Category: Sociology

USE ONLY ASA Format!!! USE ONLY THESE SOURCES for the review: Antonio, A.L. (2001). Diversity and the Influence of Friendship Groups in College. The Review of Higher Education 25(1), 63-89. https://doi.org/10.1353/rhe.2001.0013.
Glass, C. R., Gómez, E., & Urzua,
A. (2014). Recreation, intercultural friendship, and international students’ adaptation to college by region of origin. International Journal of Intercultural Relations, 42, 104–117. https://doi.org/10.1016/j.ijintrel.2014.05.007
Juneja, Gaurav, “Comparing Two Groups of English-Schooled International Students”. Senior Theses,
Trinity College, Hartford, CT 2002.
Trinity College Digital Repository, https://digitalrepository.trincoll.edu/theses/124
Keels M. (2013). Getting them enrolled is only half the battle: college success as a function of race or ethnicity, gender, and class. The American journal of orthopsychiatry, 83(2 Pt 3), 310–322. https://doi.org/10.1111/ajop.12033
Lee, Jenny & Rice, Charles. (2007). Welcome to America? International student perceptions of discrimination. Higher Education. 53. 381-409. 10.1007/s10734-005-4508-3. McCabe, Janice. (2023). Friendships and Student Success in College. Journal of Postsecondary Student Success. 2. 5-22. 10.33009/fsop_jpss132950. Al-Sharideh, K.A., Goe, W.R. ETHNIC COMMUNITIES WITHIN THE UNIVERSITY: An Examination of Factors Influencing the Personal Adjustment of International Students.
Research in Higher Education 39, 699–725 (1998). https://doi.org/10.1023/A:1018714125581
McKenzie, L., Baldassar, L. Missing friendships: understanding the absent relationships of local and international students at an Australian university.
High Educ 74, 701–715 (2017). https://doi.org/10.1007/s10734-016-0073-1
Read, Barbara & Burke, Penny & Grozier, Gill. (2018). ‘It is like school sometimes’: friendship and sociality on university campuses and patterns of social inequality. Discourse: Studies in the Cultural Politics of Education. 41. 1-13. 10.1080/01596306.2018.1457626. Rumbaut, Rubén G., Assimilation of Immigrants (2015). James D. Wright (editor-in-chief), International Encyclopedia of the Social &
Behavioral Sciences, 2nd edition, Vol 2. Oxford: Elsevier, pp. 81-87, 2015, Available at SSRN: https://ssrn.com/abstract=2595896
Bowman, N. A., & Park, J. J. (2015). Not all diversity interactions are created equal: Cross-racial interaction, close interracial friendship, and college student outcomes.
Research in Higher Education, 56(6), 601–621. https://doi.org/10.1007/s11162-015-9365-z
Williams,
C. T., & Johnson, L. R. (2011). Why can’t we be friends?: Multicultural attitudes and friendships with international students. International Journal of Intercultural Relations, 35(1), 41-48. https://doi.org/10.1016/j.ijintrel.2010.11.001

Select a social issue that is of interest to you and analyze the issue using the weekly readings or outside scholarly sources. You must define the social issue, why it is important to you, how it relates to class themes and concepts, and how the course themes. Ensure you are focusing on a specific social issue as this will make sure your assignment is in depth and concise. For example, you can examine the school-to-prison-pipeline, how it takes place, why it takes place, the ramifications of this process, and how social theory can help to shed light/resolve/solve this issue. Or the process of gender inequality in the workplace and discuss the motherhood penalty and fatherhood bonus throughout your paper.
You must use APA or ASA formatting. The final paper must be between 5 pages in length, double spaced, 12 font and Times Roman and the following:
All sources must be cited properly with in-text citations and on the reference page as well.
At least two peer-reviewed journal article sources that support your analysis of the social issue.
At least one of the theories that were covered.
Explain how the issue/topic affects a minority group.
Ensure that you focus on at least one specific example that supports the bigger social issue or topic.
FROM RECEPIENT—Paper topic is about immigration, about the social theories- conflict theory, structural functionalism and symbolic interactionism.
I don’t want this paper to stand out or be generated by AI not too many fancy words,
Modules we covered in class- Culture, socialization( primary, secondary groups) deviances, crime, race and ethnicity, social stratification and global inequality, gender and sex, relationships, marriage and family, education, governments and politics, health and medicine, population urbanization and environment 

