Instructions for Writing the Essay Question:

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Instructions for Writing the Essay Question:
(See checklist at the end of this document)
(You will lose points if you fail to follow these instructions)
 

  1. Choose one question to answer from the options provided below.

 

  1. The essay must be word-processed, double-spaced, paginated, no less than 750 words and no more than 850 words.

 

  1. You must have a separate title page on which you include your name, date, descriptive essay title that clearly indicates the topic, question/prompt number, your LIB 133 section and instructor’s name, and the word count for your essay. The title page and works cited page text do NOT count towards the word count.

 

  1. Your essay must have a thesis statement and be organized thematically, not by readings.

 

  1. You must answer all parts of the question in order to get full credit for the essay.

 

  1. Sources:
    1. In your essay, you must use specific and substantive examples from at least three readings from Units II and III of the Spring 2018 course syllabus. You must use at least two readings from Unit III. You may use additional sources but only after you have used three readings from Units II and III.
    2. You may also incorporate additional examples from documentaries and class lectures in your essay.
    3. Films and film transcripts do not count as readings. However, the films are an important educational tool in the course and thus content may be used as examples. The significance of examples from the films must be supported by, or be in support of, your analysis of the essay question and readings.
    4. PowerPoints do not count as readings, and information in them should not replace information that is in any of the readings.

 
 
 
 
 
 
 
 
 
 
 
Take Home Essay Question Choices (choose one):
Submit your essay to turnitin.com AND hard copy to your professor at the exam.
 
See instructions regarding sources, above.
 

  1. In his TedX talk, Sam Killermann says, “Our view of gender as a binary is sick.”  Using at least 3 readings from Unit III, explain why Killermann and other authors from this unit view the traditional gender binary as problematic.

 

  1. In our last unit, we discussed Dr. Harold Freeman’s argument that in the U.S., we view society through the “lens of race.”  Does American society also view people through a “lens of gender” and a “lens of class”?  What are some of the consequences viewing people through these lenses?  Use at least 3 readings from Unit III in your response.

 

  1. Ana in the film “Real Women Have Curves” provides a fictional example of a young woman struggling with her identity in terms of class, gender, and ethnicity. Using at least 3 course readings from Unit II and/or Unit III of the Spring 2018 syllabus (at least 2 readings should be from Unit III), show how Ana’s experiences illustrate and expand your understanding of at least two of these social categories.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Study Guide Terms: The Exam Questions Will Be Based on the Following Topics:
 
Article Readings:
 
Linda Burton, “Social Exclusion, Social Capital, and Socioeconomic Mobility: How Micro–Level Processes Obfuscate Reductions In Poverty,” 2015 http://www.familyperspective.org/emmb/EGMMexico2014.pdf#page=21
(Know the terms and be able to provide an example)

  • Social processes
  • Social exclusion
  • Social capital
  • Socioeconomic mobility
  • Macro and micro processes
  • Spatial inequality and inequality landscape
  • Institutional racism
  • The “Other” and “Othering” (oppressive and implicit)
  • Marginalization
  • Subordinate adaptation
  • Boundary maintenance
  • Emotion management
  • Micro-processes that perpetuate social exclusion

 
Child Poverty and Intergenerational Mobility,” National Center for Children in Poverty, Columbia University (Dec. 2009) http://www.nccp.org/publications/pdf/text_911.pdf

  • The American Dream
  • Prevalence of poverty in U.S. experienced by children and its duration
  • Relationship between race and poverty
  • Childhood poverty and adult poverty
  • Class as a social construction
  • Type of data and analysis used in the article
  • Relate topics to Poor Kids

 
Kelli Garcia, “Ending Sex Discrimination in Health Care,” National Women’s Law Center, Nov. 13, 2015 https://nwlc.org/blog/ending-sex-discrimination-health-care/

  • Types of discrimination targeted by the Affordable Care Act (ACA)
  • Health insurance companies’ different treatment of men and women
  • Gender bias in health care (find examples)
  • Ways to minimize or prevent gender bias in health care

 
 
 
John Gramlich, “10 things we learned about gender issues in the U.S. in 2017,” Pew Research Center, Dec. 28, 2017 www.pewresearch.org/fact-tank/2017/12/28/10-things-we-learned-about-gender-issues-in-the-u-s-in-2017/

