MSAN Leadership Sociology Seminar
Day #1
Friday, August 31st, 2007
D period: 12:12 – 1:14
AGENDA:
Welcome and Intros
Silent Beats video discussion
Course Essential Question, Course Expectations and Logistics
Homework: 1) Silent Beats video discussion activity questions 2) “Tell Me” Letter and
Survey on the back 2) Read CE and Letter to Parents, sign and share with parents/guardians
WELCOME & Introductions:
Everyone should have MSAN Seminar on their schedule
Ms. Mafi quick bio.
Quick name whip
Silent Beats Video:
Those of you who participated in ADL Peer Trainings last year, will be familiar with this
video. The video is called “Silent Beats” and it is a film by Jon Chu.
This video is provocative and will hopefully elicit a lot of discussion and provide us with a
more interesting starting point (I am sure that you are tired of having adults talk at you).
Please quietly watch this 5 minute video and follow the directions on the worksheet for
individual reflection.
HW for tomorrow will ask you to elaborate on your initial perceptions. You may watch the
video again at home by going to the website: http://www.movies01.com/silent_beats.html.
Silent Beats Group Discussion (if time permits):
Discussion questions for large group:
1. What were some of the themes that came up in your conversations with each other?
2. How do stereotypes manifest themselves in a school setting?
3. What is the impact of stereotypes on the individual? A group? On entire school community?
4. What can people do individually, collectively and institutionally to minimize the frequency
and impact of stereotypes?
HW: Go over assignment sheet asking students to define Sociology and make a connection
to how the field can help us deconstruct our perceptions from the video.
Introduction to the Course’s ESSENTIAL QUESTION:
Introduce Essential Question….
o How have the social constructions of race, gender, class and ethnicity intersected with
each other? How have social institutions such as schools, the media and the state
created and maintained inequalities and how might they be changed?
Course Expectations/Logistics
Read over draft of Course Expectations with students.
Explain that students need to sign and have parents sign and return.
Answer any questions that may arise
What do you know & want to know? ACIEVEMENT GAP Survey
1. Brainstorm: When I met with each one of you last spring, I told you a little about this course.
I mentioned the following:
1. Connected to the Minority Student Achievement Network (MSAN)
2. Leadership component
3. Achievement gap (Can anyone quickly tell me what this is?)
2. Knowing just these three components, what do you KNOW and WANT to know about the
Achievement Gap? (Distribute survey) Ask students to answer questions 1-4.
o The term "achievement gap" refers to the observed disparity on a number of
educational measures between the performance of groups of students, especially
groups defined by gender, race/ethnicity, and socioeconomic status. It most often
describes the issue of low-income/minority education in the United States; that is, that
Blacks and Latinos and students from poor families perform worse in school than their
well-off White and Asian peers.
3. Together, walk students through intended topics and have then fill out and return survey after
writing the TELL ME letter assignment
Homework: 1) Silent Beats video discussion activity questions 2) “Tell Me” Letter and Survey
on the back 2) Read CE and Letter to Parents, sign and share with parents/guardians
MSAN Leadership Sociology Seminar
Day #2
Tuesday, September 4th, 2007
D period: 11:44 – 12:46
AGENDA:
Introduction to Sociology (Societal vs. Individual Responsibilities)
Defining Sociology and difference in Social Sciences
Connection of Silent Beats to Sociology (from HW questions)
Silent Beats discussion
KWL: The Achievement Gap
Homework: 1) “Tell Me” Letter and Survey on the back 2) Read CE and Letter to Parents,
sign and share with parents/guardians 3) Read Educational Leadership article on
Achievement Gap.
Introduction to Sociology (Societal vs. Individual Responsibilities):
Write the following sentences on the board:
1. Someone who can’t find a job is _____.
2. Homelessness is the result of _____.
3. Immigrants come here because of _____.
Ask students to share responses.
List responses in two columns—“Personal” and “Societal”
Personal (or individual) examples: lifestyle choices, ability, talents, morals, drunkenness and
substance abuse or lack of effort
Societal examples: wages, exploitation, lack of jobs, poor schools, or lack of opportunities
Sociologists are more concerned explaining behaviors in terms of societal causes.
Define “Sociology” (post different definitions)
o Most people are generally taught to think that they totally determine their own
thoughts, feelings, and action. Sociologists recognize that the groups, or social
structures that one belongs to have a profound influence over the way individuals
think, feel and act.
o The study of sociology requires the adoption of the sociological perspective—a way of
looking at events and behaviors that focuses on groups, not individuals.
o Sociology= the investigation of human social behavior from a group rather than an
individual perspective. It concentrates on patterns of social relationships, primarily in
modern societies. It is the scientific study of SOCIAL STRUCTURES!
Difference between Social Sciences:
Using the textbook, DTP on the different disciplines (page7)
Sociology, Anthropology, Psychology, Economics, Political Science, History
Silent Beats Group Discussion:
Re-watch Silent Beats video and discuss as a large group:
1. What were some of the themes that came up in your conversations with each other?
2. How do stereotypes manifest themselves in a school setting? In the media? Through politics?
3. What is the impact of stereotypes on the individual? A group? On entire community?
4. What can people do individually, collectively and institutionally to minimize the frequency
and impact of stereotypes?
How can the field of Sociology help us to make sense of the Silent Beats video?
o Sociology helps us look at the three characters in the story NOT as individuals, but as
products of larger social structures such as schools, the media, the state.
o Would you agree that they stereotypes addressed in this film are relatively common?
o What is a stereotype? An oversimplified generalization about a person or group of
people without regard for individual differences.
What do you know & want to know? ACIEVEMENT GAP Survey
Brainstorm: When I met with each one of you last spring, I told you a little about this course.
I mentioned the following:
1. Connected to the Minority Student Achievement Network (MSAN)
2. Leadership component
3. Achievement gap (Can anyone quickly tell me what this is?)
Knowing just these three components, what do you KNOW and WANT to know about the
Achievement Gap? (Distribute survey) Ask students to answer questions 1-4.
o The term "achievement gap" refers to the observed disparity on a number of
educational measures between the performance of groups of students, especially
groups defined by gender, race/ethnicity, and socioeconomic status. It most often
describes the issue of low-income/minority education in the United States; that is, that
Blacks and Latinos and students from poor families perform worse in school than their
well-off White and Asian peers.
Together, walk students through intended topics and have then fill out and return survey before class
ends.
Homework: 1) “Tell Me” Letter and Survey on the back 2) Read CE and Letter to Parents, sign and
share with parents/guardians 3) Read Educational Leadership article on Achievement Gap and come
prepared with ONE discussion question. Remind student that good discussion questions 1) cannot be
answered by a simple “yes” or “no” or a one word answer and 2) demand a higher level of thinking.
MSAN Leadership Sociology Seminar
Day #3
Wednesday, September 5th, 2007
LONG PERIOD: 11:44 – 1:14
AGENDA:
Why this course—Things aren’t as simple as some believe
Guest Speaker: Dr. Marta Guevara (History of MSAN)
Introduction to 06-07 Classroom Constitution and creation of New One
Topics review from Survey
Digital Portfolio Demo and Pictures from Last Year
Individual Check in Meetings
WHY THIS COURSE?
** Begin with picture of response on board from first year of MSAN***
Guest Speaker: Dr. Marta Guevara
History of Achievement Gap at ARHS (47/48)
o The term "achievement gap" refers to the observed disparity on a number of
educational measures between the performance of groups of students, especially
groups defined by gender, race/ethnicity, and socioeconomic status. It most often
describes the issue of low-income/minority education in the United States; that is, that
Blacks and Latinos and students from poor families perform worse in school than their
well-off White and Asian peers.
