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Homework answers / question archive / SOC 213 Final Project Guidelines and Rubric Overview The field of sociology presents a unique perspective to viewing the world’s social problems
SOC 213 Final Project Guidelines and Rubric Overview The field of sociology presents a unique perspective to viewing the world’s social problems. Social problems tend to be viewed solely as individual constructs and responsibilities, but sociologists take a deeper dive into the complex set of variables driving the development of these problems using various theoretical perspectives. As these problems surface in individual lives, the workplace, and communities, a sociological perspective is valuable for providing a framework for deeper investigation of variables and limiting personal biases when analyzing problems. In this project, you will play the part of a sociologist who has been requested by your national community to craft a proposal to the potential funder, the Department of Health and Human Services. You will write the proposal by conducting research on the social problem and thinking about how to limit your personal biases when later analyzing the social issue, you will analyze the problem from a sociological perspective, outlining the influential variables and the local and global impacts of the problem, and finally suggest a potential solution. In this assignment, you will demonstrate your mastery of the following course outcomes: ? ? ? ? Analyze contemporary social problems on local and global scales by applying key theoretical perspectives Analyze social variables and determinants for their influence in the development of contemporary social problems on a local and global scale Suggest potential solutions that are aligned with best practices for addressing the negative impacts of social issues Summarize how to limit personal biases in analyzing social problems Specifically the following critical elements must be addressed: I. Introduction: In this section, you will summarize your proposal. Explain the contemporary social problem that you selected and discuss the relevance for today’s society on a local scale. How does the issue present itself in the United States or in your local community? II. Problem Description: Determine the most influential social variables and determinants leading to the social problem and justify your selections with research. A. Identify social variables and determinants that have influenced the development of the social problem and explain their influence. Support your explanations with resources. B. Explain how the social variables and determinants influencing the development of the social problem vary depending on whether the social problem is local or global. What differences and similarities are seen between local and international influences of these social variables and determinants? Provide specific examples. III. Approach: In this section, you will sift through your personal biases, with the aim of limiting such biases in your later analysis. A. Describe how people generally tend to talk about this social problem and how these approaches are problematic, supporting with resources. What stereotypes, biases, and assumptions are at play? B. Identify and reflect on your own biases and assumptions around the issue and how these may affect your analysis of the issue. Everyone has certain preconceived notions about social issues. What are yours, and how might they influence your analysis and interpretation? C. Explain how you will limit your biases when you analyze the social problem. How can a theory help you limit your biases? Provide a specific example. IV. Global Impact: So that the funder can understand the significance of the social problem, you will explain the local and global impacts using a sociological perspective. A. Provide an example of how the social problem manifests itself on a global scale. In what other country or countries does this problem present itself and how? B. Compare and contrast the existence of the problem locally versus globally. How is the way the problem exists locally similar to or different from the way it exists globally? C. Based on your comparison of the local and global manifestations of the social issue, what conclusions can you draw about the influence of globalization on this specific social issue? How similar or different are the social issues and their repercussions, and what does that mean in relation to the impact of globalization? D. Select a key sociological theoretical perspective that best explains why there are similarities and differences in how the social issue presents on a local and global scale, justifying your selection. E. Apply your selected theoretical perspective to explain why there are similarities and differences in how the social issue presents on a local and global scale. V. Potential Solution A. Compare at least one successful attempted solution with at least one attempted unsuccessful solution to the problem. From your comparison, why did the successful solution succeed, and why did the unsuccessful solution fail? Support your findings with resources from the text or your own research. B. Based on your previous research, what suggestion do you have for responding to the identified social issue? Specifically what do you suggest as an action in responding to the social issue? C. Explain why your suggestion is likely to be successful, substantiating with research. Explain how the suggestion takes into account your previous research of attempted solutions and identified best practices. Milestones Milestone One: Department of Health and Human Services: Identifying the Problem In Module Three, you will submit your first milestone in which you will submit a draft of the first three critical elements. This milestone will be graded with the Milestone One Rubric. Milestone Two: Department of Health and Human Services: Suggesting a Solution In Module Five, you will submit a draft of critical elements 4 and 5. This milestone will be graded with the Milestone Two Rubric. Final Submission: Department of Health and Human Services: Proposal In Module Seven, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Product Rubric. Major Deliverables Artifact Milestone 1 Milestone 2 Final Submission Deliverable Department of Health and Human Services: Identifying the Problem Department of Health and Human Services: Suggesting a Solution Department of Health and Human Services: Proposal Module Due Three Grading Graded separately; Milestone One Rubric Five Graded separately; Milestone Two Rubric Seven Graded separately; Final Project Rubric Guidelines for Submission: Your proposal must be 4–6 pages in length and use APA formatting. Use double spacing, 12-point Times New Roman font, and one inch margins in Microsoft Word. Include at least three scholarly sources cited in APA format. Critical Elements Introduction Proficient (85%) Explains the social problem and discusses the relevance for today’s society on a local level Needs Improvement (55%) Explains the social problem and discusses the relevance for today’s society on a local level, but response has gaps in detail or accuracy Not Evident (0%) Does not explain the social problem and does not discuss the relevance for today’s society on a local level Problem Description: Meets “Proficient” criteria, and identification demonstrates Variables and keen insight into the influence of Determinants social variables and determinants on creating social problems Identifies social variables and determinants that influenced the development of the problem and explains their influence, supporting with resources Identifies social variables and determinants that influenced the development of the problem and explains their influence, but response has gaps in detail or accuracy, or lacks support Does not identify social variables and determinants that influenced the development of the problem 5 Problem Description: Meets “Proficient” criteria, and explanation demonstrates Variables and Determinants Global keen insight into the global impact of social variables on determinants Explains how the social variables and determinants influencing the development of the social problem vary, depending on if the problem is local or global, providing specific examples Explains how the social variables and determinants influencing the development of the social problem vary depending on if the problem is local or global, but explanation has gaps in detail, accuracy, or lacks examples Does not explain how the social variables and determinants influencing the development of the social problem vary locally and globally 5 Describes how people generally talk about the social problem and how these approaches are problematic, supporting with resources Describes how people generally talk about the social problem and how these approaches are problematic, but response has gaps in detail or accuracy or lacks support Does not describe how people generally talk about the social problem and how these approaches are problematic 5 Approach: Stereotypes Exemplary (100%) Meets “Proficient” criteria, and response provides a strong foundation for the rest of the proposal Meets “Proficient” criteria and demonstrates keen insight into why stereotypes are problematic Value 5 Approach: Your Analysis Meets “Proficient” criteria, and reflection demonstrates keen insight into the impact of personal bias on analysis Reflects on personal biases and assumptions around the issue and how these may affect the analysis of the issue Reflects on personal biases Does not reflect on personal and assumptions around the biases and assumptions issue and how these may around the issue affect the analysis of the issue, but response is cursory or illogical 5 Approach: Limit Biases Meets “Proficient” criteria, and explanation demonstrates keen insight into the use of sociological theory to limit personal biases Explains how to use sociological theory to limit bias when analyzing the social problem, providing a specific example Explains how to use sociological theory to limit bias when analyzing the social problem, but does not provide an example, or explanation has gaps in detail or accuracy Does not explain how to use sociological theory to limit bias when analyzing the social problem 10 Provides an example of how the social problem manifests itself on a global scale Provides an example of how the social problem manifests itself on a global scale, but example is irrelevant or inaccurate Compares and contrasts the existence of the problem locally and globally, but comparison has gaps in detail or accuracy Does not provide an example of how the social problem manifests itself on a global scale 5 Does not compare and contrast the existence of the problem locally and globally 5 Draws conclusions about the influence of globalization on the specific social issue, but conclusions are not based on previous comparison, or conclusions are inappropriate or irrelevant Does not draw conclusions about the influence of globalization on the specific social issue 10 Global Impact: Global Meets “Proficient” criteria, and example provides keen insight Scale into how the problem manifests itself on a global scale Global Impact: Meets “Proficient” criteria, and Compare and Contrast comparison demonstrates keen insight into the variances of how social problems manifest themselves globally Global Impact: Globalization Meets “Proficient” criteria, and conclusions demonstrate keen insight into the influence of globalization on the social issue Compares and contrasts the existence of the problem locally and globally Draws conclusions about the influence of globalization on the specific social issue based on comparison Global Impact: Theoretical