Experiential Learning in SOC 100 Introduction to Sociology:
Using Garfinkel’s Breaching Experiment Activity to Facilitate
Student Learning and Promote the Sociological Imagination
Dr. Laura Colmenero-Chilberg, Associate Professor
Overview
Overview of Project
This Scholarship of Teaching & Learning project discusses the use
of Garfinkel’s breaching experiment activity as a pedagogical tool that
can be used to (1) increase student learning through the application of
theoretical concepts in an experiential framework and (2) help promote
the development of the sociological lens in predominantly non-sociology
majors.
Consequently, the project asked: How can experiential learning
activities, where students are asked to develop linkages between
academic classroom material and the “real” world increase student
engagement and improve learning? How does an experiential learning
activity that engages student learners also help develop their sociological
imagination, that unique lens for looking at the social world that we seek
to help students develop in the Introduction to Sociology class?
“Taking part in the experiment really helped my
partner and I see that society is conformed to certain
norms. The hands on experience is something one
physically takes part in and remembers reactions
of others better then reading about what reactions
happen in a book.”
Student Participant
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Description
Description of Project
“Students develop a greater understanding of and appreciation
for sociology if they are able to relate it to their own experience” (Misra
2000, p. 346) and “[S]ociology may be at its most meaningful when
students temporarily separate themselves from conventional modes of
inquiry and involve themselves with the everyday contexts within which
sociological concepts are actually at work” (Rafalovich 2006, p. 156).
Harold Garfinkel (1967), a modern ethnomethodologist,
developed one of the best known field research activities for students
– the breaching experiment – where students break a social rule
(folkway) and observe the verbal and non-verbal responses (sanctions)
of those who view the cultural mis-step, investigating “the role that a
background of common understandings plays in the production, control
and recognition” of reality (Garfinkel 1967, p. 49). The dual role played
by student researchers in this area – both subjective participant and
objective observer of others and themselves – provides the opportunity
to look at the social world through this sociological lens.
“I thought the breaching experiement was very
helpful in helping me to understand and see first
hand how people react when social norms are
broken. I got to experience and observe being
sanctioned both positively and negatively.”
Student Participant
Garfinkel, Harold. 1967. Studies in Ethnomethodology. Englewood
Cliffs, NJ: Prentice Hall.
Misra, Joya. 2000. “Integrating ‘The Real World’ into Introduction
to Sociology: Making Sociological Concepts Real.”
Teaching Sociology 28:346-363.
Rafalovich, Adam. 2006. “Making Sociology Relevant: The
Assignment and Application of Breaching
Experiments.” Teaching Sociology 34:156-163.
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Description
Description of Project
Students were pretested on sociological information about
deviance and social control. Reading and short classroom lectures
were provided on deviance, social control, methods of field research
and field note taking. Also, a short practice field note taking activity was
completed where students selected a public place to observe and take
field notes. Students received feedback from the instructor on these field
notes.
The instructor modeled a folkway breach at the beginning of a
class period. The instructor and another faculty member role-played
verbal and behavioral breaches of normative faculty behaviors in a
public setting. After the role play was completed, the instructor returned
to her lecture rather than immediately discussing the incident with the
class in order to give students an opportunity to process what they had
witnessed. After 10 minutes of class lecture she stopped, explained that
the incident was a role play, and asked students to individually make
notes on three items related to what they had witnessed: (1) What
verbal behaviors of social control did they hear? (2) What physical
behaviors of social control did they see? (3) What internal response
did the student him/herself have to these methods of social control? A
general class discussion was then held on these items.
“I really enjoyed doing the breaching experiment. It
was fun to apply the things that we learned in class
to something in real life; it seems like it makes the
concepts we learn in class more comprehensible and
more in grained in your mind. By the time you take the
test a lot of the key terms you learned while doing the
breaching experiment seem second nature to you.”
Student Participant
4
Description
Description of Project
Students self-selected partners and the dyads brainstormed
a common folkway to breach. The professor reviewed each folkway
to determine potential levels of disruption and harm to the student
researchers and members of the public who would view the breaching.
If the folkway was considered dangerous or too disruptive, students
were guided to modify their choice or to select a new one. Student pairs
completed the breaching activity. One member of the pair breached the
norm while the other took field notes on verbal and behavioral indicators
of social control. When the first breach was completed, the student
who had breached the norm took her/his own field notes while reflecting
on the experience. The pair moved to a second location and switched
roles, repeating the same process. Immediately after both members of
the dyad had completed the breaching activity, they together reflected
on the experience, adding to their field notes. The dyad then wrote a
graded reflective and analytical paper on the activity (see Appendices 1
and 2 for the assignment sheet and the grading rubric).
