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White privilege (Example)

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Whiteness White Privilege and Structural Racism Name Institution Abstract Evidently in American history whiteness is the standard of humanity and the norm upon which human qualities are tested. Presently whiteness is still a big concept in modern American society despite the improvements on the rhetorics on race. White privilege or the inherent social benefits that white people receive from society at the expense of people of color is the center of this argument. This research investigates white privilege in its various manifestations especially in the interpersonal realm and continuing to its structural form structural racism. With the understanding of the various mechanisms involved in the proliferation of white privilege this research culminates in understanding the benefits of research on white privilege through development of solutions and practices that would eventually lead to the dissolution of a dysfunctional preference for white people over people of color. Whiteness White Privilege and W. (2006). Disproportionate Representation of African American Students in Special Education: Acknowledging the Role of White Privilege and Racism. Educational Researcher 35(6) 24-28. Bonilla-Silva E. (1997). Rethinking Racism: Toward a Structural Interpretation. American Sociological Review 62 (3). 465-480. Howard P. (2004). White privilege: For or against? A discussion of Ostensibly Antiracist Discourses inCritical Whiteness Studies. Race Gender & Class 11(4) 63-79 Kendall F. (2002). Understanding White Privilege. McIntosh P. (1988).White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Pence D. Fields A. (1999). Teaching about Race and Ethnicity: Trying to Uncover White Privilege for a WhiteAudience. Teaching Sociology 27 (2) 150-158. Sefa Dei G. Karumanchery L. & Karumanchery-Luik N. (2004). CHAPTER FOUR: White Power White Privilege. Counterpoints 244 81-99. Yang G. Ryser T. ( 2008). Whiting up and Blacking Out: White Privilege Race and White Chicks. African American Review 42 (3) 731-746. [...]

Order Description:

Final Paper due Friday, December 8, 9:00 p.m. (No late papers will be accepted.) A short research paper (6 pages minimum, double-spaced) on a selected topic is required (25% of the course grade). You will choose a topic from the list below and provide a critical analysis of the topic supported by empirical evidence. Your goal is to demonstrate comprehension of relevant concepts and theoretical ideas and apply them effectively to a chosen topic. You will submit the final paper through Blackboard. Please do not send an email to me with your paper attached. Please go to Course Materials, and click the Assignment folder, and then click the Final Paper link. On the next page, click “Browse My Computer” to locate your file in your computer. Upload your file. Be sure to click the box next to “I agree to submit my paper(s) to the Global Reference Database.” 1. Select a topic from the list below. These topics correspond to specific sociological themes we covered in this course. Be sure to explain the theories and/or concepts that are significantly related to the topic. Follow the specific instructions for the topic of your choice. You are required to integrate questions listed under the topic of your choice. You may use these questions to form and develop your thesis further. E. Whiteness and white privilege 1 • What is whiteness? • Why is it important to examine the concept? • How is whiteness produced and reproduced? • How is it related to white privilege and structural racism? • Be sure to refer to evidence for your discussion. 2. Find empirical support that you can use to answer the questions for the topic of your choice. The empirical support may include quantitative data (e.g., US Census data, CDC report), research findings (e.g., academic journal articles), social trend reports (e.g., Pew Research Center), and /or historical events. 3. Find scholarly supports for your analysis or discussion. a. You might refer to these sources to support your discussion of the topic of your choice and associated concepts. b. You might also use the sources to support your argument. c. You might use the sources to present empirical evidence (see 2 above). d. A minimum of two sources must be provided from Gallagher’s Rethinking the Color Line to support your analysis. e. AND a minimum of two more outside sources must be included to support your analysis. 4. Form and develop a thesis for your paper. Your thesis should be different from those questions above. You may use those questions to form your thesis. 5. Write and submit a scholarly paper using the topic of your choice as the central theme throughout your paper. Your goal is to demonstrate that you understand and successfully use the concepts to explain an example. FORMAT: • Please follow legitimate guidelines for style (APA). Style guides are readily available at the library and on the Internet. • The paper must be typed, double-spaced, and use a 12-point font in Times New Roman. • The minimum length should be 6 pages, not including a title page, an abstract page, and reference pages. The paper should be no more than 10 pages. Meeting the minimum page requirement does not guarantee full points. • Please make sure your name is on it and use page numbers. • Please make sure that your paper is free of spelling and grammatical errors. • You must submit your paper in doc, docx, or pdf format. I will not accept your paper if you submit your file in other formats. • ‘Corrupt’ file papers will not be accepted. • Text Submission is NOT accepted. Please upload a file. GRADING: Grading of this assignment is generally based on the following: • Completion of the assignment in a timely manner • Clarity and coherence of your writing and argument • Demonstration of your understanding of the course materials • Effective use of relevant concepts and theories from the readings • Application of concepts to specific examples • Originality of your argument 2 • Use of proper format, including citations and bibliographical information • Please see the general grading rubric below. Some important points to remember: • This is NOT an opinion paper and your discussion/analysis should not be based on a psychological, religious, political, or moral argument. • Be careful in making statements that are speculative, value judgmental, and nonscientific (untestable, unknowable) in nature. Ask yourself: How do I know this? Can I support this idea? Similarly, try not to be moralistic, religious, or preaching. • Do not cite the lecture. Instead, cite the reading. If necessary, locate outside sources. Do not cite your instructor or your classmates in your paper. • NO late papers will be accepted. Exceptions can only be made for a legitimate reason and with verifying documents. Start early and anticipate any problems you might encounter (save your work often, be aware of your schedule, etc.). • Plagiarism is a serious offence. You will receive a failing grade (a zero for the paper and an F for the course) and face serious consequences if your paper shows evidence of plagiarism. Your papers go through a rigorous scrutinizing process to check for plagiarism. See the syllabus for more information. 3 Excellent Proficient Fair Poor Thesis Thesis is debatable and clearly presented in the opening and concluding sections of the paper. Thesis is debatable and is evident in the argument, but is not clearly stated. Thesis is unclear, and it takes work for the reader to fish it out of the text. Or, thesis is self-evident and not debatable. There is no evident thesis. Argumentation Argument is presented clearly and logically. Logical points build directly upon the thesis and prior points. Counter-arguments are addressed, dismantled, and folded into the main argument of the paper. Argument is presented clearly and logically, but points do not necessarily build on each other. Counter arguments are addressed, but many are left hanging or are dealt with inadequately. Argument is rambling, and there are contradictions left unaddressed. Counter arguments may be presented, but are left unaddressed. There is no discernable argument, or no alternative interpretation is presented. Originality Argument is original and creative. Goes substantially beyond points raised in lecture and readings. Concepts are related to each other in interesting and creative ways. Argument is strong and interesting, but plays it safe and does not push boundaries. Concepts are put in conversation with each other. Argument is expository rather than analytical. Concepts are described, but dealt with separately and not explicitly related to each other. Argument is boring, weak and incoherent. Organization and Writing Clear organization with a natural flow. Includes an introduction, transition sentences to connect major ideas, and conclusion. There are few or no grammar or spelling errors. Minimal passive voice. Ideas and evidence are correctly cited. Clear organization, with introduction, transitions and conclusion, but writing is not always fluid. There are several grammar or spelling errors. Ideas and evidence are correctly cited. Organization is unclear or without necessary component parts. Significant grammar or spelling errors (but not both). Ideas and evidence are correctly cited. Little discernable organization. Significant grammar and spelling errors. Ideas and evidence are not correctly cited, or not cited at all. Use of Evidence Each logical point is backed up by one or more examples. Evidence is strong and sufficient to advance the argument. Potential counter-arguments are accounted for and addressed with evidence. Each logical point is backed up by one or more examples. Evidence advances the argument, but it may not be sufficient. Potential counter- arguments are accounted for, but may not be sufficiently addressed with evidence. Several points of the argument are left without evidence. Evidence is insufficient. A few pieces of evidence are thrown in here or there, but not used to defend the main argument. Application of Readings / Concepts Demonstrates solid understanding of the major themes of the course, using readings to define concepts. Argument is placed within the broad discussions outlined in the course. Concepts are defined, but the author does not demonstrate a solid understanding of the major themes of the course relevant to the argument. Course readings are used. Concepts are left undefined, or poorly defined. Little broader framework is used. Paper mentions course readings, but there is little demonstration of how the paper relates to the course. 4

Subject Area: Sociology

Document Type: Research Paper

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Price $60

Words 1650

Pages 6

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Amazing essay! Was able to complete in less than 24 hours! Will definitely come back to her!


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