Category: A Class Divided

‘A Class Divided’ is a film about a third-grade teacher named Jane Elliott and her class who took part in-class exercise about discrimination. The purpose of the exercise is that she wanted to show her class what discrimination feels like and what it can do to people. The teacher started this exercise right after the assassination of Martin Luther King Jr. She divided her class by eye color and then told them that the children with brown eyes were smarter, faster, and better at everything than those with blue eyes. She will later on another day switch and have the blue eye students feel more superior than the brown eye students. You could see the behavior change from both groups with they are the superior side and the least superior side. I will analyze this film and talk about all the different sociological perspectives I found during watching this film.

Like I mentioned earlier, Mrs. Jane Elliot talked about discrimination and about how Martin Luther King Jr. was assassinated which led her to this experiment because she wanted to see how her students would handle the situation. Functionalism perspective is a set of interrelated parts that function as a whole according to Trombley (2021) and in the film, we see this when the change in society was that blue eyes people were better at everything than brown-eyed people. Functionalism was the change that happens in the classroom and the effects that happen after the change. So, when Mrs. Jane told the blue eye students that they were better than the brown eye students you could see the anger and frustration on the brown-eyed students because of all the discrimination they were getting. You could see the blue eye people perform better in class than the brown eye people. Also, the students change very quickly and they started to bully their best friends. There was even one time when one of the boys punched one of his best friends in the stomach and called him dumb. The next day the teacher would switch roles and this time the brown-eyed people were more superior to the blue eye people. This time the brown eye people were performing better. So, whoever’s turn it was to be more superior they became better at all the activities they did in class and were very cocky to the others.

Symbolic interaction is any symbol that can tell us something about what the situation is. In the film, Mrs. Elliot made the blue eye students wear collars to tell them apart from the brown eye students to show which group had power. According to Trombley (2021), symbolic means social order and meaning are created through interactions with one another and/or symbols. In the film, we see conflict perspective when see who was the more dominant in the social change. According to Trombley (2021), conflict perspective means the power struggles over resources; society is always in a state of imbalanced society is marked. We clearly see this when the student’s behavior was weaker and when they felt dominant. On the first day, Mrs. Elliot made the blue eyes more dominant because they were showing signs of happiness and signs power. The blue-eyed students were being cocking and rude to the brown eye students after the teacher made the blue eye students feel more dominant. All the blue eye students wanted to do was to rub in the faces of the brown eye students and show off the power they had. As for the brown eye students, they felt useless, angry, and really upset because they didn’t have as much power and performing well as the blue eye students. This is what exactly happens when the table turns and the brown eye students were more superior to the blue students.

The personal problem will be that everyone is being mean to each other just because the teacher made one group of eye colors feel more dominant than the other. This was a big issue because it made friends hate each other and made each student act different when they were the dominant ones. Overall, the lesson that was learned was that students were able to expertise what the colored individuals were rummaging after they were discriminated against. Whoever’s turned it was to be less dominant felt useless and felt like they weren’t part of society anymore. The students learned that regardless of skin color, everyone else is no different. Everyone has the same features, same values, but just different skin color.

Introduction

The documentary film ‘A Class Divided’ is a thought-provoking exploration of the impact of discrimination and prejudice on individuals and society. It documents an experiment conducted by teacher Jane Elliott in her third-grade classroom, following the assassination of Dr. Martin Luther King Jr. In this critical essay, we will delve into the key themes and implications of the documentary, as well as analyze its effectiveness in challenging stereotypes and shedding light on social psychology.

The Eye-Color Experiment

In ‘A Class Divided,’ Jane Elliott divides her class into two groups based on eye color: those with blue eyes and those with brown eyes. She assigns privileges and advantages to one group over the other and observes how this distinction affects the students’ behavior and attitudes. The experiment aims to simulate discrimination and create a firsthand experience of the effects of prejudice and bias.

Examining Stereotypes and Discrimination

The documentary effectively exposes the power of stereotypes and discrimination. Through the experiment, the blue-eyed children quickly internalize the superiority bestowed upon them, while the brown-eyed children experience feelings of inferiority and exclusion. This portrayal vividly demonstrates how societal norms and prejudices can shape individuals’ self-perception and interactions with others.

