This document outlines the objectives and key points of an article about giving voice to lesbian, gay, and bisexual people of color. It discusses the double consciousness these individuals face with stigma from both their sexual orientation and race/ethnicity. It also examines the theories of heterosexism and intraracial discrimination, and how enhancing understanding of individuals' multiple identities is important for social work. Peer evaluation of the article noted valid arguments but a lack of empirical research, especially regarding diverse LGB youth and psychological experiences.
The document discusses various aspects of LGBTQ+ culture. It begins by defining the LGBTQ+ acronym and then discusses elements that are common across LGBTQ+ cultures, such as works by famous LGBTQ+ figures and an understanding of social movements. It then provides more specific information about the cultures of gay men, lesbians, bisexual people, and transgender individuals. For each group, it discusses icons, social practices, relationships, and flags that represent their identities and communities.
This document provides an overview of queer identity and queer theory. It defines queer as referring to anything that opposes normalcy or dominance. Queer theory emerged from fields like women's and gender studies and critiques fixed categorizations of gender and sexuality. The document discusses how queer theory challenges notions of straight as normal and explores how new media and the internet have provided new contexts for exploring queer identities beyond the gender binary. It also notes how platforms like Facebook still rely on discrete categories of gender and sexuality that can feel restrictive.
Queer theory challenges the idea of categorizing people based on lifestyle choices and seeks to understand sexual differences among all people. It addresses issues beyond just sexuality, encouraging people to question their own identities and examine literature through a new critical lens. A key theorist, Judith Butler, suggested in her influential book "Gender Trouble" that gender is socially constructed rather than the result of nature.
The document discusses different types of prejudices including those based on age, religion, ethnicity, appearance, disabilities, race, sex, and economic class. It notes that race is a social construct rather than a scientific one, as genetic variations between human populations are minor. The document asks readers to consider experiences they have had with assumptions, stereotypes, and how they felt they should have been treated in those situations.
The document discusses social tagging in library OPACs. It defines key terms like social tagging, folksonomies, and social annotations. It examines current research on comparing social tags to controlled vocabularies. The document also explores how social tagging is being used in libraries, providing examples from Seattle Public Library. It considers benefits and challenges of social tagging, such as who has authority over tags and potential problems like inconsistent tags.
Stereotypes are used in media texts to quickly identify characters and aid audience understanding. Stereotypes are exaggerated representations that focus on certain aspects to represent dominant ideologies. In media, stereotypes are simplistic "types" rather than complex characters, and are usually negative representations making broad assumptions. Stereotypes often develop where there are power imbalances in society, such as between genders or social groups. Media institutions dominated by certain demographics may encourage certain stereotypes. The document discusses why stereotypes are used in media, what makes a stereotype, and how audience, genre, and context influence representation of social groups.
Queer theory holds that all identities, including gender and sexual identities, are social constructions rather than innate. It critiques the traditional binary categories of gender and sexuality, such as man/woman and gay/straight. Judith Butler, a key scholar, argued that repeated representations of heterosexuality work to present it as normal, but representations of alternatives like drag queens can subvert and destabilize dominant heterosexual ideology. However, some argue that mainstream media representations of queer identities do little to challenge gender norms and are used more for shock value than celebration of diversity.
The document discusses various aspects of LGBTQ+ culture. It begins by defining the LGBTQ+ acronym and then discusses elements that are common across LGBTQ+ cultures, such as works by famous LGBTQ+ figures and an understanding of social movements. It then provides more specific information about the cultures of gay men, lesbians, bisexual people, and transgender individuals. For each group, it discusses icons, social practices, relationships, and flags that represent their identities and communities.
This document provides an overview of queer identity and queer theory. It defines queer as referring to anything that opposes normalcy or dominance. Queer theory emerged from fields like women's and gender studies and critiques fixed categorizations of gender and sexuality. The document discusses how queer theory challenges notions of straight as normal and explores how new media and the internet have provided new contexts for exploring queer identities beyond the gender binary. It also notes how platforms like Facebook still rely on discrete categories of gender and sexuality that can feel restrictive.
Queer theory challenges the idea of categorizing people based on lifestyle choices and seeks to understand sexual differences among all people. It addresses issues beyond just sexuality, encouraging people to question their own identities and examine literature through a new critical lens. A key theorist, Judith Butler, suggested in her influential book "Gender Trouble" that gender is socially constructed rather than the result of nature.
The document discusses different types of prejudices including those based on age, religion, ethnicity, appearance, disabilities, race, sex, and economic class. It notes that race is a social construct rather than a scientific one, as genetic variations between human populations are minor. The document asks readers to consider experiences they have had with assumptions, stereotypes, and how they felt they should have been treated in those situations.
The document discusses social tagging in library OPACs. It defines key terms like social tagging, folksonomies, and social annotations. It examines current research on comparing social tags to controlled vocabularies. The document also explores how social tagging is being used in libraries, providing examples from Seattle Public Library. It considers benefits and challenges of social tagging, such as who has authority over tags and potential problems like inconsistent tags.
