The document discusses communication patterns during the Chicago teachers' strike. It analyzes the teachers' group identity as professionals and victims, and how they personally identified themselves through ascription and avowal. The main point is that the difference between these personal and group identities affected the resolution of the strike. The strike was a power struggle where the teachers felt bullied but saw themselves as professionals, while others saw them as selfish.

1. COMMUNICATION PATTERNS
IN THE CHICAGO TEACHERS’ STRIKE
Rick Kanas
CMCL-C427

2. Introduction
 Personally Interesting Topic
 Family members who are teachers
 Highly publicized
 Newspapers
 Local news
 Radio

3. Thesis
 The difference between a group’s ascription
and avowal can affect their personal identity
and it can be powerful enough to drive a
public disagreement, such as a strike.

4. Main Points
 Teachers’ Group Identity
 Professional
 Victims
 Power
 Teachers’ Personal Identity
 Ascription
 Avowal
 Effects of Difference
 Strike resolution

5. Teachers’ Group Identity
 Interviewee’s Response about Strike

6. Teachers’ Group Identity
 Teachers as Professionals
 Lifestyle vs. Career

7. Teachers’ Group Identity
 Effectiveness of Profession
 Disagreement about evaluation system

8. Teachers’ Group Identity
 Power Struggle during Strike

9. Teachers’ Personal Identity
 Avowal
 Victims in Situation
 Bullied
 Minority Identity in Situation
 Unexamined
 Conformity
 Resistance

10. Teachers’ Personal Identity
 Ascription
 Selfish
 Bad Economy
 Strike of Choice

11. Effects of Difference
 Who had more power?
 Who came out on top?

12. Conclusion
 “Middle Class”
 “Blue Collar”
 Communication Patterns

13. Questions/Discussions
 Whose side were you on?
 Teachers
 Board of Education
 How do you feel about workers’
right to strike?
 What communication strategies
could have been used to avoid the
strike altogether?