1. COMMUNICATION PATTERNSIN THE CHICAGO TEACHERS STRIKERick KanasCMCL-C427

2. Introduction Personally Interesting Topic Family members who are teachers Highly publicized Newspapers Local news Radio 3. Thesis The difference between a groups ascription and avowal can affect their personal identity and it can be powerful enough to drive a public disagreement, such as a strike. 4. Main Points Teachers Group Identity Professional Victims Power Teachers Personal Identity Ascription Avowal Effects of Difference Strike resolution 5. Teachers Group Identity Interviewees Response about Strike 6. Teachers Group Identity Teachers as Professionals Lifestyle vs. Career 7. Teachers Group Identity Effectiveness of Profession Disagreement about evaluation system 8. Teachers Group Identity Power Struggle during Strike 9. Teachers Personal Identity Avowal Victims in Situation Bullied Minority Identity in Situation Unexamined Conformity Resistance 10. Teachers Personal Identity Ascription Selfish Bad Economy Strike of Choice 11. Effects of Difference Who had more power? Who came out on top? 12. Conclusion Middle Class Blue Collar Communication Patterns 13. Questions/Discussions Whose side were you on? Teachers Board of Education How do you feel about workersright to strike? What communication strategiescould have been used to avoid thestrike altogether?