10 Jul Grassroots Activism Project (GPA #2)NOTE: Grassroo
Grassroots Activism Project (GPA #2)NOTE: Grassroots Activism Project requires you to look around and identify an issue ofconcern in your own community, develop ways to address the concern, and then takeaction! You’ll then be able to consider barriers to action and how you can use yourexperience in your educational and career goals. We’ll do this in three steps so that youhave guidance along the way and opportunity to get a restart if you stumble.COVID-19 UPDATE: Although you may be doing an infographic, PowerPoint, or similaralternative action (since many of you cannot complete the action you proposed earlierdue to concerns over COVID-19 and current safer-at-home orders), you still need tocomplete the essay portion of this assignment. Your infographic, Ppt, etc is youraction now, but the essay is the context for your action.In this stage of our Grassroots Activism Project ( assignments, we will engage in grassrootsactivism by doing something and documenting it! You should plan on about 3-5 hours of timeand effort total. Your assignment in the Action Stage besides the actual implementing yourgrassroots activism plan is to complete an Addressing Injustice Report to reflect on yourexperience and action. You will submit an essay addressing these questions: What did I doto address my chosen social injustice? What barriers or frustrations did I face, and how did Iovercome them? What would I do differently next time I seek to address social injustice? Towhat degree did my grassroots activism make a change? You should also include photos and/orother materials that document your experience. That way we know that you actually completedthe project.REMEMBER: This doesn’t have to be writing a whole new essay! You may take aspects of yourearlier assignment and add to it in a way that builds on it. Be sure to answer the postedquestions specifically and with enough detail and explanation that anyone off the street couldpick up your submission and understand it completely. That means that it probably needs to bein the range of 2-3 double-spaced pages, unless you are a talented writer who can convey agreat deal of meaning in fewer pages. Be sure to proofread your entire submission for form andstyle and flow; just cutting-and-pasting your prior report and then adding some more words isbasically a pretty sloppy way to complete this assignment. Try to complete this as if it was anassignment at your first job after graduation! What would you submit to impress your new bossor supervisor and demonstrate your skills and talents? Apply that approach here!RubricGAP assignment #1The admission of students with athletic ability is common in the United States. A study by Hurwitzrevealed the odds of admission for athletic or legacy students was 15.69 times the odds for other students(486). About 40 percent of sports in college classes are reserved for legacy students, and elite collegesgive up to 24 percent of undergraduate positions to legacy students (Bergman para 5). Some studies revealthat legacy criteria can substitute for several dozen points on the SAT (Ordway para 3). The high level ofinjustice towards academically superior students who are denied college positions for lack of superiorathletic ability can be understood in the context of competitive advantage theory. The theory stresses onthe maximization of economies of scale, which is applicable mostly in business (Wang 33).In sports, itcould mean that colleges strive to present themselves as capable of nurturing talents. Thus, it mightappear worthwhile to pay for high premium prices because the product is multifunctional andwell-rounded. Also, students and sponsors can discern the opportunity cost of attending a sports-orientedcollege or a non-oriented college.The issue of injustice meted towards academically strong students is related to the concepts discussed inclass. It relates to discrimination based on social-economic status and race. Indeed, reserving andproviding positions to students with athletic ability while denying the same positions to students withhigher academic qualifications is discriminatory. Besides favoring students from superior economicbackgrounds who can nurture their own talents using their personal fundings, discriminative collegesports awards students whose racial characteristics facilitate athletic prowess. The practice is wrong, asdiscussed in class, because it propagates a culture of injustice, eliminates fairness, and encouragesinstitutional discrimination, stereotypes, and segregation in educational systems.I will address the raised issue by holding discussions with my college registrar and sports head in thecoming week. I will book appointments, and when I meet them in their offices, I will determine the exactnumber of student-athletes, the college admission criteria, and the equivalent of the edge given to astudent-athlete in terms of SAT or other scores. I will then ask the college to follow up on the athleticstudents as well as the students denied admission positions to determine how the students fair in theirstudies and the institutions in which they get enrolled. By so doing, the college can track the impact of itspolicies even as it revises the admission criteria and relaxes athletic ability preferences.Instructor comment :This is an interesting topic. So are you focusing on the socioeconomic inequity that results inlegacy students essentially buying their way into schools? I am not sure what you mean whenyou stated that, college sports awards students whose racial characteristics facilitate athleticprowess as there is nothing that I am aware of that differentiates athletic ability based on race.This is a potentially problematic perspective, as it reproduces racial hierarchy, so be careful withyour wording. If you are going to address unfair policies in college recruiting, that makes sensebut you will need to connect it strongly to class and the wealth gap in order for it to work withthis class. Additionally, part of your action is asking the school to compete research. That is notfeasible. Your action about meeting with people, do you think that those people have the abilityto change policies? Might there be other factors like board funding at work here? I don’t thinkmeeting with people is an effective use of your time for this project. How else might you raiseawareness about this issue? Could you hold an info-night for your family and friends and raiseawareness about how classism effects college recruiting, particularly athletics? Keep thinkingabout this project, and if you need more help please reach out to us.
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