Emotion Work AssignmentPart 1From the onset, Chin’s (2000) study suggests that contrary to the belief or idea among many people that social class or status is simply inherited, the reality is that upper-middle-class and upper-class parents have to do some real work, which the author calls emotion work, in order to transmit their statuses to their children (p. 125). Firstly, class capital refers to the financial, cultural, social, and human (education) privileges or benefits that come with a certain status (Chin, 2000 p.128). In the case of Chin’s article, upper-middle-class and upper-class parents try to use their huge financial resources, social connections, understanding of elite processes (cultural capital), and knowledge of how the education system works (human capital) to safeguard their children’s future. These four types of capital collectively form class capital.Class capital is connected to emotion work as upper-middle-class and upper-class parents have to invest heavily in managing emotions while trying to transmit class capital to their children. One of the prominent ways that upper-middle-class and upper-class parents transmit their class capital to their children is through helping their children apply to elite private schools (Chin, 2000 p. 129); the rationale is that attending elite private schools helps maintain the parents class capital in the sense that children will have a higher chance of going to better colleges, find better jobs, have the best social connections, and automatically, associate with other members of a social class that has unique tastes and behaviors. However, this transmission process involves a lot of emotion work as Chin (2000) states, “…transmission requires work, much of which is anguished and highly emotional” (p.129). Parents channel their efforts and resources into “getting eleven-year-olds motivated enough to actually be ideal applicants” (p.130). Parents also have to manage their own emotions; they may find the private school application process unnecessary but still have to believe that it is the best way of affording their children a successful future.  Part 2Chin uses an ethnography approach to collect data in the study; she collects data through observations and interviews. In this study, she provides excerpts of her interviews and observations; as she conducted the interviews and made observations, she would record and take field notes. Chin also becomes part of the private school application process and experience by acquiring the relevant training and materials and “went to students’ homes and worked with them for one to two hours on test techniques and math, reading, and verbal skills” (Chin, 2000 p. 133). Chin’s data collection strategy aligns well with her research questions. Firstly, the biggest research questions in the study are two; How do middle-upper-class and upper-class parents transmit class capital to their children? And, what are the parents’ feelings as they attempt to transmit class capital to their children through the private school application process? Chin’s data collection method allows her to come in contact with parents and students, and apart from getting responses from them, she can also see and feel other expressions that cannot be told verbally. For instance, in one of Chin’s (2000) field notes, she records “Julia is just sitting there making faces. She hates to read” (p. 145). The researcher can see the effort parents use in order to transmit class capital, get their reactions, and even read emotions. If Chin had used a different data collection method such as a questionnaire, she would not have been able to read emotions or observe non-verbal cues. Telling the participants to write their experiences on a questionnaire or state their emotions would not have produced accurate findings; some participants would have attempted to provide a positive self-assessment consequently hiding their true emotions. Part 3Two strategies that parents used to motivate their children in Chin’s (2000) study include, cooling out and intrinsic/extrinsic motivation. A good example of cooling out from the study is when the parents of a student named Eric praise and tell him that if he was rejected by the private school he was applying to, it did not matter to them because they knew the process was hard, and lastly, failing the standardized tests did not mean that one is dumb (Chin, 2000 p. 153). Chin (2000) notes that Eric’s parents, “explicitly pointed out that the admissions measures used by private high schools do not provide a good estimate of applicants’ intelligence or worth” (p.153). The cooling out strategy essentially is meant to reduce pressures on the students and to help them cope with the failure or rejection that they may experience after receiving the results of the standardized tests. Parents also may use extrinsic motivation to motivate their children as they go through the process of applying to private high schools. An example, of an extrinsic motivation technique in the study involves a student named Jill whose parents signed a contract with her that if “she does all her homework and doesn’t get any homework notes, she gets to have a Halloween party” (Chin, 2000 p. 141). In this case, Jill receives some kind of reward for taking her homework seriously and complying with what her tutor demands of her. Some parents also go to the extent of giving monetary rewards to their children for getting As or Bs on their report cards (Chin, 2000 p. 141). In one way, one can look at it as some kind of bribe from the parents for their children to work hard and meet the demands of the private school application process. In some cases, the strategies work but in others, they fail.  Part 4Emotion work involves mental processes or feelings. Chin (2000), for instance, states, “as parents help their children apply to elite private schools, this transmission is not nearly as simple as calling on existing resources” (p. 129). She also notes, “transmission…is anguished and highly emotional” (Chin, 2000 p.129). Certainly, emotion work involves managing one own’s feelings as well as others of others, and it can be quite a taxing affair. For example, in the study, parents have to deal with their own feelings of seeing the private school application process as being stressful and unnecessary but at the same time, they have to motivate their children to pass the tests and secure their future success. One instance of emotion work in my personal relationships was when I lost an uncle I loved; though I was feeling low, I also had to give my cousin (one my uncle’s son) a shoulder to lean on. I had to manage my own feelings fast before giving my cousin reassurance and comfort. I also had another experience with my parents; I was failing math and was somehow worried about it. My parents complained about this failure, but I had to give them reassurance every time they questioned me. Things did not seem to improve so much, and I found it quite taxing emotionally to manage my own feelings as well as maintain a promising attitude towards my parents. In both instances, I was somehow emotional and dealing with the emotions of other parties was an added burden. Emotion work is hard in reality and requires a vast amount of strength. One can easily crack or crash if they do not find sufficient strength to deal with their own feelings while at the same time, attempting to reassure others.  ReferenceChin, Tiffani (2000). “‘Sixth Grade Madness’: Parental Emotion Work in the Private High School Application Process” Journal of Contemporary Ethnography 29(2): 124-163.

