Module three activity guidelines and rubric.docx
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This document provides guidelines and a rubric for a journal activity where students will apply aspects of social identity theory to describe a personal experience with in-group favoritism. Students are prompted to discuss how the experience related to in-group favoritism, impacted their sense of self and conformity to group norms, may have promoted prejudice, demonstrated the costs and benefits of social categorization, and influenced assumptions based on race/culture. They will also assess the strengths and limitations of social identity theory in promoting diversity, equity, and inclusivity. The guidelines specify submitting the response in a template and citing sources in APA style.
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Prejudice, Stereotypes, and DiscriminationIn many cases, preju.docx
Prejudice, Stereotypes, and Discrimination
In many cases, prejudice stems from the unknown. As individuals, we tend to migrate toward those who may look like us, act like us, and think like us. As a result, it may be difficult for us to open our minds and embrace those whose values, beliefs, and overall sense of self differ from our own.
For this assignment, compose a paper that is three to four pages in length. In your paper, discuss the impacts of prejudice, stereotypes, and discrimination in the context of social psychology. Be sure to address the following points:
1. Define and describe the following terms: prejudice, stereotype, discrimination, and ingroup vs. outgroup. Based on your own experiences in the social world, can you relate to any of these terms? Do you identify with a particular term? Why or why not?
2. Examine the social, cognitive, and societal origins of prejudice and stereotypes. Be sure to include specific information regarding categorization, such as ingroup favoritism and the outgroup homogeneity effect, norms, competition for resources, and social inequalities. Of the categories presented, which do you think are the most significant in our society and in your particular community?
3. Analyze the influences that promote stereotyping, and offer strategies to reduce prejudice. What are the consequences of stereotyping and discrimination? Who does this behavior hurt, and in what ways does it hurt them? Are we inadvertently creating self-fulfilling prophecies in our society? If so, how can we take steps to improve attitudes, judgments, and behaviors?
Your paper must include an introduction, a thesis statement, and a conclusion. Your completed assignment should be three to four pages in length (excluding title and reference pages), include a minimum of three references, and follow APA guidelines as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
.
Prejudice, Stereotypes, and DiscriminationIn many cases, prejudice.docx
Prejudice, Stereotypes, and Discrimination
In many cases, prejudice stems from the unknown. As individuals, we tend to migrate toward those who may look like us, act like us, and think like us. As a result, it may be difficult for us to open our minds and embrace those whose values, beliefs, and overall sense of self differ from our own.
For this assignment, compose a paper that is three to four pages in length. In your paper, discuss the impacts of prejudice, stereotypes, and discrimination in the context of social psychology. Be sure to address the following points:
1. Define and describe the following terms: prejudice, stereotype, discrimination, and ingroup vs. outgroup. Based on your own experiences in the social world, can you relate to any of these terms? Do you identify with a particular term? Why or why not?
2. Examine the social, cognitive, and societal origins of prejudice and stereotypes. Be sure to include specific information regarding categorization, such as ingroup favoritism and the outgroup homogeneity effect, norms, competition for resources, and social inequalities. Of the categories presented, which do you think are the most significant in our society and in your particular community?
3. Analyze the influences that promote stereotyping, and offer strategies to reduce prejudice. What are the consequences of stereotyping and discrimination? Who does this behavior hurt, and in what ways does it hurt them? Are we inadvertently creating self-fulfilling prophecies in our society? If so, how can we take steps to improve attitudes, judgments, and behaviors?
Your paper must include an introduction, a thesis statement, and a conclusion. Your completed assignment should be three to four pages in length (excluding title and reference pages), include a minimum of three references, and follow APA guidelines as outlined in the Ashford Writing Center.
.
Recommended
Prejudice, Stereotypes, and DiscriminationIn many cases, preju.docx
Prejudice, Stereotypes, and Discrimination
In many cases, prejudice stems from the unknown. As individuals, we tend to migrate toward those who may look like us, act like us, and think like us. As a result, it may be difficult for us to open our minds and embrace those whose values, beliefs, and overall sense of self differ from our own.