  • Pew Survey
  • Who is responsible for sexual harassment incidents?
  • Percentage (statistics) of women who believe they have been affected by sexual harassment at work
  • Why might this number be higher?
  • Forms of gender discrimination in the workplace
  • Do men experience sexual harassment or discrimination at work?
  • Gender discrimination in the tech industry
  • What pressure do men say they face
  • Gender norms and expectations for American men
  • Online sexual harassment

 
Annette Lareau, “Invisible Inequality: Social Class and Childrearing in Black Families and White Families,” American Sociological Review, 67: 5 (October, 2002), pp. 747-776.
http://www2.widener.edu/~spe0001/266Web/266Webreadings/LareauASR02.pdf

  • sociological study methods
  • “Concerted cultivation”
  • “natural growth”
  • Middle-class vs. working-class educational opportunities
  • “Sense of entitlement” vs. “Sense of constraint”
  • “Proper parenting”
  • Cultural capital
  • American dream and American ideology

Judith Lorber, “Night to His Day: The Social Construction of Gender” http://130.58.92.210/Students/phys29_2013/ElectronicReadings/Week%2012/Lorber.pdf

  • “Gender construction”
  • Gender and sex categories
  • Transvestite and transsexual
  • Is gender genetic/biologically constructed or socially constructed?
  • “Doing gender”
  • “Gender signs and signals”
  • Gender, social status, and social structure
  • Gender role changes over time
  • How are women “Not-A” like African Americans are not white? (compare to Perry article)

 
 
 
 
Navarro, “For many Latinos, Racial Identity is More Culture than Color”

  • Hispanic/Latinos’ perception of their racial identity
  • Racial categories on the US census – what are they, choices multiracial people have had to make
  • Generational change in perceptions of racial/ethnic identity for Hispanics/Latinos

 
Joey Nolfi, “15 Years Later, Real Women Have Curves is Still a Cultural Revolution,” Oct. 18, 2017
http://ew.com/movies/2017/10/18/15-years-later-real-women-have-curves-is-still-a-cultural-revolution/

  • The film as revolutionary in 2002
  • Mexican-American machismo culture
  • Challenges to traditional ideas about female beauty
  • Different generations of women’s ideas about women’s value, identity and beauty
  • Josefina Lopez
  • America Ferrera
  • Ana’s liberation from societal standards and her family’s traditional values
  • The relevance of the film 15 years after its release

 
Katie Rogers, “Sure, These Women Are Winning Olympic Medals, but Are They Single?” The New York Times, Aug. 18, 2016
http://www.nytimes.com/2016/08/19/sports/olympics/sexism-olympics-women.html

  • Gender code
  • Sexism (find a couple of examples)
  • Corey Cogdell-Unrein
  • Medias’ descriptions of male and female athletes
  • Gender role stereotypes implicit in Rogers’ discussion

 
Tori Truscheit,How Can The Queerest Generation (Ever) Still Believe In Gender Roles?” Huffington Post, Jun. 30, 2017 
https://www.huffingtonpost.com/entry/how-can-the-queerest-generation-ever-still-believe_us_5956c1eae4b0f078efd989ca#

  • American men’s changing views on marriage and gender roles
  • Fatherhood and ideas concerning gender roles
  • Millennials’s views on gender
  • Why traditional gender roles and expectations persist in the 21st century
  • Patriarchy
  • Gender essentialism
  • Gender binary
  • Benevolent sexism
  • Same-sex marriage campaign
  • Effect (or not) of same-sex marriage on heterosexual marriage
  • Ways that traditional gender roles and expectations effect women’s health The “second shift” phenomenon
  • “Mainstream gays” and gender conformity during the same-sex marriage movement
  • The absence of a challenge to gender conformity, trans people and gender-nonconforming individuals
  • Inclusivity or non-inclusivity of same-sex marriage movement

 
Media:
 
Poor Kids (Frontline, 2012)
http://www.pbs.org/wgbh/frontline/film/poor-kids/

  • Be able to describe the family circumstances and experiences of the three children:(housing, education, food, health):
    • Kaylie
    • Brittany
    • Jonnie
  • Stereotypes of people in poverty
  • How did the children’s families slip into poverty?
  • Who or what services were available to assist people in poverty in the film?