Read MSAN Statement of Purpose as a group
ARHS role in MSANetwork
Introduction to CLASSROOM CONSTITUTION:
Every year, this class writes a Classroom Constitution of their own to help structure class
discussions. (Read last years constitution).
Next week, we will be writing our own. However, for today’s discussion, lets adopt the one
form last year. You may decide next week which parts you like and want to keep.
Topics Review for Surveys:
Ask students feedback from topics surveys and ask them to post on board in difference
categories (high interest, medium interest, no interest, indifferent)
Record for group
Introduction to Digital Portfolios
Show examples of digital portfolios and pictures from last year
Introduce website (in progress)
Individual Meetings with each student:
Check in with each student to review scheduling.
HW: Read Educational Leadership article on Achievement Gap and come prepared with ONE
discussion question. Remind student that good discussion questions 1) cannot be answered by a
simple “yes” or “no” or a one word answer and 2) demand a higher level of thinking. Come to class
tomorrow prepared to discuss.
MSAN Leadership Sociology Seminar
Day #5
Friday, September 7th, 2007
AGENDA:
COLLECT CE signatures, Tell Me Letters, AG Surveys, etc.
Discuss article “Why does the AG persist?”
Read over MSAN Statement of Purpose
Class Constitution creation
Intro to Campus Climate week (Mix-it-Up Day, etc.)
Individual check ins on scheduling
HW: Read Pedro Noguera article.
ARHS Reality:
Look over SCHOOL DATA report from 2004-2005 school year
o Ask students what they notice about the numbers
History of Achievement Gap at ARHS (47/48)
o The term "achievement gap" refers to the observed disparity on a number of
educational measures between the performance of groups of students, especially
groups defined by gender, race/ethnicity, and socioeconomic status. It most often
describes the issue of low-income/minority education in the United States; that is, that
Blacks and Latinos and students from poor families perform worse in school than their
well-off White and Asian peers.
Read MSAN Statement of Purpose as a group
ARHS role in MSANetwork
Begin discussion on “Why does the Achievement Gap Persist?” article
Explain to students that this is a taste of the research that is out there on the achievement gap.
This particular article is the intro or overview in a multi-part series on the achievement gap.
Post Student Discussion Questions on board or ask for volunteers.
Ask students to list the school factors and home factors mentioned in the article:
o Before and Beyond School:
Birth weight
Lead Poisoning
Hunger and nutrition
Reading to young children
Television watching
Parent Availability
Student Mobility
Parent Participation
o In School:
Rigor of curriculum
Teacher experience and attendance
Teacher preparation
Class size
Technology-assisted instruction
School safety
Discuss questions and factors about. What is missing? What makes sense to you? What does
NOT make sense?
Create Classroom Constitution
Write up ideas on the board first and then ask a student to rewrite and post in room
Campus Climate Week Heads Up:
Background
MSAN role this year (Mix it Up Day, Surveys, etc.)
Individual Check in Meetings
HW: Read Ross-Taylor’s article on MSAN and Pedro Noguera’s article. Come prepare on Monday
to discuss.
MSAN Leadership Sociology Seminar
Day #6
Tuesday, September 11th, 2007
AGENDA:
9/11 Activity and Reflection
“I am_____” Brainstorm
HW: prep for Dr. Guevara visit tomorrow, re-read articles and come prepared with a
discussion question to share or a clarifying question for Ms. Guevara.
9.11 Activity
Our first unit will focus on the issue of IDENTITY. I would like to begin by looking at the
issue of identity in the context of 9/11.
From ADL website: “On September 11th, 2001, more than 3,000 people from over 50
nations were killed in the terrorist attacks on the World Trade Center in New York
City, the Pentagon and in Pennsylvania. As the nation mourned this tragedy, we have
seen, as come to know even more acutely than before, that Americans are women and
men of all races, religions, ages and cultural background.”
First BRAINSTORM: What sort of impact has 9/11 had on our society in general? What
impact has it had on you personally? In your opinion, have we, as a society, become more or
less focused on issues of IDENTITY since 9/11?
I AM________ Brainstorm
Distribute a blank piece of paper to each student and have them write the following at the top:
sentence: “I AM__________”
Take 5 minutes to write down everything that you can think of to complete the blank. It could
be one word or a phrase. Keep you pencil moving.
Make sure that they leave a lot of space on overhead for next activity
ADL 9/11 Activity
Instruct students that you will share with them five COMMON categories that define personal identity
and they will then be asked to draw symbols that represent each aspect of identity in their own lives.
Students may draw anything that has meaning for them. They do not have to draw a symbol for each
category, however encourage them to do so. Explain that the symbols/drawings will be seen later in
the activity by the rest of the class.
Tell students they will have about 3 minutes for each drawing. Emphasize that this is not an art
lesson, but a symbolic “shorthand.” Instruct students to work alone, and not to comment on anyone
else’s work. Tell students that there will be a time to share and discuss the drawings later in the
lesson.
Read aloud and/or list on the chalkboard the following identity categories aloud, one by one. If written
on the chalkboard, also use the questions as verbal prompts to assist the students in their drawings.
1. Gender: How does it feel to you to be male/female; what have you learned about being female/male in
our society? Who taught you those things? How were you taught?
2. Race: How do you identify yourself racially? What have you been taught about your race? Who or
what has taught you about your race?
3. Ethnicity/Culture: How would you represent your ethnic or cultural identity? Show how it feels to be a
part of your culture. How did you learn about your culture? Who or what were your teachers?
4. Religion: How do you identity yourself in terms of faith? If you follow a formal religion, where have you
learned about your traditions and beliefs? If you have spiritual beliefs, how have they developed? If you
have no religious or spiritual beliefs draw anything that represents your own beliefs. Who have been your
teachers? How have you been taught?
(Note: It is important not to make assumptions about anyone’s religious affiliation or belief. Agnostic,
Atheist, Native American, Pagan, Wiccan, or other beliefs may be expressed by students, as with all other
categories. Allow no negative comments.)
5. Citizenship: How do you feel about being a citizen of your country? What do you think your country is
best known for? What (if any) common beliefs or values do citizens of your country hold?
After all students have completed their drawings, ask students to find a partner to share their
transparencies with one another. Allow five minutes for this sharing. [If the maturity and trust level of
the group is high, teachers may ask students to find a person they do not know well for this sharing.]
Ask for 3-5 volunteers, depending on time constraints, to share their illustrations with the whole class.
Conduct a discussion about what they see. Ask the students the following questions:
-How do other people look through the transparency?
-Do you see each other clearly?
-What effect might this “lens” have on how you view other people and events?
To conclude, have students write down, and submit anonymously, two things they learned from this
exercise. Close by inviting volunteers to share some of the things they learned from this exercise.
Homework:
Prep for Dr. Guevara visit tomorrow, re-read articles and come prepared with a discussion
question to share or a clarifying question for Ms. Guevara.
Begin reading Tatum’s article “Who am I?” and ask students to read article for Friday.
Highlight important passages. Circle words/ideas that are confusing.
MSAN Leadership Sociology Seminar
Day #7—LONG Period
Wednesday, September 12th, 2007
AGENDA:
Dr. Guevara guest speaker
Finish Identity Activity from yesterday
HW: Tatum’s article
Guest Speaker: Dr. Marta Guevara
History of Achievement Gap at ARHS (47/48)
The term "achievement gap" refers to the observed disparity on a number of
educational measures between the performance of groups of students, especially groups
defined by gender, race/ethnicity, and socioeconomic status. It most often describes the
issue of low-income/minority education in the United States; that is, that Blacks and
Latinos and students from poor families perform worse in school than their well-off
White and Asian peers.