For this assignment, compose a paper that is three to four pages in length. In your paper, discuss the impacts of prejudice, stereotypes, and discrimination in the context of social psychology. Be sure to address the following points:
1. Define and describe the following terms: prejudice, stereotype, discrimination, and ingroup vs. outgroup. Based on your own experiences in the social world, can you relate to any of these terms? Do you identify with a particular term? Why or why not?
2. Examine the social, cognitive, and societal origins of prejudice and stereotypes. Be sure to include specific information regarding categorization, such as ingroup favoritism and the outgroup homogeneity effect, norms, competition for resources, and social inequalities. Of the categories presented, which do you think are the most significant in our society and in your particular community?
3. Analyze the influences that promote stereotyping, and offer strategies to reduce prejudice. What are the consequences of stereotyping and discrimination? Who does this behavior hurt, and in what ways does it hurt them? Are we inadvertently creating self-fulfilling prophecies in our society? If so, how can we take steps to improve attitudes, judgments, and behaviors?
Your paper must include an introduction, a thesis statement, and a conclusion. Your completed assignment should be three to four pages in length (excluding title and reference pages), include a minimum of three references, and follow APA guidelines as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
.
Prejudice, Stereotypes, and DiscriminationIn many cases, prejudice.docx
Prejudice, Stereotypes, and Discrimination
In many cases, prejudice stems from the unknown. As individuals, we tend to migrate toward those who may look like us, act like us, and think like us. As a result, it may be difficult for us to open our minds and embrace those whose values, beliefs, and overall sense of self differ from our own.
For this assignment, compose a paper that is three to four pages in length. In your paper, discuss the impacts of prejudice, stereotypes, and discrimination in the context of social psychology. Be sure to address the following points:
1. Define and describe the following terms: prejudice, stereotype, discrimination, and ingroup vs. outgroup. Based on your own experiences in the social world, can you relate to any of these terms? Do you identify with a particular term? Why or why not?
2. Examine the social, cognitive, and societal origins of prejudice and stereotypes. Be sure to include specific information regarding categorization, such as ingroup favoritism and the outgroup homogeneity effect, norms, competition for resources, and social inequalities. Of the categories presented, which do you think are the most significant in our society and in your particular community?
3. Analyze the influences that promote stereotyping, and offer strategies to reduce prejudice. What are the consequences of stereotyping and discrimination? Who does this behavior hurt, and in what ways does it hurt them? Are we inadvertently creating self-fulfilling prophecies in our society? If so, how can we take steps to improve attitudes, judgments, and behaviors?
Your paper must include an introduction, a thesis statement, and a conclusion. Your completed assignment should be three to four pages in length (excluding title and reference pages), include a minimum of three references, and follow APA guidelines as outlined in the Ashford Writing Center.
.
Module 3 ConclusionThrough this module’s online lectures and textb.docx
Module 3 Conclusion
Through this module’s online lectures and textbook readings, you analyzed how values and ethics are developed. You also evaluated the importance of accepting and managing diversity effectively.
Here are the key points covered:The six value orientations—individualism or collectivism; preferred personality; view of human nature; human-nature relationship; power distance; long-term vs. short-term orientation—all influence how individuals and groups understand and respond to the world, which in turn, affects how they interact with others.In addition to being truthful, ethical communication involves deciding which information can and should be disclosed or withheld as well as assessing the benefits or harm associated with specific messages.Truthfulness plays a fundamental role in ethical communication due to two reasons, you expect messages to be truthful and messages have consequences. The ethical consequences of sharing or withholding information depend on whether it is likely to help people to make informed decisions or not. A message is considered legitimately private when other parties have no right to expect access to it. Finally, to be an effective communicator, you have to discern the benefits or harm associated with your messages.The process of determining ethical choices and decisions can be based on both individual perspective and communal perspective. When ethics are discussed in an organizational context, the rights of the individual, such as the right to free speech or privacy, assume importance. However, a communal approach focuses on the common good or the best interests of the entire community. The morality of an action is assessed based on its consequences for the group.The three barriers to accepting diversity include preconceptions or lack of knowledge, stereotyping, and prejudice. These internal barriers however, can be overcome by increasing motivation, increasing knowledge of self and others, and avoiding stereotypes.Diversity can enhance your interpersonal effectiveness by increasing your opportunities, enhancing your abilities at work, and improving your self-awareness.
