What are social identity factors?
Video / May 13, 2024
Transcript
(background music plays)
(video displays) The Logo of GBA PLUS appears on the left with the title “What Are Social Identity Factors? DND/CAF GBA Plus Toolkit for Junior Officers and Non-Commissioned Leaders” on the right over a white background.
(video displays) A blue box with the text “Gender-based Analysis Plus or GBA Plus has been part of the Government of Canada since 1995. Since its inception, many parts of the Defence Team have been doing great work to apply GBA Plus in their respective areas. By watching and engaging with the videos in the GBA Plus toolkit, you are joining a broader movement for positive culture change through the application of GBA Plus in the defence environment” appears over a white background.
[Section 1. Social Identity Factors Definition]
(video displays) On each corner of the screen a blue circle with the simplified drawing of a person is shown. They have differing skin tones both fair and dark, with varied haircuts of different lengths and colors. At the center, a 12-pointed green asterisk with the words “social identity factors” at the centre is displayed. This asterisk is also called the social identity factors wheel.
Narrator: Social identity factors describe the diversity of people and communities.
(video displays) The illustration of a diverse line-up of 11 people appears. They are of different genders, ages, and races. Some are shown in casual clothes, others in business attire, and figure is in a wheelchair. At the top the words “age”, “culture”, “language”, fade in, while the words “disability”, and “family status” do so at the bottom.
Narrator: They include aspects of our identity that make us who we are, such as our age, culture, language, disability, and our family status.
(video displays) A stylized photograph of DND/CAF members on a boat overlooking a demonstration with the text “we all have them” is shown.
Narrator: We all have them.
(video displays) To the left the crest of the Canadian Armed Forces appears, with the 12-pointed asterisk with the words “social identity factors” at the centre, to its right. The asterisk then fades away and the words “rank”, “occupation”, and “element” appear in its place.
Narrator: In the context of DND/CAF, relevant social identity factors also include your rank, occupation, and element.
(video displays) The same stylized photograph of DND/CAF members on a boat overlooking a demonstration is shown again, now with the text “we are all diverse”.
Narrator: We are all diverse.
(video displays) The words “diversity”, “attributes”, and “qualities” appear briefly in multicolored font. These words then fade away and the illustration of a person inside a blue circle, a multigenerational family, and a large group of people standing in front of apartment buildings are shown in quick succession, with the social identity factors asterisk in the background.
Narrator: Diversity is a wide range of qualities and attributes within a person, group, or community.
(video displays) A stylized photograph of DND/CAF members unloading military equipment out of a military aircraft appears as background. A larger version of the 12-pointed asterisk with the words “social identity factors” at the centre is shown with the words, “age, location, race & ethnicity, language, sexual orientation, rank, unit, occupation, immigration & citizenship, socio-economic status, gender, family status” in its spokes. This is the wheel of social identity factors.
Narrator: Diversity is expressed through the various social identity factors such as those shown on this wheel.
[Section 2. Social Identity Factors and GBA Plus]
(video displays) The wheel of social identity factors appears to the right. This version has an illustration of a diverse group of people at the centre. To the left, the logo of GBA PLUS is shown. A short clip of a time-lapse of people walking in a wide hallway, followed by an animated flat projection of the world with simulated flight paths are shown in quick succession.
Narrator: GBA Plus is a tool to help understand how different parts of people’s identities, known as “social identity factors”, interact with each other, with society, and with systems and institutions.
(video displays) An illustration of the planet appears at the centre surrounded by colourful circles with illustrated portraits of diverse people within them, they connected with a blue dotted line. Around that, the phrases “access to positive outcomes”, “advantages”, “circumstances”, “disadvantages”, and “lack of access to positive outcomes” are shown.
Narrator: These interactions produce people’s unique circumstances, which include advantages and disadvantages, as well as access to (or lack of access to) positive or desired outcomes.
