Cristal Preciado
Dr. Kubal
SOC 176
Fresno State University
Introduction
When conducting my research for the ethnography portion of my paper, I observed a local after-school program at a meeting that was three hours long over the weekend to find out how the program's employees, and those in charge interact with one another. While doing so, I applied different sociological theories in three different rooms. In each room, I found that the employees have different statuses and roles as well as those whose status is higher within the company. Many of the roles changed based of the definition of the situation presented by the different presenters.
I conducted a total of three interviews with coworkers that I used to work with. My total interview time was approximately sixty minutes and were all conducted in a public and safe environment. In each interview I found that employees in the group all have different but similar statuses and have all experienced a form of alienation.
For the content analysis portion, I gathered most of my information about the local after-school program through the internet. I gathered many of my information through either their main homepage or through other sources such as newspaper, reviews, and Facebook. While gathering my data, I noticed that many of the articles all had their own purpose of the content displayed, but the majority of the articles I noticed stated the various issues that the students deal with outside of the program, and how the program helps tackle these issues.
Literature Review (first quiz)
Theories and Theorist
Day 1: Symbolic Interaction
Symbolic interaction is the process in which allows us to view oneself how others might perceive us. It consists of imagery, the individual, agency, and social construction. Imagery consists of society, and how it is always changing. It is nothing more than a connection of interactions. In society we have the choice to stop doing one thing and do another so that we may be perceived in a manner that we think is acceptable. Everything we do is an outcome of interaction that is not structured. The individual in symbolic interaction is created through interactions with others, and no one is truly who they want to be. Agency is the ability to have power and make decisions in one's life. When an individual has agency, he/she will act however they want. and will not let society control them. Finally, social construction is created by people interacting with one another. It is what we define from interactions and society to be a reality.
Symbolic interaction has a lot to do with how one views themselves, which in most cases, we tend to see ourselves how others might perceive us. We take on certain roles of social structure, such being a student in college. To truly understand oneself, we must be able to understand how others view us. Meaning, how do our parents view us, our siblings, peers, professors, etc. Self esteem plays a role when comparing ourselves to others because in a sense we are constantly trying to get an appraisal from others, and we want to be perceived well.
Day 2: Symbolic Interaction and Goffman
The various roles and performances cause many pressures on an individual to behave, and act in a certain manner. Roles are expectations to how we are expected to act, and these various roles are constantly surrounding us. Individuals may feel the need to behave in a certain manner or take on a certain role because they are trying to control how others view them. Individuals are always under pressure to follow certain roles, which gives them the ability to control the definition of the situation. The definition of a situation includes emotional expectations, and ideas that set the tone for every interaction we are encountered with (Role taking… p. 136). For example, at a birthday party, we are expected to feel a excited/happy rather than upset, even if the individual feels a certain way about the person celebrating their birthday.
Goffman also pointed out that while we play a variety of roles in life, we often choose to enact these roles with differing levels of conviction (p.137). Which in some cases we embrace and identify with those roles, and allow it to shape how we feel, think and act when interacting with those around us. This process can be seen in a person who works at a certain job, in which they are required to act a certain way while at work. When around others we are always trying to put a good performance, which is also known as impression management, and we behave a certain way to get those around us to think well of us. But this also depends on the audience, meaning we play different roles when around different people; for example, we may not be the same when at school, versus when we are out with our friends.
Day 3: Symbolic Interaction and Goffman
Goffman believes that we are always on a stage playing certain roles as actors. We are always performing while we are trying to control the definition of the situation. Individuals stage themselves in their everyday life, and act based on how they think they are expected to act. They play different roles based on their location, and audience. Role embracement is knowing the various roles. and setting roles or norms that may guide the behavior in whichever situation the individual may in. As chapter five mentions in Role Taking, Role Making, and Coordination of Action, some individuals who play fantasy games, embrace their game-related roles so strongly that the roles define who they are as an individual (p 137). These roles have a strong impact on the gaming individuals, that they are unable to retreat into their everyday life.
Goffman's dramaturgy perspective is what a person presents in front of others and what they choose not to show. This is known as front stage and backstage, which is how we present ourselves in every day life. The setting an individual may in may play a role in how they present themselves in front of others. Some examples of front stage performances may be a student in the classroom. He/she is expected to behave in a certain manner and follow certain role expectations. The student wants the professors, and classmates to perceive he/she as a responsible student who is focused and on task. Front stage behavior is basically the world being a stage. Individuals behave a certain manner because they know they are being watched by certain audiences. Back stage behavior is what an individual does when no one is looking.
Day 4: Mead
Mead's legacy states that we are always trying to figure out how others act, their role, and we go based off of that, which helps us decide how to act from there. We share many roles/attitudes, we shape each other's actions, and in every institution, there are rules that we follow in which shapes how we react in social situations. Mead states that the self is always active and is always reflexively processing what is going on- we are engaged in an ongoing conversation with oneself, monitoring and evaluating the self (Introduction to Sociological Theory p 274). Even if a situation passed, we have the tendency to look back as to how we came across to others, we think about what words were exchanged with those around us. We are both subjects, and objects to ourselves. For Mead, the interaction of "I" and the "me" is an ongoing interaction that is critical to the emergence and development of the self (p 275). The "me" is the individual's response to how others express themselves towards the person evaluating oneself. "I" is subjective, and is the attitudes one holds with oneself, whereas "me" is seen more of an object. This is how others behave or their attitudes towards that individual. This helps the individual evaluating oneself to develop a sense of self out of the various social interactions and social experiences (p 276).