Diversity; Interpersonal Effectiveness
Learning about and accepting diversity can improve your interpersonal effectiveness and increase your personal and professional opportunities. It also allows you to widen your circle of friends and acquaintances and may even open up new business opportunities by helping you work in or manage diverse work groups.
Learning about diversity can increase your effectiveness at work. It can also help improve your ability to communicate with colleagues and customers or clients who differ from you. This may pave the way for organizational rewards and opportunities. In addition, accepting diversity and honing your skills in this area can enhance your self-awareness. Part of accepting and understanding diversity is the ability to understand and critique your own cultural beliefs and values. This understanding ...
Develop a 3-5 page outline of concepts you would like to apply to .docx
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Making Connections Sociological ResearchConforming to Ex.docx
Making Connections: Sociological Research
Conforming to Expectations
In 1951, psychologist Solomon Asch sat a small group of about eight people around a table. Only
one of the people sitting there was the true subject; the rest were associates of the experimenter.
However, the subject was led to believe that the others were all, like him, people brought in for an
experiment in visual judgments. The group was shown two cards, the first card with a single
vertical line, and the second card with three vertical lines differing in length. The experimenter
polled the group, asking each participant one at a time which line on the second card matched up
with the line on the first card.
However, this was not really a test of visual judgment. Rather, it was Asch’s study on the pressures
of conformity. He was curious to see what the effect of multiple wrong answers would be on the
subject, who presumably was able to tell which lines matched. In order to test this, Asch had each
planted respondent answer in a specific way. The subject was seated in such a way that he had to
hear almost everyone else’s answers before it was his turn. Sometimes the non-subject members
would unanimously choose an answer that was clearly wrong.
So what was the conclusion? Asch found that 37 out of 50 test subjects responded with an
“obviously erroneous” answer at least once. When faced by a unanimous wrong answer from the
rest of the group, the subject conformed to a mean of four of the staged answers. Asch revised the
study and repeated it, wherein the subject still heard the staged wrong answers, but was allowed to
write down his answer rather than speak it aloud. In this version, the number of examples of
conformity––giving an incorrect answer so as not to contradict the group––fell by two thirds. He
also found that group size had an impact on how much pressure the subject felt to conform.
The results showed that speaking up when only one other person gave an erroneous answer was far
more common than when five or six people defended the incorrect position. Finally, Asch
discovered that people were far more likely to give the correct answer in the face of near-
unanimous consent if they had a single ally. If even one person in the group also dissented, the
subject conformed only a quarter as often. Clearly, it was easier to be a minority of two than a
minority of one.
Asch concluded that there are two main causes for conformity: people want to be liked by the
group or they believe the group is better informed than they are. He found his study results
disturbing. To him, they revealed that intelligent, well-educated people would, with very little
coaxing, go along with an untruth. He believed this result highlighted real problems with the
education system and values in our society (Asch 1956).
6.3 Formal Organizations
A complaint of modern life is that society is dominated by large and impersonal secondary
organizations. From schools to businesses to healthcare to go ...