Stereotypes are used in media texts to quickly identify characters and aid audience understanding. Stereotypes are exaggerated representations that focus on certain aspects to represent dominant ideologies. In media, stereotypes are simplistic "types" rather than complex characters, and are usually negative representations making broad assumptions. Stereotypes often develop where there are power imbalances in society, such as between genders or social groups. Media institutions dominated by certain demographics may encourage certain stereotypes. The document discusses why stereotypes are used in media, what makes a stereotype, and how audience, genre, and context influence representation of social groups.
Queer theory holds that all identities, including gender and sexual identities, are social constructions rather than innate. It critiques the traditional binary categories of gender and sexuality, such as man/woman and gay/straight. Judith Butler, a key scholar, argued that repeated representations of heterosexuality work to present it as normal, but representations of alternatives like drag queens can subvert and destabilize dominant heterosexual ideology. However, some argue that mainstream media representations of queer identities do little to challenge gender norms and are used more for shock value than celebration of diversity.
Queer theory emerged from gay and lesbian studies in the early 1990s. It challenges traditional assumptions that sexuality fits into binary categories of heterosexual or homosexual. Queer theory asserts that all sexual behaviors and identities are socially constructed rather than innate. It critiques the normalization of heterosexuality and the labeling of other sexualities as deviant. Queer theory questions the idea that gender and sexuality are fixed, arguing instead that they are fluid and performative in nature.
The document discusses different forms of prejudice, stereotyping, hate, and racism. It defines prejudice as antipathy based on faulty generalizations towards a group or individual because of their group membership. It describes four theories of prejudice: exploitation theory, scapegoating theory, authoritarian personality theory, and structural theory. It also examines what psychological needs prejudice fulfills for people and the differences between prejudice and discrimination.
Meaning of Queer,
Theory,
Meaning of LGBTI,
Queer theory as part of study,
History,
Implications of Queer theory,
Various example of Queer like marriage,
Queer theory based on movies, shows and advertisement.
This document outlines the key areas and questions to be addressed for an exam on media representations of identity. It discusses analyzing case studies of media texts, identifying themes around the construction of masculinity and identity. It provides guiding questions on how identity is represented in media over time, the social implications, and the role of media in understanding identity. Theories of identity and collective identity are outlined from thinkers like Lacan, Bakhtin and Butler. The impact of media on audiences and identity is also addressed.
The document discusses kink and BDSM, noting that it is about consent and mutual pleasure rather than abuse. It seeks to dispel common misconceptions that kink is related to mental illness, pedophilia, or violence. Examples are provided of various kinky activities and experiences as well as tips for getting involved in the kink community safely through education and communication.
This document discusses the representation of ethnicity in media texts. It outlines learning objectives to analyze how African Americans are portrayed, understand two media theories on ethnicity, and conduct a textual analysis of a media text's representation of ethnicity. The document introduces Alvarado's theory of four key stereotypical representations of African Americans as exotic, dangerous, humorous, or pitied. It also defines tokenism as the superficial inclusion of marginalized groups to create an illusion of diversity rather than address discrimination.
This document outlines topics and concepts to be covered in an anthropology course on sub-Saharan Africa. It includes assignments, discussion guidelines, and key themes such as defining ethnic and cultural groups; social structures including egalitarianism, status, and occupation; kinship and gender roles; secret societies; voluntary associations; and influences of westernization and education.
This document outlines topics and concepts to be covered in an anthropology course on sub-Saharan Africa, including discussions of cultural groups, social structures, status and occupations, kinship and gender roles, secret societies, education systems, and cultural contacts and changes from Westernization. Students will engage in active reading and discussions to critically examine authors' approaches and implications, rather than simply rehashing or summarizing content.
This document defines and discusses stereotypes. It notes that stereotypes are oversimplified generalizations about groups of people. They often evolve from a lack of exposure or understanding of other groups. Stereotypes can be implicit or explicit. While stereotypes can help process information efficiently, they can also be unfair and persist despite changes to the groups. The document examines types of stereotypes like ethnic, gender, and positive/negative stereotypes. It explores the differences between stereotypes, attitudes, and prejudices.
This document discusses different theories of masculinity and how they relate to media representations of gender, including: patriarchy and how media traditionally portrayed men as superior and women in roles that suited men; hypermasculinity and its association with violence, danger, and objectifying women; Connell's concept of hegemonic masculinity as the dominant form of masculinity that is culturally valued over others; and Earp and Katz's examination of how pop culture imagery socially constructs masculine identities through emphasizing aggression and emotion suppression. Traditional women's roles in media aligned with patriarchal ideals by depicting them as happy housewives or sex objects that served male interests.
This document discusses the concepts of race, white privilege, and different forms of racism. It defines key terms like racial categories, white privilege, and people of color. It also summarizes different types of racism like cultural racism, institutional racism, and individual racism. Finally, it provides suggestions for supporting anti-racism through increasing awareness, taking action, and becoming an ally against racism.
The document discusses the representation of ethnicity in media texts, focusing on African Americans. It introduces learning objectives around analyzing how African Americans are portrayed and discussing two media theories on ethnicity. One theory discusses four key themes in representing race: exotic, dangerous, humorous, and pitied. The document also defines and gives an example of tokenism, which is the limited inclusion of marginalized groups to create an illusion of diversity rather than address discrimination.
