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Intersectionality DNA reflection knowing-oneself

Intersectionality DNA reflection knowing-oneself

Sample Answer 

Intersectionality DNA reflection knowing-oneself

Part 1. YOUR INTERSECTIONALITY DNA

  1. The following are different ‘n’ amazing dimensions of my identity (10 POINTS; ½ pt each):
  2. My age is: 41
  3. My race/ethnicity is: African American
  4. In terms of race/ethnicity, I identify as: African American
  5. In terms of race/ethnicity, I think most people assume or consider me to be: African American
  6. I would describe my skin color as: brown
  7. My nationality is: American
  8. I was raised primarily in (city, state, country): Houma, Louisiana
  9. The primary language(s) I spoke growing up was/were: English
  10. My biological sex is: female
  11. In terms of gender, I identify as: female
  12. In terms of gender, I think most people assume or consider me to be: female
  13. My sexual orientation is: Bisexual
  14. In terms of sexual orientation, I think most people assume or consider me to be: heterosexual
  15. In terms of my own ability status, at some point in my life, I have experienced a physical, mental/emotional, developmental/cognitive or other disability or health challenge (yes/no): yes
  16. While I was growing up, my family’s socioeconomic status was: middle class
  17. While I was growing up, my family’s spiritual or religious affiliation was: Baptist
  18. While I was growing up, my family’s political party affiliation was: Democratic
  19. Currently, I would describe my socioeconomic status as: Middle Class
  20. Currently, my spiritual or religious affiliation is: Baptist
  21. Currently, my political party affiliation is: non-affiliated
  22. Currently, my relationship or marital status is: Divorced
  23. Which individual factors have been the most significant or “salient” for you in terms your identity, development and behavior? (5 POINTS) Briefly discuss your response. (5 POINTS)

Race and class status have been the most salient individual factors in terms of my identity and behavior. As a Black girl who grew up in a Black neighborhood, I was socialized into the African American culture, including customs that defined my race, such as Protestant Christianity (Baptist) and Democratic party affiliation. My race, therefore, formed a core aspect of my identity during most of my early and middle childhood. Having grown up in a middle-class household, class status influenced my behavior and development, particularly between middle childhood and young adulthood. For example, I learnt to speak in a Midwestern English accent, which was in contrast with the accent of many of my peers in the neighborhood, and made friends with girls from white and other middle-class families.

  1. Which individual factors have been the most significant or “salient” for you in terms of your experiences with advantage, power, and privilege? (5 POINTS) Briefly discuss your response. (5 POINTS)

The individual factor that has been salient in my experience with advantage and privilege is class status. As a middle-class Black girl, my status enabled me to access social groups that were inaccessible to other Black girls who experienced class disadvantages. During college, my middle-class status afforded me advantageous social resources such as a Midwestern accent. Therefore, I was perceived as more cultured and intelligent than other African American students, granting me access to the social groups of white students, albeit from the disadvantaged classes. My middle-class status also enabled me to study in a predominantly white high school and college.

  1. Which individual factors have been the most significant or “salient” for you in terms of your experiences with disadvantage, lack of power, and oppression? (5 POINTS) Briefly discuss your response.

Two factors that have been most salient in my experiences with disadvantage and oppression are my African American race and female gender. During the stages of my education when I was in a predominantly white class, I felt trivialized in terms of my intellectual ability and academic potential because of my race. I, therefore, had to assert myself. During college, instructors occasionally implied that I could not excel in some courses because, historically, I would not have attended college because of my race. Similarly, my female has predisposed me to disadvantage and oppression. I have experienced disadvantages at work, such as exclusion from meetings and promotion opportunities and relative underpayment compared to my male co-workers because of my gender identity as a woman.

  1. Identify the intersecting factors of your identity that most significantly shaped your identity, development, and behavior. (5 POINTS) Briefly discuss your response. (5 POINTS)

The intersecting factors that significantly shaped my identity, development, and behavior are race and gender. My Black racial identity and female gender represent a common source of disadvantage that have molded me to be resilient and tenacious because of the belief imparted in me as a child that I need to put in extra work in order to be visible and acknowledged for similar achievements as my male peers and peers from the White race. These intersecting factors have also influenced my excellent work ethic and integrity as I strive to ensure my identity as a Black woman is untainted.