Day 5: Marx
Marx believed that economic systems shape our ideas, values and what we do. Alienation is the separation of the worker, and what is being produced. Wage workers are being alienated from the products produced and are making products they cannot afford. Through the production process the worker may feel alone or in a sense used. The worker agrees to work for less than what the worker is worth. The division of labor states that certain positions are distributed to different people depending on their expertise, and how complex a job may be. But Marx sees this concept of division of labor differently. He states that this type of division creates alienation or alienated labor. This also creates alienation of workers from their species being, meaning wage workers are coerced to use work as a life activity, and to their physical existence. The worker then begins to feel alienated from what they are producing while at work, and they feel that their work has no bigger meaning. The worker is unable to be creative and are in a sense reduced to an animal-like status. Workers are stripped away from characteristics that make them unique (Introduction to Sociological Theory p 55).
Methods
Quiz 2
Ethnography:
Before a researcher conducts their observation, he/she must evaluate the desired setting and ask whether it is appropriate, which in general a public setting is preferable because it is more accessible to the general public, and whether it is appropriate. The researcher should consider how much time the observation will take, or how much time is needed, whether it will cost him/her money, how comfortable will they will be and if it will fit in their regular day schedule. Also, most importantly, the researcher should be interested in the subject he/she intends to observe.
Conducting research for an ethnography involves present time interactions in an area that is open to the public. A researcher can go into the area of observation for a certain time frame and while doing their field research, the researcher may interact while observing their environment at the same time. A researcher will also observe the individual's behaviors around them, while applying various sociological theories. While observing, the fieldworker should take extensive fieldnotes and as soon as they leave the field, it is best to go back and add in any extra information that is remembered. The notes then become the main basis for the ethnographic analysis.
A researcher should consider the attire of the group they are going to observe, meaning, if they dress casually, then the researcher should go in dressed casually. If the observer is studying a group they are a part of, the observer must play a Martian role in which they must detach themselves and basically act as if they do not know anything. When first presenting oneself, the observer must make a good first impression with the group they are observing by being polite especially to the gatekeeper, which is the person who granted the researcher access to the setting. The important thing a researcher should keep in mind is writing down as much as they can based on what they see, the behaviors of those around them, the conversations, and the activities that are being done.
Interviewing:
Research interviewing is a special type of conversation in which the interviewer asks the interviewee certain questions about a topic of interest. The conversation must have structure and purpose. Qualitative interviewing allows present time face to face interviews while capturing the experiences of average people. The interviewer asks questions, listens, and probes for deeper answers/responses. In this course we focused primarily on one on one interviewing in person.
When a researcher is looking for individuals to interview, it is advised to choose individuals who are familiar with the topic/group the researcher is focusing on and individuals who are comfortable and willing to be interviewed. Sometimes when choosing strangers, the respondents may not go as in depth as someone would if they knew the interviewee.
Before the actual interview, the researcher must first develop a set of questions that align with various sociological theories. The questions must be easy to understand so that the interviewee can know how to answer the questions. The interviewer should first ask the respondent what time would be more convenient for them, and the interviewer should then find a place that is and safe and quiet. The dress attire of the researcher is also an important aspect when conducting interviews. A researcher does not want to go in a suit if interviewing members of a group who normally dress casually. The interviewer must have the consent forms on hand along with pens. While setting up for the interview, the interviewer can have the interviewee fill out a face sheet, which are a few questions that ask basic information about the interviewee such as gender, age, marital status, occupation, ethnicity/race, etc. After the interviewer should explain the process of how the interview will go and will have the respondent read and sign the consent form. After the signature is attained, the interview can then begin. The interview can be captured by any audio recordable device.
Analysis of documents and images:
Content analysis is another research method that is used to analyze documents of certain groups. There are several ways to study content of the group desired. When looking for images, articles, newspapers, etc., a researcher must ask what the overall message the group is trying to portray. A researcher should also be able to link and apply various sociological theories while gathering data from either documents or the internet. Any document that is public can be used as data when gathering sources for the content analysis portion. Social media, YouTube, newspaper articles and even yelp reviews can be used as a source. While gathering sources, NVivo's ncapture can be a helpful tool in gathering content and organizing the content.
A researcher when collecting content looks at how words and images are used and in which context they are being used. Content analysis can help researchers study groups or fields that would otherwise be difficult to study. A researcher first starts by researching and collecting as much content they can of the group they are studying. Once all of the content is collected, a researcher should then organize their data and explore the various background information. While exploring the information provided in the content, one should ask what the document is, who produced the document, and why it was produced. Collecting data from online or public sources can be beneficial because it can help support and strengthen the researchers research. Documents can provide broad coverage and can also answer questions or situations that are being observed. Once all the content is collected, a researcher can then upload all their documents onto NVivo to better organize their data. While using NVivo, a researcher can organize their data into various sociological theories, which can be separated into various nodes.