(video displays) The logo of GBA Plus Gender-Based Analysis Plus decorated with red maple leaves appears to the left. At its right, the five GBA Plus approach steps are listed inside interlocking circles arranged as a pentagon with the following text on the screen:
- Step 1. Identify the issue,
- Step 2. Identify people & their needs,
- Step 3. Identify differences and inequalities,
- Step 4. Develop options,
- Step 5. Implement, monitor & evaluate.
The five GBA Plus approach steps then fade away and the phrase “intersectional analysis” appears in its place.
Narrator: GBA Plus is the Government of Canada’s approach to “intersectional analysis”.
[Section 3. HLTA Example and Social Identity Factors]
(video displays) The illustration of a person thinking is shown to the left, followed by the illustration of paratroopers descending from a helicopter in the centre, and to the right, the words “home leave travel assistance” with the first letters of H, L, T and A highlighted in orange.
Narrator: For example, think about the decisions surrounding the Home Leave Travel Assistance or HLTA.
(video displays) The letters “HLTA” appear in orange at the centre with the illustration of a house underneath and an airplane circumnavigating a globe on top. On each corner illustrations of DND/CAF members reuniting with their family members are shown.
Narrator: The intent of HLTA is to provide financial assistance to a member who is deployed or assigned to a place of duty outside of Canada to reunite with their family member.
(video displays) The same illustration of a person thinking appears to the left, followed by word “HLTA” in orange with the house underneath and the plane on top, to the right, the wheel of social identity factors is shown.
Narrator: Here are some ways that social identity factors may impact the actions and decisions of members when it comes to HLTA:
(video displays) The letters “HLTA” appear in orange at the centre with the illustration of a house underneath and an airplane circumnavigating a globe on top. To the left of it, a different illustration of a person thinking appears, and to the right the words “family status”. The image of the person thinking fades away and an illustration of DND/CAF member and their family appears, it is then replaced by a different illustration of an airplane circumnavigating the globe, and two service men standing next to it.
Narrator: Family status - How will the member’s family status impact who is able to travel? If they are a service couple, how will this impact the timing of the HLTA?
(video displays) The first illustration of a person thinking appears again to the left, followed by word “HLTA” in orange with the house underneath and the plane on top, to the right, the words “family status & role”. The image of the person thinking fades and is replaced by an illustration of a DND/CAF member in uniform holding a child over their head.
Narrator: Family status and Role - Is it better for the member to travel or the family member? Which family member will travel?
(video displays) The second illustration of a person thinking appears again to the left, followed by word “HLTA” in orange with the house underneath and the plane on top, to the right, the words “family status & sexual orientation”. The image of the person thinking fades and is replaced by the illustration of a female DND/CAF member in uniform with a suitcase connected by a dotted line to an illustration of a woman in plain clothing playing with a child.
Narrator: Family status and sexual orientation - If the member is in a same-sex relationship, what are the local laws to consider when deciding where best to meet?
(video displays) The first illustration of a person thinking appears again to the left, followed by word “HLTA” in orange with the house underneath and the plane on top, to the right, the words “socio-economic status”. The image of the person thinking fades and is replaced by an illustration of a plane, a commercial pilot, and a person carrying a knapsack and a suitcase.
Narrator: Socio-economic status - How will the member’s financial status impact the planning of the HLTA?
[Section 4: Learning Application]
(video displays) A stylized photograph of DND/CAF members in uniform sitting in a classroom with the text “learning application” is shown, with the wheel of social identity factors in the lower left corner.
Narrator: Apply what you’ve learned about social identity factors by completing the accompanying self-reflection worksheet using the HLTA example. Understanding how social identity factors impact people’s lived experiences is a key step in the GBA Plus process.
Narrator: By watching and engaging with the materials in this toolkit, you are joining a broader movement for positive culture change through the application of GBA Plus.
Thank you!
(video displays) The stylized photograph of the embroidered Canadian flag of a DND/CAF member uniform with the text “Thank You” is shown. The photograph fades away and is replaced by the text “What are Social Identity factors?” DND/CAF GBA Plus Toolkit for Junior Officers & Non-Commissioned Leaders.
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