Banned Books and Censorship discusses who promotes and opposes censorship, what censorship and book banning are, and examples of books that have been challenged or banned. It explores why books are challenged or banned, including for religious, political, social, and sexual reasons. Four main reasons that books are challenged are given: social, religious, political, and sexual. The document examines factors for challenging the Scary Stories to Tell in the Dark book series and provides an opinion that everyone should decide what to read themselves while parents are responsible for censoring their children's reading.
This document defines key terms related to stereotypes, prejudice, and discrimination. It defines stereotypes as beliefs about personal attributes of social groups that can be overgeneralized and inaccurate. Prejudice is defined as preconceived negative judgments, while discrimination refers to unjustified negative behavior toward group members. Stereotypes ignore individual distinctiveness and discourage further investigation. Stereotypes are a type of generalization that function to create or sustain social inequalities through caricature and misrepresentation. Prejudice can stem from cognitive biases like stereotypes, a desire to categorize in-groups and out-groups, and illusionary correlations. Social and motivational factors like societal pressures, competition for resources, and social identity can also
This document discusses books that have been challenged or banned from libraries and schools. It defines challenging as trying to restrict access to a book, while banning means completely removing it. Books are often challenged due to objections over inappropriate content for certain age groups, such as sexuality, violence, or offensive language. However, banning books raises issues of censorship and restricting free speech. The document lists several famous and controversial books that have been challenged at some point, such as Harry Potter, To Kill a Mockingbird, and Twilight, and encourages readers to think for themselves about these issues.
13 gender in a globalising world january 2014fatima d
This document discusses gender in a globalizing world and addresses several topics related to gender including sexual identities, masculinities and femininities, and the global gender order. It examines how sexual activity and identity are linked and explores how gender roles are socially constructed. It also analyzes how ideologies about gender on a global level can impact life chances and discusses concepts like patriarchy, hegemonic masculinity, and resistant femininities. The document provides historical context on attitudes toward sexuality and explores how homosexuality has become more normalized in some parts of the world through civil rights movements and legislative changes.
This document discusses race and racism. It begins by stating that race is a social construction rather than a biological fact, and that racial categories were created by white Europeans to justify colonialism, slavery, and oppression. It defines racism as prejudice plus power or institutional dominance over targeted racial groups. Typically, white Europeans and their descendants benefit from racism, while people of color are oppressed by it. Individual racism involves personal prejudice, while institutional racism resides in the policies and culture of organizations. Research epistemologies have also reflected the dominant white racial group. Race still plays a huge role in who has power and access to resources in society. Racism permeates institutions like schools, where black students are more likely to face suspension, and districts remain
Prejudice refers to negative attitudes towards members of social groups. It can be reflected in policies and is often a form of scapegoating. Research suggests prejudice is a personality trait where those prejudiced against one group are often prejudiced against others. Prejudice causes hurt, is unjust, and goes against principles of society. It leads to conflicts and issues between groups.
The document discusses the representation of masculinity in media. Masculinity is often portrayed through stereotypes that depict men as strong, powerful, and in control without taking orders from women. This influences expectations that men must exhibit dominant behavior and influences more feminine men to appear more masculine. This perpetuates a patriarchal system where men hold power over women. However, emergent ideologies are developing new representations that show women as independent and men as able to express emotion, with the goal of reducing stereotypes and achieving better representation and equality between genders.
This document defines and discusses different types of prejudices. It explains that prejudices are irrational, unfair judgments made about people based on their gender, social class, age, race, religion, nationality, disability status, or other attributes. Common prejudices exist against women, homosexuals, the poor, the rich, and those from other countries or with different physical abilities. The document advises readers to avoid prejudices by getting to know individuals as individuals rather than making assumptions based on their group memberships.
This document discusses the concepts of queer theory and queer pedagogy. It defines queer as meaning different, unacceptable, and un-normed. Queer theory examines un-normed sexualities and relationships as well as what else is "queered" or un-normed. It discusses how sex, gender, and sexuality exist on spectra rather than binaries and how heterosexuality and gender norms are socially constructed and enforced through various power structures. The document argues that queer pedagogy aims to support students of all sexualities and genders through asking thoughtful questions rather than claiming answers.
RESEARCH PROPOSAL
SSCI 306
Key features:
• Talk about the subject as best as possible (concise)
• Clear statement of the intended focus
• Rationale for choosing the subject
• Mention of resources
Statement of intent to examine a topic
GOALS
• To provide a justifiable reason for your research intention.
• Allows me the opportunity to guide your research should you have
difficulty with broadening or narrowing your research topic.
Beginning the Process
Research proposals are generally organized the same way throughout
most social science disciplines as your regular academic paper.
• Read the assignment carefully
• Ask if you are not clear about any specific requirements
for organizing and writing the proposal
•What doI want tostudy?
•Whyisthetopicimportant?
•Howisit significant withinthesubject areascoveredinmyclass?
•What problemswill it helpsolve?
•Howdoesit buildupon[andhopefullygobeyond] researchalreadyconductedonthetopic?
