BCC Impact of Racial Discrimination in The Workplace Annotated Bibliography First need to find a social issue. The social issue can’t be too broad such as

BCC Impact of Racial Discrimination in The Workplace Annotated Bibliography First need to find a social issue. The social issue can’t be too broad such as racial discrimination. It needs to be narrowed down but not a too narrow one which few recourses can be found. An example could be ‘how racial discrimination affects people around work space’. This is just an example and doesn’t have to be the same. After the question is set, you need to provide 10 academic recourse. And out of 5 of them there needs to be an APA STYLE annotated bibliography written for each 5 of the sourses. A single annoted bibliography needs to be at least 100 words. So 5 will be 500 words. Then there needs to be a 1000 words literature review on the social issue question. Whole assgnment will be 1500 words including both the annotated bibliography and the literature review. AND PLEASE CONFIRM THE SOCIAL ISSUE QUESTION WITH ME AFTER YOU HAVE DECIDED, THEN START THE ASSIGNMENT. THANK YOU Composing a Literature Review
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Composition 2
Week 7
Literature Review Final Assignment
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Draft for peer-review: June 13 (minimum 700 words for draft)
Final draft: June 17 [Turnitin/Moodle]
Length: 1200-1500 words
Value: 25% of your grade
Involves 12-15 studies (academic articles, book chapters, books, etc.)
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You will write a literature review for your final paper. A literature review thematically explores issues relevant to your
research topic. Using information from Assignment 3 as a starting point, you will develop your understanding of your
topic through the lens of recent research in the area. Such reviews often highlight opposing and/or complementary
perspectives on the topic and underscore areas of research that are underdeveloped and require further investigation.
Literature Review
The term “literature” here has little to do with novels and poetry. Rather, here the term means a collection of research on
a given topic. So you could say, “The literature on global warming indicates…”. This refers to a collection of studies on
global warming.
This section illustrates what the literature notes about your topic and the argument you are making based on your
developing thesis statement. Note that you should finalize your thesis statement after you’ve read and organized much
of the literature on your topic. Here, you should also use annotated bibliography assignment as a base or foundation. It is
only a base because a literature review must review a series of studies. For a review of this size you should consider ten
(10) to ten (15) sources. This does not mean that you must write about all of the studies in great detail. For example, you
could say,
“Study A, B, and C all underscore the importance of X. A and B do so by saying…, while C says…. In contrast, D and E
share a different perspective. D argues…”.
In this way you are demonstrating (1) that you have looked at a wide range of studies, (2) that you found patterns of
similarity (or difference) in what you read, and (3) that you can synthesize these different readings into a few main ideas
or perspectives (or patterns) on the topic. All of this together greatly influences your credibility as someone who has
done enough background research to have an intelligent perspective on the topic.
The final paragraphs of your literature review have a few important functions: (1) to summarize the review by
highlighting what the literature says about your topic; (2) to emphasize what the literature does not say about your topic,
or findings that are interesting but remain inconclusive because too little research has been done on the topic; (3) to
highlight research areas or questions that future studies can tackle to expand our understanding of the topic. This last
function is incredibly important as it helps to pave the way forward for continuing research and emphasizes your
contribution to the area of study—see Sample 2 below for a model. Collectively, these functions should help you
formulate a thesis that guides how you structure and compose your paper.
Sample Paragraph
*NOTE: this is NOT a sample literature review, but (1) a sample of a single paragraph of a literature review
and importantly, 2) an example of how you can put a series of references into a single paragraph.
