SOCI 1101 Dakota College at Bottineau Sociology Essay
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53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
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4 |
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5-10 Pages |
Description/Paper Instructions
SOCI 1101 Dakota College at Bottineau Sociology Essay
SOCI 1101 Dakota College at Bottineau Sociology Essay
SOCI 1101
Dress Codes: A Misandrist Approach
For a moment imagine that you are back in high school. Now imagine that you are a female who is currently sitting in the principal’s office. “The reason?”, you might ask. You wore a shirt that was too revealing. “Well, what was I wearing?”, another reasonable question to consider. You just so happened to be wearing a tank top that revealed your shoulders.
Astounded? You should be. Not only was your shirt considered too revealing, but you are also now having to go home for the rest of the day causing you to miss out on valuable educational material. As if this wasn’t enough, you are now placed on a list to count the number of times you wear “revealing” clothing items to school so that in the future you may be suspended and, in some cases, kicked out of school. All of this seems unreasonable, and frankly hard to believe, but, in fact, this happens to females everyday throughout American schools. So why has society allowed these misogynistic dress codes to be enforced and when will they be banned?
According to Leah Shields “Data shows in March, 90 percent of dress code violations at Bartram Trail High School were for girls” the article continues on to state that “For the entire school year up until about February, 83 percent of dress code violations at nearly all the schools were for girls” (Shields 2021: para 2). In another article titled The Issue with Dress Codes by Ary Eagen, it states that “The majority (56.1%) of respondents said they have not been dress coded, but 43.9% reported that they have. 79.3% of the respondents stated they knew a female peer that has been dress coded, 3.7% said they knew a boy, 11% said they knew no one that has, 4% said they knew people of both sexes that have been dress coded” (Eagen 2020: para 13).
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In American society it has become an everyday occurrence that females are sent home for wearing clothes that are deemed “too revealing” or inappropriate for school. Dress codes in America are not supposed to be discriminatory in any way. However, it seems that school systems have found a way to implement discriminatory rules in accordance with federal legislation. According to J. N. Martin & J. N. Brooks, school dress codes should not be used to directly discriminate on the basis of race or sex, but, often, the rules in place do appear to target specific students through coded language (Martin and Brooks 2020). J. N. Martin and J. N. Brooks go on to state that dress code language that polices and sexualizes female bodies is aform of victim blaming, insinuating that certain forms of dress are distractions to learning (Martin and Brooks 2020).
With this being said, it is hard to see how these rules have been able to slip through the system with no push back from political leaders. Even though there seems to be no pollical push back for dress codes, there have been agreat deal of resistance from students and parents alike. In an article titled Sexualization, Sex Discrimination, and Public School Dress Codes, author M. J. Harbach states that “Students, parents, and others have a number of concerns about public school dress codes and their impact on female students” she continues with “Female students are powerfully affected by these policies and many express a profound sense of injustice.
The consequences of being “dress coded” have a negative impact on student learning and participation. Beyond the immediate disruption resulting from removal, detention, and the like, studies suggest that a preoccupation with physical appearance based on sexualized norms disrupts mental capacity and cognitive function” (Harbach 2016: 1043). With this being said, it seems that the push back from parents and students themselves is necessary.
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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