Emotional Impact and Empathy

One of the most powerful aspects of ‘A Class Divided’ is its ability to evoke strong emotions in both the participants and the viewers. As the experiment unfolds, the children grapple with the injustices they experience, and their reactions range from anger and frustration to sadness and empathy. These emotional responses humanize the experience of discrimination and highlight its damaging effects on individuals’ well-being and sense of self-worth.

The Role of Education

The documentary raises important questions about the role of education in combating prejudice and discrimination. Jane Elliott’s experiment demonstrates that discriminatory behavior is not inherent but learned, suggesting that education can play a vital role in challenging and dismantling stereotypes. By exposing her students to the experience of discrimination, she fosters empathy, understanding, and critical thinking, offering a compelling case for the power of education in promoting social justice.

Impact and Relevance Today

While ‘A Class Divided’ was filmed in the 1970s, its message remains relevant in today’s society. Discrimination and prejudice continue to persist, highlighting the need for ongoing conversations and actions that promote equality and understanding. The documentary serves as a reminder that the fight against discrimination is ongoing and requires constant vigilance and awareness.

Conclusion

‘A Class Divided’ is a powerful documentary that shines a light on the damaging effects of discrimination and the importance of challenging stereotypes. Through the eye-color experiment, it provides a tangible representation of the impact of prejudice on individuals and communities. By eliciting strong emotional responses and highlighting the role of education, the film encourages viewers to reflect on their own biases and take action to promote social justice. ‘A Class Divided’ serves as a call to address discrimination and strive for a more inclusive and empathetic society.

Introduction 

“A Class Divided” is a thought-provoking documentary that explores the profound impact of discrimination and prejudice on individuals and society. This essay provides a summary of the documentary, highlighting its key themes, lessons, and the lasting significance of its message. Through an experiment conducted by teacher Jane Elliott, the film offers a powerful glimpse into the effects of discrimination and the role of social psychology in shaping our perceptions and behaviors.

Summary of the Documentary

In 1968, in the aftermath of the assassination of Martin Luther King Jr., Jane Elliott, a third-grade teacher in Riceville, Iowa, devised an experiment to teach her students about discrimination and prejudice. Dividing her class into two groups based on eye color, she declared that blue-eyed children were superior to brown-eyed children and treated them accordingly. Overnight, the once-harmonious classroom transformed into a divided space, with the blue-eyed children exhibiting superiority and the brown-eyed children experiencing discrimination.

The documentary “A Class Divided” chronicles this experiment and its impact on the students. Through interviews and footage from both the original experiment and a follow-up session years later, the film captures the emotional toll that discrimination takes on individuals, regardless of age. It illustrates how prejudices can quickly take hold and shape behavior, leading to a perpetuation of stereotypes and biases.

The experiment’s effects were profound. The blue-eyed children, who were assigned a superior status, exhibited increased confidence and dominance, often belittling their brown-eyed counterparts. Conversely, the brown-eyed children, labeled as inferior, displayed signs of self-doubt, diminished academic performance, and even internalized the negative stereotypes thrust upon them.

As the experiment progressed, Elliott switched the roles, making the brown-eyed children the privileged group. This shift exposed the blue-eyed children to discrimination and highlighted the arbitrary nature of assigning value based on physical characteristics. This experience led to a heightened awareness and empathy among the students, allowing them to reflect on the destructive power of prejudice.

Lessons and Significance

“A Class Divided” offers several important lessons that resonate far beyond the walls of a classroom. It reveals how easily discrimination can take root and perpetuate harmful divisions within society. The film exposes the psychological and emotional impact of prejudice on individuals, emphasizing the importance of fostering empathy and understanding to counteract these destructive forces.

Moreover, the documentary showcases the role of social psychology in shaping our behavior. The power dynamics that emerged within the classroom illustrate the influence of perceived superiority or inferiority on individual attitudes and actions. By understanding these dynamics, we can become more conscious of our own biases and work towards creating a more inclusive and equitable society.

The lasting significance of “A Class Divided” lies in its ability to spark conversations about discrimination and social justice. The experiment conducted by Jane Elliott continues to inspire educators and individuals worldwide to address issues of prejudice and privilege. It serves as a powerful tool to promote empathy, challenge societal norms, and encourage critical thinking about the impact of discrimination on individuals and communities.

Conclusion

“A Class Divided” stands as a timeless documentary that examines the profound effects of discrimination and prejudice. Through Jane Elliott’s eye-opening experiment, the film highlights the destructive power of discrimination while emphasizing the importance of empathy and understanding. By delving into the realm of social psychology, it prompts viewers to reflect on their own biases and actively work towards creating a more inclusive and equitable society. “A Class Divided” serves as a testament to the transformative potential of education and the ongoing fight against discrimination.

