TOPICS IN CONTEMPORARY SOCIAL ISSUES — RACE, CLASS, AND GENDER

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The Department of Sociology
SOC 301: TOPICS IN CONTEMPORARY SOCIAL ISSUES — RACE, CLASS, AND GENDER
Section: 007 (9497), Fall 2018, 7.5 weeks, First Session, 3 Units
Course Prerequisites: None
Fully Online Instruction Mode: August 27-October 16
Instructor: Jessie K. Finch, PhD (Dr. Finch or Professor Finch)
Office: SBS (Castro) 106
Phone: 520-260-9538 (My cell, please use with discretion)
E-mail: jessie.finch@nau.edu
Office Hours and Instructor Availability: I am also available by appointment, but I will be in my office (SBS (Castro) 106 on
Monday and Wednesday evenings from 6:45-8:15pm and on Tuesday and Thursday afternoons from 12:30-1pm. If you have
any questions, want to explore an idea, or simply want to say hello, let’s arrange a visit! I also make every attempt to respond to
your e-mail queries within 24-hours on weekdays and 48 hours on weekends—please do not expect any response before that
time-frame.
COURSE PURPOSE AND DESCRIPTION
Catalogue Description: Examines selected social issues in contemporary societies. Letter grade only. May be repeated for
credit for up to 9 units with different content.
Students of this course receive credit for Liberal Studies within the Social and Political Worlds block, with a focus on Critical
Thinking.
This course is designed to examine how race, gender, ethnicity, sexuality and class shape the social landscape in the Unite d
States. ‘Race’ is no longer a technical term of use in anthropology or biology. Rather it is used as a political and social category
of identification based on ancestry, historical affiliation, or shared culture. In this class, we consider the terms ‘race,’ ‘gender,’
‘ethnicity’ and ‘class’ as socially constructed systems of meaning with corresponding social structures, assumptions and
stereotypes. We will use sociological and intersectional theoretical approaches to understand how divisive systems of inequality
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have been constructed. We will explore class consciousness: understanding the economic and social institutional dynamics that
have resulted in income inequality, intersectional oppressions, direct and structural violence and social problems.
COURSE STUDENT LEARNING OUTCOMES (SLO)
Upon completion of this course, students will be able to:
1. Identify the variables that affect the social constructions of gender, sexuality, race, ethnicity, and socioeconomic class in
human societies and explain how they operate in particular social contexts.
2. Analyze particular gender, sexuality, race, ethnicity, and socioeconomic class patterns in terms of culture, social structure,
and stratification.
3. Describe how diverse social groups are differentially situated in relation to, or impacted by gender, sexuality, race,
ethnicity, and socioeconomic class inequality.
4. Exercise a sociological imagination and thereby demonstrate their ability to ascertain links between larger social
structure/dynamics and individual experience. That is, students will be able to link macro and micro level dimensions of
issues concerning gender, sexuality, race, ethnicity, and socioeconomic class.
5. Articulate and apply the basic elements of sociological and intersectional theory. That is, students will be able to
differentiate major theoretical explanations of gender, sexuality, race, ethnicity, and socioeconomic class inequality.
6. Explain how gender, sexuality, race, ethnicity, and socioeconomic class are constructed within various social institutions
such as the family, workplace, politics, housing, media, and education.
7. Critically analyze gender, sexuality, race, ethnicity, and socioeconomic class issues or controversies from a sociologica l
perspective.
ASSIGNMENTS/ASSESSMENTS OF COURSE STUDENT LEARNING OUTCOMES
Required Readings and Materials: All chapter readings for this course will come from one textbook you need to obtain
immediately. You simply cannot succeed in this class without having the textbook! All other materials will be made available on
the course BbLearn website.
1. Healey, Joseph F., Andi Stepnick & Eileen O′Brien. 2018. Race, Ethnicity, Gender, and Class: The Sociology of
Group Conflict and Change. 8
th
Edition. Thousand Oaks, CA: Sage Publications. (ISBN: 978-1506346946)
2. Films and other reading materials will be used throughout the course – I will post any additional material on BbLearn.
