Benchmark – Culture of Gender, psychology homework help

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Design a presentation the format of the presentation is your choice, focusing on working class women and corporate women in film/television, the public sphere, and/or popular culture. Explore gender and culture—the intersection of race and class and the impact on women’s leadership style and/ or ability.
To complete this assignment, consider the following examples:

  1. Corporate/Professional Women (film/ popular culture)
  2. Corporate Women (CEOs): Mary Barra, Indra Nooyi, Ginni Romelty, Marillyn Hewson, Susan Wojcicki, etc.
  3. Professional Women: Elizabeth Warren, Helen Gurly Brown, Gloria Steinem, Oprah Winfrey, Katie Couric, Barbara Walters, Connie Chung, Maria Shriver, Sonia Sotomayor, Ruth Bader Ginsburg, Elena Kagan, etc.
  4. Professional Women (television characters/actresses): Kerry Washington (Scandal), Emilia Clarke (Game of Thrones), Julianna Margulies (The Good Wife), Chandra Wilson (Grey’s Anatomy), and Tina Fey (30 Rock), etc.
  5. Corporate/Professional Women in film: Erin Brokovich, Devil Wears Prada, Joy, The Proposal, etc.
  6. Working Class Women (film/popular culture) Bread and Roses, Country, Norma Rae, Silkwood, Steel Magnolias, Working Girl, North Country, Salt of the Earth, Fast Food Women, My American Girls, Her Own Words
  7. Women in Nontraditional Jobs: Roseanne, etc.
  8. Female Politicos/Public Office: Hillary Clinton, Barbara Boxer, Nancy Pelosi, Michelle Obama, Sarah Palin, Mary L. Landrieu, Margaret Thatcher, Mary Robinson, Indira Gandhi, Eleanor Roosevelt, Golda Mier.

To frame the assignment context, consider a fundamental tenet of Women’s Studies and the Women’s Movement: the “personal is the political,” whereby the intersection of public issues (public sphere) and personal problems (private sphere) yields political action or movement. Address the following:

  1. Depict how women in film/television, the public sphere, and/or popular culture portray leadership and or management skills.
  2. Describe the characteristics, behaviors, and/or traits women exhibit that demonstrate their leadership or management skills.
  3. Explain if there is “politics to language” with respect to communication and leadership style/ability.
  4. Examine if there a (dis)connect with respect to age and leadership style/ability. If so, provide examples.
  5. Discuss the effect “labeling” has on leadership and women’s ascension (or lack thereof) to power.

Use three to five scholarly resources for evidentiary support.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
This benchmark assignment assesses the following programmatic competencies: 5.4. Measure individual skills and abilities with organizational needs.

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Apply Rubrics

Benchmark – Culture of Gender

1
Unsatisfactory
0.00%

2
Less than Satisfactory
74.00%

3
Satisfactory
79.00%

4
Good
87.00%

5
Excellent
100.00%

100.0 %Content

15.0 % Depict how women in film/television, the public sphere, and/or popular culture portray leadership and or management skills.

Depiction of how women in film or television, the public sphere, and or popular culture portray leadership and or management skills is missing.

Depiction of how women in film or television, the public sphere, and or popular culture portray leadership and or management skills is vague or inconsistent.

Depiction of how women in film or television, the public sphere, and or popular culture portray leadership and or management skills is present and appropriate.

Depiction of how women in film or television, the public sphere, and or popular culture portray leadership and or management skills is present and clear; makes some connection to research.

Depiction of how women in film or television, the public sphere, and or popular culture portray leadership and or management skills is clear, concise, and makes connections to current research.

15.0 % Describe the characteristics, behaviors, and/or traits the characters exhibit that demonstrate their leadership or management skills. (Comp. 5.4)

Description of the characteristics, behaviors, and or traits the characters exhibit that demonstrate leadership or management skills is missing.

Description of the characteristics, behaviors, and or traits the characters exhibit that demonstrate leadership or management skills is vague or inconsistent.

Description of the characteristics, behaviors, and or traits the characters exhibit that demonstrate leadership or management skills is present and appropriate.

Description of the characteristics, behaviors, and or traits the characters exhibit that demonstrate leadership or management skills is present and clear; makes some connection to research.

Description of the characteristics, behaviors, and or traits the characters exhibit that demonstrate leadership or management skills is clear, concise, and makes connections to current research.

15.0 % Explain if there is politics to language with respect to communication and leadership style/ability. (Comp 5.4)

Explanation of politics to language with respect to communication and leadership style/ability is missing.

Explanation of politics to language with respect to communication and leadership style/ability is vague or inconsistent.

Explanation of politics to language with respect to communication and leadership style/ability is present and appropriate.

Explanation of politics to language with respect to communication and leadership style/ability is present and clear; makes some connection to research.

Explanation of politics to language with respect to communication and leadership style/ability is clear, concise, and makes connections to current research.

10.0 % Examine if there a (dis)connect with respect to age and leadership style or ability. If so, provide examples.

Examination of (dis)connect with respect to age and leadership style or ability is missing.

Examination of (dis)connect with respect to age and leadership style or ability is vague or inconsistent.

Examination of (dis)connect with respect to age and leadership style or ability is present and appropriate.

Examination of (dis)connect with respect to age and leadership style or ability is present and clear; makes some connection to research.

Examination of (dis)connect with respect to age and leadership style or ability is clear, concise, and makes connections to current research.

15.0 % Discuss the effect labeling has on leadership and women?s ascension (or lack thereof) to power. (Comp 5.4)

Discussion of the effect labeling has on leadership and women?s ascension, or lack thereof, to power is missing.

Discussion of the effect labeling has on leadership and women?s ascension, or lack thereof, to power is vague or inconsistent.

Discussion of the effect labeling has on leadership and women?s ascension, or lack thereof, to power is present and appropriate.

Discussion of the effect labeling has on leadership and women?s ascension, or lack thereof, to power is present and clear; makes some connection to research.

Discussion of the effect labeling has on leadership and women?s ascension, or lack thereof, to power is clear, concise, and makes connections to current research.

10.0 % Research

No outside sources were used to support the assignment.

Few outside sources were used to support the assignment. Limited research is apparent.

Research is adequate. Sources are standard in relevance, quality of outside sources, and/or timeliness.

Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.

Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.

10.0 % Presentation

The piece is not neat or organized, and it does not include all required elements.

The work is not neat and includes minor flaws or omissions of required elements.

The overall appearance is general, and major elements are missing.

The presentation is good. The overall appearance is generally neat, with a few minor flaws or missing elements.

The work is well presented and includes all required elements. The overall appearance is neat and professional.

5.0 % Synthesis

Synthesis does not successfully integrate ideas, images, and/or objects to form a cohesive whole. The combination of elements is not logical and/or verifiable.

Synthesis integrates ideas, images, and/or objects inadequately. The combination of elements is not logical.

Synthesis integrates ideas, images, and/or objects but does not adequately form a cohesive whole. Combination of elements at times is confusing.

Synthesis integrates ideas, images, and/or objects to form a cohesive whole. Combination of elements is logical and justified.

Synthesis is unique. Synthesis shows careful planning and attention to how disparate elements fit together. The combination of elements is verified.

5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Audience-appropriate language is employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of sentence structures and effective figures of speech.

The writer is clearly in command of standard, written academic English.

100 % Total Weightage

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