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
Sexism Among First-Generational, Black Females In The Field Of Education And The Effects That It Has On These Specifics.
How does sexism effect first-generation, black females in education? What are the effects that sexism has on the graduation rate of these females? What are some solutions to this problem?UGS303-TermPaperOutline.docx
Home>Education homework help>Sexism among first-generational, black females in the field of education and the effects that it has on these specifics.
Maya JohnsonUGS 303
29 October 2020
Term Paper Outline
(1) Introduction:
What is your topic?
Sexism among first-generational, black females in the field of education and the effects that it has on these specifics.
Why/how is your topic significant to contemporary American society?
Sexism, in and of itself, is an important concept within contemporary society being that the gender discrimination of females prohibits women from opportunities presented in the world for the basis of American society continuously running off a basis of patriarchy. Being a black woman amid this gender bias creates a larger problem given the hierarchy for which women stand and the socially constructed caste system of the black community. Having little to no knowledge in regards to how unjust our American system is, i.e., being first-generation, not only deteriorates your character in society but proves your existence to seemingly have no purpose. In this, I mean to say that the combination of black, female, and first-generation hurts the cycle for which we hope to evoke through younger females as the role of sexism plays all the more grandly in the lives for which one is to live.
How will you lay out the specific angle/argument that you will take on this topic?
I believe I’d like to identify the different forms of sexism to grasp the unique understanding of the term and then evolve it into the world of education, furthermore the negative effects that it has on students. I feel as if I can draw a line of correlation between white and black females experiencing some form of sexism in turn of how vicious the black “side” is opposed to that of a white female. I take into account the fact that these students are first-generation, proposing the instance that seeing as the knowledge of knowing is a bit absent in a sense, women are more prone to be subjects of sexism. This will, of course, look into the why of the first-generation sequence of these students to identify potential key indicators that may have risen these acts of sexism (i.e., financial upbringing).
Do you have a thesis/central takeaway/central critical emphasis within your topic?
Black women who are first-generation are a part of two categories that are constantly marginalized and experience high levels of sexist acts to be committed against them.
What is the scope of your research (specifics of your topic by school type, regional location, etc)?
I don’t have a basis of research as everything in regards to sexism is a bit scattered. The only developed form of commonality among my searches would be the way for which sexism affects black, first generation students, and the toll for which it takes on their rate of success.
(2) Literature Review:
What is the critical context for your topic?
In its entirety, the manner of what sexism is and what exactly is classified as sexism is required knowing as it is the basis of my research. Without knowing the underlying concepts that sexism follows, it makes the matter of grasping the material difficult in that its application to black, first-generation students would simply go over your head.
What has been written about your topic in scholarly articles/books?
As a simple summarization of these different articles, they replicate the instance of ‘how’ black women, typically first generation students, undergo a series of sexism throughout their lifetime in discussing what in specific about their upbringing encourages sexism. This could be so much as the financial hiatus of one female and the emotional backing of another. A majority of articles compliment one another in terms of piggybacking shown arguments and offering another source of information, but none actually propose a solution for the issue at hand. Offered are several different approaches to what sexism may reflect in the life of not only women, but that of a black woman, and what the different forms of sexism look like in an (un)conscious manner.
Ricka, S. A. (2014). Falling Through the Cracks: Black Girls and Education. Retrieved October 7, 2020, from https://files.eric.ed.gov/fulltext/EJ1063223.pdf
Are there multiple viewpoints to consider?
In theory, yes, seeing that there are several ways to come and go about this issue in the educational field, but in technical terms of the writing discussing this ongoing issue? No, with every researcher initially coming across the same sequence of explanations for which the previous one had. Potentially how has this issue come about, more particularly, could this issue possibly stimulate from an undiscovered history of sexism against women in higher level learning? Or, what are repeated patterns shown by suspects of sexism that can indicate an act of sexism may/will occur in due process following the study of said suspect? Is sexism real to the sense that America was legitimately built on the basis of man? So many different aspects of sexism shall be considered in the creation of a response to the issue but are these perspectives being taken into consideration for the protection of our young, black, first generation college students? No.
Luedke, C. L. (2017, January 21). Person First, Student Second: Staff and Administrators of Color Supporting Students of Color Authentically in Higher Education. Retrieved October 10, 2020, from https://muse.jhu.edu/article/646661
What are some recurring research questions/paradigms that are regularly applied to your topic?
1.) What is sexism and its counterparts?
2.) Is sexism a real concept?
3.) Can sexism be a neutral gender discrimination in terms of racial association (i.e., is sexism applicable for all races)?
(3) Findings/Discussion:
Your thesis/central takeaway?