Emergency Textbook Loan Program: To help students acquire the materials they need to be successful in class, NAU has
partnered with Follett to create the Emergency Textbook Loan program. The program is administered by the LEADS Center. The
program assists students with unmet financial need in obtaining required textbook(s) and other materials for courses. Students
must apply and meet eligibility criteria before textbooks are purchased on their behalf. Textbooks must be returned at the end of
the term in which the textbooks were loaned. More information can be found online: https://nau.edu/first-generation/textbookloan-program/
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This course is composed of twelve (12) required Chapter Quizzes, six (6) Application Video Discussion Posts and
Responses, and one (1) Final Research Paper.
Grading Method: In this specific section, grades will be based on the following breakdown:
Assignments Percent of Final Grade
1. Chapter Quizzes (12 quizzes @ 5 % each) 60
2. Application Video Discussion Posts and Responses (6 posts/responses @ 5% each) 30
3. Final Research Paper 10
Total= 100
Final Grades: Final grades will be calculated based on the points earned on the assignments listed above. Extra credit work is
not expected to be available in this course, but will be made open to all students if the need arises or at the discretion of the
instructor. Letter grades will be designated as follows:
A = 90 – 100% B = 80 – 89.9% C = 70 – 79.9% D = 60 – 69.9% F = 0 – 59.9%
Chapter Quizzes: Each chapter quiz must be completed by Friday of the week the chapter is assigned. Some weeks you will
have two or three chapter quizzes to complete. The Quizzes will consist of a variety of multiple-choice, true-false, fill in the blank,
and short answer questions. There will be no make-up quizzes except for documented emergencies (such as traffic accidents
and deaths in the family) or if you have made arrangements at least 48-hours in advance of the due date. If a quiz is missed, the
student receives a grade of zero (0) for that quiz.
FREEBIE: Late quizzes will NOT be accepted. However, you may skip through any ONE of the quizzes throughout the course
of the semester without penalty to your grade. Thus, each student is allowed one “freebie” for extenuating circumstances, errors,
or if you are just feeling lazy. At the end of the term, your lowest grade out of 13 quizzes will be dropped, so if you do complete
all of the quizzes, you will presumably have a higher average.
Application Video Discussion Posts and Responses: As participants in this course, you are expected to actively contribute
with at least one discussions post and one responses per week. Online learning should be an active, challenging, and enjoyable
journey. One cannot take full advantage of the journey, however, without being completely engaged with the course. My
responsibility is to guide, coach, and facilitate along the way. Your responsibility is to be digitally present, alert, and fully
engaged. Learning to present your thoughts in written communication is a professional development skill needed for employment
(and for life in general) that I want to help you develop in this course.
These application video assignments are designed to help facilitate class discussion and to help you become a critical viewer of
media. They are short but intense writing prompts that will train you to look for key ideas and concepts as well as evaluating
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media framing and giving personal critique. More guidelines and the rubric for the Application Video Discussion Posts and
Responses can be found on page 11 and 12 of this syllabus.
FREEBIE: Late posts and Responses will NOT be accepted. However, you may skip any ONE of the Discussion Boards
throughout the course of the semester without penalty to your grade. Thus, each student is allowed one “freebie” for extenuat ing
circumstances, errors, or if you are just feeling lazy. At the end of the term, your lowest grade out of 6 Discussion Boards will be
dropped, so if you do complete all of the Discussion Boards, you will presumably have a higher average.
Final Research Paper: Using Policy to Reduce Inequality! While the United States has come a long way in reducing various
forms of gender, sexuality, race, ethnicity, and socioeconomic class discrimination, we have by no means reached a state of
universal equality. Sociologists, policy experts, and citizens still debate issues of inequality with regard to topics such as
pay/wealth gaps, health disparities, housing inequity, disproportionate criminal incarceration rates, bans on same -sex marriage,
discrimination against intersex and transgender individuals, unequal educational outcomes, and many more.