Ethnography methods section:
I observed a local after school program in their Saturday meeting over the weekend. The meeting lasted a total of three hours and was broken up into three different sessions. In the first session, which was held in a big conference room, every person in the program, from employees, to the directors of the program were in the same room. Being in the conference room allowed me to apply various theories. I was able to participate in an activity while in this session. In the second and third session, there was about thirty employees in the workshops. In the other two sessions, I was on the side of the room observing while taking notes.
In my observations I focused on various theories such as definition of the situation, status, roles, and front/backstage. I also used a lot of thick description to describe those around me and my surroundings. I analyzed of my data by using the qualitative research software called NVivo. Using NVivo I created a word frequency and a text search query. With the text search query, I was able to get a word cloud in which helped me look at the words that were most used and how they were used. This gave me an idea as to what nodes to use. The nodes I created were definition of the situation, status, roles, front/backstage, and thick description. Using these nodes have been helpful in organizing my main findings.
Even though I have not worked with the after-school program for about a year and a half, everyone was welcoming, I was hugged by many old coworkers and my old boss was more than willing to help me with whatever I needed. The whole process of collecting my data through observation went well and I learned a lot of helpful things. I was able to apply directly different theories I learned in class to what I was observing around me. I did most of my fieldnotes while attending the workshops, or during break, but I also added in a few more details when as soon as I got home.
Interview methods section:
I conducted my interviews all in one day, at different locations that were public and safe. My first interview lasted fifteen minutes, the second interview twenty-five minutes, and finally the last interview went on for twenty-four minutes. Before conducting the interviews, I set up a variety of questions that applied various sociological theories. In each interview I focused on theories such as status, role exit, definition of the situation, role taking/role making, and alienation.
While conducting each interview, I used my phone application voice memo to record the interviewees. I then uploaded, converted the file to an mp3, and transcribed each interview.. Using NVivo, I created a word frequency and a text search query. With the text search query, I was able to get a word cloud in which helped me look at the words that were most frequently used and how they were used. I then created nodes, in which were status, role exit, definition of the situation, role taking/role making, and alienation. Using these nodes have been helpful in organizing my findings in each interview.
Even though I knew each person I interviewed, I was able to be a Martian when interviewing each coworker. The whole process of interviewing overall went well, except for the fact that it was a little difficult trying to find a location that was semi quiet. I was able to learn and apply various theories I learned in class. While conducting the interviews, I did take a couple side notes, but mainly focused more on letting the interview flow and not letting the questions I set up direct the whole interview.
Content analysis methods section:
While gathering various sources for my content analysis paper, I used the after-schools main homepage first to gather as much information as I could. As I searched the internet, whenever I found an article or webpage that contained helpful information regarding the after-school program, I used NVivo's Ncapture to help gather my data. I used Ncapture on YouTube videos, news articles, and on Facebook.
In my data collection, I focused on various theories such as typification, warrants (motivational frame), claims, collective action frame, and diagnostic framing. Using NVivo, I did various text search frequencies and I did a word frequency, in which I ran a query with stemmed words. With the word frequency query, I was able to get a word cloud in which helped me look at the words that were most frequently used, in which helped me search for different queries to help create various nodes that focused on the five theories I chose. Using the text search query was helpful in gathering my quotes for my five nodes and it also helped me keep the various nodes organized. In the analysis section, all names were changed to protect the confidentially of each individual/organization.
Analysis
Ethnography
Definition of the Situation
My first observation was on Saturday November 10 from 8:20am-9:20am and was held at the main conference room at a local education building. When I entered the room, everyone was sitting down, chatting with their neighbors, but as soon as one of the liaisons came in, everyone turned their attention to her.
The liaison set up the definition of the situation by explaining what she expects out of the day of training, where certain workshops are, and stated that she wants all phones to be on silent.
Throughout the meeting, the employee's attention was focused on the presenter. They all seemed engaged, some were even taking notes. As the meeting proceeded, a game was introduced in which the employees were required to participate in, even though many were stating it was too early in the day to play a game.
The game involved everyone choosing one opponent, whoever loses must then follow behind the person they lost to and then they must look for another pair to play against. Whoever loses that round, that group then must move to the back of the winning group. This continued until there were only two big lines left. When the last two opponents played against each other, and one of them won, the winning team yelled with joy. During the game everyone was laughing, cheering others on while competing against one another, and I was able to participate while observing during this activity.
After the first part of the meeting was over, I walked over to the first workshop that I chose which was called getting kids involved.
The presenter first introduced himself and what his position with the program is. He is setting up the definition of the situation by explaining to the employees the bathroom policy, what time break will be given, and he wants cell phones to be on silent.
The presenter also stated how the workshop will look like and what activities will be held. The workshops overall theme was fun Friday activities and how to welcome students when they first sign in for the day.
The final workshop that I attended was called classroom management skills. As the employees sign in and take a seat the presenter beings by introducing himself as the site liaison at a school site in another local county.
