Presentation on theme: "Virginia B. Wickline (psychology) - Gina Petonito (sociology) - John Schaefer."— Presentation transcript:
Virginia B. Wickline (psychology) - Gina Petonito (sociology) - John Schaefer (anthropology) - “Go Crazy” and “Break a Norm”: Encouraging Students’ Abnormal Behavior to Better Understand Stigma & Social Deviance
ARTICULATION:What’s in it for you After our session, we hope you’ll be able to: -Describe stigma, prejudices, and discrimination that stem from categorizing in-groups as “us” and out-groups as “them” -Articulate the importance of having students experience social norm violation to increase intercultural competence, including cognitive (knowledge), affective (emotional/empathy), and behavioral (skill- based) learning -Design & implement a social norm violation activity by drawing from 3 best practice examples across disciplines (psychology, sociology, & anthropology) -Recognize the benefits, challenges, risks, and barriers inherent in designing norm violation exercises and how to address or overcome them
MOTIVATION: Goals of the breaching experiment -Sociology (Gina): - Breaching activities originated with Harold Garfinkel’s (1967) Ethnomethodology - Students collect data on the ways others attempt to re-create order once breached--how people “account” for the breach
MOTIVATION: Goals of the breaching experiment -Anthropology (John): - Participant-observation for identifying social norms - Reflection for identifying observer’s biases - Unfamiliarity/discomfort in order to improve preciseness of description
MOTIVATION: Goals of the breaching experiment -Psychology (Ginger): - Experience of “the other” and stigma - Experience with mixed methods (qualitative/quantitative) - Deeper learning: Academic (literature) & experiential integration
Debriefing -What just happened? - What did you observe? - How did you account for it? - What did you think? - How did you feel?
APPLICATION: You try it! (5 mins) -Turn backwards in elevator -Speak too loudly -Never stop smiling -Look up at ceiling without explaining -Give away some change -“Free hugs” sign -Mumble to yourself -Stand too close (violate personal space) -Different cultural greetings (kisses on cheeks, bowing, “namaste,” etc.) -Overshare when asked “how are you?” -Sit on the floor instead of an open chair
CONVERSATION:What just happened? -Feedback from participants on their breaching experiments - What did you observe? - How did you account for it? - What did you think? - How did you feel?
CLARIFICATION & HESITATIONS:Questions and concerns -Audience questions -Challenges -Plan & explain well (Braswell, 2014) -Caution students NOT to break laws/campus rules or do harm to themselves or others -Screen ideas in advance
REFERENCES -Association of American Colleges & Universities (n.d.). Intercultural Knowledge and Competence VALUE Rubric. Retrieved November 20, 2014 from ndout.pdf ndout.pdf -Bernard, H. Russell. (1994). Research methods in anthropology: Qualitative and quantitative approaches. Walnut Creek, CA: Alta Mira. -Braswell, M. (2014). Once more unto the Breaching Experiment: Reconsidering a popular pedagogical tool. Teaching Sociology, 42,
REFERENCES -Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), Garfinkel, H. (1967). Studies in Ethnomethodology, Prentice Hall. -Scott, M. and Lyman, S.M. (1968). Accounts, American Sociological Review, 33 (1), pp