Develop a 3-5 page outline of concepts you would like to apply t.docx
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Section 1 Understanding Individual Perspectives of DiversityEach.docx
Section 1 Understanding Individual Perspectives of Diversity
Each of the first six sections of this text is organized to facilitate the process of learning about workplace diversity. Sections begin with learning goals and an introduction to the material that follows. Next, we provide an exercise on experiences that will help you to actively participate in the learning process by considering some new perspectives on diversity that are intended to challenge your knowledge, attitudes, and beliefs about differences. Because diversity is an interdisciplinary topic, the essays and cases that follow were written by experts from business, psychology, anthropology, economics, and sociology. These articles are followed by additional opportunities for active learning: discussion questions, Diversity on the Web, and Writing Assignments. To provide linkages, each of these six sections ends with a unifying case and a set of integrative questions that cut across the articles in that section. The seventh section is intended to connect all of the course material together by providing three options for a capstone learning experience.
Learning Goals for Section I
· To learn the differences between prejudice, stereotypes, and discrimination
· To understand the notion of privilege and how it affects one’s life experiences
· To motivate the student to examine his or her own perspectives on difference
· To explore the relationship between differences and conflict
· To explore organizational diversity
Often, we begin a diversity course by asking the question: “Who in this room is prejudiced? Raise your hand.” As expected, only a couple of students are willing to join the instructor and admit that they have some prejudices! At the end of the semester, we ask the same question and almost every hand in the room is raised. Why does this always happen? We have been socialized by family, society, and the media to think that prejudice is always negative, so it is easier to deny it. Then, why do most students raise their hands at the end of the semester? Because they now realize that everyone treats some people differently than others. It is very natural to prefer people like ourselves. Think about your friends. While they may be of mixed races and genders, are they all close to your age? Are there any people with a handicap in the group, and so on?
Basic to understandingthis text Section I is clarification of some terminology that is often used interchangeably in everyday conversation. Prejudice is a preconceived evaluative attitude based on a person’s social group membership. Prejudices can come from many sources such as our socialization, our peers, our life experiences, and especially the media and it can be positive, negative, and neutral. For example, you find out that you will be getting a new boss next week and she is a middle-aged female. If you find yourself thinking that she is going to be hard to work for, rigid, even bitchy, and so on, before you even get to kn.
MGMT 3700 Best Practices in Diversity Leveraging Differe.docx
MGMT 3700: Best Practices in Diversity: Leveraging Differences to Drive Success
Professor Selina Griswold, MSM/MA
College of Business & Innovation
Chapter Five: Intercultural Competence: Vital Perspectives for Diversity and Inclusion
Objectives of this LessonLearn Intercultural Competence.Explain cognitive, affective and behavioral competencies.Identifying challenges to generalizations.Comprehend the ethnocentric stage vs. ethnorelative stage.
*
FDA Diversity Module
FDA Diversity Module
*
Why value other’s beliefs?
Matthew 7: 12 So in everything, do to others what you would have them do to you, for this sums up the Law and the Prophets.
“Reaping What One Sows” in Islam
A total harvesting of the outcomes of one’s deeds does not always happen in this life, but this is why there is divine judgment after death with perfect justice. Allah Most High says:
“And whoever does a speck of good [in life], will see it [on the Day of Judgement]. And whoever does a speck of evil, will see it.” [Qur’an 100:7-8]
Wicca: The Rule of Three — sometimes referred to as “the Threefold Law” or “the Law of Return” — is a law of caution to warn those that practice magic to use it responsibly, because what we do will come back threefold, be it good or bad.
*
In the Buddhist tradition,
karma refers to action driven by intention (cetanā) which leads to future consequences.
Non spiritual/religionPhysics: The Law of Cause and Effect states that whatever you´re sending will return to you....
*
Exercise 1: Intercultural competencies in the workplace
*
Intercultural Competencies include:
Cognitive competencies such as: Knowledge of other cultures who we may consider the “outgroup” or “other.”
Last name A-H Explain using text
Affective competencies such as:
Being inquisitive where we seek to understand others, deal with uncertainty and manage tension which comes from open-mindedness and cultural humility.
Last name I-Q Explain using text
Behavioral competencies such as:
Empathy is the needed skill.
