Once the most and least favorable scores are calculated (see #1 above), the instructor can ask students to look for patterns of stereotyping. For example, a student may provide very favorable ratings for recent college graduates but give low ratings to what would be considered traditionally “blue-collar” positions such as police officer and service mechanic in a car dealership. This pattern could become the focus on a discussion about white vs. blue collar jobs and the stereotypes people have about each occupation.