•What exactlyshouldI plantodo, andcanI get it doneinthetimeavailable?
Ask yourself:
CONTENT OF PROPOSAL
Topic (1 sentence) Abstract/summary of
topic (~1 paragraph)
Annotated
Bibliography (2-3
sources you will likely
use in paper)
For each source, ~1
paragraph describing
what the article is
about and how it will
help your research
Outline
Provide 2-3 ideas for
your main points
TOPIC SENTENCE
Progression of an argument for your proposed
paper.
Decreasing poverty will increase access to healthcare.
Increased access to healthcare reduces chronic diseases such as diabetes.
Economic improvement decreases poverty.
Decreased chronic diseases improve economy by allowing money from emergency
room to classroom for betterment of education.
Improved education leads to more economic opportunities.
Economic opportunity leads to economic development and improvement.
ABSTRACT/SUMMARY
Provide a brief but detailed explanation of your topic.
What are you trying to do?
Why?
What do you want your reader to know?
What is the main point?
Who is the effected why and how?
Why does this matter?
How can you solve the problem?
What are some of the limits (either the study or the problem)?
What are the opportunities (either the study or the problem)?
ANNOTATED
BIBLIOGRAPHY
• Provide an annotated bibliography
style description of 2-3 sources.
Provide
• Evaluative annotations: offer opinions on
each source as well as describe it.
• Concise description of work: give accurate and
objective information
• Relevant commentary: provide opinion related to
your topic and purpose.
Offer
• Complete bibliographic information
Complete
• A concise description of the work
• Describe objectively and summarize the work
• Relevant commentary
• Commentary relevant to the scope and purpose of
the writing assignment
• Consistent presentation
• Effectively evaluate all sources, not just some
Provide:
Author, A. A., Author, B. B. (Year). Title of art.
Queer theory emerged from gay and lesbian studies in the early 1990s. It challenges traditional assumptions that sexuality fits into binary categories of heterosexual or homosexual. Queer theory asserts that all sexual behaviors and identities are socially constructed rather than innate. It critiques the normalization of heterosexuality and the labeling of other sexualities as deviant. Queer theory questions the idea that gender and sexuality are fixed, arguing instead that they are fluid and performative in nature.
The document discusses different forms of prejudice, stereotyping, hate, and racism. It defines prejudice as antipathy based on faulty generalizations towards a group or individual because of their group membership. It describes four theories of prejudice: exploitation theory, scapegoating theory, authoritarian personality theory, and structural theory. It also examines what psychological needs prejudice fulfills for people and the differences between prejudice and discrimination.
Meaning of Queer,
Theory,
Meaning of LGBTI,
Queer theory as part of study,
History,
Implications of Queer theory,
Various example of Queer like marriage,
Queer theory based on movies, shows and advertisement.
This document outlines the key areas and questions to be addressed for an exam on media representations of identity. It discusses analyzing case studies of media texts, identifying themes around the construction of masculinity and identity. It provides guiding questions on how identity is represented in media over time, the social implications, and the role of media in understanding identity. Theories of identity and collective identity are outlined from thinkers like Lacan, Bakhtin and Butler. The impact of media on audiences and identity is also addressed.
The document discusses kink and BDSM, noting that it is about consent and mutual pleasure rather than abuse. It seeks to dispel common misconceptions that kink is related to mental illness, pedophilia, or violence. Examples are provided of various kinky activities and experiences as well as tips for getting involved in the kink community safely through education and communication.
This document discusses the representation of ethnicity in media texts. It outlines learning objectives to analyze how African Americans are portrayed, understand two media theories on ethnicity, and conduct a textual analysis of a media text's representation of ethnicity. The document introduces Alvarado's theory of four key stereotypical representations of African Americans as exotic, dangerous, humorous, or pitied. It also defines tokenism as the superficial inclusion of marginalized groups to create an illusion of diversity rather than address discrimination.
This document outlines topics and concepts to be covered in an anthropology course on sub-Saharan Africa. It includes assignments, discussion guidelines, and key themes such as defining ethnic and cultural groups; social structures including egalitarianism, status, and occupation; kinship and gender roles; secret societies; voluntary associations; and influences of westernization and education.
This document outlines topics and concepts to be covered in an anthropology course on sub-Saharan Africa, including discussions of cultural groups, social structures, status and occupations, kinship and gender roles, secret societies, education systems, and cultural contacts and changes from Westernization. Students will engage in active reading and discussions to critically examine authors' approaches and implications, rather than simply rehashing or summarizing content.
This document defines and discusses stereotypes. It notes that stereotypes are oversimplified generalizations about groups of people. They often evolve from a lack of exposure or understanding of other groups. Stereotypes can be implicit or explicit. While stereotypes can help process information efficiently, they can also be unfair and persist despite changes to the groups. The document examines types of stereotypes like ethnic, gender, and positive/negative stereotypes. It explores the differences between stereotypes, attitudes, and prejudices.
