GSUSA'S COMMITMENT TO DIVERSITY AND PLURALISM

The Girl Scout Promise On my honor, I will try: To serve God and my country, To help people at all times, And to live by the Girl Scout Law

The Girl Scout Law I will do my best to be

honest and fair, friendly and helpful, considerate and caring, courageous and strong, and responsible for what I say and do,

and to respect myself and others, respect authority, use resources wisely, make the world a better place, and be a sister to every Girl Scout.

GSUSA's Organizational Commitment Ideal Goals

• That the motivating force in Girl Scouting is a spiritual one. • That the Girl Scout Movement shall ever be open to all girls and adults who accept the Girl Scout

Promise and Law. • That the strength of the Girl Scout Movement rests in the voluntary leadership of its adult

members, in the cooperation and support of the community, and in the affiliation with Girl Guide and Girl Scout movements of the other countries through the World Association of Girl Guides and Girl Scouts.

• That the democratic way of life and the democratic process shall guide all our activities. • That the ultimate responsibility for the Girl Scout Movement rests with volunteers.

GSUSA's Organizational Goals Leadership: GSUSA will be recognized as the leading organization in advocating on behalf of girls in national and global arenas; in understanding and addressing the needs of girls; as well as in preparing girls and adults to assume leadership roles and manage resources effectively.

Values: GSUSA will ensure that the Girl Scout purpose and values expressed in the Girl Scout Promise and Law remain the foundation for all of its program activities, communications, and collaborations; and that the purpose and values will guide all efforts in addressing societal issues.

Diversity: GSUSA will achieve the participation of girls and adults who fully reflect the diversity of the nation by delivering a values-based program that appeals to all girls; communicating the organization's commitment to pluralism; and strengthening partnerships with an ever-expanding spectrum of groups with compatible goals and practices.

Facilitator Notes Ask trainees to review these statements and discuss those that tell us, as Girl Scouts, we must be inclusive in all that we do within the program. Discuss meaning of inclusive and exclusive.

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Girl Scouts: Lenni-Lenape Council, Inc., 95 Newark Pompton Turnpike, Riverdale, NJ 07457-1426 Phone (973) 248-8200 Fax (973) 248-8050 http://www.gsllc.org

DIVERSITY UNIVERSITY SESSION DESIGN TRAINING: Diversity University TOTAL TIME: 2 hours DESIRED OUTCOMES: By the end of the session participants will: 1. Know the definition of pluralism and be able to recognize at least ten forms of diversity. 2. Experience six exercises in diversity sensitivity training. 3. Learn how to adapt five diversity training techniques to create program links for use with girls. 4. Fulfill the council requirement for this course. Time Estimate Content/Topic Flow Method/Process Who is Responsible Resources/Equipment Warm-up activity 5 min. 10 min. 10 min. 8 mi. 10 min. 10 min. 10 min. 10 min.

Self-evaluation Introductions Housekeeping Desired Outcomes Personal Inventory Definitions Diversity -types Personal Mosaic (beauty of diversity) Forced Choice (inclusion/exclusion) Four Corners (bias) Who’s Your Neighbor? (Prejudice)

Do pages 2 and 3 on own Lecturette Group input Trainees complete followed by discussion Card sort followed by discussion. Brainstorm followed by demo Hands-on followed by discussion Activity followed by discussion. Activity followed by discussion Activity followed by discussion.

Trainees – early arrivals Booklets Sign in sheet, markers/pens, booklets Inventory forms Words & meaning cards Mobius sphere colored pieces of paper, personality sheets Directions Directions Directions

Time Estimate Content/Topic Flow Method/Process Who is Responsible Resources/Equipment A

8 min. 10 min. 8 min. 3 min. 5 min. 8 min. 5 min.

Just Follow Directions (sensitivity to diversity) Exclusive/Passive/ Inclusive Personal Baggage Jasmine’s Wish Program Links Q & A Evaluations and sign training cards (distribute diversity pins, if available…sell diversity patches)

Activity followed by discussion. Card sort followed by discussion Trainees complete followed by discussion Hand out and ask trainees to take turns reading poem. Discuss bottom line on paper. Show & tell Open to the floor Trainees to complete. Trainer signs cards.

Plain paper, directions, pencils E/P/I Cards Paper, FedX envelopes Poem for each person Program enhancements Evaluations, training cards, pen/ pencils, diversity pins, diversity patches

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GUIDELINES FOR DIVERSITY FACILITATORS WORKING WITH ADULTS

Girl Scout trainers working with adults should remember that issues related to diversity can be uncomfortable to discuss. It is important that as a facilitator, you understand your own personal attitudes and behaviors as you encourage acceptance of all people, attitudes and healthy ethnic pride among people. It is essential that as a facilitator working with leaders, you respect the traditions, customs, lifestyles, and heritage of the various racial, ethnic, religious, and socioeconomic groups in American society and promote positive attitudes toward these groups during Girl Scout activities.

• Understand your own beliefs, attitudes, and behaviors toward members of your own and other racial, cultural, and ethnic groups. Also be aware of your own or the leaders' lack of knowledge, interaction, and/or communication with members of diverse groups.

• Act as a role model. respond sensitively to the ethnic, cultural, religious, and ability

differences of leaders with whom you interact. • Deal firmly, but calmly, with prejudicial behavior and remarks. Let adults and others know

that such expressions are unacceptable. • Praise and encourage expressions and behaviors in adults that demonstrate positive

attitudes towards members of their own or other ethnic, cultural, or racial groups. • Provide an open nonjudgmental atmosphere so adults will feel comfortable asking questions. Give factual and responsible answers to questions. Be honest if you do not know the answer to a question. • Reinforce the idea that not all people are the same and that this diversity is positive. Help

adults realize that the values and behaviors of any one group are only different from, not superior to, those of another ethnic, cultural, or racial group.

• Encourage feelings of pride in an adult's cultural, racial, and ethnic identity, including her

appearance, ability, customs, heritage, language, values, and traditions.

• Give adults opportunities to express these feelings of pride.

