2007+QA

Question 7 — Equality and Difference (20 marks) (a) Outline your understanding of the concept of //discrimination //, and assess ways that individuals and groups in ONE society can reduce discrimination.  In your answer, refer to at least ONE of the following areas:     ‘race’ and ethnicity     location     sexuality     gender     disability <span style="FONT-FAMILY: 'EJJMB J+ Times'; mso-fareast-font-family: 'EJJMB J+ Times'; mso-bidi-font-family: 'EJJMB J+ Times'">   <span style="FONT-FAMILY: 'EJJMB J+ Times'; mso-bidi-font-family: 'EJJMB J+ Times'"> health <span style="FONT-FAMILY: 'EJJMB J+ Times'; mso-fareast-font-family: 'EJJMB J+ Times'; mso-bidi-font-family: 'EJJMB J+ Times'">   <span style="FONT-FAMILY: 'EJJMB J+ Times'; mso-bidi-font-family: 'EJJMB J+ Times'"> social class <span style="FONT-FAMILY: 'EJJMB J+ Times'; mso-fareast-font-family: 'EJJMB J+ Times'; mso-bidi-font-family: 'EJJMB J+ Times'">   <span style="FONT-FAMILY: 'EJJMB J+ Times'; mso-bidi-font-family: 'EJJMB J+ Times'"> age <span style="FONT-FAMILY: 'EJJMB J+ Times'; mso-fareast-font-family: 'EJJMB J+ Times'; mso-bidi-font-family: 'EJJMB J+ Times'">   <span style="FONT-FAMILY: 'EJJMB J+ Times'; mso-bidi-font-family: 'EJJMB J+ Times'"> religion and belief systems.
 * <span style="COLOR: black; FONT-FAMILY: 'Times New Roman Bold MS'; mso-bidi-font-family: 'Times New Roman Bold MS'">Question 7: Equality and Difference **<span style="COLOR: black; FONT-FAMILY: 'Times New Roman Bold MS'; mso-bidi-font-family: 'Times New Roman Bold MS'">

Better responses consistently integrated appropriate equality and difference concepts and relevant examples. They also drew on wider syllabus-related themes to support their outline, assessment and analysis. Better responses also featured effective consideration of the rubric. (a) Most responses referred to ‘race’ and ethnicity as the focus area. Other responses referred to social groups determined by gender, sexuality, ethnicity, disability and religion and belief systems in Australia and in other societies. Better responses clearly indicated the main features of the concept of ‘discrimination’, They demonstrated an awareness of the difference between prejudice and discrimination and an understanding that discrimination can be both positive and negative. These responses included sound judgement about the roles of individuals and groups in reducing discrimination, supported by specific examples of individual and group initiatives to reduce discrimination, <span style="FONT-SIZE: 12pt; COLOR: black; FONT-FAMILY: 'Times New Roman MS'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman MS'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> including aspects of legislation, affirmative action, welfare programs and community initiatives. They demonstrated a sophisticated understanding of the relevant course concepts, which were effectively integrated. They clearly showed the relationships within and between social and cultural groups, referring to historical and contemporary measures and effects of reducing discrimination. The best responses demonstrated awareness that individual and group initiatives to reduce discrimination can be problematic. Weaker responses attempted to state the meaning of the concept of ‘discrimination’ and tended to provide descriptions of the results of discrimination experienced by social groups. Weaker responses provided limited outlines of the ways in which individuals or groups have or may reduce discrimination, using some generalised historical and anecdotal examples. These responses used few or no relevant course concepts.