The Right to Vote
Before she lost her job as an administrative assistant, Leola Strickland postdated and mailed a handful of checks for amounts ranging from $90 to $500. By the time she was able to find a new job, the checks had bounced, and she was convicted of fraud under Mississippi law. Strickland pleaded guilty to a felony charge and repaid her debts; in return, she was spared from serving prison time.
Strickland appeared in court in 2001. More than ten years later, she is still feeling the sting of her sentencing. Why? Because Mississippi is one of twelve states in the United States that bans convicted felons from voting (ProCon 2011).
To Strickland, who said she had always voted, the news came as a great shock. She isn’t alone. Some 5.3 million people in the United States are currently barred from voting because of felony convictions (ProCon 2009). These individuals include inmates, parolees, probationers, and even people who have never been jailed, such as Leola Strickland.
Under the Fourteenth Amendment, states are allowed to deny voting privileges to individuals who have participated in “rebellion or other crime” (Krajick 2004). Although there are no federally mandated laws on the matter, most states practice at least one form of felony disenfranchisement.
Is it fair to prevent citizens from participating in such an important process? Proponents of disfranchisement laws argue that felons have a debt to pay to society. Being stripped of their right to vote is part of the punishment for criminal deeds. Such proponents point out that voting isn’t the only instance in which ex-felons are denied rights; state laws also ban released criminals from holding public office, obtaining professional licenses, and sometimes even inheriting property (Lott and Jones 2008).
7.2 • Theoretical Perspectives on Deviance and Crime 183
184 7 • Deviance, Crime, and Social Control
Opponents of felony disfranchisement in the United States argue that voting is a basic human right and should be available to all citizens regardless of past deeds. Many point out that felony disfranchisement has its roots in the 1800s, when it was used primarily to block Black citizens from voting. These laws disproportionately target poor minority members, denying them a chance to participate in a system that, as a social conflict theorist would point out, is already constructed to their disadvantage (Holding 2006). Those who cite labeling theory worry that denying deviants the right to vote will only further encourage deviant behavior. If ex-criminals are disenfranchised from voting, are they being disenfranchised from society?
Module 4 Discussion – Social Policy and Debate: The Right to Vote
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Read the case study about Leola Strickland found on page 148 in your textbook under the heading MAKING CONNECTIONS – SOCAL POLICY AND DEBATE: THE RIGHT TO VOTE and also look at the following state by state map of criminal disenfranchisement laws (https://www.aclu.org/maps/map-state-criminal-disfranchisement-lawsLinks to an external site.).
(If using the digital pdf, you can simply search for Strickland’s name in the search bar). 
After reading the case, briefly mention what is the criminal disenfranchisement policy in the State of Florida, discuss on the strengths and weaknesses of both sides of the debate on felony disenfranchisement, and include your own opinion.

In your estimation, when considering biosocial and psychological theories, what should we keep in mind as students of delinquency? Less than 50 words. 
Considering early versions of strain theory by Merton, Cohen, and Cloward and Ohlin, briefly identify how each of these three versions contributed to the understanding of delinquency. Briefly naming one contribution for each theory is sufficient. About 75 words.
Create a story based on general strain theory (GST):
A couple of 9th
grade male teenagers with middle-class parents are responsible for
stealing delivery packages from the porches of several homes. Using general strain theory (GST), speculate what factors may have compelled these kids to commit these crimes? Your response should illustrate GST. Make sure focus on each of the three major types of strain and choose strains most relevant to offending. Be specific, In addition, clarify what negative emotions were impacted by the strains/goal-blockages discussed, and how those negative emotions may have driven these kids to theft. About
150 – 250 words. 
4.  Create a story based on social control theory:
Thinking about the same kids as above, use social control theory to explain why these teenage boys chose to steal these delivery packages. What went wrong? In your story, make sure to highlight the four types of social bonds. About 125-200 words
5) Create a story based on self-control theory:
Thinking about the same kids as above, use what you know of self-control theory to explain why these teenage boys did not stop themselves from stealing these packages.
About 125-200 words.
Please use simple natural human language.  

For this project you will need to visit a cemetery, graveyard, churchyard, or mausoleum. Alternatively, you can also choose to visit a funeral home or a casket showroom. Based on your experience, you will produce a descriptive and atmospheric account of your visit, while also reflecting on the socio-economic and cultural trends that you can identify. This project focuses on the sociological and anthropological components of this course and will especially take into account the quality of ethnographic observation and note taking. 
Please talk about Mount Auburn Cemetery in Cambridge Massachusetts. This cemetery is where me and my family buried my uncle ryan this year so talk about how that affected how I did my paper on this Cemetery. and how it kind of influenced the way i felt about the cemetery and how I saw everything. Talk about literally everything that is in a cemetery and what everything looks like.

