Olli oct17 workplace

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PP for October 17: workplace identities

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Olli oct17 workplace

  1. 1. Workplace identities October 17th: Who Are We?
  2. 2. 10th: transitionsTensions: Role of “parent” versus “advisor/critic” Coping with difficult relatives“Do-over”: repeat past roles Attempt to fix past problemsVersus “letting go” to define newidentities/relationships
  3. 3. values: what’s IMportant?New roles/identities: Larger meaning/significance oflifeList three things that are most important to you now--things that you value in life
  4. 4. Work experiencesWhat are your prior work experiences--in your job,your family, organization, or community?What roles did you assume in this work? How did youlearn to adopt these roles?What was satisfying/rewarding about thoseexperiences and/or roles?What was challenging about those experiences and/orroles?
  5. 5. Status and workGendered construction of work “Women’s work”: “Pink-collar jobs” Female versus male pay (.81) Varies by occupation and region Women CEO’s: 3.2% of Fortune 500 companiesYour experience as a woman/man??
  6. 6. Male vs. female educationWomen: Higher college attendance/graduation inshorter time period Varies by race and class
  7. 7. Romney’s appointment of womenFirst of all, according to MassGAP and MWPC, Romney did appoint 14women out of his first 33 senior-level appointments, which is areasonably impressive 42 percent. However, as I have reported before,those were almost all to head departments and agencies that he didntcare about -- and in some cases, that he quite specifically wanted to notreally do anything. None of the senior positions Romney cared about --budget, business development, etc. -- went to women.Secondly, a UMass-Boston study found that the percentage of senior-levelappointed positions held by women actually declined throughout the Romneyadministration, from 30.0% prior to his taking office, to 29.7% in July 2004, to27.6% near the end of his term in November 2006. (It then began rapidly risingwhen Deval Patrick took office.)
  8. 8. Waitress’s workMike Rose’s mother as waitress “...how central that work was to her sense of self and engagement with the world”“Both waitress and management work by the clock.” “The basic goal, then, is to manage irregularity and create an economy of movement.”“...the mix of strategies and processes: imagistic,spatial, verbal, and the role of emotion.”
  9. 9. Vigilant attention...attending in transit to requests, empty cups, platesmoved to the edge of the table.”“Mindfulness”: “...who ordered what and when andknows how long a specific item should take toprepare given the time of day.”“She organizes takes by type or location...what taskscan be grouped and executed with the least effort.”
  10. 10. “Emotional labor”“‘Even if they’re rude to you, you still smile and justgo on, because that’s your living.’”Gendered identities: “servant, mother, daughter,friend, or sexual object.”“how difficult it is...to capture the complex meaningwork has in the lives of people like Rose Emily Rose.”Always learning: “your ability that makes everythingwork right; you are instrumental in creating theirsatisfaction.”
  11. 11. CompetenciesWhat activities constituted your role in your job?What did you become good at doing in your job?How did you learn these competencies?How were you recognized for your competencies?
  12. 12. Negotiating work versus non-work demandsJob and family demands: conflicts in roles?? How did you negotiate conflicts? How did you distinguish “family” versus “job” time?Job and family: positive transfer?
  13. 13. Identification: Negotiating competing worlds workplace school peer group family/co mmunity
  14. 14. Representation as Re-presentn Media do not simply reflect/mirror “reality”n Media create or re-present a new reality n DisneyWorld as an artificial reality n “Reality” shows as a television “reality” draman Media “mediate” how we construct our lives n Adolescent females in “Merchants of Cool” who are preparing to be “supermodels” n Fashion magazine models mediate how they define their identities
  15. 15. Stereotyping: Fixes/limitsMeaningn Stereotypes limits meanings assigned to groups n Shapes perceptions of that group n Leaves out/over-generalizes meaning n “Scientists as nerds”/ “Native Americans as alcoholics”n Contesting stereotypes by increasing diversity of images that open up new possibilities of identity n “Where do images come from?” n “Who produces images?” n “How is meaning closed down in representation?” n “Who is silenced in the production of images?”
  16. 16. Construction of Femininityn Social practices: nurturer/helper roles: teaching, nursing, mothern “Beauty industry”: appearance, slimness, or attractiveness as central to identityn Identity constructed through heterosexual relationshipsn Romance novel: legitimacy of nurturer as transforming traditional male hero
  17. 17. Representation of Classn People’s desire to be perceived as “middle class” by adopting class markers of dress, language, social practices http://www.pbs.org/peoplelikeus/n Representations of “working-class”: categorized serving to demonize people
  18. 18. Exhibits: Magazine ad images:Representationsn Categories: each table: race, class, gender, age, region or place (suburban vs. urban), entertainment, etc.n Identity patterns: create subcategories, including interactions across categoriesn Reflect on how images influence your identity constructionn Reflect on limitations of categories

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