Disability in Media - Lesson 1: Stereotyping

Lesson 1: Stereotyping

Objectives

The overall aim of this unit is to introduce students to the way in which persons with disabilities are portrayed through numerous forms of the mass media. These misrepresentations often reinforce negative stereotypes and misconceptions that contribute to the overall experience of persons with disabilities within society. This lesson will thus build a foundation for future themes introduced in the latter portion of the unit. It will more clearly define the term stereotyping, as well as its possible implications (with attention to the disability community in particular). It will also explore how various social structures - the family, educational system, and most notably, the mass media - can perpetuate many of these stereotypes in discrete and subtle manners. This lesson will clarify key concepts necessary for further dialogue and equip students with the critical media literacy skills required for more advanced topics throughout the unit.

Stereotyping is defined as a process whereby individuals categorize "groups according to an oversimplified standardized image and attribute certain [negative] characteristics to all members of the group" (Moore, 2006 at 36). Stereotypical beliefs about the disability community, for example, are entrenched in social institutions, and are particularly pervasive in the media (television shows, movie productions and advertisements). These negative stereotypes perpetuate the segregation of the disability community and contribute to the often subordinate status they occupy within society.

Learning Outcomes

Upon completion of this lesson, students will be able to:

• Clearly define the term stereotyping
• Provide examples of stereotypes that personally affect them, and discuss how these stereotypes make them feel
• List examples of those stereotypes typically associated with members of the disability community, as well as their possible social implications
• Explain how the media can perpetuate these stereotypes, beliefs and attitudes in numerous ways
• Confront their own notions of disability as a beginning point for subsequent discussions

Timeline

1. (15 min.) The teacher will commence by writing the term "stereotype" on the projector. Students will be invited to provide descriptors to define this term. After all students have been encouraged to contribute their ideas, a working definition of the term shall be derived. Questions to facilitate this short collaborative discussion may include:

   • What are some words that come to mind when you hear the term stereotype?
   • What feelings do stereotypes invoke for those people they are labeling?
   • What are some examples of widespread stereotypes that exist within our society (e.g. all people with glasses are intelligent)?

   Note: Please use discretion if discussing religion, ethnicity and other controversial examples.

2. (15 min.) Students will separate into preplanned groups, and be asked to make a list of the words and stereotypes they personally associate with disability. Afterwards, the teacher will ask students to share some of the examples from their lists.

3. (5 min.) Students will then watch a short video clip (Myths, Stereotypes, and Perceptions) that provides several examples of stereotypes associated with disability.

4. (20 min.) The remainder of the lesson will be devoted to lecturing. The following points shall be emphasized:

   • Socialization: how do we shape our understanding of the world around us?
   • The influence of social structures: the family, educational system, and especially the media.
   • The media as a socializing agent.
   • Critical awareness of the bias of all media messages. Media is typically controlled by a small number of individuals with cultural capital and power.
   • The importance of critical media literacy: to challenge these biases, bring about social change and become critically aware citizens rather than passive absorbers of all media messages.

   Prior to dismissing students, the teacher will outline the assigned readings for today's lesson, and ask students to pick up a copy of the syllabus on their way out. (Questions regarding the syllabus can be responded to in subsequent lessons or via email.)

Additional References

Moore, J. (2006). Shattering stereotypes: A lesson plan for improving student attitudes and behavior toward minority groups. The Social Studies, 97(1) 35.

© 2009 Natalie Martiniello