Category: Sociology

Select two recent (2010 or newer – some exceptions but contact me if needed, it would most likely be for family history) academic journal articles studying some sort of topic related to the family. Do not use articles that I provide or from the book. The two articles should have a similar topic (family violence, aging issues and families, history, LGBTQ, ethnicity, single parent, blended families, divorce, etc.) There must be some type of research performed in the article: experiment, participant observation, unobtrusive observation, secondary analysis, etc. In order for the article to be considered academic, it should have most of the following sections: Intro/Background, Methods/Measures, Results, Discussion, Conclusion, and References.
In your own words, provide a brief summary of the first article. The idea is to teach me about the article you read in a full, detailed paragraph. Then, do the same for the second article. Finally, you should end with a detailed paragraph briefly comparing and contrasting the two articles. This assignment is a full, three paragraphs. Quotes are not necessary as you are explaining the articles according to you.
You can use the CSUDH Library (online or in-person), Academic Databases, or Google Scholar. Make sure the article is not a regular magazine article. It must be academic.

The Relevant History 
It’s been more than 150 years since slave-holding states in the American south seceded from the United States to form the Confederate States of America and waged war to establish their legitimacy as a sovereign nation independent of the Union, or what remained of the US in the north.
Despite claims that the conflict was about protecting states’ rights and state sovereignty from federal overreach, the Civil War was the attempt of the southern states to protect the economic interests of the Confederacy’s wealthy landowners—especially those families operating plantations—by defending the institution of slavery as well as the right of southerners to own slaves.
The Confederacy’s defeat in 1865 ended centuries of chattel slavery in North America, freed more than 4 million people from bondage, and set Americans on the slow and treacherous, frustratingly twisted path toward racial equality and justice in the modern era.
Ten years of Radical Reconstruction following the end of the Civil War (1865-1874)
The US Supreme Court ruling in Plessy v. Ferguson (1896) that established “separate but equal” as doctrine, and thus made racial segregation legal. Segregation would remain legal until Plessy v. Ferguson was overturned by the SCOTUS in Brown v. Board of Education (1954)
Arguably, because of that ruling, the separate-but-equal ideology of Jim Crow segregation existed alongside 80 years of exploitation of African Americans by corporations and local officials in the south who would deny people of color the rights and protections guaranteed to all by the US Constitution.
“The problem of the 20th century,” wrote sociologist WEB Dubois in 1904, “will be the problem of the color line.” Dubois was among the first American sociologists whose work would have a significant and lasting impact on American culture and the discipline worldwide. The 20th century saw more than the struggle  to keep slavery and inequality alive in some way. The 1900s included the activist years, when the norms and practices of the pre-modern world were to be challenged, changed or rejected entirely.
The Harlem Renaissance
The 1955 murder of 14 year-old Emmett Till in Money, Mississippi, as well as the brave sorrow of his mother, Mamie Till Mobley, whose decision to allow the nation to see her son’s mutilated body put her child’s face on the victim of a deeply violent and unforgiving Southern racism, and awakened people across the country to the dangerously cruel acts of racially motivated violence and ultimately helped energize the Civil Rights Movement of the 1950s and 1960s;
We celebrated the passage of the Civil Rights Act (1964) and the Voting Rights Act (1965), as well as the achievements of civil rights activists like Medgar Evers and Rosa Parks and mourned the deaths of leaders like Malcolm X and Dr. Martin Luther King.
While we celebrated, we forget our society was ignoring the government-sponsored syphilis experiment in Tuskegee, Alabama. The experiment operated from 1932 until 1972, killing nearly 400 people and affecting countless families before it was finally shut down 8 years after the Civil Rights Act was signed into law.
For the past 50 years, the war on drugs has decimated urban black populations and quite possibly has been the engine behind the mass incarceration of African Americans.  Between roughly 1983 and 2023, the US prison system—including state and federal facilities, government-run or for-profit prisons—has absorbed a dramatic, almost unbelievable 700 percent increase in the prison population. Minority men, including black men, are disproportionately overrepresented in prison populations.
Scholars and activists argue that the drug war provides cover for the systematic disenfranchisement of the poor and minorities and people of color through mass incarceration. Mass incarceration threatens to create a bureaucratized caste system in the United States by stigmatizing African American identities as inherently criminal and irredeemable. One scholar calls this race based caste system “the new Jim Crow.”
From the beginning of modernity, even before the Civil War and until the present day, the politics of race have been woven into the fabric of US cultural memory via unflattering, politically-charged racial images or ethnic caricatures in art, television news and entertainment, film, and more recently social media. These images affirm stereotypes and perpetuate prejudices toward people of color, and they exist alongside equally exaggerated representations of white people that cast whites as good-natured, benevolent, tolerant and fair in their dealings with minority members. Indeed, the inclusion of or reference to this image of the “good guy/white guy” has been said to be symptomatic of what some scholars have called the “white savior complex.”
In February 2012, in Sanford, Florida, local neighborhood watch captain George Zimmerman reported a “suspicious person” in the neighborhood to Sanford police, then accosted, shot and killed 17 year old Trayvon Martin, an African American and son of a neighbor, allegedly in self-defense. Zimmerman was charged with second-degree murder and was acquitted at a trial that was nothing if not suspect.
In August 2014, in Ferguson, MO, Ferguson Police officer Darren Wilson shot and killed 18-year-old African American Michael Brown, triggering what has come to be known as the Ferguson Unrest and Ferguson Riots, which forced “officer involved shootings” of African Americans into American public consciousness.
What seemed isolate incidents became a litany of names with a deeper history: the stories of Trayvon Martin, Michael Brown, Tamir Rice, Eric Garner, Freddy Gray, Alton Sterling, Philandro Castile, Botham Jean, Stephon Clark, Atatiana Jefferson, Breonna Taylor, George Floyd, Rayshard Brooks, Manuel Ellis, Andre Hill, and Daunte Wright began to be seen as familiar, like the stories of Emmett Till or James Byrd, for example. Thus began a new wave of resistance, of social movements around and about race and racism, including the Black Lives Matter movement, and recently, people have begun to speak of being “woke,” or socially conscious, aware of and concerned about the need for social justice for everyone. 
That brings us to today. Last weekend, masked members of the white supremacist group, Patriot Front, marched through downtown Charleston, West Virginia, handing out propaganda that tells a white nationalist story. proclaiming that their white ancestors were conquerors who had taken this land by force, Patriot Front asserts that “America is not for sale,” because they believe that America belongs to them. This land is supposedly the legacy of those “conquerors,” meant for their white descendants only. This group and others like it are increasingly active and increasingly visible, and historically, these groups have been associated with violence and lawlessness. That they are openly marching in the streets of American cities is just one indicator of the racial tension that is part of American daily life now. 
The Prompt for your final project   
Consider how the institution of racism (yes, it is an institution)  manifests itself in your personal lifeworld.  How has racism and/or racist culture influenced your identity, shaped your relationships, or impacted your life in other ways. Were these other ways positive? negative? I want to challenge your understanding of the sociology of race and ethnicity, and inequality. Your goal is to explain sociologically how the “criminalization of black life” described across our documentary sources has helped to create and sustain racism and inequality from the 19th to the 21st century. How does that meme figure into understanding privilege as well as the experience of discrimination? Include brief descriptions of how racism, prejudice and discrimination are explained from the three paradigmatic theoretical perspectives in sociology (functionalist, conflict, symbolic interactionist).                                                        