Last name R-Z Explain using text
FDA Diversity Module
FDA Diversity Module
*
Generally speaking, EEO and affirmative action programs are considered legislated employment equity risk management programs.
EEO and Affirmative Action programs generally cover those groups protected by title 7 of the 1964 Civil Rights act, whereas Diversity is a more inclusive concept. AA programs contain goals and timetables designed to bring the level of representation for minority groups and women into parity with relevant labor force statistics.
Diversity is a voluntary approach that does not utilize artificial programs, standards, or barriers.
Increasing Empathy and Understandingin the workplace
*People do have differences that lead to different motivations, emotions, and behavior — men differ from women, young differ from old, and so on. Those differences make for interesting applications of using empathy, but they aren’t the most challenging ones.The .
MGMT 3700 Best Practices in Diversity Leveraging Differe.docx
MGMT 3700: Best Practices in Diversity: Leveraging Differences to Drive Success
Professor Selina Griswold, MSM/MA
College of Business & Innovation
Chapter Five: Intercultural Competence: Vital Perspectives for Diversity and Inclusion
Objectives of this LessonLearn Intercultural Competence.Explain cognitive, affective and behavioral competencies.Identifying challenges to generalizations.Comprehend the ethnocentric stage vs. ethnorelative stage.
*
FDA Diversity Module
FDA Diversity Module
*
Why value other’s beliefs?
Matthew 7: 12 So in everything, do to others what you would have them do to you, for this sums up the Law and the Prophets.
“Reaping What One Sows” in Islam
A total harvesting of the outcomes of one’s deeds does not always happen in this life, but this is why there is divine judgment after death with perfect justice. Allah Most High says:
“And whoever does a speck of good [in life], will see it [on the Day of Judgement]. And whoever does a speck of evil, will see it.” [Qur’an 100:7-8]
Wicca: The Rule of Three — sometimes referred to as “the Threefold Law” or “the Law of Return” — is a law of caution to warn those that practice magic to use it responsibly, because what we do will come back threefold, be it good or bad.
*
In the Buddhist tradition,
karma refers to action driven by intention (cetanā) which leads to future consequences.
Non spiritual/religionPhysics: The Law of Cause and Effect states that whatever you´re sending will return to you....
*
Exercise 1: Intercultural competencies in the workplace
*
Intercultural Competencies include:
Cognitive competencies such as: Knowledge of other cultures who we may consider the “outgroup” or “other.”
Last name A-H Explain using text
Affective competencies such as:
Being inquisitive where we seek to understand others, deal with uncertainty and manage tension which comes from open-mindedness and cultural humility.
Last name I-Q Explain using text
Behavioral competencies such as:
Empathy is the needed skill.
Last name R-Z Explain using text
FDA Diversity Module
FDA Diversity Module
*
Generally speaking, EEO and affirmative action programs are considered legislated employment equity risk management programs.
EEO and Affirmative Action programs generally cover those groups protected by title 7 of the 1964 Civil Rights act, whereas Diversity is a more inclusive concept. AA programs contain goals and timetables designed to bring the level of representation for minority groups and women into parity with relevant labor force statistics.
Diversity is a voluntary approach that does not utilize artificial programs, standards, or barriers.
Increasing Empathy and Understandingin the workplace
*People do have differences that lead to different motivations, emotions, and behavior — men differ from women, young differ from old, and so on. Those differences make for interesting applications of using empathy, but they aren’t the most challenging ones.The .
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Module 3 ConclusionThrough this module’s online lectures and textb.docx
Module 3 Conclusion
Through this module’s online lectures and textbook readings, you analyzed how values and ethics are developed. You also evaluated the importance of accepting and managing diversity effectively.
