Exercise #36
Identity Traits
Authors: Dr hab. Małgorzata Szkup
20–30 minutes
Description
Students explore the concept of identity by classifying 16 trait cards into two categories: primary traits that are innate and generally unchangeable, and secondary traits that are acquired and can change over time.
Methodological Guide
Objectives
Understand that identity consists of primary (unchangeable) and secondary (changeable) traits.
Deepen reflection on which traits may lead to unequal treatment in different contexts.
Develop skills in reasoning and joint decision-making.
Raise awareness of social mechanisms related to identity, including legally protected categories.
Encourage critical analysis of stereotypes and prejudices.
Build competencies in teamwork and conducting multicultural dialogue.
Deepen reflection on which traits may lead to unequal treatment in different contexts.
Develop skills in reasoning and joint decision-making.
Raise awareness of social mechanisms related to identity, including legally protected categories.
Encourage critical analysis of stereotypes and prejudices.
Build competencies in teamwork and conducting multicultural dialogue.
Expected Outcomes
After the exercise, students will be able to: distinguish between primary and secondary identity traits; understand why some traits are legally protected; identify which traits may lead to discrimination in different contexts; justify their choices in a reasoned and objective manner; demonstrate greater awareness of the multidimensionality of human identity.
Exercise Procedure
Stage 1 (2–3 minutes): Present the goal of the exercise and display the two identity categories.
Stage 2 (10–15 minutes): For each of the 16 trait cards, students discuss its nature, propose a placement, and drag it into "Primary traits (innate/unchangeable)" or "Secondary traits (acquired/changeable)". If a trait is in-between or the group cannot reach consensus, it is treated as a boundary case and discussed.
Stage 3 (5–10 minutes): Discussion — which traits were most difficult to classify and why? How might these traits influence equal or unequal treatment? How does this knowledge help in interactions with patients?
Stage 4 (5–7 minutes): Trainer's summary — explain the significance of primary and secondary identity traits and their legal implications.
Stage 2 (10–15 minutes): For each of the 16 trait cards, students discuss its nature, propose a placement, and drag it into "Primary traits (innate/unchangeable)" or "Secondary traits (acquired/changeable)". If a trait is in-between or the group cannot reach consensus, it is treated as a boundary case and discussed.
Stage 3 (5–10 minutes): Discussion — which traits were most difficult to classify and why? How might these traits influence equal or unequal treatment? How does this knowledge help in interactions with patients?
Stage 4 (5–7 minutes): Trainer's summary — explain the significance of primary and secondary identity traits and their legal implications.
Mode of Implementation
Whole group, single workspace (facilitator-led discussion). Students see three concentric circles. The facilitator reveals tiles with trait names one by one, the group discusses together where to place each trait, and the facilitator drags the tiles into the inner circle, outer circle, or on the boundary (for difficult or hybrid traits). At the end, the entire identity map is discussed collectively.
Role of the Teacher
Moderator – ensures equal participation of all participants. Content Interpreter – explains the difference between primary and secondary traits. Facilitator – supports the discussion process and clarifies students’ arguments. Safety Guardian – ensures sensitive, non-discriminatory language. Practice Connector – explains implications for work with patients and medical teams.
Theoretical Basis
The exercise relates to key concepts connected with identity, diversity, and anti-discrimination. Primary identity characteristics (ascribed status) are innate, stable, and unchangeable traits, often legally protected. Secondary identity characteristics (achieved status) are acquired, changeable traits shaped by life experiences. Individual identity results from the interaction between primary and secondary traits, creating a unique identity structure. From the perspective of the EMPOWER model: E – Effectiveness: students learn a tool for analysing aspects of identity in patient interactions; M – Multiculturalism: the exercise helps understand how diverse traits influence social relationships; P – Professionalism: raises awareness of equal treatment issues; W – Well-being: working in a safe environment allows addressing difficult topics.
Practical Application
The exercise enables students to analyse the complexity of patients’ and colleagues’ identities, anticipate how different traits may influence clinical relationships and medical decisions, better understand the legal and ethical foundations related to discrimination, recognise situations where specific traits may lead to unequal treatment, and engage in dialogue with justification of their choices.
Knowledge Transfer
Students learn to prioritise and analyse identity traits in terms of their stability and impact on social perception. They apply the acquired knowledge to professional situations (patient interactions, teamwork), develop skills in reasoning and joint decision-making, understand that different cultures may classify the same traits differently, and translate analysis into action — consciously avoiding biases in clinical practice.
Reinforcement & Reflection
The facilitator encourages reflection on why some traits were difficult to classify, which traits sparked the most discussion, personal reactions to discussing protected and non-protected traits, and ways to apply these insights to professional practice. Reflective questions: “Why do some traits provoke controversy in society?” “How does this knowledge help me in working with a person of a different identity?”
Required Resources
Electronic devices such as tablets, smartphones, or laptops enabling access to the MultiCultiMed Platform. Internet connection for accessing the exercise on the platform.
Assessment / Evaluation
Individual written reflection. Analysis of insights from trait placement. Assessment of reasoning skills. Observation of communication style within the group.
Practical Tips
Maintain a neutral and supportive tone — the topic may evoke strong emotions. Respond to stereotypical statements by turning them into reflective questions. Allow discussion of borderline classifications — this reflects social reality. Ensure tiles are visible and clearly labelled in the workspace.
Discussion Topics
Which traits are most often the basis for discrimination? How does the significance of individual traits change across different cultures? How do primary and secondary traits combine to form an individual’s unique identity?
Further Resources
Stets, Jan & Burke, Peter. (2000). Identity Theory and Social Identity Theory. Social Psychology Quarterly. 63. 224. https://www.simplypsychology.org/social-identity-theory.html — https://www.simplypsychology.org/ascribed-status.html — Mazur, B. (2010). Cultural diversity in organisational theory and practice. Journal of Intercultural Management. 2. 5–15.
Additional Remarks
Ensure the discussion is conducted gently, empathetically, and based on facts and up-to-date scientific knowledge. Make students aware that different people may interpret the same traits differently. Encourage reflection on their own assumptions and biases.