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

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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.

Page 1: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

Goffman and the Spoiled Learning Disability Identity In the Workplace

Athena Goodfellow

Page 2: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

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

Page 3: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

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)

Page 4: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

What is the “Spoiled” LD Identity?

Page 5: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

TRANSITION FROM LEARNING TO COMMON SENSE ENVIRONMENTS

Page 6: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

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)

Page 7: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

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)

Page 8: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

PERFORMING OUTSIDE THE ADVOCACY STAGE

Page 9: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

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

Page 10: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

TO TELL OR NOT TO TELL: THE COMPLEXITIES IN SELF-DISCLOSURE AND ITS RATIONALE

Page 11: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

Who’s 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).

Page 12: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

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

Page 13: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

Rationale for not Disclosing one’s LD

Page 14: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

Compensation Strategies

Page 15: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

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.

Page 16: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

Self-Disclosure and Rationale

79% of worker’s 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.

Page 17: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

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 worker’s 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

Page 18: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

THE LEARNING DISABILITY EXPERIENCE: GETTING READY FOR A PERFORMANCE OF A LIFETIME

Page 19: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

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

Page 20: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

Implications at the Individual Level

• Unanswered: Timing. • Assume that the Employer is

“Ignorant Rather than Malicious”

• Use Disclosure Etiquette

Page 21: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

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.

Page 22: Goffman and the Spoiled Learning Disability Identity In the Workplace Athena Goodfellow.

THANK YOU !

Athena Goodfellow 2009