1) CLASS AND INTERSECTIONALITY (500 words—about two pages)
How does a theory of intersectionality help us to understand how social class is experienced differently by different people?
Draw on the concept of cultural capital and intersectionality as described by in the chapter we read on “Class and Inequality” in Toolkit by Kenneth Guest to analyze 1) the experiences that John Jackson documents in his article “Birthdays, Basketball and Breaking Bread: Negotiating with Class in Contemporary Black America,” particularly those of Paul and Cynthia and 2) the experiences of at least one of the groups of people highlighted in the film People Like Us. Use Bourdieu’s concept of cultural capital and Mulling’s understanding of intersectionality (as cited in Guest’s chapter), as well as one direct quote from Jackson’s article, one direct quote from the film, and one direct quote from Guest’s chapter in your answer. 3) Address how Andrea’s Smith’s approach to the logics of white supremacy, as articulated in her article “Indigeneity, Settler Colonialism, and White Supremacy,” might help us understand the dilemma that Paul or Cynthia faces in their effort to achieve upward class mobility.
people like us film part one link
part two link
2) MASCULINITY (500 words—about two pages)
How do men in the cases we have studied this semester challenge and/or reaffirm dominant beliefs about masculinity?
Drawing on the chapter we read on “Gender” in Toolkit by Kenneth Guest, C.J. Pascoe’s article ““Guys are just homophobic”: rethinking adolescent homophobia and heterosexuality,” and the film Mardistan, explore the similarities and differences in how men in these contexts define and produce masculinity. Use the concepts of cultural construction of gender, hegemony, and gender performance (from the chapter on “Gender”), as well as one direct quote each source your answer.
link for the Mardistan film
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