Who do people think you are based on your appearance? Who are you really on the inside, what matters most to you, and how does this differ from how others might see you? Language arts teacher Rachel Kolb helped fifth-grade students explore these questions—and the complex answers—this fall through a unique "identity box" project.
The effort began with lots of reading and discussion to lay the groundwork, then culminated in each girl creating a box depicting what she believes others see on the outside, versus who she really is on the inside. Students then presented their boxes to girls in other grades and led talks about identity, appearance, stereotypes and biases, and difference.
"My hope was that this would get the girls comfortable talking about the different facets of identity, to learn to look into themselves more deeply, and to connect with their peers," Kolb says.
The educator is thrilled with the final results, and says students are, too. "They felt so much pride in presenting their projects to other classes," Kolb says. "They said it was so much fun, and at the same time it really drove home the idea that everyone matters."
Kolb kicked off the project by having students read Sharon Draper's "Out of My Mind," a novel written from the perspective of a 10-year-old girl with cerebral palsy. Kolb says the book is a perfect jumping-off point for discussions about our insides versus outsides; when readers get to know the protagonist through her own words, she is a brilliant lover of words. But because the character has communication issues, the outside world knows her largely by her disability, the challenges she faces, and how she differs from other children.
After students discussed the book at length, Kolb then offered herself up for scrutiny: Who did her students think she was based on her outward appearance? What preconceived notions, biases, or stereotypes came into play as they considered hair and skin color, clothing, facial expression, and more? After helping the girls build a basic vocabulary for discussing appearance, identity, and difference, along with a healthy understanding of the dangers inherent in stereotypes and bias, she challenged them to build their own identity boxes.
When her students presented their boxes to one another, something magical began to happen. "All of a sudden," Kolb says, "they started to make connections with one another." Girls who didn't think they had common interests or goals began to realize just how much they shared with their peers—and how they might've misjudged.
Students were somewhat nervous when it came time to present their projects to other grade levels, but ultimately found it to be an incredible experience. Kolb says, "My girls who were with sixth grade were probably the most intimidated going in, but they were so excited when it was over. They told me they even helped their classmates think about what would go in their boxes if they made them, too."
Kolb is extremely encouraged by the conversations this project has sparked among her students and the Lower School as a whole, and she looks forward to building on this foundation the rest of the school year.
Samples of fifth graders' identity boxes show the sometimes stark differences between who people may think we are based on our appearance and who we really are on the inside. The projects helped students explore identity, better understand bias and stereotyping, and build relationships with one another.