In this final research paper, you will choose one area of inequality that is of interest to you personally to research further. First,
you will conduct library (secondary) research to further explore the significance of this inequality. Second, you will create a policy
recommendation for reducing inequality in your area of interest. This policy can be at the University, local, state, or natio nal
level. You should review existing p olicies related to your inequality area of interest and either create a plan to improv e the
existing policies or come up with new policy to replace them. Final research papers should be 5-7 pages in length, written in
12pt. Times New Roman Font, double spaced with 1” margins. More Guidelines and the rubric can be found on pages 13-16 of
this syllabus.
Final research papers are due on the dates listed in the Class Outline. Final research papers submitted after the deadline will
not be accepted except for documented emergencies (such as traffic accidents and deaths in the family) or if you have made
arrangements at least 48-hours in advance of the due date.
CLASS POLICIES
Teaching Method: This course is a fully online course, but I look forward to lively, digital interaction. Be sure to complete the
designated readings and assignments before your discussion post and response so that you are able to fully participate. The
online course is through BbLearn. Thus, all assignments should be turned in DIGITALLY via BbLearn on their due date at the
posted time. Digital assignments will be run through a plagiarism checker ( SafeAssign via BbLearn). All course guidelines,
assignments, readings, deadlines, grades, and any other special instructions will be made available through the online
component. I will be available to you via the class site, email, and phone as well as if you are physically on campus, you may
also set up a time to meet with me in person if you so desire.
Online Class Atmosphere: Any true discussion involves taking risks. Subjects of sociology (inequality, racism, sexism, etc.)
can be sensitive and difficult to talk about. If your points are supportable with evidence, they need to be respected by ever yone in
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the class. Encouragement, questions, discussion, and laughter are part of this class, but disrespect is never allowable. In this
class, it’s acceptable to disagree with one another’s ideas, but it is not okay to disrespect others. Racism, sexism, homophobia,
transphobia, and other unsavory -isms and phobias will not be tolerated. Disruptive behavior is grounds for dismissal from the
course. Follow the “THINK Before You Speak” model below for all class discussion:
Course Content: Although some of our course content may be deemed offensive by some students, such materials are
considered important for the learning process. Because violence, nudity, and sexuality have a dramatic presence in the world ,
sociologists have often addressed and studied these themes, as we will in this class. We will also discuss difficult topics such as
racism, sexism, homophobia, class inequality, ableism, religious persecution, ageism, and other “political” topics. This class
seeks to provide a wide range of exposure to different ideas, so please keep an open mind. Students are not excused from
interacting with such materials, but they are certainly encouraged to express well-formed and factually-supported opinions
that express objections and their reasons for them. I will try to flag especially gratuitous or problematic items before presenting
them, but if something is upsetting, please feel free to bring it up in class as a discussion point and we can make it a “tea ching
moment.”
Contacting the Professor: When e-mailing any professor, please create a new email message with a new subject that
relates to the topic at hand—do not reply to an unrelated email or send a “no subject” heading. Please e-mail in a professional
manner using complete sentences with proper spelling, grammar, and punctuation. Do not email me with questions that are
answered by the syllabus or on BbLearn or I will send you one of these:
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“No legacy is so rich as honesty.” – William Shakespeare
Academic Honesty and Integrity: Students are encouraged to share intellectual views and discuss course materials. However,
all graded work must be the product of independent effort unless otherwise instructed. Please review the University’s Academic
Integrity Policy available here: https://www5.nau.edu/policies/client/Details/621?whoIsLooking=All&pertainsTo=All. As stated in
these documents, penalties may include: “Awarding a grade of zero or “F” on the assignment or examination” or “Awarding a
failing grade in the course.” Academic integrity includes but is not limited to plagiarism (copying others’ work, including from the
Internet, without proper quotations and citations), cheating, misrepresentation of your work, or being a party to any of the
aforementioned activities. Here are some additional resources for avoiding academic honesty concerns and improving your
writing:
• E-Learning Module on Academic Integrity At NAU
• Academic Integrity Reporting Form
• https://owl.purdue.edu/owl/research_and_citation/using_research/avoiding_plagiarism/is_it_plagiarism.html
All written assignments will be processed through SafeAssign via BbLearn to check for plagiarism. Always include quotation
marks around direct quotes and add parenthetical citations when needed. Any assignment showing over 10 percent non-original
work will be reviewed and instances of plagiarism may result in a grade of 0 (zero) on that assignment. The quizzes will be timed
to prevent you from merely reading the textbook as you take the quiz. The quiz questions will only appear one at a time and will
also be randomized to prevent you from taking the quiz with other students. PLEASE DO NOT CHEAT. It’s the worst.
