May 27, 1933 |
Riceville, Iowa, U.S.
|Occupation||Anti-racism activist, diversity educator|
|Known for||"Blue eyes–Brown eyes" exercise|
Jane Elliott (born May 27, 1933) is an American former third-grade schoolteacher, anti-racism activist, and educator, as well as a feminist and LGBT activist. She is known for her "Blue eyes–Brown eyes" exercise. She first conducted her famous exercise for her class the day after Martin Luther King, Jr. was assassinated. When her local newspaper published compositions that the children wrote about the experience, the reactions (both positive and negative) formed the basis for her career as a public speaker against discrimination. Elliott's classroom exercise was filmed the third time she held it with her 1970 third-graders to become The Eye of the Storm. This in turn inspired a retrospective that reunited the 1970 class members with their teacher fifteen years later in A Class Divided. After leaving her school, Elliott became a diversity educator full-time. She still holds the exercise and gives lectures about its effects all over the U.S. and in several locations overseas.
- 1 Early life
- 2 Motivation to teach about racism's effects
- 3 First exercise involving eye color and brown collars
- 4 Reactions and public attention
- 5 Origin of workplace diversity training
- 6 Legacy of the original exercise
- 7 See also
- 8 References
- 9 External links
|This section needs expansion. You can help by adding to it. (January 2017)|
Motivation to teach about racism's effects
On the evening of April 4, 1968, Elliott turned on her television and learned of Martin Luther King Jr.'s assassination. She says she vividly remembers a scene in which a white reporter with the microphone pointed it toward a local black leader and asked, "When our leader [John F. Kennedy] was killed several years ago, his widow held us together. Who's going to control your people?" Shocked that a reporter could feel that Kennedy was a "white people's leader", she then decided to combine a lesson she had planned about Native Americans with a lesson she had planned about Dr. Martin Luther King Jr. for February's Hero of the Month project. At the moment she was watching the news of King's death, she was ironing a teepee for use in a lesson unit about Native Americans. To tie the two together, she used the Sioux prayer "Oh great spirit, keep me from ever judging a man until I have walked in his moccasins.(sic)" She wanted to give her small-town, all-white students the experience of walking in a "colored child's moccasins for a day."
The following day, she had a class discussion about the lesson and racism in general. She later said: "I could see that they weren't internalizing a thing. They were doing what white people do. When white people sit down to discuss racism what they are experiencing is shared ignorance." Most of Elliott's eight-year-old students were, like her, born and raised in the small town of Riceville, Iowa and were not normally exposed to black people. She felt that simply talking about racism would not allow her all-white class to fully comprehend racism's meaning and effects.
First exercise involving eye color and brown collars
Steven Armstrong was the first child to arrive in Elliott's classroom, (referring to Martin Luther King, Jr.) asked "Why'd they shoot that King?" After the rest of the class arrived, Elliott asked them how they think it feels to be a black boy or girl. She suggested to the class that it would be hard to understand discrimination without experiencing it themselves and asked the children if they would like to find out. The children agreed with a chorus of "yeah"s. She decided to base the exercise on eye color rather than skin color to show the children what segregation would be like.
On that first day of the exercise, she designated the blue-eyed children as the superior group. Elliott provided brown fabric collars and asked the blue-eyed students to wrap them around the necks of their brown-eyed peers as a method to easily identify the minority group. She gave the blue-eyed children extra privileges, such as second helpings at lunch, access to the new jungle gym, and five extra minutes at recess. The blue-eyed children sat in the front of the classroom, and the brown-eyed children were sent to sit in the back rows. The blue-eyed children were encouraged to play only with other blue-eyed children and to ignore those with brown eyes. Elliott would not allow brown-eyed and blue-eyed children to drink from the same water fountain and often chastised the brown-eyed students when they did not follow the exercise's rules or made mistakes. She often exemplified the differences between the two groups by singling out students and would use negative aspects of brown-eyed children to emphasize a point.
At first, there was resistance among the students in the minority group to the idea that blue-eyed children were better than brown-eyed children. To counter this, Elliott lied to the children by stating that melanin was linked to their higher intelligence and learning ability. Shortly thereafter, this initial resistance fell away. Those who were deemed "superior" became arrogant, bossy, and otherwise unpleasant to their "inferior" classmates. Their grades on simple tests were better, and they completed mathematical and reading tasks that had seemed outside their ability before. The "inferior" classmates also transformed – into timid and subservient children who scored more poorly on tests, and even during recess isolated themselves, including those who had previously been dominant in the class. These children's academic performance suffered, even with tasks that had been simple before.
The next Monday, Elliott reversed the exercise, making the brown-eyed children superior. While the brown-eyed children did taunt the blue-eyed children in ways similar to what had occurred the previous day, Elliott reports it was much less intense. At 2:30 on that Wednesday, Elliott told the blue-eyed children to take off their collars. To reflect on the experience, she asked the children to write down what they had learned.
