Your final project will ideally take one of your discussion board postings (and any replies) to write an essay about an important issue in education. You will present compelling opening sentences to catch the readers’ attention, describe the issue, explain what impacts or causes the issue, argue for recommendations, and close the essay with a passionate call for action.
Your final project will ideally take one of your discussion board postings (and any replies) to write an essay about an important issue in education. You will present compelling opening sentences to catch the readers’ attention, describe the issue, explain what impacts or causes the issue, argue for recommendations, and close the essay with a passionate call for action. Papers will use research and other sources. I will encourage everyone to send their essay as an op-ed to relevant media outlets. It will be 3 pages, double-spaced. Detailed guidelines will be provided later in the session. (50 points total)
Public Sociology is work that uses the sociological perspective, research, and analysis to share with broader and/or diverse audiences. It’s meant to bridge the gap between academics and various other social worlds.
In this case, we are going to share your knowledge of an important issue in education through Public Sociology and in the form of an “Op Ed.” While you are not required to send your paper for consideration to a local newspaper, you are definitely encouraged to do so after this class ends and once you have the feedback on your final submission for Soc 413.
At every stage of this short assignment, you are using course material and outside resources to present a strong and convincing narrative. Each of your Discussion activities in this class (and perhaps some of your Engaged Readings) have been precursors to this final project. You can use your own writing and input from your colleagues (discussion responses) to help you write portions of this assignment.
Details of the 3-page Paper
Compelling Title
The Introduction (1 paragraph)
(attention-grabbing first sentence/s and describe what this issue about)
The What (1-2 paragraphs)
(provide evidence and other forms of information to convince readers that this is an important issue; this can include more information or data about the population/s impacted by the issue)
The Why and How (2-3 paragraphs)
(share the reasons for why and how this issue is occurring)
The Now What? (1-2 paragraphs)
(present ideas and recommendations for what should be done to alleviate the issue/s; using examples from what already exist, such as identifying programs addressing this issue elsewhere or addressing similar problems)
References
(not part of the page limit; use ASA citation style for any outside sources; for scholarly articles from our class, you can use author, year, title of material, and week it appears in class; for lecture, cite “Dr. Clark-Ibanez, Soc 413, Lecture: [name of lecture]; include references consulted and ones that are actually cited within the assignment)
Requirements: 3 pages
Post: How does race, class, gender, sexuality, immigration status, and/or disability impact children in middle school? Utilize materials from our class and/or additional material that can include policy papers and research. Remember to cite or refer to material appropriately.
discussion board postings (discussion3):
Race, class, gender, sexual orientation, immigration status, and disabilities can all significantly affect middle school students’ experiences, opportunities, and well-being. Different pupils can receive both benefits and drawbacks from these factors, resulting in unique educational challenges and outcomes.
First and foremost, race is an essential component of high education. Students from minority groups may be subjected to prejudice and bullying, making them feel isolated and lowering their self-esteem (Lahey & Rizopoulos, 2023). Additionally, they may have to contend with stereotypes that influence how their professors and peers perceive their abilities and potential. This could cause instructors and peers to have lower expectations for them and provide less assistance.
Class and family income have a significant impact on middle school students. Students from low-income households may need more access to resources such as tutoring and extracurricular activities, which can hinder their academic and personal development (Deutsch, 2022). Financial hardship at home can also lead to social and mental issues that make it difficult for students to concentrate and maintain an interest in school.
Middle school is when gender differences frequently manifest and have varying effects on boys and girls. Girls may be subjected to stereotypes regarding their ability to succeed in school, while boys may be instructed not to display timidity or emotions. These assumptions can cause them to lose out on numerous opportunities and experiences.
The sexuality of middle schoolers, particularly LGBTQ+ youth, is also an essential factor. They may be bullied, harassed, or treated unfairly, contributing to mental health issues, school absences, and poor academic performance. For LGBTQ+ pupils to succeed academically, they must be in welcoming and accepting environments.
Some middle school pupils face additional difficulties due to their immigration status. Children from immigrant families may have difficulty speaking the language, adjusting to a new culture, or overcoming their fear of deportation, which can affect their academic and social performance.
Furthermore, having a disability can have a significant effect on middle education. To get the most out of the curriculum, students with disabilities may need additional assistance, but a lack of tools and comprehension can hinder their learning. Inclusive education methods and support services are important for their academic and social inclusion (Kruger et al., 2022).
In the end, race, class, gender, sexual orientation, immigration status, and disability influence middle school students’ experiences. To ensure that all students reach their maximum potential and are generally healthy, creating inclusive and equitable learning environments is essential.
References
Deutsch, N. L. (2022). ‘You just have to get through it’: Letting go of enduring stereotypes about middle school. Phi Delta Kappan, 104(2), 6-10.
Kruger, A. C., Harris, J., Zabek, F., Grant, J. C., & Meyers, J. (2022). Black adolescents’ perceptions of transgressor, victim, and bystander: Thinking through a sexual harassment dilemma. Journal of Social Issues.
Lahey, T., & Rizopoulos, L. (2023). Learning from alumni: Creating middle school classrooms that support English language learners. Middle School Journal, 54(1), 32–40.
Replies:
Hello Lili,
Yes, in order to address the issues experienced by our middle schoolers a through support system to acquire a positive impact on their social, emotional, academic, and mental well-being is required. According to the National Center on Safe Supportive Service Learning Environments (2023), a coordinated foundation by incorporating The ability to create self-awareness through journal writing and writing prompts focused on expressing their emotional journey while in middle school will hopefully provide an insight into their personal feelings. This may help them develop self-confidence by sharing things that are of personal importance, as well as provide support with things that they may feel overwhelmed with. Another cognitive exercise such as creating a vision board to determine short and long-term goals can help them develop self-esteem. These exercises can provide individualized support through a micro level approach. Topic based writing can aid them in learning how to apply critical thinking methods to find possible solutions through open forum discussions about social problems around the world (Greater Good in Education, 2023). Researching social topics that empower and disempower them (Horn, 2017) can bring social awareness, and challenge them through group-based problem solving to build relationship skills, on mezo and macro levels.
References:
Greater Good in Education. (2023). SEL for Students: Social Awareness and Relationship Skills.
Horn, B. (2017). Eight Voices of Empowerment: Students Perspectives in a Restructured Urban Middle School. SAGE. Vol 52 (4) 525-552.
National Center on Safe Supportive Service Learning Environments. (2023). American Institutes for Research.
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