Showing posts with label 01 Perspectives. Show all posts
Showing posts with label 01 Perspectives. Show all posts

Saturday, May 7, 2016

A Murder Over a Girl: Justice, Gender, Junior High

A Murder Over a Girl is a new book by Ken Corbett, a gender studies expert and NYU professor who went to Southern California to learn why a 15-year-old transgender student Larry 'Letitia' King was murdered. Corbett takes the reader through painstaking detail through the trial with its various witnesses, describing each with both a flair for observation, and inferences about the context, motivation, and meaning of the words they used. The book is not just about the murder or even the trial, but about how context matters for everything and how we shape the context in our own lives can lead us down very different paths. This book is fascinating, trouble, and insightful.

Cover Art
Corbett analyzes race, identity, poverty, culture, gun violence, and adolescence in a way I have never read before. Some parts of the book were hard for me to read due to the abhorrent nature of the ideology examined. That said, I believe this is a necessary book for all psychology and sociology teachers to help us understand the role that culture plays in our personal and collective lives. After so many years of teaching experience, I learned to look at education and my students through a new lens after reading this book.



From the Amazon description:
A psychologist's gripping, troubling, and moving exploration of the brutal murder of a possibly transgender middle school student by an eighth grade classmate On Feb. 12, 2008, at E. O. Green Junior High in Oxnard, CA, 14-year-old Brandon McInerney shot and killed his classmate, Larry King, who had recently begun to call himself "Leticia" and wear makeup and jewelry to school. Profoundly shaken by the news, and unsettled by media coverage that sidestepped the issues of gender identity and of race integral to the case, psychologist Ken Corbett traveled to LA to attend the trial. As visions of victim and perpetrator were woven and unwoven in the theater of the courtroom, a haunting picture emerged not only of the two young teenagers, but also of spectators altered by an atrocity and of a community that had unwittingly gestated a murder. Drawing on firsthand observations, extensive interviews and research, as well as on his decades of academic work on gender and sexuality, Corbett holds each murky facet of this case up to the light, exploring the fault lines of memory and the lacunae of uncertainty behind facts. Deeply compassionate, and brimming with wit and acute insight, A Murder Over a Girl is a riveting and stranger-than-fiction drama of the human psyche.

From the Publisher:
On February 12, 2008 in Oxnard, CA, 14-year-old Brandon McInerney and the rest of his eighth grade class walked to the computer lab with their teacher, Dawn Boldrin. As his classmates typed their history papers, Brandon quietly stood and shot 15-year-old Larry King—who for just two weeks had been wearing traditionally female accessories and identifying as “Leticia”—twice in the head. Larry died in the hospital two days later. Psychologist Ken Corbett was unsettled by the media coverage that sidestepped the issues of gender identity and race, and went to California to attend the trial. In his new book, A MURDER OVER A GIRL, Corbett, a leading expert on gender and masculinity, details the case, and all the social issues still littering the American landscape eight years later. The brutal murder begged the question: How this could happen? Ellen DeGeneres spoke out; Newsweek and The Advocate ran cover stories. Once again, a “normal boy” like Brandon had taken a gun into a school and killed another student in cold blood. But others, still, wondered: How could this not happen? In many ways this was a “perfect storm” of race, poverty, gun violence, and gender identity fueled by ignorance and fear. Brandon had been raised by drug-addicted parents. His mother shot his father days before their wedding, and his father later shot his mother in front of him. His home was a veritable culture of guns. Larry’s birth mother was a 15-year-old drug addicted prostitute. He had recently been removed from his adoptive parents’ home after reporting abuse. Larry identified as gay from the age of 10, and by 15 had realized he was a girl. He wore makeup and stilettos to school with his uniform and had asked the boy who would be his killer to be his valentine. Brandon says he was being sexually harassed by Larry and sought peace the only way he knew how. Eight years later, the citizens of this country have yet to get on the same page on so many of the major issues at play: gender identity; sexual and racial equality; gun control; drug laws. Neither experts nor lawmakers nor voters can come to a consensus, and yet, teachers—most of whom have received no training in any of these areas—are thrust to the forefront in the classroom.




 posted by Chuck Schallhorn

The Teaching High School Sociology website

Sunday, August 12, 2012

Teaching the Perspectives--Several Ideas

With this post, I am sharing what I have done in the past with perspectives.  I know there are many successful ways to teach this and so I welcome comments and/or guest bloggers.  Let's get these ideas out there.

