A Review of Jane Elliott’s Experiment In, a Class Divided

Introduction

In the video "A Class Divided," Jane Elliott, a teacher from Riceville, Iowa, conducts a thought-provoking experiment in her third-grade classroom. Her objective is to help young children comprehend the concepts of prejudice and discrimination. Interestingly, this experiment wasn't confined to the classroom, as it was later replicated with adults. This essay delves into the depths of the experiment's impact, examining its implications, outcomes, and relevance in today's society.

The Concept of the Brown-Eyed/Blue-Eyed Experiment

In the brown-eyed/blue-eyed experiment, Jane Elliott instructed her third-grade students with blue eyes that they were superior to their brown-eyed counterparts. To distinguish between the groups, the brown-eyed children had to wear collars. Elliott told the blue-eyed children that they were not only smarter and kinder but also bestowed them with special privileges. On the contrary, she constantly criticized the brown-eyed children, labeling them as disruptive and poor performers, even reducing their recess time. Before the experiment commenced, these children were friends who cooperated and got along with each other seamlessly. However, as the experiment progressed, the insidious effects of discrimination began to take root.

As the experiment unfolded, the students from both groups started to exhibit signs of discrimination. The very next day, during recess, a child from the blue-eyed group began hurling derogatory remarks at a child from the brown-eyed group. This shift in behavior stemmed from their newfound beliefs – the blue-eyed group felt superior, while the brown-eyed group perceived unfair treatment. Remarkably, the experiment didn't just confine itself to the classroom; it seeped into the students' homes, where they started displaying hatred, even towards their teacher, due to the divisive beliefs that had taken hold. Jane Elliott then switched roles, telling the brown-eyed group they were now superior, which led to a noticeable change in their performance. The superior group consistently outperformed the other, illustrating the profound impact of prejudice.

Academic Consequences and Lessons Learned

The experiment's consequences were not limited to the social realm; it also affected the students academically. When deemed "superior," the brown-eyed children completed a project in just two and a half minutes, compared to the five minutes it took them when they were not in the superior position. Their grades mirrored this pattern, dropping when they were inferior and improving when they were superior. Overall, the experiment underscored how discrimination could impact not just social dynamics but also academic performance.

Upon concluding the experiment, Jane Elliott reassured her students that they were all created equal, emphasizing that no one should be judged based on eye color or any other superficial criteria. The relief was palpable among the students as both groups reunited, fostering harmony and cooperation once again. This restoration of unity highlighted the potential for change and the malleability of prejudices, offering hope for a more inclusive future.

Impact and Relevance

Years later, Jane Elliott invited her former students, now adults with families of their own, to reflect on the long-term effects of the experiment. Many of them had internalized the valuable lessons about confronting prejudice and discrimination and had actively instilled these values in their children. However, some admitted to hearing their own children use racial slurs, which they believed were picked up from peers rather than their teachings. This insight highlights the enduring challenge of combating discrimination in society, even when individuals have personally experienced its consequences.

Jane Elliott's experiment with adults served as a stark reminder of the experiment's potency. In this iteration, the blue-eyed group was made to wait outside, reinforcing feelings of inferiority. Once inside, they were subjected to similar treatment as the students, with the brown-eyed group being portrayed as superior and the blue-eyed group as tardy and rude. Much like their younger counterparts, the adult participants began to internalize these beliefs, identifying negative traits in the opposing group. One woman grew increasingly frustrated with Elliott's tactics, a poignant reminder of the emotional toll such experiments can take on individuals.

The experiment remains a powerful and poignant method to illuminate the debilitating impact of discrimination. It underscores how prejudice can divide even the closest of friends, affect academic performance, and seep into homes and communities. As someone who has experienced prejudice, especially as a minority, I understand the lingering feeling of being considered inferior. However, when the roles are reversed, individuals might gain a deeper understanding of the harm caused by discrimination.

Conclusion

In conclusion, Jane Elliott's "A Class Divided" experiment serves as a stark reminder of the insidious nature of discrimination and prejudice. It exposes how easily people can be swayed by arbitrary criteria like eye color and how these biases can permeate all aspects of life, from friendships to academic performance. The experiment also highlights the potential for change and reconciliation, offering hope that, with awareness and effort, society can overcome the divisions caused by prejudice. As we continue to grapple with issues of discrimination and inequality in our world, the lessons learned from this experiment remain as relevant today as they were when Jane Elliott first conducted it.

References

1. Elliott, J. (1985). A Class Divided. Frontline. https://www.pbs.org/wgbh/frontline/film/class-divided/
2. Aronson, E., & Steele, C. M. (2005). Stereotypes and the fragility of human competence, motivation, and self-concept. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 34, pp. 87-115). Academic Press.
3. Dovidio, J. F., & Gaertner, S. L. (2004). Aversive racism. Advances in Experimental Social Psychology, 36, 1-52.
4. Paluck, E. L., & Green, D. P. (2009). Prejudice reduction: What works? A review and assessment of research and practice. Annual Review of Psychology, 60, 339-367.
5. Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751-783.