Additionally, any infractions of plagiarism may be formally processed through the University’s Academic Integrity Policy.
Statement of Copyrighted Materials: Selling class notes and/or other course materials to other students or to a third party for
resale is not permitted without the instructor’s express written consent. Students are advised that all lecture notes, lectures,
study guides and other course materials disseminated by the instructor to the students, whether in class or online, are or iginal or
otherwise copyrighted materials and as such reflect intellectual property of the instructor or author of those works. All rea dings,
study guides, lecture notes, and handouts are intended only for individual use by students. Students may not distribute or
reproduce these materials for commercial purposes without the express written consent of the instructor. Students who sell or
distribute these materials for any use other than their own are in violation of the University’s commitment to Academic H onesty.
Violations of the instructor’s copyright may result in course sanctions and other consequences. Additionally, any video or audio
recordings of class are strictly prohibited.
Subject to Change: Information contained in the course syllabus may be subject to change with reasonable advance notice, as
deemed appropriate by the instructor.
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UNIVERSITY POLICIES LINK: Review this material for more information on: Academic Integrity; Course Time Commitment;
Disruptive Behavior; Nondiscrimination and Anti-Harassment; Title IX; Accessibility; Responsible Conduct Of Research; and
Sensitive Course Materials.
Additional References: Please see also NAU’s Student Handbook for additional information: https://nau.edu/studentlife/student-handbook/. Successful university students take advantage of services and resources designed to boost learning and
achievement. NAU recommends that you begin with:
• Academic Success Centers: https://nau.edu/academic-success-centers/ Free, drop-in, online, and individual tutoring
appointments for math, writing, and over 100 other courses.
• Resource Connect: http://nau.edu/University-College/Student-Resources/Resource-Connect/ Your online central
navigation point for all NAU student resources.
• F2S: https://nau.edu/provost/vpaa/f2s/students/ This source can be used to send positive and constructive messages with
students in classes about their performance.
• Action Center: http://nau.edu/University-College/Action-Center/ provides messages to keep you academically on track –
when you get a message take action!
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CLASS OUTLINE AND ASSIGNMENTS
Week Textbook Chapters
Chapter
Quizzes Due
9am Fridays
(Date Below)
Application Video
Discussion Posts
and Responses on
Application Video
Due 9am Sundays
(Date Below)
Week 1
(Mon, Aug. 27-Sun, Sept. 2)
Ch.1: Diversity in the
United States
Aug. 31, 9am
Crenshaw, Kimberlé. 2016. “The
Urgency of Intersectionality.” TED Talk.
https://www.youtube.com/watch?v=akOe
5-UsQ2o (19 minutes)
Sept. 2, 9am
Week 2
(Mon, Sept. 3-Sun, Sept. 9)
Ch.2: Assimilation and
Pluralism
Ch.3: Prejudice and
Discrimination
Sept. 7, 9am
Getzels, Peter & Eduardo López. 2012.
Harvest of Empire: The Untold Story of
Latinos in America. Onyx Films, EVS
Communications, Loquito Productions &
Getzells Gordon Productions.
https://www.youtube.com/watch?v=Uync
OYTZfHE (1 hour, 32 minutes)
Sept. 9, 9am
Week 3
(Mon, Sept. 10-Sun, Sept. 16)
Ch.4: The Development
of Dominant-Minority
Group Relations in
Preindustrial America
Ch.5: Industrialization
and Dominant-Minority
Relations
Sept. 14, 9am
Spielberg, Steven. 1985. The Color
Purple. Warner Brothers/Amblin
Entertainment.
LINK TBD (NAU Library) (2 hours, 34
minutes)
Sept. 16, 9am
9
Week Textbook Chapters
Chapter
Quizzes Due
9am Fridays
(Date Below)
Application Video
Discussion Posts
and Responses on
Application Video
Due 9am Sundays
(Date Below)
Week 4
(Mon, Sept. 17-Sun, Sept. 23)
Ch.6: African Americans
Ch.7: Native Americans
Sept. 21, 9am
Desert Concerns. 1999. From
Radioactive Mines to Radioactive
Weapons. Video Documentary, Parts 1,
2, and 3.