Black women who are first-generation are a part of two categories that are constantly marginalized and experience high levels of sexist acts to be committed against them.
Callen, R. D. (2018). Black, Female, First-Generation College Students: Perceptions of Academic Persistence. Retrieved October 7, 2020, from https://scholarship.miami.edu/discovery/delivery?vid=01UOML_INST%3AResearchRepository
(4) Political Significance to Society:
What does your topic reveal about the place of Black Americans in American society? What is the political significance of your topic for improving/addressing the societal needs/challenges of Black Americans?
As a general idea of sexism, I believe that it helps to highlight the failure of justice served to black females serving as first generations in these nationally ranked institutions being that there are a lot of instances where a vile act of sexism was committed (whether it be in the state of verbal abuse to a more inappropriate manner of physical).
(5) Conclusion:
Review the scholarly contribution that you are making to your topic-what is unique/a new perspective on your topic in this essay?
I think a new take on sexism that was made in this essay was one of the effects that it has on graduation rates and the ways for which we can solve this issue. Sexism drastically reduces the amount of success that first generation, black females have as the pressure placed among these students is far greater than the will to succeed in life.
Summarize the scope of your research paper.
There are several different ways to go about sexism, in specifics to black women that categorize as first generation in higher level education practices, and the ways for which these issues are primarily ignored even with substantial increases of complaints of this issue. I propose different ways for which sexism may approach through the economic hiatus that a black woman typically stimulates from, the education outcry in regards to their levels of performance in school, and potentially the all-around support methods that black, first-generation black women receive to demonstrate a study on the success rates of these students in regards to their gender. Gender discrimination has become an overwhelming issue, plentiful in the business world for which creates a decrease in a black womans’ rate of success for being black, woman, and first-generation. With this, I intend to offer effective methods of coming to an end of this issue with carefully acknowledging all three instances of this argument: 1.) Woman, 2.) Black, 3.) First-Generation, methods that may be useful as long term standing.
Burton, L., Cyr, D., & Weiner, J. (2020, April 17). “Unbroken, but Bent”: Gendered Racism in School Leadership. Retrieved October 6, 2020, from https://www.frontiersin.org/articles/10.3389/feduc.2020.00052/full
Eddy, S., & Hogan, K. (2017, October 13). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? Retrieved October 10, 2020, from https://www.lifescied.org/doi/10.1187/cbe.14-03-0050
Emphasize your central thesis/takeaway and its use value/significance within US society.
On a day to day basis do first generation females in themselves experience acts of sexism with their small idea of knowing, but racism, too, takes a huge effect on the intensity of sexism for black women given the history of African Americans. This primarily holds significance in America as it’s a huge prevention in the obtaining of higher level learning and potential graduation rates as sexism prohibits these students from doing so. Because the stigma around black individuals in the education field, it’s not anything out of the ordinary for sexism to have such high reports in the black community seeing that in this white society, black success should be nonexistent. In this day in age where black people are rising from the depths of suffrage that whites have put them under, black women are becoming more powerful and more articulate in their ways of voicing their opinions, especially in sexist environments such as education.
UGS303-AnnotatedBibliography.docx
Sexism among first-generational, black females in the field of education and the effects that it has on these specifics.
Maya JohnsonUGS 303
15 October 2020
Annotated Bibliography
Burton, L., Cyr, D., & Weiner, J. (2020, April 17). “Unbroken, but Bent”: Gendered Racism in School Leadership. Retrieved October 6, 2020, from https://www.frontiersin.org/articles/10.3389/feduc.2020.00052/full
This article goes to explore how first generation black women experience racism and sexism within their education practices. It also provides several detailed experiences from black females that happened to be first generation students, explaining their stories with racism and sexism in the midst of obtaining some degree of higher education. This article expresses the nature of comfort that black women are stripped of, with having race and gender being determining factors for how they should be treated in society and what they are seen to be.
This article is a primary example of instances where sexism and racism have occurred among the same encounters, and how exactly did these victims handle these situations. This piece can offer insight into this research paper to offer up a sense of relatability for a lot of black women that face these same issues, and a sense of credibility for having seemingly personal encounters with these issues within the paper. This article can help to enrich the overall depiction of the study as well as enlighten individuals on the issues that first generation black girls struggle with on a day-to-day basis when at an institution. Being first generation already puts a target on your head with administrators, but being black, and female on top of that just adds a lot more potential issues to the process of education for black females.