• Seek ways to expose adults to a wide variety of cross-cultural experiences that will provide accurate information about other groups.

• Believe that you can contribute to reducing prejudice and racism. Actively look for

opportunities to increase your own knowledge of the issues.

• Recognize that racism and prejudice do exist throughout American society. Make a commitment to help stop the spread of racism or prejudice.

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WHERE DO YOU STAND? PERSONAL GUIDELINES FOR DEALING WITH ISSUES OF DIVERSITY

Evaluate your own beliefs, attitudes and behaviors towards members of your own and other racial, cultural or ethnic groups. Take steps to change those you know to be untrue. Examine stereotypes you may have about members of a particular group. Identify ways you can counteract those stereotyped beliefs. Be aware of your own lack of knowledge about people who are different from yourself, and take steps to learn more. Recognize that racism and prejudice do exist in American society. Make a personal commitment to stop the spread. Believe that you can contribute to reducing racism and prejudice. Actively look for opportunities to increase your own knowledge and understanding. Be conscious of your own responses to diversity. Discuss with a friend or fellow staff member or volunteer the impact of your behavior toward people who are different from yourself. Take steps to change if necessary. Listen carefully to diverse viewpoints. Always make it clear when you are expressing your own opinion that it is just one of many. Provide an open, non-judgmental atmosphere in which adults feel comfortable asking questions and voicing concerns. Give factual, responsible answers. Be honest when you don't know the answer. Reinforce the idea that all people are not the same and that this diversity is positive. Monitor your own communications regarding issues of diversity in formal and informal settings. Avoid language that could be offensive to persons or particular groups. Deal firmly but calmly with prejudicial behavior or remarks made by others. Let others know that such expressions are unacceptable. Praise and encourage expressions and behaviors that demonstrate positive attitudes. Seek help from consultants, other volunteers and council staff to gain skills and knowledge you need to serve as a role model on issues of diversity.

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EVALUATE YOUR ATTITUDE The first step in developing a greater acceptance and appreciation of people who are different from you is introspection. What are your feelings and attitudes toward people with differences? Do you have enough knowledge about the differences to help you develop strong positive attitudes? To evaluate your attitude, ask yourself the following questions. Place a check in front of the statements you need to change. Do I avoid eye contact when talking to people that are different from myself? Do I speak for people with a speech or language disability when they are capable of answering

for themselves? Do I hear myself saying, "She can't do that because she is disabled," before I have met the

person? Do I choose the seat near a person that is different from myself or the seat beside the person

just like me? Do I find myself thinking of the difference before thinking of the person? Do I find myself speaking of people with disabilities as a group? Example: "Blind people are

musically talented." Do I find myself using (or thinking) derogatory words in referring to people who are different

than I am? If you answer "yes" to any of these questions, you need to think about why you are answering this way. Your feelings may come from early associations with the difference. Perhaps as a child you saw a person in a wheelchair and as a young child would do, you asked your parents, "What happened?" or "Where is the rest of his leg?" Your parents or an adult may have responded with, "Be quiet and don't ask those questions! The person with the disability might hear you." Or, as you looked to see where the leg was, your parents said, "Don't stare!" As a result, it may be difficult for you to look directly in the eyes of people with disabilities. As you discover the reasons for your feelings, you will be able to eliminate some of the myths you have learned about people with differences. With accurate information, you will be able to accept the Girl Scout with a difference as an individual.

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FACILITATION QUESTIONS Facilitators take participants through a series of activities and discussion by way of posing open-ended questions, allowing for input, then summarizing the findings. Facilitators should be knowledgeable of the subject but don’t need to be “experts in the field.” As a facilitator, your personal opinions should not be part of the course content. Information presented should be for content clarification not necessarily for pure instruction like in a classroom environment. Facilitated sessions should be lively, interactive, and hands-on. Facilitation questions could include but should not be limited to: 1. What was happening during the activity? 2. How did it make you feel? 3. Was it hard or easy? Can you tell us why? 4. What could you have done to change what happened? 5. What did you see as the response of the others to your actions? 6. How did you feel being part of that group? 7. How did you feel not being included? 8. Have you ever felt like that before? Could you tell us about it? 9. How did your actions effect what happened to the group? 10. Can you explain what made you feel that way/do what you did? 11. How does that relate to Girl Scouting? 12. How can we share what happened here with the girls? 13. Has anything like this ever happened to you before? Would you share with us? 14. Has what happened here helped change your mind about something? Please explain yes or no. If no,

what has to happen to help change your mind? 15. Can you understand how someone in this situation could feel? 16. What could you do to help change how that person feels? Add your own questions:

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PERSONAL INVENTORY

Facilitator Notes: This activity will give the trainees some personal insight to their own values and feelings. Tell them their answers will be private so they should be as honest with themselves as possible. They should also go with their first reaction and not read into the questions. Ask them to read the directions at the top of the page. Facilitator Questions: Was this activity easy or difficult? Why? How did you feel about doing this activity? Did any of your responses surprise you? Would anyone care to share their feelings or what surprised them? What does this activity tell us? These statements can be classified as Exclusive, Passive, or Inclusive, which can be defined as follows: Exclusive – not being divided or shared with others; admitting only certain people. Passive – being accepting without resistance; submissive. Inclusive – having as a part or member of a whole; contain. Statements numbered 1 are exclusive. Statements numbered 2 are passive. Statements numbered 3 are inclusive. Take a look at the statements you circled. By a show of hands, do any of you have room for improvement? We all do. Realistically, people will have answers in most of the columns since we are continually growing and changing as we learn more about ourselves and others. Hopefully everyone will work to get all of their responses to the inclusive end.

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PERSONAL INVENTORY

Directions: Select statements that best describe or come closest to describing your true feelings. Choose one statement (1,2 or 3) from each box. Indicate your choice by marking an X on the appropriate line. Your answers will remain private. Please be honest.

A B C 1. I am not prejudiced and wish

other people would realize that in Girl Scouting we are all “green”.

1. People should not expect the organizations they join to change their traditions to meet their needs.

1. Biased jokes are not really harmful if they are told by a person from a group in question.

2. l realize that people are diverse and wish we'd focus more time on common points than on differences.