Part 1:
https://www.youtube.com/watch?v=c7Wk
ZiVrdO0&index=3&list=UUJ9LMp__0qdd
8bKLMXcOvWQ;
Part 2:
https://www.youtube.com/watch?v=uMW
b3-wNcTs&index=2&list=UUJ9LMp__0qdd8
bKLMXcOvWQ;
Part 3:
https://www.youtube.com/watch?v=nZ3Z
7c2fG58&list=UUJ9LMp__0qdd8bKLMX
cOvWQ&index=1 (25 minutes total)
Sept. 23, 9am
Week 5
(Mon, Sept. 24-Sun, Sept. 30)
Ch.8: Hispanic
Americans
Ch.9: Asian Americans
Ch.10: New Americans,
Assimilation, and Old
Challenges
Sept. 28, 9am
Takei, George. 2014. “Why I Love a
Country That Once Betrayed Me.”
TEDxKyoto.
https://www.ted.com/talks/george_takei_
why_i_love_a_country_that_once_betray
ed_me (16 minutes)
Sept. 30, 9am
10
Week Textbook Chapters
Chapter
Quizzes Due
9am Fridays
(Date Below)
Application Video
Discussion Posts
and Responses on
Application Video
Due 9am Sundays
(Date Below)
Week 6
(Mon, Oct. 1-Sun, Oct. 7)
Ch.11: Gender
Ch.12: Lesbian, Gay,
and Bisexual Americans
Oct. 5, 9am
Cohen, Bruce & Dan Jinks. 2009. Milk.
Focus Features: Universal Studios
Home Entertainment.
LINK TBD (NAU Library) (2 hours, 8
minutes)
Oct. 7, 9am
Week 7
(Mon, Oct. 8-Sun, Oct. 14)
Ch.14: Minority Groups
and U.S. Society
Oct. 12, 9am
Wise, Tim. 2017. The Great White Hoax:
Donald Trump and the Politics of Race
and Class in America. Media Education
Foundation.
LINK TBD (NAU Library) (1 hour, 12
minutes)
Oct. 14, 9am
Week 8
(Mon, Oct. 15-Tues, Oct. 16)
FINAL RESEACH
PAPER
Tuesday,
October 16 by
9am
FINAL RESEARCH PAPER
Tuesday, October
16 by 9am
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DISCUSSION POSTS AND RESPONSES GUIDELINES
Ground Rules for Online Discussion Posts and Responses (adapted from Matthews 2015)
1) Participate: Students must contribute to the conversations. Neither stalkers nor cyberspace lurks are allowed. A shared learning
environment is only effective if everyone involved actually shares. As such, class points will be awarded each week to those who both
post their own response to the prompts as well as a response to another student. Providing insightful commentary in the online
discussions is a requirement for passing this course.
2) Help Others: The benefit of interactive education is that you all as students can act as additional facilitators for one another.
Additionally, I as the professor can learn from you, the students, given your personal experiences and knowledge. No one is an expert
in all-things, so let’s all learn from one another! If you find fellow students have personal experience on the topic at hand, I encourage
you to be advocates and educators for your peers. This will not only give YOU a boost of confidence, but it will also help ot her students
know it’s ok to ask for and provide help. Furthermore, the students who receive help will probably appreciate it more than they will
mention at the time, but will be more willing to help other students in the future.
3) Use Proper Writing Style: This is a requirement! A virtual classroom is a professional environment. Write as if you were drafting a
term paper. Correct spelling, grammar, and style are expected in all posts and academic writing. This is not to say that you
should lose your voice behind a series of jargon and citations. However, remember your scholarly audience. If you would judge another
person’s writing, you can expect that someone is judging yours. And certainly, I am grading you on it!
