I will be discussing the case study “Let Her Eat Cake:
Recognizing and Coordinating Rules for Communication”. This second case study
is about two girls Ashley and Melissa that experience sorority rush during
there first year of college, and instantly become friends. Towards the end of
sorority rush they decided that they both want to be in the same house
together, Sigma. Once rush is over and they find out that they made it into the
Sigma sorority house they immediately meet with their ‘pledge leader’ Mallory.
Mallory seems very intimidating and takes what she does seriously. She
instructs the girls on what is expected and what they can look forward to
during their new pledge meeting, as well as strongly suggesting that they learn
a certain song by next meeting. After this first new member meeting both Ashley
and Melissa and a few of the 22 other girls get right to memorizing the song.
As the next meeting day arrives, both Melissa and Ashley arrive to the Sigma
house at 5:59pm for their 6 o’clock dinner. They immediately realize that they
were late because no one else was standing outside waiting and that they were not
wearing the proper attire.
Before dinner started the girls are introduced to their ‘Big
sisters’. Ashley’s big sister is Amanda who is very helpful in reminding Ashley
on what is expecting during dinner. Melissa on the other hand has Mallory the
‘pledge mom’ as her big sister. During dinner Ashley and Amanda hit it off and
you can see the strong relationship forming between them. Towards the end of
the dinner Ashley notices that Melissa is having a terrible time and seems to dislike
dinner. After dinner Mallory meet with all new pledges in the TV room, giving a
stern lecture about proving they are worthy of active membership while giving
everyone a copy of the “house rules of conduct” and then making an announcement
to Ashley and Melissa saying that they both will be fined 5 dollars each for
not wearing the appropriate attire. As the two girls walked home Melissa breaks
down to Ashley and tells her what an awful time she had and that she dislikes
her big sister and that being fined for wearing the wrong thing is stupid and
that she just wants to quit.
Since Ashley knows how Melissa feels, Ashley goes to Amanda her
big sister, to get advice about Melissa’s situation. As Ashley is explaining to
Amanda what happened, Amanda is listening attentively and gives some advice for
Ashley to relay back to Melissa.
One of the applications that stood out for me in this case was
the concept of punctuation, emplotment and framing. The entire case goes
through a story and then takes you into what Melissa’s experience was like and
finally ending with everything that Melissa said and what it means or meant to
Ashley and Amanda.
Natalia Stinnett.
ReplyDeleteI like your case analysis. I would like to add some of my thoughts.
I have found uncertainty in this case.Uncertainty is the inability to predict or explain someone or a group attitudes and/or behaviors. As Ashley and Melisa decided to join the sorority, they had uncertainty as this sorority had its own rules, traditions, and rituals. Ashley and Melissa had to learn all these rituals which were necessary to know in this sorority. They are watching and learn what these people doing, how they communicate, and what they are wearing. The rituals were very important in this sorority. They learned a certain song which people sing there. When they received some information about this sorority, they felt more confident, especially Ashley, who had a strong desire to be a part of this sorority. The more information people get the more comfortable they feel. Therefore, they learn as much as they can to reduce their uncertainty. They used passive and active strategies. The passive one is when they were watching what people of this sorority doing, wearing, and how they communicate to each other. The active one is when they asked people some questions. To reduce uncertainty they should know better about people’s traditions and communications.
I found here also the independent-dependent dialectic where was tension between wanting the freedom to do individual activities and depending on someone for help and support. Also, I found the judgment-acceptance dialectic that involves being able to accept people of sorority for who they are versus feeling free to offer advice and criticism. I also found here public-private dialectic.
Natalia Stinnett.
I like your analysis "Let Her Eat Cake". I would like to add some of my thoughts. I have found uncertainty in this case. Uncertainty is the inability to predict or explain someone or a group attitudes and/or behaviors. As Ashley and Melisa decided to join the sorority, they had uncertainty as this sorority had its own rules, traditions, and rituals. Ashley and Melissa had to learn all these rituals which were necessary to know in this sorority. They are watching and learn what these people doing, how they communicate, and what they are wearing. The rituals were very important in this sorority. They learned a certain song which people sing there. When they received some information about this sorority, they felt more confident, especially Ashley, who had a strong desire to be a part of this sorority. The more information people get the more comfortable they feel. Therefore, they learn as much as they can to reduce their uncertainty. They used passive and active strategies. The passive one is when they were watching what people of this sorority doing, wearing, and how they communicate to each other. The active one is when they asked people some questions. To reduce uncertainty they should know better about people’s traditions and communications.
ReplyDeleteI found here also the independent-dependent dialectic where was tension between wanting the freedom to do individual activities and depending on someone for help and support. Also, I found the judgment-acceptance dialectic that involves being able to accept people of sorority for who they are versus feeling free to offer advice and criticism. I also found here public-private dialectic.
Laura, I liked what you had to say about this case study. I hadn't thought about the application of framing when it came to this study, so that was a great new idea for me to look at. Originally when reading this case the couple of concepts that stuck out to me were a little different that yours, but this could be because I was mostly focusing on the dinner part of the story. When looking at the dinner part of the girls sorority experience I noticed such applications as episode, uncertainty, and ritual. Before the dinner the girls are unaware of how the experience is going to go or what they are supposed to expect. This part is of course the uncertainty that the girls are feeling. Then from when they enter the house the episode starts for them in the sorority life. During dinner the girls experience the ritual of how this particular sorority handles their dinner flow. Through all these concepts the girls make up one experience at the sorority, but of course as they become used to that particular way of life then the applications will change.
ReplyDeleteWhile this story was interesting, I also found it to be exemplary of life and the many different people and situations that we encounter. I really liked this story because of the strong friendship the girls had with other. They were both from small towns and wanted to expand their branches in the college life to get more acquainted with their new living situation in a bigger city and on college campus.
ReplyDeleteThe communication between Ashley and Melissa was the most important part of this case because it did not allow conflict to escalate. The mentors each of the girls had were completely opposite of each other. I can only imagine what difficulty and foreignness was experienced upon a) being invited to a formal dinner and b) knowing proper etiquette when you've never been exposed to anything like it. Granted, Ashley and Melissa could have spoken up and asked questions, but then again, when you are bombarded with information and tasks all at once, all you can think of is processing the information and remembering key things.
The dynamics of this case go along with dialectics, or rather the lack thereof in the case with Melissa and Mallory. There was a large amount of tension in this relationship as well as confusion, due to information not being relayed and miscommunication. The rules of meaning were not clearly defined for Ashley and Melissa and that is what complicated this case from the beginning, but with the help of Amanda, both Ashley and Melissa were able to get back on the same page, support each other and stick rush week out in order to be apart of the sorority.
Laura,
ReplyDeleteI did like your case blog selection, but I would have liked to see more of a developed analysis of the case. I do see how emplotment, punctuation, and framing can be applied to the case here. Ashley frames and punctuates her dinner as a time of learning and support from her big sister, Amanda. Melissa frames it a completely different way and states that her big sister, Mallory, was harsh and critical and that she didn't want to be in the sorority anymore. Good job outlining the case, but next time, try giving examples towards the key concepts we learned in the module. :]
I enjoyed reading your perspective on what happens to Ashley and Melissa. This case is also a great example that both girls had developed clear identities and were looking to join a sorority that will allow them to build close relationships that are diverse, but satisfy "the three most central interpersonal needs being affection, inclusion, and control" (7). However, Melissa has an experience that does not satisfy her needs and does not support the identity she has built. Whereas, Ashley learns new things in a non-threatening way.
ReplyDelete