Reactions and public attention
The compositions that the children wrote about the experience were printed in the Riceville Recorder on page 4 on April 18, 1968, under the headline "How Discrimination Feels", and the story was picked up by the Associated Press. Because of the Associated Press article, Elliott was invited to appear on The Tonight Show Starring Johnny Carson. After she spoke about her exercise in a short interview segment, the audience reaction was instant as hundreds of calls came into the show's telephone switchboard, much of it negative. An often-quoted letter stated, "How dare you try this cruel experiment out on white children? Black children grow up accustomed to such behavior, but white children, there's no way they could possibly understand it. It's cruel to white children and will cause them great psychological damage."
The publicity that Elliott was getting did not make her popular in Riceville. When she walked into the teachers' lounge the day after her Tonight Show appearance, several other teachers walked out. When she went downtown to do errands, she heard whispers. When her oldest daughter went to the girls' bathroom in junior high, she came out of a stall to see a hateful message scrawled in red lipstick for her on the mirror.
Of all her coworkers, Elliott states that only one of them, Ruth Setka, continued to speak to her after her exercise went public. Setka said that she realized she was the only one who kept speaking to her. Setka believed that the reason Eliott's exercise got so much backlash was because the students were very young and that the exercise should have been done on at least junior high school aged students. In an 2003 interview, Elliot said that about 20% of the Riceville community were still furious with her over what she did on April 4, and some still call her "n-word lover", but she was grateful for the other 80%.
However, as news of her exercise spread, she appeared on more television shows and started to repeat the exercise in professional training days for adults. On December 15, 1970, Elliott staged the experience to adult educators at a White House Conference on Children and Youth.
In 1970, ABC produced a documentary about Elliott called The Eye of the Storm, which made her even more nationally known. Subsequently, William Peters wrote two books—A Class Divided and A Class Divided: Then and Now—about her and the exercise. A Class Divided was turned into a PBS Frontline documentary in 1985 and included a reunion of the schoolchildren featured in The Eye of the Storm, for which Elliott received The Hillman Prize. A televised edition of the exercise was shown in the United Kingdom on October 29, 2009, on Channel 4 entitled The Event: How Racist Are You? This documentary was intended, according to the producers in their agreement with Jane Elliott, to create an awareness of the effects of racist behaviors by using UK citizens. After the exercise, Elliott said that the result "wasn't as successful as I am accustomed to being."
Elliott was featured by Peter Jennings on ABC as "Person of the Week" on April 24, 1992. She is listed on the timeline of 30 notable educators by textbook editor McGraw-Hill along with Confucius, Plato, Booker T. Washington, and Maria Montessori. She has been invited to speak at 350 colleges and universities and has appeared on The Oprah Winfrey Show five times.
Origin of workplace diversity training
Elliott is considered to be the forerunner of diversity training, with the Blue-Eyes-Brown-Eyes exercise as the basis of much of what is now called diversity training. She has done such training for corporations such as General Electric, Exxon, AT&T, and IBM, as well as lectured to the FBI, IRS, US Navy, US Department of Education, and US Postal Service.
The Riceville school system granted Elliott unpaid leave to conduct workshops and training that were based on her exercise to organizations outside of her school system. However, the increasing demands to be away from the classroom eventually caused problems with her public school teaching career. Elliott left teaching in the mid 1980s to devote herself full-time to diversity training, redeveloping her classroom exercise for the corporate world. This was promoted positively as a way to promote teamwork, profits, and a "winning together" atmosphere. For this corporate exercise, Elliott divides a multiracial group based on the color of their eyes and then subjects the blue-eyed individuals to a withering regime of humiliation and contempt. In only a few hours, Elliott's treatment makes the blue-eyed workers become distracted and despondent, stumbling over the simplest commands.
Companies found the idea of offering such training attractive, not only because in the 1970s and 1980s there were increasing numbers of people of color in their organizations, but also because of U.S. court rulings and federal policies to promote multiculturalism brought about by pressure from civil rights groups during the same two decades.
Many companies at that time came to see diversity training as a way to ward off negative legal action and publicity. Elliott said, "If you can't think of any other reason for getting rid of racism, think of it as a real money saver." Elliott-inspired diversity training has been used outside the United States as well. Diversity training was little-known in the United Kingdom at the beginning of the 1990s; however, when the Race Relations Amendment Act 2000 passed in the UK, it listed 100 diversity training firms in the Diversity Directory. According to a survey by the Chartered Institute of Personnel and Development, 70% of firms have diversity policies in which diversity training plays a major role. Many of these courses are designed to have a "lighter touch" than Elliott's approach, but those based solidly on Elliott's model are also promoted.
