Unit I Scholarly Activity: My Educational Journey

Unit I Scholarly Activitymy Educational Journeyfor The Unit I Assign

For this assignment, you will write responses to questions on concepts you learned in this unit reading (sociological imagination, sociological perspectives, and research design) based on your decision to attend Columbia Southern University. Complete both Part A and Part B as follows:

Part A: Apply the concept of sociological imagination to answer: What are at least two specific groups that you belong to (family, race, age, gender, ethnicity, class, level of education, work, etc.) that influenced your choice to pursue a degree at Columbia Southern University? Describe how the functionalist view, conflict view, and interactionist view were relevant in your decision to attend college. Address each of these three sociological perspectives, utilizing questions from the textbook to analyze how they relate to your educational choice.

Part B: Imagine you are a sociological researcher studying academic dishonesty at Columbia Southern University. Identify at least one research question you would address. Choose a sociological research design method that recognizes patterns of behavior to study academic dishonesty. Explain at least one advantage and one disadvantage of this research method. Refer to textbook pages 36 for research design options.

Ensure your essay addresses all questions in both parts, written in essay style without repeating each question. Incorporate sociological terms and concepts learned from the textbook to demonstrate understanding. Cite the textbook at least once with APA style in-text citation. Include a references section with APA formatted entries for the textbook and any additional sources. The essay should be a minimum of two pages, double-spaced, with 1-inch margins and 12-point font following APA guidelines.

Paper For Above instruction

The decision to pursue higher education is multifaceted and influenced by various social groups and perspectives, as explained through the sociological imagination framework. Applying this concept to my own educational journey, I identify my family and ethnic background as significant groups that motivated my choice to attend Columbia Southern University. My family’s emphasis on education and the value they placed on achievement played a crucial role, aligning with the functionalist perspective which views educational attainment as vital for societal stability and individual economic security (Macionis & Plummer, 2012). Additionally, my ethnic background situated me within cultural expectations that emphasized education as a pathway to upward mobility, resonating with the conflict perspective which sees education as a means of social stratification and power distribution (Collins, 2019). Lastly, from an interactionist standpoint, my daily interactions and personal experiences with peers in educational settings reinforced my motivation and decision-making process, illustrating how individual interactions shape educational choices (Henslin, 2017).

The functionalist perspective perceives education as serving essential functions such as social integration, knowledge transmission, and social control, which motivate individuals to seek higher education to contribute to societal stability (Macionis & Plummer, 2012). Conversely, the conflict perspective emphasizes inequality and how social structures in education perpetuate privilege for certain groups while marginalizing others (Collins, 2019). My ethnic background and family expectations demonstrate this as factors that reinforce social stratification. The interactionist perspective focuses on the everyday interactions and meanings attached to education, illustrating how individual decisions are constructed through social interactions and personal aspirations (Henslin, 2017). Together, these perspectives provide a comprehensive understanding of the sociological factors influencing my decision to pursue a degree.

As a sociological researcher investigating academic dishonesty at Columbia Southern University, I would formulate the research question: “What social factors influence students to engage in academic dishonesty?” To explore this, I would employ a survey-based research design, which is an example of a quantitative method recognizing patterns in behavior across a broad population (Macionis & Plummer, 2012). This method enables the collection of data from numerous students regarding their attitudes and experiences related to academic dishonesty, allowing for statistical analysis and pattern recognition.

One advantage of survey research is its ability to gather data from a large sample, providing a broad understanding of the prevalence and social determinants of dishonest behaviors. However, a significant disadvantage is that surveys may lack depth and context, potentially overlooking nuanced motivations behind academic dishonesty. Respondents might also provide socially desirable answers, reducing the accuracy of findings. Despite this limitation, surveys are valuable due to their efficiency and ability to generate generalizable data, which can inform institutional policies on academic integrity (Babbie, 2013).

In conclusion, applying sociological concepts to personal educational choices offers a structured understanding of the forces shaping individual decisions, while research methods like surveys facilitate the study of social behaviors such as academic dishonesty. Recognizing the strengths and limitations of different research designs is essential for conducting meaningful sociological research and addressing complex issues within educational settings.

References

• Babbie, E. (2013). The basics of social research (6th ed.). Cengage Learning.
• Collins, P. H. (2019). Intersectionality as critical social theory. Duke University Press.
• Henslin, J. M. (2017). Sociology: A down-to-earth approach (12th ed.). Pearson.
• Macionis, J. J., & Plummer, K. (2012). Sociology: A global introduction (6th ed.). Pearson.