Callen, R. D. (2018). Black, Female, First-Generation College Students: Perceptions of Academic Persistence. Retrieved October 7, 2020, from https://scholarship.miami.edu/discovery/delivery?vid=01UOML_INST%3AResearchRepository
This article begins by explaining the tremendously high levels of retention rates and the plausibility of degree attainment among first-generation students. The author then characterizes what student goes so far to mean in terms of implications of race and gender among these people holding a first-generation status. Black women, that are first-generation students, are categorized in two (three, really) different groups that have been marginalized for centuries before: 1.) Black. 2.) Woman. 3.) First generation.
One can incorporate these characteristics of black women into the sexism placed against them in the education field. Achieving anything in the world as a woman is primarily one of the most conflicting things about being a woman, and being black makes the job a lot harder. Women are not seen as the equivalent of a male, especially one that is black, and a first generation student at that. Connecting sexism to the challenges that black women face when obtaining some form of education helps to tie together the different implications that follow this process.
Eddy, S., & Hogan, K. (2017, October 13). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? Retrieved October 10, 2020, from https://www.lifescied.org/doi/10.1187/cbe.14-03-0050
The following article highlights the achievement gap between first generation black female students to white female students and the levels of retention rates between each race. While the retention levels for black, first generation females are not nearly as high for that of black, first generation males, the difference between white and black individuals vary greatly. This article, too, shows the analytical data following the complexity of course structure to show the performance of black students to white students.
This article can be an effective stance taken in the matter of the education portion of white females to black females that are first generation. Through highlighting the results of the basic test, the information taken can be then shown to the levels of racism among white and black students as it is a plausible explanation that white students will have higher performance levels. In particular, sexism is excluded but the role of women in education is noted and appreciated. This will be used to highlight one of the main differences between white and black first generation females.
Harrington, A. C., Sr. (2011). An Examination of Black Male First-Generation Reports’ of the Social Supports that have Buffering Effects on their School-Related Stress and Help Them Achieve Academic Success in College. Retrieved October 6, 2020, from https://www.proquest.com/docview/868328400
While this article does not directly focus on African American women in the field of education, it does target specific areas that the black woman community also faces. This includes stress related to academics because of their lack of support, and how exactly does a first generation, African American student go about gaining success through stressful situations. Support could mean family, economical, financial, and even emotional support, all for which actively plays a part onto a black, female, college student.
This article can be incorporated into my argument of the struggles of sexism that black women face in the education force because it entails the hardships that first generation, African American females constantly face when trying to complete an education. Stress plays a big factor in education, and stress has a lot of different components that ties into it. First generation students typically endure higher stress levels seeing that they are the first of their family to go through the education process, but adding black and female into that creates a lot of unwanted issues. More specifically, this article can target how far that African American, first generation, female students are encouraged in their educational career.
Hill, L. P. (2007). From Brown to the Journal of Negro Education With Six Degrees of Separation. Retrieved October 10, 2020, from https://www.jstor.org/stable/40034587?seq=1#metadata_info_tab_contents
This article focuses on the continued challenges that black women in the education force face on a daily basis. From sexism to racism, this article provides specific and personal insight to the life of a black woman working for a higher degree of education. It also offers a discussion of the pursuit of a higher education for black women and the role that institutionalized racism plays in the sexism of that situation.
This is the primary focus of this research paper as it highlights the target points for which can be made in regards to black women working towards a higher education. All of the potential acts of sexism and racism that may happen in a woman’s pursuit of an education are mentioned, and described. This is used to highlight the issues in being a first generation woman of color in education and the issues that are sure to come with it. This helps to evolve the factors of stress and encouragement into the process of education for black females.
Luedke, C. L. (2017, January 21). Person First, Student Second: Staff and Administrators of Color Supporting Students of Color Authentically in Higher Education. Retrieved October 10, 2020, from https://muse.jhu.edu/article/646661
While this article targets different races for the toll that being first generation has on education, it does provide a substantial amount in regards to black students, more specifically a generalization of black females, and their struggles pertaining to being a first generation student. This goes to show the study of the lack of support that indigenous people have in regards to education and to what effect it plays out when academic advisors are brought into question. Within this article explains the capital that black women brought with them to school and how often the students turned to their staff members [of this institution] for support of this capital. The staff, predominantly white, reflected their critique off of the students’ academic progress, rather than taking into account their economical backgrounds and how that fit into the life of that black student.
This is an important subject to bring about as it is the current nature of a lot of black students that happen to reside as first generation students. This highlights how little staff members are willing to help and support these students, as well as bring attention to the nature of the school. A predominantly white institution disregarding the financial hiatus of their students by virtue of their academic progress for the sake of keeping their institution viable. This negatively impacts the manner of support that black students may receive, especially in the sexist society for which we live.
