversity.
Diversity is when differences are acknowledged and positively valued.
(40 minutes)
But, negative side of this …..

11. Activity 4: Prejudice What is it? Pre judging
Making assumptions based on partial information
Can take many forms
Start of discrimination
Activity 4 could form a short session to be undertaken in PDP type modules (semester one).
As a group, ask students to reflect on the questions:
- ‘What is prejudice?
- Where do we learn prejudice?’(answers on next slide)

12. Where does prejudice come from?
Significant others (parents, peers)
Education
Lack of experiences
Media
Popular culture
Social networks
In small groups, students are asked to reflect on items they have seen, read, heard about in the news that they feel have fostered prejudice.
A selection of articles could be produced to help stimulate this discussion.
If students struggle with this activity their reflection could be extended to recent TV programmes, soap operas that they watch that portray particular groups in specific ways e.g. My Big Fat Gypsy Wedding, Shameless.
Points to consider to stimulate discussion:
What are the common assumptions that are reflected through news items, TV programmes?
Are these assumptions that we as a group share?
How does the media contribute to these assumptions and hence prejudice?
(30 minutes)
Activity 4:
Reflect on recent news items. How might these foster prejudice?

13. Activity 5: First impressions:
Activity 5 is suitable for a group where members feel more comfortable with each other and would be ideal for Planning for Work Based Learning/ Community Based Learning modules (semester two). As students may be intimidated to offer these answers in a large group setting this may be best undertaken in smaller groups.
Students are asked to review the picture board and answer the questions on the following slide.
A – Sheryl Swoops – professional basketball player for WNBA and three time Olympic gold medal winner. Announced she was gay in 2005.
B – Sonia/ David Burgess – founder of flagship legal aid firm Winstanley Burgess. Widely respect immigration lawyer. Was openly transgender and known as both Sonia and David, reflecting the fluidity of gender. Died in 2010 after being pushed in front of train.
C – Tanni Grey-Thompson – one of the UK’s most successful disabled athletes, with 11 gold medals for the Paralympic games. Sarah Storey, ex Leeds Met student, five times Paralympic gold medal winner in swimming, recently switched to cycling where she won two golds in last Paralympics.
D – Frank Gardner – BBC’s security correspondent, journalist and author. Shot whilst on assignment in Saudi Arabia, which left him paralysed in both legs.
E – Greg Louganis – Openly gay, highly successful USA diver winning four Olympic golds, now retired. Tested positive for HIV in 1988.
F – Anne Frank – Jewish victim of holocaust. Her diary, written whilst in hiding, has become of the most widely read books around the world.
G – Sania Mirza – professional Indian tennis player. A practising Muslim, she has drawn criticism from some circles due to her clothing.
H – Peter Tatchell - Human rights activist, prominent campaigner for lesbian, gay, bisexual and transgender rights. A B C D G H E F

14. Who may be discriminated against on the grounds of …..
Sexuality
Ethnicity
Health
Disability
Religion
Gender
Sexuality = A, B, E, H
Ethnicity = A, F, G
Health = E
Disability = C, D, E
Religion = F, G
Gender = A, B, C, F, G

15. What has this activity taught us?
Not all differences are easily visible
Prejudice strongly linked to stereotypes
Small group discussion:
Where have these stereotypes come from?
Do you believe them?
What do you base these beliefs on?
Can you back up what you believe?
What evidence have we that counteracts these stereotypes?
As a group, students are asked to answer the following questions:
What are stereotypes? Commonly held assumptions about groups and individuals, often exaggerated and prejudicial.
Can you give some examples?
In small groups, students are asked to reflect on some of these common stereotypes and discuss the following questions:
Where have these stereotypes come from? (Media, schooling, employment, legislation)
Do you believe them? (Show of hands to show consensus, commonly held beliefs)
What do you base these beliefs on?
Can you back up what you believe? (Evidence, reliable?)
What evidence have we that counteracts these stereotypes? (Do we actually look for counter evidence? Why not? Safe in our sense of solidarity)
(50 minutes)