4) Respect Diversity: Out virtual classroom—and academia as a whole—should be, without question, a safe space for people of all
races, genders, sexes, ages, sexual orientations, religions, disabilities, and socioeconomic statuses. Derogatory and sarcastic
comments and jokes that marginalize anyone are fundamentally unacceptable. Offensive language—or language that could be
construed as offensive—should be avoided and defused. In the unfortunate event that this becomes an issue, I will take immediate
action to protect the safety of students utilizing the above outlined course and university policies. Our rich and diverse, multi-cultural
world should be highly celebrated in the classroom and in life. Use this time as a way to acknowledge your own biases and try to
overcome them so you can treat every person in the classroom with the respect and compassion that all humans deserve.
5) No Flaming: The academic environment should be a place of higher-order language and reflection than your average online forum.
This is not Snapchat, Instagram, or Twitter!! Tantrums, unsupported claims, and other negative interactions on these academic,
classroom forums will not be tolerated. Criticism, although a central part of academia, must be constructive, well-meaning, and wellarticulated. Insightful and academically-supported arguments are acceptable, but rants directed at any contributor are highly
unacceptable. In addition, please avoid profanity. Let’s keep it classy, people ☺
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DISCUSSION POSTS AND RESPONSES RUBRIC
Criteria 10-9 pts
Outstanding
8-7 pts
Proficient (above avg)
6-5 pts
Basic (average)
4-3pts
Below Expectations
2-0pts
Poor
Application
to Video
• Clear connections made to
current topic/textbook
chapter(s) and the
selected video as well as
previous topic(s) if
applicable
• Addresses all aspects of
forum question
• Contains some new
ideas or connections to
current topic/chapter(s)
• Addresses most
aspects of forum
questions
• Limited connection to
topic/chapter(s), but is
related to some degree
• Somewhat vague,
generic
• Answers parts of some
forum questions
• Few (if any)
connections made to
current
topic/chapter(s)
• Mostly off-topic,
rambling, vague
• Does not address
forum questions
• Something that was
written hastily in an
attempt to earn a few
last-minute points
• Induces a response of
“WAH?!” 
Critical
Thinking
• Rich content, full of
thought and insight
• Shows time spent thinking
about topic
• Demonstrates knowledge
of human behavior esp. re:
impact of values, culture,
etc.
• Applies principles of
sociology, intersectionality,
etc.
• Substantial information
demonstrating ability to
apply concepts to new
learning
• Shows some thought,
insight, and analysis
has taken place
• Some application of
principles of sociology,
intersectionality, etc.
• Acceptable, but does not
add much to the
discussion
• Minimal thinking
demonstrated—shows
some understanding of
topic but no effort to go
beyond the obvious
• Does not question or
apply other learning to
the material addressed
• Rudimentary,
concrete, and/or
superficial
• No analysis or insight
is displayed
• Suggests a lack of
understanding of the
topic or the intent of
the forum questions
• Does not make sense—
either in terms of how
it’s written, or the ideas
it’s attempting to convey
(does not just refer to
language skills, though
poor writing may impact
my ability to understand
what you are saying)
Uniqueness,
Creativity
• New ideas and/or
connections, made with
depth & detail
• Expresses creativity and
individuality
• Well-written (in particular:
does NOT look/sound
exactly like the textbook!)
• Some new ideas/
connections made
• Contains aboveaverage level of
depth/detail
• Generally well-written
• Goes beyond absolute
minimum requirements
• Few, if any new ideas or
connections apparent
• Rehashes or
summarizes other posts
• Covers but does not go
beyond barest minimum
requirements
• Short, skimpy, vague
• Does not contribute
anything new to the
discussion
• Primary content is “I
agree/disagree
with…” statement
• Written like a text
message 
• Consists of material
copied from another
source
• Consists of a series of
quotes (no original
thoughts)
• Repeats someone
else’s ideas without
attribution
Timeliness/
Content/
Overall
Quality
• Does excellent original
post thread early in week,
and checks in throughout
the week to substantively
respond to at least one
other post
• Substantially exceeds
minimum requirements
• Required original post
entered on time and
response to other post
but not immediately
after original
• May exceed the
minimum requirements,
but not substantially
• Meets barest minimum
requirements (1 original
post, 1 response)
• Posts done one right
after the other (obvious
intent to “get it out of the
way”)
• Original post on time,
but response is late
• Student submits
ONLY an original
thread without reply
to another student.
