WORKBOOK #2 Workbooks provide opportunities to relate course materials to media, experiences, and s ...
WORKBOOK #2 Workbooks provide opportunities to relate course materials to media, experiences, and supplemental resources in a personal/reflective manner. Full credit responses meet length requirements, adhere to format/citation specifications outlined below, and sufficiently address every component of each prompt – while applying and citing at least 2 course concepts. A typical paragraph includes 4-8 sentences. Length specifications indicate the minimum expected, but you will not be marked down for exceeding limits. Insights should be original, well thought out, and supported by materials. Responses can either be elaborated on in a short essay that is 4 paragraphs long – or as short answers which address each prompt’s components (bullet points format) within the same approximate length. Overall, Workbook #2 should come out to a total of 3 prompt responses, 12 paragraphs, and 6 cited concepts. No cover page or References section are necessary. When citing materials, only note the author(s), publication year, and relevant page numbers or resource details in the parentheses (i.e. Wolkomir, 2009, p.494). To cite any concept from a lecture, review guide, or slides – just include my surname, the course number, and resource or date. Examples: (Pla?ek, 2025 SOC 180A Recorded Lecture on Hookup Culture); (Pla?ek, 2025 SOC 180A Lecture 11-4-2025); or (Pla?ek, 2025 SOC 180A Week #7 Guide). You can apply any relevant concept from any week's materials but do not reuse the same concepts. For example, do not cite “headspace" more than once. You may cite two different concepts from the same resource - hence, you can define/apply "emotional maturity” and "enmeshment" as two concepts for prompt #1 even though both are drawn from the same resource (Gibson, 2015). Cited materials are limited to content from slides, guides, recorded lectures, live lectures, and mandatory readings or videos. Unless it was specifically covered in a guide or lecture, do not cite supplemental resources. No credit will be awarded for any portion that appears to be AI generated, plagiarized, your own work submitted to another class, or insights we already covered in this class. If there’s any prompt that you’re uncomfortable with, discuss alternative options with me at least one week before the deadline. You may type responses directly in this file or onto a single-spaced standard and font size on numbered pages with 1-inch margins. List your full name and ID number at the top, followed by responses to each prompt. Make sure to follow these general directions and that components/rubrics for each prompt are removed. Upload as a doc or pdf to the allotted space in the “Assignments” tab of Canvas by Friday 12/5. TOTAL POSSIBLE = 25 points -0.75 points will be deducted for each missing or incorrectly applied citation; -4.5 if there are no course materials properly cited in all 3 prompts (6 total are required) -10% off any prompt’s total possible score for lengthy quotes, listing titles, or redundant content -3 points from overall score for not adhering to format (standard font and font size, numbered pages, single spaced, 1-inch margins) Unless there are documented/exigent circumstances, 3% (-0.75) will be subtracted from the overall score for each day it’s late. ***No Coursework will be accepted beyond 12/12 @ 11:59pm*** PROMPT #1 - FAMILY INTERSECTIONALITIES & ADVERSITIES (+8 points) FILMS: Sin Nombre, Joy Luck Club, El Norte, The Proposal, In America, Persepolis, Incendies, Minari, A Better Life, Everything Everywhere All at Once TV SHOWS: Pen15, Roswell NM, Jane the Virgin, Devious Maids, Ugly Betty, Fresh Off the Boat, Master of None, One Day at a Time, Orange is the New Black, Modern Family (#1) Watch a film, TV episode/s, or TV show that portrays how immigration/citizenship issues influence the relationships between partners and/or family members (examples are listed above). If preferred, you can write about a family that you know or even your own. Should you decide to reflect on a non-fictional family, please make sure these insights are applicable for this prompt. More importantly, make sure to protect the anonymity of anyone mentioned by using pseudonyms (do not list their real names!) and by altering, removing, or redacting any potentially identifying information. Then reflect on each of these components: Drawing from concepts from Gibson’s work, describe some of the relationship dynamics between the partners and/or