He set up the definition of the situation by stating the expectations he expects from the employees. He said he wants the employees to be engaged, phones off and here in the moment.
By setting this definition of the situation, employees are expected to behave and engage themselves throughout the meeting. By having the phones off, there will be no interruptions and the meeting will be able to run more smoothly.
Status
While attending the Saturday meeting, I observed many different statuses of those in the building.
I notice the status of the individuals greeting the employees entering the building. They are all either supervisors, liaison's, or other individuals who help manage the meetings and were dressed professionally. Some had suits on, and others had the company shirts on with their badges on. The status of the tutors entering the building are employees.
The main thing that stood out to me was how everyone was dressed and how they presented themselves to others. Those whose status was higher up in the program had either a suit on, or the company shirts on with their badges visible. The status of the tutors is known as employees and they are dressed more casually.
During the first meeting, I observed the presenter and how he presented himself,
The presenter first introduced himself and what his status is with the program is. He is a site coordinator at the local county.
By presenting himself as the site coordinator he is letting the employees know his status within the company.
While I was on the second break, as I was sitting and observing the individuals around me, I noticed a man walking by greeting the employees, asking them how the workshops are going.
His status within the company seems to be very high. He is dressed in a suit and tie.
Whereas the employees were dressed more casually in jeans and their work tee shirts. Another instance where I saw where status was shown indirectly was when I was leaving the building. I noticed the liaisons and others in charge all standing in the front.
Before leaving I notice all the liaisons and people in charge standing in the front entrance. They were informing the employees leaving to make sure to fill out the survey that was sent to their emails and telling them to have a good day.
Roles
While being in the conference room, I observed many employees and was able to distinguish what their role in the company was.
The role of the individuals in the conference room are employees and students (in order to work with the program, you must be enrolled in college).
As the meeting proceeded, the guest speaker was greeted to the front of the conference room.
The speaker's role was to cheer up the employees and get them ready and engaged for the workshops. He began speaking about how his role with the after-school program was once a tutor.
By letting the employees know what his role once was, he was in a sense connecting with the employees by letting them know that he too was once a tutor that had to attend meetings like this.
In the first workshop the presenter first introduced who he was, what his status is within the company and what his job consists of.
The presenter first introduced himself and explained what role (position) he is in the program. He gave some background as to how he got involved with the after-school program and as to how he got to the position to where he is at now.
While in the last workshop, the way the presenter presented himself was a lot more personal and engaging than the first presenter in the first workshop I attended. He was humorous and seemed to connect more with the tutors.
The presenter's role in this workshop is really engaging and funny. He is making jokes saying how the student who always misbehaves is the one who is never absent. The employees are giggling, agreeing with one another.
Throughout the workshop, both the presenter and the employees all have different roles that are expected from them.
The role of the presenter is to lead, guide and inform the employees. The employee's role is to take in the information, be engaged in the meeting and there in the moment.
By everyone sticking to the roles that are expected, the workshop goes smoothly, and the employees learn what they need to learn which will benefit them when working with their students at the site.
Frontstage/backstage
While being in the conference room waiting for the meeting to start, as I was observing the employees around me, I noticed a lot of front/back stage behavior.
The employees are joking with one another, speaking about their weekend, sitting facing the back of the conference room, laughing loudly. But as soon as one the liaisons came in to welcome everyone, the employees then changed to more of a front stage behavior. Everyone was quiet, facing forward, and were ready to listen to the liaison.
It was interesting to see how the employees knew right away without being told to switch to what is expected of an employee.
During the first workshop, many of the employees while in that session seemed very engaged as to what they were learning/doing. This could be presented as a front stage behavior, because they know they are being watched by the presenter and they simply look as if they are really enjoying themselves.
I noticed many of the employees are jotting down notes in their notebooks of the games that were presented. The employees all seem engaged and overall happy. They are smiling, talking to one another and are engaged with what the presenter is presenting.
After the meeting was officially over, many of the employee's front stage behavior as an employee switched over to a more relaxed presentation of self.
I can overhear some of the employees asking one another if they want to meet for lunch. Their role as an employee changed to coworkers being friends, hanging out and making plans.
Being able to see how employees present themselves in front of someone in charge and how they present themselves when not around an authority figure was interesting. While in the workshops, the employees were serious, engaged, participating, engaging with the presenter, giving their opinions and insights as to what works for them or what does not work. But being outside of the workshops, the employees are joking with one another, making lunch plans, and are ready to leave for the day.
Thick Description
When entering the education building, I was greeted, explained to my supervisor what I my day will consist of. She then directs me to the main conference room.
As I enter the conference room, I notice a table outside with snacks and beverages. Employees are getting snacks as they before they enter the room. In the conference room, I notice two big screens with a projector turned on saying welcome, the tables are facing the screens, the wall color is tan and there are counters on the sides of the conference room.
I am surrounded by many things in which I was able to give a thick description to. Another instance where I show thick description is during the first break that was given.
The color of the walls is tan, the room look like a cubicle. There is a door on the back side of the wall and a big screen. The presenter has his computer on a desk in front of the screen. He has a box full of different things such as tissue, a watermelon, cards, balls, cups, and balloons.