At the beginning of the course, we look at group norms, class rules and what sociology is as compared to other social science courses--in particular, the differences.  Each is a way to look at the same thing, human behavior, but using a different lens.

In fact, that is what perspectives are in any field/across fields, a way of looking at different phenomena in different ways.  One way to do this is to stand on a chair or a table and ask the kids what I am seeing.  Another is to get close to the ground like a cat to see what they might see (a video example here--there are quite a few.  Ask students to look at adults from the point of view of a child--adults seem like giants.  So this gets them thinking about perspectives.

I then hit them with this lesson:
http://teachinghighschoolsociology.blogspot.com/2012/03/perspectives-activity-with-red-riding.html
It's the Riding Hood Story from the point of view of the wolf.  It changes everything.  The discussion we have after that can be good to great, but I've never had a bad discussion.  This primes the pump.

Another lesson I use is the Poem, "Six Men of Indostan."  The Powerpoint is here.  This lesson deserves its own post, but no time at the moment.

We then go over each of the three perspectives.  What are the main points of structural functionalism?  Conflict Theory?  Symbolic Interactionism?  I rely heavily on our text and other resources I've collected over the year.  We examine quotes from the various people (this is incredibly challenging) and available here:  https://sites.google.com/site/teachinghighschoolsociology/01-perspectives
 
As I write this, I realize that I have so many examples that are sitting in my brain about each of the perspectives.  Perhaps some will venture out and play.  Since I am not teaching sociology right now, the examples are not always at the surface.  I cannot adequately express how I teach each of the perspectives.  I gained so much over the years working it out with the kids and reading more and more on each topic.  One of my favorites is "The Presentation of Self in Everyday Life" by Erving Goffman.  Some links and analyses are listed here:
http://en.wikipedia.org/wiki/The_Presentation_of_Self_in_Everyday_Life
http://www.clockwatching.net/~jimmy/eng101/articles/goffman_intro.pdf
http://ssr1.uchicago.edu/NEWPRE/CULT98/Goffman1.html
http://www.soc.duke.edu/~jmoody77/TheoryNotes/Goffman.htm
http://ishkbooks.com/presentation_of_self.pdf

We examine the dramaturgical approach with every person being an actor playing a part in their interactions.  What parts do we play?  What roles do we fill?  What norms do they reflect?

At that point, I help the students create a set of questions that each perspective would ask when examining a society or part of a society.  This can get tricky and may require lots of contextualizing for them.  Most are not necessarily good at this part, so I get very involved.  For the Ph.D.s among us, I realize this is an oversimplification, so I am scaffolding and I end up with something like this:

*"It" refers to society or the group dynamic we could study

Structural Functionalism
How is it set up?  What are the component parts?  How do they work together?  What is the primary function of each part?  What are the intended consequences of the part/action?  What could be unintended consequences of the part/action?  We get into manifest and latent functions.

One example I use is license plates--manifest function?  keep track of auto owners and collect fees. unintended consequence--create collectible plates for later generations

Conflict
Who has the power?  What kind of power is it (overt or covert)?  How is the power used?  Describe the "sharing" of the power?  How is it distributed?  Are there conflicts or fights over power?  What happens when part of the group gains power and another loses?  and so on

Symbolic Interactionism
Look at the individuals who are interacting--they are doing something--who is doing what and HOW are they doing it?  What kinds of meaning can be attached to what is done?  Has anyone changed status as a result?  What messages/metamessages are they conveying with the action?  How is a person representing him/herself to the world or the context we are examining?  Are they mismanaging an impression?