This document discusses different theories of masculinity and how they relate to media representations of gender, including: patriarchy and how media traditionally portrayed men as superior and women in roles that suited men; hypermasculinity and its association with violence, danger, and objectifying women; Connell's concept of hegemonic masculinity as the dominant form of masculinity that is culturally valued over others; and Earp and Katz's examination of how pop culture imagery socially constructs masculine identities through emphasizing aggression and emotion suppression. Traditional women's roles in media aligned with patriarchal ideals by depicting them as happy housewives or sex objects that served male interests.
This document discusses the concepts of race, white privilege, and different forms of racism. It defines key terms like racial categories, white privilege, and people of color. It also summarizes different types of racism like cultural racism, institutional racism, and individual racism. Finally, it provides suggestions for supporting anti-racism through increasing awareness, taking action, and becoming an ally against racism.
The document discusses the representation of ethnicity in media texts, focusing on African Americans. It introduces learning objectives around analyzing how African Americans are portrayed and discussing two media theories on ethnicity. One theory discusses four key themes in representing race: exotic, dangerous, humorous, and pitied. The document also defines and gives an example of tokenism, which is the limited inclusion of marginalized groups to create an illusion of diversity rather than address discrimination.
Banned Books and Censorship discusses who promotes and opposes censorship, what censorship and book banning are, and examples of books that have been challenged or banned. It explores why books are challenged or banned, including for religious, political, social, and sexual reasons. Four main reasons that books are challenged are given: social, religious, political, and sexual. The document examines factors for challenging the Scary Stories to Tell in the Dark book series and provides an opinion that everyone should decide what to read themselves while parents are responsible for censoring their children's reading.
This document defines key terms related to stereotypes, prejudice, and discrimination. It defines stereotypes as beliefs about personal attributes of social groups that can be overgeneralized and inaccurate. Prejudice is defined as preconceived negative judgments, while discrimination refers to unjustified negative behavior toward group members. Stereotypes ignore individual distinctiveness and discourage further investigation. Stereotypes are a type of generalization that function to create or sustain social inequalities through caricature and misrepresentation. Prejudice can stem from cognitive biases like stereotypes, a desire to categorize in-groups and out-groups, and illusionary correlations. Social and motivational factors like societal pressures, competition for resources, and social identity can also
This document discusses books that have been challenged or banned from libraries and schools. It defines challenging as trying to restrict access to a book, while banning means completely removing it. Books are often challenged due to objections over inappropriate content for certain age groups, such as sexuality, violence, or offensive language. However, banning books raises issues of censorship and restricting free speech. The document lists several famous and controversial books that have been challenged at some point, such as Harry Potter, To Kill a Mockingbird, and Twilight, and encourages readers to think for themselves about these issues.
13 gender in a globalising world january 2014fatima d
This document discusses gender in a globalizing world and addresses several topics related to gender including sexual identities, masculinities and femininities, and the global gender order. It examines how sexual activity and identity are linked and explores how gender roles are socially constructed. It also analyzes how ideologies about gender on a global level can impact life chances and discusses concepts like patriarchy, hegemonic masculinity, and resistant femininities. The document provides historical context on attitudes toward sexuality and explores how homosexuality has become more normalized in some parts of the world through civil rights movements and legislative changes.
This document discusses race and racism. It begins by stating that race is a social construction rather than a biological fact, and that racial categories were created by white Europeans to justify colonialism, slavery, and oppression. It defines racism as prejudice plus power or institutional dominance over targeted racial groups. Typically, white Europeans and their descendants benefit from racism, while people of color are oppressed by it. Individual racism involves personal prejudice, while institutional racism resides in the policies and culture of organizations. Research epistemologies have also reflected the dominant white racial group. Race still plays a huge role in who has power and access to resources in society. Racism permeates institutions like schools, where black students are more likely to face suspension, and districts remain
Prejudice refers to negative attitudes towards members of social groups. It can be reflected in policies and is often a form of scapegoating. Research suggests prejudice is a personality trait where those prejudiced against one group are often prejudiced against others. Prejudice causes hurt, is unjust, and goes against principles of society. It leads to conflicts and issues between groups.
The document discusses the representation of masculinity in media. Masculinity is often portrayed through stereotypes that depict men as strong, powerful, and in control without taking orders from women. This influences expectations that men must exhibit dominant behavior and influences more feminine men to appear more masculine. This perpetuates a patriarchal system where men hold power over women. However, emergent ideologies are developing new representations that show women as independent and men as able to express emotion, with the goal of reducing stereotypes and achieving better representation and equality between genders.
This document defines and discusses different types of prejudices. It explains that prejudices are irrational, unfair judgments made about people based on their gender, social class, age, race, religion, nationality, disability status, or other attributes. Common prejudices exist against women, homosexuals, the poor, the rich, and those from other countries or with different physical abilities. The document advises readers to avoid prejudices by getting to know individuals as individuals rather than making assumptions based on their group memberships.
This document discusses the concepts of queer theory and queer pedagogy. It defines queer as meaning different, unacceptable, and un-normed. Queer theory examines un-normed sexualities and relationships as well as what else is "queered" or un-normed. It discusses how sex, gender, and sexuality exist on spectra rather than binaries and how heterosexuality and gender norms are socially constructed and enforced through various power structures. The document argues that queer pedagogy aims to support students of all sexualities and genders through asking thoughtful questions rather than claiming answers.
