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BIAS AND EQUIVALENCE In designing and evaluating cross-cultural research, no concepts are more important than equivalenceand bias. Bias refers to differences that do not have exactly the same meaning within and across cultures. Equivalence is a state or condition of similarity in conceptual meaning and empirical method between cultures that allows comparisons to be meaningful. These constructs go hand in hand; bias refers to a state of non-equivalence, and equivalence refers to a state of no bias. In its strictest sense, if there is any bias in any aspect of a cross-cultural comparative study, then the comparison loses its meaning (and may in fact be meaningless). Bias (or lack of equivalence) in a cross-cultural study creates the proverbial situation of comparing apples and oranges. Only if the theoretical framework and hypotheses have equivalent meaning in the cultures being compared—and if the methods of data collection, management, and analysis have equivalent meaning—will the results from that comparison be meaningful. Apples in one culture can be compared only to apples in another. Thus it’s important for cross-cultural researchers to understand the many aspects of their studies that may be culturally biased and work to establish equivalence in them. Below we discuss five major areas of bias: conceptual bias, method bias, measurement bias, response bias, and interpretational bias. Conceptual Bias A major concern of cross-cultural research is the equivalence in meaning of the overall theoretical framework being tested and the specific hypotheses being addressed in the first place. If these are not equivalent across the cultures participating in the study, then the data obtained from them are not comparable because they mean different things. If, however, the theoretical framework and hypotheses are equivalent across the participating cultures, the study may be meaningful and relevant. For example, people trained to do research in the United States or Europe may be bound by a sense of “logical determinism” and “rationality” that is characteristic of such formal and systematic educational systems. In addition, because we are so used to drawing two-dimensional theories of behavior on paper, that medium affects the way we think about people and psychology. People of other cultures who have not been exposed to such an educational system or who are not used to reducing their thoughts about the world onto a two-dimensional space may not think in the same way. If this is the case, then a real question arises as to whether a theory created within a Western European or American cultural framework is meaningful in the same way to people who do not share that culture. If the theory is not meaningful in the same way, then it is not equivalent. Method Bias Sampling Bias There are two issues with regard to sampling bias, which refers to whether cross-cultural samples can be compared. One concerns whether the samples are appropriate representatives of t ...
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“Launius and Hassel scaffold feminist analysis in a way that makes its underlying components highly accessible to novice students. This textbook provides students with a critical framework, while giving the instructor the flexibility to select companion texts for each of the threshold concepts.” — Ann Mattis, Assistant Professor of English and Gender, Women’s, and Sexuality Studies, University of Wisconsin—Sheboygan “Launius and Hassel are the mediums of metacognitive awareness in the field of Women’s and Gender Studies, distilling threshold concepts so that students can become active agents in critiquing and shaping our gendered world. This book should be foundational in any Women’s and Gender Studies program.” — Tara Wood, Assistant Professor of English and instructor in Gender Studies, Rockford University “Threshold Concepts is my go-to foundational text for both teaching Women’s and Gender Studies classes and facilitating Safe Zone training. The extensive end of chapter questions and learning roadblocks sections help students process and apply the information. I appreciate that the authors succinctly frame and contextualize complex gender studies topics.” —Christopher Henry Hinesley, Associate Director, Women’s and Gender Studies, Rochester Institute of Technology 2 Threshold Concepts in Women's and Gender Studies Threshold Concepts in Women’s and Gender Studies: Ways of Seeing, Thinking, and Knowing is a textbook designed primarily for introduction to Women’s and Gender Studies courses with the intent of providing both skills- and concept-based foundation in the field. The text is driven by a single key question: “What are the ways of thinking, seeing, and knowing that characterize Women’s and Gender Studies and are valued by its practitioners?” Rather than taking a topical approach, Threshold Concepts develops the key concepts and ways of thinking that students need in order to develop a deep understanding and to approach material like feminist scholars do, across disciplines. This book illustrates four of the most critical concepts in Women’s and Gender Studies—the social construction of gender, privilege and oppression, intersectionality, and feminist praxis—and grounds these concepts in multiple illustrations. The second edition includes a significant number of updates, revisions, and expansions: the case studies in all five chapters have been revised and expanded, as have the end of chapter elements, statistics have been updated, and numerous references to significant news stories and cultural developments of the past three years have been added. Finally, many more “callbacks” to previous chapters have been incorporated throughout the textbook in order to remind students to carry forward and build upon what they have learned about each threshold concept even as they move on to a new one. Christie Launius directs and teaches in the Women’s and Gender Studies program at the University of Wisconsin, Oshkosh. She has taught t.
