Level : 3rd year

Lesson 6: Breaking Prejudice

Answer key

Module : CCCA3

Instructor(s) : Up Anglais

o Develop social intelligence by recognising prejudicial attitudes.

o Discuss the negative consequences of prejudice and the importance of empathy.

o Use modals to speculate and make deduction in the present.

A. 13 B. 01 C. 03 D. 02 E. 06 F. 08 G. 10 H. 07 I. 05 J. 04 K. 09 L. 12 M. 11

 This activity has a number of appropriate responses. The varied student selections offer an
opportunity to discuss the meaning of vocabulary words in the context of real-world examples.

Possible correct vocabulary words for the different scenarios are:

- People blame innocent Arab Americans for terrorist attacks. Prejudice, Discrimination, Stereotype

-A school puts all Latino students in Agriculture classes. Stereotype, Racism, Discrimination

- Nazis try to kill all Jews. Genocide

- A job is given to white people only. Racism, Discrimination

- A male boss never gives women important work. Discrimination

- An auto insurance company charges Asians higher premiums. Racism, Discrimination, Stereotype

- Thousands of Native Americans are forced off their land. Discrimination, Racism

 Read the following text and answer the questions below:

1. Women have increasingly moved toward greater gender equality at home and in the workplace.
Changes in gender roles and lifestyles have occurred with men now sharing more in household chores
and childrearing. In addition, social rules of etiquette and gender roles are now more flexible and equity
within the marital relationship more common. Many women now work outside the home; in the U.S.,
they comprise forty-six percent of the work force. Although so much has changed, there is much more
that has not.
2. One of those areas that have not witnessed change is women’s representation in leadership roles. The
truth is that women are still underrepresented in leadership roles in corporations, institutions of higher
education and the political sector. In the U.S., women now make up twenty three percent of American
Chief Executive Officers (CEOs). Few women reach the top in higher education although women
increasingly enter the ranks of academia. A total of 453 women, representing only sixteen percent of all
presidents, now head U.S. colleges and universities.

3. In studying the difference between men and women and how they lead, scholars face many
difficulties. Theories of leadership are typically neutral or absent in their attention to gender as if ―a
leader is a leader. On the other hand, studies on leadership typically ignore gender differences or mostly
study white men. Popular knowledge and women’s self-reports often identify distinct leadership styles
and characteristics associated with gender while practical studies on gender and leadership often show
that the behavior of men and women leaders seems more alike than different when occupying the same
leadership positions. Why is it then that the strength of these perceptions persists?

4. We often perceive traits associated with leaders that may not have much to do with effective
leadership; these characteristics are often embraced by leaders themselves. Terms like: he looks like a
leader; he is presidential; he is charismatic and visionary, are all terms used to define leaders. These
often capture what followers want in their leader—which, in turn, is shaped by stereotypical ideas of
leadership which reflect socially assigned and conventional gender roles. All of these factors impact the
popular understanding of leadership.

5. However, these characteristics of leaders actually have little to do with effectiveness. Given that white
males have typically occupied leadership positions, common descriptions of leader 2 effectiveness often
favor male characteristics of height, white, and masculinity. Women are also evaluated more negatively
compared to men even when performing the same leadership behaviors.

6. Today’s higher education is directly influenced by the rapidly changing and diverse global society and
faces challenges in how to prepare and educate students today to be the leaders of tomorrow. Higher
education can be efficient in shaping perceptions about men and women leadership. It is well positioned
to link the local and the global, and this gives it considerable influence over the change process in any
society and enhances its potential to contribute to social development and women’s leadership.

7. In the end, there are many team players who can effectively redirect the perceptions of leadership
towards more gender equality. Hopefully higher education together with the shifting attitudes that the
global society is experiencing today can bring about positive change. It is also an achievable goal that
women themselves need to persistently pursue. Alice Eagly, author of Sex Differences in Social Behavior,
describes the pathway to leadership today for women as no longer a glass ceiling where there is no
access; rather it is a maze where it is possible for women to navigate through and find their way. This
suggests the emergence of multiple models of leadership, and recognition that a woman leader might do
it differently. Navigating the maze will be easier when women examine their strengths and the
advantages they bring.

Questions:

A- Answer the following questions using your own words.

1. What is the prejudiced attitude highlighted in the text?

2- Based on paragraph 1, how have gender roles changed?

………… 1- Women have witnessed more equality in gender roles. More women work outside home and
men share more household tasks. Also, social rules have become more flexible and equity within the
marital relationship has increased.

3- According to paragraph 3, what obstacles do scholars face in studying gender differences in leadership
roles?

Scholars are challenged by theories on leadership that do not consider gender differences and by
leadership studies that focus only on men. Moreover, scholars have to deal with contradictory data on
leadership gender differences .While popular knowledge and women’s impressions refer to gender
differences in leadership styles, practical studies show no differences.

4- According to the writer in paragraph 4, what is the problem with the popular understanding of
leadership characteristics?

…… Leadership is not clearly defined in the way it is popularly understood because traits of leaders are
mixed up with the idea of effective leadership. Popular understanding is also shaped by the stereotyped
ideas of gender roles in a society…………………………………………………………………….

5- Based on paragraph 6, what conclusion can be drawn about higher education and leadership?

…… Higher education can be an effective tool for making a difference and enhancing gender equality in
leadership…

6- Based on the indicated paragraphs, what does each of the following underlined words refer to?

a- These (Paragraph 4) …… refers to terms used to define leaders.…………………….

b- this (Paragraph 6) … refers to the act of linking the local and the global.…………………………

c- its (Paragraph 6)…… refers to higher education.………………………..

Grammar:

1. Complete the sentences with the appropriate modal verb.

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1. Sarah never stops talking about Steve. She …must…………be in love with him!

2. You ………can’t……….hate English food - it's delicious!

3. Tom ……can’t……………be working today - I just saw him at the gym.

5. Yuki's quite good at grammar. She ……might………..know the answer to this question.

6. You studied this for 3 years at university! You ……must…………..know the answer!

7. You just slept for 12 hours! You …can’t…………..be tired again already!

8. The kids are calm today. They ……must……. be tired.

9. He's working full-time and studying for his Ph.D. That …can’t……… be easy.

10. Wow - look at that diamond necklace. It ……must………….cost a fortune.

Grammar: deduction in the past

 Fill in the blanks using the appropriate past modal verb.

1. I COULD HAVE LENT you the money. Why didn’t you ask me (LEND)

2. Mr Travis hasn’t come to work yet. He has never been late for work. He MUST HAVE MISSED the bus
(MISS).

3. She knew everything about our plans. She MUST HAVE LISTENED to our conversation (LISTEN)

4. Timmy is a very good boy. He isn’t naughty, so he CAN’T HAVE BROKEN that window. Somebody else
MUST HAVE BROKEN it (BREAK 2X)

5. The street is wet this morning. I’m not sure but it COULD/ MAY / MIGHT HAVE RAINED last night
(RAIN)

6. A : I talked to your science teacher yesterday.

B: You CAN’T HAVE TALKED to her because she wasn’t at school yesterday. (TALK)

7. Mrs White bought a new fur coat ! - She MUST HAVE WON the lottery (WIN).

8. She ……MUST HAVE STUDIED……………………… very hard. She passed all her exams with excellent
grades. (STUDY)

 Which of the sentences contain errors in the use of past modals of deduction?

1 - must have been

2 must have been

3 - Correct.

4 - must have been

5 - must have been

6 -Correct.

7 - Correct.