Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow

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Transcript of Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow

  • Slide 1
  • Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow
  • Slide 2
  • Overview of Presentation 1.The Transition from Learning to Common Sense Environments 2.The LD Adult: Living Outside the Advocacy Stage 3.To Tell or Not Tell: Complexities of Self-Disclosure and Its Rationale
  • Slide 3
  • Goffman and the Dramaturgical Approach performers are not concerned with the moral issue of realizing standards of life but with the amoral issue of engineering a convincing impression that these standards are realized (Goffman, 1959, p.251)
  • Slide 4
  • What is the Spoiled LD Identity?
  • Slide 5
  • TRANSITION FROM LEARNING TO COMMON SENSE ENVIRONMENTS
  • Slide 6
  • The Learning Environment: School The supportive learning environment of the educational system offers inclusion practices and resources that are needed to succeed. Positive perceptions of self by students with LDs are largely attributed to, among other factors, positive learning experience and social support from educators, parents and peers. (Gans, Ghany & Kenny, 2003; Sze et al., 2007)
  • Slide 7
  • The Common Sense Environment: the Workplace 1.Common sense principles that are predicated on profit and efficiency 2.Advocacy and mitigation obligations Adults with learning disabilities are not simply children with LDs grown up (Kavale &Forness, 1996, p.34)
  • Slide 8
  • PERFORMING OUTSIDE THE ADVOCACY STAGE
  • Slide 9
  • The LD Adult Experience: Living Outside the Advocacy Stage Barriers to the front stage Requesting accommodations Denial of accommodations Enforcement of judicial remedies Barriers to the backstage Practicality of support websites Lack of financial support In accessible format Exposure of actual LD identity
  • Slide 10
  • TO TELL OR NOT TO TELL: THE COMPLEXITIES IN SELF- DISCLOSURE AND ITS RATIONALE
  • Slide 11
  • Whos Telling Roughly 55% of university graduates disclosed their LD at some point during the course of employment (Madaus, 2007, p.295). Between 73%-90% of university graduates with a LD reported that their disability influences the quality of their work in some way or another (Madaus, Foley, McGuire and Ruban, 2002; Madaus, 2007).
  • Slide 12
  • The Double-edge Sword Disclosing Covering approach Information control about the gravity of the disablement Management Strategies: disclosure etiquette Not Disclosing Passing approach Management Strategies: compensation, protective capsule and purposeful concealment
  • Slide 13
  • Rationale for not Disclosing ones LD
  • Slide 14
  • Compensation Strategies
  • Slide 15
  • What Does Goffman Think of Non-disclosure? Run the risk of accidental slips such as excessive misspelling which can cause feelings of sadness, isolation and anxiety. If the hidden LD is never discovered, we run the risk of getting in-deeper-ism which means that we become stigmatized due to false perceptions of our working performance.
  • Slide 16
  • Self-Disclosure and Rationale 79% of workers that self-disclosed shout sympathetic others either supervisors or coworkers in hopes of understand[ing] where I could have difficulty on the job. Disclosure using, according to Goffman, appropriate disclosure etiquette by revealing their disability in a matter-of-fact manner during casual conversation.
  • Slide 17
  • What does Goffman Think of Self-disclosure ? Could result in succumbing to a half world where the disablement serves as a justification of the inequities in employment. 20% of respondents felt that negative outcomes in areas such as workers respectability and promotions were a result of their self disclosure (Madaus, 2007) Self-disclosure can be a means of claiming disidentifier of what it means to have an LD
  • Slide 18
  • THE LEARNING DISABILITY EXPERIENCE: GETTING READY FOR A PERFORMANCE OF A LIFETIME
  • Slide 19
  • Implications at the Societal Level Transition from School to Work Inclusionary Practices and Un-spoil the Meaning of Learning Disabilities Work placement in lined with Strength Practical Teaching Strategies Comprehensive Understand of Learning Style and Necessary Accommodations Mentorships Education about Legal and Social Provisions Practice of Self-advocacy
  • Slide 20
  • Implications at the Individual Level Unanswered: Timing. Assume that the Employer is Ignorant Rather than Malicious Use Disclosure Etiquette
  • Slide 21
  • Disclosure Etiquette Explain in a Matter of Fact Manner Use Humor to Lessen Tension Use Tactful Pauses to Allow the Audience to Digest Sensitive Information Welcome Questions Express Appreciation when Offered Accommodation (even if they are refused) ** These strategies require that you have a comprehensive understanding of your learning strengths and weaknesses.
  • Slide 22
  • THANK YOU ! Athena Goodfellow 2009