• Original post late and/or
missing
• Response is late and/or
missing
• Obviously submitted
only to avoid getting a
zero
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FINAL RESEARCH PAPER GUIDELINES
Using Policy to Reduce Inequality!
While the United States has come a long way in reducing various forms of gender, sexuality, race, ethnicity, and socioeconomic
class discrimination, we have by no means reached a state of universal equality. Sociologists, policy experts, and citizens still
debate issues of inequality with regard to topics such as pay/wealth gaps, health disparities, housing inequity, disproportionate
criminal incarceration rates, bans on same-sex marriage, discrimination against intersex and transgender individuals, unequal
educational outcomes, and many more.
In this final research paper, you will choose one area of inequality that is of interest to you personally to research further. First,
you will conduct library (secondary) research to further explore the significance of this inequality. Second, you will create a policy
recommendation for reducing inequality in your area of interest. This policy can be at the University, local, state, or natio nal
level. You should review existing policies related to your inequality area of interest and either create a plan to improve the
existing policies or come up with new policy to replace them.
Your final research paper should include the following:
Introduction (1 pg.)
1. Your introduction should move from general to specific points.
2. Identify the area of inequality you will be discussing
3. Broadly describe how policies have been used to address this area of inequality
4. Culminate in a thesis statement for adjusting/adding policy
Part I – Description of Identified Inequality (2-4pgs)
1. Describe the population affected by this inequality (what particular racial/ethnic group, gender, sexuality, class, etc.).
2. Describe the practice of structural/personal discrimination, and explain why this practice creates not just difference, but
inequality.
3. Support your argument with evidence from sociological sources (you will use your textbook, and at least 3 external,
legitimate academic sources found through your library research)
Part II – Policy Recommendation (1-3pgs)
1. Review any existing policies on your area of inequality and describe their benefits and shortcomings.
2. Imagining you are a college administrator, local, state or national legislator, what new policy would you implement to
decrease the form of inequality you described in Part I? Or how would you improve the existing policies?
3. Be specific about the requirements the new policy would dictate or how you would improve the existing policies.
4. Outline how this new policy, if enacted, or improvements of the existing policies would reduce the form of inequality you
described in Part I.
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Conclusion (1pg.)
1. Restate your thesis.
2. State the significance of your findings/analysis/recommendations.
References
1. List full references for all cited materials in ASA format.
2. Your paper should cite at least 3 scholarly works in addition to your textbook
FORMAT: Final research papers should be 5-7 pages in length, written in 12pt. Times New Roman Font, double spaced with 1”
margins.
CITATIONS: Your final research paper will contain at least one direct citation from the textbook. You must also find at least 3
external, legitimate academic sources to include about your area of inequality. Citations must follow ASA Citation style.
SUBMISSION: All final research papers will be submitted via BbLearn, which will also be reviewed for plagiarism through the course
Safe Assign function. Final research papers are due on the dates listed in the Class Outline. Final research papers submitted after the
deadline will not be accepted except for documented emergencies (such as traffic accidents and deaths in the family) or if you have
made arrangements at least 48-hours in advance of the due date.
GRADING: Final research papers will be graded based on the rubric provided below. Grades and comments on your final research
papers will be completed through BbLearn. You are expected to log into BbLearn to view your grade breakdown and read instructor
comments. This feedback is designed to help you improve your writing and analytic thinking so use it to your advantage!
WRITING CENTER: You are not required to visit the Writing Center before submitting your final research paper, but it is highly
recommended. https://nau.edu/cal/english/student-resources/university-writing-commons/
RESOURCES:
• ASA Citation Style Guide: http://sociology.colorado.edu/sites/default/files/quick_style_guide.PDF
• Citing a Film in ASA format: http://citesource.trincoll.edu/asa/asadvd_002.pdf
• Citing a class lecture in ASA format: http://citesource.trincoll.edu/asa/asalecture_003.pdf
• OWL on Expository Essays: https://owl.english.purdue.edu/owl/resource/685/02/
• OWL on Thesis Statements: https://owl.english.purdue.edu/owl/resource/588/01/
• On Essay Outlines: http://www.unm.edu/~caps/caps-handouts/writing-center/essay_outline.html;
http://www.roanestate.edu/owl/Outline.html
15
FINAL RESEARCH PAPER RUBRIC
CATEGORY
100-90
Above Standards
89-70
Meets Standards
79-60
Approaching Standards
60 and Below
Below Standards
FORMAT & ORGANIZATION
Format
Meets all font, margin, heading,
and length requirements.
