Comparing Leadership Models
April 3, 2020
One of the foundational dilemmas in sociology is the tension between the competing roles of individual agency (free will) and social structure (society) in human life. Some people argue that human beings always have free will, or the ability to direct their lives using individual choices. Others argue that who we are as people is fundamentally shaped by social experience, and even our sense of what “choices” we can make are determined by our social position and circumstances. In this view, “free will” is often framed as an “illusion.” Sociology, of course, offers a more nuanced perspective on how human beings function in everyday life, and posit that individuals live in complicated social locations formed simultaneously by individual agency and social constraint. This issue of “agency versus constraint” is particularly salient in the sociological study of human sexuality. Using at least FOUR of the readings assigned for class thus far: 1. Explain how both “freedom” and “constraint” characterize: a. Sexual behavior b. Sexual desire c. Sexual identity 2. In your conclusion to this essay examination, explain how the dual concepts of “sexual agency”/“sexual constraint” can be BOTH useful and limiting in sociological analysis of sexuality. Available Resources For this assignment, students are required to reference 4 separate course readings in the text of their essays. Videos watched for class may be used as additional sources, but will NOT replace course readings for the four required references. Note that since our readings are all from a single edited volume, be sure to cite the author of each reading individually, rather than the volume editors. 1. References: 4 course readings 2. In-text citations and References section in APA format 3. 12-point font, Times New Roman 4. 1” margins throughout 5. Minimum length = 5 pages (i.e. at least 4.5 pages, with the 5th page being at least to the half-way point of the page); Maximum length = 6 full pages 6. Page numbers on ALL pages Course Readings 1. Christina, “Are We Having Sex Now, or What?” pp. 5-8 [SEX] 2. Davis, “Bringing Intersexy Back? Intersexuals and Sexual Satisfaction,” pp. 11-21 [SEX] 3. Tobin, “The Perils and Pleasures of Sex for Trans People,” pp. 22-28 [SEX] 4. Ward, “Straight Dude Seeks Same: Mapping the Relationship between Sexual Identities, Practices, and Cultures,” pp. 29-35 [SEX] 5. Greenberg, “Gay by Choice? The Science of Sexual Identity,” pp. 36-41 [SEX] 6. Rupp and Taylor, “Straight Girls Kissing,” pp. 43-47 [SEX] 7. Bullough, “Alfred Kinsey and the Kinsey Report,” pp. 54-60 [SEX] 8. Jungels and Gorman, “Large Scale Sex: Methods, Challenges, and Findings of Nationally Representative Sex Research,” pp. 61-70 [SEX] 9. Brandt, “Racism and Research: The Case of the Tuskegee Syphilis Study,” pp. 73-84 [SEX] 10. Donnelly, Burgess, and Simonds, “Sexuality and Social Theorizing,” pp. 88-99 [SEX] 11. Sanders, “Sexing Up the Subject: Methodological Nuances in Researching the Female Sex Industry,” pp. 100-107 [SEX] 2 12. Stokes, “Representin’ in Cyberspace: Sexual Scripts, Self-Definition, and Hip Hop Culture in Black American Adolescent Girls’ Home Pages,” pp. 116-127 [SEX] 13. Han, “Geisha of a Different Kind: Gay Asian Men and the Gendering of Sexual Identity,” pp. 128-138 [SEX] 14. Escoffier, “Gay-for-Pay: Straight Men and the Making of Gay Pornography,” pp. 139-154 [SEX] 15. Erickson, “Out of Line: The Sexy Femmegimp Politics of Flaunting It!” pp. 157-162 [SEX] 16. Sarracino and Scott, “The Porning of America,” pp. 163-177 [SEX] 17. Costello, “Sexuality in a Virtual World,” pp. 178-185 [SEX] 18. Simonds and Jungels, “The Death of the Stork: Sex Education Books for Children,” pp. 189-203 [SEX] 19. Fine and McClelland, “Sexuality Education and Desire: Still Missing After All These Years,” pp. 206-224 [SEX] 20. Schalet, “Sex, Love, and Autonomy in the Teenage Sleepover,” pp. 229-234 [SEX] 21. Kosciw, Greytak, Bartkiewicz, Boesen, and Palmer, “The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in American Schools, “pp. 234-241 [SEX] 22. Hoffman, “Fighting Teenage Pregnancy with MTV Stars as Exhibit A,” pp. 242-244 [SEX] 23. Fasula, Miller, and Wiener, “Sexual Risk and the Double Standard for African American Adolescent Women,” pp. 245-253 [SEX] 24. Spechler, “Put Me In, Coach! Sex Lessons for Adults,” pp. 254-257 [SEX] 25. Burgess and Palder, “The G-Spot and Other Mysteries,” pp. 262-265 [SEX] 26. Darby, “The Sorcerer’s Apprentice: Why Can’t We Stop Circumcising Boys?” pp. 270-276 [SEX] 27. Wade, “The Politics of Acculturation: Female Genital Cutting,” pp. 277-294 [SEX] 28. Loe, “Fixing the Broken Male Machine,” pp. 295-312 [SEX] 29. Braun, “In Search of (Better) Sexual Pleasure: Female Genital “Cosmetic” Surgery,” pp. 313- 321 [SEX] 30. Gaskin, “The Pleasures of Childbirth,” pp. 322-327 [SEX] 31. Manderson, “Boundary Breaches: The Body, Sex and Sexuality after Stoma Surgery,” pp. 328- 340 [SEX]
April 3, 2020

human geography and international relation CLA1

Comprehensive Learning Assessment (CLA) 1 (CLOs 1, 2, 3, 6)

Like many in modern society, you probably see yourself as evolved and tolerant regarding people who are different from you because of skin color, age, gender, etc. You think of yourself as open to and appreciating of other cultural practices. You possibly have even become an advocate for those without a voice, fighting for the rights of others when misconduct or impropriety is observed. However, what you believe based on your opinion and what can be proven by assessment and data-based results can be very different.

For the first part of this assignment you will write a one-page reflection on how ethnocentric you perceive yourself to be. Please include suggestions about changes you have seen in yourself, outside factors that have influenced you, and any other information that will explain what you think about your level of ethnocentricity. Be honest with yourself and decide using a scale of 1 to 5, with 1 being the least ethnocentric and 5 being the most ethnocentric.

Part Two assesses you and two friends or family members. You will take/administer the assessment found at the link below to see if your perception (as written about in your part 1 reflection) and reality (quantitative assessment results) are the same. Scores can range from 10-50. The higher the score, the more ethnocentric the test taker is.

With assessment scores calculated, the third part of the project will be to reflect on the results of the entire group. How did everyone do? Were you correct on your own assessment? What were the results of those people you assessed? What patterns, if any, did you see in the results? Were there any surprises in any of the results? This report will be 2-3 pages and include a full-page table that shows the results of your assessments on separate page.


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