I notice as the employees walk in, they are signing their names on a paper in the back. The presenter is greeting the employees as they are looking for someone they know to sit next to.
It was interesting to see how in every workshop, every employee looked around for a familiar face to sit next to.
During the first workshop, the presenter introduced the employees to a game that could be used in a minute to win it challenge.
He is taking out two boxes of tissue and is now asking for two participants. The two employees come up to the front and he is now explaining the rules. Each employee has 60 seconds to pull as many tissues as they can from the box, while one hand is behind their back. He starts the time, and the employees began to quickly pull the tissue out. The other employees sitting down are cheering their coworkers telling them to hurry. Once the 60 seconds are up, the presenter hands a prize to the winner.
Watching the employee's reactions to watching the two employees play the game was interesting. They were cheering them on, and I could tell they were happy by the smile on their faces.
During the final break that was given to the employees,
I sat across from the restrooms on a bench. The lobby area is big and the has many windows facing the parking lot. There is a big mirage painting on the back wall of mountains, a river, trees, people sitting by the tree. I notice many employees are gathering with other employees that are from the same site. They are all conversating, laughing, drinking water/Starbucks, eating snacks.
It was interesting to see how the employees all went from being focused and engaged with what they were learning, to now seeing them in a more relaxed state of mind with other individuals they are familiar with.
Methods analysis
Status:
In my first interview, I asked a few questions about her status and the status of her group with the after-school program.
Q: And then Okay, so what is your position and the position of those you work with who you work with, with the after-school program?
A: OK, so with the after-school program, I am a substitute, so I'm a substitute after school program leader.
Q: okay, and then what are the different statuses or the positions in your group?
A: So, in the group whenever I go to schools, there's always regular program leaders that are there so their regular employees and there's program leader twos. So, they're basically being trained to be site directors. And then we have the site director and I know there's like more site directors from there. And then there's people in the office
In every site with this after school program, there is a site director, a program leader two, and then the program leaders. The interviewee in the program is a substitute and is called when needed.
My second interviewee is an employee at a middle school.
Q: Uh what is your position and the position of those with who you work with at the after-school program?
A: I'm in eighth grade tutor. I work at a middle school after school program and I'm one of the eight grade tutors, there's one other one and two other middle school, and we have a site lead who acts as our supervisor.
At her site, there used to be only one seventh grade tutor, and one eighth grade tutor. Now there are two tutors for each grade, which has made it a lot easier for the after-school program.
My third respondent works with the age group of elementary students. When asked about her status her response was as follows,
so, I am a program leader. We have program leader 2 we have, we have a site director, as a program leader, there are five of us altogether.
Role exit
For the theory of role exit I asked each interviewee if they had any recent changes in their life that has changed the way they feel or go about their daily routine. Each respondent had various things going on in their lifes that have changed the way they feel or go about their daily routine. My first respondent answered this question as follows,
honestly, because I've been working with the program for almost this February will be five years and I've been a sub for about two years now, which I prefer to get like a more variety working with kids. I'm honestly, I've been thinking about this for a while. I'm just at the point in my life where I want to do something different. And I might I'm thinking I might quit. I don't know.
The second respondent stated,
um, not like super recent. I mean well I guess I had to take a semester off from college because I'm transferring um so I feel like I'm doing less than my days but I feel like it's like I like my job even more because it's like the one time I get out of the house in the day, I don't have a lot of money to spend, I'm a college student, you know I work with the after school, I'm not like a millionaire, I'm not going out. and so, I go to work I see the kids, that's like my interaction for the day like you said it's like therapy. And then I had something bad happen to me last year in December and it made me a lot more protective of the kids.
My third interviewee had something happen to her life, that transformed her life completely and is now living a healthier lifestyle which has impacted how she works with her students. She is now more active with her students and as a result of that, her students are enjoying that she is more involved when doing physical activities.
Yes. I was recently diagnosed with high blood pressure, and diabetic ketoacidosis and diabetes, and um, I'm under I guess, a type of liver failure, instead of me kind of instructing them on how to do these exercises, or how to play these games to keep them physically fit, I participate now with them. They really enjoy it. They love it. They really like playing kickball. They love to play just dance. So, it's made me more active and it's made more involved. So not only was I involved emotionally, I am now involved physically. Now we can all talk about running or other exercises.
Definition of the situation
I asked each interviewee what the different views of their group were. The first respondent stated,
Okay, like clients or people, the parents I mean, what's upsetting for me and everybody else I've talked to, they treat us like we're babysitters. They're like, Oh, we just baby sit. Or, oh, we need to pick up your kid. And as a consequence, some sites have started charging
She stated that instead of being treated as what her job title is, her group is labeled as baby sitters and parents often do not take into consideration what it is the after-school program does. Some parents pick up children really early in which the student is not able to fully absorb or show off what it is their working on in the after-school program. As a result, one site started charging a fee if parents were to pick up children before six pm.