Meets almost all font, margin,
heading, requirements. Falls no
more than a few lines short (or long)
of length requirement.
Meets some font, margin,
heading, requirements, and/or
length is a 1/2pg or more short
or long.
Font, margin, heading,
requirements and/or length
requirement not met.
Citations
Contains at least one citation from
course materials and three
external sources.
All sources are cited correctly in
ASA style in parentheticals and
works cited page.
Contains at least one citation from
course materials and two external
sources.
Most sources are cited correctly in
ASA style in parentheticals and
works cited.
Contains one citation from
course materials and one
external source.
Sources are not cited correctly in
ASA style in parentheticals and
works cited.
Sources are absent.
Mechanics
and Style
Language is clear and powerful,
there are no significant errors of
spelling, grammar, or usage.
The final research paper may
show a distinctive and elegant
writing style.
The final research paper contains
only occasional errors of spelling,
grammar, and usage.
The language is clear, but the writing
may not be especially powerful or
elegant.
The final research paper suffers
from errors of spelling, grammar,
and/or usage.
The language is occasionally
unclear.
The final research paper
suffers from significant
errors of spelling, grammar,
and usage.
The language is unclear,
and poor writing makes it
difficult to ascertain the
author’s meaning.
Organization
& Paragraph
Construction
Final research paper contains a
clear introduction, body and
conclusion.
The purpose of each paragraph is
clear, with strong topic sentences
linked to the thesis.
The content of each paragraph is
consistent and appropriate.
The paragraphs are logically
sequenced.
Final research paper contains a clear
introductio n, body and conclusion.
The purpose of each paragraph is
clear, but there may be weak topic
sentences.
Some content may be inconsistent or
irrelevant, and there may be minor
problems of logic and paragraph
sequence.
Divisions between introduction,
body and conclusion are
somewhat unclear.
The purpose of some
paragraphs is unclear, and some
have weak topic sentences.
Some content may be
inconsistent or irrelevant, and
there may be problems of logic
and paragraph sequence.
Paragraphing structure was
not clear and sentences
were not typically related
within the paragraphs.
16
CONTENT
Thesis
Statement
Thesis is debatable and clearly
presented in the opening and
concluding
sections of the paper.
Thesis is debatable and is evident
in the argument, but is
not clearly stated.
Thesis is unclear, and it takes
work for the reader to
fish it out of the text.
Or, thesis is self-evident and not
debatable.
There is no evident thesis.
Support for
Thesis
Author provides strong supporting
evidence for the thesis in the form
of examples and citations.
Each body paragraph contains a
topic sentence and supporting
details that are clearly related to
and substantiate the thesis
statement.
Sources are cited with direct
quotes and then paraphrased and
discussed thoroughly in the
author’s own voice.
Author provides adequate
supporting evidence for the thesis in
the form of examples and citations.
Most body paragraphs contain a
topic sentence and supporting
details that are related to and
substantiate the thesis statement.
Final research paper utilizes either
direct quotes or paraphrasing but
not both.
Author provides some
supporting evidence for the
thesis.
Sources are not used, or used
sparingly.
Links between support and
thesis may be somewhat
unclear.
Thesis is not supported.
Sources are not used.
Terminology
& Analysis
Demonstrates a solid
understanding of course concepts
and terms throughout the final
research paper.
Analysis uses the most relevant
concepts to answer the
assignment questions.
For the most part, demonstrates a
solid understanding of course
concepts and terms.
Analysis uses the relevant concepts
to answer the assignment
questions.
Sociological concepts are used,
but are poorly or inaccurately
defined and/or irrelevant.
Uses none, or few
sociological terms and
concepts.