We can take a look at Myspace and Facebook profile pages--examine what kinds of things people post--what image(s) and impressions are they creating?  What do they want people to think of them?  Are they literally playing the fool or do they have some other goal?
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After making sure they are reasonably well-versed in the perspectives, I then demo an analysis of American football from each of the three perspectives.  I take them through the perspectives, answer the questions and look at the game and the spectators in a whole new way for them.

Then I ask them, in small groups, to do the same analysis of one of our high school pep rallies.  Each group has a different perspective.  I go from group to group guiding.  The kids create posters to share and we then do a share-out.

So all this happens in the first couple weeks of the course.  Let me know if you all do something different.  The rest of us sociology teachers would LOVE to hear from you.

Day 1 of this year begins in roughly 12 hours for me.  Enjoy yourselves everyone .


The Teaching High School Sociology web site

Friday, April 13, 2012

Microblogging and Connections

I ran across this blog entry while perusing Twitter and almost immediately made a connection to sociology.  Part of what sociology does is examine how we make impressions and make meaningful relationships with others in this world.  This blog entry examines just how we do that.  While the connections to high school sociology are not explicit, take the symbolic interactionist point of view to most of the "reasons" many of us post mundane updates, "like," "poke" and do other sorts of things on social media.  Another different look into human behavior and I, for one, love it.  In one selection from the blog,

In contrast to earlier authors, the research showed that phatic posts do contain information messages, signals, values of staying up-to-date with micro and macro world of events and news, flirt, chat, public expressions of everyday life and emotions among the participants (affection, hate, anger, and so on). Their contents has some elements of meaning but their main relevance is to denote something: interaction, connected presence and fostering and maintaining connections.

Check the Scientific American Blog here:
http://blogs.scientificamerican.com/guest-blog/2012/04/13/phatic-posts-even-the-small-talk-can-be-big/


The Teaching High School Sociology web site

Thursday, March 29, 2012

Ongoing Student Feedback

I read an article in the New York Times about obtaining regular feedback from students within the context of one professor's engineering classes.  The article can be found here:  http://www.nytimes.com/2012/03/29/education/boston-professor-uses-frequent-feedback-from-class-as-teaching-aide.html?_r=2&sq=feedback%20from%20students&st=cse&scp=1&pagewanted=all

After reading that article, I had realized that written student evaluations of my work had largely become a thing of the past for me.  Currently, I have been using only verbal feedback and only sporadically.  Using a simple format of a few key questions, I can find out what my students are preferring (outside of the first day questionnaire I give).

One could examine this practice from both a psychological and a sociological point of view, especially from Marxist and Symbolic Interactionist theories.  What is the teacher doing that influences the power structure?  Is s/he giving up power or gaining power by obtaining feedback?  What are the intended and unintended consequences of the practice?  Does this symbolic deference to the students and their view diminish the status of the teacher?  If so or if not, why?

I will personally be using this practice more formally this semester.


The Teaching High School Sociology web site

Friday, March 9, 2012

Perspectives--One Activity

Perspectives is a wonderful aspect of sociology that I fully embrace, despite the difficulty many students may have with understanding the points of view or lenses for examining behavior.

George Carlin did some sociological comparison with baseball and football.  Although he did not use the terms, he did hit upon some key insights using the language of each sport.  I use this early when teaching perspectives to help students look beyond the obvious.




So part of using sociology is looking at everything groups and cultures do in a new way, differently than what the kids are used to--this can create quite a challenge for teachers.  So I start with the simple stuff first.

In teaching the unit, my text deals with the Functionalist Perspectives (Parsons, Merton, and Durkheim), Conflict (Weber, Mills and including a sub-category, the feminist perspective), and Symbolic Interactionist perspective.  My text also has Postmodern perspectives, but there is very little information on that.

