Ethical issues of intersex and transgender persons
SECRECY IN THE CHILD’S BEST INTEREST
Most families cannot accept a child with ambiguous genitalia or mixed reproductive organs. In elementary school, bathrooms do not exist for males, females, and others. For normal development, a child must have a gender identity. Therefore, it is best for the child to have a clear gender assigned, one way or the other, than to have a mixed one or none at all.
Consider normal social expectations: everyone who knows a pregnant woman wants to know the gender of her baby at birth. Many people learn the gender of the fetus before birth, setting up a definite expectation. Families express disgust at going home with, not a boy or girl, but an “it.”
Intersex children are often bullied or battered when they try to use the “wrong” bathroom in public places.17 Androgyny, having the appearance and affect of neither gender, is not a good option. If the person's sexual orientation is heterosexual, others will mistakenly interpret the lack of a clear gender as evidence of homosexual orientation.
Furthermore, most children do not need to know about their problems at birth with ambiguous genitalia. If such problems can be corrected, or given a better appearance, then the adult can live and function normally. In fact, some people may not even know they were “sexed” at birth and still live happy lives.
Finally, surgeons and parents at birth do the best they can. They believed that lack of gender at birth was a social emergency and that decision had to be made. It is wrong to second-guess them years later.
ENDING THE SHAME AND SECRECY
In his 20s, David Reimer met Cheryl Chase, who soon became the leading advocate for intersex people and who argued that everyone should know his or her true origins and make their own decisions about their gender and sexuality.
At birth, Cheryl had ambiguous genitalia and was first sexed as a boy, but after 18 months and an unusual appearance, doctors decided to make her a girl. Cheryl's life refuted Money's claim that professionals can assign gender with happy results. Like some other intersex teenagers and adults, Cheryl never felt completely male or female and lived between genders.
Cheryl argues that, “What most harms the intersex child is the attitude that the child suffers from something shameful that must be concealed and never publicly acknowledged.”18 She argues that such children would be better off being told the truth and being allowed to choose, in early adolescence, which gender they want to be. Ideally, the parents would embrace the child as he/she is and not be ashamed.
In the late 1990s, Cheryl Chase and other intersex people challenged the view of Hopkins/Money that early surgery and hormones were good for intersex children. They picketed a meeting in 1996 of the American Academy of Pediatrics. With David Reimer's public testimony falsifying Money's claims that biology doesn't matter to gender, other intersex people emerged and ...
Ethical issues of intersex and transgender personsSECRECY IN THE.docx
1. Ethical issues of intersex and transgender persons
SECRECY IN THE CHILD’S BEST INTEREST
Most families cannot accept a child with ambiguous genitalia or
mixed reproductive organs. In elementary school, bathrooms do
not exist for males, females, and others. For normal
development, a child must have a gender identity. Therefore, it
is best for the child to have a clear gender assigned, one way or
the other, than to have a mixed one or none at all.
Consider normal social expectations: everyone who knows a
pregnant woman wants to know the gender of her baby at birth.
Many people learn the gender of the fetus before birth, setting
up a definite expectation. Families express disgust at going
home with, not a boy or girl, but an “it.”
Intersex children are often bullied or battered when they try to
use the “wrong” bathroom in public places.17 Androgyny,
having the appearance and affect of neither gender, is not a
good option. If the person's sexual orientation is heterosexual,
others will mistakenly interpret the lack of a clear gender as
evidence of homosexual orientation.
Furthermore, most children do not need to know about their
problems at birth with ambiguous genitalia. If such problems
can be corrected, or given a better appearance, then the adult
can live and function normally. In fact, some people may not
even know they were “sexed” at birth and still live happy lives.
Finally, surgeons and parents at birth do the best they can. They
believed that lack of gender at birth was a social emergency and
that decision had to be made. It is wrong to second-guess them
years later.
ENDING THE SHAME AND SECRECY
In his 20s, David Reimer met Cheryl Chase, who soon became
the leading advocate for intersex people and who argued that
everyone should know his or her true origins and make their
own decisions about their gender and sexuality.
At birth, Cheryl had ambiguous genitalia and was first sexed as
2. a boy, but after 18 months and an unusual appearance, doctors
decided to make her a girl. Cheryl's life refuted Money's claim
that professionals can assign gender with happy results. Like
some other intersex teenagers and adults, Cheryl never felt
completely male or female and lived between genders.
