Individual Race Crime & Masculinities Evaluative Annotated Bibliography
10 journal articles 5 books
Evaluative Race Crime and Masculinities Evaluative Annotated Bibliography 15 Pages
The goal is for you to develop an evaluative individual race crime and masculinities annotated bibliography relevant to your essay question area of research. I encourage you to approach this assignment in a way that fosters your own individual research agenda for the course. Ideally, your literature review should consist of contemporary books and Journal articles from 2010 to present. Do not annotate entire books but depending on your topic, you can include book chapters from edited volumes also.
An evaluative annotated bibliography is a list of citations for various books, articles, and other sources on a topic. The annotated bibliography looks like a reference page but includes an annotation after each source cited. An annotation is a short summary and/or critical evaluation of a source. Annotated bibliographies can be part of a larger research project, or can be a stand-alone report in itself. An evaluative annotation includes a summary as listed above but also critically assesses the work for accuracy, relevance, and quality. Evaluative annotations can help you learn about your topic, develop a thesis statement, decide if a specific source will be useful for your assignment, and determine if there is enough valid information available to complete your project. The focus is on description and evaluation.
Number Journals & Books
You should locate and read no less than 10 articles from scholarly journals and 5 books. Longer annotated bibliographys are certainly welcome, but place efforts on the quality of your annotations, not on quantity of articles. An article need not be about this specific topic, but its potential relevance to the course race crime and masculinities should be explained in the annotation.
First Step
Draft an introduction of your annotated bibliography that provides some context for it. For example you might describe patterns in the literature you surveyed the process for using indent find the articles, the databases you consulted, and strengths and weaknesses of your annotated bibliography.
Evaluative Annotated Bibliography Examples
Maak, T. (2007). Responsible leadership, stakeholder engagement, and the emergence of social capital. Journal of Business Ethics, 74, 329-343. https://doi.org/10.1007/s10551-007-9510-5 (Links to an external site.)
This article focuses on the role of social capital in responsible leadership. It looks at both the social networks that a leader builds within an organisation, and the links that a leader creates with external stakeholders. Maaks main aim with this article seems to be to persuade people of the importance of continued research into the abilities that a leader requires and how they can be acquired. The focus on the world of multinational business means that for readers outside this world many of the conclusions seem rather obvious (be part of the solution not part of the problem). In spite of this, the article provides useful background information on the topic of responsible leadership and definitions of social capital which are relevant to an analysis of a public servant.
Aronson, J. & McGlone, M. S. (2009). Stereotype and social identity threat. In T. D. Nelson (Ed.), Handbook of prejudice, stereotyping, and discrimination (pp. 153-178). New York: Psychology Press.
Aronson and McClones chapter examined how stereotype and social identity threat can alter short-term and long-term academic performance. The authors define social identity threat as a state of psychological discomfort that people experience when confronted by an unflattering group or individual reputation in situations where that reputation can be confirmed by ones behavior (p. 154). Aronson and McClone argued that stereotype and social identity threat can be induced through subtle cues such as statements of purpose for collecting information or demographic questions given prior to a test. For example, African-American and White college students were given the verbal portion of the GRE. Half of the participants were told that the test would be used to measure their abilities (the diagnostic condition). The other half of the participants were told that their performance had nothing to do with intelligence (non-diagnostic condition). The authors found that the African-American students in the non-diagnostic condition did significantly better than the students in the diagnostic condition (p. 157). This small study serves to demonstrate the ease with which social identity threat triggers a number of psychological mechanismsthat impair performance (p. 159). This article described various mechanisms and their impact on short-term academic performance. The authors then described the longer-term impacts of social identity threat on achievement, including: avoidance of challenge and disidentification (p. 163-164). Understanding each of these mechanisms provides significant evidence for the negative impact of stereotyping on student academic performance. To counter the impacts of social identity threat, the authors proposed two threat-reducing interventions: forewarning and reframing the nature of ability (p. 169-170). Aronson and McClone concluded that these interventions will help to alleviate the effects of stereotype threat. Although this article was not situated in direct relation to Critical Race Theory, I feel it has important implications for the theory. CRT acknowledges the harmful effects of stereotype threat, but tends to speak to its social implications and less specifically about its direct impact on academic performance. The authors provide ample evidence to support their claims that students from different genders and a variety of ethnic backgrounds are vulnerable to effects of stereotype threat, regardless of actual intellectual ability. CRT theorists could use this article to extend the conversation about how microaggressions, which often involve stereotype threat, directly impact academic achievement, and therefore further justify their calls for action. One limitation of this study, however, is that many of the findings were related to older students, primarily college students. The extent and severity of social identity threat on younger students performance is unclear. One would assume that younger students would be even more vulnerable, and as a result may be just as easily impaired. What is uncertain, therefore, is how effective the proposed threat-reducing interventions would be on more vulnerable populations. It is also unclear whether threat-reducing interventions can sustain improved academic performance over longer periods of time.
Length, excluding cover page and references/citations 15pages
APA style
Double spaced
Typed
