Four Questions Exercise

Rationale: This exercise invites participants to share and relate information with one another. It provides a mechanism for exploring the importance of identity and how we define ourselves. Additionally, it gives participants an opportunity to examine situations and ideas that are not immediately familiar or known to them. It can also establish a broad definition of diversity for a seemingly homogeneous group.

Requirements:

Materials: Four Questions Exercise Worksheet print out, photocopy, and distribute one per person, easel, newsprint, and multi-colored markers.

Time: 43-50 minutes

Space: open area, with ability to move into small groups

Number of participants: 20-40 maximum

Age level: high school to adult, however best with adults

Directions:

1. Begin the exercise by dividing the group into small groups of 4-5 each. In order to facilitate participants meeting new people, break them into groups that are random or are created by a count-off.
2. A good way to introduce the four questions is to model the activity, by answering each question yourself. If you are with another facilitator, he or she might also want to offer responses as another example. The four questions are:
   1. If I had to describe myself in terms of my heritage, background, ethnicity, in four words I would say I am a: ________________ , ________________ , __________________ , __________________
   2. One experience that helped me to form this description of myself was: __________________
   3. One thing about being a ___________ , ____________ , ___________ , ___________ , that makes me feel good or proud is: ______________________.
   4. One thing about being a ___________ , ____________ , ___________ , ___________ , that is sometimes difficult or embarrassing is: ______________________.
3. Instruct participants to write responses on the Four Questions
4. Instruct participants to share their responses to the four questions in their small groups. The group should select a recorder to list responses only to the first question from each group member. The recorder should list all descriptors from each group member. Allow the groups 15-20 minutes to complete the questions.
5. Ask each recorder to share the list of descriptors (responses to the question) with the whole group. Write the responses on a chart/chalk board. As new descriptors are given, add them to the list.
6. Optional: while small groups are discussing questions two, three and four, the facilitator can collect the worksheets and write descriptors on newsprint.
7. Once this is completed, it should be obvious that people describe themselves in many and varied ways. Select several descriptors, one at a time, and ask all those individuals who feel that descriptor fits them to stand. Continue this for a while (depending on your time constraints). Try to choose a good mix of descriptors, both common and unusual.
8. After the stand-ups, some general questions can be asked.
   1. How does it feel to stand up with many others?
   2. How does it feel when it is just you and maybe one or two others?
   3. Why might it be hard to come up with descriptors?
   4. What did you learn about yourself or the group that surprised you?
9. In the wrapup, remember that these exercises are good interactive ways to learn about ourselves and others in ways that we may not have known before. Participants probably found themselves standing with others who they may not have realized they had anything in common with.

To relate this back to the classroom, a facilitator can explain that there are some students who may come into the classroom easily recognizing that they stand with many, and others who appear to believe that they stand alone. As with adults, some who believe they stand alone may feel pride and confidence, but others may feel insecure, isolated, and frightened.

This is a good time to address the issue of the melting pot, versus the salad bowl view of diversity.

Discussion Questions:

1. How did it feel to have to label yourself in four categories? Was it hard to do? Did you experience resistance in yourself?
2. How can educators create a community supporting and building pride for all students?
3. How can teachers help students see both the commonalities and the differences that we all share?
4. How can educators teach students to appreciate and respect both the differences and the commonalities?