As a result of this activity, participants will be able to: 1. "Realize what privileges they may not have and/or take for granted." 2. "Recognize that privilege is not only a legal construct but also social, religious, economical, and so on." 3. Understand "how their personal perspective, life situation, etc. influence the types of choices they make" (Bolger, n.d.).

Trigger warning: This film is highly emotional and discusses an actual case of suicide, specifically self-immolation as sociopolitical protest. Man on Fire tells the story of a white minister, Charles Moore, who set himself on fire in 2014 to protest the racism in his small town of Grand Saline, TX.

As a result of using this media resource, participants will be able to:

1. Explore what small town racism looks like in contemporary America.
2. Question the efficacy of Charles Moore’s death by protest in changing the situation.

As a result of using this media resource, participants will be able to: 1. Practice suspending judgement (Openness) and asking deeper questions (Curiosity). 2. Recognize emotional and intellectual dimensions of more than one worldview (Empathy). 3. Recognize new perspectives about own cultural rules (Cultural Self-Awareness). 4. Develop real connections based on deep relationships with other participants, ideally from backgrounds other than their own.  CILMAR thanks diversity educators Dr. Zenephia Evans, Ms. Renee Thomas and Ms. Annette Watters for introducing us to this one!

As a result of this activity, participants will be able to: 1. Describe the phenomenon of identity-based rejection sensitivity and its consequences. 2. Analyze potential solutions that avoid self-fulfilling prophecies of rejection based on a stigmatized identity.

Just what it sounds like. Thanks to Renee Thomas, of Purdue's Black Cultural Center, for teaching us how to teach this one! Renee, your leadership is inspirational!

20-minute imaginative exercise for putting yourself in the space of another being.

30-minute activity. As a result of this activity, participants will: 1. Define empathy. 2. Consider how perspectives toward empathy have changed. 3. Examine the difference between empathy and tribalism. 4. Learn what the "dark side of empathy" means. 

One hour activity. As result of this activity, participants will be able to: 1. Describe the negative and positive aspects of empathy. 2. Develop empathy for those who are different from them. 

As a result of using this media resource, participants will be able to: 1. Understand the ways in which narratives and stories can create stereotypes about people and places. 2. Analyze “single stories” participants may have about specific people or cultures. 3. Demonstrate how “single stories” influence bias and stereotypes in order to complicate and grow out of these viewpoints.

This rubric can be used as a formative assessment to set the tone for appropriate and effective behavior in any group of culturally disparate persons or culture-crossers. It can also be used by an observer or instructor to grade behavior(s) of an individual or a group. Triangulation of observed behavior with expressed self-assessment can, in the hands of a good debriefer or coach, lead to strong "a-ha" moments.

45 minute activity. Suitable for all ages as it uses the metaphor of an elephant and a giraffe to discuss reactions to difference.

This assessment measures teamwork competencies.

This assessment measures participants' sense of social connectedness.

This assessment measures participants' level of good communication, civil conflict resolution, and a strong but group-oriented work ethic.

This assessment measures participants' sense of loneliness.

This assessment measures participants' sense of belongingness --and it has been validated for use with learners as young as nine years old!

This assessment measures diversity awareness about issues of value and appreciation, learning and knowledge, intercultural interaction, social justice, and discipline practice. 

This assessment measures participants' general sense of belongingness and loneliness.

  This assessment measures a participant's general sense of belongingness.

The IDI teaches participants about where they fall on the intercultural development continuum.