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2020 Annual Conference
The ASEE 2020 Annual Conference is now a Virtual Conference.
Ticketed event: Workshop Ticket - $35.00
Abstract - Dominant social norms in the U. S. perpetuate sexism, nationalism, racism, patriarchy, heterosexism, classism, ethnocentrism, and ableism. Social norms are often learned indirectly because humans are evolutionarily wired to notice dominant social norms and abide by them. How can we mitigate the impact that dominant social norms have in our organizational spheres of influence? Understanding the diffuse and ubiquitous ways in which dominant social norms function assists those who aim to deconstruct dominant social norms. Additionally, that knowledge assists in the design, construction, and implementation of replacement social norms that are more inclusive.
In this workshop, participants use the Colluding, Colliding, and Contending with Dominant Social Norms Model (Chandler, 2017) to practice identifying dominant social norms operating in STEM environments. After identifying dominant social norms, participants identify the ways in which they are interacting with those norms; individuals do not always interact with dominant norms in the same way. People can collude, collide, or contend with the same norm in various situations at various times. That variability, coupled with the fact that many social norms are operating at the same time in all situations, results in a high degree of complexity. The model used in this workshop brings clarity in examining that complexity.
Understanding how dominant social norms operate through the three main ways of interacting with them (i.e., colluding, colliding, and contending) equips participants with an analytical tool they can deploy in their organizations. After participants practice using the model in their small groups in this workshop, they develop a plan of action focusing on an explicit objective or responsibility in their organization where this model can assist them in tackling the challenges.
Form groups and complete pre-test (30)
Explanation of the model (45)
Groupwork - Identify dominant norms and collusions, collisions, and contentions with them (60)
Groups report out (30)
Lunch – with groups (45)
Groupwork - Identify equity norms and collusions, collisions, and contentions with them (30)
Groupwork - Identify sanctioning actions (30)
Groupwork – Develop plan of action (30)
Complete post-test and report out (45)
Chandler, J. L. S. (2017). Examining Interactions with Dominant Social Norms. In Teaching Resources and Innovations Library for Sociology. Washington, DC: American Sociological Association.
Jennifer Chandler has a Ph.D. in Leadership and her research examines the impact of dominant social norms in leadership processes. She teaches leadership courses in the College of Integrative Sciences and Arts at Arizona State University. She serves as the Leadership Advisor for the Center for Bio-mediated and Bio-inspired Geotechnics (CBBG) Engineering Research Center where she develops and teaches leadership and mentorship curriculum.
Jean Larson has a Ph.D. in Educational Technology, postgraduate training in Computer Systems Engineering, and many years of experience teaching and developing curriculum in various learning environments. She has taught technology integration and teacher training to undergraduate and graduate students at Arizona State University, students at the K-12 level locally and abroad, and various workshops and modules in business and industry. Dr. Larson is experienced in the application of instructional design, delivery, evaluation, and specializes in eLearning technologies for training and development. Her research interests focus on efficient and effective online learning, and how instructors are prepared to teach in digital environments. She coordinates outreach events for the Center for Bio-mediated and Bio-inspired Geotechnics (CBBG) with local school districts and organizations, various centers on the ASU campus, and summer programs for teachers, high school students and undergraduates. She also develops CBBG curriculum for learners at the K-12, college, and professional development levels.