Understanding Gendered Selves Assignment

December 10, 2022

Understanding Gendered Selves Assignment

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Understanding Gendered Selves Assignment

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Understanding, Gendered, Selves, Assignment

Part 2 of Applied Final Project: Role Reversal Proposal

Instructions

Part Two of Applied Final Project, Role Reversals: Understanding Our Gendered Selves:

“Challenging My Story”

One paragraph (150-250 words) All parts of this project should be formatted in APA style (follow for both essay and citation styles): APA Style Guide: https://owl.english.purdue.edu/owl/resource/560/01/

Must be approved by instructor (“Pass”) to continue with project

Purpose: Role-Reversal Act Proposal

In this section of the assessment, you will choose an act that challenges societal gendered norms or that runs contrary to the way in which you perform gender every day. In Week 6, you will go out into society and perform your act, so propose something you can actually do.

In conceptualizing this act, consider what you discovered about yourself as a gendered being in part one.

Turn in one paragraph (150-250 words) describing your act. What do you plan to do, when and where do you plan to do it, and why is it a reversal of your gendered history and current presentation of self?

Suggestions: These acts can be small (wearing your hair differently, or not wearing makeup if you usually do), or large (a radical change in hairstyle or dress, or speaking or behaving differently with others), or moderate (attempting to use exclusively gender-neutral language, or suggesting a mixed-gender activity that is usually single-gender). Use your Part One discussion to identify areas of gendered behavior in your life where you can intervene to change something.

For an act to be approved, it must meet the following guidelines:

It must differ from your usual practice.
It must be public (this is fieldwork; it is not sufficient to record your own reaction. Others must be able to respond as well). “Public” does not have to be a large number of people.
It must be noticeable, preferably without you having to explain the assignment to other people (see above about the public nature of the act).
You must be able to perform it in the course of a single day.
It must clearly relate to gender socialization.

Your SOCY 325 instructor must approve your act before you perform it.

Note: You may be a bit nervous about this act; that is normal. You are going against societal norms and your own socialization and breaking your everyday routine. Please contact me before the due date if you have any questions/concerns about the proposal.

Rubric for Part Two

No rubric — instructor will respond as soon as assignment is submitted (may be submitted early); Part Two is a pass/fail assignment that you must resubmit until you pass in order to conduct the act and complete part four. Students receiving a pass will have a clear plan for a doable and relevant act.

Role Reversal Assignment Update

Because of the COVID-19 pandemic, I am recommending the following for Part 2 (and Part 4) of the class project for those who are thinking of doing outdoor activities. Please don’t go out and do anything that would put you at risk.

The first option is to conduct a thorough literature review of sources with information that relates to the act that you are interested in performing. Try to identify one particular source that presents information in a way that is similar or close to what you would collect if you were to perform the act in the actual sense. For Part 4, do the analysis of that particular study following the assignment guidelines. What will be different is that it will no longer be your act but someone else’ and you will not use the first person (like I did…). It will be all about what the other person did.

Here is an example about how to use existing information to complete Part 4 without performing the act. “I proposed to go to an auto shop to do oil change on my car because I identify as a female in a society where women are not expected to perform that kind of activity”. The following is one of the sources from my literature review:

https://www.washingtonpost.com/posteverything/wp/2015/06/05/the-auto-industry-discriminates-against-women-so-i-quit-my-engineering-job-to-become-a-mechanic/

The above source actually provides a lot of information about the experiences of someone performing an act that is very close to mine. I would then use the assignment guidelines (Part 4) to analyze the experiences of that person.

The second option is to think of any activity that you did before which was not expected of your gender. If it is possible to recollect how it happened and how people reacted, then you might use that to complete Part 4.

Of course, the final option is for you to continue with the assignment as it is if your act is one that will not involve being in a public place.

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Understanding Gendered Selves Assignment

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.