Ricka, S. A. (2014). Falling Through the Cracks: Black Girls and Education. Retrieved October 7, 2020, from https://files.eric.ed.gov/fulltext/EJ1063223.pdf
This article discovers what the words of sexism, racism, achievement gap, and institutionalized racism for black girls mean in the world of first generation students. The author discusses how all of these factors play into the achievement of a black student, and the possible level of retention rates that may arise due to increased levels of sexism and racialism in institutions. The discussion focuses primarily on the effect that these terms could potentially have on a first generation black female with the lack of support and encouragement [she] received from her family, society, and even her staff members. This article exploits the fact that the needs of first generation students as black women are ultimately ignored and looked over for the purpose of sexist acts played against her by her institution.
This peer-reviewed article is important in the sense that it highlights and characterizes upon the issues of sexism and racism in the life of a black girl, one that resides as a first generation student pursuing a further education. The author makes mention of how a black females’ institution, including but not limited to her staff members and classmates, may overlook the needs for which she has in the event of more attention paid to white people. This shows the encouragement of the achievement gap that runs education in America and how exactly this negatively affects the college life of a black woman. This information can be used in this research paper to tie together and provide other information for different aspects of the sexism of black females in educational institutions.
Rose, K. W., & Stapleton, D. H. (1992). Toward a “universal heritage” : Education and the development of Rockefeller philanthropy, 1884-1913. Retrieved October 7, 2020, from https://digital.hagley.org/08068515_toward_universal
This article focuses primarily on acts of sexism at Spelman College. It goes to explain vial acts of philanthropy on the all girls school, categorizing these acts into several different regions for which race, gender, and philanthropic ideologies exist. This university, balanced on the keeping of not just generalized black females in the pursuit of sexism and racism, but more specifically on the first generation women of color for protection. It also dives into the creation of an education board in response to the lack of knowledge of sexism among this campus in an attempt to bring awareness to the issue, especially for first generation black women.
This idea following the study of sexism against first generation women of color to bring knowledge to educators is an important feature of this article to pay attention to. Here helps to bring a formal definition to what sexism against a specific race, that is African American, and find ways to prevent and handle such instances. This is important to this research paper as it highlights a foremost struggle that black, first generation students face globally and how not just educators, but students and mentors, can engage in this issue and find a way to put sexism in education to an end.
Smith, M. J. (2008). College Choice Process of First Generation Black Female Students: Encouraged to What End? Retrieved October 14, 2020, from https://www.researchgate.net/publication/234644564_College_Choice_Process_of_First_Generation_Black_Female_Students_Encouraged_to_What_End
Access to education has been an increasingly difficult task for people who fail to reside in, or above, the middle-class economic status. Because of this, people rendered as ‘poor’ or ‘ineligible’ for the criteria of a proper education have been seen to struggle with enrolling into public education systems and therefore have no encouragement to fulfill their educational passions. This primarily targets the black community as they are deemed as less than [white] society. Black youth that are in lower socioeconomic groups are often ill-equipped for college and are shown to have receiving a higher education as their number one goal in life. This article goes through the personal experiences of three black women in their experiences with their parents encouragement and support for them to get to the “next level” being first generation students.
This peer-reviewed article is the perfect imagery for why black women have a stigma of failure surrounding their image. A lot of financial instability and societal rankings cause a repetition of backlash in the education community by “higher” individuals. Black women are considered less than the standards that society uplifts for white people, more in specific to white women, because of their financial backgrounds and lack of encouragement. This article can be used to show the injustices that black, first generation, female students face because of their presumably low income household and the fact that they are the lesser gender and race. This article also shows the effect that having both a low socioeconomic status and environmental encouragement on black females.
Stephens, N. M., & Hamedani, M. G. (2014, February 19). Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students’ Academic Performance and All Students’ College Transition. Retrieved October 11, 2020, from https://journals.sagepub.com/doi/full/10.1177/0956797613518349
This article goes into the controversial debate of the achievement gap between black and white people, offering a sense of analytics to back up the presented argument. The author illustrates an idea of marginalized people through discussing the details of the achievement gap, mentioning that household income and grades play a major factor in what society has made into the achievement gap. She then discusses what exactly this achievement gap is in terms of different backgrounds from the seniors of an institution to the incoming freshmen of that institution to see just how much their lives differed. This then led into the division of what race these individuals were and what exactly was the residual income of their households to perform a basis that white people are typically more likely to achieve in higher education than that of a black individual.
This can be used to map out the achievement gap factors that will be present through this research paper and help to carve a deeper understanding for what that achievement gap is. This helps to create a sense of what black and white is in terms of education, eventually leading up to the creation of this distinct racism in terms of sexualism. Seeing that the article was generalized over the basis of both men and women, there were some hints present that allowed readers to catch a glimpse into the sexism that education offers and the high rates of racism that are present.
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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!