This video looks at the renovation of New York’s Times Square during the 1980s. This was a significant example of urban renewal that helped lead the way to the urban renaissance of the 1990s. Sociologists William Kornblum and Terry Williams took part in a large-scale study on the history and future of Times Square. Kornblum published a book of that study, West 42nd Street: The Bright Lights. The Times Square of the 1970s and 80s had been plagued by social problems including crime, pornography, drug dealing and homelessness. Many organizations worked together on an urban renewal project that eventually resulted in the Times Square we see today–a transformed neighborhood and tourist mecca with a variety of brand-name retail stores, restaurants, and entertainment. This video looks at the contribution of applied sociology to that project. 

Watch the video and respond to the following prompts. For each of the prompts, try to incorporate one or more specific examples from the video–this is critical. There is no word count for this worksheet, but in order to get the maximum points, you’ll want to be thorough in your responses. This requires more than just a sentence or two for each prompt. Be thoughtful and generous with your explanations and provide details. Number your responses (but don’t include the questions themselves). Write directly into the text box, or cut and paste; (do not attach links or documents please).  
What set of questions did the sociologists ask about the renovation of Times Square?
What sorts of methods did the sociologists use in order to study various aspects of Times Square? 
What conclusions about the future of Times Square were reached by the researchers?
Do you believe that the renovation of Times Square can be viewed as a success? Why or why not? Was there any downside to the renovation?