Introduction

“A Class Divided” is a powerful documentary that examines the effects of discrimination and prejudice through an experiment conducted by Jane Elliott, a teacher from Riceville, Iowa. This critical analysis essay delves into the concept of praise within the documentary, exploring its underlying implications and impact on the participants. By examining the documentary’s use of praise as a tool for social conditioning and its influence on individual and group behavior, we can gain insight into the complex dynamics of discrimination and the potential for change.

The Power of Praise and Its Role in Conditioning

In “A Class Divided,” praise serves as a powerful tool for conditioning behavior within the context of discrimination. As Jane Elliott implements her experiment, she divides her class based on eye color and labels one group as superior and the other as inferior. By constantly praising the “superior” group and reinforcing their perceived superiority, Elliott creates an environment where individuals internalize the belief in their own superiority. Praise becomes a means to manipulate behavior and establish a sense of dominance and entitlement.

Praise as a Catalyst for Discrimination

Through the experiment, “A Class Divided” highlights the role of praise in perpetuating discrimination. The continuous praise bestowed upon the “superior” group not only reinforces their privileged position but also encourages the development of prejudiced attitudes and behaviors. The participants in the superior group begin to exhibit signs of arrogance and condescension towards the “inferior” group, further reinforcing the discriminatory divide. Praise becomes a tool that fuels prejudice and fosters a sense of superiority, leading to the devaluation and mistreatment of those deemed inferior.

The Emotional Impact of Praise

Within “A Class Divided,” praise also evokes a range of emotions within the participants. Those receiving praise experience a boost in self-esteem and confidence, reinforcing their belief in their own superiority. This emotional reinforcement strengthens their identification with the superior group, making it increasingly difficult to question or challenge the discriminatory framework. Conversely, those in the inferior group experience feelings of inadequacy and self-doubt, internalizing the negative perceptions projected onto them. Praise, therefore, has the power to shape not only behavior but also the emotional well-being of individuals within the experiment.

The Potential for Change: Critiquing the Role of Praise

While praise serves as a tool for social conditioning and perpetuating discrimination within “A Class Divided,” it also exposes the potential for change. As the experiment progresses, participants in both groups begin to question and challenge the discriminatory structure. They start to empathize with the experiences of the other group and recognize the arbitrary nature of the assigned roles. Praise, which had once been a source of validation, loses its power as the participants develop a deeper understanding of the harmful effects of discrimination. Ultimately, the experiment prompts reflection and highlights the possibility of breaking free from conditioned beliefs and attitudes.

Conclusion

“A Class Divided” provides a thought-provoking examination of praise as a tool for social conditioning and its role in perpetuating discrimination. Through praise, individuals within the experiment internalize beliefs of superiority and inferiority, resulting in prejudiced behaviors and attitudes. However, the documentary also showcases the potential for change as participants begin to question and challenge the discriminatory structure. By critically analyzing the use of praise within “A Class Divided,” we gain insight into the complex dynamics of discrimination and the transformative power of self-reflection and empathy.

In the mid-1960’s in a small rural mid-western town, one teacher sought to give her 3rd grade class an experience that would stay with them for life. In the days following the assassination of Martin Luther King Jr. Mrs. Elliott saw a white news reporter interviewing a black man. One of the reporter’s questions to the man was: ‘Who is going to control your people?’. An educator and active anti-racism activist, Mrs. Elliott decided to combine a lesson plan about Native Indians and Black History month. She wanted to teach her all-white students what it would be like to walk in a colored child’s shoes. That was the first year of her racism exercise. Mrs. Elliott went on to spend decades teaching hundreds of children and adults the perils of prejudice.

Mrs. Elliott’s classroom already knew that racism meant. They knew that there were many places in the United States that viewed blacks and other colored people as dumb or ignorant and were treated unfairly. But to ensure that her students really knew first-hand how unfair the treatment was she used a simple method: pit blue-eyed children against brown-eyed children and pointing out arbitrarily established differences to create a hierarchy.