Cheryl argues that, “What most harms the intersex child is the
attitude that the child suffers from something shameful that
must be concealed and never publicly acknowledged.”18 She
argues that such children would be better off being told the
truth and being allowed to choose, in early adolescence, which
gender they want to be. Ideally, the parents would embrace the
child as he/she is and not be ashamed.
In the late 1990s, Cheryl Chase and other intersex people
challenged the view of Hopkins/Money that early surgery and
hormones were good for intersex children. They picketed a
meeting in 1996 of the American Academy of Pediatrics. With
David Reimer's public testimony falsifying Money's claims that
biology doesn't matter to gender, other intersex people emerged
and claimed they were wrongly assigned a gender at birth and
irreversibly harmed by it. Some who were absent had committed
suicide.
Page 275During the same period, a more sophisticated view was
emerging in endocrinology, genetics, and medicine about
normal sexual development and intersex. Behaviorism was
fading and biology was ascending.
This situation of intersex children parallels that of conjoined
twins. As bioethicist and historian Alice Dreger argues, most
parents consider such births an emergency at birth and ask
surgeons to normalize conjoined twins into singletons, even at
the cost of killing both children.19
Alice Dreger and Cheryl Chase argued that (1) physicians and
families should wait until the child/adolescent can decide for
itself what gender it wants to be; (2) physicians should help
families understand that a child with intersex can be happy with
an ambiguous gender; (3) if physicians and families guess
wrong about gender, intersex children can be irreversibly
3. harmed; and (4) such crises at birth about gender were socially
constructed and mediated by ignorance and fear.
The American Academy of Pediatrics disagreed. In its 2000
guidelines on how to deal with intersex children, it wrote, “The
birth of a child with ambiguous genitalia constitutes a social
emergency.”20 By sexing a child immediately at birth, it hoped
to prevent later harms, such as uterine infections, cancer, and
infertility. It also hoped to provide the child with working
genitalia for later sexual satisfaction and a stable gender
identity. It wanted to foster parental bonding with a gender-
defined child and help the child to avoid being different.
TRANSGENDER/INTERSEX AND CIVIL RIGHTS
In the last 20 years, a remarkable change has occurred in North
American culture. Not only have gay men and lesbians been
increasingly accepted as normal, but transgendered people have
also been accepted. Popular television shows such as Glee and
DeGrassi: The Next Generation portray “trans” people. People
magazine has done feature stories on Chaz Bono's female-to-
male (F.T.M.) transition21 and of supportive parents who allow
the same transition to start by giving puberty blockers to a
group of 30 transgendered children as young as 10 years old in
the Los Angeles area.22 A child of Warren Beatty and Annett
Benning, born Kathlyn, transitioned to Stephen, making a video
of himself in the popular series, “WeHappyTrans.”
Various singers present as sexually ambiguous: Lady Gaga,
Freddy Mercury, David Bowie, Elton John, George Michael,
Melisa Etheridge, the Indigo Girls, K. D. Lang, and many
others. Children's books such as Parrotfish, Luna, and I am J
help intersex kids understand who they are at an early age.23
In The New Yorker, Margaret Talbot portrays the female-to-
gay-male transition of Skylar, a precocious child living around
Yale University whose parents supported his transition at a
young age. She writes:
Transgenderism has replaced homosexuality as the newest civil-
rights frontier and trans activists have become vocal and
organized. Alice Dreger, a bioethicist and historian of science at
4. Northwestern University, says, “The availability of intervention
and the outspokenness of the transgender community are
causing a lot more people to see themselves as transgender, and
at younger ages.”24
FOR RELEASE APRIL 30, 2018
BY Aaron Smith and Kenneth Olmstead
FOR MEDIA OR OTHER INQUIRIES:
Aaron Smith, Associate Director, Research
Tom Caiazza, Communications Manager
202.419.4372
www.pewresearch.org
RECOMMENDED CITATION
Pew Research Center, April 2018, “Declining Majority of
Online Adults Say the Internet Has Been Good for Society”
6. http://www.pewresearch.org/
2
PEW RESEARCH CENTER
www.pewresearch.org
Declining Majority of Online Adults Say the Internet Has
Been Good for Society
Americans tend to view the impact of the
internet and other digital technologies on their
own lives in largely positive ways, Pew Research
Center surveys have shown over the years. A
survey of U.S. adults conducted in January
2018 finds continuing evidence of this trend,
with the vast majority of internet users (88%)
saying the internet has, on balance, been a
mostly good thing for them personally.