My second interviewee answered as follows,
um, well, I mean, some people really appreciate what we do. Like some parents, see the teachers, you know the community as a whole, and then some don't. And I mean, I don't see why we, I don't see any cons to the situation. But some parents are like, you don't do enough for my kids. And I'm like, honey, you already been working. You're just at home, but you still don't want to see your own kids. So, they're here, that's none of my business. My business. I'm never going to like to say that to a parent. But we can't help thinking it.
As the respondent stated, some parents do not take into consideration what it is that they actually do with the students and if the student is failing, they often times blame the tutor for not doing enough with their child. Each tutor is assigned twenty-three or more students, so at then end it can be difficult to assist each child with one on one time when there are other students who are needing the tutors help as well.
My third interviewee answered to what are the different people's views of your group as follows,
I think in reference to that question, I'm thinking of the teachers, the teachers don't really like us at the school, they really loath the fact that we would love to have grade, I'm thinking its maybe the fact that were in their classroom, and these teachers have these dirty looks on their faces when they see and I try to think that maybe it's just me and then I'm just like nope, if they see me struggling in any type of way, they'll be like forget you and go about the other way. And what kind of pushes my buttons a little bit is that the special needs group they're the same as us, they are visiting the school, and they are helping a particular set of students, to get through things and they still treat us like dog stuff. I'm like are you serious, were on the same team, were both struggling. Instead of working one on one. And if they see me at the gate trying to get in, they honestly give two flowers less.
Some sites are not as welcoming to the after-school program as others. Some teachers dislike the fact that the tutors are using their classroom. As the respondent stated, instead of working one on one as team, and helping each other, some teachers do the complete opposite which makes it harder for the tutors to work in an environment where they know they are not really welcome.
Role taking/role making
In the first interview, I asked the interviewee what the expected behaviors in her group are when around the students. She answered as follows.
Okay, well, definitely around the kids and around the adults, you want to be respectful. Obviously, you don't want to curse that's not professional at all. You want to talk to everybody with respect. Kind of kind of when, especially when talking with kids. You want to get down on their level. Okay, we're working with a five-year-old okay how are the five-year old's going to think from this point of view. It's a lot of modeling showing them. Okay, let's pick up our trash and you start picking up the trash to show this is what I expect. But it's just respect understanding people a lot. Definitely a lot of communication especially with your coworkers. And with the site director.
Her expected behaviors are to be respectful with everyone around her. When working with the students, especially young children, as stated above, a lot of modeling has to be done in order for the student to learn what is expected from him/her.
I asked my second interviewee if individuals in her group have a certain way of doing things that separate them from what the group wants. She stated,
no, I think that's because that goes back to like the communication thing like I think we all have like our same basic goals I mean every every tutor is going to have their personality and their flair come out I can fit but we have the same end goals in mind. We want these kids to like get their grades on ones kids have a good time, we want these kids to be safe, so like really I mean it would get to the point where it would kind of deviant from the goals, then that wouldn't really be a good fit as far as a tutor goes, but it wouldn't be like you know, it's never gone to that ladder.
Even though everyone in the group has their own personality in which their flair sometimes comes out, at the end they all have the same end goal, which is to keep the kids safe.
I asked my third interview respondent if individuals in her group have their own way of doing things that are separate from what the group wants. She stated,
if there's a pathway curriculum in place and some of the girls or boys, tend to stray away from it and then they wonder why it doesn't last two hours, it didn't last two hours because you strayed away from it and if you would have stayed on course it may have lasted longer and if you added the plan bc, it would of lasted longer
Some of her group members tend to stray away from the curriculum and do not follow through with what is expected from it, then wonder why the pathway curriculum did not last as long it should. Whereas for her, she stated she always has a plan ABC when working with the students because she said she never knows what can occur, and it's always best to be prepared.
Alienation
The final question I asked all three interviewees was, has the program ever made you feel excluded as if your opinion did not matter? The first respondent answered as follows,
I think that, that did happen a couple years ago when I was at a site when I various when I started working there. All I can think of is I worked with these two coworkers that did not like me to not like their jobs. They took it out on the kids, they took it out on all of us and there were days where I didn't want to work by myself. I'd tell myself, come on, you got to be there for your kids, don't let them do that to you, but yeah like, that's all I want to say about that.
She mentioned that she did speak to someone higher up, but nothing was done. The employees made her work life horrible and she felt alienated in every aspect while at work.
The second respondent mentioned that her old site, there was poor leadership, and the site director did not take any of her employee's opinions into consideration.
Yeah, I had poor leadership at that last site I had a for lack of better words shitty boss. So, you know just lack of zero communication just I'm going to pick whatever our sites going to do and that's we're going to do, and were not going to discuss it as a site and I'm just gonna claim that I know what's best even though there's you know, seven tutors and we should all talk about it and troubleshoot and see what's up. Obviously, make one decision right now for everybody. That's it. I mean, I would try to, you know, reason like, Hey, why don't we do this would be smarter, this would be better, this would be more cost effective.
As she would try to give her opinions that could potentially benefit the program in the moment and in the long run, the programs site director did as she pleased, and it upset her and her group.