Discuss MSAN Statement of Purpose as a group
ARHS role in MSANetwork
Review the School Data from 2004-2005 with Dr. Guevara
Begin discussing Rossi Ray-Taylor’s “Lessons Learned” and Noguera’s “Disparities
Demystified”
Questions from MSAN Statement of Purpose:
What is the connection being made about the “gap” and the “future of our democracy”?
What are the three indicators used by the MSAN district to prove the correlation
between race and achievement? Is this comprehensive or are their other factors that
need to be included? (test scores, grades and graduation rates)
Causes of the achievement gap are complex and include what factors? (school,
community, home, and societal).
Questions from “Lessons Learned…”
What is the “culture of blame” according to Ray-Taylor and what does she suggest
needs to be done?
Explain MSAN’s connection to research.
What is the “culture of learning” discussed in the article?
How does MSAN incorporate student input?
What is the “hidden curriculum”?
Questions from “Disparities Demystified”
What is Noguera’s thesis of the article? What is the significance of the title,
“Disparities Demystified”? (The gap is merely another reflection of the disparities in
experience and life chances for indviduals form different racial groups.)-
Noguera states that achievement test results reflect more than just racial disparities. He
says that the racial gap is “uniquely paradoxical”—what does he mean? (seemingly
contradictory but nonetheless possibly true)? (page 7)
Noguera puts the causes of the Achievement Gap into two broad catefories, POLICIES
and CULTURAL FACTORS. What is included in each? (Policies: tracking, NCLB,
economic funding policies. CULTURAL: ways in which children perceive the
relationship between their racial identity and what they believe they can do
academically, clubs/activities, layout of school, peer groups, racial stereotypes)
What does Noguera suggest needs to be done to close the AG?
Finish Identity Activity from yesterday
Have students discuss their symbol drawings
-What effect might this “lens” have on how you view other people and events?
Distribute Tatum’s “Who am I” article and begin reading as a class. Students must read for
Friday.
Homework:
Distribute Tatum article “Who am I?” and ask students to read article. Highlight important
passages. Circle words/ideas that are confusing. Be prepared to discuss this article next class
on Wednesday or Friday (depending on timing).
Day #8- Substitute (Study Hall period)
Day #9- Dr. Hochman’s presentation to the class
MSAN Leadership Sociology Seminar
Day #10—LONG Period
Wednesday, September 19th, 2007
AGENDA:
Business/Announcements
Finish Class Constitution
Finish Identity Activity from last week
Begin reading Tatum’s aritlce, The Complexity of Identity: “Who am I?” as a class
Debrief Dr. Hochman’s presentation from yesterday
Intro to Essay Assignment (due next Wednesday)
Begin to Discuss Noguera, Ray-Taylor and MSAN statement of purpose articles in the
context of essay assignment
HW: Finish Tatum’s article and highlight important concepts and key words
Business/Announcements:
Conference update (Virginia vs. Cambridge)
Current Events
Finish Class Constitution
Using past Constitution, create a new one for this class
Add-in these suggestions (from Teaching for Diversity and Social Justice, pg. 54):
o Set own boundaries for sharing
o Speak from experience, and avoid generalizing about groups of people
o Respect confidentiality
o Share air time
o Listen respectfully to difference perspectives
o No blaming or scapegoating
o Focus on own learning
o Respect difference experiences and perspectives
Ask a student interested in art (Akua) to write up Constitution on poster board
Finish Identity Activity from last week:
Conduct a discussion about what students observe. Ask the students the following questions:
o If you were to imagine these symbols as something that you wear everyday, how do
you look to other people? What judgments are made about you because of these
symbols?
o Do you see each other clearly? Why or why not?
o What effect might this “lens” have on how you view other people and events?
Begin reading Beverly Tatum’s article, Who am I? as a class
Begin reading as a group and STOP before “Domination and Subordination” section
Model for students about highlighting key ideas, words, phrases or concepts.
We will discuss Tatum on Friday
Debrief Dr. Hochman’s Presentation from yesterday
Introduce Essay Assignment (due next Wednesday):
Please come prepared for Tuesday’s class with a 1 page written response that addresses the following:
1. Definition of the “Achievement Gap”
2. Reason why everyone should be concerned about the Achievement Gap, and
3. What needs to happen in order for the Gap to close.
Please use the articles that we have read for class as EVIDENCE for your main argument. Consider the
following questions and concepts as your write:
1. “Why does the Achievement Gap Persist?” Educational Leadership.
14 Factors to student achievement
2. “What is the Relationship between Race and Achievement in Our Schools?” MSAN
Statement of Purpose.
Connection between the “gap” and “democracy”
Three indicators used by MSAN districts to prove correlation between race and
achievement
3. “Lessons Learned about the Achievement Gap” by Rossi Ray-Taylor in American
Association of School Administrators Magazine.
The “culture of blame” and the “culture of learning”
4. “Disparities Demystified” by Pedro Noguera and Antwi Akom in The Nation.
Policies (that perpetuate the Achievement Gap) and Cultural Factors
What “disparities” does Noguera “demystify” in his article?
** Students may use EVIDENCE from Guevara’s talk, Hochman’s talk or any other articles.
Students must CITE evidence.
Discuss AG article questions from above to prep students for ESSAYS
HW: Read Tatum article and come prepared on Friday to discuss. Students need to highlight key
ideas, words, phrases or concepts.
MSAN Leadership Sociology Seminar
Day #11
Friday, September 21st, 2007
AGENDA:
Business/Announcements
Essay Clarification Questions
Discuss Tatum’s article using discussion questions
Introduce Erickson article (brought by MC)
HW: Begin A.G. essay
Business/Announcements:
Thank you cards finished
SAT words mini-quiz
Finish Class Constitution
Using past Constitution, create a new one for this class
Add-in these suggestions (from Teaching for Diversity and Social Justice, pg. 54):
o Set own boundaries for sharing
o Speak from experience, and avoid generalizing about groups of people
o Respect confidentiality
o Share air time
o Focus on own learning
Ask a student to write up on posterboard
TATUM QUESTIONS:
Choose from the questions below to spark discussion:
1. What does Charles Cooley mean by the statement “people are the mirror in which we see
ourselves”? Do you agree? Why? Give an example to illustrate. (page 9 top of article).
2. What does Tatum mean when she says “how one’s racial identity is experienced will be
mediated by other dimensions of one’s self: young or old, wealthy, middle-class, or poor;
gay, lesbian, able-bodied, or with disabilities, Christian, Muslim, Jewish, etc.” She makes
reference to a famous psychoanalytic theorist, Erik Erickson who says that “identity formation
employs a process of simultaneous reflection and observation.” Discuss and give a personal
example to illustrate. (page 9, second paragraph).
3. Tatum talks about “social context”—what does this mean specifically? Define the term and
create a list of factors that are a part of ones “social context”. Pick 2 and give an example of
their importance in identity formation. (page 9, third paragraph).
4. Tatum believes that younger children lack the physical and cognitive development needed to
reflect on the self in an abstract way but adolescents have more capacity to answer questions
“Who am I now?”, “Who was I before?” and “Who will I become?”. This integration of past,
present and future begins in adolescents and continues for a lifetime. What has been your
personal experience? Do you agree or disagree? (page 10, third paragraph)
5. Tatum talks about the difference between “dominants” and “subordinates”. Define each term
as explained in article. Do you identify as a subordinate or a dominant or both? Who are the
subordinates and the dominants at ARHS? In Amherst? In society in general? Be specific
with your examples. (page 11-12)
6. When doing the exercise “I am______”, Tatum says that the elements of ones identity that are
taken for granted (the ways in which you may be privileged) are often not mentioned.
