Opportunity Atlas

Exercise Overview   This exercise has two components: Part I: Discussion of Opportunity Atlas Findings, and Part II: Application of Course Readings. By the end of the exercise students will be able to: 1. Describe what social mobility looks like in the United States among the sampled population. 2. Compare and contrast different types of social mobility outcomes in the United States. 3. Describe how children and/or college students struggle with social inequalities in the United States. 4. Apply contemporary sociological explanations of social inequalities to social mobility outcomes in the United States. Your completed assignment should be 3 – 5 pages, double spaced. Submit your assignment no later than Sunday January 10th. Please include a reference page. I prefer ASA citation, but will accept APA. To access the Opportunity Atlas, use the following link: The Opportunity Atlas https://www.opportunityatlas.org Part I: Discussion of Opportunity Atlas Findings   The Opportunity Atlas reveals which neighborhoods offer children better life chances. The Atlas was comprised by tracking 20 million Americans from childhood to their mid-30s. The outcomes project how well children from different US neighborhoods will fare as adults. For example, do children who grew up in Buffalo, New York have a higher probability of becoming incarcerated compared to children who grew up in Dallas, Texas? After you access the map, click “Begin Exploring.” The “Get Started in Three Easy Steps” tutorial prompts you to 1) search for a city or address; 2) select the outcome you would like to map; and 3) choose a demographic group to focus on. Use any zip code or city name to build your narrative. I suggest that you compare/contrast different cities. For example, how do the opportunities for children who grew up in Malibu, CA differ from the opportunities for children who grew up in Stockton, CA? Select at least five outcomes to compare/contrast. You can find the outcomes in the left-hand navigation menu such as, household income, incarceration rate, college graduation rate, hours worked per week, individual income, and number of children. Compare/contrast across multiple income groups, race group, and gender. To build your narrative think about what you’re interested in knowing. Life chances extend beyond income. For example, compare/contrast incarceration rates, employment rates, teenage birth rates, and high school graduation rates. Develop a narrative that discusses at least five different outcomes. You can build your analysis in any way that makes sense to you. For example, discuss three outcomes for a lower-income area (applying different income, race, and gender markers), and two outcomes for a higher-income area (applying different income, race, and gender markers). An Example   What is the difference in household income life chances between White women and Latinx women who grew up in the area surrounding Sacramento State university? For White women the average is $65k, compared to $56K for Latinx women. This means that on average, White women who grew up in the area surrounding Sac State will make $65K annually, compared to Latinx women who grew up in the same area. This leads us to consider the social factors that generate a $10K income gap between White and Latinx women. I arrived at these numbers by inputting the Sac State area zip code – 95819. Then, I selected “Household income” as my outcome on the left-hand navigation menu. Then, I moved the Household Income Demographic marker to “All” on the right-hand side of the screen. Then I moved the Child Race marker to “White.” Then, I moved the “Child Gender” marker to Female.   When finished, you will see that that White women who grew up in the Sac State area average $65K annually. Move the Child Race marker to “Hispanic” when you are ready to compare/contrast based on race.   Try this. Did you arrive at the same numbers? What do you find when you the Child Race market to “All,” keeping Parent Income as “All,” and keeping Child Gender as “Female?” Did you arrive at $60K. This means, all women regardless of race, who grew up in the Sac State area will make $60K annually. Notice that this number is lower than the average for White women, and higher than the average for Latinx women. Did you arrive at the numbers successfully? If so, great! You’re ready to do your own analysis. If not, try again, and ask questions if you need assistance. Part II: Application of Readings   Apply any of the readings from Blocks One – Two to your findings. How do the readings help you make sense of the disparities you identified in your analysis? For example, in Block Two we discussed race formation theory? How do race hierarchies relate to one’s life chances? In Block Three, we discussed mass incarceration. Did you identify any disparities, especially based on race among incarceration rates?  How can you use the readings to help explain the disparity? Select the terms, concepts and ideas from our readings that best help you explain your findings. In addition to our readings, include two outside sources. Helpful Hints   The Opportunity Atlas has several features to help you. I suggest that you review their Guide, Methods, and/or FAQ. Each can be found in the lower left-hand corner on the screen. Include works cited and turnitin report pls Other readings: READINGS Brooks, Jacqueline, Heidy Sarabia, and Aya Kimura Ida. 2020. Race and Ethnicity: The Sociological Mindful Approach.San Diego: Cognella, Inc.

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