In class several pairs grouped together to discuss what they
experienced, looking for common conceptual themes about the
experience. Small groups reported their discussions in a large group
discussion.
Students were post tested on sociological information about deviance
and social control. Students took an opinion survey where they were
asked the following question: Did you think engaging in the breaching
experiment experiential activity helped you understand the concepts
of deviance and social control better than you would have with only
classroom instruction and reading? Please explain why you answer
this way.” Twenty-one students chose to answer the question. They
posted their answers anonymously on the class’s Desire2Learn
web site. Students took a unit test which included a broader set of
information about deviance, social control, as well as some information
on stratification and social class.
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Outcomes & Analysis
Project Outcome & Analysis
There were two intended outcomes developed at the beginning
of this project to be achieved by implementation of the set of activities
in the Introduction to Sociology classroom. Given an experience with
breaching social norms and related reflective practice, students will
be able to (1) identify verbal and behavioral indicators of social control
and (2) recognize how verbal and behavioral indicators of social control
affect self.
When we limit our attention to just the three groups compared
here, we can conclude that there appeared to be improved student
learning through the use of an experiential learning activity. The
data from pre to post test, the demonstration of understanding in the
reflective and analytical papers as indicated by the grades, and even
in a small measure the level of mastery on the unit tests all indicated
improvements in student learning. In addition, students overwhelmingly
explained that they perceived the value of this kind of experiential
learning in improving their ability to master the learning. For this reason,
there is some support for the idea that experiential learning increases
student engagement which results in improved student learning. To
translate this into sociological language, we can say that experiential
learning decreased student alienation which resulted in improved
student learning through use of the sociological perspective.
“Approaching the activity in this hyper-conscious way
should strengthen the potential for learning by the
students in my Introduction to Sociology classrooms.
The process shows improved engagement, and with
improved engagement there is improved student
learning, demonstrated in the data that was collected.
On many levels this experience was a true success.”
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Outcomes & Analysis
Project Outcome & Analysis
In addition, I believe we may also be seeing “instructor” and
“campus project” effects here. I was very excited about the project, and
I believe that level of excitement may have affected the results. I have
always enjoyed working with students on this assignment, but because
of the project I believe that enjoyment was more intense. Authentic
excitement can’t be faked, and this may have artificially increased
student excitement and engagement and this level of interest may not
be maintained every semester the activity is used.
One final concern related to use of this activity, the community
in which the university is located is under 25,000 people. There are a
limited number of public spaces in which students can engage in the
breaching experiments, and soon the activity will become pretty common
knowledge. When we reach that point, the behavioral responses will
change, and they will no longer be authentic, inhibiting the learning
experience of students.
“I thought that the breaching experiment was
very helpful towards learning. I am a hands on,
very visual learner. I tend to understand things
more if I engage in it. The breaching experiment
was very helpful for me.”
Student Participant
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erformance & Conclusion
Student Performance & Conclusion
Changes in the assessments and data collection could include
the following:
• More data needs to be collected from additional groups of students.
• The outcomes need to be refined to more closely address the
intended student learning.
• Inclusion of field notes samples from the practice assignment to
compare with field notes turned in with reflective and analytical paper
could be an additional source of data.
• Include a component where group members peer review practice
field notes in addition to the instructor feedback.
• A refined measure for identifying changes in student identity to
including the sociological imagination needs to be developed.
• Make sure to pre and post test all future samples.
• Give a unit test that only includes information on deviance and social
control.
• Build the field observation and field note taking sections into earlier
units of the class in order to give students the ability to fine-tune this
skill. Consider placing it in either the Culture or Socialization units, or
in both.
“As always, small samples prevent broad
generalizations. The value of the results of this
small study, however, is clear and provides support
for continued use of the breaching experiment
activity in the Introduction to Sociology classroom.”
“The responses I received when I broke the norm were expected.
I could have easily grasped the idea of social control from reading
about the breaching experiment in a book. However, my aversion
to breaking the norm and the emotions that accompanied that
aversion would not have been accessible had I not participated in
the experiment. My experience gave me a better understanding of
the power of social control.”
Student Participant
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