Legacy of the original exercise
Dean Weaver, who was superintendent of Riceville schools from 1972 to 1979, thought she was an outstanding teacher who did things differently and made other teachers envious of her success. Ex-principal Steve Harnack commented that she was excellent at teaching academics and suggested she would have had fewer problems with the community if she had involved parents. Elliott's former colleague Ruth Setka comments on Riceville's attitude on Elliott: "Everyone's tired of her. I'm tired of hearing about her and her experiment and how everyone here is a racist. That's not true. Let's just move on."
Academic research into the Blue-Eyes-Brown-Eyes exercise
Academic research into Elliott's exercise shows moderate results in reducing long-term prejudice but is inconclusive on the question of whether the possible psychological harm outweighs the potential benefits. Measured results of the diversity training for adults are moderate. The outcomes of a 1990 research study by the Utah State University were that virtually all the subjects reported that the experience was meaningful for them. However, the statistical evidence supporting the effectiveness of the activity for prejudice reduction was moderate; and virtually all the participants, as well as the simulation facilitator, reported stress from the simulation.
Another program evaluation in 2003, conducted by Tracie Stewart at the University of Georgia, showed that white students got significantly more positive attitudes toward Asian-American and Latino individuals, but only marginally more positive attitudes toward African-American individuals. In some courses, participants can feel frustrated about "their inability to change" and instead begin to feel anger against the very groups to which they are supposed to be more sensitive. It can also lead to anxiety because people become hyper-sensitive about being offensive or being offended. There are not very good measures of effects on long-term outcomes of these training initiatives.
- Blue Eyed (1996 film) – German film based on the Blue-Eyes-Brown-Eyes exercise
- Race: Science's Last Taboo – series with an episode based on the Blue-Eyes-Brown-Eyes exercise
- Stanford prison experiment
- White guilt
- White privilege
- An Unfinished Crusade, PBS, December 19, 2002
- Bloom, Stephen G (September 2005). "Lesson of a Lifetime". Smithsonian Magazine. Retrieved January 13, 2017.
- "Jane Elliott to discuss prejudice". Washington State University. February 22, 2008. Retrieved January 13, 2017.
- A Class Divided. Frontline. PBS.
- William Peters; Charlie Cobb (March 26, 1985). "A Class Divided". www.pbs.org. Frontline. PBS. Retrieved 2016-11-14.
- Peters, Williams. A Class Divided: Then and now: 1st Edition. Yale University Press, 1987
- "An Unfinished Crusade: An Interview with Jane Elliott". www.pbs.org. Frontline. PBS. January 1, 2003. Retrieved 2016-11-14.
- "The Event: How Racist Are You?", channel4.com, accessed 2009-10-30
- Jane Elliott, the American schoolmarm who would rid us of our racism, Andrew Anthony, The Observer, Sunday 18 October 2009
- "ABC Evening News for Friday, Apr 24, 1992; Headline: Person of The Week (Jane Elliott)". Television New Archive. Vanderbilt University. Retrieved 25 October 2013.
- "BBC 100 Women 2016: Who is on the list?". BBC News. 2016-11-21. Retrieved 2016-12-08.
- Watson, Jamal (January 2008). "When Diversity Training Goes Awry". Diverse Online. Retrieved 2014-03-12.
- The Essential Blue-Eyed, DVD-description by the official distributor's site for the DVD
- NLPC Special Report The Authoritarian Roots of Corporate Diversity Training by the National Legal and Policy Center by Dr. Carl F. Horowitz
- Mirza, Munira (2005-12-12). "Ticking all the boxes". BBC News Magazine. Retrieved 2008-05-30.
- "Do the 'Eyes' Have It? A Program Evaluation of Jane Elliott's 'Blue-Eyes/Brown-Eyes' Diversity Training Exercise" by Tracie L. Stewart, Jacqueline R. Laduke, Charlotte Bracht, Brooke A. M. Sweet, Kristine E. Gamarel, Journal of Applied Social Psychology, Volume 33, Issue 9, pages 1898–1921, September 2003
- The Effect of a Prejudice-Reduction Simulation on Attitude Change by Deborah A. Byrnes, Gary Kiger. Journal of Applied Social Psychology, Volume 20, Issue 4, pages 341–356, March 1990
- Prejudice-Reduction Simulations: Ethics, Evaluations, and Theory into Practice by Deborah A. Byrnes and Gary Kiger; Utah State University, Simulation & Gaming December 1992 vol. 23 no. 4 457–471
- Prejudice-Reduction Simulations: Social Cognition, Intergroup Theory, and Ethics, by Angie Williams, Howard Giles, University of California, Simulation & Gaming, December 1992 vol. 23 no. 4 472–484
- Anti-Racism – What Works? An evaluation of the effectiveness of anti-racism strategies; Prepared by the: Centre for Social Change & Social Equity; Murdoch University, Anne Pedersen, Iain Walker,Mark Rapley, & Mike Wise; March 2003; p78-80