‘The Blue Eyes and Brown Eyes Experiment’ was viewed as both powerful and unethical by her peers and parents because she created a segregated environment in her small third grade classroom. She split the class in two categories, according to eye color, and told the children that one group was superior to the others. On the first day, the blue-eyed children were superior. The brown-eyed children were not to drink from the fountain or play on the playground with their friends. The brown-eyed students did not get to go back for seconds at lunch, only the blue-eyed children could. The students even had to wear colored collars that would make them stand out from their peers even more. The students eventually turned against each other and friends began to fight simply because Mrs. Elliott implied that the blue-eyed children were superior. The next day the roles were reversed and the brown-eyed children were superior. And even though the brown-eyed children, with the previous days’ emotional wounds still fresh, behaved just as badly toward the blue-eyed children as they had been treated. Mrs. Elliott noted that in the span of 15 minutes her once loving and caring group of children turned into vicious little monsters.

“The second year I did this exercise, I gave little spelling tests, math tests, reading tests two weeks before the exercise, each day of the exercise and two weeks later, and almost without exception, the students’ scores go up on the day they’re on the top, down the day they’re on the bottom, and then maintain a higher lever for the rest of the year, after they’ve been through the exercise” (‘A Class Divided’).

The experiment proved to be a huge success and was repeated annually for well over a decade; but the teachers’ approach would be considered unethical today in 2020. Even into the 1970’s, her coworkers and parents around the world felt she did irreparable harm to white children believing that black children have grown up to be accustomed to receiving such hateful criticisms. I believe that the results of the experiment outweigh the harm that was done immensely. The students took turns being the superior eye color as well as being a minority. When confrontation arose among the students, she addressed it head on and made the students stop and think about why they were looking down on their friends. Every student learned how it felt to be a minority and it made the children’s view on racism clear; that they understand that it mattered who people were on the inside rather than by their skin color. Ms. Elliott’s tactic was a very direct, in your face approach which echoed the sentiment of the violence that was prevalent in the country at the time of Dr. King’s passing.

Fast forward 40 years across an ocean to the small village of Kanazawa in Northwest Tokyo. Mr. Toshiro Kanamori prepares to take his 4th grade students on a year-long journey to discover the importance of teamwork, community, openness, coping with loss and how hurtful bullying can be.

A major highlight of the Mr. Kanamori’s method is empathy and how to foster that in children. In the beginning of the year, he asks the children what their goal is for the year and them in unison state, “To be happy!”. During the year, he has students write notebook letters and every day three children stand up in front of their classroom and read their letter out loud. These letters are what the children are thinking and feeling at the time and gives them an outlet to express themselves. It is a very relatable as the children get an insight into their classmates’ personal life and allows them to experience the emotions together. I think this exercise allows the children freedom of expression and standing in front of their class teaches public speaking skills they will later use in life. In one session, Mr. Kanamori knows that a student is struggling with the memories of her deceased father and uses this teaching method as a way to help his student open up about her loss.

On speaking about empathy, Mr. Kanamori explains that there is an expression that he loves that says: ‘Let people live in your heart’. When people truly listen to your stories, they will live in your heart forever. In the documentary, Mr. Kanamori shares that he believes that people value life a little less every day. It’s his goal, and he believes it’s his job and the job of other teachers, to show how precious every life is.

A little more than halfway through the semester the class encounters an episode of bullying. Students are laughing and criticizing classmates based on poor test scores and those having issues with their homework. Mr. Kanamori believes that bullying is contempt and hatred, and completely indefensible. In this example, Mr. Kanamori has an idea of who is doing the bullying but wants them to confess it on their own. He gets very angry with the children and lets them know that hiding behind ‘pretty words’ is blaming everyone but themselves. They have to take responsibility for their own actions. This is in contrast to Mrs. Elliott’s method in which the bullies were ‘designated’ based on the blue vs brown eyes color experiment; and Mrs. Elliott herself is considered a bully. After several days the truth finally emerges in the letter writing. The students who were spreading lies and gossip realize just how hurtful their comments and actions were. One girl wrote that since she did not have a hard time with school that she did not see what the problem was or why it was so shocking. Looking back the bullies see that they failed on their class motto: be happy. Another student is able to show empathy to a bullied child by recalling how she felt being bullied in daycare. That bullying instance also caused her to be afraid to stand up for her friend because she was afraid that she would be bullied again. The lesson for the day was that everyone is vulnerable. We must admit it and go on.

