3H — Group Dynamics, Part 2

Introduction

Chapter 1 — Overview

A — Social Action's Role in U.S. Experiment in Democracy B — US College Social Action C — Benefits of Social Action for Students Campuses, and Society D — The Vision: Bringing Social Action into the Classroom E — Overcoming Challenges of Teaching Social Action

Chapter 2 — Developing a Social Action Class

A — Academic Course vs Co-Curricular / B — Prerequisites  C — Creating a Social Action Syllabus D — Teaching Style / E — Classroom Norms F — The Students G — Building Campus Allies and Community Partners H —The Role of Place / I —Each Semester vs Every Year (or Other Year) J — Maintaining Momentum

Chapter 3 — Launching Student Campaigns

A — On Your Mark: Preparing Students for the Road Ahead B — Students Choose Their Issue - GO! C — Group Dynamics, part 1-Setting the Tone (Get Set) D — Change Theory E — Building Power F — Social Action Campus Tour G — Research: Historical Overview, Power Mapping, & Target Analysis H — Group Dynamics, part 2 I — Strategy & Tactics J — Campaign Kickoff

Chapter 4 — Campaign Planning, Implementation, and Evaluation

A — Timeline & Campaign Plan B — Campaign Implementation: "Series of Actions" Begins C — Campaign Execution & Case Studies D — Campaign Evaluation E — Day of the Final: Campaign Notebook & Group Presentation

Chapter 5 — Where to Go From Here

A — Next Semester B — Mainstreaming Social Action C — Social Action Internship Program D — Pipeline to Jobs & Graduate School E — Status of Current Campaigns F — Impact of Social Action on Former Social Action Students

CHANGE! A Guide to Teaching Social Action

• Chapter 3H: Group Dynamics (p. 97-98)

Sociology 164: Social Action Assignments

WRITING ASSIGNMENT

Discussion

Your role in the group

As you help the students with their group dyanmics, you also want to help the student groups move forward with their campaigns. In the fall of 2023, I visited Dr. Saugher Nojan's Ethnic Studies Methodologies course at San José State at about the time they were discussing group dynamics, and they had four student campaigns going on. This is what I encouraged them to do.

1. I encouraged the students "to do" since the students sometimes wait for things to happen.

One of the campaigns is focused on increasing the number of sessions from the university counseling center that the students can receive per semester from 8 to 15 sessions. They said they emailed the demand to their target but had heard nothing back. I recommended them to walk over after class and ask their assistant personally I just heard back from them that they got their meeting!

2. I help them brainstorm ideas when they were stuck, and connected them to community members that can support their demands.

Another group is organized around the tuition increase that just passed the California State U. Board of Trustees. They were not sure what the next steps to take since it will go into effect next year. We brainstormed, and we came up with the idea of contacting their local State Assembly member and State Senator to see if they would be interested in supporting/introducing a bill to have the State cover the approximately $157 million being asked of the students to pay ($342 x 460,000 CSU students). To support the students, I asked them to email me their contact info, and then I reached out to two State Legislators, and asked them if they would do a Zoom meeting with the students later in the week. Soon after, both of the legislators reached out to the student group.

3. I provided them recommendations, but at the same time,  reminded them that this is their campaign, and they should look at all of the factors and decide for themselves.

A third group had met with their target, a local City Council member, and he was leaning toward NOT supporting their demand to oppose the mayor’s proposal to ban encampments and RVs parking on the street, as well as their demand to convert office spaces to apartments for shelter. They asked my advice on which demand to focus on in their remaining weeks of class. I told them that my recommendation was to focus on the encampments and RVs parking ban, as this had more emotional impact, and could perhaps get the most traction in their time remaining.

A lot of decisions are made in the class. When students are marking decisions about their campaign, I also frame in in this way, so as to give them agency: “This is my recommendation. At the same time, you are adults, and you decide on what you think is best to do…”

Campus Example

Campaign Case Study

The below Mural Board post summarizes the approach that the Students for Filipino Farmworkers took to help ensure strong group dynamics. I had posted the green box under their campaign on the Mural Board, and they responded.

During the Research and the Group Dynamic sections, students are continuing to build power by tabling. Below is a student article that appeared in the campus press, as a reporter came by the table, was curious what the students were doing, and decided to write an article about their campaign.

During this time, the students also created a petition, which is a low-heat activity, and was directed at the Campus Planning Board and the President. Petitions can be given to the decision-maker as part of the target meeting.

Course Development Questions

1. How important do you think the group dynamics within the student teams will be for the success of the campaigns?
2. What did you learn about group dynamics from the readings that was new?
3. In light of the readings and your own knowledge, how will you teach group dynamics to your students?