RESEARCH PROPOSAL
SSCI 306
Key features:
• Talk about the subject as best as possible (concise)
• Clear statement of the intended focus
• Rationale for choosing the subject
• Mention of resources
Statement of intent to examine a topic
GOALS
• To provide a justifiable reason for your research intention.
• Allows me the opportunity to guide your research should you have
difficulty with broadening or narrowing your research topic.
Beginning the Process
Research proposals are generally organized the same way throughout
most social science disciplines as your regular academic paper.
• Read the assignment carefully
• Ask if you are not clear about any specific requirements
for organizing and writing the proposal
•What doI want tostudy?
•Whyisthetopicimportant?
•Howisit significant withinthesubject areascoveredinmyclass?
•What problemswill it helpsolve?
•Howdoesit buildupon[andhopefullygobeyond] researchalreadyconductedonthetopic?
•What exactlyshouldI plantodo, andcanI get it doneinthetimeavailable?
Ask yourself:
CONTENT OF PROPOSAL
Topic (1 sentence) Abstract/summary of
topic (~1 paragraph)
Annotated
Bibliography (2-3
sources you will likely
use in paper)
For each source, ~1
paragraph describing
what the article is
about and how it will
help your research
Outline
Provide 2-3 ideas for
your main points
TOPIC SENTENCE
Progression of an argument for your proposed
paper.
Decreasing poverty will increase access to healthcare.
Increased access to healthcare reduces chronic diseases such as diabetes.
Economic improvement decreases poverty.
Decreased chronic diseases improve economy by allowing money from emergency
room to classroom for betterment of education.
Improved education leads to more economic opportunities.
Economic opportunity leads to economic development and improvement.
ABSTRACT/SUMMARY
Provide a brief but detailed explanation of your topic.
What are you trying to do?
Why?
What do you want your reader to know?
What is the main point?
Who is the effected why and how?
Why does this matter?
How can you solve the problem?
What are some of the limits (either the study or the problem)?
What are the opportunities (either the study or the problem)?
ANNOTATED
BIBLIOGRAPHY
• Provide an annotated bibliography
style description of 2-3 sources.
Provide
• Evaluative annotations: offer opinions on
each source as well as describe it.
• Concise description of work: give accurate and
objective information
• Relevant commentary: provide opinion related to
your topic and purpose.
Offer
• Complete bibliographic information
Complete
• A concise description of the work
• Describe objectively and summarize the work
• Relevant commentary
• Commentary relevant to the scope and purpose of
the writing assignment
• Consistent presentation
• Effectively evaluate all sources, not just some
Provide:
Author, A. A., Author, B. B. (Year). Title of art.
This document discusses concepts related to race, ethnicity, and migration. It begins by outlining key terms like race, ethnicity, and minority groups. It notes that race is a social construct rather than a biological one. The document then examines theories of racism, including ethnocentrism, group closure, and resource allocation. It also discusses models of ethnic integration such as assimilation, melting pot, and cultural pluralism. The document considers debates around multiculturalism and issues like cultural diversity versus solidarity. It concludes by reflecting on concepts like "us and them" as well as ethnicity and inequality.
This document discusses four major forms of discrimination or "isms": sexism, racism, ageism, and heterosexism. It provides examples of how each ism manifests in society through questions individuals are encouraged to reflect on regarding their own experiences. Specific behaviors and attitudes associated with each ism are defined, such as negative stereotypes, prejudices, and inequitable treatment. The document also addresses abusive, hurtful, and stigmatizing language and how certain words can perpetuate discrimination or harm marginalized groups. Overall, the summary aims to raise awareness of social injustices and promote more inclusive, respectful treatment of all people.
This document discusses the relationship between culture and the church among the urban poor. It explores how the culture of poverty shapes church styles and how the church should respond to issues within the culture. Key points include: the church often mirrors the social structures of peasant societies from which the poor come; characteristics of the culture of poverty include present-time orientation, fatalism, and lack of integration with major institutions; challenges the church faces include addressing immorality and supporting leadership from within the poor community.
This document provides an introduction to cross-cultural psychology from Dr. Ayanna Lynch of Bowie State University. It defines key concepts like culture, discusses different cultural influences on attitudes and behaviors, and examines approaches to cross-cultural psychology like studying cultural dichotomies and the sociobiological approach. The overall goal is to provide insight into different cultures and increase cultural awareness and appreciation.
This document discusses key concepts around diversity, cross-cultural communication, and negative treatment. It defines diversity, ethnocentrism, stereotypes, and provides examples of each. Ethnocentrism is an unconscious belief that one's own group is superior, while racism is a conscious belief that one race is inherently superior. Stereotypes often prevent obtaining accurate information about individuals and can exclude people from opportunities. Negative stereotypes, whether conscious or unconscious, can generate negative emotional reactions and treatment toward those perceived as different.
