Treatment Of Girls And Women In Sport
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
Treatment Of Girls And Women In Sport
Gender and Identity
The treatment of girls and women in sport is shaped by the idea that they are “less than” as athletes and as leaders, and thus the disparity in opportunity and social rewards is justified. Across the readings from this unit, you read and saw all the ways that girls and women are affected by the “less than” logic, such as (a) being sexualized, (b) being paid less because being “less than” detracts from their perceived athleticism or leadership capacity, or (c) being criticized, excluded, or fired for being too feminine or not feminine enough.
The Shaw and Frisby (2006) reading presented three frames of gender equity that have produced little long-term success in improving women’s opportunity and treatment in sport. The premise of the frames is the “othering” of girls and women in sport contexts, which requires that they must be granted support to assimilate into how existing structures are organized (power). Frame one holds that a woman can be prepared to fit in if she more closely resembles leadership stereotypes in sports (i.e., white male). Frame two holds that women’s femininity should be appreciated (as though there is one category of femininity and that traits strictly align within it). Frame three proposes that simply opening up spaces for girls and women to enter sport will rectify gender inequity.
Hints and Suggestions for Answering Prompt 1
You will introduce your review of Shaw and Frisby (2006) with an explanation of the “less than” logic, so consider the first bullet your introduction, which will be shorter than your response to the second bullet. In your introduction, you do not need to spend time writing on the reproduction of masculinity and femininity in greater society (as we have established in previous essays that sport is a microcosm of society); in other words, your explanation of the “less than” logic should be only around how it operates in sport.
Include in your response:
- An explanation of how the “less than” logic affects access and opportunity for girls and women in sport as athletes and as leaders; a segment of your explanation should include trends in media coverage. (Approx. 300 words)
- Based on what you read in Shaw and Frisby (2006) on the first three frames of gender equity (i.e., fix the women, value the feminine, and create equal opportunity), summarize each frame and explain why those strategies for gender equity haven’t been successful in improving the treatment of girls and women in sport. Consider using the lens presented in the fourth frame (i.e., post-structural feminism – disrupt the discourse) to support your position on the constraints on structural change. (Approx. 600 words)
Answer the following prompt:
Explain how orthodox conceptions of masculinity and femininity (as binary) produce and reproduce the idea that girls and women are “less than” as athletes and as leaders in sport.
Minimum Word Count Requirement: 900
Hints and Suggestions for Answering Prompt 2
Organize your legislation in the following structure:
- Your statement
- Prong 1 and an explanation (2-3 sentences)
- Prong 2 and an explanation (2-3 sentences)
- Prong 3 and an explanation (2-3 sentences)
Your Title IX extension will include:
- A legislative statement (like that of Title IX: “No person in the United States shall, on the basis of sex, etc.”) that EXACTLY and SPECIFICALLY identifies what “space” in sport your extension will apply (i.e., media coverage, leadership in college sports, professional opportunities, etc).
- A minimum of three prongs that operate as indicators that your legislative statement is being implemented in line with your vision. Explain how the new Title IX statement you wrote will be measured. These will look much like the full Title IX legislation, which has 3 prongs for measurement. If you choose to implement an intersectional strategy, be sure that your indicators reflect that.
Answer the following prompt:
Title IX was legislation that falls within a “create equal opportunity” frame in sport for girls as participants in federally funded educational programs but doesn’t apply to any other space. Design an extension of Title IX as it should govern some other domain in sport for women (i.e., media coverage, leadership in college sports, professional opportunities, etc.).
Please include in your legislative statement who it will support, specifically. Detail if your extension will support access and treatment for women in general or if your extension will specifically support women who are marginalized across social categories (i.e., women of color, LGBTQIA+ women, etc.).
Minimum Word Count Requirement: 300
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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Treatment Of Girls And Women In Sport
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