Conversely, she says that the part of our identity that does capture our attention is often that in
which other people notice…the parts of our identity that are reflected back to us. Has this
been true in your experience? Explain. (page 11 at top)
7. Is it possible for society to exist without an “other”? Or, do we define ourselves based on
what we are NOT? First define what the term “other” means and then discuss. (page 11,
second paragraph)
8. What is meant by an “anomaly”? (when a subordinate demonstrates positive qualities
believed to be more characteristic of dominants, the individual is defined by dominants as an
anomaly). The dominant group is seen as the “norm”. (page 12, second paragraph).
9. Tatum says that dominants often don’t want to really be reminded of the existence of
inequality—that dominants often create rationalizations to justify the social arrangements.
They can avoid awareness because their explanation of the relationship becomes so well
integrated in other terms. Do you agree? Why or why not? List a couple of examples to
illustrate. (page 12, fourth paragraph).
10. What does the term “not learning” refer to? Define concept. Has this ever happened to you?
(page 13, second paragraph)
11. Tatum writes that “in a situation of unequal power, a subordinate group has to focus on
survival.” What does she mean by this? Do you agree? Why or why not? Give some
examples to illustrate your answer. (page 12, paragraph 6).
Other thoughts to consider….
“Mythical Norm”—what is this? How does this play out at ARHS
The Dominants access to Subordinates is often through stereotypes of the “other”
“People pay attention to those who control their outcomes. In an effort to predict and possibly
influence, what is going to happen to them, people gather information about those with power
“(playing the game)…this leads towards the ability to anticipate= SURVIVAL SKILLS
Talk about “not-learning”…does this take place at Amherst?
“Stages of Social-Emotional Development in Children and Teenagers”
Article introduced by a MSAN student
Discuss Erikson’s 8 stages of Development.
What overlap is there between Tatum’s article and Erikson’s theories?
HW: Begin A.G. essay (due next Wednesday).
MSAN Leadership Sociology Seminar
Day #12
Tuesday, September 25th, 2007
AGENDA:
Business/Announcements
Essay Clarification Questions
Finish discussing Tatum’s article using discussion questions
Discuss Erickson article (brought by MC)
HW: Finish A.G. essay (due tomorrow), begin reading Harro article, The Cycle of
Socialization, for Friday
Business/Announcements:
Thank you cards finished and sent.
Sub on Friday
Next Tuesday ADL Training and next Thursday “Mix It Up Day” instead of study hall.
Essay Clarification Questions
Ask students if they have any last minute questions for essay due tomorrow.
Finish Discussing Tatum
Quick DTP on “Symbolic Interactionism and Socialization (from “Sociology and You” textbook)
I. Symbolic Interactionism and Socialization
a. Developed by Charles Horton Cooley and George Mead in early part of 20th century
b. Challenged the once widely held belief that human nature is biologically determined.
c. Concluded that human nature is a product of society
II. Key concepts used by Cooley and Mead:
a. Self Concept: developed by Coolery while watching his own children play. He
realized that children interpreted how other reacted to them in many ways. For
example, young children learn that causing some disturbance when adult visitors are
present turns attention to them. From such insights, children learned to judge
themselves in terms of how they imagine others will react tot them. Thus…
b. “Looking Glass Self”: a self-concept based on our idea of others’ judgments of us.
We use other people as mirrors to reflect back what we imagine they think of us.
There is a 3-stage process:
i. First, we imagine how we appear to others (What is our perception of how
others see us?)
ii. Next, we imagine the reaction of others to our (imagined) appearance
iii. Finally, we evaluate ourselves according to how we imagine other have judged
us.
iv. Not a conscious process and the 3 stages occur rapidly. The result of the
process is a positive or negative self-evaluation.
v. It may be distorted
c. Significant Others: George Herbert Mead notes that some people are more important
to us than others. The people whose judgments are most important to our self-
concepts are called Significant Others.
d. Role taking (the imitation stage, the play stage, the game stage): Humans carry on
silent conversations…we think to ourselves and respond internally to it. Through
internal conversation, we can imagine the thoughts, emotions and behaviors of others
in any social situation. Assuming the viewpoint of another person and using that
viewpoint to shape the self-concept.
i. Imitation Stage: 1 ½ to 2 years old. Child begins to imitate (without
understanding) the physical and verbal behavior or a significant other.
ii. Play Stage: 3 or 4 years old. Involves the child acting and thinking as a child
imagines another person would.
iii. Game Stage: Child learns to engage in more sophisticated role taking as they
become able to consider the roles of several people simultaneously (there are
several participants, specific rules, etc.) Self-concept, attitudes, beliefs, and
values generally form.
Review terms from Friday’s class:
o Socialization- how we are “taught”, converted or how we adapt the needs of society. Cultural
process of learning to participate in group life.
o Social Context:
o Subordinate or Target- group considered systematically disadvantaged.
o Dominant or Agent- systematically advantaged by the society because of group membership.
Dominants set the parameters within which the subordinates operate. (tatum)
o “Mythical Norm”- In America, norm is usually define as white, thin, male, young, heterosexual,
Christian and financially secure. It is with this mythical norm that the trapping of power reside within
society.
o Anomaly- when a subordinate demonstrates positive qualities believed to be more characteristic of
dominant , the individual is considered to be an “anomaly”.
o Dissonance - lack of agreement, conflict
o “Not Learning” (KC)-takes place when someone has to deal with unavoidable challenges to
her/his personal and family loyalties, integrity and identity. Refusing to learn from someone who does
not respect your integrity instead of losing one’s self pride. Coping strategy, survival skill.
o Hierarchy- categorization of a group of people according to status and power.
Quick look at Erik Erickson’s “Eight Stages of Social-Emotional Development in Children and
Teenagers”:
o Stages are fixed and must be resolved if the person is to manage to the next one.
I. Trust vs. Mistrust
II. Autonomy vs. Shame
III. Initiative vs. Guilt
IV. Industry vs. Inferiority
V. Identity vs. Identity Diffusion: Who am I? question
VI. Intimacy vs. Isolation
VII. Generativity vs. Self-Absorption
VIII. Integrity vs. Despair
Tatum Questions (if time permits…)
1. What does Charles Cooley mean by the statement “people are the mirror in which we see
ourselves”? Do you agree? Why? Give an example to illustrate. (page 9 top of article).
2. What does Tatum mean when she says “how one’s racial identity is experienced will be
mediated by other dimensions of one’s self: young or old, wealthy, middle-class, or poor;
gay, lesbian, able-bodied, or with disabilities, Christian, Muslim, Jewish, etc.” She makes
reference to a famous psychoanalytic theorist, Erik Erickson who says that “identity formation
employs a process of simultaneous reflection and observation.” Discuss and give a personal
example to illustrate. (page 9, second paragraph).
3. Tatum talks about “social context”—what does this mean specifically? Define the term and
create a list of factors that are a part of ones “social context”. Pick 2 and give an example of
their importance in identity formation. (page 9, third paragraph).
4. Tatum believes that younger children lack the physical and cognitive development needed to
reflect on the self in an abstract way but adolescents have more capacity to answer questions
“Who am I now?”, “Who was I before?” and “Who will I become?”. This integration of past,
present and future begins in adolescents and continues for a lifetime. What has been your
personal experience? Do you agree or disagree? (page 10, third paragraph)
5. Tatum talks about the difference between “dominants” and “subordinates”. Define each term
as explained in article. Do you identify as a subordinate or a dominant or both? Who are the
subordinates and the dominants at ARHS? In Amherst? In society in general? Be specific
with your examples. (page 11-12)
6. When doing the exercise “I am______”, Tatum says that the elements of ones identity that are
taken for granted (the ways in which you may be privileged) are often not mentioned.