Here are the key points covered:The six value orientations—individualism or collectivism; preferred personality; view of human nature; human-nature relationship; power distance; long-term vs. short-term orientation—all influence how individuals and groups understand and respond to the world, which in turn, affects how they interact with others.In addition to being truthful, ethical communication involves deciding which information can and should be disclosed or withheld as well as assessing the benefits or harm associated with specific messages.Truthfulness plays a fundamental role in ethical communication due to two reasons, you expect messages to be truthful and messages have consequences. The ethical consequences of sharing or withholding information depend on whether it is likely to help people to make informed decisions or not. A message is considered legitimately private when other parties have no right to expect access to it. Finally, to be an effective communicator, you have to discern the benefits or harm associated with your messages.The process of determining ethical choices and decisions can be based on both individual perspective and communal perspective. When ethics are discussed in an organizational context, the rights of the individual, such as the right to free speech or privacy, assume importance. However, a communal approach focuses on the common good or the best interests of the entire community. The morality of an action is assessed based on its consequences for the group.The three barriers to accepting diversity include preconceptions or lack of knowledge, stereotyping, and prejudice. These internal barriers however, can be overcome by increasing motivation, increasing knowledge of self and others, and avoiding stereotypes.Diversity can enhance your interpersonal effectiveness by increasing your opportunities, enhancing your abilities at work, and improving your self-awareness.
Diversity; Interpersonal Effectiveness
Learning about and accepting diversity can improve your interpersonal effectiveness and increase your personal and professional opportunities. It also allows you to widen your circle of friends and acquaintances and may even open up new business opportunities by helping you work in or manage diverse work groups.
Learning about diversity can increase your effectiveness at work. It can also help improve your ability to communicate with colleagues and customers or clients who differ from you. This may pave the way for organizational rewards and opportunities. In addition, accepting diversity and honing your skills in this area can enhance your self-awareness. Part of accepting and understanding diversity is the ability to understand and critique your own cultural beliefs and values. This understanding ...
Develop a 3-5 page outline of concepts you would like to apply to .docx
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Making Connections Sociological ResearchConforming to Ex.docx
Making Connections: Sociological Research
Conforming to Expectations
In 1951, psychologist Solomon Asch sat a small group of about eight people around a table. Only
one of the people sitting there was the true subject; the rest were associates of the experimenter.
However, the subject was led to believe that the others were all, like him, people brought in for an
experiment in visual judgments. The group was shown two cards, the first card with a single
vertical line, and the second card with three vertical lines differing in length. The experimenter
polled the group, asking each participant one at a time which line on the second card matched up
with the line on the first card.
However, this was not really a test of visual judgment. Rather, it was Asch’s study on the pressures
of conformity. He was curious to see what the effect of multiple wrong answers would be on the
subject, who presumably was able to tell which lines matched. In order to test this, Asch had each
planted respondent answer in a specific way. The subject was seated in such a way that he had to
hear almost everyone else’s answers before it was his turn. Sometimes the non-subject members
would unanimously choose an answer that was clearly wrong.
So what was the conclusion? Asch found that 37 out of 50 test subjects responded with an
“obviously erroneous” answer at least once. When faced by a unanimous wrong answer from the
rest of the group, the subject conformed to a mean of four of the staged answers. Asch revised the
study and repeated it, wherein the subject still heard the staged wrong answers, but was allowed to
write down his answer rather than speak it aloud. In this version, the number of examples of
conformity––giving an incorrect answer so as not to contradict the group––fell by two thirds. He
also found that group size had an impact on how much pressure the subject felt to conform.
The results showed that speaking up when only one other person gave an erroneous answer was far
more common than when five or six people defended the incorrect position. Finally, Asch
discovered that people were far more likely to give the correct answer in the face of near-
unanimous consent if they had a single ally. If even one person in the group also dissented, the
subject conformed only a quarter as often. Clearly, it was easier to be a minority of two than a
minority of one.
Asch concluded that there are two main causes for conformity: people want to be liked by the
group or they believe the group is better informed than they are. He found his study results
disturbing. To him, they revealed that intelligent, well-educated people would, with very little
coaxing, go along with an untruth. He believed this result highlighted real problems with the
education system and values in our society (Asch 1956).