 
Real Women Have Curves.  (2002. Directed by Patricia Cardoso.  HBO Films)

  • The lifestyle and culture of Hispanic/Latino people in the East Los Angeles barrio
  • Religion (Roman Catholic beliefs and traditions)
  • Ana’s family: relationships at home and work
  • Ana’s relationships with her teacher, Mr. Guzman, and her classmate
  • Gender roles and expectations for daughters’ lives
  • Occupations of the men and women in Ana’s family
  • Estela’s sweatshop/dress factory, the cost of the dresses, and her relationship with Mrs. Glass
  • Class status and access to quality education
  • Family members’ perspective of the value of education
  • Family members’ individual dreams (their “American dream”)

 
 
 “Understanding the Complexities of Gender: Sam Killermann at TEDxUofIChicago” (2013, 16min) if it was discussed in class
https://www.youtube.com/watch?v=NRcPXtqdKjE

  • Biological sex
  • Gender identity
  • Gender expression
  • Relationship between the three categories
  • What does Killermann mean when he says that gender is cultural, relative and changes over time?

 
 
Take-Home Essay Check List
Before you submit your essay, check off each item to make sure that you have completed all of the requirements of the assignment.  Failure to do each of these things will result in point deductions.
 
Format:

  • Typed and double-spaced
  • Paginated
  • No less than 750 words and no more than 850 words
  • A title page
  • A works cited page

 
Title Page: You MUST have a title page on which you include all of the following:

  • A title that clearly indicates the topic of the essay (Essay #3 or Prompt number isn’t a title)
  • Your name
  • Date
  • Word count
  • Name of instructor
  • LIB Section (letter and section meeting time)
  • The prompt you selected

 
Sources and Content:

  • Use as many sources are as noted in the essay question instructions (at least three readings for each question)
  • The three readings must be from the Unit II and/or III portion of the Spring 2018 syllabus (at least TWO readings must be from Unit III)
  • Sources must be cited in the essay using proper MLA in-text citations

 
Works Cited Page:

  • Include all of the sources used in the essay including films and websites
  • Use only the MLA style format
  • Use complete citations for all sources

 
Submission:

  • Submit to turnitin.com on time (by 11:45pm the night before the exam)
  • Bring a hard copy (stapled)of the essay to the exam or you will have to print it prior to being allowed to take the in-class part of the exam

 
 

Our academic experts are ready and waiting to assist with any writing project you may have. From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs.

GET A 40% DISCOUNT ON YOU FIRST ORDER

ORDER NOW DISCOUNT CODE >>>> WELCOME40

 

 

Posted in Uncategorized

Instructions for Writing the Essay Question:

Our academic experts are ready and waiting to assist with any writing project you may have. From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs.

GET A 40% DISCOUNT ON YOU FIRST ORDER

ORDER NOW DISCOUNT CODE >>>> WELCOME40

Instructions for Writing the Essay Question:
(See checklist at the end of this document)
(You will lose points if you fail to follow these instructions)
 

  1. Choose one question to answer from the options provided below.

 

  1. The essay must be word-processed, double-spaced, paginated, no less than 750 words and no more than 850 words.

 

  1. You must have a separate title page on which you include your name, date, descriptive essay title that clearly indicates the topic, question/prompt number, your LIB 133 section and instructor’s name, and the word count for your essay. The title page and works cited page text do NOT count towards the word count.

 

  1. Your essay must have a thesis statement and be organized thematically, not by readings.

 

  1. You must answer all parts of the question in order to get full credit for the essay.

 

  1. Sources:
    1. In your essay, you must use specific and substantive examples from at least three readings from Units II and III of the Spring 2018 course syllabus. You must use at least two readings from Unit III. You may use additional sources but only after you have used three readings from Units II and III.
    2. You may also incorporate additional examples from documentaries and class lectures in your essay.
    3. Films and film transcripts do not count as readings. However, the films are an important educational tool in the course and thus content may be used as examples. The significance of examples from the films must be supported by, or be in support of, your analysis of the essay question and readings.
    4. PowerPoints do not count as readings, and information in them should not replace information that is in any of the readings.

 
 
 
 
 
 
 
 
 
 
 
Take Home Essay Question Choices (choose one):
Submit your essay to turnitin.com AND hard copy to your professor at the exam.
 
See instructions regarding sources, above.
 

  1. In his TedX talk, Sam Killermann says, “Our view of gender as a binary is sick.”  Using at least 3 readings from Unit III, explain why Killermann and other authors from this unit view the traditional gender binary as problematic.

 

  1. In our last unit, we discussed Dr. Harold Freeman’s argument that in the U.S., we view society through the “lens of race.”  Does American society also view people through a “lens of gender” and a “lens of class”?  What are some of the consequences viewing people through these lenses?  Use at least 3 readings from Unit III in your response.