Conversely, she says that the part of our identity that does capture our attention is often that in
which other people notice…the parts of our identity that are reflected back to us. Has this
been true in your experience? Explain. (page 11 at top)
7. Is it possible for society to exist without an “other”? Or, do we define ourselves based on
what we are NOT? First define what the term “other” means and then discuss. (page 11,
second paragraph)
8. What is meant by an “anomaly”? (when a subordinate demonstrates positive qualities
believed to be more characteristic of dominants, the individual is defined by dominants as an
anomaly). The dominant group is seen as the “norm”. (page 12, second paragraph).
9. Tatum says that dominants often don’t want to really be reminded of the existence of
inequality—that dominants often create rationalizations to justify the social arrangements.
They can avoid awareness because their explanation of the relationship becomes so well
integrated in other terms. Do you agree? Why or why not? List a couple of examples to
illustrate. (page 12, fourth paragraph).
10. What does the term “not learning” refer to? Define concept. Has this ever happened to you?
(page 13, second paragraph)
11. Tatum writes that “in a situation of unequal power, a subordinate group has to focus on
survival.” What does she mean by this? Do you agree? Why or why not? Give some
examples to illustrate your answer. (page 12, paragraph 6).
Other thoughts to consider….
“Mythical Norm”—what is this? How does this play out at ARHS
The Dominants access to Subordinates is often through stereotypes of the “other”
“People pay attention to those who control their outcomes. In an effort to predict and possibly
influence, what is going to happen to them, people gather information about those with power
“(playing the game)…this leads towards the ability to anticipate= SURVIVAL SKILLS
Talk about “not-learning”…does this take place at Amherst?
HW: Finish A.G. essay (due tomorrow). Tomorrow we will be prepping for Mix It Up Day and
begin some poetry writing.
MSAN Leadership Sociology Seminar
Day #13—LONG Period
Wednesday, September 26th, 2007
AGENDA:
Business/Announcements
Begin mini-unit on Sociology Research Methods.
Planning session with Activities Coordinator, Sherry Balzano for “Mix It Up Day”
Finish “Symbolic Interactionism and Socialization” DTP
Discuss Tatum key words and Erik Erickson
HW: Read Harro article, The Cycle of Socialization. Friday’s sub will have you 1) answer
Harro questions 2) begin making posters for Mix It Up Day and 3) allow you to survey during
Directed Studies (D).
Mini-Unit on Sociology Research Methods:
Quickly read over textbook descriptions of Sociology Research Methods to prep for Mix It
Up Day planning
Mix It Up Day Planning (SB guest):
Share background to project
Look over surveys
Plan for distribution of surveys
Actual day event
Finish Discussing Tatum
Quick DTP on “Symbolic Interactionism and Socialization (from “Sociology and You” textbook)
REVIEW from YESTERDAY:
I. Symbolic Interactionism and Socialization
e. Developed by Charles Horton Cooley and George Mead in early part of 20th century
f. Challenged the once widely held belief that human nature is biologically determined.
g. Concluded that human nature is a product of society
II. Key concepts used by Cooley and Mead:
h. Self Concept: developed by Cooley while watching his own children play. He
realized that children interpreted how other reacted to them in many ways. For
example, young children learn that causing some disturbance when adult visitors are
present turns attention to them. From such insights, children learned to judge
themselves in terms of how they imagine others will react tot them. Thus…
i. “Looking Glass Self”: a self-concept based on our idea of others’ judgments of us.
We use other people as mirrors to reflect back what we imagine they think of us.
There is a 3-stage process:
i. First, we imagine how we appear to others (What is our perception of how
others see us?)
ii. Next, we imagine the reaction of others to our (imagined) appearance
iii. Finally, we evaluate ourselves according to how we imagine other have judged
us.
iv. Not a conscious process and the 3 stages occur rapidly. The result of the
process is a positive or negative self-evaluation.
v. It may be distorted
j. Significant Others: George Herbert Mead notes that some people are more important
to us than others. The people whose judgments are most important to our self-
concepts are called Significant Others.
k. Role taking (the imitation stage, the play stage, the game stage): Humans carry on
silent conversations…we think to ourselves and respond internally to it. Through
internal conversation, we can imagine the thoughts, emotions and behaviors of others
in any social situation. Assuming the viewpoint of another person and using that
viewpoint to shape the self-concept.
i. Imitation Stage: 1 ½ to 2 years old. Child begins to imitate (without
understanding) the physical and verbal behavior or a significant other.
ii. Play Stage: 3 or 4 years old. Involves the child acting and thinking as a child
imagines another person would.
iii. Game Stage: Child learns to engage in more sophisticated role taking as they
become able to consider the roles of several people simultaneously (there are
several participants, specific rules, etc.) Self-concept, attitudes, beliefs, and
values generally form.
Review Tatum terms from Friday’s class:
o Socialization- how we are “taught”, converted or how we adapt the needs of society. Cultural
process of learning to participate in group life.
o Social Context:
o Subordinate or Target- group considered systematically disadvantaged.
o Dominant or Agent- systematically advantaged by the society because of group membership.
Dominants set the parameters within which the subordinates operate. (tatum)
o “Mythical Norm”- In America, norm is usually define as white, thin, male, young, heterosexual,
Christian and financially secure. It is with this mythical norm that the trapping of power reside within
society.
o Anomaly- when a subordinate demonstrates positive qualities believed to be more characteristic of
dominant , the individual is considered to be an “anomaly”.
o Dissonance - lack of agreement, conflict
o “Not Learning” (KC)-takes place when someone has to deal with unavoidable challenges to
her/his personal and family loyalties, integrity and identity. Refusing to learn from someone who does
not respect your integrity instead of losing one’s self pride. Coping strategy, survival skill.
o Hierarchy- categorization of a group of people according to status and power.
Quick look at Erik Erickson’s “Eight Stages of Social-Emotional Development in Children and
Teenagers”:
o Stages are fixed and must be resolved if the person is to manage to the next one.
IX. Trust vs. Mistrust
X. Autonomy vs. Shame
XI. Initiative vs. Guilt
XII. Industry vs. Inferiority
XIII. Identity vs. Identity Diffusion: Who am I? question
XIV. Intimacy vs. Isolation
XV. Generativity vs. Self-Absorption
XVI. Integrity vs. Despair
Tatum Questions (if time permits…)
1. What does Charles Cooley mean by the statement “people are the mirror in which we see
ourselves”? Do you agree? Why? Give an example to illustrate. (page 9 top of article).
2. What does Tatum mean when she says “how one’s racial identity is experienced will be
mediated by other dimensions of one’s self: young or old, wealthy, middle-class, or poor;
gay, lesbian, able-bodied, or with disabilities, Christian, Muslim, Jewish, etc.” She makes
reference to a famous psychoanalytic theorist, Erik Erickson who says that “identity formation
employs a process of simultaneous reflection and observation.” Discuss and give a personal
example to illustrate. (page 9, second paragraph).
3. Tatum talks about “social context”—what does this mean specifically? Define the term and
create a list of factors that are a part of ones “social context”. Pick 2 and give an example of
their importance in identity formation. (page 9, third paragraph).