2. Organizations like Girl Scouts can help diverse people fit into mainstream American culture more successfully.

2. Other people may tell biased jokes, but I make a point of not laughing at or repeating them.

3. l value the dimensions of my diversity as much as I value what I have in common with others.

3. Organizations should allow an individual to maintain her/his cultural identity and influence organizational change.

3. I make a point of interrupting inappropriate language and biased jokes wherever I encounter them.

D E F 1. Some diverse groups create

many of their own problems and should stop blaming others for past wrongs.

1. Intercultural conflict and competition are natural and unavoidable in organizations and in social interactions.

1. Negative feedback is often non-constructive, blame-laden and not really worth taking seriously.

2. Ever-increasing diversity is a challenge but really doesn't apply to my geographic area.

2. Although intercultural conflict and competition are natural, they can be resolved with cooperation.

2. Regardless of whether it is negative or positive, I simply accept feedback from others.

3. Changing demographics creates new opportunities for everyone and I play a critical role in the pluralism process.

3. Intercultural cooperation can be achieved through proactive exchange and valued appreciation of diversity.

3. Regardless of whether it is negative or positive, feedback is critical and I welcome opportunities to receive and give it.

G H I 1. Girl Scouting is already very

diverse, so I don't know why we continue to spend so much time on pluralism.

1. Some people don't join Girl Scouting because our values conflict with their cultural customs and perceived standards.

1. I rarely hear from people with whom I interact (staff, volunteers and/or external groups) except when they are complaining.

2. When the Girl Scouts reach membership parity, we won't need to emphasize pluralism as much as we do now.

2. Although we extend many invitations for people to join Girl Scouting, our program doesn't appeal to some groups.

2. I have a well-established reputation for meeting basic people’s needs and rarely hear complaints.

3. Pluralism will always be a critical part of the Girl Scout mission and a primary focus of our Movement.

3. As a result of council established barriers, some groups are traditionally under-represented in Girl Scout councils,

3. My work is always people focused because it benefits the community, the Girl Scout Movement, and me.

Total: answers # 1 # 2 # 3

DO NOT TURN PAGE 4

DEFINITIONS Facilitator Notes: • This activity is designed to define various words pertaining to diversity. It will give

participants a basic definition of each word and set the foundation for this course. • Instruct groups to work together to match each word with its definition. • When everyone has finished (about 5 min.), review the correct answers and have the

trainee make changes in their workbook. • Allow for questions/discussion.

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1. BIAS 3

Illegal treatment of a person or group (either intentional or unintentional) based on race, color, national origin, religion, sex, disability, or veteran's status. The term also includes thefailure to remedy the effects of past discrimination.

2. CULTURE 7

An assumption that there is inherent purity and superiority of certain races and inferiority of others. It expresses any attitude, behavior, or organizational structure that puts people in a position of inferiority because of their color. Such practices can be intentional or unintentional.

3. DISCRIMINATION 6

Holding unreasonable preconceived judgements or convictions, usually unfavorable, marked by suspicion, fear, intolerance, or hatred, and is directed toward a racial, religious, cultural, or ethnic group.

4. DIVERSITY 11 Any attitude, action, or institutional practice that puts people in a position of inferiority because of their sex.

5. PLURALISM 10 Any attitude, action, or institutional practice that puts people in a position of inferiority due to their disability.

6. PREJUDICE 12 The money or property a family possesses.

7. RACISM 4

Differences among people or peoples reflected in a variety of forms, such as race, culture, perspective, talent, interest, age, or religion.

8. STEREOTYPE 5

A system that contains individuals or groups differing in basic background experiences and cultures. It allows for the development of a common tradition, while preserving the right of each group to maintain its cultural heritage.

9. ETHNIC 1

Any attitude, belief or feeling that results in, and helps to justify, unfair treatment of an individual because of his or her identity. A preference that hinders impartial judgement.

10. HANDICAPPISM 8 The belief that all people of a certain racial, ethnic, or cultural group are the same and behave in the same way.

11. SEXISM 9 Of or relating to people grouped according to a common racial, national, tribal, religious, language, or cultural region.

12. SOCIO-ECONOMIC 2 The socially transmitted behavior patterns, arts, beliefs, education, and all other products of human thought.

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EXAMPLES OF DIVERSITY

Facilitator Notes:

• Explain that the eight examples listed are the most comon ones people think of first. • Ask trainees to list additional examples of diversity.

Facilitator Questions:

• Did they get all of them? Were any examples given not on your list? If yes, encourage the trainees to add them to their list. (Please note additions on the ‘Facilitator training evaluation’ when you return the training box to the council service center.)

• Were there any surprises? If so, what surprised them and why?

• Can they think of other examples of diversity?

• How does this relate to Girl Scouting?

• How can we share this activity with the girls?

• Has this activity helped change your mind about something?

• Discuss results.

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EXAMPLES OF DIVERSITY

1. Gender 2. Age 3. Color 4. Race 5. Ethnicity 6. Culture/Cultural Identity 7. Religion 8. Socioeconomic Status/Income 9. Abilities (physical/mental)

10. Learning Styles 11. Geographic Area 12. Sexual Orientation 13. Parental Status 14. Marital Status 15. Education 16. Talent 17. Values 18. Experiences 19. Skills 20. Lifestyle (homebody, social butterfly, etc.) 21. Family (nuclear family, foster child, extended family,

etc.) 22. Body Build (tall, short, heavy, thin, muscular, etc.) 23. Attractiveness (hair style, makeup, clothes, clear skin or

not, etc.)

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MOBIUS SPHERE FOR EXPLANATION OF DIVERSITY AND PLURALISM

1. Do this activity after you have compiled the list of examples of diversity. 2. Holding sphere in your hand, walk around the room and ask people to look deep into the sphere. 3. Explain that the center represents the values and beliefs that we have as people. They are different for

each person but they are the core from which each of us develops as a person. The center can also represent the earth. We are all people on this earth.

