Role Reversals: Understanding Our Gendered Selves
Question 1.Part Four of Applied Final Project, Role Reversals: Understanding Our Gendered Selves:
“Understanding My Role-Reversal Act” (20% of course grade; due end of Week 7)
Five (5) pages (1200-1500 words)
All parts of this project should be formatted in APA style (follow for both essay and citation styles): APA Style Guide: https://owl.english.purdue.edu/owl/resource/560/01/
Purpose: Act Performance and Analysis
At this point, you will have completed your act. In this final part of the assignment, you will describe and analyze it. Write a five page (1200-1500 words) paper detailing your experiences. The first section one-third to one half of your paper should describe your act and your responses to it, and the second one-half to two-thirds of your paper should analyze your act in terms of the scholarship on gender:
Section One (minimum 500 words):
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- Describe your act:
- What did you do?
- Where did you do it?
- How did you prepare for it?
- What responses did you get while performing your act?
- How did you feel while performing your act?
- What would you do differently if you had to perform this same act again? Would you perform the act in the same location and at same time? Would you change your appearance during the act? Would you do anything else differently? Please refer to the required reading on Participant Observation for this assignment (Mack et al., 2005) [link provided in general description of assignment above].
- Describe your act:
Section Two: (minimum 700 words):
Using at least three of the sources you identified and discussed in your Annotated Bibliography for Part 3, and/or the readings for this class for support (provide direct quotes for full credit), consider the potential impact of your act. Here are some questions to consider (you do not have to answer all of these questions; they are provided to help you to think about ways your act may have impact on society):
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- Can you explain the range of reactions to your act? Did those reactions reflect any of the sociological scholarship found in the course readings or in your research? Did any of the reactions challenge that research?
- How do you think class, race, age, and sexuality came into play during the conception and performance of the act?
- Was performing this act an act of feminism? Why? and, if so, what type(s) of feminism?
- Was your act an act of activism? That is, could it help to create social change? If so, how?
Rubric for Part Four
| Criteria | Excellent: Points Possible 20 points |
Good: Points Possible 17 points |
Satisfactory: Points Possible 15 points |
Barely Satisfactory: Points Possible 13 points |
Unsatisfactory: Points Possible 10 points |
|---|---|---|---|---|---|
| Section One Completeness |
Paper responds to all Section One questions clearly and with vivid, detailed examples and explanations. Length and references to sources are as requested. |
Paper responds to all Section One questions, though some answers may not be clear or provide detailed examples. Length and references to sources are as requested. OR, no references to sources, though all else is as requested. |
Paper responds to all but one or two Section One questions in sufficient detail. OR, Section One is less than 75% of minimum length. |
Several questions from Section One are neglected or underdeveloped. OR, Section One is less than 50% of minimum length. |
Section One is missing, or only briefly addressed. |
| Section Two Completeness |
Paper responds to all Section One questions clearly and with vivid, detailed examples and explanations. Length and references to sources are as requested. |
Paper responds to all Section One questions, though some answers may not be clear or provide detailed examples. Length and references to sources are as requested. OR, no references to sources, though all else is as requested. |
Paper responds to all but one or two Section One questions in sufficient detail. OR, Section One is less than 75% of minimum length. |
Several questions from Section One are neglected or underdeveloped. OR, Section One is less than 50% of minimum length. |
Section One is missing, or only briefly addressed. |
| Use of Sources |
Paper refers to at least three sources from class materials and student research in Section Two. Sources are quoted directly, cited in the text, and well-integrated into the discussion. Evidence and support from sources is analyzed (how or why does it support your point). |
Paper refers to two sources from class materials and student research in Section Two. Sources are quoted directly, cited in the text, and well-integrated into the discussion. Evidence and support from sources is analyzed (how or why does it support your point). OR, Paper refers to at least three sources, but they are not quoted directly, OR are not well-integrated into the text, OR are not analyzed. |
Paper refers to only one source from class materials and student research in Section Two. Source is quoted directly, cited in the text, and well-integrated into the discussion. Evidence and support from the source is analyzed (how or why does it support your point). OR, Paper refers to at least two sources, but they are not quoted directly, OR are not well-integrated into the text, OR are not analyzed. |
Paper refers to any number of sources from class materials and student research that are not quoted directly, and are not well-integrated into the text, are not analyzed. |
No sources from class materials and student research are cited. |
| Depth and Analysis |
Writer presents sufficient, convincing examples and evidence to support his/her analysis. Writer is able to integrate the analysis of the act and sources from the class materials or research into a single discussion of their relationship to the Sociology of Gender, rather than discussing each in turn; synthesizes these ideas into something new (not just a summary of the ideas from each topic). |
Writer presents some convincing examples and evidence to support his/her analysis, but a few points may lack direct support. Writer gives equal attention to the analysis of the act and sources from the class materials or research, but does not integrate them into a single discussion of their relationship to the Sociology of Gender, instead discussing each topic separately; conclusions are based on a synthesis of all of the presented ideas. |
Writer presents examples and evidence, but these may not be convincing or fully explained. Writer does not integrate the analysis of the act and sources from the class materials or research into a single discussion of their relationship to the Sociology of Gender, instead discussing each idea separately, and is unable to form strong connections among them. |
Contains few examples or evidence from the act and class materials or research; these examples are largely not discussed or analyzed in terms of the Sociology of Gender. |
Examples or evidence from the act and class materials or research are barely mentioned OR essay is a discussion of the Sociology of Gender unrelated to any role-reversal act OR examples and evidence are listed without discussion or analysis |
| Writing Mechanics |
Student provides a well-written and grammatically correct paper with little to no spelling, citation, or grammatical errors. Student follows formatting guidelines. |
Student provides a well-written paper with fewer than 4 spelling, citation, and grammatical errors. Student attempts to follow APA Style, though there may be minor errors. |
Student provides a paper with many spelling, citation, and grammatical mistakes, though paper is still comprehensible. There are major APA Style errors. |
Student provides paper that is not proofread and that contains multiple spelling, citation, and grammatical errors, some making the paper difficult to follow in places. Student does not attempt to follow APA Style. |
Student provides paper that is difficult to read throughout and is formatted as a list rather than as an essay. |
| Overall Score | A 90 or more |
B 80 or more |
C 70 or more |
D 60 or more |
F 0 or more |
Discussion question. One topic that connects all of the readings for this week is the idea of “neutrality.” We hear frequent calls for gender neutrality as a way to equitably apply laws and deliver benefits, but at the same time, addressing inequality would seem to require understanding any gender differences that led to inequality in the first place, and policies that would target help where it is needed.
This week’s reading focused on three institutions that affect people throughout their lives: the educational system, religion, and politics.
As a response to this post,
- Consider what the term “neutrality” means in each of these readings. What is political neutrality? What is gender-neutral education (or educational policy)?
- Sum up the pros and cons of a neutral approach to studying religion or education. How does gender introduce difficulties for a purely neutral approach? What are the benefits of considering intersectionality when trying to answer this question?
- Argue for or against government policies toward religion and education taking a neutral approach. What is at stake? Who will benefit from the approach you have decided to choose? You will need to choose a side, but you may choose different sides in each case. If you choose different sides, be sure to explain how education and religion differ when it comes to government policies.