Humanities
IDS 400 Southern New Hampshire University Gender and Sexual Inequality Analysis

ids 400

Southern New Hampshire University

IDS

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IDS 400 Milestone Two Guidelines and Rubric Analyzing an Issue or Event in Diversity Through the Lenses of History and the Humanities

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IDS 400 Milestone Two Guidelines and Rubric Analyzing an Issue or Event in Diversity Through the Lenses of History and the Humanities Overview: For the first part of your final project, the critical analysis portfolio, you will select an issue or event in diversity and critically analyze it through the four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue/event through these lenses, you will gain insight into how the intersectional nature of diversity affects society, as well as both your own individual framework of perception and the choices, attitudes, and behaviors of others in the world around you. For this second milestone, due in Module Four, you will analyze your issue/event from Milestone One through the history and humanities lenses. This will provide you with a chance to practice analyzing your issue/event through these lenses and receive feedback on this practice attempt. Prompt: First, review the overviews and resources in Modules One through Three, as well as the Four Lenses document from Module One. Next, analyze your issue/event through the lens of history, and address the following:  How does this issue/event interact with the history lens and impact social issues?  In what ways does the history lens help articulate a deeper understanding of the social issue(s) that inform your issue/event? Next, analyze your issue/event through the lens of the humanities by exploring the following questions:  How is this issue/event portrayed creatively in society? What is the message or commentary of this representation?  How does this representation interact with you in your personal and professional lives? Note: You are completing two separate analyses: one from history and one from the humanities. You must submit two papers in a single Word document. Be sure to use evidence from research to support your analysis. Refer to course resources, the LibGuide for this course, and any other pertinent resources to support your responses. Relevant current news sources may be used with instructor approval. Incorporate instructor feedback into your final project. Specifically, the following critical elements must be addressed: I. Lens Analysis: In this section of your assignment, you will analyze your issue/event through two of the four general education lenses. A. Analyze your issue/event through the lens of history for determining its impact on various institutions. Utilize evidence from research to support your analysis. B. Analyze your issue/event through the lens of the humanities for determining its impact on various institutions. Utilize evidence from research to support your analysis. Rubric Guidelines for Submission: Milestone Two should be submitted as two papers in a single Word document. The entire submission should be 2 to 4 pages in length. Use double-spacing, 12-point Times New Roman font, and one-inch margins. Support your responses with at least two sources for each lens from the assigned course resources or other scholarly sources located independently via the Shapiro Library. Cite your supporting sources in APA style. Please note that the grading rubric for this milestone submission is not identical to that of the final project. The Final Project Part One Rubric will include an additional “Exemplary” category that provides guidance as to how you can go above and beyond “Proficient” in your final submission, as well as additional elements to address. Critical Elements Lens Analysis: History Lens Analysis: Humanities Articulation of Response Proficient (100%) Analyzes chosen issue/event through the lens of history for determining its impact on various institutions, using evidence and research to support analysis Analyzes chosen issue/event through the lens of the humanities for determining its impact on various institutions, using evidence and research to support analysis Submission has no major errors related to citations, grammar, spelling, syntax, or organization Needs Improvement (75%) Analyzes chosen issue/event through the lens of history, but analysis is cursory or illogical, or supporting evidence is inappropriate or nonexistent Not Evident (0%) Does not analyze chosen issue/event through the lens of history Value 40 Analyzes chosen issue/event through the lens of the humanities, but analysis is cursory or illogical, or supporting evidence is inappropriate or nonexistent Does not analyze chosen issue/event through the lens of the humanities 40 Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 20 Total 100% Running head, GENDER AND SEX INEQUALITY Gender and Sex Inequality Ahmed Battah IDS-400 GENDER AND SEX INEQUALITY 2 Gender and Sex Equality Introduction Gender inequality is one of the biggest challenges that women face in our society. It was there during the times of our ancestors and until now, women still experience it. In a school setting, girls and boys can be bullied when they do not conform to certain gender stereotypes. Many inequalities experienced by women result from perception and values attributed to childbearing and caring roles (Lundberg, 2016). However, women do not spend all of their time giving birth or raising children. Other inequalities arise from outdated beliefs that women are delicate, weaker and less capable than men. Connection of Gender Inequality and History Throughout history, women have experienced discrimination, exploitation, and oppression. Women lacked a voice of their own, and legal rights but they have made sacrifices to achieve equality. In the medieval period, gender inequality was high, women were given subordinate positions to men (Dempsey, 2019). Religion and Law did not recognize the equality of men and women and equal rights. There were clear roles for both men and women (Fincher, 2019). Men were the breadwinners and women were the homemaker tasked with bearing and raising children and looking after the whole family. Ownership of land and other property was in the hands of men. Women, however, tended to the animals and crops when their husbands were away so as to provide for the children. The produce from the land belonged to husband. Since women did not have control over the household assets like land, there emerged problems when the husband died or separated. Due to gender inequality, there have been issues of gender pay gaps, employment in high ranking offices and government offices. Connection of gender inequality and humanities Gender inequality impacts the daily experience of students and researchers in the faculty of Humanities. Even though women are aware of the negative impact of gender inequality in the social and working lives, the sources of the inequalities are sometimes difficult to identify, quantify and document (Hillary Metcalf, 2016). Common inequality issues that arise in the field of humanity include silencing, harassment, male dominated conference rooms, seminars, GENDER AND SEX INEQUALITY 3 interviews, and unequal career standards. Gender inequality creates barriers to the academic and professional achievement of women (Fincher, 2019). Connection of Gender Inequality and natural sciences Gender equality matters in the field of medicine, science and global health for health and health related matters. Restrictive gender norms affect all people (Dempsey, 2019). Gender inequality is viewed as health risks through the following ways, biases in health research and systems, differential exposure to and vulnerability to diseases, injuries and disabilities, discriminatory practices, norms, values, and beliefs. For instance, violence against women and girls is perpetuated by harmful cultural norms and systems of oppression. Opposing these gender structures is significant to all genders. Gender inequality contributes to the increased levels of anxiety and stress among women through their social role as caregivers (Hillary Metcalf, 2016). On the other hand, transgender individuals are socially penalized for not conforming to gender norms. Women are sometimes forced out of science careers because of the structural barriers. Gender inequality is not related to women’s abilities and capabilities but it is due to the organizational culture and constrains. Connection of Gender Inequality and social sciences Gender inequality negatively impacts the variety of goods a country produces and exports (Lundberg, 2016). This is evident in gender gaps in opportunities since there are lower education enrollment rates for girls than boys (Kleven & Landais, 2017). Secondly, gender gaps in the labor market prevent the invention of new ideas by reducing the efficiency of the labor force. GENDER AND SEX INEQUALITY 4 References Dempsey, K. (2019). Gender and medieval archaeology: storming the castle. Fincher, L. (2019). Leftover women: The resurgence of gender inequality in China. Hillary Metcalf, H.-S. (2016). Inequality among lesbian, gay bisexual and transgender groups in the UK. Kleven, H., & Landais, C. (2017). Gender inequality and economic development: fertility, education and norms. Lundberg, S. P. (2016). Family inequality: Diverging patterns in marriage, cohabitation, and childbearing. Journal of Economic Perspectives, 30(2), 79-102. ...
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Final Answer

Ok, just made some small grammar changes and it should be fine now. Everything is cited in APA. Just let me know if you'd like anything else changed/edited ^)^

Running head: GENDER AND SEXUAL INEQUALITY

Gender and Sexual Inequality
Student’s Name
Institution
Date

1

GENDER AND SEXUAL INEQUALITY

2

Gender and Sexual Inequality
Historical Lens Analysis
Gender Inequality and Social Impact
The issue of gender and sexual inequality has been in existence throughout history. The
main agenda in this issue stipulates that men and women are not equal, and usually, the men hold
higher social status than the women (Keener et al., 2017). Although the man and woman make
up a family, the women were given most of the roles in the house. Besides, the females were
tasked with taking care of the family. Therefore, they were supposed to care for the family, even
in challenging situations such as after giving birth, although the men were supposed to be
providers o...

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