4. From the “core” or “earth”, there are many extensions of a variety of shapes and colors. They each go off

in their own direction. These represent diversity. Diversity is all the differences that make us unique as individuals.

5. As Girl Scouts we should celebrate these differences. (Start opening the sphere.) By planning to include

the diversity of our members, our communities, and our world, we are working towards pluralism. (The sphere should be fully expanded.)

6. Look at the sphere. It is one complete form. But look closely, all the diversity of the different shapes and

colors are still there. 7. When you plan for inclusion and pluralism, each individual is allowed to retain their own unique identity and

still function as part of the group. 8. (Start collapsing the sphere.) After the involvement is over, individuals can go back to their own original

diverse state. 9. Many years ago, America was called “The Melting Pot.” People were expected to blend in. Today we

celebrate differences and should enjoy the wide variety of unique discoveries we have when we become inclusive.

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PERSONAL MOSAIC - PERSONALITY TRAIT SELECTION

Facilitator Notes • Ask trainees to turn to the “Personality Trait Selection” pages in their training manual. • Pass container(s) of paper pieces around and ask them to take a handful. • Explain that everyone’s personality is made up of many traits. These traits have been associated with various colors.

One color is usually more dominant than the others. • Ask trainees to read each color category and take a piece of paper in that color for each bullet point that matches

their view as it pertains to them. • When everyone has finished, have them group the colors together to see which color category is most dominant.

They have just created their Personal Mosaic which shows their ‘personal diversity’. Facilitator Questions: (Others may be added, and/or group-generated.) • What does this activity tell you? [These traits are what they bring to a group.] • What does this tell you about yourself/ others? • Was it easy or hard to do? • How did it make you feel? • How can we share this with the girls? • As a result of this activity, how will you view other people? Outcome: What does this tell us? Basically, you can’t judge a book by its cover. We might all look similar on the outside, but we all have traits which make us different that cannot be seen at first glance. This should (hopefully) encourage us to look a little deeper at ourselves and the people with whom we interact. Only by openly communicating with others can we learn how to appreciate those differences.

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PERSONAL MOSAIC - PERSONALITY TRAIT SELECTION

No one has traits in just one color category, but one set of traits is usually dominant. All of us have a blend of the various traits associated with a number of colors. This is important to recognize when dealing with others. We should be sensitive in dealing with people who see things and deal with problems differently than we do. Read each statement as if you were reading it about yourself. (Example: “I am” highly structured and organized; “My” surroundings are neat; etc.) WHITE

• Highly structured and organized. • Surroundings are neat. • If given an assignment, I want to know how many pages and exact requirements. • Always want to know the rules. • Can’t stand sloppy, unorganized people. • Carefully consider a situation before making decisions.

YELLOW

• Not usually outspoken. • No matter how old I am, I am always changing. • Usually smart and creative, often artistic. • Sometimes confused in making decisions. • Exciting to be with – I will try anything as long as it’s safe. • Spiritual concerns are usually important to me. • Look at things from many sides and respect others’ opinions.

ORANGE

• Cheerful and good-natured. • Get along well with almost anyone. • Friendly and have a ready smile. • Usually have a distinct sense of humor. • Able to express myself. • Do not like being left alone. • Enjoy life and inspire others to be their best.

RED

• Courageous and have endless energy. • Genuinely care about people. • Smile most of the time. • Become involved in other people’s problems. • Highly influenced by others (share their sadness or grief). • Make decisions with my feelings. • Act on impulses of the heart. • Spend a great deal of time on the phone, usually listening to others. • Sensitive. • Enthusiastic friend.

CONTINUED VIOLET

• Playful and have burning enthusiasm. 7

• Highly creative and capable of being easily excited. • Have new ideas and am always thinking ahead. • Short attention span – can’t stay put for a long time. • Disorganized (often choosing to close doors rather than deal with the organization). • Put off doing something until a future time; I thrive on chaos. • Enjoy the challenges of different problems. • Have a problem dealing with highly structured time. • Questioning – when given an assignment, I want to do it differently. • Set high standards for myself and for those who work with me.

GREEN

• Love recognition. • Enjoy being a leader, usually in a position working with many people. • Respect authority and tradition. • Determined, straightforward, and able to concentrate. • Love to have people who are highly structured to organize my projects.

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FORCED CHOICE: INCLUSIVE/EXCLUSIVE Facilitator Notes: • Explain they are going to do an activity where they MUST make a choice and move to one

side of the room of the other depending on the choice. • Ask who can explain inclusive and exclusive. Discuss responses. Be sure everyone

understands what the words mean before you begin the activity. • Designate the inclusive and exclusive sides of the room. • Read one of the statements and ask people to decide whether they think it's inclusive or

exclusive. • When they decide, they should walk to the corresponding side of the room. • Ask them to discuss their decision among themselves then ask someone from each group

to report out why they feel that way.

• If the groups response does not match the division of questions on the question sheet, clarify why? Facilitator Questions: Debrief the answers. For each EXCLUSIVE statement, ask how it could be changed to be INCLUSIVE. Tips: • No one should be excluded because of their religious beliefs or economic situation. If

everyone can’t do an activity, choose another.

• Do not sponsor strictly Christian activities. They give a message to the public we are a Christian organization. Non-Christians might not want to join. Donating goodie baskets, instead of Easter baskets would be a better option.

• Not every girl has a mother and/or father. Use more appropriate terminology such as Pal

and Gal, Me and My Buddy, etc. • Eliminating girls for any reason is wrong. Restricting girls to a select few, such as girls in

the same grade, narrows the opportunity for peer leadership and peer role modeling essential to the development of the Girl Scout program.

• Girl Scout Sunday services should be strictly ecumenical with a variety of faiths

represented and actively participating in the event.

• We need to be aware of cultural differences and make appropriate allowances for them in our program.

• Not everyone is comfortable saying grace. It would be better to observe a moment of

silence to give those who wish to do so an opportunity to say a silent grace. • Activities should be planned to ensure every that member has an equal opportunity to

participate. If money is a concern, plan for additional funding through sponsorship or grants, if money is a concern.

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INCLUSIVE EXCLUSIVE “Before we plan our menu, does anyone have dietary restrictions?”

“We only have one girl in our troop who is Jewish. She can stay home when we go to the Christmas review.”

“To celebrate the seasonal holidays, we’ll include Ramadan, Kwanzaa, Hanukkah, and Christmas in our activities.

“Our service unit will sponsor an Easter Egg Hunt and donate Easter baskets to disadvantaged children.”

“If she can’t do the activity because she has a physical disability, we’ll adapt it so she can have fun, too.”

“A mother/daughter square dance is planned for May”

“Perhaps we can find a sponsor for her. Her dad is unemployed and I know money is tight.”

“I only want girls who are friends with my daughter…I don’t want any of those girls in my troop.”

“Because we have several Muslim girls, let’s make sure our event does not conflict with any of their holidays.”

Our Girl Scout Sunday service will be the 10 AM Mass at the Catholic Church. The priest will recognize our presence.

“Our recruitment flyer should be in both English and Spanish since we serve a large Hispanic population.”

“I don’t care if Hispanic fathers are cautious about their daughters’ activities, he can’t come to the meeting.”

“When you say the Girl Scout Promise, you can substitute the word “God” with the name of the supreme being you honor in your faith.”

“Let’s all join in to sing the Johnny Appleseed grace before we eat.”

“Sure, there’s always room for one more girl.”

“This trip is rather expensive, probably not everyone from the troop will go.”

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FOUR CORNERS

Activity:

• Choose four people from the group. This works best with a group of at least 16, but can be done with fewer participants.

• Each of these four is given a characteristic that will allow someone to join her group (this is

done in private). These characteristics are something quite obvious, i.e. glasses, jeans, tennis shoes, color of hair, etc.

• Ask each of the four go to a different corner of the room.

• The remaining participants IN SILENCE, walk and pass each corner extending their hands

as if to shake. The person in the corner shakes their head yes or no as to whether that person can join the group. When a person joins the group they stand behind the leader so they can see other people approaching the corner.

• A few of the people may not be chosen. Let all the people pass each corner twice so they will

have at least two opportunities to be rejected; then call an end to the game.

Facilitator Questions:

• What was happening during the activity? • Ask the ones not chosen how they felt about not being accepted. Was it easy or difficult?

Why? Have you ever felt like that before? Can you explain what made you feel that way? • Was there anything you could have done to change what happened? (Sometimes people

change themselves to be what others expect or want them to be.) • Ask the 'leaders' how they felt about having to reject those who came around. Was it easy or

difficult? Why? What did you see as a response from the people you rejected? • How did the chosen ones feel about being accepted? Was it easy or difficult? Why? • Ask each group if they can figure out why they were accepted into the group. They may or

may not figure out that the characteristic was a physical one. After they make guesses, have the ‘leaders’ state the characteristic they were accepting.

• Has what happened here helped change your mind about something? • Can you understand how someone in this situation could feel? • How does this relate to Girl Scouting? This activity can be adapted for use at the girl level.

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WHO'S YOUR NEIGHBOR Preparation: Place the following cards at various locations around the room:

• Single man, early 30's - School teacher • Rock Band • Retired Couple • Wife is a Pediatrician – Husband is a Psychologist • Bi-Racial Couple • Single Mom - 6 Kids

Activity:

• Inform participants that they are each being given a home. Each house is exactly the same. The only difference is who their neighbors will be.

• Ask everyone to look around the room and choose who they would like for neighbors

and to go and stand next to that card.

• After everyone has chosen their neighbors, ask one group to share why they chose those neighbors. Then ask the group at large why they did not choose those neighbors.

• Continue around the room until each group has shared.

• Now share information about the true situation of those neighbors.

Neighbor Situations

• Single man, early 30's School teacher - is actually band teacher and the entire band uses his backyard to practice in the afternoon and on weekends.

• Rock band - is actually a Christian Rock Band - owns a studio downtown, never

practices at home, uses income to support elderly parents.

• Retired Couple - made a tremendous amount of money early in life, retired in their mid 30's and travels with a motorcycle group, they work on their bikes quite often.

• Wife Pediatrician - Husband Psychologist - husband abuses wife, she has had to

give up her practice, police are there quite often.

• Bi-Racial Couple - Husband is Police sergeant - Wife is School teacher.

• Single Mom - 6 Kids - Mom is in her 80's, all children are grown and married.

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Facilitator Notes: • Refer trainees to the Definitions activity. Which words pertain to how people may have

made their choices? Most of those definitions apply to this activity and how we view other people. (Bias, stereotyping, discrimination, sexism, prejudice, etc.) Did anyone realize that they were stereotyping (for example) when they made their neighbor choice?

• How many people made their choice based on previous experience? Based on something

they learned as a child? Based on some other reason? Discuss the possibility that some of the decisions we make are active choices whereas others may result from subconscious beliefs or attitudes.

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JUST FOLLOW THE DIRECTIONS Facilitator’s Directions

Ask the trainees to follow the directions exactly. Tell them you cannot repeat the directions or discuss them. There should be no talking. Read at a normal pace…not too slow. Have them display the results and discuss how they feel.

(The blank page for this activity is near the back of the trainee booklet.)

The following are directions for a very simple drawing. Follow the directions exactly.

1. Make a box on the paper ½ “ from all edges.

2. Place an A two inches from the left edge of the box and four inches from the top.

3. From point A, draw a three-inch horizontal line towards the right side of the paper. Mark the other end of this line point B.

4. Bisect line A-B with a three-inch perpendicular line. This line should begin one inch above line A-B and extend two inches below line A-B. Label the top of this line C and the bottom D.

5. Draw an inverted V with the intersection at point D. The sides of the V should each measure one and one-half inches. The angle of the V should be 40 degrees.

6. Draw a circle with a radius of 1/2 inch. The center of the circle should be 1/2 inch above point C.

Feelings

How did you feel or react during this activity? Did you feel frustrated? Embarrassed? Uncomfortable? Not very smart?