Midterm I Instructions:
1) Please answer each question in no more than 5 pages double spaced (10 pages total)
2) You may not work with other students nor are you allowed use of AI technology
3) You have to use material from lectures, readings, and documentaries to answer these
questions.
Midterm Long Answer Question 1:
Exploring the Intersection of Power, Sexuality, and Societal Norms:
Throughout the course, we’ve explored how societal norms, power dynamics, and cultural
contexts shape discussions of sexuality and influence human sexual behavior. Drawing on the
perspectives of Freud, Foucault, and feminist theories, critically analyze how power operates
within gender and sexual norms in modern society. In your response, address the following:
● Compare Freud’s and Foucault’s views on sexuality, particularly how each theorist sees
societal forces shaping sexual behavior. Which theory resonates more with your
understanding of contemporary society and why?
● How do gender norms reinforce power dynamics in both public and private spheres?
Provide examples from your own experience or from contemporary culture to illustrate
how these dynamics play out in real-life situations.
● Discuss whether you believe the power structures governing gender and sexuality have
shifted since the 1960s Sexual Revolution, and if so, how? Use specific academic
examples to support your argument.
Midterm Long Answer Question 2:
The Evolution of Sexual Norms and Identities in the Postmodern World:
Postmodernism, with its challenge to fixed identities and norms, has profoundly influenced how
we think about gender and sexuality today. Using the material discussed in lectures, critically
evaluate how postmodernism has reshaped our understanding of sexual and gender identities.
In your response, consider the following:
● Analyze how postmodern views, such as Queer Theory, challenge the binary
understanding of gender and sexuality. How do these perspectives complicate traditional
notions of sexual identity? Use examples from contemporary culture to illustrate your
points.
● How do the fluid sexual identities present in today’s society reflect or deviate from the
influence of the 1960s Sexual Revolution? Are there parallels between movements from
the 60s and current movements advocating for sexual and gender fluidity?
● In your opinion, how have societal responses to these fluid identities either reinforced or
challenged existing norms? Reflect on how these responses reflect broader cultural and
political power structures.

[WLOs: 1, 2, 3, 4, 5] [CLOs: 1, 2, 3, 4, 5]

Prior to beginning work on this final paper, review your preliminary presentation, any feedback received on it, and any course materials relevant to your research idea.

The written research proposal will be created based on a narrowly defined aspect of the topic selected in Week 1. A research proposal is a detailed plan for a specific study to be conducted at a future time. It is the document that potential researchers typically submit to an institutional review board (IRB) for ethical review and approval, and/or to funding agencies to secure financial support for a research effort. This is a more detailed version of the research plan you presented in Week 5.

The following headings for the required sections and subsections must appear in the paper. In accordance with APA Style, all references listed must be cited in the text of the paper.

Introduction 

• Introduce the research topic, explain why it is important, and present an appropriately and narrowly defined research question and/or hypothesis.

Literature Review 

• Evaluate the published research on the chosen topic including a minimum of three peer-reviewed research articles.
• Summarize the current state of knowledge on the topic, making reference to the findings of previous research studies.
• Briefly mention the research methods that have previously been used to study the topic.
• State whether the proposed study is a replication of a previous study or a new approach employing methods that have not been used before.
• Be sure to properly cite all sources in APA style.

