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PLEASE READ ALL OF THE INSTRUCTIONS AND INFORMATION GIVEN CAREFULLY BEFORE STARTING THE WOK! 
THE FOLLOWING ARE THE GUIDELINES FOR THE FINAL PROJECT REPORT:
Throughout the semester, you have engaged with various articles and news pieces that explore
how society impacts different groups based on factors such as class, gender, sex, race, and family
composition. Additionally, you have explored sociological discussions on how these issues can
be addressed. In light of this, I encourage you to reflect on these topics through a sociological
lens, considering the perspectives you have encountered during the semester.
For your final project, instead of a traditional exam, you will be applying the social research
method of interviewing (discussed in Chapter 2 of the course material). Please refer to the
interview guidelines provided on D2L under the Assignment Guidelines folder. The objective is
to gain insights into how individuals with different social statuses (race, class, sexuality, family
composition, or gender) experience socialization differently from your own experiences. 
General Steps
1. Select an interviewee. Choose someone who differs from you in terms of two of the
following social statuses: race, class, sexuality, family composition, or gender. For
instance, if you are an African American who grew up in a relatively affluent
neighborhood, you might consider interviewing a white individual who grew up in a
disadvantaged neighborhood. Similarly, if you identify as a binary male, you may wish to
interview a non-binary individual. You can opt for the most convenient medium for
conducting the interview, such as a video call, phone call, or in-person meeting.
2. Drawing from the discussion board question #1, encourage your interviewee to share
information about their personal identity, including the characteristics that influence their
social status, such as gender, race, sexual identity, and social class. Additionally, prompt
them to reflect on the significance of time, space, and social location in their lives.
Explore how these factors (where they are, when they are, and who they are)
sociologically shape their experiences.
3. Discuss the assignment#2 (cultural artifact), discussion post 5 (song on race and
ethnicity), and assignment#6 (photos on doing gender) to your interviewee. Allow them
to select a cultural artifact, a song related to race and ethnicity, and take photos depicting
how they are “doing gender”.
4. Place these items in a conceptual socialization box. It is not necessary to physically
include the actual items, but rather include a written description of the selected song or a
printed-out picture of the cultural artifact, along with the interviewee’s photos capturing
their experiences of gender. Feel free to unleash your creativity without any hesitation.
There are no limits to the techniques you can employ when presenting the box and its
contents. The sky’s the limit!
6. Regarding the interview report component:
a. Interview Report Formatting:
i. Use double-spacing with 1-inch margins.
ii. Choose Times New Roman font with a size of 12 points.
iii. Respect the 1200-word limit (excluding references, title, header, and list of
questions at the end).
iv. Follow the citation style guide provided in the “Assignment Guidelines” folder
on D2L. While I have not been overly strict with citation styles in previous
assignments, for the final paper, I will pay closer attention to it.
v. Save and submit your paper in a format that can be opened and edited in
Microsoft Word, such as “.doc” or “.docx”.
b. Required Sections in Your Paper (Not Limited to):
i. Begin with an introductory paragraph that describes the interviewee, their
differences from you in terms of two statuses (e.g., gender, sex, class, race), the
location and duration of the interview, the data collection method (phone, in
person), and any other relevant contextual information.
ii. Body paragraphs:
Cultural artifact: Refer to discussion board post #2 and ensure you direct the first
two questions to your interviewee and report their answers. Include a visual
representation of the cultural artifact, such as an actual photo or an image sourced
from the web. Analyze the artifact through sociological theories.
Songs on race and ethnicity: Refer to discussion board post #5 and ensure the
selected song by your interviewee aligns with the listed criteria. Include the
YouTube link of the song. Analyze the song through sociological theories.
Photos on “doing gender”: Refer to discussion board post #6 and ensure the
selected photos by your interviewee align with the listed criteria. Include the
photos taken by your interviewee. Analyze the photos through sociological
theories.
iii. Discussion paragraph: Compare your own selection of each item and your
responses with those of your interviewee. Reflect on how social statuses (race,
class, sexuality, family composition, or gender) may have influenced your choices
and reflections. Provide explanations for the impact or lack thereof.
iv. Include a conclusion paragraph (or two) that summarizes and reflects upon the
implications of the assignment and the knowledge gained from it.
v. Incorporate a minimum of 4 course materials throughout your paper. Please
highlight these concepts in the text. Note that regardless of the number of
references to the coursebook, it will count as 1 course material. The remaining 3
references should come from the articles, videos, and materials assigned to you
throughout the semester.
vi. If you asked additional questions (beyond the discussion board questions) to
your interviewee, attach a list of those questions (without the responses) to the
end of the paper. Ensure your questions follow the Golden Rules of social
research (refer to Chapter 2). If you have any concerns about your questions,
please consult with me before conducting the interviews.