A person with a learning challenge often struggles with reading, writing, and following directions. Relate your feelings to how a girls with a learning challenge might feel in school.

What did you do?

Did you pretend to understand the directions and draw? Make an excuse like "My pen slipped" and throw your drawing away? Did you get frustrated and yell, cry, hit someone, say the project was dumb?

A person with a learning challenge sometimes reacts this way. Can you understand why?

How can you relate this activity to how you present program to the girls?

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PERSONAL BAGGAGE Facilitator Notes: (The paper for this activity is on the same sheet as “Just Follow Directions near the back of the trainee booklet.) • Explain we all have personal baggage we carry with us. The baggage is part of who we are as a person and a

member of society. Most baggage is good, some baggage creates barriers. • Tell the trainees that at the end of their packets, they will find a blank sheet of paper. Ask them to write down

examples of their own personal baggage. (Example: prejudices, values, culture, religion, etc.) They can tear the paper if they wish to write down more than one baggage.

• Explain that we are asking everyone to put aside any personal baggage that could create barriers and prevent them

from having an open mind. • Open the envelope. Ask people to share their personal baggage and as they do so, have them put it in the envelope.

If someone does not wish to share, just ask them to put their paper in the envelope. • When everyone is done, close and seal the envelope. Explain, “We are now free to move on with open minds. We

have left our personal baggage behind.” Facilitator Questions: Was this activity easy or difficult? Why? What does this tell you about yourself? Others? How did it make you feel? How can we share this with the girls? As a result of this activity, will you change how you respond to others? How will you view other people?

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PROGRAM LINKS

The activities you participated in during Diversity University can be modified for use with any level of Girl Scouts. The following suggestions can enhance your program by increasing the girls understanding of pluralism and diversity. Children to Children : All levels Learn about diversity while discovering the uniqueness of Russian children. A program guide is available at the council service center. Connections : Issues for Girls – All levels Program activities help girls make connections to their own heritage as well as people who are different from them in areas ranging from race to social status. Activity booklet is available at the council service center. Disabled Persons : All levels The Disabled Persons programs are council approved badge and patch activities. Become aware of the needs of people with disabilities and help promote prevention of further disabilities. Take a close-up look at disabilities associated with sight, hearing, speech, mobility, and mental development. Learn about people and agencies that help people with disabilities. Leader’s guide is available at the council service center. Go Global! Girl Scouts Take a Closer Look at the World. : Brownie and Junior Girl Scouts Increase international awareness through engaging activities and stimulating facts to encourage girls to think globally. Families are encouraged to join in the fun while learning about cultures, heritages, food and nutrition, education, the environment and human rights. Activity booklet is available at the council service center shop. No Labels : All levels Outwardly we’re all different, but inside we’re the same. But how often do we label people by what we see or because prejudices have been taught? Complete activities that will help eliminate invisible labels and reduce bias. Leader’s guide is available at the council service center. Pen Pals – International : Girls age 10 and over Individual girls can link up with Girl Scouts and Girl Guides from other World Association countries. This is not a troop/group or adult activity. Applications are available at the council service center. Talking with TJ : Older Brownie and Junior Girl Scouts Two topics are available: “Conflict Resolution” and “Teamwork”. Both are presented in kits which include worksheets, handouts, and a video which takes girls through the activities step-by-step. The program is lively, hands-on, and helps empower girls with skills for living. Kit is free on loan from the council service center.

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We’re Special : All levels Through the activities in this patch, girls will come to appreciate the unique contributions women have made to the world and in our lives. This is a super program to do during March – Women’s History Month. Leader’s guide is available at the council service center. Zink the Zebra : All levels Based on a touching story written by a young girl dealing with cancer, Zink the Zebra teaches kindness and sensitivity towards differences in people. In the story, Zink is a zebra born with spots instead of stripes. He’s treated differently by the other zebras until they learn he is really just like them. Book, activity guide, and video are available on loan from our council library. Resources: (page numbers are in parentheses) Ceremonies in Girl Scouting. GSUSA publication International Ceremonies (6) Multicultural (6, 55) Thinking Day/World Association of Girl Guides and Girl Scouts (35-41) Ceremonies & Celebrations for Girl Scouts. GS:LLC publication. International Ceremonies, (61-65, 85-86) Religious Ceremonies, (90-94) Contemporary Issues Series. GSUSA publication Valuing Differences: Promoting Pluralism Girls are Great: Growing Up Female

Into the World of Today and Tomorrow: Leading Girls to Mathematics, Science, and Technology

Focus on Ability: Serving Girls with Special Needs. GSUSA publication Includes definitions of each disability, activities to simulate disabilities, myths and stereotypes, characteristics, adaptations and famous people with each disability. Disabling conditions covered include: learning disabilities, communication disorders, mental retardation, behavior disorders, hearing impairments, visual impairments, physical disabilities and health impairments. Games for Girl Scouts. GSUSA publication “General Guidelines for Working with Girls with Disabilities.” GS:LLC publication Girl Guiding/Girl Scouting: A Challenging Movement. WAGGGS publication Safety-Wise Diversity (152) Eating Disorders (42-43) Pluralism (154) Program Standard 19 (71) WAGGGS (65) Trefoil Around the World. WAGGGS publication Provides information about Girl Scouting in foreign countries.

