In SOCY1060 Gender, Sexuality and Society, students are asked to conduct a group research project. They are asked to choose a site to collect data. Some types of sites are suggested (e.g. an online platform such as Youtube, a magazine, a TV show, a sports event, a magazine, a store catalogue), but students can choose a site that is not listed as long as their choice is approved by their tutor (past students have chosen movies, a rack of birthday cards, ads in two different TV shows etc). Students are asked to provide a rationale for their choice. They may choose one fieldsite or two fieldsites in order to compare. In the past students have chosen as fieldsites such as: top 10 music videos, birthday cards for under 10 year olds, the ads in the Bachelor and the Footy Show, the movie 'Jurassic World', Men's and Women's Health magazines, children's books, Women's football. They are then asked to design a research question that relates to the themes of the course, and are guided through this process. Typically, the research questions fit into the following format: 'how does [insert fieldsite] construct gender and/or sexuality?' That is, they are asked to analyse how gender and/or sexuality are depicted in their fieldsite and what this means for the construction and negotiation of social boundaries. Students are then asked to collect some basic quantitative data (an example Excel spreadsheet is given to guide them) and some basic qualitative data. They are then asked to link their findings to some academic literature e.g. past research in this area and/or theory they could use to make sense of their findings, and present their findings and the links to the literature by way of a Powerpoint presentation in class. This assessment has been done in groups to lessen the burden on individuals, but could be done individually for a greater proportion of their final grade.
Details
- CLASS SIZE
- 80-100
- CLASS LEVEL
- First year
- ASSESSMENT SECURITY
- Medium security
- TIME REQUIREMENTS
- Medium time
- CONDITIONS
- Group
- FEATURES
- Authentic, Problem based
- TAGS
- presentation, scaffolded, qualitative/quantitative analysis, active learning, collaborative learning, research skills
Advantages
Students can choose a site to collect their data, and design their own research question and methods, which tends to make them more engaged and invested in the assessment as they can follow their interests. Asks students to consider the connections between things happening 'in the real world' and academic discussions of issues. Physical observation of the presentation ensures that the students are who they claim to be. Teaches the students the difference between quantitative and qualitative.
Challenges
As students have typically not designed a research question, collected any data, or analysed any data before they need quite a bit of guidance. We typically devote 5-6 tutorials to in class guidance with this assessment.
Tips for implementation
Class time to guide students is highly recommended, especially if this assessment is used in first year.
How it supports academic integrity
Physical observation of the presentation ensures that the students are who they claim to be.
Dr Mair Underwood
m.underwood@uq.edu.au
Mair Underwood is an anthropologist in the School of Social Science who specialises in bodies. In particular she explores how body modifications (such as tattoo or bodybuilding) are used to create, reflect and disrupt social boundaries such as those of gender and class. She is especially interested in the social lives of image and performance enhancing drugs: how they acquire meaning through social interactions and how they alter social interactions. Find out more