In teaching the "Big 3," I hit upon some key tools in examining social behavior.

Functionalist
  • society is a stable, orderly system and everything in it serves a purpose, even if it is not apparent at first
  • manifest functions
  • latent functions (unintended purposes that were created)
example with license plates:  manifest function:  license plates were created to track vehicle registrations; latent function: license plates are collectibles


Conflict

  • Who has the power?
  • How is that power shown?
  • Can there be power shifts?
  • Who stands to benefit if changes are made?

example with license plates:  The state makes car owners and renters have plates to keep track of us--that shows us the power of the state.  If we have some higher economic power, we can obtain personalized plates

Symbolic Interactionist
Including Dramaturgical Analysis (Goffman)
Life is like a play, and all the people are players--our job with sociology is to figure out the roles and what they mean
Every interaction (conversation or any time two people connect) has both a surface meaning and a deeper, more symbolic (refers to something else) meaning.

example with license plates:  every car is supposed to have one--if we have a generic one created by the state, we are simply illustrating our conformity to the role of auto-owner or renter.  If we have a personalized plate style, we are symbolically communicating our support of whatever cause the plate is showing the world.  If we have a personalized plate the has unique letter/number combinations that spell something such as "SOCTCHR," we are sending a symbolic message about who we are and that we are rich enough and clever enough to have this special plate.


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As time and the semester move on, I will take these beginning views of the perspectives into much more detail.

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A simple example is to use the local town parade (or a Homecoming parade for a high school or college).  First examine the roles that a parade has (have the students make a list)--these could include police cars, fire engines, a marching band (bands), a band leader, floats (including particular clubs, businesses, politicians, classes), animals, signs and other visual identifiers, cheerleaders, clowns, etc.

Each person/car/float in the parade shows levels of power and strength (first or last typically is most symbolically powerful--police and fire; frosh teams/queens first, varsity and seniors last)

Each part of the parade interacts with the cloud in prescribed ways--each keeping within the roles given to them.  The clothing that each group wears is distinctive and symbolic of the status in society/school that the people have.

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So a parade is never "just" a parade.  Any social gathering is never "just" a gathering.  Our students are often uncomfortable with this aspect of perspectives, but they eventually get used to it as they develop their skills.

Other social events that they could analysis in small groups would be:

  1. professional or college football-the roles and symbolism is rich with this topic--especially with an analysis from each of the three perspectives
  2. identification and analysis of the school culture (administration, teachers, classified staff, seniors to frosh, various cliques on campus, campus events, the yearbook, etc.)


There are certainly other examples--please do add any examples and activities in the comments.

posted by
Chuck Schallhorn

Monday, March 5, 2012

Perspectives: An Activity with Red Riding Hood

On of the most challenging aspects of sociology can be teaching perspectives.  To that end, I once read a column by F. Forrester Church retelling the Red Riding Hood Story from the point of the view of the wolf.  Not all of our students will have reached the abstract thought level of thinking, so this activity can help bring those kids along.  The main goal is to help students view things from another perspective than what they are used to.

Here are some questions I use with the activity:

  1. Tell me the basic story of Red Riding Hood, both content and the message(s) the story is supposed to send (this often takes about five minutes)
  2. Here is the story from a different point of view (sometimes I read aloud, sometimes I have them read silently--depends upon a variety of factors)
  3. Summarize the differences between the two stories
  4. Why do you think there are differences?
  5. At the end of the discussion(s), explain who you believe, Red's story or the Wolf's.  Explain.
  6. Debrief the activity as needed, based upon the discussion
  7. Transition into how viewing particular behaviors/stories/events through multiple lenses is important and something we will be doing frequently throughout the course.


The Red Riding Hood document can be found at this link:
https://docs.google.com/document/d/1atxrKRMdQoV6aECok90MOak0qLbt01h_ki6nJwUM4A8/edit?usp=sharing