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Level Handbooks: (page numbers are in parentheses) The Guide for Daisy Girl Scout Leaders Special Needs (16-17, 30) World Association of Girl Guides and Girl Scouts (29) Activities: I am Different, I am Unique (53) My community Album (67) Community Helpers (79) The Guide for Brownie Girl Scout Leaders Learning Disabilities (32) Racism (35) Religious Awards (14-15) World Association of Girl Guides and Girl Scouts (9) Activities: The Power of Positive Thinking (40) Sassy Salsa (41) Yoga for Youngsters (42) Links in a Chain (45) What Do they Do ? (46) Games: New Zealand Game (50) Dara – A Game from Africa (51) Brownie Girl Scout Handbook Family and Friends – Chapter 3 (77-82) Friends with Other Abilities (86) People Near and Far – Chapter 5 (117-134) Religious Awards (28) Similarities and Differences (129) World Association of Girl Guides and Girl Scouts (24-25) Activities: Your Body is One of a Kind (44-45) Making Memories (79) Games: Rabbit Without a House – Brazil (130) Mr. Bear – Sweden (131) Junior Girl Scout Leader Guidebook Girls with Disabilities (51) Religious Awards (12-13) Stereotypes (52) Activities: It’s Great to be a Girl (42) Family and Friends (43) Look-Alike Cookies (55) Junior Girl Scout Handbook Discrimination (74-75) Global Awareness (34) People with Disabilities (74) Stereotypes (72-73) Values (44-45) World Association of Girl Guides and Girl Scouts (18-19) Activity: This is Me! Who Am I Now? (42-43) Games: El Reloj - Argentina (106)

Main Karet Gelang – Indonesia (108) Hopscotch – Netherlands (109)

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The Guide for Cadette and Senior Girl Scout Leaders Girls with Disabilities (57) Health and Well-Being (42-43) Self-esteem (29-30) Valuing Diversity (7) World Association of Girl Guides and Girl Scouts (6) Cadette Girl Scout Handbook Body Image & Self-esteem (48-52) Cultural Identity (52-53) Discrimination (59) Gender Bias (54-55) Pluralism/Diversity (12-13) Prejudice (58-59) Stereotypes (59) Values (56-59) World Association of Girl Guides and Girl Scouts (16) A Resource Book for Senior Girl Scouts Eating Disorders (31-34) Gender Issues (84) Leadership and Women (66-67) Self-image (50-52) World Association of Girl Guides and Girl Scouts (4-7) Activities, Try-Its, badges, and Interest Project awards: Daisy Girl Scout Activity Book Who Am I? I am a Daisy Girl Scout A Paper Portrait Daisy Girl Scouts Have Feelings, Thoughts, and Dreams Daisy Girl Scouts Have Friends Daisy Girl Scouts Go ‘Round the World Everybody Is Special Move with Me Try-Its for Brownie Girl Scouts (numbers in parentheses refer to a Try-It requirement, otherwise, the entire Try-It is applicable.) All in the Family Around the World Brownie Girl Scouts Around the World Careers Brownie Girl Scouts Through the Years Caring and Sharing Citizens Near and Far Friends are Fun Her Story Listening to the Past Make it, Eat it Making Music Manners My Body Numbers and Shapes (2,3) People are Talking People of the World Playing Around the World Working it Out Write Away Junior Girl Scout Badge Book (numbers in parentheses refer to a badge requirement, otherwise the entire badge is applicable.) 16

Aerospace (7,10) Across Generations A Healthier You (3,4,5,7,8) Art to Wear (1,3,4,9) Books Celebrating People Ceramics and Clay (10) “Collecting” Hobbies (8,9,10) Communication (2,3,10) Court Sports (2,8,9,10) Creative Solutions Dance “Doing” Hobbies (4,7,8) Drawing and Painting (10) Eco-Action (10) Field Sports (8,9,10) Folk Arts Food Power (8,9) Girl Scouting Around the World Global Awareness Globe-Trotting Healthy Relationships (3,4,9) Humans and Habitats It’s Important to Me Jeweler (3,4,5,9,10) Let’s Get Cooking (4,9) Local Lore “Making” Hobbies (4,5,9) Making Music (1,5,9,10) Model Citizen My Community My Heritage Music Fan (2,6,7,8,9) On My Way (4,5) Puzzlers (4,7) Science Sleuth (5,9) Sports Sampler (8,9) Theater (9) Toymaker (2,3,9,10) Traveler Visual Arts (6,9) World Neighbors Yarn and Fabric Arts (6,9) Interest Projects for Cadette and Senior Girl Scouts Digging Through the Past Family Living Folk Arts Generations Hand in Hand Heritage Hunt Invitation to the Dance It’s About Time Reading Travel Women’s Health Understanding Yourself and Others Women Through Time A World of Understanding

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Web Links: Organizations working toward inclusive communities: The National Conference for Community and Justice www.nccj-nj.org The International Institute of New Jersey www.iinj.org The New York City Gay and Lesbian Anti Violence Project www.avp.org Simon Wiesenthal Center www.wiesenthal.com SHiNE (Seeking Harmony in Neighborhoods Everyday) www.shine.com Organizations working toward ending racism: Leadership Education for Asian Pacifics, Inc. www.leap.org National Association for Multicultural Education www.nameorg.org National Council of La Raza www.nclr.org National Italian American Foundation www.niaf.org National Urban League www.nul.org National Association of the Advancement of Colored People www.naacp.org Native American Rights Fund www.narf.org Rainbow Push Coalition www.rainbowpush.org Organizations working toward ending religious discrimination: Anti-Defamation League www.adl.org Southern Poverty Law Center www.tolerance.org Leadership Conference on Civil Rights www.civilrights.org The United Religions Initiative www.united-religions.org Organizations working toward ending sexism: National Organization for Women www.now.org National Women’s Law Center www.nwlc.org American Association of University Women www.aauw.org Organizations working toward ending discrimination towards gays and lesbians: Gay, Lesbian & Straight Education Network www.glsen.org Human Rights Campaign www.hrc.org National Gay and Lesbian Task Force www.ngltf.org Parents, Families and Friends of Lesbians and Gays www.pflag.org Gay and Lesbian Alliance Against Defamation www.glaad.org Organizations working toward ending discrimination against the disabled: Disability Rights Education and Defense Fund, Inc. www.dredf.org Leadership Conference on Civil Rights www.civilrights.org National Mental Health Awareness Campaign www.nostigma.org Presidential Task Force on Employment of Adults With Disabilities www.disability.gov

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So you’re planning an event for girls to invite an adult (mothers, stepmothers, fathers, grandfathers, big brothers, mom’s/dad’s friend, aunt, etc., etc.). How do you select a name for your event that doesn’t exclude people?

The modern definition of a family is: a group of people who love you and do things with you.

They may or may not live with you.