IMPORTANT NOTE: You are not allowed to share any of those responses outside of this
class since you need MSU’s Institutional Review Board’s approval to conduct research with
human subjects if it is beyond the coursework.
**Scroll down to the next page to view some suggestions for good writing**
You are expected to apply concepts we’ve learned about in this course in your paper. While
you are free to speculate, hypothesize, or guess about what is going on; you should not be
concerned with your own subjective interpretation. In other words, your personal opinions and
value statements are not a substitute for critical thinking.
• Avoid text-speak and/or phrases that you might use in everyday conversation … “slavery was,
like, the worst thing in history”; “There was one time when xxx happened”;. Also, avoid
excessive usage of personal language “you; I; we” etc. Of course you are more than free to use
“I”, “he”, “she”, etc. when they are necessary and in the sections where I’m expecting you to talk
about the experiences of you and your interlocutors, but there should be a balance between the
“story telling” part and the academic discussions. You should strive toward a stronger, more
formal writing style in your academic studies
THIS IS THE INFORMATION GIVEN DURING THE COURSE WORK THAT SHOULD USED IN THE REPORT:
Discussion Post #1 Question: This week’s discussion forum is a chance to invite you to start thinking sociologically. Think about the role of time, space, and social location play in all of our lives (aka where you are, when you are, who you are) and how those sociologically matter determining your experiences. Then, please complete the following assignment: State and explain how your life might have been different if you had been born in a different time period and/or lived in a different place and/or occupied a different social location (i.e. you belonged to a different socio-economic class, were from a different ethnical background, were born somewhere else than your current country of origin). Now compare your two selves (real and imagined, it helps if you give your imagined self a name so we can keep it clear who you are talking about). Who has a better chance of going to and graduating from college? why? Who has a better chance of getting a good job? why? Will interactions with law enforcement or politicians be different for the two? Next, try and find some interesting comparisons that offer useful sociological insights. Make a point that is valid and that I’ve never heard before. I challenge you. You can keep playing with different variations of time, space, and social location. Lastly, in your own words, write why it is useful to think about and understand the influence that things like when and where you are born and who you have on your life.
Discussion Post #2 Question: Pick a cultural artifact that represents either the material or the non-material culture that shapes you through socialization and reminds you that you’re part of a broader society beyond the individual level.Artifacts (see the news piece for an example) can be drawn from popular culture, media, literature, art, drama, daily life, your personal history (a tattoo, a toy, etc.), or history in general. For example, a rap song can be an artifact that represents the subculture, micro-culture, counterculture, or global culture that you are affiliated with.
Take a picture of the artifact if it is possible/convenient, or share the link, and describe it in a few sentences. (2 points)
Explain its importance and relevancy by using TWO CONCEPTS from the week’s content. (2 points each=4 points)
How do these cultural artifacts influence your way of life and the way you interact with others both in verbal and nonverbal ways? Is it helping or not helping you to fit in with the norms? (4 points)
How would your behavior be different if this cultural artifact did not exist? Do you want to carry the legacy of what this cultural artifact represents to the next generations (See the TedTalk uploaded under this week’s content)? (4 points)
How would one of the theories of culture (Symbolic interaction, Structural-functional, Conflict, Middle-range theories) in the coursebook, explain the cultural artifact you’ve picked? Choose one of them and tell by using proper academic citation style (ASA, APA, MLA, Chicago etc.) you choose (if you need more information, see the ASA guidelines under the Assignment Guidelines folder). (4 point)
Discussion Post #5 Question: Select a song (it can be anything) that you find analyzable with concepts and theories of race and ethnicity. The song can be in any language or without lyrics, but please include the English translation of the lyrics for the part that you are specifically discussing since our medium of communication in this class is English.
You may want to talk about your response should include:
The name of the song and the artist(s), and the YouTube link of the song/video. English translation of the song if applicable (3 points)
A brief contextual explanation of why you have selected this song (the history of the song, the artist, the community identified with this song, etc.) (3 points)
Three concepts from this week’s course material (you can select anything from the materials that I’ve provided on D2L).
Provide the definition of the selected concept and cite the resource properly. (2 points each-6 points in total)
Analysis of your song using the selected concepts. Please make explicit connections and explanations instead of abstract and shallow ones. Please ensure you address all the concepts you selected. (2 points each-6 points in total)
Assignment #6: In this assignment you will be using photovoice, a method of research that captures and reflects social reality – in this case, your gendered reality.
