Social Identity Wheel Activity

Northeastern University | Department of Residential Life |

nuEXCHANGE
Best

for:
Groups of 15-30
1-2 Facilitators
Open room with little chairs/tables cluttering space or classroom space

Instructions:
1. Set expectations.
2. Opening script.
3. Conduct activity.
4. Debrief discussion.
5. Thank participants for sharing.
Example Expectations:
The first portion of this activity will be silent. Please keeps your
thoughts to yourself until the group conversation and closing
discussion segments.
Modified Vegas Rules. Observe the tone of the room. You should take
away lessons from the people around you.
Be respectful of the statements and people around you.
Challenge by choice. We want you to feel comfortable participating,
but it is your choice to share what you feel comfortable sharing.
One diva, one mic. During discussions, please respect those who are
talking and wait your turn.
Using I statements. Talk about examples from your own perspective
and not behalf of a group of people.
Opening Script:
1. Each individual person has different identities that have shaped them
growing up. This activity is intended to learn about each others
personal identities to better understand perspectives other than your
own. Everyone in this room has lived differently, been raised to see
things differently, and has gained experiences that others have not;
sometimes based on parts of their identity. Right now, we all have
some things in common: we are part of the Northeastern community,
and have chosen to be student leaders that impact our community.
Allow this activity to teach you the different identities through which
people see themselves. These identities are what have led some
people to become the student and the leader they are today.
Directions for Facilitator(s):
Pass out handouts to all participants, and have them listen carefully to
opening script and facilitator instructions. Participants should consider
their personal identities for the purpose of this activity.

 Using
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| 2 the categories surrounding the blank identity wheel, participants
will identify which social groups in which they are a member. This will
allow participants the opportunity to explore and decide how pivotal a
role that identity is in their life; the more prominent an identity in their
life, the more salient it is for them.
This is a personal activity which allows students to discover which
identities have the largest impact on their daily lives. Facilitator should
allow participants time to consider their personal identities, reflect on
who they are, and use the handout to record their thoughts. Allow
ample time for this portion of the activity. There should be no
discussion during this time, only personal reflection.
Should there be any questions as to defining personal identities, refer
to the following for guidance Definitions of Social Identities:
o Ability Status the ability of the body and mind, how much one is
capable of doing either mentally or physically. Can refer to
cognitive, physical, emotional, or developmental disabilities.
o Age the amount of time a person has been alive.
o Ethnicity a specific racial, religious, or cultural (including
linguistic) heritage. In the United States ethnicity is often used
interchangeably with nationality, but in other countries it may be
determined regional, political, or linguistic affiliation.
o Gender refer to the socially constructed rules, behaviors,
activities, and attributes that a given society considers
appropriate for men and women.
o Nationality the status of belonging to a particular nation,
whether by origin, birth, or naturalization.
o Race socially constructed method of categorizing people based
on geographical or global human population that is distinguished
by genetically set physical characteristics (i.e. Black, Asian,
American Indian).
o Religion belief in, worship of, or obedience to a supernatural
power or powers considered to be diving or to have control of
human destiny.
o Sexual Orientation describes a pattern of emotional, romantic,
or sexual attractions to men, women, both genders, neither
gender (asexual), or another gender.
o Socioeconomic Status an individuals or groups position within
a hierarchical social structure. Socioeconomic status depends on
a combination of variables, including occupation, education,
income, wealth, and place of residence. Sociologists often use
socioeconomic status as a means of predicting behavior.
After ample time has passed and participants are comfortably finished
with completing their handouts, segue the group into the discussion
portion of the activity. Participants can choose to speak towards an
individual identity that is more salient to them, or refer to a specific

question,
etc. Remember that this is challenge by choice, so while
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participants are not required to share their personal stories, they are
highly encouraged to do so.

Handout:

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Closing Discussion Suggested Questions:
1. How are you feeling right now (general reactions)?
Ethnicity
Race

Socio-economic
Status

Religious or
Spiritual
Affiliation you think about most often.
1.Identities
Gender
2.Identities you think about least often.
3.Your own identities you would like to learn more about.
4.Identities that have the strongest effect on how you see yourself as a person.

First
Language

Physical, Emotional,
Developmental
Ability

Sexual
Orientation

Age
National
Origin

2. Did anything surprise you?

3. Why do you think we chose this activity to facilitate? (What do you
think these statements represent?)
4. What did you learn about yourself through this activity?
5. What did you learn from your peers?
6. What is identity? What does identity mean to you?
7. How does this activity affect the way you communicate with your
residents? Peers?

8. How
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| 5 can you be an advocate to someone who carries an identity that
you dont have yourself? What if it is an identity youve never
interacted with before?
Thank everyone for their participation and willingness to share with the
group.

Spring 15 Training Logistics

This session is combined with the Bystander activity, so the 1 hour block
will be divided in half intend to facilitate this activity within a 30 minute
period.

8 minutes introduction to activity and delivery of instructions

10 minutes silent portion: participant reflection and completion of
handout
10 minutes discussion portion: discussion questions used to
facilitate participant sharing
2 minutes transition to other activity (may be moved to top of list
if other activity precedes this one)