The third respondent stated,
I actually was at a school where the students were very volatile, and they were throwing things across the classroom, jumping fences, cussing out, they were just on a whole new level. I felt we never had a site director. Every few weeks or every month there was a new site director, the site director is the one who supplies the supplies, tells us about meetings, about pathways, that's the site directors job, but since there was none in place it was just chaotic, because you would have to be your own site director, and figure out what your kids were going to do for the next four weeks. So something happened there was a new site director who came in, she was reprimanding me for some paperwork, and I'm thinking there are literally 10 of us and your coming at me, someone who has fourth through sixth graders, and were stuck in a kindergarten classroom, that we can barely fit in because these kids are big, the kids can not fit in the tiny little chairs, it's a preschool classroom. She told me to keep them busy, or something like that, she wanted me to have a sparks written out, I forgot what it was but I remember telling her that. I'm going to quit in two days, this is way too much for me, and she took complete offense to it. She did a whole 360, she took it personally, and she's only been there for a week and she was barely there, she was only there one or two days of the weeks.
She felt upset because someone who barely stepped in as their new site director was telling her, an employee who is on top of her assignments and her students how to do her job, but she never said anything to the other employees. The respondent stated that she left the company, but a few days later, the company called her back and asked her to stay with the after-school program, but at another site, in which she accepted the offer.
Content analysis
Typification:
Typification is the process of relying on general knowledge as a way of constructing ideas about people and the social world. Typificiations can range from human motivations, goals, social patters, and how we except individuals carrying certain roles and statuses in our social world to act. While looking for sources that applied this theory, I looked at how certain individuals are expected to act while working with the after-school program. Such as this individual, his motivation is to be a role model that the student can look up to.
"Unfortunately I didn't have all those role models, so that is the impact I want to make for these students today," said Bob. "Being that role model, being that person that they can look up to and make sure that they know that right path to take."
In the following source below, the after-school organization has a set of rules and beliefs of what an employee should look like, what they requirements are and what each employee has been involved in. This sets the tone as to what kind of individuals they are looking to hire.
In addition, 25 underrepresented local high school students are offered a four-year college scholarship every year through the after-school program! These are students who have maintained a 3.5 GPA in high school, been involved in leadership, are interested in being teachers. These individuals then go through a rigorous screening process, and dedicate themselves to four years of service in the program. These students begin their coursework and their afterschool teaching work their freshman year of college. They attend a weeklong training prior to beginning after-school instruction and enroll in a group communication class together their first year. This recruitment offers local students who mirror the cultural makeup of the community the opportunity to participate in local service learning opportunities. This model also serves to provide local role models for local students. He believes this increases perceived college access for after school students.
The after-school program has set motivations and goals when hiring individuals. They offer training for employees so that they are better able to serve as mentors and role models while working with the students. Such as the flyer below that states what the program offers to an individual.
Youthful Mentors and Role Models
Employees are trained to be instructors in K-12 after school, tutoring and summer programs, serving as mentors and role models for college success.
Warrants (motivational frame)
Warrants (motivational frames) is something that requires change over time and takes into consideration values and emotions. In the following source below, it states how the program seeks to address an issue that needs to be changed over time, and how they are going about solving this issue while taking into consideration the emotion of the students.
Over 20 years ago, the founders of the after-school program are determined that statistics will not write our children's stories nor determine their futures. The program components seek to address immediate needs such as children's food security, emotional wellbeing, and physical safety, while developing capacity for long term change through our educational excellence, leadership development, and family support programs.
In the following source, the program states how applying and working with the after-school program can be life changing to the students. It is in a sense motivating individuals to become a part of a team if interested in the education field.
To apply students need to be enrolled in college with at least six units and in good academic standing. The positions are open to all students, but they're especially looking for those interested in the education field. A local Site liaison says their work goes far beyond teaching, they get to change lives.
In the source below, it states how the program offers the opportunity for students to change and not follow the life of crime. It is something that will take time to change, but they are offering the help needed to make this change.
"We're going to enforce the laws and focus on youth and young adults and try to get them help, and change them from the life of crime," Sally said.
Diagnostic Framing:
Diagnostic framing refers to the identification of a problem. In order for any social movement to be successful to any degree a problem must be identified. If there is no perceived problem, then it is difficult if not impossible to mobilize potential adherents. In the following statement below, the person who wrote a comment on a YouTube video stated,
I swear this is the reason why I don't listen to Republicans when it comes to issues dealing with minorities or the poor. Programs like these were designed to keep kids off the streets and away from danger while their parents get off from work. But for some strange reason Republicans like to get rid of these programs and then turn around and talk about the violence in major cities. Cutting programs like this won't help the issue. But I guess it's okay to them because we need more money for a military that already has a large budget as is.
The individual is stating the main reason as to why these programs were designed and our president is wanting to eliminate those programs that could potentially put these children at a greater risk. But it seems as if the republicans do not care that these programs are going to be cut because in the long run, they see it as saving money.
The individual below states the same, there is an issue that needs to be addressed. With the after-school programs these issues can be solved but this would not be possible if the programs were to be shut down.
After school programs are part of the education system and he wants to cut back on education? This is nothing but insanity! Schools need as many after school enhancement programs as possible. Children get their homework done, they learn social skills, learn different hobbies, and the list goes on.