  1. Briefly discuss how the intersection of (a) race/ethnicity, (b) socioeconomic status, and (c) biological sex has influenced your social location (i.e., your perception of where you rank in the social hierarchy), based on your experiences with advantage, power and privilege (5 POINTS), as well as with disadvantage, lack of power, and oppression). (5 POINTS)

The intersection of my racial identity, socioeconomic status, and biological sex has shaped my social location as an educated middle-class Black woman. Since my racial identity and sex as a female have been the salient factors in my experiences with disadvantage and powerlessness, I have learned to establish my position in society on my status as an educated and working-class individual. Since I had been socialized to take pride in my African American identity and my status as a woman, I embraced these identities while asserting myself as an educated and middle-class individual. Awareness of the oppression and disadvantage associated with my racial identity (Black) and gender (female) made me embrace these factors as integral aspects of my identity and a way to challenge the stereotypes.

Part 2. INTERSECTIONALITY IN CONTEXT

  1. Which environments, contexts and systems have had the most significant influence on the salience, visibility and expression of this intersectional identity? (5 POINTS) Briefly discuss your response.

Work and academic environments have influenced the visibility of my intersectional identity as a middle-aged religious Black woman. In the various academic institutions and workplaces I have passed through, I have had to constantly deal with the awareness of my intersectional identity. Experiences attached to my identity as a middle-aged African American woman, such as silencing, intentional exclusion from meetings, and comments that communicate a perception of insufficiency, have not been uncommon in my workplaces and schools. Work environments have also enhanced the visibility of my identity as a religious Black woman. For example, during formal work meetings, I have often been expected to naturally volunteer to pray when an opening prayer was required.

  1. Which environments, contexts and systems have had the most significant influence on your social location, given this intersectional identity? (5 POINTS) Briefly discuss your response. (5 POINTS)

The community and the workplace are the environments that have had the greatest influence on my social location as an educated and middle-class Black woman. The community was particularly important in highlighting my status as an educated and middle-class individual. Living in the same community as those less educated who preferred slang and African American peers who also experienced class disadvantage made my location as a middle-class woman more prominent, considering that few women had achieved comparable educational attainment. Similarly, working in formal workplaces that only a few Black women had penetrated influenced my status as an educated and middle-class African American woman.

PART 3. YOUR OWN STORY

In no more than ONE PAGE (1.5 or double spacing; please do not single space), please write YOUR OWN STORY of who you are as a “different ‘n amazing” intersectional person embarking on a social work career. In YOUR STORY, discuss how your identities, experiences, and social location have shaped:

  1. Your journey to social work and your professional interests (5 POINTS);

Experiences of microaggressions attached to my gender and their impact on my access to socioeconomic opportunities, such as professional networks and job opportunities, have greatly motivated my interest in social work. My identities and experience have imparted an advocacy duty in me to be the marginal voice for individuals experiencing intersectional disadvantage. I have experienced both privilege and lack of power because of my intersecting identity as a middle-class Black woman. As an instrument for forging and maintaining social justice, social work provides the platform to help other people navigate their own experiences of privilege and disadvantage (Watts & Hodgson, 2019). I wish to venture into social and public policy advocacy to enhance an affirmative orientation of these policies.

  1. your strengths and competencies to “engage diversity and difference in practice” and “advance human rights and social justice” (5 POINTS), and

My experience with disadvantage has helped me understand the perception of my identities through the perspectives of social outgroups, specifically members of the dominant races such as whites, other minority races such as Hispanics, elite and lower classes, and the male gender, and the origin of these perceptions. I, therefore, have the cultural competency to understand how people select their identities and how these identities emerge against the backdrop of their experience with privilege and lack of power. Cultural competence is foundational in effective social work (Volckmar-Eeg & Enoksen, 2020). Constantly dealing with experiences of microaggression has also influenced me to develop a natural professional etiquette and sensitivity in interacting with members of my racial and gender outgroup.

  1. Your assumptions, biases, and prejudices that might challenge your ability to “engage diversity and difference in practice” and “advance human rights and social justice.” (5 POINTS)

While I have learned to cope with covert forms of prejudice, my reaction to overt prejudice, such as derogatory comments, maybe more confrontational than diplomatic, an aspect that may hinder my capacity to interact with clients and colleagues who have not internalized their positions of privilege. My personal and professional identities may therefore clash occasionally. Constantly reflecting on these interactions may help me to develop greater self-awareness of this socio-emotional challenge (Ferguson, H. (2018). Similarly, my perception of members of the social outgroup, such as Whites, as privileged based on race may encourage prejudicial behavior as I may underestimate the weight of their experiences of lack of power and advantage involving other forms of intersecting identities such as sexual orientation and class status.

References

Ferguson, H. (2018). How social workers reflect in action and when and why they don’t: The possibilities and limits to reflective practice in social work. Social Work Education37(4), 415-427.