4. Tatum believes that younger children lack the physical and cognitive development needed to
reflect on the self in an abstract way but adolescents have more capacity to answer questions
“Who am I now?”, “Who was I before?” and “Who will I become?”. This integration of past,
present and future begins in adolescents and continues for a lifetime. What has been your
personal experience? Do you agree or disagree? (page 10, third paragraph)
5. Tatum talks about the difference between “dominants” and “subordinates”. Define each term
as explained in article. Do you identify as a subordinate or a dominant or both? Who are the
subordinates and the dominants at ARHS? In Amherst? In society in general? Be specific
with your examples. (page 11-12)
6. When doing the exercise “I am______”, Tatum says that the elements of ones identity that are
taken for granted (the ways in which you may be privileged) are often not mentioned.
Conversely, she says that the part of our identity that does capture our attention is often that in
which other people notice…the parts of our identity that are reflected back to us. Has this
been true in your experience? Explain. (page 11 at top)
7. Is it possible for society to exist without an “other”? Or, do we define ourselves based on
what we are NOT? First define what the term “other” means and then discuss. (page 11,
second paragraph)
8. What is meant by an “anomaly”? (when a subordinate demonstrates positive qualities
believed to be more characteristic of dominants, the individual is defined by dominants as an
anomaly). The dominant group is seen as the “norm”. (page 12, second paragraph).
9. Tatum says that dominants often don’t want to really be reminded of the existence of
inequality—that dominants often create rationalizations to justify the social arrangements.
They can avoid awareness because their explanation of the relationship becomes so well
integrated in other terms. Do you agree? Why or why not? List a couple of examples to
illustrate. (page 12, fourth paragraph).
10. What does the term “not learning” refer to? Define concept. Has this ever happened to you?
(page 13, second paragraph)
11. Tatum writes that “in a situation of unequal power, a subordinate group has to focus on
survival.” What does she mean by this? Do you agree? Why or why not? Give some
examples to illustrate your answer. (page 12, paragraph 6).
Other thoughts to consider….
“Mythical Norm”—what is this? How does this play out at ARHS
The Dominants access to Subordinates is often through stereotypes of the “other”
“People pay attention to those who control their outcomes. In an effort to predict and possibly
influence, what is going to happen to them, people gather information about those with power
“(playing the game)…this leads towards the ability to anticipate= SURVIVAL SKILLS
Talk about “not-learning”…does this take place at Amherst?
HW: Read Harro article, The Cycle of Socialization. Friday’s sub will have you 1) answer Harro
questions 2) begin making posters for Mix It Up Day and 3) allow you to survey during Directed
Studies (D).
Friday, September 28th, Day #14—Sub (prep for Mix It Up Day)
Tuesday, October 2nd, Day #15—ADL Anti-Bias Peer Leadership Training
Thursday—Mix It Up Day (no class)
Friday, October 5th, Day #16—Lunch Time Discussions on “Jena 6” incident and Action
Planning with guest speakers, Mr. Ferreira, Aaron Buford and Carlos Mentes.
MSAN Leadership Sociology Seminar
Day #17
Tuesday, October 9th, 2007
AGENDA:
Business/Announcements
Return Achievement Gap Essay #1 First Drafts and review (revisions due by Friday)
Finish Erickson’s Stages of Development in Children and Teenagers
Begin reading The Cycle of Socialization (assign vocab words)
Interview for tomorrow on Race Identity
HW: Read Harro article, The Cycle of Socialization and write up definitions for assigned
vocab term. Complete Race Identity Interview questions.
Business & Announcements:
Outside event requirement (handout assignment sheet)
Engineering Day flyer
Return Essay #1 Drafts: The Achievement Gap
Return essays with grading sheets and explain that there is a lot of work to be done. Students
should consider this their first draft. Next draft due by Friday (midterms).
Review the following points with the class:
o Thesis (use Molly’s essay as an example)
o EVIDENCE (how to incorporate as much evidence as possible)
o Being concrete, explicit and specific with examples (Why we should care about AG)
o Avoid: first person, “we”, “things”, “people”, “everyone”.
Quick look at Erik Erickson’s “Eight Stages of Social-Emotional Development in Children and
Teenagers”:
o Stages are fixed and must be resolved if the person is to manage to the next one.
I. Trust vs. Mistrust
II. Autonomy vs. Shame
III. Initiative vs. Guilt
IV. Industry vs. Inferiority
V. Identity vs. Identity Diffusion: Who am I? question
VI. Intimacy vs. Isolation
VII. Generativity vs. Self-Absorption
VIII. Integrity vs. Despair
Read The Cycle of Socialization by Bobbie Harro and begin Vocabulary List
Each student will be assigned one of the words below.
Students must then come up with one more term-definition from reading.
Read first couple of paragraphs together and then silently read.
Terms include:
o Oppression-the act of keeping down by severe and unjust force or authority
o Socialization- how we are “taught”, converted or how we adapt the needs of society
o Subordinate or Target- group considered systematically disadvantaged.
o Dominant or Agent- systematically advantaged by the society because of group membership.
Dominants set the parameters within which the subordinates operate. (tatum)
o “Mythical Norm”- In America, norm is usually define as white, thin, male, young, heterosexual,
Christian and financially secure. It is with this mythical norm that the trapping of power reside within
society.
o Anomaly- when a subordinate demonstrates positive qualities believed to be more characteristic of
dominant , the individual is considered to be an “anomaly”.
o Self-perpetuating-
o Intrapersonal/ Interpersonal-
o Dissonance - lack of agreement, conflict
o “Not Learning” -takes place when someone has to deal with unavoidable challenges to her/his
personal and family loyalties, integrity and identity. Refusing to learn from someone who does not
respect your integrity instead of losing one’s self pride. Coping strategy, survival skill.
o Dualism - the view that the world is ruled by antagonistic force of good/evil, black/white
o Hierarchy- categorization of a group of people according to status and power.
o Privilege - a special advantage, immunity, permission, right or benefit granted to or enjoyed by an
individual, or a class.
o Stereotypes - a conventional, formulaic, and oversimplified conception or image.
o Status Quo - the existing condition or state of affairs.
Minority - A racial, religious or other group regarded as different from the group of
which it is part
Race Identity Interview Assignment:
Informally, interview at least one other person (adult, friend, sibling, etc.) about when they first
became aware of their race. You may want to use some of the questions from ESSAY #1
assignment. Record answers in a one paragraph write up. This WILL be shared in class tomorrow.
Are you clear about your ethnic/racial identity? If no, why do you think you are not clear?
When did you first become aware of your ethnic/racial identity?
Who/what were the most significant influences in the establishment of your ethnic/racial
HW: 1) Read Harro article, The Cycle of Socialization 2) Informally, interview at least one other
person (adult, friend, sibling, etc.) about when they first became aware of their race. You may want
to use some of the questions from ESSAY #1 assignment. Record answers in a one paragraph write
up. This WILL be shared in class tomorrow.
MSAN Leadership Sociology Seminar
Day #18—Long Period
Wednesday, October 10th, 2007
AGENDA:
Business/Announcements
Share interview results on Race Identity
Introduction to Race Identity Packet
“Where I am From”…and “I Live In”… POEMS and “Ego Trip” Song Lyrics
Begin Discussing The Cycle of Socialization (assign vocab words)
HW: Finish reading Harro article, The Cycle of Socialization and write up definitions for
assigned vocab term. Finish Essay #1 edits (I will sign out computer time)
Business & Announcements:
Race Identity Interview Assignment:
Informally, interview at least one other person (adult, friend, sibling, etc.) about when they first
became aware of their race. Share results from homework assignment.
Are you clear about your ethnic/racial identity? If no, why do you think you are not clear?
When did you first become aware of your ethnic/racial identity?
Who/what were the most significant influences in the establishment of your ethnic/racial
Introduction to Race Identity Packet
Begin by reading Zora Neale Hurston’s article
Explain that this is an example of her realization of race identity.