But even as they view the internet’s personal
impact in a positive light, Americans have
grown somewhat more ambivalent about the
7. impact of digital connectivity on society as a
whole. A sizable majority of online adults (70%)
continue to believe the internet has been a good
thing for society. Yet the share of online adults
saying this has declined by a modest but still
significant 6 percentage points since early 2014,
when the Center first asked the question. This is
balanced by a corresponding increase (from 8%
to 14%) in the share of online adults who say
the internet’s societal impact is a mix of good
and bad. Meanwhile, the share saying the
internet has been a mostly bad thing for society
is largely unchanged over that time: 15% said
this in 2014, and 14% say so today.
This shift in opinion regarding the ultimate social impact of the
internet is particularly stark
among older Americans, despite the fact that older adults have
been especially rapid adopters of
consumer technologies such as social media and smartphones in
8. recent years. Today 64% of online
adults ages 65 and older say the internet has been a mostly good
thing for society. That represents
Growing share of online adults say the
internet has been a mixed blessing for
society
% of online U.S. adults who say the following …
Source: Survey conducted Jan. 3-10, 2018.
“Declining Majority of Online Adults Say the Internet Has Been
Good
for Society”
PEW RESEARCH CENTER
http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-
s/
http://www.pewinternet.org/2015/04/01/us-smartphone-use-in-
2015/
http://www.pewinternet.org/2017/05/17/tech-adoption-climbs-
among-older-adults/
3
PEW RESEARCH CENTER
www.pewresearch.org
9. a 14-point decline from the 78% who said this in 2014. The
attitudes of younger adults have
remained more consistent over that time: 74% of internet users
ages 18 to 29 say the internet has
been mostly good for society, comparable to the 79% who said
so in 2014.
As was true in our 2014 survey, college graduates are more
likely than those with lower levels of
educational attainment to say the internet has had a positive
impact on society (and less likely to
say it has had a negative impact). Among online adults with a
college degree, 81% say the impact of
the internet on society has been mostly good and just 7% say it
has been mostly bad. By contrast,
65% of those with a high school diploma or less say the internet
has had a mostly good impact on
society, and 17% say its impact has been mostly bad.
Positive views of the internet are often tied to information
access and connecting with
others; negative views are based on a wider range of issues
Those who think the internet has had a good impact on society
tended to focus on two key issues,
according to follow-up items which allowed respondents to
10. explain their views in their own words.
Most (62% of those with a positive view) mentioned how the
internet makes information much
easier and faster to access. Meanwhile, 23% of this group
mentioned the ability to connect with
other people, or the ways in which the internet helps them keep
more closely in touch with friends
and family.
By contrast, those who think the internet is a bad thing for
society gave a wider range of reasons
for their opinions, with no single issue standing out. The most
common theme (mentioned by 25%
of these respondents) was that the internet isolates people from
each other or encourages them to
spend too much time with their devices. These responses also
included references to the spread
and prevalence of fake news or other types of false information:
16% mentioned this issue. Some
14% of those who think the internet’s impact is negative cited
specific concerns about its effect on
children, while 13% argued that it encourages illegal activity. A
small share (5%) expressed privacy
concerns or worries about sensitive personal information being
available online.
11. One-in-five Americans are now ‘smartphone only’ internet users
at home
These attitudinal changes are occurring in a broader landscape
in which the access options
available to ordinary Americans are shifting dramatically. Most
notably, fully one-in-five
Americans (20%) are now “smartphone only” internet users at
home – that is, they own a
smartphone but do not subscribe to traditional broadband
service where they live. This represents
a 7-point increase compared with data from 2015, when 13% of
Americans were smartphone-only
4
PEW RESEARCH CENTER
www.pewresearch.org
users. Roughly two-thirds of Americans (65%) say they
subscribe to traditional broadband service
at home, similar to the 67% who said this in July 2015.
1
As has consistently been true in
12. past surveys conducted by the
Center, those who rely on their
smartphones for home internet
service are disproportionately
less likely to have attended
college compared with those
with traditional broadband
service. They also report living
in lower-income households.
For instance, 31% of Americans
with an annual household
income of less than $30,000
are smartphone-only internet
users, more than three times
the share among those living in
households earning $75,000 or
more per year (9%). This
phenomenon is also notably
13. more prevalent among blacks
and Hispanics than among
whites.
Conversely, relatively well-
educated and financially well-
off Americans are substantially
more likely to say they do have
a traditional broadband
connection at home. Nearly
nine-in-ten Americans in
households earning $75,000 or more per year say they subscribe
to home broadband service,
nearly double the rate among those earning less than $30,000
per year (45% of whom have
broadband service at home).
