From the LSA Inclusive Teaching Initiative, University of Michigan:

• "The students may not perceive the activity as relevant to the course and thus may exhibit resistance. The learning goals of the activity should be emphasized in the introduction and reiterated in the debrief.
• Students with relative privilege may feel inclined to cite instances in which they were treated poorly during their socialization as evidence of reverse sexism or reverse racism. Instructors should approach this activity with a sense of how they plan to respond to misunderstandings such as these."

This activity can be done in conjunction with the Social Identity Wheel.