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Communicating social identities in the classroom

This activity allows students to consider how they self-identify by labeling their identities publicly on three Post-It notes for the class to see and how they may neglect to assign social identities to the way in which they see themselves. Doing so pushes students to make invisible identities more visible, which Cooks (Pedagogy, performance, and positionality: Teaching about whiteness in interracial communication. Communication Education 2003; 52: 245–257) notes is an imperative task for identity development, as it demonstrates the privileges one may have with how one identifies. Such privileges may be based on race, social class, ability, sexuality, age, or gender. The activity also permits others to label the categories of perceived similar identities, thereby allowing the instructor an opportunity to help students understand privileges and appropriate terminology. Courses: Intergroup Communication, Intercultural Communication, Gender Communication, Critical Cultural Studies, and Interpersonal Communication. Objectives: After completing this activity, students will be able to (1) recognize and label their identities, (2) identify stereotypes associated with individuals’ visible identities through class discussion, (3) analyze the privileges associated with the identities reported, (4) apply examples of communication theories, and (5) evaluate the origins of the reported labels in a short essay.