16. Activity 6: Discussion forum
So how are prejudice and stereotypes linked?
Where does discrimination fit in?
Can you mind map the relationship between discrimination, prejudice, stereotypes and oppression?
How do they all differ?
Can you provide examples for each of them?
Activity 6 requires students to critically reflect on the work they have done so far, recognising connections, providing examples and relating to theoretical models. This is more advanced and would be best suited as a semester two activity.
In pairs, students are asked to mind map the relationship between the terms, with examples, and share these with the group.

17. Discrimination, equality and equity
Prejudice plus action
Equality:
The state of being equal in terms of rights, treatment, value but recognising that different individuals and groups have fewer opportunities and access than others, with attempts made to redress these imbalances
Equity:
Acknowledges that true equality is impossible in current system but still attempts to strive for it
Could ask the following questions:
What do we mean by ‘prejudice plus action’?
What forms might action take? (e.g. verbal, physical, psychological abuse)
Can you think of examples of individuals or groups that may have less opportunities and access than others?
Why is equality impossible in current system – The current system is shaped around the values of white, middle class, able bodied, heterosexual males. Although structural and institutional barriers have largely been removed this does not mean that inclusion will automatically occur. We need to question the persisting legacies of historical understandings of gender, disability, race, ethnicity, class etc.

18. The Oppression Cycle Stereotype Oppression Prejudice Discrimination
Messages
Oppression
Prejudice
The Oppression Cycle demonstrates the relationships between the concepts.
Examples include:
Stereotype – People in wheelchairs are sad and depressed
Prejudice – They are lonely with no motivation to do anything about it
Discrimination – We won’t employ a person in a wheelchair because they lack social skills and will bring team spirit down
Oppression – lack of disabled people in wheelchairs in employment reinforces belief they cannot do the job and should not be employed.
Power – often non disabled people in power positions who make decisions
System
Thoughts
Discrimination
Action
Power 18

19. Challenging the Oppression Cycle
Training
Positive images
Challenging
Monitoring
Review
Stereotype
Messages
Oppression
Prejudice
Ways in which the cycle can be challenged at various levels.
System
Thoughts
Discrimination
Action
Sharing power
Representation
Consultation
Policies
Procedures
Guidelines
Power 19

20. Levels of discrimination
(Thompson’s model 2001)
Structural
Cultural
Structural
Personal*
Tutors should make students aware that there are a number of models in existence that explore levels of discrimination. However, it is not the aim of this resource to explore these in detail, only to raise awareness of them.
Thompson’s (2001) model, is one example that acknowledges that discrimination can occur at different levels.
E.g. Structural discrimination is the collective failure of an organisation to provide appropriate services to people based on the grounds of race, religion, sexuality etc. For example, institutionalised racism within the police force.
Cultural discrimination is when discrimination becomes so embedded within society it becomes the status quo due to established norms and shared values and commonalities. For example, homophobic chants on the football terraces.
But, focus of this resource is on the personal level, which considers individual views, prejudices and actions. Personal is influenced by cultural and structural, hence its central position.
Cultural
Personal 20

21. How might we personally discriminate?
In pairs, students are asked to reflect on the ways in which discrimination can occur at an individual level.
Reflect on incidents they have witnessed in each of these categories and be prepared to give some examples to the whole group.
(40 minutes)
(1) Language
(4) Avoidance
(2) Judgements
(3) Stereotyping

