Week 7 Getting Intersectional With Age Look at the bottom I provide some info about me ​​Week 07a Getting Intersectional With Age – Read below I provided s

Week 7 Getting Intersectional With Age Look at the bottom I provide some info about me ​​Week 07a Getting Intersectional With Age – Read below I provided s

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Look at the bottom I provide some info about me 

​​Week 07a Getting Intersectional With Age – Read below I provided some thing about my life

For each of the following four clips, you will see one of the identities that we have already discussed in this course. Rather than focusing only on those identities, however, we want you to consider how age and life stage shows up in the video and how it intersects with how you understand the video.

Reflect and journal your responses to these questions for each clip:

· How many age groups do you see referenced in the resource?

· How does age-based agency shaped their experience of the intersectional identity?

· How are people in different age groups in relationship with one another? When is this unjust? When is this just?

Additional guiding questions are provided with each video. Content note: these videos do take up the impact of systemic racism, sexism, heterosexism, and classism. This impact maybe intersectionally increased here because of the addition of adultism.

In Snow (2016) please also consider:

· How does Snow (2016) physically position herself differently when interviewing and referring to people in different age groups?

· How old do you have to be to be a US Congress-member, to open a Twitter or email account? To be a school teacher or principal?

In Dressner and Martinez (2012) please also consider:


· How old do you have to be to be a school teacher or police officer?

· What does it mean that as a minor, Tyquan is beholden to both his teachers and to police officers such that his teachers could require that he carry pens, pencils,

· What does it mean that Drew refers to his students as his children rather than as equals?

In Chasnoff (2007) please also consider:


· At what ages and in what ways are children read and treated differently not because of their own identity but because of their family or family members’ identities?

· At what ages and what ways are children able to claim their own agency and respond to the ways the world reads and reacts to their own identities or their family’s identities?

In Reeves (2014) please also consider:


· To what extent do children have a say with regards to the social class they are born into? The family structure they are born into? The race they are born into? The education level of the family they are born into?

· To what extent do trends like these place a burden on children and young people born into poverty to either fit the single story of these data or to somehow be solely responsible for resisting and being resilient in spite the hierarchy of social class?


Chasnoff, D. (2007). It’s still elementary. Groundspark Media.

Dressner, J. & Martinez, E. (2012). Scars of stop and frisk. New York Times.

Reeves, R. (2014) Is America dreaming: Understanding social mobility. Brookings Institute.

Snow, K. (2015). Malisa’s story. NBC Nightly News.

My info

For me, I would say I am financially independent and I make my own decisions. If I had to split the decision-making between me and my generation above or below me, it would be 80-20 because I make my own decisions because of age and experiences. But, when I was younger because of my culture my family would make the decisions. Till now my mother always worries about me because she still sees me as a child.

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