1
The Center has used several different question wordings to
identify broadband users in recent years. Our survey conducted
in July 2015
used a directly comparable question wording to the one used in
this survey.
14. One-in-five Americans own a smartphone, but do not
have traditional broadband service
% of U.S. adults who indicate that they have …
Broadband
at home
Smartphone,
no broadband
No broadband,
no smartphone
Total 65% 20% 15%
Ages 18-29 67 28 5
30-49 70 24 7
50-64 68 16 17
65+ 50 10 40
White 72 14 14
Black 57 24 19
Hispanic 47 35 18
15. HS or less 48 26 25
Some college 68 21 12
College+ 85 10 5
<$30,000 45 31 23
$30,000-$74,999 72 18 9
$75,000+ 87 9 3
Urban 67 22 12
Suburban 70 17 13
Rural 58 17 25
Note: Whites and blacks include only non-Hispanics.
Source: Survey conducted Jan. 3-10, 2018.
“Declining Majority of Online Adults Say the Internet Has Been
Good for Society”
PEW RESEARCH CENTER
5
PEW RESEARCH CENTER
www.pewresearch.org
16. Beyond this growing reliance on smartphones for home internet
service in lieu of traditional
broadband service, it is also notable that 15% of Americans
indicate that they have neither
broadband service at home nor a smartphone. A large share of
this group is not online at all: 11%
of Americans indicate that they do not use the internet or email
from any location. In other cases,
the share without home broadband or a smartphone represents
Americans who go online using
other means.
And as was the case with smartphone-only internet usage, those
who lack both broadband service
and a smartphone are disproportionately likely to be from
certain segments of the population.
Most notably, 40% of Americans ages 65 and older fall into this
category. But this is also true for
substantial minorities of rural residents (25%), those who have
not attended college (25%) and
those from households earning less than $30,000 per year
(23%).
http://www.pewresearch.org/fact-tank/2018/03/05/some-
americans-dont-use-the-internet-who-are-they/
http://www.pewresearch.org/fact-tank/2018/03/05/some-
17. americans-dont-use-the-internet-who-are-they/
6
PEW RESEARCH CENTER
www.pewresearch.org
Acknowledgments
This report is a collaborative effort based on the input and
analysis of the following individuals.
Find related reports online at pewresearch.org/internet.
Research team
Aaron Smith, Associate Director, Research
Kenneth Olmstead, Research Associate
Lee Rainie, Director, Internet and Technology Research
Andrew Perrin, Research Analyst
Editorial and graphic design
Margaret Porteus, Information Graphics Designer
David Kent, Copy Editor
Communications and web publishing
18. Tom Caiazza, Communications Manager
Shannon Greenwood, Associate Digital Producer
http://www.pewresearch.org/internet
7
PEW RESEARCH CENTER
www.pewresearch.org
Methodology
The analysis in this report is based on telephone interviews
conducted Jan. 3-10, 2018, among a
national sample of 2,002 adults, 18 years of age or older, living
in all 50 U.S. states and the District
of Columbia (500 respondents were interviewed on a landline
telephone, and 1,502 were
interviewed on a cellphone, including 1,071 who had no
landline telephone). The survey was
conducted by interviewers under the direction of Abt
Associates. A combination of landline and
cellphone random-digit-dial samples were used; both samples
were provided by Survey Sampling
International. Interviews were conducted in English and
Spanish. Respondents in the landline
19. sample were selected by randomly asking for the youngest adult
male or female who is now at
home. Interviews in the cell sample were conducted with the
person who answered the phone, if
that person was an adult 18 years of age or older. For detailed
information about our survey
methodology, see: http://www.pewresearch.org/methodology/u-
s-survey-research/
The combined landline and cellphone sample is weighted using
an iterative technique that
matches gender, age, education, race, Hispanic origin and
nativity and region to parameters from
the 2016 Census Bureau’s American Community Survey one-
year estimates and population
density to parameters from the bureau’s decennial census. The
sample also is weighted to match
current patterns of telephone status (landline only, cellphone
only, or both landline and
cellphone), based on extrapolations from the 2016 National
Health Interview Survey. The
weighting procedure also accounts for the fact that respondents
with both landline and mobile
phones have a greater probability of being included in the
combined sample and adjusts for
20. household size among respondents with a landline phone. The
margins of error reported and
statistical tests of significance are adjusted to account for the
survey’s design effect, a measure of
how much efficiency is lost from the weighting procedures.
