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Projects of Young Women of Color in Physics Discussion
Projects of Young Women of Color in Physics Discussion
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Projects of Young Women of Color in Physics Discussion
Labels are a clue to how our culture is organized both in interaction, in institutions, and in the stories we tell about people and the world. This assignment asks you to become an ethnographer — a skillful observer of everyday life — to identify a label produced by communicative interactions of talk, gesture, and/or artifact use. Each of the social scientists we will study in weeks 1, 2, and 3 talk about how people assign and live through categories in everyday life, though they have different ways of talking about it: “labels” (McDermott & Varenne), “ordinary” members of a category (Ong), and “‘legitimate’ or ‘authentic’ performance or product” (Strauss).
Through communicative interactions, people label one another, make standards, and draw boundaries between what is legitimate and illegitimate. You will draw on the labeling practices explained by McDermott & Varenne (e.g. “learning disabled”), Strauss (e.g. “a new school of ‘art’,” “pilots,” or “science”), and Ong (e.g. “body projects”). These readings will be your intellectual resources.
Your job will be to observe and analyze a category that is organizing some aspect of everyday life around you. Carefully observe what people say and do. Look for how people act on the basis of labels and categories in interaction. Drawing on Strauss, you might look for the sub social worlds to which people belong and how they draw boundaries between their practices and others.
Drawing on McDermott, you might observe how people act based on categories that acquire them and others. Drawing on Ong, you might observe how people engage in practices that let them simultaneously inhabit categories that are in tension. And, most importantly, notice what practices rely on those categories, whether taken for granted or in dispute.
Step 1: Observe (Notes of observations)
Observe everyday life and look for a category at work. Examples from lecture include “gang member,” “girl”/” intersex”, and “learning disabled”. Do this by opening your eyes as you go about daily life and noticing the ways people organize their relationships through such categories. Categories come to life and are maintained by communicative interactions of talk, gesture, and/or artifact use.
Keep notes on your observations. For ideas of how to observe and document, see McDermott & Varenne. They have many examples of how to notice and describe details of activities, interactions, language, and tools. Pocket notecards, emails to yourself, and voice memos are convenient ways to take notes on your observations as you go. Photographs can help you remember physical layout, gesture, or artifacts in a situation.
This observational work is not the sort of thing that you can cram at the last minute, as you can’t control when the world gives you interesting examples. The purpose of notes and images is to help you become a more careful and thoughtful observer. You will include your notes and images as a way of backing up your description and analysis, but you will not be graded on them.
Step 2: Document and Analyze (6 paragraphs)
Describe and analyze your observations of three situations in which you observed the category in practice. For each situation, give one paragraph of detailed description and one paragraph of reflective analysis drawing on the readings. Make sure your assignment draws on at least two course readings.
Description paragraph: Describe each situation in detail to offer a clear picture of the observed practices so a reader who wasn’t there can see and follow the interaction. Make sure your description makes clear how you know the category was recognized — whether accepted or disputed — by multiple participants in the situation. In other words, your observations should provide evidence that the category mattered to people — that they organized their interactions by drawing on it.
Analysis paragraph: Analyze the situation by drawing on concepts from the readings. Use the readings to show how there is more to the observed practice than meets the eye. This is a chance to be creative with the concepts and arguments from the readings.
Step 3: Submit your description and analyses of situations 1, 2, and 3, along with your collected notes attached to the end of your document. For voice memos, upload them to Google Drive and include a URL link in your assignment so your TA can access them.
To learn more about the examples I presented in lecture, you can check out the following pages, videos, and book: Growing up intersex: https (Links to an external site.)://www.youtube.com/watch?v= (Links to an external site.)Xpcci8mmZnw (Links to an external site.)How Aaron Harvey was labeled as a gang member and underwent prosecution for a crime he didn’t commit (he was eventually cleared): https://www.kpbs.org/news/2021/jul/26/aaron-harvey-wrongful-gang-charges-uc-berkeley/ (Links to an external site.) (Links to an external site.)Phoenix labels BLM protesters as a gang: https (Links to an external site.)://www.abc15.com/news/local-news/investigations/protest-arrests/ (Links to an external site.)prime-for-abuse-lack-of-oversight-lets-phoenix-police-add-protesters-to-gang-database (Links to an external site.) (Links to an external site.)
Ana Muñiz, Policing, Power, and the Production of Racial BoundariesAnd here is a story we didn’t have time for about how police in London used a gang injunction to arrest two rappers for a song they sang. Under gang injunctions, everyday, legal activities get restricted and therefore criminalized. Rappers Konan and Krept protest criminalization of their song: https://www.theguardian.com/music/2019/jun/14/ (Links to an external site.)rappers-konan-krept-condemn-police-criminalisation-of-drill (Links to an external site.)Short film Konan and Krept made about being criminalized by gang injunctions: https://www.youtube.com/watch?v=nuwcr-M37Do (Links to an external site.)
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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