Perspectives Meets “Proficient” criteria, and selection of theoretical perspective demonstrates keen insight into appropriate application Global Impact: Apply Meets “Proficient” criteria, and explanation demonstrates keen Perspective insight into the application of the theoretical perspective Selects a key sociological theoretical perspective that best explains why there are similarities and differences in how the social issue presents itself on a local and global scale, justifying the selection Selects a key sociological theoretical perspective that explains why there are similarities and differences in how the social issue presents itself on a local and global scale and justifies the selection, but selection or justification is inappropriate or irrelevant Applies selected theoretical Applies selected theoretical perspective to explain why there perspective to explain why are similarities and differences in there are similarities and how the social issue presents differences in how the social itself on a local and global scale issue presents itself on a local and global scale, but with gaps in detail or accuracy Does not select a key sociological theoretical perspective that best explains why there are similarities and differences in how the social issue presents itself on a local and global scale 5 Does not apply selected theoretical perspective to explain why there are similarities and differences in how the social issue presents itself on a local and global scale 10 Potential Solution: Comparison Compares at least one attempted solution that was successful with one that was unsuccessful and identifies factors contributing to the success or failure supporting with resources Compares at least one attempted solution that was successful with one that was unsuccessful and identifies factors contributing to the success or failure and supports with research Compares at least one attempted solution that was successful with one that was unsuccessful but fails to identify factors contributing to the success or failure or does not support with research Does not compare attempted solutions to the social problem that were either successful or unsuccessful 5 Potential Solution: Suggestion Meets “Proficient” criteria, and response is particularly well aligned to previous research Suggests response to the identified social issue based on previous research Suggests response to the identified social issue, but response is not based on previous research Does not suggest a response to the identified social issue 10 Potential Solution: Successful Meets “Proficient” criteria, and explanation is particularly well aligned with research Explains why the suggestion is likely to be successful, substantiating with research Explains why the suggestion is Does not explain why the likely to be successful, and proposed solution is likely to be substantiates with research, successful but response is cursory, illogical, or weakly substantiated 10 Articulation of Response Submission is free of errors Submission has no major errors related to citations, grammar, related to citations, grammar, spelling, syntax, and spelling, syntax, or organization organization and is presented in a professional and easy-to- read format Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas Total 5 100% Running Head: EDUCATION SYSTEM AS A SOCIAL PROBLEM Education System as a Social Problem Antoine McClendon 1 EDUCATION SYSTEM AS A SOCIAL PROBLEM 2 Global Impact The education system as a social problem presents itself as a problem not only in the United States but also in other parts of the world. The social problem here is that most education systems in other parts of the world offer disproportionate opportunities and equalities based on cultural affiliation and income level. In the ideal world, all students should have exposure to an equal education (Smith, 2018). However, the variation in income levels, cultural affiliation, and poverty limits this opportunity, and as such, many students fail to acquire the necessary education that is critical for both personal and professional growth. The economy also plays an essential role in promoting such inequalities in education. The social problem manifests itself on a local as well global scale in different aspects. At the local level, the problem of a poor education system limits students with potential at the community level to secure the right education. For instance, in the United States education is very expensive and without proper interventions, students from minority communities where families have less income may not be in a position to secure an education at the college or university level (Blanden & Machin, 2013). As such, an unequal education system presents a pervasive problem among most of the low-income communities in the United States. Students who belong to this demographic are at greater risk of dropping out of school since their parents are not in a position to pay the needed money for their education. At the global level, taking, for example, the United Kingdom, children from disadvantaged background are less likely to obtain a good qualification and go on to higher education, this often result in widening social inequality as they become adults (Blanden & Machin, 2013). EDUCATION SYSTEM AS A SOCIAL PROBLEM 3 In both the United States and the United Kingdom, the problem manifests itself through the variation income among families. For instance, in the United States, children from highincome families can secure good quality education that can enable them to secure better jobs and continue to earn better incomes (Hussar, 2020). Similarly, in the United Kingdom, children from rich families have better chances of getting high-quality education from some of the best colleges and universities as compared to children from low-income families. As such, the gap between the rich and the poor