Volckmar-Eeg, M. G., & Enoksen, E. (2020). Navigating the multifaceted landscape of culture and social work: A qualitative evidence synthesis of cultural competence and cultural sensitivity in practice. Journal of Comparative Social Work15(2).

Watts, L., & Hodgson, D. (2019). Social justice theory and practice for social work. Springer.

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Question 


Intersectionality DNA reflection knowing-oneself

SOWK 630

Assignment 1 sowk630Assignment1Spring2021_2

Intersectionality DNA Reflection: Knowing Oneself 

(10% of Course Grade)

Guidelines

  1. Aims of Assignment

The main aim of this assignment[1] is to enhance your understanding of yourself by reflecting on your multiple and intersecting identities within the context of oppression, power, and privilege. In doing so, the assignment seeks to achieve three specific goals:

  • From an intersectional perspective, deepen your understanding of how dimensions of diversity have shaped your identities and experiences;
  • Enhance your ability to recognize your own privilege and power;
  • Raise your awareness of your assumptions, biases and prejudices that may stem from your identities, experiences and social location.

    Intersectionality DNA Reflection-Knowing Oneself

    Intersectionality DNA Reflection-Knowing Oneself

By the end of Assignment 1, you will have completed a thoughtful and comprehensive reflection of yourself, resulting in a deeper understanding of yourself. This understanding will be the basis of Assignment 2.

  1. Format & Approach

This assignment is presented in a “worksheet” format designed to complement and reflect the required readings and lecture content for the course. This format is designed to encourage you to think both critically and creatively about the assignment items and course material, and about your experience completing the assignment.

The assignment consists of three parts. The first part of the assignment provides guided questions designed to encourage you to reflect deeply on your identities and experiences. The second part of the assignment asks you to describe the communities, environments, and contexts that have shaped your identities and experiences. Finally, the third part of the assignment requires you to develop your story, that is, a story about who you are according to YOU!

  1. Grading & Submission

Assignment 1 comprises 10% of your final grade.  Grading for the assignment will be based on a 100-point scale.  Point values for each question are noted in each section.  For this assignment, points will be based on: (a) the presence or absence of a response, (b) the completeness of your response, (c) the clarity/writing quality of your response, (d) the thoughtfulness of your response, and (e) the extent to which you appropriately integrate and cite course concepts, readings and materials into your response.

Please use the following convention for naming your assignment:

[First Initial] [Last Name]-Assignment 1 (e.g., JDoe-Assignment 1)

Ground students should submit assignments via email or as otherwise instructed. VAC students should submit assignments via the VAC platform.

  1. Learning Outcomes Assessed in Assignment 1

This assignment relates to course objective 1 and to student learning outcomes 2a and 2b.

Part 1. Your Intersectionality DNA

(60 POINTS)

Instructions

While our genes come from our biological parents, there are many dimensions or “factors” of diversity, besides our genetic makeup, that impact our uniqueness and make us “different ‘n’ amazing” (DNA) individuals.  Please respond to the items below as they relate to dimensions of your “different ‘n’ amazing” self.  If you prefer not to share about a particular factor, please put that as your response to that particular item.  PLEASE NOTE: Your instructor is the only person who will read your assignment.

  1. The following are different ‘n’ amazing dimensions of my identity (10 POINTS; ½ pt each):
  2. My age is: 41
  3. My race/ethnicity is: African American
  4. In terms of race/ethnicity, I identify as: African American
  5. In terms of race/ethnicity, I think most people assume or consider me to be: African American
  6. I would describe my skin color as: brown
  7. My nationality is: American
  8. I was raised primarily in (city, state, country): Houma, Louisiana
  9. The primary language(s) I spoke growing up was/were: English
  10. My biological sex is: female
  11. In terms of gender, I identify as: female
  12. In terms of gender, I think most people assume or consider me to be: female
  13. My sexual orientation is: Bisexual
  14. In terms of sexual orientation, I think most people assume or consider me to be: heterosexual
  15. In terms of my own ability status, at some point in my life, I have experienced a physical, mental/emotional, developmental/cognitive or other disability or health challenge (yes/no): yes
  16. While I was growing up, my family’s socio-economic status was: middle class
  17. While I was growing up, my family’s spiritual or religious affiliation was: Baptist
  18. While I was growing up, my family’s political party affiliation was: Democratic
  19. Currently, I would describe my socio-economic status as: Middle Class
  20. Currently, my spiritual or religious affiliation is: Baptist
  21. Currently, my political party affiliation is: non-affiliated
  22. Currently, my relationship or marital status is: Divorced

For the remaining items in Part 1, please draw from course concepts, readings, materials in thoughtfully responding to the following questions.  Please adhere to graduate level writing mechanics and APA citation formats (you can append a reference list to the end of the assignment worksheet). Please limit your responses to ONE PARAGRAPH per question.