6.3 Formal Organizations
A complaint of modern life is that society is dominated by large and impersonal secondary
organizations. From schools to businesses to healthcare to go ...
Develop a 3-5 page outline of concepts you would like to apply t.docx
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Section 1 Understanding Individual Perspectives of DiversityEach.docx
Section 1 Understanding Individual Perspectives of Diversity
Each of the first six sections of this text is organized to facilitate the process of learning about workplace diversity. Sections begin with learning goals and an introduction to the material that follows. Next, we provide an exercise on experiences that will help you to actively participate in the learning process by considering some new perspectives on diversity that are intended to challenge your knowledge, attitudes, and beliefs about differences. Because diversity is an interdisciplinary topic, the essays and cases that follow were written by experts from business, psychology, anthropology, economics, and sociology. These articles are followed by additional opportunities for active learning: discussion questions, Diversity on the Web, and Writing Assignments. To provide linkages, each of these six sections ends with a unifying case and a set of integrative questions that cut across the articles in that section. The seventh section is intended to connect all of the course material together by providing three options for a capstone learning experience.
Learning Goals for Section I
· To learn the differences between prejudice, stereotypes, and discrimination
· To understand the notion of privilege and how it affects one’s life experiences
· To motivate the student to examine his or her own perspectives on difference
· To explore the relationship between differences and conflict
· To explore organizational diversity
Often, we begin a diversity course by asking the question: “Who in this room is prejudiced? Raise your hand.” As expected, only a couple of students are willing to join the instructor and admit that they have some prejudices! At the end of the semester, we ask the same question and almost every hand in the room is raised. Why does this always happen? We have been socialized by family, society, and the media to think that prejudice is always negative, so it is easier to deny it. Then, why do most students raise their hands at the end of the semester? Because they now realize that everyone treats some people differently than others. It is very natural to prefer people like ourselves. Think about your friends. While they may be of mixed races and genders, are they all close to your age? Are there any people with a handicap in the group, and so on?
Basic to understandingthis text Section I is clarification of some terminology that is often used interchangeably in everyday conversation. Prejudice is a preconceived evaluative attitude based on a person’s social group membership. Prejudices can come from many sources such as our socialization, our peers, our life experiences, and especially the media and it can be positive, negative, and neutral. For example, you find out that you will be getting a new boss next week and she is a middle-aged female. If you find yourself thinking that she is going to be hard to work for, rigid, even bitchy, and so on, before you even get to kn.
MGMT 3700 Best Practices in Diversity Leveraging Differe.docx
MGMT 3700: Best Practices in Diversity: Leveraging Differences to Drive Success
Professor Selina Griswold, MSM/MA
College of Business & Innovation
Chapter Five: Intercultural Competence: Vital Perspectives for Diversity and Inclusion
Objectives of this LessonLearn Intercultural Competence.Explain cognitive, affective and behavioral competencies.Identifying challenges to generalizations.Comprehend the ethnocentric stage vs. ethnorelative stage.
*
FDA Diversity Module
FDA Diversity Module
*
Why value other’s beliefs?
Matthew 7: 12 So in everything, do to others what you would have them do to you, for this sums up the Law and the Prophets.
“Reaping What One Sows” in Islam
A total harvesting of the outcomes of one’s deeds does not always happen in this life, but this is why there is divine judgment after death with perfect justice. Allah Most High says:
“And whoever does a speck of good [in life], will see it [on the Day of Judgement]. And whoever does a speck of evil, will see it.” [Qur’an 100:7-8]
Wicca: The Rule of Three — sometimes referred to as “the Threefold Law” or “the Law of Return” — is a law of caution to warn those that practice magic to use it responsibly, because what we do will come back threefold, be it good or bad.
*
In the Buddhist tradition,
karma refers to action driven by intention (cetanā) which leads to future consequences.
Non spiritual/religionPhysics: The Law of Cause and Effect states that whatever you´re sending will return to you....