that can be narrowed through equal education in both two countries will continue to widen. Globalization has not had any sustainable impact on the education system and the equalities that come with it in both the United States and the United Kingdom. However, the similarity that is evident about this problem in both two countries is that variation in income levels including the impact of poverty and lack of proper education policies that creates equal education for all has been the major contributor (Hussar, 2020). In both the United States and the United Kingdom, inequalities in family incomes have contributed to inequality in accessing better education. Families with low incomes often opt to take their children to schools that have poor infrastructure because that’s what they can afford. Conflict theory can best explain this similarity in the sense that the conflict theorist believes that the education system reinforces and perpetuates social inequalities that arise from differences in class, race, ethnicity, and gender. According to conflict theory, the education system preserves the status quo and pushes people of lower status into obedience. This is true in the two countries in the sense that families that have higher income have more control and there can pass this control to their children by ensuring that they have the best education that can enable them to secure better-paying jobs (Rushing, 2001). Therefore, conflict theory links the EDUCATION SYSTEM AS A SOCIAL PROBLEM 4 fulfillment of one’s education to social class. Students of low socioeconomic status are generally not afforded the same opportunities as students of higher status regardless of their academic ability or desire to learn. Potential solution In both the United States and the United Kingdom, education inequality brought about by the current education systems has limited the ability of most potential students to access better and quality education. As such, several attempts have been made to help remedy the problem. One successful solution has been improving school funding and ensuring has qualified teachers and staff while at the same time providing adequate school supplies to socially excluded communities (Rushing, 2001). This solution has succeeded because it allowed schools to have sufficient teaching materials coupled with schools supplies necessary for proper learning. In communities around Chicago, the solution has created sustainable learning and improved student graduation rates in those neighborhoods. However, supporting teachers financially by increasing their salaries has not been quite effective in dealing with the problem. This is because more salaries only make teachers happier but do not improve students-school accessibility. Based on my research, developing policies that take into consideration more school funding for students or rather making schools free for all would help solve the problem. This is because improved funding for schools will enable students from low-income communities to have access to adequate learning resources that are mostly available in high-end schools (Semuels, 2016). On the same note, these policies will foster accessibility for all students making them have better chances of achieving their education dream. EDUCATION SYSTEM AS A SOCIAL PROBLEM 5 References Blanden, J., & Machin, S. (2013). Educational inequality and the expansion of UK higher education. Scottish Journal of political economy, 60(5), 578-596. Center For American Progress, & Spatig-Amerikaner, A. (2012, August). Unequal Education: Federal Loophole Enables Lower Spending on Students of Color. https://cdn.uncf.org/wpcontent/uploads/PDFs/UnequalEduation.pdf?_ga=2.89383451.1625904156.15964079421777803762.1593838133 Hussar, B. (2020, May 19). The Condition of Education 2020. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144 Rushing, W. (2001). Inequality and education reform: Formulating a macro-historical sociology perspective. Race Ethnicity and Education, 4(1), 29-44. Semuels, A. (2016, August 25). Why America's Public Schools Are So Unequal. The Atlantic. https://www.theatlantic.com/business/archive/2016/08/property-taxes-and-unequalschools/497333/ Smith, E. (2018). Key issues in education and social justice. Sage. Running Head: EDUCATION SYSTEM AS A SOCIAL ISSUE Education System as a Social Issue in the United States Antoine McClendon 1 EDUCATION SYSTEM AS A SOCIAL ISSUE 2 Introduction Education is something that is valued all around the world. In many societies, education is considered a framework for eradicating ignorance and poverty. In the United States, equitable and sustainable education for all has always been the major subject of discussion when it comes to educational debate among policymakers (Alghamdi, 2017). Ideally, people require an educational system that accommodates everyone under the model of no child left behind. In other words, issues surrounding education are constantly shifting to accommodate new changes in society. What children learn in schools largely determines the person they are later in life. For instance, if a child is motivated to be the best he can then definitely, with an education system that supports this motivation, the child is likely to be the best he/she can be in his/her career. However, if an education system constantly subjects the child to bullies, undue discrimination, and other negativities, then these negative attitudes can be reflected onto others in their future. The importance of children receiving a good education and being subjected to a good system of education is important now than ever before (Alghamdi, 2017). Under the current American education system, various racial and economic tensions ideally should not present barriers for better education, however, in the current American society; these social issues present formidable barriers to equal education for all. In