22. Activity 7: Language
Activity 7 considers the use of language and contains terminology that can be considered offensive. It is recommended that this activity be undertaken with a group that is more advanced in terms of their critical thinking around equality and diversity issues and a group you, as a tutor, are familiar and comfortable with in dealing with these sensitive issues.
Initially, as a group, students are asked to reflect on why language is so important?
(The ways in which we use language has a huge effect on the people around us, whether knowingly or unknowingly.
Language can carry negative connotations, include inaccurate labels that belittle and dehumanise and can be used to exclude individuals).
Could ask the questions:
In what situations is language used? (verbal with friends, formal presentations, , facebook and other social media).
In what ways does language differ across these contexts? (more casual, more relaxed, less self regulation, more opinionated?).
What happens to your language when you are in more casual situations? E.g. social networking sites (think less before you speak, more comfortable to express opinions, less planned and rehearsed).
Why is it still important to think before you speak and/or express your opinions freely in more relaxed circumstances? (have you considered who you might offend? who can overhear/ see your conversations? Do you think about how your s/ comments may be misread by the recipient?) 22

23. Activity 7a: Taking responsibility?
In small groups, choose a group that is typically discriminated against
Mind map some terms associated with these groups
Group is split into three groups.
One of groups undertakes activity 7a by sub dividing into fours, each four taking a different group that is discriminated against (e.g. travellers, Asian community, disabled people, lesbians).
Group can debate whether the terms they have mind mapped are appropriate to use ever, never or in some contexts.
What can YOU do about inappropriate use of language? (Recognise that by not challenging these thoughts you are also part of the problem, not the solution; self monitor and reflect, how would you feel?; challenge others when appropriate).
What are your thoughts on these terms? How do you think these make people feel?
Can YOU do anything about this language? 23

24. Activity 7b: Taking responsibility?
In small groups, read the following conversation overhead around Uni
What are your thoughts on this? Is this acceptable?
Other third of group undertakes activity 7b
The accompanying worksheet for this activity contains a number of conversations/ comments that have been overhead around campus.
Group is to be sub divided into small groups of four to discuss these questions in relation to one of the conversations.
What can YOU do about inappropriate use of language? (Recognise that by not challenging these thoughts you are also part of the problem, not the solution; self monitor and reflect, how would you feel?; challenge others when appropriate).
Who might this affect? How might it make them feel?
Can YOU do anything about it? 24

25. Activity 7c: Taking responsibility?
In small groups, review the list of commonly used terms for some groups
Individually, reflect on whether these are fine, dodgy or awful to use
Final third of group undertakes activity 7c.
The accompanying worksheet for this activity contains a number of terms, commonly used for certain groups.
Group completes the worksheet individually, then in fours discusses answers and tries to reach consensus.
Group then considers alternative and acceptable terms that could be used.
(30 minutes each group plus 15 minutes for each of three groups to feedback to other two)
Discuss your answers as a group and try to reach a consensus
What alternatives might YOU use? 25

26. What lessons can we take away?
Step out of your bubble!
Challenge own thinking
Reflect on stereotypes
Don’t judge on first impressions
(2) Think before you speak ?
These lessons can be applied to any of the activities undertaken.
As a group, students are asked to reflect on what lessons they may take away from the activity.
Attention should be drawn to the value of certain skills in employment, e.g. open mindedness; acceptance of others’ views, differences and ways of doing things; tolerance of others’ beliefs; reflection and challenging own beliefs to make for an individual who is a team player, can challenge oneself and draw upon everyone around them to think creatively and innovatively.
(4) How can I use this in the future?
Vital employability skills
Enhance CV
Better team player
(3) Take personal responsibility for change

27. Conclusions Differences not always visible
Importance of taking personal responsibility
Clear links to professionalism and employability
Student regulations
Students’ attention should be drawn to the obligations they have in this area, as detailed in the student regulations.
2.3 Misconduct which may be the subject of disciplinary action under Part B of
this code includes, but is not limited to, the following:
2.3.3 Violent, indecent, disorderly, threatening, bullying or offensive
behaviour or language, including harassment and unlawful
discrimination;
2.3.6 Sexual, racial or other harassment of any student or member of staff
of the University or any visitor to the University;

28. Thank you