In 1971, Stanford University conducted an experiment in which it observed the psychological effects of being either a prisoner or a guard. Twenty-four male students were randomly selected and assigned either a prisoner or guard role. Those who were guards underwent an orientation, and were instructed not to physically harm any prisoner.
Those who were prisoners were arrested at their homes, finger-printed and fully booked. The students were then put into a room in the basement of the psychology building at Stanford and were left alone, observed by the research team conducting the experiment.
After 24 hours, prisoners in cell one blockaded the door and refused to follow the guards’ orders. After 36 hours, the guards began using a means of psychological torture to prisoners who disobeyed. After six days of the intended two weeks, the experiment was discontinued.
I tell you this, because this past weekend I experienced what it meant to be a prisoner.
My weekend excursion to a lock-in at the aquarium was met with much excitement and anticipation; however, the lock-in soon became a lock-down. Our guides, aka guards, were so used to talking down to seven-year olds from the local elementary school, they felt the need to treat us the same way. “No running, no screaming, no tapping the glass, no food outside this area, no excitement and no fun.” What was supposed to be a stellar experience was really sub-par.
On the bus ride back, I tried to come up with some way this experience could relate to teaching (since as educators, we are required to reflect upon everything we do, all the time). One of my group members then explained, “As first-year teachers we will tend to talk down to students, and now we know what that feels like. So we will attempt to avoid it.”
This insight turned on the light bulb for me. These guides, who were probably friendly women who were merely used to dealing with kids who didn’t know any better, acted as if we had never stepped foot into an aquarium and lacked the ability to make decisions for ourselves. The constant condescending reminder of what not to do created a power dynamic forced onto the watery captives.
Being talked to like I didn’t know my ABCs was a reality check as to how I talk and act toward people on an everyday basis. I treat a book solely based off what I see from its cover-or worse, what I expect its cover to look like.
There have been many instances where I have been in a position of authority and given the wooden guard stick, without thinking twice about how I am perceived by others. Too many times do we continue on our day without taking a moment to think about how we are treating others.
It is so easy to lose sight of everybody else’s problems and primarily focus on your own. As college students especially, we become so wrapped up in our day-to-day tasks we do not consider how others are being affected by life and its everyday stressors.
Take the time to think about your attitude; don’t fall into the same psychological trap of not thinking how your actions impact others. We all know what it’s like to be a prisoner; don’t be responsible for someone else experiencing that same feeling.