Topic: The Prevalence of Cyberbullying
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Commented [GGF1]: Instructors: adjust dates accordingly
Composing a Literature Review
Composition 2
Week 7
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Cyberbullying is a new social phenomenon. Cyberbullying can often leave people—especially
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students—unable to escape their bullies, causing them to constantly feel alone and helpless. Fexter, Jacks, and
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Cass (2012) performed a study on 1933 students across four Canadian universities and found that 24 percent of
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students had been the victims of cyberbullying over the last twelve months. These shocking numbers show that
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nearly one in every four university students at these schools have been victims of this phenomenon. While a
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slightly different focus (cyber and traditional bullying), Wegge (2014) noted that 31 percent of male Australian
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university students (n = 1635) had been victims of one form of bullying. These statistics are even more
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interesting when compared to studies that were done amongst secondary school students. The numbers are
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drastically different. Greg, Krots, and Elgin (2017) found that among 13-14 year old students (n = 1500),
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considerably less students reported being cyberbullied (13 percent). This is very similar to what Vanden and
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Cleem (2016) found among 2052 students in the 12-18 range. They concluded that 11 percent of students had
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been victims of cyberbullying. Peters and Klempt (2011) found similar findings in Hong Kong where they
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compared teenage and university-aged males and females. When examined together, the literature suggests that
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cyberbullying appears to be more prevalent in older university students. (222 words; 5 references)
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What has this student done successfully? This student has demonstrated (1) that s/he has looked at a range of
studies, (2) that s/he found patterns of similarity (or difference) in what was read, and (3) that s/he can synthesize
these different readings into a few main themes, perspectives, or patterns on the topic (the main theme here is
age of bullying). This is an example of ANALYTIC, SYNTHETIC, & CRITICAL (evaluative) THINKING. The samples
below are similar in this respect
Why do professors LOVE to see this type of thinking? Because such mental exercises tap into and represent
higher-order thinking processes that are important for approaching ideas and concepts in meaningful ways. That
is, this type of thinking (and when articulated clearly) is required for problem solving and for making a difference in
your life, in your community, and in the larger global context. Here is how educational psychologists map out
different types of thinking (based on Bloom’s Taxonomy):
together these 3
are higher-order
thinking processes
‘creating’ also
called ‘synthesizing’
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Composing a Literature Review
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Composition 2
Week 7
MORE SAMPLES
Sample 1
Topic: Chronic illnesses and their impact on relationships
Literature Review
This review of the literature will explore how aspects of marriage are impacted by chronic physical and
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mental illnesses. To begin, chronic physical illnesses vary in types and intensity, but have one characteristic in
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common: they recur throughout time, usually at random intervals. The uncertainty that comes along with a
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diagnosis along these lines can greatly impact family relationships like marriage.
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Keeping the marital bond strong is often accomplished through open communication. This can be very
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difficult in the face of a chronic physical illness. Badr and Acitelli (2005) found that in couples that used
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relationship talk, or talking about the nature and direction of the relationship, chronically ill couples had more
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benefit than couples that failed to include open discussion regularly. This suggests that in a situation where a
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spouse is chronically ill, it is important to use communication to make one another aware of certain things such
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as how one feels about a situation, or what one needs or expects from their partner. In addition, Berg and
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Upchurch (2007) suggested that collaborative talk is commonly correlated with positive marriages. Their study
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shows that it is important for married couples to talk about their situation together to keep their relationship
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strong, as these tactics have been proven to be helpful for the couples where one partner has a chronic physical
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illness. Moreover, Shuff and Sims (2013) add to this by stating that couples with this illness who are aware of
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their partner’s expectations of communication in the marriage are more successful in supporting one another.
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Being aware of the partner’s desires and being able to fill them is central to satisfaction in the functioning of
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these types of relationships.
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From a different perspective, a chronic mental illness—vastly different from a physical chronic
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illness—can also be extremely difficult for marriages to cope with. This difficulty is exacerbated given the
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negative social stigmas that exist about mental illness in general and in most societies around the world. These
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stigmas also exist in marriages. Perry (2014) focused on marriages and social networks and stigma in relation
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to those with a serious mental illness. Perry found that the stigma of a mental illness in a marriage informed
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both spouse’s social networks, causing primarily the stress levels of non-ill spouses to significantly increase.
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This stress increased with more time invested in using social networks. This result suggests that the stigma may
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be more far-reaching than originally thought, as it appears at quite a distance from the actual marriage.