This document discusses the differences between race and ethnicity. Race is based on biological characteristics like skin color and hair, while ethnicity is based on cultural characteristics like shared ancestry, culture, and place of origin. It also discusses myths about race, such as the idea that any race is superior. Minority groups experience unequal treatment compared to dominant groups. Prejudice is an attitude while discrimination is an action. Theories of prejudice include frustration-aggression and the authoritarian personality. Global patterns of intergroup relations include segregation, assimilation, and multiculturalism. The document then discusses race and ethnic relations in the US for various groups such as Europeans, Latinos, African Americans, Asian Americans, and Native Americans.
Ethics issues for administrators power point session #7.bb.fa.2017bruce.miller
I understand how EVERYone’s perspective is important in our treatment of each other.
I have an understanding how I/we can reconcile this with my own/our school’s perspective.
This document defines and discusses various forms of racism, sexism, and oppression. It begins by defining racism as stemming from early exposure to misinformation about other groups, leading to prejudice and stereotypes. Racism is described as a system of advantage based on race. Racial identity and color-blind racism are also discussed. The document then discusses how homophobia serves to maintain sexism by threatening traditional gender roles and male dominance. It notes that both women and gay/lesbian individuals suffer losses due to systems of oppression.
Sexual Orientation in the Media, Religion and Counseling Methodsazbaren
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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1. SOWK 505 – Summer Semester 2012
Assignment #1
Caitlin Bowers, YurikaQuan and Kevin Thompson
May 25, 2012
Patricia Chan, LCSW
Giving Voice to the Emerging Science and Theory for Lesbian, Gay and
Bisexual People of Color
2. Objectives
• Main Points Of The Article
• Key Arguments
• Theoretical Value
• Enhancing Human Behavior In The Social
Environment
• Peer Evaluation
• Strengths And Weaknesses
3. Main Points Of The Article
• Educate.
– Regarding issues and problems that are faced with
people of color who identify as
• lesbian
• Gay
• Bisexual
4. Main Points Of The Article
• Two-parts.
– Provide needs assessment
• by exploring empirical research needs and trepidation
with this population.
– Provide recommendations
• hopes to increase and continue research with the LGB
people of color.
5. Key Arguments
• Double Consciousness
– individual whose identity is divided into several
facets.
• Stigma of being Lesbian, Gay, Bisexual
• Stigma of being a person of color.
• “If you are walking down the street, people
may not know you’re gay. But when I walk
down the street, people know I’m a person of
color”
6. Key Arguments
• People of Color may experience:
– Racial Prejudice
– Limited Economic Resources
– Institutional Inequalities
• LGB may experience:
– Heterosexism
– Legal Inequalities
– Familial issues
http://www.youtube.com/watch?v=1_wWJ-_4uSY&feature=related
8. Key Arguments
• Silent Voices to LGBT people of color
– Omitting major accomplishments of LGBT people
of color.
• Baynard Rustin
• Las BuenasAmigas
9. Theories
• Heterosexism
– Assumption that all people are heterosexual
– Heterosexuality is superior and more desirable
than homosexuality or bisexuality
Even in innocent statement or question can
provoke heterosexism.
11. Enhancing Human Behavior In The
Social Environment
• Cannot assume that LGBT people of color are
the same heterosexual people of color.
• Must look both identities individually
– Person of color
– Person of LGBT
12. Enhancing Human Behavior In The
Social Environment
• Person of color
– Culture?
• Mores and Folkways
– Family?
– How does the rest of society view them?
• Person of LGBT
– Self Identification?
– Challenges?
– How does the rest of society view them?
13. Peer Evaluation
• Valid arguments on needs assessment
• Reliability of current data
• Lack of empirical research
– LGB youths of color
– Psychological research
– Spread out diversity of research
14. Weaknesses
• Eurocentric culture
– Advertisements
– Television
– Film
• Subcultures in the gay community
– Gays vs. Lesbians
– Femme vs. Masculine
16. References
• Harper, Gary W., Jernewall, Nadine &Zea, Maria Cecilia, (2004), Giving
Voice to Emerging Science and Theory for Lesbian, Gay and Bisexual
People of Color: Cultural Diversity and Ethnic Minority Psychology: Vol. 10,
No. 3, pp 187-199, Chicago, IL
• Nabors, Nina A., Hall, Ruth L., Miville, Marie L., Nettles, Reginald, Pauling,
Monique L. & Ragsdale, Brian L., (2001), Multiple Minority Group
Oppression: Divided We Stand?, Journal of the Gay and Lesbian Medical
Association, Vol. 5, No. 3., Ypsilanti, MI
• Brown III, Clarence Ezra, (2008), Racism in the Gay Community and
Homophobia in the Black Community: Negotiating the Gay Black Make
Experience, retrieved May 24, 2012, retrieved from:
http://scholar.lib.vt.edu/theses/available/etd-05222008-
112356/unrestricted/ClarenceEBrownIII2008Thesis.pdf
Editor's Notes
Hello Class, the article we are going to talk about is titled “Giving Voice to the Emerging Science and Theory for Lesbian, Gay and Bisexual People of Color”. In order to provide you a theoretical critique of the article, we’re going to break it down into six sections. We’ll be discussing: (name off bullets).
