Great Deal! Get Instant $10 FREE in Account on First Order + 10% Cashback on Every Order Order Now

BASS –SOC102A, Assessment Brief 2 Page 1 Assessment Description: Assessment Brief Program Bachelor of Applied Social Science Subject Understanding Societies: An Introduction to Social Analysis Subject...

1 answer below »
BASS –SOC102A, Assessment Brief 2 Page 1
Assessment Description:
Assessment Brief
Program Bachelor of Applied Social Science
Subject Understanding Societies: An Introduction to Social Analysis
Subject code SOC102A
Name of assessment Assessment 2: Report
Length 1500 words
Learning outcomes addressed by
this assessment:
This assessment addresses the following subject learning outcomes:
A, B, C.
Submission Date: Week 7
Lecturer Name Sadia Niyakan-Safy
ief Summary:
Students are expected to use relevant theory to write a report about one
type of inequality in Australian society.
Total marks 100
Weighting 30%
Students must attempt this assessment during the week outlined above. Any submissions after 2nd Nov will
not be marked.

Students must attempt all tasks in the unit to be eligible to pass the unit.

More information can be found in Think Education Assessment Policy document on the Think Education website

In “The Meritocracy Myth”, McNamee and Miller identify several ‘non-merit’ factors which
“suppress, neutralize, or even negate the effects of merit and create ba
iers to individual
Discuss the argument that meritocracy is a myth in relation to the education system in
Australia. In doing so, explain the ‘non-merit factors’ which can influence a student’s
educational outcomes. Use research to support your discussion.
For an understanding of McNamee and Millers’ work, please use the articles provided
y the teacher for this purpose. These articles will be uploaded on the Portal under
“assessment 3”.
Marking Criteria:

Max. in
Word count, readability, and structure. 10/100
In-text references, reference list and co
ect use of
eferencing style
Theoretical discussion 20/100
Answering the question and responding to the topic -
evidence, relevant and effective use of illustrations and
case studies.
Critical evaluation of the views of the authors 20/100
Total: 100/100
Percentage: 30/30%

BASS –SOC102A, Assessment Brief 2 Page 3
Notes for Essays: Students must attempt all tasks in the unit to be eligible to pass
the unit.
This report will incorporate a formal introduction, main points and conclusion; as this is a
eport, the introduction and conclusion, as well as individual sections addressing different
issues can be flagged with subheadings. The work must be fully referenced with in-text
citations and a reference list at the end. We recommend you work with the APA 6th Edition to
ensure that you reference co
We recommend a minimum of ten references, unless instructed differently by your
tutor. Unless specifically instructed otherwise by your lecturer, any paper with less
than ten references may be failed. Essays which include sources that are not properly
eferenced according to the APA 6th Edition Referencing Guide will not meet a level 200
equirement and will be penalized.
References are assessed for their quality. You should draw on quality academic sources,
such as books, chapters from edited books, journals etc. Your textbook can be used as a
eference, but not the Study Guide and lecturer notes. We want to see evidence that you are
capable of conducting your own research.
Before submitting your assignment, please review this video by clicking on the following
link, on why sources of information need to be acknowledged: Plagiarism Man (thanks to
Swinburne for this video).
You must search for peer-reviewed journal articles, which you can find in the online journal
databases and which can be accessed from the li
ary homepage. Wikipedia, online
dictionaries and online encyclopedias are acceptable as a starting point to gain knowledge
about a topic, but should not be overused – these should constitute no more than 10% of
your total list of references/sources. Additional information and literature can be used where
these are produced by legitimate sources, such as government departments, research
institutes such as the NHMRC, or international organisations such as the World Health
Organisation (WHO). Legitimate organisations and government departments produce peer
eviewed reports and articles and are therefore very useful and mostly very cu
ent. The
content of the following link explains why it is not acceptable to use non-peer reviewed
websites: http: (thanks to La Trobe University for
this video).
Marks will be deducted for failure to adhere to the word count – as a general rule you
may go over or under by 10% of the stated length.
Plagiarism Statement
By clicking the 'Upload this file' button below you acknowledge that you have read and
understood and can confirm that the work you are about to submit complies with the Flexible
and Online plagiarism policy as shown in the JNI Student Handbook.
Answered Same Day Jul 18, 2021


Baishakhi answered on Jul 19 2021
106 Votes
Michael Young coined the term “meritocracy” in his 1958 satirical novel ‘The Rise of the Meritocracy, 1870–2033’. According to Hurn (1993) a meritocratic society can be defined as, where a person’s ability and effort is of more importance than the person’s inherited privilege and status. It was in the years 1960s and 1970s, when an American sociologist Daniel Bell chiefly configured the theory education-based meritocracy. This theory gained global acceptance, momentum amidst the policy makers and academics and acquired political significance (Goldthorpe 2003). According to this theory, the relationships between individuals’ educational attainment, their class origins and their eventual class destinations changes over time. This theory has three aspects and can be explained through the following figure (Figure 1), (i) the relationship between individuals’ class origin and educational attainment (OE) weaken over time, (ii) the relationship between the educational attainment and individuals’ class destination strengthen over time and in turn (iii) the association of an individual’s class origin and class destination is affected by the education and the direct relationship fades away. This theory was confirmed by recent researches and the association between the socio-economic disadvantage and educational attainments still prevails and aggravate throughout an individual’s life.
Figure 1: The theory of education based meritocracy (Goldthorpe 2003)
‘Non-merit factors’ which can influence a student’s educational outcomes
It is believed that the birth and luck plays an important role in our lives. There are substantial class inequalities among the educational outcomes and transitions in the Australian education system. Donovan (2017) has argued “young people have internalised the ‘doxa’ of meritocracy, agency and ambition, conceiving of themselves as individual agents in this context.” Lamb et al., 2015 reported there was a High school completion drop to just 61% among the lowest socio-economic deciles from 89% among the highest socio-economic deciles. Again, LSAY (2013) had reported 69% of young learners from the highest socio-economic class attain a university degree, whereas, it is only 27% when it comes to the lowest socio-economic class. This discrepancy tends to continue even though there seems to be a hike in the university participation (Donovan 2017). However, the young learners from different class backgrounds are having contrasting ideas about the ‘meritocratic world’ around them, at the end of their secondary schooling. The students from the Middle-class socio-economic backgrounds tend to be more confident than the working-class peers about their possibility to thrive in their end-of-school transition. At the same time, the...

Answer To This Question Is Available To Download

Related Questions & Answers

More Questions »

Submit New Assignment

Copy and Paste Your Assignment Here