my community, the issue presents itself in the manner in which many students are not able to fulfill their education dream owing to high college fees. Problem Description The U.S education system has long been considered one of the best globally; however, this is not the case since the system limits and subjects many potential students to a greater EDUCATION SYSTEM AS A SOCIAL ISSUE 3 danger of dropout. Several social variables lead to a bad education system in the United States. These variables include but are not limited to classroom size, poverty, bullying, family size, parental involvement, school funding, and many other variables. For many years, children from underserved communities have experienced intense difficulties in pursuing their education within the current U.S education system (James, 2007). Within my community, many families are unable to raise the required funds to help sustain their children in universities and colleges. Many of the local schools within the local communities also receive lesser funding as compared to schools in rich neighborhoods. In one of the articles by the New York Times, it was stated that many states spend less in school districts that serve low-income students and new immigrants who need more support to succeed. At some of the schools serving low-income communities, students are left with no textbooks and schools also lack well-trained teachers. The result of this social problem is a low graduation rate among the students in low-income neighborhoods. At the global level, a poor education system is influenced by variables such as poor funding for education. In most cases, when schools are poorly funded, the outcome is always poor since only students from rich economic backgrounds may be able to access private schools that have better resources including books, teachers, and other instructional resources. According to the data by UNESCO on the global education crisis, it is evident that ten percent of global spending on primary education is being lost on poor quality education that is failing to ensure children learn (James, 2007). This situation, in other words, leaves millions of children in poor communities unable to read or write. Although the situation is different from that of the United States, the bottom line is that underfunding the critical education systems is detrimental to the general learning outcomes for children in underserved or poor neighborhoods. Another difference is that at the local level, the variables such as racial disparity influences the system of EDUCATION SYSTEM AS A SOCIAL ISSUE 4 education particularly in neighborhoods with racial minority communities (Nelson et al., 2017). However, at the international level, a poor education system is influenced by variables such as poor economies, poverty, family factors, technology, and students’ attitude among other variables. Approach: Stereotypes A poor education system is generally a system that does not promote equitable education for all. In the United States, people tend to view a poor education system in terms of funding, racial biases, and harassment. People tend to talk about the problem of the poor education system in the United States as something that is determined by economic income. Ideally, these approaches are problematic in the sense that they do not promote any effort to help foster a better system of education (Jacob & Jordan, 1993). The primary assumption, in this case, is that many of the poor neighborhoods are neglected by the government and instead develop such a mentality even though they have the opportunity to initiate a productive change. Approach: My analysis Education is a fundamental right of every American child. However, this right may be undermined when the child experiences certain limitations that hinder the opportunity to access quality and sustainable education. I believe that there are certain personal biases when it comes to the education system in economically disadvantaged neighborhoods and those neighborhoods with high net worth. However, one of the personable biases that influence this perception is that one group of people is treated differently than the other in the educational setting. Nonetheless, this bias may occur because of a lack of conscious awareness of the behaviors, beliefs, and attitudes of those believed to be underserved groups and communities. EDUCATION SYSTEM AS A SOCIAL ISSUE Limiting personal biases using sociological theory Conflict theory can help limit personal biases in the sense that individuals and groups within the society interact based on conflict rather than consensus. In this case, conflict theory can help get to the bottom line to understand the perception of both social classes in the community and understand how they view education (Moshiri, 2019). This will further help determine whether education varies based on social classes. References Alghamdi, Y. (2017). Multicultural education in the US: Current issues and suggestions for practical implementations. International Journal of Education, 9(2), 44-52. Jacob, E., & Jordan, C. (1993). Minority Education: Anthropological Perspectives. Social and Policy Issues in Education: The University of Cincinnati Series. Ablex Publishing Company, 355 Chestnut Street, Norwood, NJ 07648 (paperback: ISBN-0-89391-937-3, $27.50; clothbound: ISBN-0-89391-868-7, $49.95).. James, R. (2007). Social equity in a mass globalized higher education environment: the unresolved issue of widening access to university (Vol. 18). The University of Melbourne, Centre for the Study of Higher Education. Moshiri, F. (2019). Revolutionary conflict theory in an evolutionary perspective. In Revolutions of the Late Twentieth Century (pp. 4-36). Routledge. 5 EDUCATION SYSTEM AS A SOCIAL ISSUE 6 Nelson, J. L., Palonsky, S. B., & McCarthy, M. R. (2017). Critical issues in education: Dialogues and dialectics.