Methods

• Design: Create a feasible research design that incorporates appropriate methods to address the topic. Because this is a plan for research that has not yet been conducted, the Methods section should be written in the future tense and should not contain any hypothetical results.
  • Indicate whether the approach of the proposed study is qualitative, quantitative, or mixed methods.
  • Identify the specific research design and indicate whether it is experimental or nonexperimental.
  • Evaluate the chosen design and explain why this design is feasible and appropriate for the topic and how it will provide the information needed to answer the research question.
  • Cite sources on research methodology to support these choices. Include a minimum of two peer-reviewed sources.
• Participants: Identify and describe the sampling strategy to be used to recruit participants for the study. Estimate the number of participants needed and explain why this sampling method is appropriate for the research design and approach.
• Procedure/Measures: Apply the scientific method by describing the steps to be taken in carrying out the study. Identify any test, questionnaire, or measurement instrument to be utilized. If an existing published instrument will be employed, briefly describe it and cite the source. If an original questionnaire, survey, or test will be created for the project, describe the types of information that will be collected with it and explain how the validity and reliability of the instrument will be established. If such an instrument will not be used, describe how the data will be collected for the study.
• Data Analysis: Describe the statistical techniques (if quantitative) or the analysis procedure (if qualitative) to be used to analyze the data. Cite at least one peer-reviewed source on the chosen analysis technique.

Ethical Issues

• Analyze the impact of ethical concerns on the proposed study, such as confidentiality, deception, informed consent, potential harm to participants, conflict of interest, IRB approval, etc. After analyzing the ethical issues that apply to the project, indicate what will be done to handle these concerns.

Conclusion

• Briefly summarize the major points of the paper and reiterate why the proposed study is needed.

SSCI 1700U
Reading our World
Midterm Exam
Fall, 2024
Instructions:

• Drawing on course materials (up to and including the week of Sept. 30), choose and
  answer FOUR (4) of the following questions.
• Each answer should be in the form of a short essay of about 500 words. Each answer is
  worth 5 points for a total of 20. Include examples. You should cite your sources, and you
  can use additional resources, as long as they are scholarly (peer-reviewed, credible).
• This exam is due at Midnight, October 14, and is worth 20 percent of your final grade.
  Questions: (Answer any four):

1. Evaluate the following claim and explain your reasoning: “Personal experience is the
   only reliable source of knowledge; everything else is second-hand information and
   potentially unreliable.”
2. Write a response to the following statement. “In the age of social media and ‘fake news’,
   truth has become irrelevant; only the most compelling narrative matters.”
3. Evaluate the impact of social media on democratic discourse and public trust. How can
   democracies harness the benefits of digital platforms while mitigating their potential
   negative effects?
4. Critically analyze the following statement: “Economic inequality is primarily a result of
   individual choices and effort, not systemic factors.”
5. Consider the following claim: “Youth disengagement from traditional politics is a sign of
   democracy’s failure.” Evaluate the implications of youth underrepresentation in formal
   political structures. How can democracies better engage and represent younger
   generations?
6. Imagine that scientists discover irrefutable evidence that a major world religion’s
   foundational story is factually incorrect. Discuss the potential societal implications of
   this discovery on cultural identity, morality, and social cohesion.

In this discussion, you will introduce yourself to the class as if you were introducing yourself to a prospective employer. Review the course topics by clicking on the weekly overviews in the left navigation bar and take note of those in which you are particularly interested. Then briefly review the information on your chosen topics in the textbook and select one category of assessment (e.g., intellectual, forensic, neuropsychological, personality) that is of particular interest to you. Take note of two  assessment instruments within your chosen category.

You have been invited to interview for a position in an organization that specializes in the category of assessment you have chosen. Imagine you are sitting at the head of a conference table with 10 to 12 staff members who are about to ask you questions related to your knowledge, skills, and abilities. The first question you are asked is, “Tell us about yourself and why you are interested in working in this field.” Reflect on your career goals and consider your professional development based on academic and relevant work experiences. Describe any relevant work experiences as well as proven academic and/or career successes related to this field. Briefly explain the aspects of your chosen assessment category and why it is of particular interest to you. Briefly compare the two assessment instruments you reviewed in your textbook and describe their basic elements. Conclude with a statement about your current situation and what you are looking for in an organization. Remember the personal information you share can reinforce an image of you as a good candidate for the position. As you craft your initial post, be sure to include what you want the interviewer to remember about you when you leave. For example, if the job requires someone who is patient, self-controlled, and detail-oriented, this would be an opportunity to share any hobbies or avocational interests in which you demonstrate those skills.

Optional: You may also post a personal introduction that includes information you would like your classmates and instructor to know that should not be a part of the interview introduction. If you include a personal introduction, clearly label it as “Personal Introduction” to distinguish it from the “Interview Introduction.”