The following table shows the unweighted sample sizes and the
error attributable to sampling that
would be expected at the 95% level of confidence for different
groups in the survey:
Group
Unweighted
sample size Plus or minus …
Total sample 2,002 2.4 percentage points
Ages 18-29 352 5.8
30-49 528 4.7
50-64 544 4.7
65+ 529 4.7
Total internet users 1,785 2.6
http://www.pewresearch.org/methodology/u-s-survey-research/
21. 8
PEW RESEARCH CENTER
www.pewresearch.org
Sample sizes and sampling errors for other subgroups are
available upon request.
In addition to sampling error, one should bear in mind that
question wording and practical
difficulties in conducting surveys can introduce error or bias
into the findings of opinion polls.
Pew Research Center undertakes all polling activity, including
calls to mobile telephone numbers,
in compliance with the Telephone Consumer Protection Act and
other applicable laws.
Pew Research Center is a nonprofit, tax-exempt 501(c)(3)
organization and a subsidiary of The
Pew Charitable Trusts, its primary funder.
1
ASSIGNMENT 1
22. REVIEWING RESEARCH AND
MAKING CONNECTIONS
Due Week 4: 110 points
For your first assignment, you will complete a short answer
activity in which you will analyze the article following the Ask,
Research, Learn, Do process. This process was introduced in
your
webtext as a simplified version of the sociological research
process. It’s a useful tool to help you think critically, answer
questions, and solve problems.
READ THE ARTICLE
“Declining Majority of Online Adults Say the Internet Has
Been Good for Society”
http://www.pewinternet.org/2018/04/30/declining---
majority---of---online---adults---say---the---internet---has-
--been---good---
for---society/
USE THE RESEARCH
23. Use the research information presented in the article to answer
the
questions below. You should write four paragraphs, one for
each
step listed in bold. Use the Assignment 1 template to complete
this
assignment. Refer to Chapter 2 of the webtext as necessary.
1) Ask:
• What was the topic of the research?
• Who was studied in the research?
• What was the research question that was
answered by the information in the article?
http://www.pewinternet.org/2018/04/30/declining-
https://blackboard.strayer.edu/bbcswebdav/institution/SOC/100/
1192_10X/SOC100_Assignment_1_Template.docx
2
2) Research:
• What research methods were used? (Go to Section 2.9 in the
24. Webtext
for a list of research methods)
• Summarize the process researchers used to
collect data.
3) Learn:
• What were the key findings of the research?
• What conclusion was drawn from the
research?
4) Do:
• What are two additional follow---up questions
that you have based on this research?
• Why did you choose these follow up
questions?
FORMATTING
5) Your assignment must follow these formatting
requirements:
25. • Use the Assignment 1 template to complete
this assignment.
• References are not required for this
assignment as you will use theassigned
article and your webtext.
• Be sure to include your name and the date
on the cover page of the template.
https://blackboard.strayer.edu/bbcswebdav/institution/SOC/100/
1192_10X/SOC100_Assignment_1_Template.docx
3
RUBRIC
Grading for this assignment will be based on the following
rubric:
POINTS: 110
ASSIGNMENT 1: REVIEWING RESEARCH AND MAKING
27. 1. Ask
Identify the re--
search topic, the
people studied,
and theresearch
question.
Weight: 22%
Identifies the re---
search topic, the
people studied,
and the research
question. The
information pro---
vided is accurate,
provides rele---
vant details, and
demonstrates
understanding by
using sociology
terms. There
are no errors or
omissions.
Identifies the re---
search topic, the
people studied,
28. and the research
question. The
information pro---
vided is accurate
and provides
relevant details.
There may be
small errors or
omissions.
Partially identi---
fies the research
topic, the people
studied, and the
research ques---
tion. The informa---
tion provided is
generally accu---
rate, but some
relevant details
are missing or
one question is
answered incor---
rectly.
Insufficiently
identifies the re---
search topic, the
people studied,
and the research
question. The
information pro---
vided is mostly
inaccurate and/
or two or more
questions are
29. answered incor---
rectly.
Does not identify
the research
topic, the people
studied, or the
research ques---
tion. The infor---
mation provided
is incorrect.
2. Research
Identify the re--
search methods
and summarize
the research
process.
Weight: 22%
Correctly identi---
fies the research
method(s) used
and summariz---
es the process
researchers used
to collect data.
Provides a de---
30. tailed description
of the complete
research process.