  1. Which individual factors have been the most significant or “salient” for you in terms your identity, development and behavior? (5 POINTS) Briefly discuss your response. (5 POINTS)
  2. Which individual factors have been the most significant or “salient” for you in terms of your experiences with advantage, power and privilege? (5 POINTS) Briefly discuss your response. (5 POINTS)
  3. Which individual factors have been the most significant or “salient” for you in terms of your experiences with disadvantage, lack of power, and oppression? (5 POINTS) Briefly discuss your response. (5POINTS)
  4. Identify the intersecting factors of your identity that most significantly shaped your identity, development and behavior. (5 POINTS) Briefly discuss your response. (5 POINTS)
  5. Briefly discuss how the intersection of (a) race/ethnicity, (b) socio-economic status, and (c) biological sex has influenced your social location (i.e., your perception of where you rank in the social hierarchy), based on your experiences with advantage, power and privilege (5 POINTS), as well as with disadvantage, lack of power, and oppression). (5 POINTS)

Part 2. Intersectionality in Context

(20 POINTS)

Instructions

Consider ONE intersectional identity that you possess (e.g., young Armenian lesbian).  Think about your experiences in the various environments, contexts and systems of your life (e.g., countries, states, cities, neighborhoods, schools, churches, community/recreational/religious/other organizations, family, school, social eras/major historical events, etc.) as they relate to that intersectional identity.  Now, integrating course concepts, readings and materials, please thoughtfully respond to the following questions.  Please adhere to graduate level writing mechanics and APA citation formats (remember to include additional citations in your reference list).  Please limit your responses to ONE PARAGRAPH per question.

  1. Which environments, contexts and systems have had the most significant influence on the salience, visibility and expression of this intersectional identity? (5 POINTS) Briefly discuss your response. (5 POINTS)
  2. Which environments, contexts and systems have had the most significant influence on your social location, given this intersectional identity? (5 POINTS) Briefly discuss your response. (5 POINTS) 

Part 3. Your Own Story

(15 POINTS)

Instructions

In no more than ONE PAGE (1.5 or double spacing; please do not single space), please write YOUR OWN STORY of who you are as a “different ‘n amazing” intersectional person embarking on a social work career. In YOUR STORY, discuss how your identities, experiences and social location have shaped:

  • your journey to social work and your professional interests (5 POINTS);
  • your strengths and competencies to “engage diversity and difference in practice” and “advance human rights and social justice” (5 POINTS), and
  • your assumptions, biases, prejudices that might challenge your ability to “engage diversity and difference in practice” and “advance human rights and social justice”. (5 POINTS) 

Please be sure to incorporate course concepts, readings and materials into your story.  Please adhere to graduate level writing mechanics and APA citation formats (please remember to include additional citations in your reference list).

Part 4. SELF-ASSESSMENT

(5 POINTS)

Instructions

Please complete a self-assessment of your work.  Your self-assessment should help to ensure that you have responded to each item completely, thoughtfully, clearly with good writing quality, and with appropriate citations and consideration of the course material.  It also will provide a starting point for discussion, if you have questions about why your assessment differs from your instructor’s (should that occur).

In the table on the next page, determine the number of points you believe you have earned on each item, out of the number possible (Column A), based on a careful and objective review of your work.  Note your assessment of points earned in Column B.  Your instructor will provide their assessment of the points earned in Column C, and then return this document to you upon completion of grading. (5 POINTS)

ASSESSMENT OF POINTS EARNED

  COLUMN A COLUMN B COLUMN C
Item Possible Points Self-Assessment Instructor

Assessment

Part 1. YOUR INTERSECTIONALITY DNA 60 TOTAL
Item 1.                  10
Item 2.                  10
Item 3.                  10
Item 4.                  10
Item 5.                  10
Item 6.                  10
 
Part 2. INTERSECTIONALITY IN CONTEXT 20 TOTAL
Item 1.                  10
Item 2.                  10
 
Part 3. YOUR OWN STORY 15 TOTAL
 
PART 4:  SELF-ASSESSMENT 5 TOTAL
 
TOTAL POINTS 100

 

[1] This assignment was adapted from material created by Professor Sherry A. Blair.

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