I need the paper to be APA format with in text citations. Here is a rough draft of the paper with feedback from the professor.

for the movie u can do dune 2. and for the 3 textbook terms my textbook is gender ideas, interactions, institutions by lisa wade

Please remember, this is just the Part One of the assignment. I have chosen 3 topics for you to research while you choose another 2 – to total five topics addressed each time. Cite your sources throughout and reference at the endLinks to an external site.… Part Two is where you provide substantive, helpful, commentsLinks to an external site. on the work of any three of your classmates. Once your work is submitted, it will be graded and cannot be revised. If you aren’t sure it’s completed, please do not turn it in.
These are my 3 discussion topics/questions for you. The other 2 questions you choose yourself. Please ensure you read Rules on the discussions below and make sure you cite your sources of information and provide a reference list at the end – as in the sample provided in Discussion 1.
Outline and evaluate the evidence from Are Male Role Models Necessary?
Outline and evaluate the evidence from Video: The Mask You Live In.
From your lecture on religion, address some of the issues around sexuality and discuss the consequences.
The Discussion assignment has a high percentage value. Please treat them like mini research papers and not places to voice unsupported opinion. This means you must cite sources.  You have a lot of freedom on this assignment to write about what interests you, but make sure you support what you say with evidence. 
When you turn in your work, it will be graded immediately. If it’s not ready to be graded, please don’t turn it in. 
Lastly, all the work you do for this class is due by 9AM on a specific date. If it is a problem for you, then feel free to submit your work early. Your discussions are due every two weeks, your quizzes are open for four days, and your written assignment isn’t due for weeks, so submitting your work a little early should be manageable. Simply plan ahead. 
Important – here are 11 rules for scholarly research in the social sciences. Please apply all of them to your discussion assignments
Introduce your topics. Do not assume your reader knows the assignment prompt or the course material.
Use APA citations and references. Turn to Google for help on how to do this. There is a sample paper below Canvas for you.
Edit carefully. If information isn’t important, do not include it. Don’t repeat anything that is in your references. Do not tell your reader how information came to you: article, film, podcast etc. The delivery method is not important.  
Citations: All I need is enough in your citation to get me to the reference…. Name, year is generally sufficient.
Cite sources as you go. These are your evidence, and you are doing research. This may help: http://www.easybib.com/guides/citation-guides/apa-format/Links to an external site.
Citations MUST be in parentheses (so they can be easily seen and cross-referenced by your reader). See the sample posted to the first discussion.
Cite the moment you mention that source of information. Example, Smith (2017) found that 25% of the world’s prisoners are incarcerated in the United States despite the fact that the US has only 5% of the world’s population.
Paraphrase. Do not quote directly. 
References must be alphabetised and are listed at the end of your work.
Citations must match the reference. Example, you can cite (FDA 2015) but you cannot reference it as Food and Drug Administration 2015. They must be exactly the same.
Avoid I, me, my – no exceptions. Never refer to yourself in research. Some of the least reliable testimony is that of eyewitnesses. 

