This activity allows students to consider how they self-identify by labeling their identities publicly on three Post-It notes for the class to see and how they may neglect to assign social identities to the way in which they see themselves. Doing so pushes students to make invisible identities more visible, which Cooks (Pedagogy, performance, and positionality: Teaching about whiteness in interracial communication. Communication Education 2003; 52: 245–257) notes is an imperative task for identity development, as it demonstrates the privileges one may have with how one identifies. Such privileges may be based on race, social class, ability, sexuality, age, or gender. The activity also permits others to label the categories of perceived similar identities, thereby allowing the instructor an opportunity to help students understand privileges and appropriate terminology. Courses: Intergroup Communication, Intercultural Communication, Gender Communication, Critical Cultural Studies, and Interpersonal Communication. Objectives: After completing this activity, students will be able to (1) recognize and label their identities, (2) identify stereotypes associated with individuals’ visible identities through class discussion, (3) analyze the privileges associated with the identities reported, (4) apply examples of communication theories, and (5) evaluate the origins of the reported labels in a short essay.

中文翻译：

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在教室里交流社会身份

通过此活动，学生可以通过在三张便利贴上公开标记自己的身份来考虑自己的自我识别方式，以供全班观看，以及他们如何可能忽略将社会身份分配给自己的观察方式。这样做促使学生使不可见的身份更加可见，库克斯（教学法，表演和定位：讲授种族间交流中的白度。CommunicationEducation 2003； 52：245-257）指出，这是身份发展的当务之急，正如它所证明的那样。一个人如何识别的特权。此类特权可能基于种族，社会阶层，能力，性别，年龄或性别。该活动还允许其他人标记感知到的相似身份的类别，从而使教师有机会帮助学生理解特权和适当的术语。课程：群体间沟通，文化间沟通，性别沟通，批判文化研究和人际沟通。目标：完成此活动后，学生将能够（1）识别并标记自己的身份，（2）通过课堂讨论确定与个人的可见身份相关的刻板印象，（3）分析与所报告身份相关的特权，（4 ）应用传播理论的实例，以及（5）在短文中评估报告标签的来源。