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Identity Mapping Project Description (and Readings)

Point Value: 40 points

Due Date:     December 11

In this assignment, you will expand upon the ideas that you considered during your Identity Chest assignment, and explore them through the lens of structures and institutions.  You will use six of the readings from the “Interpersonal and Cultural Discrimination” unit and integrate them with six of other readings from the “Structures and Institutions” readings. 

You will chart all of your social identities and their intersections, describing each of them and how you were socialized around those particular identities. This assignment is also designed to highlight multiple positionalities. It should be evident that our identities are not static, nor singular (based on only one group membership), but rather multiple and intersecting.  In thinking about the various groups that we are or have identified ourselves as part of, we realize that most of us can be members of both dominant and subordinated groups simultaneously.  In this paper, you will focus on two of the identity groups to which you belong, and use the readings to explore, connect, and contrast them.

You have the option to decide what form this project will take. Of course, you are welcome to write a short (6-7 pages) paper.  However, you are also welcome to be creative instead. If you prefer, you can do an actual map.  Or you can do artwork, a poem, an excel spreadsheet, a video, an interview, a photo series, an arts and crafts project – whatever inspires you.

However, regardless of the format you choose, your project must somehow incorporate at least 12 readings (see below) and you must address the following issues.

Assignment:

1. You will briefly mention/illustrate an overview of all the social identity groups of which you are a part.

2. But then you must narrow in and focus on two particular social identity groups of which you are a member -- one that is dominant in this society, and another that is subordinated/marginalized.

3. Explore how your membership in a dominant group impacts your life.

4. Then compare that to how your membership in a subordinated/marginalized group impacts your life.

5. When you are exploring both (the dominant and subordinate) groups of which you are a member, use the readings the from the “Interpersonal and Cultural Discrimination” unit to contextualize your own experiences and to provide support for your arguments. Make sure you incorporate at least six of these Interpersonal and Cultural Discrimination” readings ( link here Preview the document).

6. When you explore your two (dominant and subordinated) group memberships in depth, you are alsoexpected to briefly address issues that came up during discussions and readings from at least four of the “Structures and Institutions” that we covered (Child Protective Services, Economics, Education, Employment, Healthcare, Housing, Immigration, Mass Incarceration, Media, Policing/Police Violence, Welfare). Make sure you incorporate at least six of the “Structures and Institutions” readings (link in Team Presentation Assignment).

 

IDENTITY MAPPING PROJECT - GRADING RUBRIC

Overview of All Your Social Identities:                                                                    4 points

·       Student demonstrates an understanding of what constitutes a social identity.

·       Student provides a summary of their various social identities, including both the dominant identities and the subordinate identities.

Focus on Membership In One Dominant Identity Group:                                     12 points

·       Examines how membership in one dominant identity group impacts your life.

·       Focuses on four of the institutions/structures that we covered (Criminal Justice, Education, Employment, Housing, Immigration, Media, Welfare) and how they impact your membership in a dominant identity group, incorporating issues raised by readings and discussions. 

·       Thoughtfully incorporates “Structures and Institutions” readings.

·       Also focuses on different forms of “Interpersonal and Cultural Discrimination” and how they impact your membership in a dominant identity group, incorporating issues raised by readings and discussions. 

·       Thoughtfully incorporates “Interpersonal and Cultural Discrimination” readings.

Focus on Membership In One Subordinated Identity Group:                               12 points

·       Examines how membership in one subordinated identity group impacts your life.

·       Focuses on four of the institutions/structures that we covered (Criminal Justice, Education, Employment, Housing, Immigration, Media, Welfare) and how they impact your membership in a subordinated identity group, incorporating issues raised by readings and discussions. 

·       Thoughtfully incorporates “Structures and Institutions” readings.

·       Also focuses on different forms of “Interpersonal and Cultural Discrimination” and how they impact your membership in a subordinated identity group, incorporating issues raised by readings and discussions. 

·       Thoughtfully incorporates “Interpersonal and Cultural Discrimination” readings.

Incorporation of Key Concepts:                                                                      Extra Credit 5 points

·       Thoughtfully examines how these two identities can be understood through the lens of some of the Key Concepts from our course: Neoliberalism (Martinez & Garcia), Intersectionality (Combahee River Collective), the Five Faces of Oppression (Young), Heteropatriarchy and the Three Pillars of White Supremacy (Smith), Privilege (McIntosh), or Class vs. Identity Politics (DeFilippis video, Michaels).

Clarity, Coherence and Logical Development of Ideas:                                          4 points

·       If writing a paper, it has an Introduction and Conclusion. (See “Tips for Writing Good Papers” on Canvas)

·       The paper/project is structured in a logical way.

·       Ideas build off of the assigned readings and class discussions.

·       There is a larger theme or vision that connects all parts of the assignment.

·       Ideas connect to what preceded them and flow logically from one idea to another.

·       Sources are used thoughtfully, and not just dropped in to the paper/project randomly.

Evidence of Analytic Skill and Critical Thinking:                                                   4 points

·       Ideas are presented beyond the superficial level, with a critical lens.

·       The work digs deep to link specific examples to larger course themes.

·       Student connects and synthesizes multiple concepts.

·       Student engages with the ideas of the assigned authors, connecting their own perspective with the authors’.

Presentation:                                                                                                                4 points

·       Papers utilize proper grammar and APA format

·       Other (non-paper) formats are creative and thoughtful, and also clear and organized so that the reader/viewer understands the work.

TOTAL = 40 points