 

  1. Ana in the film “Real Women Have Curves” provides a fictional example of a young woman struggling with her identity in terms of class, gender, and ethnicity. Using at least 3 course readings from Unit II and/or Unit III of the Spring 2018 syllabus (at least 2 readings should be from Unit III), show how Ana’s experiences illustrate and expand your understanding of at least two of these social categories.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Study Guide Terms: The Exam Questions Will Be Based on the Following Topics:
 
Article Readings:
 
Linda Burton, “Social Exclusion, Social Capital, and Socioeconomic Mobility: How Micro–Level Processes Obfuscate Reductions In Poverty,” 2015 http://www.familyperspective.org/emmb/EGMMexico2014.pdf#page=21
(Know the terms and be able to provide an example)

  • Social processes
  • Social exclusion
  • Social capital
  • Socioeconomic mobility
  • Macro and micro processes
  • Spatial inequality and inequality landscape
  • Institutional racism
  • The “Other” and “Othering” (oppressive and implicit)
  • Marginalization
  • Subordinate adaptation
  • Boundary maintenance
  • Emotion management
  • Micro-processes that perpetuate social exclusion

 
Child Poverty and Intergenerational Mobility,” National Center for Children in Poverty, Columbia University (Dec. 2009) http://www.nccp.org/publications/pdf/text_911.pdf

  • The American Dream
  • Prevalence of poverty in U.S. experienced by children and its duration
  • Relationship between race and poverty
  • Childhood poverty and adult poverty
  • Class as a social construction
  • Type of data and analysis used in the article
  • Relate topics to Poor Kids

 
Kelli Garcia, “Ending Sex Discrimination in Health Care,” National Women’s Law Center, Nov. 13, 2015 https://nwlc.org/blog/ending-sex-discrimination-health-care/

  • Types of discrimination targeted by the Affordable Care Act (ACA)
  • Health insurance companies’ different treatment of men and women
  • Gender bias in health care (find examples)
  • Ways to minimize or prevent gender bias in health care

 
 
 
John Gramlich, “10 things we learned about gender issues in the U.S. in 2017,” Pew Research Center, Dec. 28, 2017 www.pewresearch.org/fact-tank/2017/12/28/10-things-we-learned-about-gender-issues-in-the-u-s-in-2017/

  • Pew Survey
  • Who is responsible for sexual harassment incidents?
  • Percentage (statistics) of women who believe they have been affected by sexual harassment at work
  • Why might this number be higher?
  • Forms of gender discrimination in the workplace
  • Do men experience sexual harassment or discrimination at work?
  • Gender discrimination in the tech industry
  • What pressure do men say they face
  • Gender norms and expectations for American men
  • Online sexual harassment

 
Annette Lareau, “Invisible Inequality: Social Class and Childrearing in Black Families and White Families,” American Sociological Review, 67: 5 (October, 2002), pp. 747-776.
http://www2.widener.edu/~spe0001/266Web/266Webreadings/LareauASR02.pdf

  • sociological study methods
  • “Concerted cultivation”
  • “natural growth”
  • Middle-class vs. working-class educational opportunities
  • “Sense of entitlement” vs. “Sense of constraint”
  • “Proper parenting”
  • Cultural capital
  • American dream and American ideology

Judith Lorber, “Night to His Day: The Social Construction of Gender” http://130.58.92.210/Students/phys29_2013/ElectronicReadings/Week%2012/Lorber.pdf

  • “Gender construction”
  • Gender and sex categories
  • Transvestite and transsexual
  • Is gender genetic/biologically constructed or socially constructed?
  • “Doing gender”
  • “Gender signs and signals”
  • Gender, social status, and social structure
  • Gender role changes over time
  • How are women “Not-A” like African Americans are not white? (compare to Perry article)

 
 
 
 
Navarro, “For many Latinos, Racial Identity is More Culture than Color”

  • Hispanic/Latinos’ perception of their racial identity
  • Racial categories on the US census – what are they, choices multiracial people have had to make
  • Generational change in perceptions of racial/ethnic identity for Hispanics/Latinos

 
Joey Nolfi, “15 Years Later, Real Women Have Curves is Still a Cultural Revolution,” Oct. 18, 2017
http://ew.com/movies/2017/10/18/15-years-later-real-women-have-curves-is-still-a-cultural-revolution/

  • The film as revolutionary in 2002
  • Mexican-American machismo culture
  • Challenges to traditional ideas about female beauty
  • Different generations of women’s ideas about women’s value, identity and beauty
  • Josefina Lopez
  • America Ferrera
  • Ana’s liberation from societal standards and her family’s traditional values
  • The relevance of the film 15 years after its release

