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Introduction Why is appreciating diversity important for youth and adults? The face of the United States and its workplace is changing. A growing number of neighborhoods and communities contain a complex mix of races, cultures, languages, and religious affiliations.

Visalia Unified School District Heart Program San Mateo. At the same time, the widening gap between the rich and the poor is creating greater social class diversity. In addition, the U.S. Population includes more than 43 million people with physical and mental challenges.

For these reasons, today’s youth and adults are more likely to face the challenges of interacting and working with people different from themselves. The ability to relate well to all types of people in the workplace is a leadership skill that is becoming increasingly important. Understanding, accepting, and valuing diverse backgrounds can help young people and adults thrive in this ever-changing society.

How can these activities boost understanding of diversity? Learning about diversity can be fun.

The activities in this publication can help participants: • Recognize how we place self-imposed limits on the way we think. • Discover that, in many ways, people from different cultures and backgrounds hold similar values and beliefs. • Become more aware of our own cultural viewpoints and the stereotypes we may have inadvertently picked up. • Accept and respect the differences and similarities in people. When and where should these activities be used? The activities in this publication are appropriate for use by teachers, youth leaders, and child care professionals. While most of the activities are appropriate for older youth (middle school and above) and adults, some of the activities may be adapted for younger children.

Decisions should be based on the facilitator’s knowledge of the group’s cognitive level and needs. Some of the activities—including “Complimentary Round Table” and “Chocolate Milk and Shades of Skin Color”—can be used as discussion starters or icebreakers. Others such as “Is That a Fact?” may be the basis for an entire lesson. In either case, the facilitator should allow enough time for discussion at the end of each activity. Debriefing is important for dealing with unresolved feelings or misunderstandings. Conducting activities in an atmosphere of warmth, trust, and acceptance is equally as important. Potato Activity Goal To help youth eliminate stereotyping and recognize the uniqueness of each individual.

Time 20–30 minutes Materials A brown paper bag, one potato for each student in the class, and one potato for the teacher. Procedure Select one potato for your demonstration and have a story in mind to describe your potato to the class. Hold up your potato in front of the class and say, “I have here a potato.

I don’t know about you, but I’ve never thought that much about potatoes. I’ve always taken them for granted. To me, potatoes are all pretty much alike.

Sometimes I wonder if potatoes aren’t a lot like people.” Pass around the bag of potatoes and ask each student to take one potato. Tell each student to “examine your potatoes, get to know its bumps, scars, and defects and make friends with it for about one minute or so in silence.

Get to know your potato well enough to be able to introduce your ‘friend’ to the group.” After a few minutes, tell students that you’d like to start by introducing your “friend” to them. (Share a story about your potato and how it got its bumps.) Then tell students that the class would like to meet their friends. Ask who will introduce their friend first.