Write a 8 page paper double spaced Times New Roman that follows the following outline.
Topic: What impact does social environment have on life course perspective: Advantaged neighborhoods vs. disadvantaged
Introduction (page 1)Introduce the topic and provide background information on the importance of social environment in shaping life course perspectives.
State the purpose of the paper and outline the key points that will be discussed.
Definitions and what consists of each neighborhood (page 2)Define what is meant by advantaged and disadvantaged neighborhoods in the context of social environment.
Provide an overview of the characteristics usually associated with each type of neighborhood.
Source Review (page 3)Review relevant literature on the impact of social environment on life course perspectives, focusing on studies that compare advantaged and disadvantaged neighborhoods.
Discuss theories and ideas that explain how social environment influences individual development over the life course.
The factors in advantaged neighborhoods (page 4)Describe the positive factors present in advantaged neighborhoods, such as higher socioeconomic status, better access to education and healthcare, safer environments, and stronger social support networks.
Discuss how these factors contribute to positive life course outcomes for individuals living in advantaged neighborhoods.
The factors in disadvantaged neighborhoods (page 5)Describe the challenges and negative factors present in disadvantaged neighborhoods, such as poverty, crime, limited access to resources, poorer quality education and healthcare, and social isolation.
Discuss how these factors can impact life course perspectives and lead to negative outcomes for individuals in disadvantaged neighborhoods.
Include sources or examples (page 6)Include case studies or examples that talk about the differences between life course perspectives in advantaged and disadvantaged neighborhoods.
Use real-world examples or research findings to support your analysis.
It’s impact on education, employment, and health (page 7)Discuss the specific impact of social environment on key areas of life course development, such as educational attainment, employment opportunities, and health outcomes.
Compare outcomes between individuals from advantaged and disadvantaged neighborhoods.
What problems can come from the findings and what can solve them (page 8)Discuss the implications of your findings for social policy and practice, particularly in terms of addressing disparities between advantaged and disadvantaged neighborhoods.
Propose potential interventions or strategies to improve life course perspectives for individuals in disadvantaged neighborhoods.
Conclusion (page 9)Summarize the main findings and restate the importance of understanding the impact of social environment on life course perspectives.
Discuss any short comings of the study and suggest directions for future research in this area.
Topic: What impact does social environment have on life course perspective: Advantaged neighborhoods vs. disadvantaged
Sources to include:
Krohn, M. D., Ward, J. T., Thornberry, T. P., Lizotte, A. J., & Chu, R. (2011). The Cascading Effects of Adolescent Gang Involvement Across the Life Course. Criminology, 49(4), 991-1028.
The study by Krohn et al. (2011) studies how teenage gang membership affects people’s life courses in the long run. It reveals a cycle in which being involved in a gang as a teenager has a detrimental impact on later life, including higher rates of criminal behavior, use of drugs, and worse school performance. In order to reduce the long term effects of gang membership on people’s lives, the study highlights the importance of early intervention and prevention approaches.
DISADVANTAGE, N., & COURSE-PERSISTENT, T. L. (2002). OF LOW BIRTH WEIGHT, FAMILY ADVERSITY. AND. New Frontiers in Socialization, 7, 263-295.
The impact of parental adversity on socialization results are studied in the Disadvantage and Course-Persistent (2002) study. It draws attention to the ways that low birth weight and adversity in the family can lead to long-term socialization disadvantages that impact things like academic performance, behavioral outcomes, and general well-being. In order to improve the socialization outcomes of people who are born with low birth weight and those who experience family hardship, the study emphasizes the necessity of support and assistance structures.
Eriksson, K. H., Hjalmarsson, R., Lindquist, M. J., & Sandberg, A. (2016). The Importance of Family Background and Neighborhood Effects as Determinants of Crime. Journal of Population Economics, 29, 219-262.
Eriksson et al. (2016) study how local influences and familial history affect people’s likelihood of engaging in criminal activity. It emphasizes how important a role a family’s background plays in determining how likely an individual is to commit crimes, including elements like parental socioeconomic status and criminal history. The research also emphasizes how community attributes, including resource accessibility and poverty levels, affect local crime rates. Understanding these factors is crucial in order to develop focused measures and regulations meant to reduce criminal activity and enhance the welfare of society.
Warner, T. D., & Settersten Jr, R. A. (2017). Why neighborhoods (and how we study them) matter for adolescent development. Advances in child development and behavior, 52, 105-152.
In the 2017 paper, Warner and Settersten Jr. address the significance of neighborhoods and their research in comprehending the development of adolescents. They stress that communities have a big impact on how teenagers live their life in terms of their social lives, school performance, and general well-being. The study emphasizes the necessity of thorough research approaches that take into account social and cultural elements that impact teenage growth in addition to the physical features of neighborhoods. Policies and initiatives aiming at establishing surroundings that are supportive of teenage development and achievement can be supported by an understanding of the influence of neighborhoods.
Elliott, D. S., Wilson, W. J., Huizinga, D., Sampson, R. J., Elliott, A., & Rankin, B. (1996). The Effects of Neighborhood Disadvantage on Adolescent Development. Journal of Research in Crime and Delinquency, 33(4), 389-426. Elliott et al.’s (1996) study looks at how neighborhood disadvantage affects teenage development, specifically paying attention to social disorder, poverty, and crime rates in areas. It reveals that living in underprivileged areas is linked to increased rates of juvenile delinquency and unfavorable consequences, such as poor academic performance and involvement in criminal activity. The study emphasizes how important it is to address neighborhood issues in initiatives to promote healthy adolescent development and lower delinquency rates.