family members. For example, you can focus on aspects such as emotional maturity level, attachment styles, communication qualities/strategies, or enmeshment/reactivity among these individuals. Elaborate on 3 difficulties these individuals experienced due to immigration issues. Adversities can be related to raids, migration, acquiring resources, citizenship, visas, employment, parental custody, adoption, poverty, cultural dissonance, intergenerational cultural dissonance, intergenerational cultural transmission, bifurcation, assimilation, acculturation, deportation, incarceration, victimization, lack of stable ethnic core etc. (***see terms within pages 3-4 from our Week #6 Guide***) In what ways did this couple and/or family members respond to or resolve each of these adversities? …up to +8 points (+1.5 relationship dynamics between the partners and/or family members; +1.5 x 3 negative experiences; +2 ways of responding to or resolving these adversities) WEEK #2 – MARKETING & CONSUMERISM (+8 points) (#2) Visit a mainstream sex/erotic shop online or in person – like Adam & Eve, Hustler, Babeland, Honey Birdette, or Lovehoney. Then explore a more specialized or niche brand – like Chakrubs, Stockroom, Rough Trade Gear, Pup Play Store, Venus Prototype Latex, Demask, Bondesque, or Kilcodo Costumes. Then reflect on how each shop’s design, aesthetics, models, targeted consumers, and products/services compare/contrast. Overall, how does each business convey who and what is sexy or desirable? Please focus your analyses on just one mainstream retailer and one niche/specialized business. (*note: these shops may feature sexual content/nudity - although Honey Birdette, Chakrubs, Venus Prototype Latex, and Kilcodo Costumes generally do not) Mainstream shop’s design, models & aesthetics Mainstream shop’s targeted consumers Mainstream shop’s products and/or services Specialty/niche shop’s design, models & aesthetics Specialty/niche shop’s targeted consumers Specialty/niche shop’s products and/or services Compare and contrast how the mainstream shop and specialty/niche shop overall express who and what is desirable or sexy …up to 8 points (+1 x 2 each shop’s design, models & aesthetics; +1 x 2 each shop’s products/services; +1 x 2 each shop’s targeted consumers; +2 summarizing how each shop overall expresses who and what is desirable/sexy) ***RESPOND TO EITHER PROMPT #3 OR ALTERNATE PROMPT #3B – YOU MUST ONLY RESPOND TO A TOTAL OF 3 PROMPTS FOR WORKBOOK #2*** WEEK #3 – KINKS (+9 points) (#3) Select a kink activity, identity, or community but do not analyze something we already cover in this class – such as pups, furries, Leather, or BDSM. In a similar manner as the assigned “pup play” study by Wignall & McCormack (2017), elaborate on each of these components: Describe the kink activity, identity, or community that you will analyze Suggest 3 ways that an outsider could misinterpret aspects of this activity or community Locate some positive and mutually consensual personal accounts by at least 3 self-identified practitioners from blogs, podcasts, articles, interviews, or academic studies. Present insights, experiences, benefits, and/or meanings that were expressed from the standpoint of practitioners. Summarize the strengths of using grounded theory to understand this behavior and how it can address limitations, biases, and other problems due to ethnocentrism. How do practitioners’ accounts provide more accurate, validating, and scientifically informed insights relative to the misunderstandings which may be common among people who do not engage in these activities? Why are such contributions important? Provide citation(s) for any resource/s that you used (citing two course materials is still required) ***NOTE: Only analyze firsthand accounts of practitioners who are engaging in these acts or communities in ways that are (1) empowering/enjoyable for the individual; and (2) mutually consensual for all participants. When someone engages in these acts in ways that are personally distressing and/or violating others’ consent - it’s not a kink. That’s more indicative of a problematic symptom of a psychological disorder, and/or criminal behavior –respectively. Kinks are only regarded as a psychological disorder (“paraphilia”) if they are distressing/ unpleasant for the individual and/or if they violate the boundaries or consent of others. The key purpose of this prompt is to extend more agency/validation to practitioners who enjoy a stigmatized activity that is practiced in a consensual and mindful