 Topics and Competencies
Awareness of Structural Inequality, Knowledge of Identity-General Characteristics of Inequality, Simulations
Grade Level
Middle Grades, High School, College/Adult
Subject Area Integration
None |
Author(s)
Christy M. Byrd
Source
Adapted from Shirts, G. (1977). Starpower: A simulation game. Del Mar, CA: Simulation Training Systems.
Date Created/Most Recently Revised
May 2021 |
Learning Objectives
- Understand mechanisms of inequality
- Understand how individual actions are influenced by group identity and societal structures
Materials
- Zoom or other web conference software
- The facilitator needs access to a computer (preferably a desktop) with an internet connection. All participants need their own internet-connected device.
- Additionally, the facilitator and all players must have a browser with cookies enabled (this is true for most people). The website will issue a warning if cookies are not enabled. Follow your browser’s instructions for enabling them.
Instructions
- This is a simulation in which players earn points through solving math problems. During the game they are divided into three groups and treated differently based on their group membership. The online system automates scoring and assignment to groups.
- For those who have facilitated StarPower, the key changes are:
- The mechanism of earning points is answering questions rather than trading tokens
- Players can be promoted to the middle group as well as the top group
- There are no actual rule changes during the last round
- Click here to register for access to the game. You will receive a Game ID and Access Code.
- To get ready to begin the event, the facilitator should go to the game leader dashboard and enter the Game ID and Access Code. This will take you to the game leader dashboard. The dashboard will walk you through the game, but here is brief summary of the process:
- During the opening round, players will answer math questions for 5 minutes. They will receive 1 point for each correct answer.
- At the end of the opening round, players are assigned to one of three groups (Prime, Rational, and Imaginary) based on score.
- Between each round, there is a bonus round where each group is given 10 points to assign among their group members. Move participants into separate breakout rooms so they can discuss the distribution of their bonus points.
- After the opening round, individuals in the Prime group receive 2 points for correct answers whereas Rational and Imaginary group members receive 1 point. Additionally, Imaginary group members lose 1 point for each wrong answer.
- Before the final round, the Prime group members are given the opportunity to set new rules because of how successful they have been. Although no rule changes will actually take place, it is important for the facilitator to convince participants that these changes will happen.
- Reflection questions
- Can everyone give one word about how they’re feeling right now?
- What happened in the game? (Make sure to get impressions from members of each of the three groups)
- What strategies did you use during the game, and how did those change?
- How did your group decide to distribute bonus points?
- How did you feel about your group as the game went on?
- How many points did you get for each answer, and how did this change during the game?
- What did you notice about scores during the game? (Specifically, that they became more spread out—it was harder to get into the Prime group as the game went along)
- Why was it so difficult to advance during the game?
- What was your reaction to the rule changes at the end? (Be sure to get impressions from members of each group)
- What happened in the game that is similar to real life?
- How do people get assigned to groups?
- How do those groups get treated differently?
- How do we “play games” where we may not know all the rules?
- How do the groups with more power keep their power?
- How do people with less power react to power differences and being treated unfairly?
- What surprised you about how you played the game? (Focus on assumptions, beliefs about minority groups, rule-breaking or resistant behavior, etc.)
- Was your behavior in line with your values, and why or why not? (Draw out feelings about “it’s just a game” and negative reactions to being treated unfairly)
- What in your thinking has changed as a result of playing the game?
- What, as an individual in a group with more power, do to change unequal societal structures?
- What, as an individual in a group with less power, do to change unequal societal structures?
Variations
Extensions
Assessments
Evidence of Effectiveness
- Carranza, E. (1974). An Assessment of the Star Power Game. Simulation & Games, 5(2), 219–221. https://doi.org/10.1177/003755007452007
- Dundes, L., & Harlow, R. (2005). Illustrating the Nature of Social Inequality with the Simulation Star Power. Teaching Sociology, 33(1), 32–43. https://doi.org/10.1177/0092055X0503300103
- Nnawulezi, N., Campbell, C., Landstra, K., Davis, S., Vandegrift, C., & Taylor, A. (2013). Star Power: An Experiential Learning Exercise to Foster Ecological Perspectives on Power, Privilege, and Oppression. Journal of Prevention & Intervention in the Community, 41(2), 113–120. https://doi.org/10.1080/10852352.2013.757988
- Prince, B. F., Kozimor-King, M. L., & Steele, J. (2015). An Old Tool Reexamined: Using the Star Power Simulation to Teach Social Inequality. Teaching Sociology, 43(4), 301–309. https://doi.org/10.1177/0092055X15598205
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