1. Give a brief description (cite sources) of either
a. what you did for 10 hours of community service and the organization or group you did it for; or
b. an organization that you would like to work with and what they do for the community.
2. What is the social problem that the organization you worked for deals with? How does this problem affect your life?
3. How extensive is this social problem in your community? How extensive is it in the United States? (cite sources)
4. Relate this problem to the chapter in the Henslin text that is most associated with your social problem. Will any of the social policies mentioned in the text that deal with this issue affect your specific social problem?
5. Relate it to a second social problem mentioned in the Henslin text. Will any of the social policies mentioned in the text that deal with this issue affect your specific social problem?
6. Relate this social problem to our discussion of deservedness, individualism, and alienation during the first part of class. 7. Relate this social problem to another social problem we discussed during the second or third parts of class.
8. What steps can your community or the nation take that might help alleviate this social problem? Will this eliminate the problem or just help reduce the consequences of the problem? Is the organization you worked for taking these steps? Will our society?

Live Class #4 – Summary https://csusm.zoom.us/rec/play/nMpOps2sVS3ybz-p5yr3nGWJA7xZBcfQzPTh2OSWH28r1ACFmRXhUdjg94coOzqomCfnNG1yDimHut0f.w19CQkAjRqv9z2BV?autoplay=true&startTime=1714440466000

hi,
I need help to edit according the feedback this chapter. Please find the pdf with the specific parts to edit.
Find useful resources attached.
Any question please let me know

Please double space the paper, use Times New Roman , default margins (1″ all around) MLAstyle for the citations. This assignment is 4 to 5 pages in length. Do not exceed this page limit.
Mary Otto’s book, Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America, explores a wide range of themes relating to oral health care in America. Many of these themes link directly to issues of health inequalities, access to health care, and the health professions that we are discussing this semester. 
Your goal for this paper is to select an oral health issue from the book that you feel resonates well with our course material, and to dig deeper into the scholarly research on this topic to gain a better understanding of the underlying issues. Any one of our modules are relevant to the book, or there may be a theme you wish to address which overlaps with several. Then, link your oral health issue to a broader issue in health and health care. Keep in mind that Mary Otto is a journalist by profession, not a social scientist, so her views may or may not match what scholars have found. 
In 4 to 5 pages, your paper should:
Select an oral health issue and briefly summarize Otto’s arguments about it. In doing so, describe how she supports her argument about the issue (e.g., case studies, government statistics, published research). (roughly 1 page; 25 points)
Summarize Otto’s argument about the issue (15 points)
Describe the evidence she uses (10 points)
Based on a minimum of 2 published articles on this oral health issue, what more have you learned about your topic from scholarly research? Does the literature you’ve found mostly support Otto’s claims, or does it raise additional issues that she did not discuss? (1 to 1.5 pages; 25 points)
Summarize & discuss the relevance of the new research to Otto’s arguments about this issue (20 points)
How does this additional information further complicate the story of dental care? (5 points)
Link your oral health issue to a broader issue in health and health care, and discuss whether you feel they are of the same magnitude or importance. How do the policy responses to both compare? Be specific and give examples (1 to 1.5 pages: 35 points) 
Linking oral health issue to a specific issue in health care that is comparable (5 points)
Compare the issues (15 points)
Compare the policy responses (15 points)
Conclude your paper with what you’ve learned about these issues and how we might improve oral health in the future. Be specific with your recommendations (1 page; 15 points)
Is the suggestion linked to or supported by what was discussed? (10 points)
Personal thoughts (5 points)