These are the questions you are able to use
1. Reading the main claims
What does the text argue?
What statements are put forward as truth or facts?
Are the claims of the text specific or very general?
Are the claims of the text well supported? How are they supported?
What do you think was the most important point / piece of evidence / thing in this reading and why? (choose one)
What is one thing that you felt needed more explanation?
2. Comparative analysis
Pick a concept or idea we have discussed in class. How would this author approach this concept/idea?
Pick another author we have read in class. We’ll call them “Author B” and we’ll call the author of this reading (the one you are writing about in this assignment) “Author A”. How would Author A respond to Author B’s writing?
Does the writer base her / his ideas or assertions on the works of other writers and researchers? How so?
Pick an academic reading from sometime in your life that you really enjoyed. What do you imagine its author think would think about the current reading (explain).
3. Audience
Who is the intended and unintended audience for this reading? That is, who does the author intentionally or unintentionally include or exclude and how?
What does the author want us to do with this information?
What kind of assumptions is the author making about what their audience knows or believes?
What background information would help you better understand this text?
Does the writer make references to events that are not fully explained? How so?
4. Reading what’s absent
What ideas are assumed in the text? What are its assumptions?
Are there big ideas or ideologies on which this text seems to rely? What are those ideas or ideologies?
What is implied by the text that is not all the way spelled out?
As you list the main claims/assumptions of the text, ask yourself for each, what else has to be true for each claim to be true?
Do you sense an “attitude” in the text? Does a particular bias or worldview, perhaps unspoken, seem present?
5. Known and unknown
Are you interested in what you are reading? Do you feel resistant to it? Bored? Surprised? Intrigued? What other emotional reactions do you experience? Reading it, do you feel angry? Sad? Amused? Joyful? Frustrated?
What is your immediate reaction to the main claims of the text? Do you agree, disagree? How strongly? Briefly, say why.
Sometimes the tone or voice of a piece of writing causes us to react. How would you describe the tone of the text? Its voice?
Are there ideas, words, references (as in words/phrases/ideas; not bibliographic references), or anything else in the text you don’t understand? Which ones?
What surprised you about this reading?
WEEK 1: Monday, January 29 – Sunday, February 4
Homework assignment: Read syllabus and prepare for syllabus quiz in next class.
By next Tuesday’s class (February 6), read the below readings and answer three of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You need only answer three of five questions in total. Answer at least one for each reading (i.e., two for one reading and one for the other).In Social Things: Introduction (*Might* be available for free hourly rental here:https://archive.org/details/socialthingsintr0000le… – you have to create a free account to use this site)
In The Sociological Imagination: PDF pgs. 10-18. WEEK 2: Monday, February 5 – Sunday, February 11
Homework assignment: By next Tuesday’s class (February 13), read the below readings and answer three of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You need only answer three of five questions in total. Answer at least one for each reading (i.e., two for one reading and one for the other).In Social Things: Chapter 1 (*Might* be available for free hourly rental here:https://archive.org/details/socialthingsintr0000le… – you have to create a free account to use this site)
In The Sociological Imagination: PDF pgs. 18-32. WEEK 3: Monday, February 12 – Sunday, February 18
Homework assignment: By next Tuesday’s class (February 20), read the below readings and answer three of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You need only answer three of five questions in total. Answer at least one for each reading (i.e., two for one reading and one for the other).In Social Things: Chapter 2 (*Might* be available for free hourly rental here:https://archive.org/details/socialthingsintr0000le… – you have to create a free account to use this site)
In The Sociological Imagination: PDF pgs. 202-211. WEEK 4: Monday, February 19 – Sunday, February 25
Homework assignment: By next Tuesday’s class (February 27), read the below readings and answer three of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You need only answer three of five questions in total. Answer at least one for each reading (i.e., two for one reading and one for the other).In Social Things: Chapter 3
In Understanding Truman Capote (this text can be found on Brightspace): Chapter 1.
WEEK 5: Monday, February 26 – Sunday, March 3
Homework assignment: By next Tuesday’s class (March 5), read the below readings and answer three of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You need only answer three of five questions in total. Answer at least one for each reading (i.e., one for each reading).In Social Things: Chapter 4
In Truman Understanding Capote (this text can be found on Brightspace): Chapter 2 (A Tree of Night and Other Stories).
In A Tree of Night and Other Stories: 101-118 (Master Misery). WEEK 6: Monday, March 4 – Sunday, March 10
Homework assignment: By next Tuesday’s class (March 12), read the below readings and answer three of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You need only answer three of five questions in total. Answer at least one for each reading (i.e., one for each reading).In Social Things: Chapter 5
In Truman Understanding Capote (this text can be found on Brightspace): Chapter 3.
In Other Voices, Other Rooms: Chapter 1.
WEEK 7: Monday, March 11 – Sunday, March 17
By next Tuesday’s class (March 19), read the below readings and answer three of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You need only answer three of five questions in total. Answer at least one for each reading (i.e., one for each reading).In Social Things: Chapter 6
In Truman Understanding Capote (this text can be found on Brightspace): Chapter 4.
In The Grass Harp: Chapter 1
WEEK 8: Monday, March 18 – Sunday, March 24
By next Tuesday’s class (April 2), read the below readings and answer three of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You need only answer three of five questions in total. Answer at least one for each reading (i.e., one for each reading).In Social Things: Chapter 7.
In Truman Understanding Capote: Chapter 5.
In The Muses Are Heard: Chapter 1
WEEK 9: SPRING BREAK: Monday, March 25 – Sunday, March 31
WEEK 10: Monday, April 1 – Sunday, April 7
By next Tuesday’s class (April 9), read the below readings and answer FOUR of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You must answer four of five questions in total. At least one per reading (and two for one reading).In Social Things: Chapter 8.
In Truman Understanding Capote: Chapter 6.
In Breakfast at Tiffany’s: Read at least the first 25 pages. WEEK 11: Monday, April 8 – Sunday, April 14
By next Tuesday’s class (April 16), read the below readings and answer FOUR of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You must answer four of five questions in total. At least one per reading (and two for one reading).In Social Things: Chapter 9. In Truman Understanding Capote: Chapter 7.
In In Cold Blood: Read at least the first 25 pages not including the Introduction (this corresponds to pgs. 18-43 in the PDF on Brightspace).
WEEK 12: Monday, April 15 – Sunday, April 21
By next Tuesday’s class (April 23), read the below reading(s) and answer three of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You need only answer three of five questions in total.In Social Things: Chapter 10.
TBD (To Be Determined)
Study for final exam
WEEK 13: Monday, April 22 – Sunday, April 28
By next Tuesday’s class (April 30), read the below reading(s) and answer three of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You need only answer three of five questions in total.In Social Things: Chapter 11. TBD
Study for final exam
WEEK 14: Monday, April 29 – Sunday, May 5
By next Tuesday’s class (May 7), read the below reading(s) and answer three of five questions included under the sub-heading in this syllabus titled, “Typical homework assignment directions”. You need only answer three of five questions in total.In Social Things: Chapter 12. TBD
Study for final exam
Link to Social Things book: https://archive.org/details/socialthingsintr0000leme_edi5/page/n5/mode/2up?view=theater

