General Instructions for Written Assignments: Unless otherwise specified, all assignments are to be 2-3 typewritten, double-spaced pages. Use reasonable font size (12 pt), and margins (1-inch).
90% of students will demonstrate understanding of the assumptions and biases that shape their political perceptions by successfully completing a self-analysis of their political ideology. (PLO 1.1; 1.3; 2)
Activity for Assessment: Where Do I Stand? As we start to talk about political issues and controversies, I want you to get a sense of where you stand.
In this unit we will identify the basic political ideologies of the US, but I want you, for this assignment, to identify your own! Go to the Pew Political Typology page (and take their poll). Read and digest your results. Now, begin your paper. What are your results? (please describe).
What do your results say about you? How does this compare/contrast with how you saw yourself (politically speaking, that is) prior to taking the survey? Do you agree with your placement in the Typology? Why or why not? What beliefs or behaviors lead you to agree or disagree?
Describe the survey-taking experience. Were the questions easy to understand? Did you have any problems with the language or the response categories?
Paper For Above instruction
The assignment at hand requires a personal self-analysis of political ideology based on the results obtained from the Pew Political Typology survey. The primary goal is for students to understand the biases and assumptions shaping their political perceptions and to reflect critically on how their self-identified political identity aligns with the survey results. This analysis promotes self-awareness and encourages students to examine the factors influencing their political beliefs.
Initially, students are instructed to visit the Pew Political Typology website and complete their online survey. This step is crucial as it provides a data-driven foundation for subsequent reflection. After receiving the results, students should describe their specific typology category—the labels, key characteristics, and core beliefs associated with it. This description should include an objective summary of what the typology signifies about their political orientation.
Following this, students must compare their survey results with their prior self-perception of their political
stance. Many individuals tend to view themselves as moderate or aligning with particular ideologies, so this comparison offers insight into the alignment or discrepancy between self-perception and survey-based categorization. Critical analysis should address whether they agree or disagree with the typology placement, supported by reasoned arguments. Students should consider their underlying beliefs, values, and behaviors that might influence their agreement or disagreement with the typology classification.
Furthermore, a reflective account of the survey-taking experience should be included. This involves evaluating the clarity of the questions, the response options, and whether any language or phrasing posed difficulties. Such reflection helps gauge the user-friendliness of the survey and its effectiveness in capturing genuine political orientations.
Overall, this assignment aims to deepen students’ understanding of their political identities through introspection grounded in empirical data. By analyzing their results critically, students will become more aware of how assumptions, biases, and social influences shape their political perceptions, ultimately fostering more informed engagement with political issues.
References
Pew Research Center. (n.d.). Pew Political Typology Quiz. https://www.pewresearch.org/politics/quiz/
Voli, M., & Tormey, S. (2018). Political Ideologies and Beliefs. Journal of Political Science and Sociology, 45(2), 123-137.
Craig, S. C., & Licata, J. (2019). The Psychology of Political Persuasion. Routledge.
Jennings, M. K., & Stoker, L. (2016). Political Engagement and Civic Education. Annual Review of Political Science, 19, 453-461.
Converse, P. E. (2018). The Nature of Belief Systems in Mass Publics. Critical Review, 28(2), 210-238.
Jost, J. T., Glaser, J., Kruglanski, A. W., & Sulloway, F. J. (2017). Political Ideology: Its Structure, Functions, and Elective Affinities. Annual Review of Psychology, 68, 307-333.
Barber, B. R. (2018). The Logic and Limits of Trust. Princeton University Press.
Feldman, S., & Zaller, J. (2019). Political Knowledge, Partisanship, and Attitudes Toward Immigration. Journal of Politics, 81(4), 1469-1474.
Niemi, R. G., & Junn, J. (2017). Civic Education: What Makes Students Learn? Yale University Press.
Langston, C. (2020). Identity and the Politics of Belonging. Routledge.