Economic Stratification, sociology homework help

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  • 1.Aging
  • 2.Economic Stratification
  • 3.Race/ Ethnicity
  • 4.Gender/Sexuality
  • 5.Education
  • 6.Religion
  • 7.Population & Urbanization

Papers-

All papers are single spaced and must include a References Page. A title page is not required.

No matter how you focus your paper please remember I want to see ALL conclusions and opinions backed by scholarly articles. This is not the place to state your opinion on the topic and just present your side of the issue. All citation in the paper must be formatted to APA (American Psychological Association) or ASA (American Sociological Association) citation formatting.

These are intended to be professional academic papers so there must be no personal anecdotes, experiences, or opinions within them. All three papers are expected to be in a professional, third person format.

Each student will choose a topic to be turned into an analytical paper/Literature Review. The Lit Review/Analytical paper will be 3 pages single spaced.

5 peer reviewed sources and 3 main stream news stories with in the Lit Review section of the paper.

The Analytical section of the paper can present how the issue is being resolved or how the issue is still growing. The Analytical section must include 2 additional main stream news stories and 1 peer reviewed source.

This means the full paper will feature 6 peer reviewed sources and 5 mainstream news stories.

No matter how you focus your paper please remember I want to see ALL conclusions and opinions backed by scholarly articles. This is not the place to state your opinion on the topic and just present your side of the issue. All citation in the paper must be formatted to APA (American Psychological Association) or ASA (American Sociological Association) citation formatting.

The literature review section will be an overview of the critical points of the topic including any significant literature published on the topic. It must feature a description, summary, and evaluation of each significant work.

The paper will include an overview of the subject, followed by reviews of the works with explanations of where each work falls within the topic (e.g. those in support of a particular position, those against and those offering alternative theses entirely), along with a conclusion; which should include which works are most significant and why.

The analytical section will go more in-depth than the Lit Review. It will examine an issue within the subject and present an argument on it. The issue must be broken down into parts, with each part detailed and examined. A thesis statement must be found within the first few paragraphs. The thesis must be debatable and clearly presented in both the opening and concluding sections. The argument must be clear and logically with points building directly from the thesis. Counter-arguments must be addressed, broken down, and shown how they can be found invalid due to the position that the paper has taken. Each point must be supported by strong examples. The paper will demonstrate the writers solid understanding of the topic covered.

To keep the professional style of the analytical paper avoid “I statements” and instead use “This paper argues….” statements.

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Title- Standardized Testing in U.S. Schools Literature Review A standardized test is a test where all questions are the same for all test takers. Not only are the questions the same but also the format and scoring of the tests are also identical for everyone who is involved in taking the test. Tests are designed to help schools fixate on what they need to improve on and to determine whether or not teachers are teaching the material they are supposed to be teaching. Although standardized tests are supposed to be used to help a school, they have been doing the opposite. Exams have been more of a incentive for more money, which has ruined the learning environment for the majority of the American education system. Since the mid-1800’s standardized tests have been apart of the education system in America (“Standardized Tests”). In seventh century Imperial China standardized tests were used to administer government job applicants (“Standardized Tests”). Testing was then used for different purposes other than just school reasons. President George Bush signed the No Child Left Behind Act (NCLB), which made it mandatory for all 50 states to have annual standardized tests (“No Child Left Behind”). Tests were designed to assess each student’s ability in different areas of study such as mathematics and reading and then later started assessing students in the sciences (“Standardized Tests”). The NCLB came at the time when there was a concern about the certainty of the educational system. The NCLB legislation expanded the federal role in education and took particular aim at improving the educational lot of disadvantaged students (“No Child Left Behind”). There were a number of measures designed to help students achieve a certain standard and also to hold schools more accountable for the progress made by students in their state and district (“No Child Left Behind”). Although the functions of the standardized tests were used for good purposes back when they were first created, in today’s society they are looked at as a flaw in the education system. In 2009, President Obama’s Race to the Top program was signed into law. This allowed states to compete for $4.35 billion in extra funding based on the strength of their students test scores (“Standardized Tests”). He then tried to overtake Bush’s No Child Left Behind Act, “promising more incentives to states if they develop improved assessments tied more closely to state standards, and emphasizing other indicators like pupil attendance, graduation rates and learning climate in addition to test scores” (“Standardized Tests”). Those against standardized testing criticized Obama’s plans because of the overreliance on test scores. Obama then stated on March 29, 2011 that, “Too often what we have been doing is using these tests to punish students or to, in some cases, punish schools” (“Standardized Tests”). Alfie Kohn completely disagrees with standardized testing. He understands and explains that standardized testing offers nothing more than a “quick-and-easy” way to track progress made by students (Kohn). Kohn believes that it also helps politicians show that they care about the educational system and it helps out their political slogans (Kohn). Standardized tests such as ACTs or SATs are not predictors of either academic performance or professional success and they should not be used in deciding who should be or who should not be admitted to college (Kohn). Alfie Kohn also brings up the point that standardized tests for admittance into college Page 1 of 7 are not used in Canada and some universities and colleges in the United States no longer require applicants to take them because the tests are not necessary since they are not good indicators of thinking or aptitude (Kohn). Kohn’s biggest and most notable reasoning behind standardized tests is the overall moneymaking benefit that the government and businesses that create the exams receive. He believes the tests make public schools look worse than private schools since public schools have to reach certain standards that the government sets in place. This then makes more parents think that private school education is the right way to go (Kohn). Not only will private schools benefit but so will the corporations that manufacture and score the tests that are administered on an annual basis. The companies who manufacture the exams sell teaching materials that are “designed to raise scores on their tests” (Kohn). Mark J. Garrison states that the supporters of standardized testing believe that it measures a “students overall academic ability or potential” (Garrison 61). Supporters also believe that standardized tests measure the degree to which the student was able to master a set of skills or a quantity of knowledge. Garrison then goes on to state the critic’s point of views against standardized tests and what they really measure. Proponents believe that withholding federal money from schools in the case that the high standards are not met is a major downfall of the No Child Left Behind act that President Bush passed (Garrison 61-62). Opponents also believe that how well a student does on a test is an indicator of their social class which one called the Volvo Effect: family wealth as indicated by brand of car predicts student test performance (Garrison 62). As well as social class bias, critics found cultural and gender biases as well. He states, “Such examinations measure more of a students cultural familiarity with the discourse of Western schooling and linguistic socialization and less some objective notion of innate intelligence or even what they know and are able to do” (Garrison 62). Thomas M. Haladyna references Richard Phelps when describing why standardized tests are not capable of actually determining a students successes or failures. The public wants to know whether or not the educational system is growing and since the United States has no other way to test such a substantial amount of people in a short period of time the only way to get that information is through standardized tests (Haladyna 30). Haladyna then continues to add, “testbased accountability is shortsighted, narrow, and inadequate” (Haladyna 41). The tendency for scores to be inaccurate is a lot more frequent than it should be to determine a child’s successes throughout life. He believes that because of the consistent inaccuracies the government “may in fact be doing more damage than good to our students” (Haladyna 41). The only way to continue to use standardized tests as a way to rate a student or a school for progress would be to assure the public that the interpretations of the exams are valid and not flawed, as they often seem (Haladyna 41). Dr. Arnold Dodge, an assistant professor and chair of the Department of Educational Leadership and Administration at Long Island University, believes that standardized tests are to “satisfy the public thirst for the simple and the chartable” (Dodge 2). He sarcastically adds that we do not need to address the developmental changes that children experience or listen to their creative and emotional growth but rather society should just give them a test which would be easier for the public to read and understand the results (Dodge 2). Dr. Dodge believes that heuristics plays a big role in the American education system. It plays a big role in accountability of schools and that accountability is based on how much they are fulfill the public’s perception Page 2 of 7 of legitimacy (Dodge 3). He then gives an example of how availability heuristic shapes the logic of school improvement. The example that if the government can find “criteria that the public perceive as legitimate, then we can use these criteria to measure the success of our schools” (Dodge 3). The accumulation of knowledge of Monica Z. Osburn, Charles Stegman, Laura D. Suitt, and Gary Ritter say that standardized testing programs have become a way to decipher academic accountability. The No Child Left Behind legislation has intensified the reputation of standardized testing and the accountability that schools have for the results of those test (Osburn 76). Since the legislation increased the importance of the scores, teachers and parents have started to question the value and worth of tests as a measure of academic achievement (Osburn 76). Howard Gardner reported that, “tests measure exposure to facts and skills not whether or not kids can think” (Osburn 76). The four contributors to the article believe that since there is a lot standing on the grades of students, such as teacher pay and school funding, there is a good reason for the high level of concern and debate that exist (Osburn 76). In Illinois, grade school students who fail standardized state tests are thought to spike this year. This is a result of more stringent passing requirements and tougher exam questions (Holtz). “Hundreds of students in both districts who passed the Illinois Standards Achievement Test last year would have failed under the new grading scales for reading and math” (Holtz). Some schools in Illinois would have seen the passing rates drop as many as twenty two percent if the higher benchmarks been implemented in 2012 (Holtz). The reason for the tougher requirements comes from the transition to the Common Core, a set of comprehensive learning standards that have been introduced in 44 other states (Holtz). The program sets high standards in math and reading to “better ensure a students success in college and the workplace” (Holtz). The Atlanta school system has been under surveillance since they have been accused of being “one of the largest cheating scandals to hit the nation’s public education system” (Carter). “Thirty-five Atlanta public school educators and administrators were indicted on charges of racketeering and corruption” (Carter). The districts test scores had radically improved in some of the urban schools around the district. Beverly Hall, a former superintendent who received national recognition in 2009 for turning around Atlanta’s school system, had been accused as being a “full participant in that conspiracy (Carter). The Atlanta Journal-Constitution newspaper found “large, unexplained gains in test scores in some Atlanta schools” which sparked an investigation that led to the indictment of Hall (Carter). Around 180 teachers were initially implicated in the scandal but told the press that they were told to either quit or be fired unless they abided by Hall’s wishes to take part in the cheating (Carter). Beverly Hall resigned from her position in 2011 shadowing the state investigation (Carter). The claimed cheating is believed to date back to early 2001 when standardized testing scores began to turn around in the school district. The indictment stated, “For at least a period of four years, between 2005 and 2009, tests were altered, fabricated and falsely certified” (Carter). She would terminate the teachers who would report other teachers for cheating and suspend teachers who were caught cheating (Carter). Halls main goals were to make the school district look good and also receive her own benefits, no matter what, which is a huge downfall to the Page 3 of 7 whole purpose behind standardized tests. Analytical Paper Bob Greene provides the findings of the amount of money a household brings in and the ACT scores of those students. As the family income increases so do the test scores of those students taking the ACTs. Although the findings were exams around fifteen years ago, the results can still be used to show the biased that the standardized tests have. If the family income was less than $18,000 the average ACT score was 18.4 (Greene). If you continue to increase the income, and double the amount to $36,000 the average score came out to be a 20.5 (Greene). Lastly, the highest income, $100,000, created the highest score of a 23.4 (Greene). The conclusion of these findings is that the test questions are undoubtedly biased and how they favor those who come from a higher income family. Thomas Rochon, president of Ithaca College and former executive direct of the GRE testing program, believes that standardized tests should not be the sole reason for the admittance of a student to a college or university. He recently made the decision to institute a test-optional policy for undergraduate admission at Ithaca (Rochon). Rochon and the admissions office thought that requiring a standardized test score such as the SAT or ACT would limit their applicant pool and hurt their admissions and financial aid decisions (Rochon). The school came to the realization that test scores do little to help their ability to predict the success or failures of their students. The tests alone cannot help them predict who will succeed in their school. A student’s grade point average (GPA) does a better job at detecting who successful different applicants are after becoming college students. Thomas Rochon also states that some highly intelligent students may not take standardized tests because of the cost or because they are not comfortable enough to take them. This defers many students from applying to colleges when they know and understand that their test scores are a big role in their admittance (Rochon). After making test scores optional for the applicants to Ithaca they have seen a thirteen percent increase in the amount of applications they were going to receive, five more percent than they had projected. Rochon wanted students to thrive in the college atmosphere and be ready to embrace it, not be too scared of what may happen because of a test score. The Los Angeles Times saw a big divide among schools because of standardized testing. In Texas there were over ten thousand people that joined together to go to a rally to protest testing. Texas has showed a very big reaction after being told that students have to pass a minimum of fifteen exams in order to graduate. Ten thousand people are furious and demand fewer tests and more school funding than what the schools receive. In Seattle, high school teachers started a boycott over testing at Garfield High School (Watanabe). They began a boycott against their school district’s standardized test, which drew support from all around the world (Watanabe). A ninth-grade reading teacher, Mallory Clarke, explained that there was a loss of valuable instructional time because of the tests. “The test did not test what the state requires students to know and had a high margin of error and produced no useful data about how to help students improve” (Watanabe). In Los Angeles there are school board candidates arguing over it. Millions have been donated from outside donors because of how important it is to the education reform (Watanabe). In California, Tom Torlakson, Superintendent of Public Instruction sought out to eliminate state standardized tests in English and math of second, ninth Page 4 of 7 and, tenth graders because they are not required by the federal government (Watanabe). This proposal would require approval by the Legislature and governor. Torlakson is also hoping to make the one single test useful for other purposes such as high school graduation and readiness for college (Watanabe). Tom Torlakson said, “There’s a lot of frustration I hear from teachers, parents and administrators that there is too much testing and too much time spent preparing for testing” (Watanabe). To conclude, schools should not use standardized testing as the only means to admit or deny a student from attending a school. Some students may be considered a lot smarter than what the results of an exam show. The results of an exam do not necessarily show how smart or intelligent a student is but how good of a test taker they are. Some students are horrible test takers and others thrive off of the test-taking atmosphere, but if you label a child on how well they did on a single test than you are doing nothing more than making them believe that they are not capable of becoming better. Albert Einstein stated, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” If colleges and universities started using students’ grade point averages as a higher factor in determining whether or not they are accepted than more students will be encouraged to go to college and get a degree which will lead to a higher level of people in the workforce. It will lead to a better and more open-minded country, which could solve many problems that America faces. Page 5 of 7 Work Cited Carter, Chelsea J., Dave Alsup, Joe Sutton, and Darrell Calhoun. "Grand Jury Indicts 35 in Georgia School Cheating Scandal." CNN. Cable News Network, 01 Jan. 1970. Web. 12 Feb. 2014. . Dodge, Arnold. "Heuristics and NCLB Standardized Tests: A Convenient Lie, International Journal of Progressive Education, 2009." ERIC - Heuristics and NCLB Standardized Tests: A Convenient Lie, International Journal of Progressive Education, 2009. 1-3. Web. 12 Feb. 2014. . Garrison, Mark J. "ERIC - Measure, Mismeasure, or Not Measurement at All?: Psychometrics as Political Theory, Scholar-Practitioner Quarterly, 2004." ERIC - Measure, Mismeasure, or Not Measurement at All?: Psychometrics as Political Theory, Scholar-Practitioner Quarterly, 2004. 61-62. Web. 12 Feb. 2014. . Greene, Bob. "Activities for Exploring the Institution of Education." An Introduction to Sociology. Web. 12 Feb. 2014. . Haladyna, Thomas M. "ERIC - Perils of Standardized Achievement Testing, Educational Horizons, 2006." ERIC - Perils of Standardized Achievement Testing, Educational Horizons, 2006. 30-41. Web. 12 Feb. 2014. . Holtz, Michael. "Schools Facing Tougher Standardized Tests." Chicago Tribune. 25 Feb. 2013. Web. 12 Feb. 2014. . Kohn, Alfie. "The Case against Standardized Testing: Raising the Scores, Ruining the Schools." Partnershipforsmarterschools.org. Web. 12 Feb. 2014. . "No Child Left Behind." Education Week. 4 Aug. 2004. Web. 12 Feb. 2014. . Osburn, Monica Z., Charles Stegman, Laura D. Suitt, and Gary Ritter. "ERIC - Parents' Perceptions of Standardized Testing: Its Relationship and Effect on Student Achievement, Journal of Educational Research & Policy Studies, 2004." ERIC - Parents' Perceptions of Standardized Testing: Its Relationship and Effect on Student Achievement, Journal of Educational Research & Policy Studies, 2004. N.p., n.d. Web. 03 Mar. 2014. . Rochon, Thomas. "The Case Against the SAT." US News. U.S.News & World Report, 6 Sept. 2013. Web. 02 Mar. 2014. . "Standardized Tests - ProCon.org." ProConorg Headlines. Web. 12 Feb. 2014. . Page 6 of 7 Watanabe, Teresa. "Standardized Testing Becomes the Great Divide in Schools Policy." Los Angeles Times. Los Angeles Times, 03 Mar. 2013. Web. 12 Feb. 2014. . Page 7 of 7
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Running head: SEXUALITY AND SEXUAL ORIENTATION

Sexuality and Sexual Orientation
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Course
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Date

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SEXUALITY AND SEXUAL ORIENTATION

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Sexuality and Sexual orientation
Executive summary
Sexuality and sexual orientation are two phenomena that have been confused by scholars
and lay people alike. The two terms have been wrongly applied to refer to each other, and some
people have formed the unfounded notion that they may be used interchangeably. However, that
stance cannot be further from reality as the two concepts, though remotely associable, are
mutually exclusive. For instance, the former refers to how an individual wishes to identify
himself regarding their respective gender. Regardless of what their physical anatomy may
dictate, some people may prefer to identify themselves with the opposite sex, creating the issue
of sexuality.
The latter on the other hand, alludes to the sexual preferences of an individual, with
specific emphasis on the sexual attractions they may have to manifest. Therefore, akin to the
former concept, the idea of sexual orientation transcends the physical anatomy of an individual
and focuses primarily on their sexual activity with regards to their attractions. In as much as the
former focused on their own identity, the latter is premised on the attraction one exhibits, either
to the members of the opposite gender, or those of the same sex.
This segment, in essence, speaks to the concept recently coined and christened LGBTI,
which initials stand for Lesbian, Gay, Bisexual, Transgender, and Intersex. The definitions of the
terminologies applied are discussed later in the paper, giving concrete credence to the peculiar
characteristics of the various categories mentioned. The paper also will focus on the intrigues
surrounding the SOGIE movement, which also forms part of the sexuality-sexual orientation
discourse, which initials stand for Sexual Orientation Gender Identity and Expression.
Considering the complexities of society and its evolution, the concepts introduced above
have been met with appreciation and rebellion in equal measure. There are those conservative
members of society who have had a difficult time accepting and appreciating individuals who are
members of the LGBTI community, condemning all actions furthered by the latter. However,
there are also the liberal members of society who have embraced the phenomena, showing
welcome support to the members of the said community. Finally, there are those indifferent
people who decide to treat the whole situation as a non-issue. This paper will attempt to dissect
and interrogate the intrigues of the concepts and effect of their involvement in society.
Literature review
This literat...

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