I need you to rewrite my essay.
Please carefully read the prompt, the checklist, and the citation guide attached.
The checklist is significantly important to organize the paper.
2 sources (Paying for the Party by Armstrong & Hamilton and an episode of the podcast Revisionist History: Food Fight)
Revisionist History: “Food Fight”
https://www.pushkin.fm/podcasts/revisionist-history/food-fight

The final report will be a combination of all the project reports writing by your group in the class, including the research design, literature review, data collection, and data analysis. 
Work to compile the reports into a single academic article and then edit it so the paper flows as a single report. This will involve not only organizing the reports into different sections and arranging headings but also rewriting sections of reports so that the paper’s sections align together and match. It will also involve adding an introduction and conclusion to the paper that frames and summarizes the report. 
The final report needs to include the following sections (which should be based on the previous project reports):
Introduction- brief summary of the paper, including major parts and reasoning for the paper’s importance. (Research Design Report)
Overview of the Project- Summary of the project, including why it is important, why the class decided to do the project, and the main research questions. (Research Design Report)
Literature Review- Summary of the relevant sociological literature related to the paper’s topic and how it connects to the research project (Literature Review Report)
Methods- Summary of the research methods used to collect data including a description of who did what and how as well as why these choices were made. (Data Collection Report)
Data Analysis/Findings- Summary of the major themes or results found in the data. (Data Analysis Report) 
Conclusion- Discussion of how the findings from the data connect to the existing literature and what can be learned from the project. (New section)
This section can range between 1-3 pages and should try and summarize your overall conclusions and make connections between your groups research questions, literature review, and analysis findings. You should specifically address each of your research questions and indicate the results based on your study. 
Be sure to address any graded comments you have from previous assignments as you include them. 
Be sure to blend the portions of the report together so that they flow as one paper. Remove any repeated pieces of information and provide any segments that you need to help the paper flow together. 
When writing your report be sure to
Include an introduction and conclusion that summarizes your arguments.
Feel free to write from the first person “wI”. (“I am going to study…” or “I found that that…”)
Avoid using bullet points or including the questions in the essay. Instead write the paper as a cohesive essay that addresses the parts above
Utilize headings to organize the paper. This may mean adjusting heading in the specific reports to make them align and flow together. 
Be sure to cite all sources both in-text and in a single reference page. You should include a reference page and in-text citations using the American Sociological Association (ASA) format to properly cite all sources. See the follow links for additional information for ASA formatting:
The suggested length for the essay is 15-20 double spaced pages or approximately 3,750-5,250 words. Remember that most of this should be the previous reports you have already written earlier in the semester. Grading will not be based on length but rather on whether the report thoroughly addresses all the component parts. Utilize the suggested pages/word count as a guide. 
I have added all the things that are completed to this project to help you in better terms. 
I can’t afford 15-20 pages but i do and would please  need more than 3 pages so however many pages you can get done by 11 would be very helpful please as long as you can cover and address all the points ill be thankful. Everything is within the attachments i have provided so it should save you lots of time. With a couple of sources no specific amount 

