Week 1 Soc Post: Does Everyone Have An Equal Opportunity To Further Their Education?
- Review the latest Census data (http://www.census.gov) related to educational attainment, race/ethnicity, gender, and class. What conclusions can you draw about intersectionality from what you find? Does everyone have an equal opportunity to further their education? If not, what social structures are in place to affect opportunity?
- Research mental health disparities in your home state and identify any intersectionality you may find with class and ethnicity/race. What programs or policies are in place to minimize the disparity?
DISCUSSION 1
- Review the latest Census data (http://www.census.gov) related to educational attainment, race/ethnicity, gender, and class.
- What conclusions can you draw about intersectionality from what you find?
- Does everyone have an equal opportunity to further their education?
- If not, what social structures are in place to affect opportunity?
When completing each of your discussion assignments, I will look for:
- The main response for each discussion is 100+ words.
- When you interact with classmates, those posts need to be 75+ words.
- Utilize/mention source or class material to guide your main responses.
- Add to the discussion when responding to classmates. (add a source, ask questions, explain differences/similarities)
Remember, you get one grade for the main post response to the forum and one grade for your participation responses. See guidelines below:
Classroom Guidelines Regarding Discussion Activity for Participation:
- Follow-up responses to classmates’ initial answers or responses that integrate course
theories with a practical application of the subject, offering a personal observation or
experience, or referencing real-world examples, current events, or presenting current
research on the topic. - Classroom interaction demonstrating deeper or broader thoughts beyond rephrasing what
the textbook has presented on the topic. - Responses encouraging further discussion and ongoing dialogue with other students and
the instructor in the class. - Asking additional, relevant questions about the week’s topic.
- The referencing and citing of scholarly work is encouraged to support the idea that is
being presented in the participation discussion (check the syllabus or instructor for
specific requirements). - Communications that are presented in a professional and supportive manner, and with
respectful tone.
Read Chapter 1 and Vignette 1.7 on page 68-73 of Haves and the Have-Nots: A Brief and Idiosyncratic History of Global Inequality by Milanovic (2010).
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http://site.ebrary.com.lopes.idm.oclc.org/lib/grandcanyon/detail.action?docID=10435894
this is the book keep it- Read Chapters 1, 2, and 7. Additionally, read pages 128-138 (Globalization) in Social Inequality: Patterns and Processes.
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Read “We Can Only Do This Together,” by Klein, from Nation (2015).
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Read “‘The World Isn’t Fair’: A System Justification Perspective on Social Stratification and Inequality,” by Jost, Gaucher, & Stern on pages 317-340 of APA Handbook of Personality and Social Psychology, Volume 2: Group Processes (2015).
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Read “The Dimensions of the Divide: Vertical Differentiation, International Inequality and North–South Stratification in International Relations Theory,” by Lees, from Cambridge Review of International Affairs (2012).
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Read “To What Extent Do Financial Strain and Labour Force Status Explain Social Class Inequalities in Self-Rated Health? Analysis of 20 Countries in the European Social Survey,” by Shaw, Benzeval & Popham, from Plos ONE (2014).
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Read “Social Equity: Its Legacy, Its Promise,” by Guy & McCandless, from Public Administration Review (2012).
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Read “Limitations to Equality: Gender Stereotypes and Social Change,” by Smith, from Juncture (2014).
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Read “Colorblind Intersectionality,” by Carbado, from Signs (2013).
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Complete Answer:
