Assignment: Double Consciousness and Avoiding StigmaDouble consciousness, covering, and passing are all ways in which people respond to stigma. Double consciousness refers to when you view yourself through the eyes of a critical observer. For example, Arthur Ashe, a professional tennis player in the 1960s and 1970s, experienced double consciousness when he saw his daughter playing with a white doll. He saw himself both as a father who wanted his daughter to enjoy herself and as a black father who was concerned about the perception the black community might have if they were to view his daughter's behavior in public. He was aware or conscious of two selves: his inner self, which was not critiqued by the outside world, and the self that represented the stigma of being black during this time in history. He was faced with an identity conflict. Should he allow his daughter's behavior and identify with his inner self, or should he ask her to change her behavior and avoid the discomfort of his potentially stigmatized self? Our text explains that people can avoid stigma in two ways: covering or passing. Families who are involved in transracial adoptions often feel the effects of double consciousness and are confronted with a dilemma similar to the one faced by Arthur Ashe.To prepare for this Assignment:Review the "Framework Essay" in Section II and Readings 22 and 23 in the course text. Pay particular attention to the concepts of covering, double consciousness, and stigma.Review the podcast, Growing Up “White,” Transracial Adoptee Learned to Be Black. Gather your thoughts regarding the pros and cons of transracial adoption.Reflect on how families involved in transracial adoptions relate to the concept of double consciousness.Contemplate the advantages and disadvantages of covering and passing as a means of handling stigma related to race or identity.Consider how race and ethnicity covering and passing can be used to both cause and resolve individual identity conflicts.The Assignment (3–4 pages):Describe the concerns held by both adoptive parents and adopted children in transracial families.What other concerns would you add that were not discussed and why?Explain how the concerns you discussed in the first two questions relate to the concept of double consciousness.Discuss the advantages and disadvantages of race and ethnicity covering and passing.Address how covering and passing can be used to both cause and resolve identity conflicts for both transracial adoptees and in general.Support your Assignment with specific references to all resources used in its preparation.Learning ResourcesRequired ReadingsRosenblum, K. E., & Travis T. C. (2016). The meaning of difference: American constructions of race and ethnicity, sex and gender, social class, sexuality, and disability (7th ed.). New York, NY: McGraw-Hill. Section I, "Framework Essay"Section II, "Framework Essay"Section II, Reading 22, "Latinos in the U.S. Race Structure"Section II, Reading 23, "Everybody's Ethnic Enigma"Required MediaNPR Staff. (2014). Growing up “white,” transracial adoptee learned to be black [Audio podcast]. Retrieved from http://www.npr.org/2014/01/26/266434175/growing-up... Click the blue play button to listen to this podcast.Growing Up “White,” Transracial Adoptee Learned to Be Black Transcript (HTML)

Now that you have read information about Jazz, I want you to answer the following. What qualities of jazz, if any, do you recognize as characteristically American? What makes them so? In the initial post, explain your answer.Your post should be at least 100 word

As you recall from earlier weeks, various philosophical orientations hold unique epistemological and ontological assumptions. These assumptions return to the forefront of attention when considering how to evaluate the rigor or quality of various qualitative research designs.Typically, when speaking of validity, qualitative researchers are referring to research that is credible and trustworthy, i.e., the extent to which one can have confidence in the study’s findings (Lincoln & Guba, 1985). Generalizability, a marker of reliability, is typically not the main purpose of qualitative research because the researcher rarely selects a random sample with a goal to generalize to a population or to other settings and groups. Rather, a qualitative researcher’s goal is often to understand a unique event or a purposively selected group of individuals. Therefore, when speaking of reliability, qualitative researchers are typically referring to research that is consistent or dependable (Lincoln & Guba, 1985), i.e., the extent to which the findings of the study are consistent with the data that was collected.ReferencesLincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.For this Discussion, you will explain criteria for evaluating the quality of qualitative research and consider the connection of such criteria to philosophical orientations. You will also consider the ethical implications of designing qualitative research.With these thoughts in mind:Write an explanation of two criteria for evaluating the quality of qualitative research designs. Next, explain how these criteria are tied to epistemological and ontological assumptions underlying philosophical orientations and the standards of your discipline. Then, identify a potential ethical issue in qualitative research and explain how it might influence design decisions. Finally, explain what it means for a research topic to be amenable to scientific study using a qualitative approach.Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.ReadingsJournal Article: Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597–606. Retrieved from http://nsuworks.nova.edu/tqr/vol8/iss4/6Course Text: Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.Chapter 7, “Quality Considerations”Handout: Trustworthiness (PDF)Website: Walden University: Center for Research Quality. (2015b). Research ethics & compliance: Application & general materials. Retrieved fromhttp://academicguides.waldenu.edu/researchcenter/orec/applicationDownload the “Research Ethics Planning Worksheet” document.Website: Walden University: Center for Research Quality. (2015c). Research resources: Research planning & writing. Retrieved fromhttp://academicguides.waldenu.edu/researchcenter/resources/planningDownload the “Litmus Test” document.Website: Walden University. (2015a). How do I find an article that reports on research that uses a specific methodology? Retrieved from http://academicanswers.waldenu.edu/faq/72633Website: Walden University: Writing Center. (2015). Common course assignments: Annotated bibliographies. Retrieved fromhttp://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographiesMediaEndicott, L. (n.d.). IRB ethics review at Walden [Online tutorial]. Retrieved December 30, 2015, fromhttps://crq.adobeconnect.com/irb/Price, S. (2015). Annotated bibliographies [Online webinar]. Retrieved fromhttps://waldencss.adobeconnect.com/p7d6uqxv8g3?launcher=false&fcsContent=true&pbMode=normal