OGL 481 Pro-Seminar I:

PCA-Symbolic Frame Worksheet

Worksheet Objectives:

1. Describe the symbolic frame

2. Apply the symbolic frame to your personal case situation

Complete the following making sure to support your ideas and cite from the textbook and other
course materials per APA guidelines. After the peer review, you have a chance to update this and
format for your Electronic Portfolio due in Module 6.

1) Briefly restate your situation from Module 1 and your role.

As a conservative Christian student at Arizona State University, I have often felt alienated from
my classes due to biased viewpoints and questionable materials being presented as facts. There
have been many incidences where I have had first-hand knowledge of a situation, and know that
the learning materials did not reflect the truth of the situation. Furthermore, I feel Christian
views are often totally misrepresented, and there are highly offensive materials that contain
specific narratives in line with certain political ideologies, without opposing views or critical
thinking being encouraged, that are specifically offensive to conservatives and Christians.

2) Describe how the symbols of the organization influenced the situation.

Arizona State University’s symbols and mascot include the “Sun Devil and Pitch Fork” (Arizona
State University, n.d.) which could be contributing negatively to the situation. Since the Sun
Devil represents a devil whose mission according to John 10:10, is to “steal, kill and destroy
(Christians)” the mission of this mascot is obvious, especially when it comes to his enemies,
Christians (The Holy Bible: New International Version, 1984). In addition, the pitchfork is well
known to be a symbol satan uses for punishment. It is also associated with aggression and war,
which I believe is confrontational and may contribute to the spirit of evil that has infiltrated some
of the materials. These symbols are very controversial to Christians because it is satanic imagery
that automatically creates division and exclusion for certain students who are Christians. As a
result, this could contribute to a sense of alienation and disconnection from the academic
community, which could make it more challenging for conservative students to be fully engaged
in their classes.

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If a student holds Christian values and views and feels that their opinions are not being respected
or given appropriate consideration, seeing a pitchfork symbol on a shirt or banner could make us
feel even more uncomfortable or defensive. This could create a cycle of negative interactions,
where conservative or Christian students are hesitant to speak up in class, leading to a lack of
diverse perspectives and a further perpetuation of biased viewpoints. While it's important to
recognize that symbols alone do not create these issues, they may contribute to a broader cultural
context that makes it more challenging for Christian students to feel welcome and included in
these academic settings.

3) Recommend how you would use organizational symbols for an alternative course of
action regarding your case.

In this situation, I would recommend changing mascots and symbols to something that would be
more neutral and less offensive to Christians to something that could better reflect the diverse
nature of the population. Rather than using symbols that may be divisive or exclusive to certain
groups of students, they could choose symbols that are more universally accepted and respected.
For example, they could adopt a mascot that represents a positive and uplifting message, such as
a symbol of peace or unity. This could help to create a more welcoming environment for all
students, regardless of their religious, political, or other beliefs.

Another alternative course of action that ASU could take is to provide more opportunities for
diverse perspectives and critical thinking in their classes. Encouraging open and respectful
dialogue between students with different viewpoints could help to create a more welcoming
environment where all students feel valued and respected. This could involve bringing in guest
speakers with different perspectives, providing opportunities for students to share their personal
experiences and opinions, and encouraging students to engage in thoughtful and respectful
debate, without censorship. ASU could also consider offering classes that are specifically
designed to address issues of bias and encourage critical thinking from multiple perspectives,
which could help foster a more welcoming environment for all students.

4) Reflect on what you would do or not do differently given what you have learned
about this frame.

Symbolic frames are essentially powerful tools to communicate an ideology or identity and can
convey important messages about the organization’s values and goals (Bolman & Deal, 2021).
Symbols can take the form of logos, mascots, colors, and other visual elements that can easily
identify the organization. These symbols help to create a sense of identity and belonging among
members of the organization, and they can also convey important messages about the
organization's values and goals (Bolman & Deal, 2021).

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I have tried to reframe the way I view the symbols and culture of ASU, but it is proving to be too
daunting a task. How can one reframe the symbol of a devil? Devils are enemies of God and I
cannot align with the enemy. These symbols have further reinforced my belief that there is an
inherent bias at ASU that is incompatible with being a conservative Christian. Unfortunately,
this has seriously made me question my education, and seeing my issue through the lens of the
symbolic frame has helped confirm that some of the materials being presented are inherently
biased against Christians and conservatives. The stress and anxiety I have had in many classes
(including this one) have contributed to the stress and trauma of being an outcast at this
university. I only wish I had realized this earlier so that I could have transferred to another
university where I would not be asked to compromise my faith or conservative values in
exchange for an education.

References

Arizona State University (n.d.). Sun Devil Athletics. Retrieved February 11, 2024, from https://
www.asu.edu/athletics

Bolman, L. G., & Deal, T. E. (2021). Reframing organizations: Artistry, choice, and leadership
(7 th ed.). San Francisco, CA: Jossey-Bass

The Holy Bible: New International Version. (1984). Grand Rapids, Mich.: Zondervan. John
10:10.