-Take a series of photos (two or three, but more if you like) that show how you experience gender. These photos could be anything – self-portraits, material goods, the environment, etc. Feel free to be creative; don’t try to make them “perfect”. (4 points each=8 points in total) Title your photos and describe them as if you were captioning for sight-impaired people. (2 points each=4 points in total) Pick three theories/concepts from this week’s content. Give the definitions of the concepts and cite the resource properly. (please use the course content instead of unreliable resources). Explain their relevance to theories and concepts in this week’s chapter and across the course. How do your photos encapsulate gender roles and gender socialization? How do they illustrate the way you “do gender”? Which theory/ies of gender explain your experience best? (5 points each=15 points in total)
PLEASE CHOOSE AN IMAGINARY INTERVIEWEE FOR THE REPORT WHO IS A AMERICAN(WHITE) MALE WHO IS 20 YEARS OLD, BECAUSE I AM INDIAN(BROWN) WOMAN, 20 YEARLS OLD, WHO WAS BORN AND RAISED IN INDIA. MAKE SURE THE REPORT INCLUDES EVERYTHING THAT IS REQUIRED, PLEASE IMAGINE THE ANSWERS TO ALL THE QUESTIONS BECAUSE THERE IS NO ACTUAL INTREVIEW.
MY PERSONAL RESPONSES FOR EACH DISCUSSION ADN ASSIGNMENT AR ATTATCHED BELOW INCASE IT IS NEEDED FOR A COMPARISON WITH THE INTERVIEWEE.
IF THERE ARE ANY QUESTIONS OR ANY MATERIAL REQUIRED PLEASE FEEL FREE TO PING ME ON THE CHAT.

PURPOSE
Outlining your reading material is a beneficial method for demonstrating that you understand the material you have read. It is a great way to individually review your course material: readings, lectures, articles. Additional benefits of outlining your reading material include:
helps to develop a better understanding of the material you read by:
revealing the basic structure of the text;
distinguishing between main ideas and supporting ideas or examples;
improves your ability to remember what you have read;
provides a study guide for the material you have read.
Before diving deep into the reading, skim through the entire material to get an overview. Pay attention to chapter titles, headings, subheadings, and any summary sections.  Identify the subtopics or supporting ideas that fall under each main point. Use capital letters (A, B, C, etc.) to designate these subtopics and indent them under the corresponding main points. There is no one-size-fits-all format for a reading outline, but the typical structure is hierarchical, with main points at the top, followed by subtopics, and supporting details. You can use bullet points, indents, or different font styles to differentiate between different levels of information. After completing each section or chapter of the reading, write a brief summary of what you learned or the key takeaways. This will help reinforce your understanding of the material.
STEPS TO CREATING AN OUTLINE:
Read the assigned chapters from the text (Timeline provided in your course calendar)
Skim the text for an overview of the content’s structure:
Title
Headings
Be able to answer the question: “What is the text talking about?”, in your own words. 
What are the key phrases used in each paragraph?
What are the critical supporting details in each section? 
Key concepts/definitions. Application beyond what is noted in the textbook
BEST PRACTICES
Do not use the text’s exact words when creating your outline. Use paraphrasing and summarizing to restate the topics and information.
For help paraphrasing and summarizing, visit Integrating Sources into your Paper
Review your outline by comparing it with the original text to insure that:
you followed the sequence of the reading;
no important information was missed.
HOW TO ORGANIZE
Logically organize information using Roman numerals, capital letters, and arabic numerals to represent the hierarchy of the levels. Papers should be submitted in Times New Roman, 12 point font, double-spaced. Examples of how to create outlines is noted below:
Level 1: Group Name (Subject Matter) of related Topic Sentences; label with Roman numerals (I, II, III, IV, V, …)
Level 2: Topic Sentences; label with capital letters (A, B, C, D, E, …)
Level 3: Supporting details; label with Arabic numbers (1, 2, 3, 4, 5, …), or bullet points.
EXPECTATIONS
The document should be uploaded as a PDF or Word document.
It should be written in Times New Roman, 12 point font, and double-spaced, and a minimum of 1-page long.
Your outline should be on one of the assigned chapters from Module 3, 2, or 1. Remember, it would only have to be a section of the chapter. For example, Social Research chapter has 3 sections: 2.1, 2.2, and 2.3. 2.2 in itself would count as one outline. You would then be tasked with selecting a section from a different chapter. Perhaps one of the sections under the chapter on culture?

Once you’ve completed the reading outline, review it to ensure it accurately reflects the content. Make any necessary adjustments or additions to improve its clarity and coherence.