The teaching methods employed by these two are strikingly different and similar. Mrs. Elliott used an experiment in which she segregated her class and explained to the children what would be taking place, even going through a small debriefing. I don’t believe that their sing-song verbal consent would be considered appropriate by today’s standards. Mrs. Elliott even placed herself into the ‘superior’ grouping on both occasions to steer the experiment as the ‘lead bully’. Mr. Kanamori on the other hand stood back and watched his classroom naturally flow through these ‘superior’ groupings and stepped in to determine what cause the bullying and showed his class how to learn from it. They say that great teachers were able to connect theory with life. This is precisely what Mrs. Elliott and Mr. Kanamori was able to accomplish. They are able to practice and emphasize compassion and show how the children are able to grow emotionally from their teaching methods.

Works Cited

1. “A Class Divided”, Directed by William Peters, PBS Frontline, 1985.
2. “Children Full of Life”, Directed by Noboru Kaetsu, NHK Gravitas Ventures, 2003.

Introduction

The documentary film ‘A Class Divided’ provides a captivating insight into the dynamics of social identity and its profound influence on human behavior. Conducted by teacher Jane Elliott in her third-grade classroom, the experiment aimed to demonstrate the effects of discrimination and prejudice. In this analytical essay, we will delve into the concept of social identity and explore its implications as depicted in the documentary.

Social Identity Theory

The social identity theory, proposed by psychologist Henri Tajfel, suggests that individuals derive a part of their self-concept from the groups they belong to. ‘A Class Divided’ exemplifies this theory as the students quickly develop a strong identification with their assigned groups based on eye color. This identification shapes their behavior, attitudes, and interactions with others, revealing the significance of social identity in understanding human behavior.

In-Group Favoritism

Throughout the experiment, the students exhibit a strong sense of in-group favoritism. The blue-eyed group, granted privileges and labeled as superior, quickly internalizes this identity and displays attitudes of superiority. On the other hand, the brown-eyed group, subjected to discrimination, experiences feelings of inferiority. This aspect highlights how social identity can lead to the formation of in-group biases and perpetuate divisions within society.

Stereotyping and Prejudice

The documentary also sheds light on the role of stereotypes and prejudice in shaping social identity. The students readily adopt the stereotypes associated with their assigned eye color group, attributing positive traits to their own group and negative traits to the other. This process of stereotyping and prejudice demonstrates how social identity can reinforce and perpetuate discriminatory attitudes and behaviors.

Impact of Discrimination

The experiment conducted in ‘A Class Divided’ exposes the profound impact of discrimination on individuals’ self-esteem and self-worth. The brown-eyed students, subjected to mistreatment and labeled as inferior, exhibit signs of distress, frustration, and decreased performance. This portrayal emphasizes the negative consequences of discrimination on individuals’ psychological well-being and highlights the importance of creating inclusive and supportive environments.

Social Change and Empathy

One of the significant aspects of ‘A Class Divided’ is the transformative power of empathy. Through experiencing discrimination, the students gain insight into the harmful effects of prejudice and develop empathy towards others. This empathy prompts them to challenge the existing social norms and advocate for fairness and equality. The documentary showcases the potential for social change through fostering empathy and understanding.

Contemporary Relevance

Although ‘A Class Divided’ was filmed decades ago, its message remains relevant in contemporary society. Social identity, stereotyping, and discrimination continue to shape our interactions and contribute to societal divisions. The documentary serves as a reminder of the ongoing need to address these issues and work towards a more inclusive and equitable society.

Conclusion

‘A Class Divided’ provides a profound analysis of social identity and its implications. By highlighting the influence of social identity on behavior, attitudes, and prejudice, the documentary offers valuable insights into the complexities of human interaction. It underscores the importance of recognizing and challenging stereotypes, promoting empathy, and striving for social justice. ‘A Class Divided’ serves as a powerful reminder of the need to create inclusive environments where social identities are celebrated rather than used as a basis for discrimination.

In the mid-1960’s in a small rural mid-western town, one teacher sought to give her 3rd grade class an experience that would stay with them for life. In the days following the assassination of Martin Luther King Jr. Mrs. Elliott saw a white news reporter interviewing a black man. One of the reporter’s questions to the man was: ‘Who is going to control your people?’. An educator and active anti-racism activist, Mrs. Elliott decided to combine a lesson plan about Native Indians and Black History month. She wanted to teach her all-white students what it would be like to walk in a colored child’s shoes. That was the first year of her racism exercise. Mrs. Elliott went on to spend decades teaching hundreds of children and adults the perils of prejudice.

