Post on 21-Dec-2015
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
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)
What is the “Spoiled” LD Identity?
TRANSITION FROM LEARNING TO COMMON SENSE ENVIRONMENTS
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)
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)
PERFORMING OUTSIDE THE ADVOCACY STAGE
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
TO TELL OR NOT TO TELL: THE COMPLEXITIES IN SELF-DISCLOSURE AND ITS RATIONALE
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).
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
Rationale for not Disclosing one’s LD
Compensation Strategies
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.
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.
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
THE LEARNING DISABILITY EXPERIENCE: GETTING READY FOR A PERFORMANCE OF A LIFETIME
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
Implications at the Individual Level
• Unanswered: Timing. • Assume that the Employer is
“Ignorant Rather than Malicious”
• Use Disclosure Etiquette
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.
THANK YOU !
Athena Goodfellow 2009