The main purpose of the article was to educate the reader regarding the multifarious issues and problems that are faced with people of color who identify themselves as either lesbian, gay or bisexual (LGB)
The authors attempt to do this in a two-part series. First, the authors provide the reader a fundamental needs assessment by exploring empirical research needs and trepidation with this population. Then the authors direct recommendations in hopes to increase and continue research with the LGB people of color.
One of the Key Arguments the Authors make is the idea of Double Consciousness. This is a term where an individual makes their identity based on two or more factors. In this case, this population must struggle with the stigma that comes with being Lesbian, Gay or Bisexual. Then on top of they she/he must also balance out the issues that come with being a person of color.Let’s pretend for a moment that you’re a gay white male and I’m a black lesbian female. Think about this statement, “If you are walking down the street, people may not know you’re gay. But when I walk down the street, people know I’m a person of color”.
With people of color, some of the experiences that could happen in one’s life are: Racial Prejudice, Limited Economic Resources and Institutional Inequalities.On the same note, people who identify as Lesbian, Gay or Bisexual may face: Heterosexism (which we’ll go into more detail later), Legal Inequalities and familial issues.For a candid view on the struggle of being both a person of color and LGB, click on the hyperlink and watch the 2:15min video from Wanda Sykes.
Another argument that the authors make as to why the oppression of LGBT people of color persists is because we continue to omit the major accomplishments and contributions that were historically made by individuals who were LGBT people of color.A prime example is with Baynard Rustin. He was an openly gay African American who assisted Dr. Martin Luther King Jr. in the U.S Civil Rights movement. He was actually the organizer for the historic 1963 March on Washington.One group that was also involved in many social activist activates relating to gay and lesbian rights were the Latina lesbians. In an effort to create a safe space and to build connections the Latina lesbians created networks such as Las BuenasAmigas
One of the theories that was offered in the article to convey the message of LGBT oppression was the theory or idea of Heterosexism.Heterosexism is the assumption that all people are heterosexual and that heterosexuality is superior and more desirable then homosexuality or bisexuality.For example, let’s pretend a new male co-worker is questioned about his personal life. Throughout the conversation you may hear, “So are you married or have a girlfriend?” (ask the class ) What does this assume? What if he were gay? What are some things he may be lead to feel?As social workers we have to be cognizant of not being victims of heterosexism. Remember that even the most innocent questions or statements can provoke heterosexism.
Another theory that is discussed in the article is predicated on the notion that members of certain ethnic and racial communities do not view being LGBT as acceptable within their communities or culture. Therefore, shunning a person of color who would identify at LGBT. This coincides with the belief that participation in same-gender romantic relationships and sexual activity violate traditional cultural values, rules and gender roles.One example can be seen in the Hispanic Culture or Latino Men where there is the prominent idea of machismo role the males are expected to play. This would be against the culture’s norms if a gay Hispanic Male were to portrait roles traditionally held for females or have more feminine mannerisms.
As social workers, it is our responsibility to assist our patients and clients in enhancing their life to the fullest potential. In order for this to be accomplished, we should:-make sure we do not assume that LGBT people of color are the same as their heterosexual counterparts.We must examine and make distinctions of those differences in the same manner we would view a person of Asian decent over a person of Caucasian decent.-Secondly we need to make sure that we look at identities, individually.-First by Look at their perspective as a person of color then as an LGBT individual. Or vice versa
When considering looking at the two identities, some things to be cognizant of are:-What is their culture? What are the culture’s mores and folkways?-What is their family structure like? Or additional support system?-How does the rest of society view them based on their color/ethnicity? OR… How does they perceive society views them, based on their color/ethnicity?When examining their LGBT identity, some things to consider are:-How does this individual identify himself/herself: gay, lesbian, queer, bisexual, Butch, Femme, Transsexual, Closeted?-What are some of the challenges that the client can identify as a result of his/her sexual identity? How does this impact livelihood?-How does the rest of society view them based on their sexual identity? OR… How does they perceive society views them, based on their sexual identity?
As you can see the authors were able to make valid arguments on the needs for this population to have a voice in society based on multifarious issues including:-oppression-misrepresentationThe data that was used to make these arguments were tabulated from current research and surveys.The authors were able to acknowledge the lack of empirical research that needs to be completed relating to important subpopulations such as:-LGBT Youth of color: Given that healthy growth and development is crucial at this stage in life, urgent studies are needed in order to improve future interventions that focus on increasing mental health and well-being-Research also needs to be expanded to include the most under represented minorities such as: women, Native Americans and transgender.
The authors do make a great effort in establishing the needs and the arguments for the contribution to oppression on the LGB people of color. However there are a few weaknesses that we found in the paper. For example, the authors neglected to look at the Eurocentric culture that dominates the homosexual community. This gay pop culture can be seen in:-Advertisements: like Abercrombie & Fitch-Television: Shows like Modern Family, 90210, Glee-Films: Movies like The Birdcage, Brokeback Mountain and even Adult EroticaThe authors also do not mention the oppression that occurs within the LGBT community itself. A new trend of violence that is seen in the LGBT community is hatred directed towards different classifications of LGBT: Gays against Lesbians, masculine people against feminine people, black against white and so on.
This concludes today’s presentation. We hoped that you found it to be both informative and engaging. Thank you.