Mrs. Elliott’s classroom already knew that racism meant. They knew that there were many places in the United States that viewed blacks and other colored people as dumb or ignorant and were treated unfairly. But to ensure that her students really knew first-hand how unfair the treatment was she used a simple method: pit blue-eyed children against brown-eyed children and pointing out arbitrarily established differences to create a hierarchy.

‘The Blue Eyes and Brown Eyes Experiment’ was viewed as both powerful and unethical by her peers and parents because she created a segregated environment in her small third grade classroom. She split the class in two categories, according to eye color, and told the children that one group was superior to the others. On the first day, the blue-eyed children were superior. The brown-eyed children were not to drink from the fountain or play on the playground with their friends. The brown-eyed students did not get to go back for seconds at lunch, only the blue-eyed children could. The students even had to wear colored collars that would make them stand out from their peers even more. The students eventually turned against each other and friends began to fight simply because Mrs. Elliott implied that the blue-eyed children were superior. The next day the roles were reversed and the brown-eyed children were superior. And even though the brown-eyed children, with the previous days’ emotional wounds still fresh, behaved just as badly toward the blue-eyed children as they had been treated. Mrs. Elliott noted that in the span of 15 minutes her once loving and caring group of children turned into vicious little monsters.

“The second year I did this exercise, I gave little spelling tests, math tests, reading tests two weeks before the exercise, each day of the exercise and two weeks later, and almost without exception, the students’ scores go up on the day they’re on the top, down the day they’re on the bottom, and then maintain a higher lever for the rest of the year, after they’ve been through the exercise” (‘A Class Divided’).

The experiment proved to be a huge success and was repeated annually for well over a decade; but the teachers’ approach would be considered unethical today in 2020. Even into the 1970’s, her coworkers and parents around the world felt she did irreparable harm to white children believing that black children have grown up to be accustomed to receiving such hateful criticisms. I believe that the results of the experiment outweigh the harm that was done immensely. The students took turns being the superior eye color as well as being a minority. When confrontation arose among the students, she addressed it head on and made the students stop and think about why they were looking down on their friends. Every student learned how it felt to be a minority and it made the children’s view on racism clear; that they understand that it mattered who people were on the inside rather than by their skin color. Ms. Elliott’s tactic was a very direct, in your face approach which echoed the sentiment of the violence that was prevalent in the country at the time of Dr. King’s passing.

Fast forward 40 years across an ocean to the small village of Kanazawa in Northwest Tokyo. Mr. Toshiro Kanamori prepares to take his 4th grade students on a year-long journey to discover the importance of teamwork, community, openness, coping with loss and how hurtful bullying can be.

A major highlight of the Mr. Kanamori’s method is empathy and how to foster that in children. In the beginning of the year, he asks the children what their goal is for the year and them in unison state, “To be happy!”. During the year, he has students write notebook letters and every day three children stand up in front of their classroom and read their letter out loud. These letters are what the children are thinking and feeling at the time and gives them an outlet to express themselves. It is a very relatable as the children get an insight into their classmates’ personal life and allows them to experience the emotions together. I think this exercise allows the children freedom of expression and standing in front of their class teaches public speaking skills they will later use in life. In one session, Mr. Kanamori knows that a student is struggling with the memories of her deceased father and uses this teaching method as a way to help his student open up about her loss.

On speaking about empathy, Mr. Kanamori explains that there is an expression that he loves that says: ‘Let people live in your heart’. When people truly listen to your stories, they will live in your heart forever. In the documentary, Mr. Kanamori shares that he believes that people value life a little less every day. It’s his goal, and he believes it’s his job and the job of other teachers, to show how precious every life is.

A little more than halfway through the semester the class encounters an episode of bullying. Students are laughing and criticizing classmates based on poor test scores and those having issues with their homework. Mr. Kanamori believes that bullying is contempt and hatred, and completely indefensible. In this example, Mr. Kanamori has an idea of who is doing the bullying but wants them to confess it on their own. He gets very angry with the children and lets them know that hiding behind ‘pretty words’ is blaming everyone but themselves. They have to take responsibility for their own actions. This is in contrast to Mrs. Elliott’s method in which the bullies were ‘designated’ based on the blue vs brown eyes color experiment; and Mrs. Elliott herself is considered a bully. After several days the truth finally emerges in the letter writing. The students who were spreading lies and gossip realize just how hurtful their comments and actions were. One girl wrote that since she did not have a hard time with school that she did not see what the problem was or why it was so shocking. Looking back the bullies see that they failed on their class motto: be happy. Another student is able to show empathy to a bullied child by recalling how she felt being bullied in daycare. That bullying instance also caused her to be afraid to stand up for her friend because she was afraid that she would be bullied again. The lesson for the day was that everyone is vulnerable. We must admit it and go on.

