my topic is For the topic of Women of Color Soccer Players, two sources that seem interesting to me are: “The Power of Women of Color in Soccer” by Rachel Bonadies, published in The Harv
my topic is
For the topic of Women of Color Soccer Players, two sources that seem interesting to me are: “The Power of Women of Color in Soccer” by Rachel Bonadies, published in The Harvard Crimson in December 2020, and “The Fight for Representation in Women’s Soccer” by Kerrilyn Diou, published in the Columbia Spectator in June 2020. The article by Rachel Bonadies discusses the importance of the representation of women of color in soccer, as well as their successes and challenges. The article brings to light the obstacles that female players of color face in the soccer world, such as the lack of visibility, recognition, and resources. Bonadies also emphasizes the need for more support and recognition of female players of color in order to create a more equitable and inclusive soccer world. The article by Kerrilyn Diou focuses on the fight for representation in women’s soccer. She discusses the lack of representation of women of color in the sport, and how this lack of representation has led to a lack of resources and opportunities. Diou also brings up the importance of diversity and inclusion in the sport and emphasizes the need for more support and recognition of female players of color. These two sources provide valuable insight into the experiences of women of color in the soccer world, and they have given me new ideas and angles to explore in my autoethnography.
PART 1: At the top of your Proposal, list:
–Your topic: the (sub-)culture or community you’ve decided to explore in your Major Paper;
–2 relevant, reliable popular sources* you’ve found, even if you are not sure you’ll use them in your MP. Simply note author, title, publication and publication date. *”Popular” sources are written for general audiences rather than just for academic audiences (those are “scholarly” sources). Generally, reliable popular sources will be online newspaper or magazine articles, or a .gov or .edu’s. See this page for more on finding popular sources, and this one for more on evaluating their reliability.
[Part 1 does not need to be in complete sentences.]
PART 2: In your Proposal, describe:
–why you’re interested in the culture or community: What draws you to it? How do you contribute and/or how are you shaped by it? How is the community commonly viewed by outsiders (including potential stereotypes)? How is the community diverse within itself? How might it be changing? What do you already know, and what do you most want to know? (Not all questions will be relevant; answer the ones that are.)
–the research plan: Who you plan to interview and why? Will this be feasible within the timeframe required? What types of sources might you need to find (background/context, evidence for specific points, counter-perspective, etc)?
–the stakes of your auto-ethnography: Stakes are the “so what” or “who cares” of a claim or issue: the potential impact or consequences for anyone in particular. (Note: an issue has clear stakes, whereas a topic does not. For example, “education” or “zoos” do not have stakes. “How colleges support international students” or “the role of zoos in species preservation” do have stakes.) Why will your research on this community, and/or your own experience matter for anyone in particular? What impact could it have on your audience? (Articulating the potential stakes will help you to eventually arrive at a claim.)
PART 3: Your (draft) Line of Inquiry.
–2-4 questions that can continue to guide your research. (Remember: simple fact-based or yes/no questions tend not to be good research questions. This is the difference between “How many people go the local zoo?” and “How do zoos create public support for species preservation?” Both of these types of questions can be part of your line of inquiry for now! But the latter type of question will be most productive in developing your argument.)
Length requirement: 300 words minimum (all parts combined).
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