Code of Ethics Lecture
The Code of Ethics (the Code) of the American Sociological Association (ASA or the Association)
sets forth the principles and ethical standards that underlie sociologists’ scientific and professional responsibilities and conduct. These principles and standards should be used as guidelines when examining everyday scientific and professional activities. They constitute normative statements for sociologists and provide guidance on issues that sociologists may encounter in their work.
Now, I don’t expect you to memorize the code. This is just an introduction course informing you that they exist.
The ASA Code of Ethics consists of the following six principles: 
Professional competence
Integrity 
Professional and scientific responsibility
Respect for people’s rights, dignity, and diversity
Social responsibility
Human rights
In addition to the six principles, there are nineteen ethical standards, covering the following topics: competence, representation and misuse of expertise, delegation and supervision, discrimination, exploitation, harassment, employment decisions, conflicts of interest and commitment, public communications, confidentiality, informed consent, research planning, implementation, and dissemination, plagiarism, authorship, publication process, responsibilities of reviewers, education, teaching, and training, contractual and consulting services, and adherence to the code of ethics.
The ethical standards that relate most to the research process itself are: confidentiality, informed consent, research planning, implementation, and dissemination. These principles require that researchers maintain objectivity and integrity in research, respect subjects’ rights to privacy and dignity, and protect subjects from personal harm. Researchers must also seek informed consent, preserve confidentially, and then when reporting on the research, acknowledge collaboration and assistance as well as any sources of financial support.
Each of these principles and ethical standards have detailed descriptions and parameters in the 2018 ASA Code of Ethics. 
Unfortunately, when these codes of ethics are ignored, it creates an unethical environment for humans being involved in a sociological study.

Below are some of the most popular studies typically highlighted when it comes to ethics. Review the studies and be able to summarize what ethical standards were violated in each: 
The Tuskegee Experiment: This study was conducted 1932 in Macon County, Alabama, and included 600 African American men, including 399 diagnosed with syphilis. The participants were told they were diagnosed with a disease of “bad blood.” The men were monitored by health workers but only given placebos such as aspirin and mineral supplements, despite the fact that penicillin became the recommended treatment for syphilis in 1947, some 15 years into the study. PHS researchers convinced local physicians in Macon County not to treat the participants, and instead, research was done at the Tuskegee Institute. In order to track the disease’s full progression, researchers provided no effective care as the men died, went blind or insane or experienced other severe health problems due to their untreated syphilis.
Henrietta Lacks: Ironically, this study was conducted at the hospital associated with Johns Hopkins University, where codes of the ethics originated. In 1951, Henrietta Lacks was receiving treatment for cervical cancer at John Hopkins Hospital, and doctors discovered that she had “immortal” cells, which could reproduce rapidly and indefinitely, making them extremely valuable for medical research. Without her consent, doctors collected and shared her cells to produce extensive cell lines. Lacks’ cells were widely used for experiments and treatments, including the polio vaccine, and were put into mass production. Today, these cells are known worldwide as HeLa cells (Shah, 2010). Henrietta’s story raises questions about ethics, race, and genetics. The book encourages the reader to think about the dark history of experimentation on African Americans, the birth of bioethics, and the legal battles over who owns and controls genetic material. Henrietta’s family lived in poverty and never received any of the financial benefits derived from their mother’s tumor cells.
Milgram ExperimentLinks to an external site.: In 1961, psychologist Stanley Milgram conducted an experiment at Yale University. Its purpose was to measure the willingness of study subjects to obey an authority figure who instructed them to perform acts that conflicted with their personal conscience. People in the role of teacher believed they were administering electric shocks to students who gave incorrect answers to word-pair questions. No matter how concerned they were about administering the progressively more intense shocks, the teachers were told to keep going. The ethical concerns involve the extreme emotional distress faced by the teachers, who believed they were hurting other people. (Vogel 2014). Milgram’s experiment demonstrated the power of authority and how someone in a position of authority can influence people to behave unethically and against their wishes.

4.3 The Milgram Experiment

Philip Zimbardo and the Stanford prison experiment:Links to an external site. In 1971, psychologist Phillip Zimbardo conducted a study involving students from Stanford University. The students were put in the roles of prisoners and guards, and were required to play their assigned role accordingly. The experiment was intended to last two weeks, but it only last six days due to the negative outcome and treatment of the “prisoners.” Beyond the ethical concerns, the study’s validity has been questioned after participants revealed they had been coached to behave in specific ways. 
https://www.prisonexp.org/faq#google_vignette