*
Exercise 1: Intercultural competencies in the workplace
*
Intercultural Competencies include:
Cognitive competencies such as: Knowledge of other cultures who we may consider the “outgroup” or “other.”
Last name A-H Explain using text
Affective competencies such as:
Being inquisitive where we seek to understand others, deal with uncertainty and manage tension which comes from open-mindedness and cultural humility.
Last name I-Q Explain using text
Behavioral competencies such as:
Empathy is the needed skill.
Last name R-Z Explain using text
FDA Diversity Module
FDA Diversity Module
*
Generally speaking, EEO and affirmative action programs are considered legislated employment equity risk management programs.
EEO and Affirmative Action programs generally cover those groups protected by title 7 of the 1964 Civil Rights act, whereas Diversity is a more inclusive concept. AA programs contain goals and timetables designed to bring the level of representation for minority groups and women into parity with relevant labor force statistics.
Diversity is a voluntary approach that does not utilize artificial programs, standards, or barriers.
Increasing Empathy and Understandingin the workplace
*People do have differences that lead to different motivations, emotions, and behavior — men differ from women, young differ from old, and so on. Those differences make for interesting applications of using empathy, but they aren’t the most challenging ones.The .
MGMT 3700 Best Practices in Diversity Leveraging Differe.docx
MGMT 3700: Best Practices in Diversity: Leveraging Differences to Drive Success
Professor Selina Griswold, MSM/MA
College of Business & Innovation
Chapter Five: Intercultural Competence: Vital Perspectives for Diversity and Inclusion
Objectives of this LessonLearn Intercultural Competence.Explain cognitive, affective and behavioral competencies.Identifying challenges to generalizations.Comprehend the ethnocentric stage vs. ethnorelative stage.
*
FDA Diversity Module
FDA Diversity Module
*
Why value other’s beliefs?
Matthew 7: 12 So in everything, do to others what you would have them do to you, for this sums up the Law and the Prophets.
“Reaping What One Sows” in Islam
A total harvesting of the outcomes of one’s deeds does not always happen in this life, but this is why there is divine judgment after death with perfect justice. Allah Most High says:
“And whoever does a speck of good [in life], will see it [on the Day of Judgement]. And whoever does a speck of evil, will see it.” [Qur’an 100:7-8]
Wicca: The Rule of Three — sometimes referred to as “the Threefold Law” or “the Law of Return” — is a law of caution to warn those that practice magic to use it responsibly, because what we do will come back threefold, be it good or bad.
*
In the Buddhist tradition,
karma refers to action driven by intention (cetanā) which leads to future consequences.
Non spiritual/religionPhysics: The Law of Cause and Effect states that whatever you´re sending will return to you....
*
Exercise 1: Intercultural competencies in the workplace
*
Intercultural Competencies include:
Cognitive competencies such as: Knowledge of other cultures who we may consider the “outgroup” or “other.”
Last name A-H Explain using text
Affective competencies such as:
Being inquisitive where we seek to understand others, deal with uncertainty and manage tension which comes from open-mindedness and cultural humility.
Last name I-Q Explain using text
Behavioral competencies such as:
Empathy is the needed skill.
Last name R-Z Explain using text
FDA Diversity Module
FDA Diversity Module
*
Generally speaking, EEO and affirmative action programs are considered legislated employment equity risk management programs.
EEO and Affirmative Action programs generally cover those groups protected by title 7 of the 1964 Civil Rights act, whereas Diversity is a more inclusive concept. AA programs contain goals and timetables designed to bring the level of representation for minority groups and women into parity with relevant labor force statistics.
Diversity is a voluntary approach that does not utilize artificial programs, standards, or barriers.
Increasing Empathy and Understandingin the workplace
*People do have differences that lead to different motivations, emotions, and behavior — men differ from women, young differ from old, and so on. Those differences make for interesting applications of using empathy, but they aren’t the most challenging ones.The .
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