Cultural Identities, Stereotypes, and Allyship in Higher Education

Select one of the following prompts to guide your initial post.

Prompt #1

Select one of the cultural identities mentioned below:

• Age and generational identities
• Identities based on appearance and health
• Socioeconomic identities
• First-generation student identities

Make a list of several stereotypes about your chosen group that you have perceived or witnessed. Which of the stereotypes in your list frequently leads to interpersonal discrimination or institutional/systemic oppression? As an ally, how could you support someone on the receiving end of this type of discrimination?

(USLO 10.1)

Prompt #2

Imagine what it might be like to be 10, 20, or 30 years older than you are now. What are your assumptions about growing older based on – facts, myths, or observations? How do you think lookism, sizeism, and healthism will affect some of your ideas about aging? How might systemic oppression or oppression at the institutional level affect you someday, regarding your age? Do you know any older person who defies certain stereotypes or pressures related to lookism, sizeism, and healthism?

(USLO 10.2)

Prompt #3

How might first-generation college status intersect with ageism, lookism, sizeism, healthism, and classism? How might you be an ally to your older or younger classmates struggling with obtaining their college degree due to their first-generation status? Do you think lending your support to your Galen peers will be difficult or easy? Consider what you might do at the interpersonal and institutional levels to combat these oppressions.

(USLO 10.3)

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

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✅ Step 1: Understand the Task

You need to choose ONE prompt (1, 2, or 3) and write a thoughtful, well-structured discussion post. Your response should:

• Address all parts of the prompt.

• Reflect on stereotypes, discrimination, or oppression.

• Show how allyship can reduce barriers.

• Be written in clear, academic yet conversational style.

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✅ Step 2: Structure Your Response Based on the Prompt You Select

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Prompt 1: Cultural Identities & Stereotypes

1. Introduction – Identify the cultural identity you are focusing on (e.g., age, appearance, socioeconomic, or first-gen student).

2. List Stereotypes – Provide several stereotypes about this group you’ve observed or heard.

3. Discrimination – Explain which stereotypes commonly lead to interpersonal discrimination or systemic oppression.

4. Allyship – Describe specific ways you can support individuals facing these issues (mentorship, advocacy, challenging bias, institutional reforms).

5. Conclusion – Reinforce the importance of allyship and breaking stereotypes.

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Prompt 2: Aging, Myths, and Oppression

1. Introduction – Reflect on your assumptions about being 10, 20, or 30 years older.

2. Influences – Identify whether your assumptions are shaped by facts, myths, or observations.

3. Lookism, Sizeism, Healthism – Explain how these biases may influence your perception of aging.

4. Systemic Oppression – Discuss how aging may affect opportunities, healthcare access, or institutional treatment.

5. Example of Resistance – Share about an older person you know who defies stereotypes.

6. Conclusion – Emphasize the need to challenge myths and embrace healthy aging.

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Prompt 3: First-Generation Status and Intersections with Oppression

1. Introduction – Define first-generation student identity.

2. Intersections – Explain how first-gen status may overlap with ageism, lookism, sizeism, healthism, and classism.

3. Allyship – Suggest strategies to support peers (mentoring, sharing resources, encouraging persistence).

4. Difficulty/Ease – Reflect on whether offering support to Galen peers feels challenging or easy, and why.

5. Interpersonal vs. Institutional Support – Differentiate between personal actions (encouragement, group study) and institutional efforts (scholarships, flexible policies, advising).

6. Conclusion – Highlight the role of collective effort in creating equity for first-gen students.

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✅ Step 3: Writing Tips

• Use clear topic sentences for each paragraph.

• Support with examples or observations (real or hypothetical).

• Connect back to USLO 10.1, 10.2, or 10.3, depending on your chosen prompt.

• Keep your tone empathetic and thoughtful—you’re reflecting on inclusion and allyship.

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