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Rather than looking at stress levels, Segrin (2016) and other researchers (Cheng, 2015; Philips, 2012)
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show that there is a strong need for communication scholars to explore the way that marriages interact,
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especially regarding mental illness, and that a positive or a negative attitude to the issue can set a precedent for
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how the entire family deals with chronic mental illnesses. That is, the different communication processes that
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couples partake in set examples for how their children interact. More specifically, Schmaling and Jacobson
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(1990) show that wives in Spain that are depressed are more likely to make an aggressive comment to their
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husbands than wives who are not depressed, and that depressed wives have less positive discussions than their
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Composing a Literature Review
Composition 2
Week 7
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counterparts. These aggressive statements by wives could likely become a stressor for the marriage or produce
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a negative schemata of marriage for children or adolescents in the family. This finding matches what Peters
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(2003) and Cordoba (2011) found in the United States and Norway, respectively. Finally, and in addition,
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Segrin (2006) offers that depression has a large impact on the family, and usually just creates more problems
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that tend to result in fueling depression.
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The review of the literature highlights how two different types of chronic illness (physical and mental)
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can impact marriage. Seemingly, open communication is particularly important for couples dealing with issues
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of physical chronic illness. However, effective communication patterns are yet to be revealed by researchers
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regarding chronic mental illnesses. Given this lack of information, then, future studies can aim to explore how
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married couples who experience issues related to chronic mental illness deal with the inherent stress that is
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frequently associated with such living situations. (694 words; 11 references)
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Literature review adapted from: Living with chronic illnesses: How are those with a chronic illness treated by their families since their diagnosis? By, Maura K. Little (student),
University of West Florida. https://libguides.uwf.edu/c.php?g=215199&p=1420828
Sample 2
Topic: GPA and internet use
This is a sample of the final paragraphs of a literature review:
This review of the literature highlights that the use of the internet is likely to influence
students’ academic achievement in negative ways, although some doubt remains given the findings of
Helou and Rahim’s (2014) and Tert’s (2017) study. It seems that while the length of internet usage
does negatively impact student grades, it is also ‘how’ students spend their time online that determines
the degree to which their academic performance is affected. In addition, students’ personality traits
such as their ability to control their internet use and sociocultural and gender factors are arguably a
significant contributor to their GPA too. However, there is no complete certainty about the extent of
the negative impact of internet use because, for example, there are at least two studies that deny the
correlation. Thus, one cannot be certain whether the correlation between the use of the internet and
students’ academic performance really exists.
Much more research, then, is needed in this area of study. Specifically, future studies can focus
on the following areas. First, because the sample sizes in the literature are frequently so small, studies
that survey a larger portion of the population are needed. Second, there are some suggestions (Tert,
2017 and Bedder, 2018) that socioeconomic factors have an impact on internet usage and academic
achievement; therefore, more studies are needed that account for these social and economic factors.
Finally, too many of these studies focus on English speaking countries in the West. Little is known
about relationships between internet use and academic performance in places like Asia, Africa, and
South America. More studies in these geographical areas are needed too. If future research could
explore these three topics, students, educators, parents, and researchers could make more intelligent
decisions about how best to regulate internet use among students.
Sample 3
Topic: Grouping in mathematics classes in Japan
Literature Review
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Composing a Literature Review
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Composition 2
Week 7
This paper will critically review articles in terms of whether ability grouping on math should be
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practiced in school. In a book titled Flexible and Heterogeneous Instructional Arrangements to Facilitate
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Mastery Learning, Albert Mamary (1985), a former superintendent of a high school and an educational
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consultant, asserts that ability grouping is the most effective way to improve the ability of all the students in
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school. However, ability grouping does not notably raise students’ achievement compared to non-grouped
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students. Furthermore, it produces a new problem of discrimination and unfairness in school.