The teaching methods employed by these two are strikingly different and similar. Mrs. Elliott used an experiment in which she segregated her class and explained to the children what would be taking place, even going through a small debriefing. I don’t believe that their sing-song verbal consent would be considered appropriate by today’s standards. Mrs. Elliott even placed herself into the ‘superior’ grouping on both occasions to steer the experiment as the ‘lead bully’. Mr. Kanamori on the other hand stood back and watched his classroom naturally flow through these ‘superior’ groupings and stepped in to determine what cause the bullying and showed his class how to learn from it. They say that great teachers were able to connect theory with life. This is precisely what Mrs. Elliott and Mr. Kanamori was able to accomplish. They are able to practice and emphasize compassion and show how the children are able to grow emotionally from their teaching methods.

Works Cited

1. “A Class Divided”, Directed by William Peters, PBS Frontline, 1985.
2. “Children Full of Life”, Directed by Noboru Kaetsu, NHK Gravitas Ventures, 2003.

Introduction

The documentary film ‘A Class Divided’ provides a captivating insight into the dynamics of social identity and its profound influence on human behavior. Conducted by teacher Jane Elliott in her third-grade classroom, the experiment aimed to demonstrate the effects of discrimination and prejudice. In this analytical essay, we will delve into the concept of social identity and explore its implications as depicted in the documentary.

Social Identity Theory

The social identity theory, proposed by psychologist Henri Tajfel, suggests that individuals derive a part of their self-concept from the groups they belong to. ‘A Class Divided’ exemplifies this theory as the students quickly develop a strong identification with their assigned groups based on eye color. This identification shapes their behavior, attitudes, and interactions with others, revealing the significance of social identity in understanding human behavior.

In-Group Favoritism

Throughout the experiment, the students exhibit a strong sense of in-group favoritism. The blue-eyed group, granted privileges and labeled as superior, quickly internalizes this identity and displays attitudes of superiority. On the other hand, the brown-eyed group, subjected to discrimination, experiences feelings of inferiority. This aspect highlights how social identity can lead to the formation of in-group biases and perpetuate divisions within society.

Stereotyping and Prejudice

The documentary also sheds light on the role of stereotypes and prejudice in shaping social identity. The students readily adopt the stereotypes associated with their assigned eye color group, attributing positive traits to their own group and negative traits to the other. This process of stereotyping and prejudice demonstrates how social identity can reinforce and perpetuate discriminatory attitudes and behaviors.

Impact of Discrimination

The experiment conducted in ‘A Class Divided’ exposes the profound impact of discrimination on individuals’ self-esteem and self-worth. The brown-eyed students, subjected to mistreatment and labeled as inferior, exhibit signs of distress, frustration, and decreased performance. This portrayal emphasizes the negative consequences of discrimination on individuals’ psychological well-being and highlights the importance of creating inclusive and supportive environments.

Social Change and Empathy

One of the significant aspects of ‘A Class Divided’ is the transformative power of empathy. Through experiencing discrimination, the students gain insight into the harmful effects of prejudice and develop empathy towards others. This empathy prompts them to challenge the existing social norms and advocate for fairness and equality. The documentary showcases the potential for social change through fostering empathy and understanding.

Contemporary Relevance

Although ‘A Class Divided’ was filmed decades ago, its message remains relevant in contemporary society. Social identity, stereotyping, and discrimination continue to shape our interactions and contribute to societal divisions. The documentary serves as a reminder of the ongoing need to address these issues and work towards a more inclusive and equitable society.

Conclusion

‘A Class Divided’ provides a profound analysis of social identity and its implications. By highlighting the influence of social identity on behavior, attitudes, and prejudice, the documentary offers valuable insights into the complexities of human interaction. It underscores the importance of recognizing and challenging stereotypes, promoting empathy, and striving for social justice. ‘A Class Divided’ serves as a powerful reminder of the need to create inclusive environments where social identities are celebrated rather than used as a basis for discrimination.