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Presentation Activity 2. Unit 3 transv.pptx
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As we continue to consider the nuances of researching sexuality, one issue of vital consideration is research ethics , particularly given the sensitive nature of the kinds of issues sexuality researchers are studying, and the often vulnerable status of the people with whom they may be collaborating on this research (i.e. sexual minorities, sex workers, etc.). Choose one of the course readings TOPIC: Racism and Research: The Case of the Tuskegee Syphilis Study Explain the potential ethical considerations/complications/challenges of doing research on that particular community or subject. a) How might power dynamics between the researcher and “human subjects” impact the data collected, whether in interviews, surveys, or ethnography? b) How would the context in which research might be done impact the researcher and/or human subject? c) Explain why, despite these challenges (ethical and logistical), scholars should still study the community or subject in the selected reading. What insights does it offer about sexuality not only in that particular community or context, but also more broadly? d) Finally, as a broader question, what are the responsibilities of the sexuality researcher when working with vulnerable/marginalized populations, and how might he or she go about ensuring that those responsibilities are met? our course schedule, and explain the potential ethical considerations/complications/challenges of doing research on that particular community or subject. ...
As we continue to consider the nuances of researching sexuality, one
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murgatroydcrista
Ethics Despite the fact that social psychological research typically does not have life and death consequences, such research can have an impact on individual health and well-being. Whether through participation in the study itself or through the implications of research findings, research may have unintended and unethical consequences. It is therefore incumbent on anyone conducting social psychological research to be familiar with both APA’s policies and those of their institution’s institutional review board regarding research with human participants. For this Discussion, review this week’s Learning Resources. Think about what ethical considerations you might need to make related to social psychology research. With these thoughts in mind: Post by Day 4 a brief explanation of how you might use ethics when forming your research question (use the APA’s Code of Conduct to inform your response). Then explain two potential consequences if ethics are not considered. Finally, explain two ways culture might inform the development of your research question, and explain what ethical considerations you may need to consider. References/Readings · Course Text: Fiske, S. T. (2014). Social beings: Core motives in social psychology. (3rd ed.). Hoboken, NJ: Wiley. . Chapter 2, “Scientific Methods for Studying People in Interaction” · Course Text: The Handbook of Social Psychology . Chapter 1, “History of Social Psychology: Insights, Challenges and Contributions to Theory and Application” · Course Text: The Sage Handbook of Social Psychology . Chapter 2, “Questions and Comparisons: Methods of Research” · Article: Sandberg, J., & Alvesson, M. (2011). Ways of constructing research questions: Gap spotting or problemization? Organization, 18(1), 23–44. Retrieved from the Walden Library databases. · Website: American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved November 30, 2011, fromhttp://www.apa.org/ethics/code/index.aspx Application: Research There are many psychological approaches to addressing social problems (e.g., clinical, developmental, cognitive, phenomenological, neurobiological, behavioral). The social psychological approach is only one among many. Given that this is a social psychology course, the final paper requires evidence of your mastery of the theories and research you've studied over these past 11 weeks. Your task is, therefore, (1) to review the social psychological literature that pertains to a given social problem of your choice; (2) to identify gaps in that literature that need to be studied; and (3) to identify a potential research question that needs to be studied so that you may add to the literature and advance knowledge that can benefit society. The Assignment (5–7 pages) · Select and describe a social problem in your field of interest. · Explain why you selected the social problem. · Research at least five journal articles related to the social problem. · Describe two gap ...