way, in addition to directly addressing misconceptions like these. -4 points will be deducted for analyses that do not follow the guidelines noted above. …up to +9 points (+1 description of this activity; +0.5 x 3 possible misinterpretations among outsiders; +1.5 x 3 experiences & meanings of practitioners; +1.5 how use of grounded theory addresses/improves on problematic/ethnocentric understandings; +0.5 list any cited resources) OR? ALTERNATE PROMPT #3B (+9 pts) BOOKS: Joy Luck Club, Down the Drain, House of Hidden Meanings, Pretty Baby (Chris Belcher) FILMS: EasyA, Mean Girls, People vs Larry Flynt, Precious, Family Affair TV SHOWS: Shameless, Pose, Transparent, Bonding, True Blood, The Idol, Euphoria, Jane the Virgin, Crazy Ex Girlfriend, Never Have I Ever (#3B) Select a person/character from any novel, memoir, film, TV show, or TV episode/s who is coping with the repercussions of a stigmatizing label, identity, or situation that is related to their sexuality and/or relationships. Examples are noted above. Do not analyze any depiction that has already been covered in class (i.e. Grace & Frankie, Sex Lives of College Girls, Only Fans: Selling Sexy). Why/how is this individual being stigmatized due to their sexuality and/or relationships? Describe 3 negative experiences they endured due to this stigma based on sexuality. For example, how did this influence their self-perceptions, status, behaviors, opportunities, relationships, outcomes etc.? negative experience/outcome #1 negative experience/outcome #2 negative experience/outcome #3 Describe 3 deviance neutralization/identity work strategies they have performed, and what functions each served. For example, how was each tactic advantageous for them within in a specific time and/or context? why/how identity work strategy #1 was advantageous in a certain situation/s or context/s purposes/functions of identity work strategy #1 why/how identity work strategy #2 was advantageous in a certain situation/s or context/s purposes/functions of identity work strategy #2 why/how identity work strategy #3 was advantageous in a certain situation/s or context/s purposes/functions of identity work strategy #3 3 tactics should be drawn from my “Handout on Identity Management & Stigma Neutralization Strategies.” Examples include: fictive storytelling, embellishing, front, cover, hiding in plain sight, stigma embracement, persona, stigma distancing, full disclosure, selective disclosure, concealment, or geographic distancing. …up to 9 points (+1.5 why they are stigmatized on the basis of sexuality; +0.5 x 3 negative experiences due to this stigma; +0.5 x 3 correctly defines/applies each identity work strategy; +0.5 x 3 how each strategy was beneficial in a given context; +1 x 3 functions/purposes of each tactic) WORKBOOK #2 RUBRIC PROMPT #1 (TOTAL + /8) /+1.5 relationship dynamics between the partners and/or family members /+1.5 x 3 negative experiences/conflicts/outcomes due to immigration issues /+2 ways they respond to or resolve these adversities PROMPT #2 (TOTAL /+8) /+1 x 2 each shop’s design/web design/models/aesthetics /+1 x 2 each shop’s products/services /+1 x 2 each shop’s targeted customers /+ 2 compare/contrast how each shop overall expresses who and what is desirable PROMPT #3 (TOTAL /+9) /+1 description of this activity or community /+0.5 x 3 ethnocentric misinterpretations /+1.5 x 3 practitioners’ experiences & meanings /+1.5 how use of grounded theory addresses ethnocentrism & improves on understandings /+0.5 lists cited materials which featured practitioners’ narratives OR? ALTERNATE PROMPT - #3B (TOTAL /+9) /+1.5 why/how this person is stigmatized due to sexuality and/or relationships /+0.5 x 3 unfavorable experiences they have endured due to stigma /+0.5 correctly applies identity work tactic #1 /+0.5 what specific time/context identity work tactic #1was useful for /+1 functions/purposes of strategy #1 /+0.5 correctly applies identity work tactic #2 /+0.5 what specific time/context identity work tactic #2 was useful for /+1 functions/purposes of strategy #2 /+0.5 correctly applies identity work tactic #3 /+0.5 what specific time/context identity work tactic #3 was useful for /+1 functions/purposes of strategy #3 ____citation penalties (-0.75 for each missing or incorrect citation; -4.5 if none; 6 total required) ____late penalties (-0.75 per day late; no coursework will be accepted beyond 12/12) _____ formatting penalties (-3) _____-10% off any prompt’s total possible score for lengthy quotes, listing titles, or redundant content
