扩大管理专业学生和教师特权意识的练习

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
V. C. Rabelo, Robert L. Bonner, O. J. Stewart
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引用次数: 1

摘要

注意和消除组织不平等的能力始于特权意识:了解个人和社会群体如何免受歧视,以及如何获得不劳而获的优势,例如不成比例的资源获取权。因此,特权意识对于注意、指出和修复我们的工作组、组织和机构中的不平等是必要的。对于没有必要的特权意识水平的管理教育者和学习者来说,在课堂上参与特权话语可能是一项艰巨的任务。我们引入了一个创新的练习来发展和评估学生对特权的理解。这个练习的目的是帮助学习者识别和反思他们个人和组织生活中的特权,并为此建立一个共享词汇。学习者首先映射和反思他们的各种社会身份群体成员,然后回答一系列反思问题。我们提供了该练习的概述,包括学习成果、一般实施指南、评估标准和活动修改。我们还根据83名学生的反馈分析了活动的有效性。最后,我们讨论促进者如何回应参与者的反馈,作为自我反思和交叉意识的资源。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An Exercise for Expanding Privilege Awareness Among Management Students and Faculty
The ability to notice and eliminate organizational inequities begins with privilege awareness: an understanding of how individuals and social groups experience exemption from discrimination as well as access to unearned advantages, such as disproportionate access to resources. Thus, privilege awareness is necessary for noticing, naming, and repairing inequities in our workgroups, organizations, and institutions. Engaging with privilege discourse in the classroom can be a monumental task for both management educators and learners without the requisite level of privilege awareness. We introduce an innovative exercise to develop and assess students’ understanding of privilege. The purpose of this exercise is to help learners identify and reflect on privilege in their personal and organizational lives, and build a shared vocabulary for doing so. Learners begin by mapping and reflecting on their various social identity group memberships, then answer a set of reflection questions. We provide an overview of this exercise including learning outcomes, general implementation guidelines, assessment criteria, and activity modifications. We also analyze the activity’s effectiveness based on responses from 83 students. We conclude with a discussion of how facilitators can respond to participant feedback as a resource for self-reflexivity and intersectional awareness.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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