Give students time to read others in packet
Share “Where I From” example and “I Live In…”
Share “Ego Trip” results
Allow students time to begin writing poems of their own
Begin Discussion The Cycle of Socialization by Bobbie Harro and begin Vocabulary List
Each student will be assigned one of the words below.
Students must then come up with one more term-definition from reading.
Read first couple of paragraphs together and then silently read.
Terms include:
o Oppression-the act of keeping down by severe and unjust force or authority
o Socialization- how we are “taught”, converted or how we adapt the needs of society
o Subordinate or Target- group considered systematically disadvantaged.
o Dominant or Agent- systematically advantaged by the society because of group membership.
Dominants set the parameters within which the subordinates operate. (tatum)
o “Mythical Norm”- In America, norm is usually define as white, thin, male, young, heterosexual,
Christian and financially secure. It is with this mythical norm that the trapping of power reside within
society.
o Anomaly- when a subordinate demonstrates positive qualities believed to be more characteristic of
dominant , the individual is considered to be an “anomaly”.
o Self-perpetuating-
o Intrapersonal/ Interpersonal-
o Dissonance - lack of agreement, conflict
o “Not Learning” -takes place when someone has to deal with unavoidable challenges to her/his
personal and family loyalties, integrity and identity. Refusing to learn from someone who does not
respect your integrity instead of losing one’s self pride. Coping strategy, survival skill.
o Dualism - the view that the world is ruled by antagonistic force of good/evil, black/white
o Hierarchy- categorization of a group of people according to status and power.
o Privilege - a special advantage, immunity, permission, right or benefit granted to or enjoyed by an
individual, or a class.
o Stereotypes - a conventional, formulaic, and oversimplified conception or image.
o Status Quo - the existing condition or state of affairs.
Minority - A racial, religious or other group regarded as different from the group of
which it is part
Discuss Harro article, “The Cycle of Socialization”
POST on BOARD: The socialization process if pervasive (coming from all sides and
sources), consistent (patterned and predictable), circular (self-supporting), self-perpetuating
(intradependent) and often invisible (unconscious and unnamed).
Socialization is the “how to be” training that happens throughout our lives.
First Stage is “The Beginning—Born into World with Mechanics in Place (Biases,
Stereotypes, history, habit, tradition)
First Socialization= this is where you are taught on a personal level by parents, relatives,
teachers, people we love and trust. They shape our expectations, norms, values, roles, rules,
models of ways to be and sources of dreams.
Institutional and Cultural Socialization= this is where messages are reinforced by institutions
such as churches, schools, television, legal system mental health, medicine, business and also
culture (practices, song lyrics, language, media, patterns of thought).
Enforcements= there are enforcements in place to keep people to maintain these “norms”, the
status quo. Those who try to contradict the “norm” pay a price for their independent thinking.
Those subordinates that do not accept their place sometimes receive attention for being a
“model member” of their group, an anomaly.
Results= target identities experience anger and dissonance between what the United States
stands for and what we experience (among other things). By participating in our roles as
targets, we reinforce stereotypes and perpetuate the cycle of oppression (internalized
oppression). Agents (dominants) also perpetuate the cycle when they do nothing to challenge
their privilege.
Actions= easy to perpetuate cycle, do nothing, don’t make waves, promote the status quo
Directions for Change= change, raise consciousness, interrupt, educate, take a stand, question,
reframe.
CORE= fear, ignorance, confusion, insecurity- as long as core is filled with these feelings we
will be paralyzed from making change and the cycle will continue.
Cycle of Socialization small group activity (if time permits)
Pick students in groups of 2.
Ask each student to pick ONE social identity (gender, race, class, age, sexual orientation,
religion, economic class, and ability/disability)
Individually, I each student to complete the “cycle of socialization” giving examples of how
they were socialized to be as a member of this identity.
Give students an example of my own:
o Born biracial (mother white, father Polynesian from Tonga…which back in the 70s in MN meant
black). Mixture of the dominant (white) group and the subordinate (brown) group.
o First Socialization= “your lucky you ended up with white hair…I was worried that I was going to have
to buy grease and iron your hair”. “You didn’t inherit your father’s skin color…Tongans must have
weak genes.” Be proud of culture, but you can’t and won’t learn language. It was something reserved
for fighting parents.
o Institutional and Cultural Socialization= churches- abnormal family, only biracial. Schools- kids and
teachers often didn’t associate my father as my father because we looked nothing alike. Television- no
biracial families.
o Enforcements= I received privilege and ridicule from peers. White privilege from the white students,
and acceptance from students of color ONLY if they saw me with my father (story of Sherrice).
Tongan woman at market. Father in South Boston on St. Patrick’s Day.
o Results= feeling of in-between worlds.
Give students time to write, then have them meet in groups to quietly talk. Have each
students share an example of an identity and walk through circle.
Open it up for discussion
HW: Essay #1 Revisions, finish reading Harro article and complete vocab words.
MSAN Leadership Sociology Seminar
Day #20
Tuesday, October 16th, 2007
AGENDA:
Business/Announcements
Finish Discussing The Cycle of Socialization
Computer Lab for Poems and papers
HW: Final edits for Essay #1 and begin Essay #2
Business & Announcements:
Substitute for Wednesday and Friday (MSAN Conference)
Finish Discussions of The Cycle of Socialization by Bobbie Harro and begin Vocabulary List
Write these terms up on board and discuss:
o Oppression-the act of keeping down by severe and unjust force or authority
o Socialization- how we are “taught”, converted or how we adapt the needs of society
o Subordinate or Target- group considered systematically disadvantaged.
o Dominant or Agent- systematically advantaged by the society because of group membership.
Dominants set the parameters within which the subordinates operate. (tatum)
o “Mythical Norm”- In America, norm is usually define as white, thin, male, young, heterosexual,
Christian and financially secure. It is with this mythical norm that the trapping of power reside within
society.
o Anomaly- when a subordinate demonstrates positive qualities believed to be more characteristic of
dominant , the individual is considered to be an “anomaly”.
o Self-perpetuating-
o Intrapersonal/ Interpersonal-
o Dissonance - lack of agreement, conflict
o “Not Learning” -takes place when someone has to deal with unavoidable challenges to her/his
personal and family loyalties, integrity and identity. Refusing to learn from someone who does not
respect your integrity instead of losing one’s self pride. Coping strategy, survival skill.
o Dualism - the view that the world is ruled by antagonistic force of good/evil, black/white
o Hierarchy- categorization of a group of people according to status and power.
o Privilege - a special advantage, immunity, permission, right or benefit granted to or enjoyed by an
individual, or a class.
o Stereotypes - a conventional, formulaic, and oversimplified conception or image.
o Status Quo - the existing condition or state of affairs.
Minority - A racial, religious or other group regarded as different from the group of
which it is part
POST on BOARD: The socialization process if pervasive (coming from all sides and
sources), consistent (patterned and predictable), circular (self-supporting), self-perpetuating
(intradependent) and often invisible (unconscious and unnamed).
Socialization is the “how to be” training that happens throughout our lives.
First Stage is “The Beginning—Born into World with Mechanics in Place (Biases,
Stereotypes, history, habit, tradition)
First Socialization= this is where you are taught on a personal level by parents, relatives,
teachers, people we love and trust. They shape our expectations, norms, values, roles, rules,
models of ways to be and sources of dreams.
Institutional and Cultural Socialization= this is where messages are reinforced by institutions
such as churches, schools, television, legal system mental health, medicine, business and also
culture (practices, song lyrics, language, media, patterns of thought).