To be sensitive to today’s blended families and avoid giving girls the impression that an event is limited to those who fit a narrow definition (Dads and Daughters or Mother-Daughter Tea), it is essential that broader names are selected. If it’s possible to bring a guest of the opposite sex, state that in the description. Don’t limit them - they don’t all have a variety of options. Listed below are some ideas for titles, but you can be creative and dream up your own using more theme-type names. Key Words for Girl Programs (note in the description that it is expected that the girl comes with an adult)

Buddy Friend Pal Sidekick Companion Chum Pair Partner Teammate Best Bud

Program Names Friendship Tea Me & My Chums Best Buddies (Pals, etc.) Tea for Two Me & My Friend Special Buddies (etc.) Tea Party Me & My Pal My Best Pal Shipmates Teammates Valentines for Two Dance Pals (etc.) My Favorite Partner Sisters and Friends Dance Partners Two by Two Playmates Square Dancers Side by Side Buddies and Pals Do Si Do Partners Buddy Bonds Gals and Sidekicks Pairs ‘n Squares Time for Two Girls and Guests Western Roundup Together Team Grownups and Girls Dance for Duos Twins for a Day Hand in Hand Hayride Partners Friends for Fun “Green” Machine Put your Hand in my Hand “Green” Friends My Special (Favorite) Friend Two for the Show Girl Scouts and Friends Togetherness Movie Maniacs Partners (Pairs) at Play Connections United We (add activity) Party for Pairs Tea Party Friends (Pals, Buddies) Lunch Bunch Two Halves Calling all Girls Tubing for Two Party Pals Just Us You + Me = We

How do you also recognize your adults while considering the fact that not everyone is a troop leader? Get away from terms like “Leaders’ Meeting”, “Leader Banquet ”, “Cookie Mom” etc. Try some of these other words.

Key Words for Adults/Activities Volunteer Cookie (or whatever) Manager Service Unit Meeting Consultant Supporter Troop Committee Member Team

Service Unit Affairs to Recognize Adults Life Savers Banquet Thank You Banquet Hugs & Kisses Banquet Thank You Volunteers Volunteer Dinner Girl Scouts Together Dinner Service Unit Banquet Girl Scout Stars Our Keys to Success

WORDS OF INCLUSION WHAT CAN YOU SAY AND NOT HURT ANY FEELINGS?

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TIPS AND TECHNIQUES FOR LEADING ACTIVITIES ON SENSITIVE ISSUES

One of the many challenges involved in being a Girl Scout leader is finding ways to motivate and interest girls and adults. Sometimes, in the Girl Scout program, we find that we become involved in discussions or activities on issues that might be considered sensitive. For those times, the following tips and suggestions could be quite helpful.

Leading discussions A discussion is one of the easiest techniques to use with a group. Be clear about the subject for discussion. Let the group stray from the topic when important issues arise, but know when to bring it back to the original theme. Make it possible for all adults to participate, gently encouraging the usually reluctant speaker. Accept the differences in opinions and values among the members of the group. Be calm, firm, and open when differences cause conflict and work toward finding a resolution. Establish a supportive atmosphere before discussing controversial topics. Make each person feel wanted and valued for their strengths. Compliment and praise as often as possible. Encourage them to praise each other. Some information may be a bit too personal for the group to hear. Gently interrupt the conversation and suggest that you and the other person talk it over after the meeting. You are the facilitator. At times, it may be hard to step back, but growth will occur through talking and hearing about the experiences of others. As the leader in the group, you must be careful not to let your opinions become the dominant ones. Listen and observe carefully. Often, there is a lot more to hear than what is actually being said. Tone of voice and body language convey messages. You might want to make a mental note to discuss something with one of the adults later or to correct some misinformation at a time that would not interrupt the flow or enthusiasm of the discussion. By listening carefully, you are encouraging adults to become better leaders and letting them know that their opinions are important and worth hearing.

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JASMINE’S WISH

Jasmine was angry as she took out her bike. “Why is everyone different? Why can’t all be alike?

She sat by the river and tossed in her line. “If all people were like me, it would be mighty fine.”

All of a sudden she caught a fish. It said, ”Let me go free and I’ll give you a wish.”

Jasmine headed for home and said, “Outta sight!” If everyone was like me, it’ll be all right!”

She saw her mom; she looked just like her. And so did her dad and her sister Cher. At first she thought, “This is really neat!”

With a team full of MEs, we can’t ever be beat!”

She headed for school at full speed run. “Boy what a day. Will this ever be fun!”

She called to a classmate, “Say what’s up today?” But since all thoughts were alike, there was nothing to say.

She left for a movie with plenty of time. But everyone went there so there was quite a line. She looked for her friends who she wanted to see. But they all looked alike, so which could they be?

Well, after awhile, she shouted, “No more!” One of me is fine, but a hundred’s a bore

There are differences in beauty. I now understand And the beauty of differences makes this a great land.”

Discuss what is meant by “differences in beauty” and “beauty in differences.”

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JUST FOLLOW DIRECTIONS (For this activity, use the space above the dotted line.)

PERSONAL BAGGAGE

I realize “personal baggage” could hinder me from being pluralistic and inclusive. The “personal baggage” I am going to “ship” away is

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Girl Scouts: Lenni-Lenape Council, Inc., 95 Newark Pompton Turnpike, Riverdale, NJ 07457-1426 Phone (973) 248-8200 Fax (973) 248-8050 http://www.gsllc.org

DIVERSITY UNIVERSITY EVALUATION This session helped me: (check your response)

STRONGLY

AGREE

AGREE

DISAGREE

STRONGLY DISAGREE

increase my awareness of myself and how I relate to others.

increase my awareness of others and how they relate to me.

increase my awareness of the diversity of the people around me.

understand the need to be more sensitive towards people who are different than me.

know how to deliver a more pluralistic program to the girls in my group.

know how to help the members in my group become more inclusive.

by providing resources for developing diversity activities with my group.

know I will be planning more diversity activities with my group in the future.

ADDITIONAL COMMENTS: LOCATION OF FACILITATED SESSION YOUR SERVICE UNIT DATE