EthicsDespite the fact that social psychological research typica.docx
EthicsDespite the fact that social psychological research typica.docx
SANSKAR20
“Launius and Hassel sca! old feminist analysis in a way that makes its underlying components highly accessible to novice students. " is textbook provides students with a critical framework, while giving the instructor the # exibility to select companion texts for each of the threshold concepts.” — Ann Mattis , Assistant Professor of English and Gender, Women’s, and Sexuality Studies, University of Wisconsin—Sheboygan “Launius and Hassel are the mediums of metacognitive awareness in the $ eld of Women’s and Gender Studies, distilling threshold concepts so that students can become active agents in critiquing and shaping our gendered world. " is book should be foundational in any Women’s and Gender Studies program.” — Tara Wood , Assistant Professor of English and instructor in Gender Studies, Rockford University “! reshold Concepts is my go-to foundational text for both teaching Women’s and Gender Studies classes and facilitating Safe Zone training. " e extensive end of chapter questions and learning roadblocks sections help students process and apply the information. I appreciate that the authors succinctly frame and contextualize complex gender studies topics.” —Christopher Henry Hinesley, Associate Director, Women’s and Gender Studies, Rochester Institute of Technology ! reshold Concepts in Women’s and Gender Studies ! reshold Concepts in Women’s and Gender Studies: Ways of Seeing, ! inking, and Knowing is a textbook designed primarily for introduction to Women’s and Gender Studies courses with the intent of providing both skills- and concept- based foundation in the $ eld. " e text is driven by a single key question: “What are the ways of thinking, seeing, and knowing that characterize Women’s and Gender Studies and are valued by its practitioners?” Rather than taking a topical approach, ! reshold Concepts develops the key concepts and ways of thinking that students need in order to develop a deep understanding and to approach material like feminist scholars do, across disciplines. " is book illustrates four of the most critical concepts in Women’s and Gender Studies—the social construction of gender, privilege and oppression, intersectionality, and feminist praxis—and grounds these concepts in multiple illustrations. " e second edition includes a signi$ cant number of updates, revisions, and expansions: the case studies in all $ ve chapters have been revised and expanded, as have the end of chapter elements, statistics have been updated, and numerous references to signi$ cant news stories and cultural developments of the past three years have been added. Finally, many more “callbacks” to previous chapters have been incorporated throughout the textbook in order to remind students to carry forward and build upon what they have learned about each threshold concept even as they move on to a new one. Christie Launius directs and teaches in the Women’s and Gender Studies prog ...
Launius and Hassel sca! old feminist analysis in a way t.docx
Launius and Hassel sca! old feminist analysis in a way t.docx
ShiraPrater50
“Launius and Hassel sca! old feminist analysis in a way that makes its underlying components highly accessible to novice students. " is textbook provides students with a critical framework, while giving the instructor the # exibility to select companion texts for each of the threshold concepts.” — Ann Mattis , Assistant Professor of English and Gender, Women’s, and Sexuality Studies, University of Wisconsin—Sheboygan “Launius and Hassel are the mediums of metacognitive awareness in the $ eld of Women’s and Gender Studies, distilling threshold concepts so that students can become active agents in critiquing and shaping our gendered world. " is book should be foundational in any Women’s and Gender Studies program.” — Tara Wood , Assistant Professor of English and instructor in Gender Studies, Rockford University “! reshold Concepts is my go-to foundational text for both teaching Women’s and Gender Studies classes and facilitating Safe Zone training. " e extensive end of chapter questions and learning roadblocks sections help students process and apply the information. I appreciate that the authors succinctly frame and contextualize complex gender studies topics.” —Christopher Henry Hinesley, Associate Director, Women’s and Gender Studies, Rochester Institute of Technology ! reshold Concepts in Women’s and Gender Studies ! reshold Concepts in Women’s and Gender Studies: Ways of Seeing, ! inking, and Knowing is a textbook designed primarily for introduction to Women’s and Gender Studies courses with the intent of providing both skills- and concept- based foundation in the $ eld. " e text is driven by a single key question: “What are the ways of thinking, seeing, and knowing that characterize Women’s and Gender Studies and are valued by its practitioners?” Rather than taking a topical approach, ! reshold Concepts develops the key concepts and ways of thinking that students need in order to develop a deep understanding and to approach material like feminist scholars do, across disciplines. " is book illustrates four of the most critical concepts in Women’s and Gender Studies—the social construction of gender, privilege and oppression, intersectionality, and feminist praxis—and grounds these concepts in multiple illustrations. " e second edition includes a signi$ cant number of updates, revisions, and expansions: the case studies in all $ ve chapters have been revised and expanded, as have the end of chapter elements, statistics have been updated, and numerous references to signi$ cant news stories and cultural developments of the past three years have been added. Finally, many more “callbacks” to previous chapters have been incorporated throughout the textbook in order to remind students to carry forward and build upon what they have learned about each threshold concept even as they move on to a new one. Christie Launius directs and teaches in the Women’s and Gender Studies prog.
Launius and Hassel sca! old feminist analysis in a way t.docx
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Sexualities Project - Argentine team
1.
2nd International Meeting
on Sexualities Puebla November 20-22, 2006 Progress made and implementation in Argentina Sexuality in the Academic Curricula in Universities in Asia, Africa and Latin America
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Presentation
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Preliminary Findings (post
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Students’ opinions about
sexual and reproductive matters No data Don’t know/ don’t answer Do not agree Agree
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Concluding Remarks
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Thanks!