 
Katie Rogers, “Sure, These Women Are Winning Olympic Medals, but Are They Single?” The New York Times, Aug. 18, 2016
http://www.nytimes.com/2016/08/19/sports/olympics/sexism-olympics-women.html

  • Gender code
  • Sexism (find a couple of examples)
  • Corey Cogdell-Unrein
  • Medias’ descriptions of male and female athletes
  • Gender role stereotypes implicit in Rogers’ discussion

 
Tori Truscheit,How Can The Queerest Generation (Ever) Still Believe In Gender Roles?” Huffington Post, Jun. 30, 2017 
https://www.huffingtonpost.com/entry/how-can-the-queerest-generation-ever-still-believe_us_5956c1eae4b0f078efd989ca#

  • American men’s changing views on marriage and gender roles
  • Fatherhood and ideas concerning gender roles
  • Millennials’s views on gender
  • Why traditional gender roles and expectations persist in the 21st century
  • Patriarchy
  • Gender essentialism
  • Gender binary
  • Benevolent sexism
  • Same-sex marriage campaign
  • Effect (or not) of same-sex marriage on heterosexual marriage
  • Ways that traditional gender roles and expectations effect women’s health The “second shift” phenomenon
  • “Mainstream gays” and gender conformity during the same-sex marriage movement
  • The absence of a challenge to gender conformity, trans people and gender-nonconforming individuals
  • Inclusivity or non-inclusivity of same-sex marriage movement

 
Media:
 
Poor Kids (Frontline, 2012)
http://www.pbs.org/wgbh/frontline/film/poor-kids/

  • Be able to describe the family circumstances and experiences of the three children:(housing, education, food, health):
    • Kaylie
    • Brittany
    • Jonnie
  • Stereotypes of people in poverty
  • How did the children’s families slip into poverty?
  • Who or what services were available to assist people in poverty in the film?

 
Real Women Have Curves.  (2002. Directed by Patricia Cardoso.  HBO Films)

  • The lifestyle and culture of Hispanic/Latino people in the East Los Angeles barrio
  • Religion (Roman Catholic beliefs and traditions)
  • Ana’s family: relationships at home and work
  • Ana’s relationships with her teacher, Mr. Guzman, and her classmate
  • Gender roles and expectations for daughters’ lives
  • Occupations of the men and women in Ana’s family
  • Estela’s sweatshop/dress factory, the cost of the dresses, and her relationship with Mrs. Glass
  • Class status and access to quality education
  • Family members’ perspective of the value of education
  • Family members’ individual dreams (their “American dream”)

 
 
 “Understanding the Complexities of Gender: Sam Killermann at TEDxUofIChicago” (2013, 16min) if it was discussed in class
https://www.youtube.com/watch?v=NRcPXtqdKjE

  • Biological sex
  • Gender identity
  • Gender expression
  • Relationship between the three categories
  • What does Killermann mean when he says that gender is cultural, relative and changes over time?

 
 
Take-Home Essay Check List
Before you submit your essay, check off each item to make sure that you have completed all of the requirements of the assignment.  Failure to do each of these things will result in point deductions.
 
Format:

  • Typed and double-spaced
  • Paginated
  • No less than 750 words and no more than 850 words
  • A title page
  • A works cited page

 
Title Page: You MUST have a title page on which you include all of the following:

  • A title that clearly indicates the topic of the essay (Essay #3 or Prompt number isn’t a title)
  • Your name
  • Date
  • Word count
  • Name of instructor
  • LIB Section (letter and section meeting time)
  • The prompt you selected

 
Sources and Content:

  • Use as many sources are as noted in the essay question instructions (at least three readings for each question)
  • The three readings must be from the Unit II and/or III portion of the Spring 2018 syllabus (at least TWO readings must be from Unit III)
  • Sources must be cited in the essay using proper MLA in-text citations

 
Works Cited Page:

  • Include all of the sources used in the essay including films and websites
  • Use only the MLA style format
  • Use complete citations for all sources

 
Submission:

  • Submit to turnitin.com on time (by 11:45pm the night before the exam)
  • Bring a hard copy (stapled)of the essay to the exam or you will have to print it prior to being allowed to take the in-class part of the exam

 
 

Our academic experts are ready and waiting to assist with any writing project you may have. From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs.

GET A 40% DISCOUNT ON YOU FIRST ORDER

ORDER NOW DISCOUNT CODE >>>> WELCOME40

 

 

Posted in Uncategorized