“students will write a critical analysis of how societies can remedy one of these forms of injustice. This is not a book report; you are writing a critical analysis of contemporary manifestations of injustice and how various theories help us understand better 1) how the injustice came to be, 2) how the injustice has been maintained, 3) why they have persisted, and 4) how societies can remedy them.   
Notes for all paper topics: 
You must use all the primary source material assigned for each paper. You may only use outside sources to provide supporting evidence and discuss contemporary injustices. For example, if you are writing about economic injustice, you can cite data/statistics from the Department of Labor or reputable mainstream news articles. As discussed in the course policies, you will receive an F if you plagiarize from any external sources or use AI to write any portion of the paper. ”
For critical race theory, this includes but is not limited to discussions of critical race theory (defined), white supremacy (as an ideology), the origins of white supremacy, racialization, structural racism, color-blind racism (all forms), racial realism, racial stupidity, interest convergence, and anti-racism.  
Racial justice papers meaningfully discuss how racial issues intersect with other factors such as class and gender.
Application and Critical Thinking
The paper does an excellent job of analyzing and applying concepts to modern social institutions.
There are ample contemporary examples to support the paper’s central thesis and highlight key terms. Reputable outside sources from the library databases or mainstream news sources are used to support claims and provide modern-day examples.  
Praxis and Solutions
The paper does an excellent job of connecting theory and praxis.
The paper offers concrete and thoughtful solutions that demonstrate critical thinking. Solutions are not a pithy/terse paragraph at the end of the essay. Solutions are realistic and not platitudes (e.g., racism will end if we all learn to love one another).  Solutions reflect and are tied to the specific analysis in the essay.  
Presentation and Care
The paper is presented with care and was sufficiently proofread.
The essay is relatively free of grammatical errors, and it is clear that the student spent time editing and proofreading the paper before submission. This is a representation of the student’s best effort. 
Racial  Justice
Discuss the relevance of critical race theory for understanding contemporary race relations, racism, and how white supremacist ideologies and racism shape the modern world.  
This is a persuasive essay, not a book report. The purpose of this essay is to make an evaluation. You must have a clear thesis that makes an argument regarding the usefulness of critical race theory and various concepts presented therein for understanding our world and how to achieve racial justice. 
Required Sources: Students must use all eight sources below, plus any outside sources they deem appropriate to provide supporting evidence. Students are encouraged to use and cite any handouts provided in class.
Bell, Derrick.  1992.  “Racial Realism.”  Connecticut Law Review, 24, 2, pp: 363-379.
Blair, Imani . 2021. Read This to Get Smarter Abot Race, Class, Gender, Disability, and More, by pgs. 96-108.
Bonilla-Silva, Eduardo. 2017. Racism Without Racists: Color-blind Racism and the Persistence of Racial Inequality in America. Rowman & Littlefield. 4th edition, chapter 3, “The Central Frames of Color-blind Racism,”pgs. 73-100
Collins, Patricia Hill. 1991. “The Politics of Black Feminist Thought.” in Black Feminist Thought: Knowledge, consciousness, and the politics of empowerment. New York: Routledge, pgs. 3-18
Crenshaw, Kimberele.  1991. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.”  Stanford Law Review, Vol. 43, No. 6, pp. 1241-1299.
DuBois, W.E.B. 1994 [1903].   “Of Our Spiritual Strivings.” The Souls Of Black Folk. New York: Dover, pgs. 1-7.
Nash, Christine. 2019. “Intersectionality: An Intellectual History.” In Black Feminism Reimagined After Intersectionality. Durham: Duke University Press, pgs., 6-11
Ray, Victor. On Critical Race Theory (students can cite and use any content in the book).
(Outline below)
I: Title: Creative Title (*Your paper’s title should not say midterm paper, lol. Your title should be
creative and give the reader a good idea about the subject matter). 
II: Introduction
1. Thesis: What is my main argument? What institution(s) will I use critical race theory to
analyze and why?
2. Solutions: What anti-racist solutions do I propose for my analysis?
III: Overview of Critical Race Theory
1. Summarize critical race theory.
2. What sources will I use in my summary?
3. What concepts from this unit are well-suited to my thesis and analysis? (e.g., race,
racialization, colorblind-racism, racial realism, anti-racism, etc).
Now, what comes next in this paper will depend on your approach.
Approach 1: Focus on one institution throughout, such as K-12 education. You could analyze
how racist ideologies and practices are embedded in the criminal legal system, with different
sections focusing on policing, courts, and corrections. You could analyze racism and media, with
sections focusing on TV, films, music, and so on. Again, this approach could apply to any
institution, such as work/economy, government (etc., which works well with the data handouts
from class).