The program states the various benefits that they offer, which students are affected and are benefiting from the after-school program. In the statement below, it states that statistically, the issues that the children deal with lead to poor future outcomes.
We serve 6,500 children every day, many of whom are challenged by poverty, transience, linguistic isolation, lack of access to healthcare, exposure to drugs and alcohol, and gang violence. Statistically these conditions are correlative with poor future outcomes for children and their communities.
Collective Action Frame:
Collective action frames are defined as the ideological tools that organize experience, assess problems, & offer solutions for the members of social movements. This type of frame defines a situation as problematic, but also gives people a sense that a problem is something that be overcome through concerted efforts, therefore leading to collective action. In an article that I found, an issue that has been brought up is that the majority of students do not know where their food is coming from.
The food program through the after-school program is at all 25 elementary schools in the local school district. Classes are held once a week after school. The kids do everything from picking the seeds to harvesting them. "You have no idea the first day I go 'where do our tomatoes come from?' the grocery store (the kids answer)," said a local leader. She says the kids quickly learn the work and care that goes into plants. They also learn water conservation and conduct experiments to determine how much water plants need. Kids are also more willing to try a vegetable they normally dislike if they've grown it.
Students who at first had no idea where their food came from, which is problematic because they think their food just comes from a grocery store, are now able to learn where their food comes from, and they even have the opportunity to learn how to grow their own food.
In the next source that I found, the problem that is addressed is youth violence. The after-school program offers a solution to address this issue.
"The most effective method in preventing youth violence and gang activity on a long-term ongoing basis, is by helping children at that age be successful in school," Bob said.
In order to help children from getting involved with violence or gang activities is to help them be successful in school. Students who are in the after-school program are able to be in a safe environment where they do not have to worry about those certain issues. Such as the issue that is addressed in the following source.
Through a local program, participating agencies will provide a variety of programs and services to youth and young adults, that are intended to teach them leadership skills and help keep them off the streets and away from crime.
This program also offers services that are intended to help the youth and to help them stay away from crime.
Claims
Claims are words that are used to try to convince somebody of something. The following quote is stating what the program has to offer to the student that could not be offered once out of school. In a sense, they are informing the public the benefits as to why their child/ren should be enrolled in the after-school program.
The After-School Program helps close the academic gap by providing well-round academic support after the bell rings. It also helps promote student safety by offering a safe environment for students who might not otherwise have once out of school.
The following source states what the program has to offer, and they are convincing the public the benefits of the program.
"These terrific afterschool programs show students the many benefits of good nutrition and exercise and will help our students achieve success," said local state superintendent. "Students who eat right and stay fit will do better in class."
The following quote also states the benefits of the program, which are,
"Afterschool programs provide kids with a safe place and in a lot of ways a quiet place to get their homework done and a social aspect of keeping them involved and engaged with activities," said a local director.
When the public reads this, especially parents who are in need of that extra support, they are being convinced to enroll their students with the after-school program. The programs website states the various benefits that the child would receive once enrolled, and what they are able to learn.
Conclusion
Attending the Saturday meeting with the group I chose was interesting and engaging. I was able to apply many different sociological theories that I was able to see firsthand. Being in the conference room in the beginning, I felt very welcome, and it was nice to see how the employees were all enjoying each other's company. During the workshops, the employees all seemed engaged. Some of them wrote down notes, and overall, they all seemed as if they learned things that would benefit them and their coworkers when working one on one with the students. Seeing the various statuses and roles was another thing I found interesting. Mainly because when observing who hangs out with who, I noticed that the main directors of the program or those higher up, all hung out with one another and joked around with each other. Same thing with the employees, they all stuck by each other, and even if they were separated from their coworkers as they dispersed out to their chosen workshops, they all came together at the end.
The interview process was really engaging and interesting. I first asked a total of nine individuals if they would be willing to let me interview them, seven said yes, which was great. I conducted three interviews in one day, and my total time came out to over sixty minutes. Since I knew the respondents, I had to play the Martian role. The respondents were very talkative and were able to expand on each question I asked them into great depth. I was able to get a better understanding of the program itself, while also learning how they feel and think about certain aspects of their group.
While doing my research for my content analysis, it was interesting to see how many outside sources there was to just one after-school program. Although there were several articles for one particular after-school program, it still was not enough sources to reach the total of thirty. To reach that amount, I focused on just after-school programs here in the valley. By doing so, I was able to reach the total amount of sources required. It was nice to see how all of the after-school programs are focusing on the youth and how to better their future. The various programs, grants, local communities, and police department are all working hand in hand to help the youth go on the right path. I have worked with the after-school program, but I never knew about the various new programs that have been developed to better assist parents who are in need of supervision of their child/ren.
Bibliography
DILLON, M. IC HE LE. 2013. INTRODUCTION TO SOCIOLOGICAL THEORY: Theorists, Concepts, and Their Applicability to the Twenty... -First Century. 2nd ed. S.l.: JOHN WILEY & SONS.
Warren, Carol A. B. and Tracy X. Karner. 2015. Discovering Qualitative Methods: Ethnography, Interviews, Documents, and Images. 3rd ed. New York: Oxford University Press.
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