Correctly identi---
fies the research
method(s) used
and generally
summarizes
the process
researchers used
to collect data.
Provides a
general
description of
the research
process.
Correctly identi---
fies the research
method(s) used
and summarizes
the key steps of
the process re---
searchers used to
collect data. Pro---
vides a high---level
description of the
research process,
but does not
include sufficient
details.
Insufficient---
ly identifies
the research
31. method(s) used
and does not
provide a com---
plete summary
of the process
researchers used
to collect data.
The description
of the research
process is miss---
ing key steps.
Does not identify
the research
method(s) used
and does not
summarize the
process re---
searchers used
to collect data.
The information
provided is incor---
rect.
4
POINTS: 110
ASSIGNMENT 1: REVIEWING RESEARCH AND MAKING
CONNECTIONS
33. Describe the key
findings of the
researchers and
the conclusion
drawn from the
research.
Weight: 22%
Accurately
describes key
findings and
conclusion and
includes sup---
porting details.
Demonstrates
strong under- --
standing by using
sociolo--- gy terms
and providing
logical, accurate,
and concise
informa--- tion.
Accurately
describes key
findings and
conclusion and
includes sup---
34. porting details.
Partially de---
scribes key
findings and
conclusion but
some of the sup---
porting details
are missing.
Inaccurately
describes key
findings or con---
clusion and sup---
porting details
are sparse.
Does not de---
scribe the key
findings and/or
conclusion and
does not pro-- -
vide supporting
details.
4. Do
Propose 2 fol--
low--up
questions and
an explana--
35. tion.
Weight: 22%
Proposes 2 fol---
low---up questions
that are aligned
with the key
findings of the
research, and
provides a logical
explanation that
includes
supporting details.
Demon--- strates
strong
understanding by
using sociolo---
gy terms.
Proposes 2 fol---
low---up question
that are aligned
with the key
findings of the
research, and
provides a logi---
cal explanation
that includes
some details.
Proposes 2 fol---
low---up
questions that
are not fully
36. aligned with the
key findings of
the research,
or the explana---
tion is missing
details.
Proposes 1 to 2
follow---up
questions that
are not fully
aligned with the
key findings of
the research,
or the explana---
tion is missing
details.
Does not pro---
pose 2 follow---up
questions or
does not align
with key
research
findings and
does not provide
details.
5. Write in a
skillful manner
using stated
formatting and
37. correct gram--
mar and spell--
ing.
Weight: 12%
Writing is ex---
cellent. Tone is
appropriate and
demonstrates
excellent word
choice. Shows
exceptional logic,
clarity, and stated
format--- ting.
Contains no
spelling or gram---
matical errors.
Writing is profi---
cient. Tone is ap---
propriate. Shows
logic, clarity,
and stated
formatting. May
contain few or
no spelling and/
or grammatical
errors.
Writing is satis---
factory. Appro---
priate and/or
38. consistent tone
is developing.
Shows moder---
ate logic, clarity,
and/or stated
formatting.
May contain
more than a few
spelling and/
or grammatical
errors.
Writing meets
minimal stan---
dards. Tone is
not appropri---
ate. Lacking
one or more
of logic, clarity,
and/or stated
formatting. May
contain many
spelling and/
or grammatical
errors.
Writing does not
meet minimal
standards. Tone is
not appro-- - priate.
Wholly lacking in
logic, clarity,
and/or stated
format--- ting.
Contains many
spelling and/or
39. grammat--- ical
errors.
READ THE ARTICLEUSE THE RESEARCH2) Research:3)
Learn:FORMATTINGRUBRIC
Assignment 1 Reviewing Research and Making Connections
(Your name)
Introduction to Sociology
(Your professor’s name)
(Date)
Ask (Write a paragraph of at least 5 to 7 sentences answering
the following questions in your own words.)
· What was the topic of the research?
· Who was studied in the research?
· What was the research question that was answered by the
information in the article?
Research (Write a paragraph of at least 5 to 7 sentences
answering the following questions in your own words.)
· What research methods were used? (Go to Section 2.9 in the
webtext for a list of research methods.)
40. · Summarize the process researchers used to collect data.
Learn (Write a paragraph of at least 5 to 7 sentences answering
the following questions in your own words.)
· What were the key findings of the research?
· What conclusion was drawn from the research?
Do (Write a paragraph of at least 5 to 7 sentences answering the
following questions in your own words.)
· What are two additional follow-up questions that you have
based on this research?
· Why did you choose these follow-up questions?
