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Session #8: SOCIAL IDENTITY. Class members will gain an understanding of how social identity affects diversity and group relations in organizations (15 minutes) Who Am I exercise? Interview with a Difference Exercise (30 minutes) Sexual Orientation Group (30 minutes).
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Session #8: SOCIAL IDENTITY • Class members will gain an understanding of how social identity affects diversity and group relations in organizations (15 minutes) • Who Am I exercise? • Interview with a Difference Exercise (30 minutes) • Sexual Orientation Group (30 minutes)
Who Am I Exercise? (Cox, 1993; Cox & Beale, 1997) • On a blank sheet of paper create a pie chart to identify group affiliations that have some importance to your self-concept (Your definition of who you are). Indicate the importance of each group membership by the size of the slice of the pie that is given.
SELF-CONCEPT(Turner, 1985; 1987) • Cognitive representation of self • Self-categorization: “ I am _____” • Multiple concepts of self • Switched-on by situation • Self-Concept involves both: • Personal Identity: idiosyncratic characteristics • Abilities, psychological traits, interests • “I am an outgoing, athletic, musician.” • Social Identity: group membership • “I am Chinese, Male, Gay, Buddhist.” • Cont’d...
SOCIAL IDENTITY THEORY(Tajfel, 1978; Turner, 1987; Ashforth & Mael, 1989) • Defined: “Aspect of an individual’s self-concept based on his or her social group membership.” • Social identity: • Based on identifying with a group (I am woman..) • Switched on by environment (I am a student/professional/mom) • Filters our perceptions and impacts our actions • Social Identity = Sum of Social Identifications • I am student, african-american, hetereosexual, midwesterner • Identity Strength=Importance placed on specific social identification (slices not weighted equally)
Social Identity and Work • Social identity may conflict with corporate culture and identity of majority • American Indians: collectivist; avoid materialism • Prejudice leads to hidden social identity • Gay men and lesbians; individuals with disabilities • The group you identify with is nowhere to be found…. • Isolation • Stress • Double/triple minority whammy • Forced to acculturate? (cont’d)
ACCULTURATION MODELS OF CULTURAL IDENTITY (Cox, 1993; Bell, 1990) • Options: • 1. Minority gives up identity and assimilates, • 2. Minority keeps identity but is isolated and shunned by majority, or • 3. Minority becomes BICULTURAL • Identifies with two cultures • May turn identity on and off depending on situation • Juggling: end up denying one’s culture • Role Conflict and Bicultural Stress • Overcompensation and Isolation
Who Am I Exercise?(Cox, 1993; Cox & Beale, 1997) • Choose partner and share your pie-chart. • If time, answer questions 1 and 2 of exercise • 1. Because I am _____ (a major group identity according to your pie chart), I have a tendency to ____ in relationships with people who are ___. • 2. Because I am _____, other people who are ____ have a tendency to ____ in their interactions with me.
Interviews With A Difference Exercise • Form small groups (count off 1 to 5) and discuss some or all of the following questions (please maintain anonymity of interviewee). • What was the social identity of the person you interviewed? • How was it similar or dissimilar to your own? • What are the stereotypes about this group? • Were those stereotypes accurate? Inaccurate? • What was it like growing up as a member of this group? • What was their greatest challenge? • Please share their experiences of workplace discrimination. • How did their group membership affect their work or career choices? • What did you learn from this interview?