Enforcements= there are enforcements in place to keep people to maintain these “norms”, the
status quo. Those who try to contradict the “norm” pay a price for their independent thinking.
Those subordinates that do not accept their place sometimes receive attention for being a
“model member” of their group, an anomaly.
Results= target identities experience anger and dissonance between what the United States
stands for and what we experience (among other things). By participating in our roles as
targets, we reinforce stereotypes and perpetuate the cycle of oppression (internalized
oppression). Agents (dominants) also perpetuate the cycle when they do nothing to challenge
their privilege.
Actions= easy to perpetuate cycle, do nothing, don’t make waves, promote the status quo
Directions for Change= change, raise consciousness, interrupt, educate, take a stand, question,
reframe.
CORE= fear, ignorance, confusion, insecurity- as long as core is filled with these feelings we
will be paralyzed from making change and the cycle will continue.
Cycle of Socialization small group activity
Give students time to brainstorm their experience
Ask each student to pick ONE social identity (race preferable)
Individually, each student to complete the “cycle of socialization” giving examples of how
they were socialized to be as a member of this identity.
Give students an example of my own:
o Born biracial (mother white, father Polynesian from Tonga…which back in the 70s in MN meant
black). Mixture of the dominant (white) group and the subordinate (brown) group.
o First Socialization= “your lucky you ended up with white hair…I was worried that I was going to have
to buy grease and iron your hair”. “You didn’t inherit your father’s skin color…Tongans must have
weak genes.” Be proud of culture, but you can’t and won’t learn language. It was something reserved
for fighting parents.
o Institutional and Cultural Socialization= churches- abnormal family, only biracial. Schools- kids and
teachers often didn’t associate my father as my father because we looked nothing alike. Television- no
biracial families.
o Enforcements= I received privilege and ridicule from peers. White privilege from the white students,
and acceptance from students of color ONLY if they saw me with my father (story of Sherrice).
Tongan woman at market. Father in South Boston on St. Patrick’s Day.
o Results= feeling of in-between worlds.
Give students time to write, then have them meet in groups to quietly talk. Have each
students share an example of an identity and walk through circle.
Open it up for discussion
Computer (#303) Work Time:
Walk students up to room #303 for independent time to work on essays.
HW: Essay #1 Revisions, begin Essay #2 (with creative piece)
MSAN Lesson Plans for Wednesday, October 17th & Friday,
October 19th
WEDNESDAY (Long Period):
Students will meet in room #311
Take Attendance
Begin watching “Race: The Power of an Illusion” (about 56 minutes)
Distribute “AAA Statement on Race” packet. Students can use the rest of the time
reading the article. Ask them to mark it up for interesting points, thoughts, etc.
Ask one student to roll back projector cart to room #141 at the end of D period
FRIDAY:
Cart #3 is signed out again for this period. Please ask one student to go pick it up.
Students will spend about 20 minutes watching “Bringing the Noise #3” to help inspire
them to write their poems. (Suggestions of tracks to watch Disc 1: #2, #7, #8, #18 Disc
2: #7, #8)
After 20 minutes, you can write students passes to #141 to spend the rest of the hour
writing their essays and poems
Remind them that Essay #1 rewrite are overdue and Essay #2 (Race Awareness is due on
Tuesday, October 23)
There are extra handouts in the manila folder attached.
MSAN Leadership Sociology Seminar
Day #23
Tuesday, October 23rd, 2007
AGENDA:
Business/Announcements/SAT words
Report back from Conference
Begin watching “Race: The Power of an Illusion”
HW: Read AAA Statement on Race packet for discussion Wednesday. Paper drafts due on
Wednesday.
Business/Announcements:
Reminder of outside event and write-up due before November 26th!!!
o Troublin’ the Waters: Making Art After Hurricane Katrina event on 10/28 at 1:30 pm
Report back from Conference
Report back from substitute
Begin Watching Race: The Power of an Illusion
For students who did not see the video, begin watching the video (finish tomorrow if needed)
For students who DID see the video, ask them to prepare some discussion questions for class
tomorrow to lead the rest of the group. They may go to the computer lab and write up
discussion questions (on video and AAA statement on race)
Homework: Read AAA Statement on Race packet and finish Essay (rough due TODAY!)
MSAN Leadership Sociology Seminar
Day #24—LONG D period
Wednesday, October 24th, 2007
AGENDA:
Business/Announcements/SAT words
Report back from Conference
Finish watching “Race: The Power of an Illusion”
Socratic Seminar on AAA Statement on Race
Check out PBS website that correlates to Race the Power of an Illusion
HW: Read AAA Statement on Race packet for discussion Wednesday. Paper drafts due on
Wednesday.
Business/Announcements:
Report Back on Conference in Arlington (Lirey, Kindyl, Jamila):
Finish Watching Race: The Power of an Illusion
Introduction to SOCRATIC SEMINAR Protocol
Review protocol with students
Give them 10 minutes to prepare
Divide into 2 groups (3 and 4)
SOCRATIC SEMINAR Graded Discussion
Complete 2 different seminar discussions on 1) AAA Statement on Race and 2) 10 Things…
Debrief after each one
Check out PBS website that correlates to Race the Power of an Illusion
Homework: PAPERS! Turn in missing Essays ASAP!
MSAN Leadership Sociology Seminar
Day #25
Friday, October 26th, 2007
AGENDA:
Business/Announcements/SAT words
Debrief Socratic Seminar on AAA Statement on Race
Check out PBS website that correlates to Race the Power of an Illusion
Begin Race Timeline Assignment
HW: Finish Timeline Assignment
Business/Announcements:
Review missing work
Debrief SOCRATIC SEMINAR and discuss AAA Statement on Race & 10 Things
Check out PBS website that correlates to Race the Power of an Illusion
Begin with “sorting people” http://www.pbs.org/race/002_SortingPeople/002_00-home.htm
as a class in room #3
Race Timeline Assignment
Review Race Timeline Assignment as a class
Assign students
Begin working on individual assignment
Homework: Race timeline notes due Tuesday.
MSAN Leadership Sociology Seminar
Day #27—LONG Period
Wednesday, October 31st, 2007
AGENDA:
Business/Announcements/SAT words
Finish Race Timeline and Post
Review of Historical Significance Criteria
Begin presentations
Business/Announcements:
Calvin Terrell field trip reminder (permission slips due ASAP)
Finish Race Timeline and Post:
Laptops signed out, give students time to finish and write up events
What makes something “Historical Significance”?
Begin with a brainstorm, making sure that students hit on these points:
- number of people affected
- duration of change
- secondary impacts
- question of perspective
Begin presentations:
Explain to students that they will be using criteria to determine which of the events on the
timeline seems the most historically significant to the social construction of Race in our
country.
Take notes on events that you think are the most important. You will be citing from these in-
class presentations.
_________________________________________________________________________________
Historical Significance of Race Essay Assignment
The purpose of this essay is to identify the TWO events or ideas from our class Race Timeline that are, in your opinion, the MOST
SIGNIFICANT to the history of the United States and WHY you believe this to be true. This essay should be no longer than 5 pages
and should include the following:
An introduction with criteria that you believe makes your events or ideas historically significant. Introduction is KEY—it
must grab your audience, summarize your answer and present your THESIS!
You must include a description and explanation of the events/ideas AND provide reasons for their significance in the body
of the paper. This may require that you do a little more research out of class so that you are able to give a complete
explanation
You are not required to give a works cited. However, if you use an outside source, please use footnotes.
Show off—it is YOUR essay, be confident! Do not use “I think”, “I believe”, “maybe”. State your argument as is and I will
assume, as your reader, that your opinion is being expressed.