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Mamary (1985) highlights several reasons why ability grouping is effective. First, he argues that
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students learn most effectively when they are with classmates of homogeneous ability: instructors find it easier
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to teach and to adjust to an appropriate teaching level in a homogeneous ability class. In contrast, teaching
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mixed ability classes teachers may be easily confused about what level they should teach, thus making a
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situation in which some students are always unsatisfied with the teaching content. Second, Mamary argues that
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lower level students will show better learning attitude in homogeneous ability class than in mixed ability
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class—they will be more motivated to work with similar-level peers.
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In contrast to Mamary’s (1985) claims, Julian R. Betts, a professor of Economics at the University of
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California San Diego, and Jamie L. Shkolnik, a researcher at the National Opinion Research Center at the
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University of Chicago, conducted collaborative research in an article named “The Effects of Ability Grouping
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on Student Achievement and Resource Allocation in Secondary Schools” (2000). They found that there was no
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conspicuous tendency for ability grouping system to raise students’ achievement compared to non-grouped
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system. This longitudinal research examined if there is difference in average scores of math tests between a
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cohort of 50 schools practicing ability grouped system and that of a different set of 50 schools practicing non-
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grouped system. When the study began, the subjects of the study were in the seventh and tenth grades and were
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observed for five consecutive years (1987 to 1992). The results of the study indicate that the average test scores
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of both cohorts were not significantly different. Thus, there is no apparent systematic increase in the test scores
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from the first year onwards, suggesting that the grouping method has little positive impact on math abilities.
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Furthermore, in her article titled “Keeping track: The Policy and Practice of Curriculum Inequality,”
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Jermaine Oakes, Presidential Professor in Education and Associate Dean in the Graduate School of Education
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and Information Studies at the University of California, argues that ability grouping is an unfair system to
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students (1986) regarding teacher-student relations. She conducted a survey of 300 schools practicing ability
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grouping for math and English classes. She found that curriculum content, instruction quality, and classroom
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climate differed substantially from an upper class to a lower class. She also found that teachers in higher classes
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tend to be more enthusiastic about their job and devote more time to preparing classes. In addition, Susan
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Hallam and Judith Ireson, professors in the Institute of Education at the University of London, conducted a
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survey of 45 schools and 1500 teachers in an article titled “Secondary School Teachers’ Pedagogic Practices
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When Teaching Mixed and Structured Ability Classes” (2005). They found that there were serious limitations
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in learning content, study depth, activities, and resources that lower classes provide to students: the quality of
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lower class teaching is literally lower than higher classes. Differences in teaching in lower classes were also
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Commented [GGF2]: Instructors: Sample 3 here is a
“critical review” of the literature. This may be useful to show
students that there is more than one way to compose a
literature review.
If you choose to share this, there are problems with this
sample that you can highlight. For example, “ability
grouping” should be defined as part of the Introduction;
there isn’t a thesis statement anywhere; the conclusion
does not provide suggestions for moving forward.
Of note too is that the term “Sample” is used to describe the
three works presented here rather than “Model”. This is to
denote, then, that each sample can be analyzed with/by
students so they can see what is strong/weak about each
sample. The exception may be Sample 2, which is quite
strong and referred to on page one as a “model”. But even
then, I’m sure you/students can find places to make it
better.
Composing a Literature Review
Composition 2
Week 7
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witnessed in terms of assigning less homework and giving less detailed feedback to students. Accordingly,
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there are differences in how teachers engage with students.
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Both Oakes (1986) and Hallam and Ireson (2005) concluded that students in higher level classes have
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better classroom opportunities. Furthermore, responding to Mamary’s (1985) assertion regarding lower class
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students having a better learning attitude in homogeneous class than in mixed class with higher students, Oakes
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asserts that there is no concrete evidence to support this claim in her large-scale study.
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A further counter-argument on ability grouping also comes from Adam Gamoran, former Chair of the
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University of Wisconsin–Madison Department of Sociology. In a book titled Standards, Inequality and Ability
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Grouping in Schools (2002), he argues that categorizing students into classes tends to lead to social segregation
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among students. Students are not valued equally in school: they define each other by their ability and even
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teachers treat students according to their ability group…
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