A Class Divided

Describe the differences in treatment of the "browns" and "non-browns". 

Describe how the children reacted to this treatment - both the "browns" and "non-browns".

What were the negative labels and the positive labels Mrs. Elliott ascribed to each group.

How did the negative and positive labels placed on a group become self-fulfilling prophecies?

Both Elliott and her former students talk about whether or not this exercise should be done with all children. What do you think? Would it still be useful today to have kids go through something similar to this?

(I don't want you to describe the reasons why parents/teachers may be against doing this exercise. Instead, explain the long-term possible benefits or detriments of the exercise.)

If the exercise could be harmful to children, as Elliott suggests, what do you think actual discrimination might do?

What features did Elliott ascribe to the superior and inferior groups?

How did Elliott's discrimination create no-win situations for those placed in the inferior group? (please provide an example)

How did she selectively interpret behavior to confirm the stereotypes she had assigned? (provide an example)

It's easy to understand why third-graders might not refuse to obey their teacher, but when the exercise is done with the prison guards, why don't any of the adults object?

What are some differences in behavior between the third-graders and the adults?

In the prison seminar, one of the white women asserts that all people face some kind of discrimination. Another woman challenges her, claiming that whites can't really know what it's like to face discrimination every minute of every day. What do you think?