Literature Review Resources Successful completion of a doctoral dissertation requires significant amounts of independent reading on the research topic. This allows the doctoral learner/researcher to...

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Literature Review Resources



Successful completion of a doctoral dissertation requires significant amounts of independent reading on the research topic. This allows the doctoral learner/researcher to become familiar with the scope of the topic and to identify gaps or tensions within the existing literature on the topic. These gaps and tensions become the source of the dissertation research. In this assignment, you will read and annotate potential sources in your dissertation field of interest. Those demonstrating the most merit to the best of your understanding of the topic at this time should be added to your RefWorks list for potential inclusion in the literature review section of your dissertation.


General Requirements:


Use the following information to ensure successful completion of the assignment:



  • Locate the assignment submission for "Literature Review Resources" from previous courses. You will be adding to this document to continue building a running literature review.

  • It is recommended that you engage in this activity throughout the duration of this course.

  • Instructors will be scoring your submission based on the number of unique sources identified in the list submitted.

  • Download the resource Literature Review Resources Tool (if needed) and use it to complete the assignment.

  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

  • Refer to the resource, "Preparing Annotated Bibliographies," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.


Directions:


Read at least 10 empirical articles in your general dissertation field that you have not read previously.


In the "Literature Review Resources" document that you submitted in from your previous courses, provide the following for each source that you are adding to the document:



  1. The APA formatted citation.

  2. A brief annotation of the key points of the source.

  3. An indication of whether the source has been added to (Y) or excluded from (N) your RefWorks list.

  4. Highlight the additions to the document so your instructor can readily identify them.


Maximum Points:50.0

Answered Same DayApr 10, 2021

Answer To: Literature Review Resources Successful completion of a doctoral dissertation requires significant...

Sohini answered on Apr 14 2021
146 Votes
Running head: LITERATURE REVIEW
LITERATURE REVIEW (
9
)
Literature Review
Name of the Student:
Name of the University:
Author Note:
Topic: Exploring how Black women college graduates perceive colorism and how it influences career progression
Literature Review Resources
    Number
    Article Information
    Added to RefWorks? (Y or N)
    1.
    Reference Information
Blake, J. J., Keith, V. M., Luo, W., Le, H., & Salter, P. (2017). The role of colorism in exp
laining African American females’ suspension risk. School Psychology Quarterly, 32(1), 118.
    Y
    
    Link
http://dx.doi.org/10.1037/spq0000173
    
    
    Annotation
Blake et al., (2017) in their work attempted to explore the impact of colorism further elaborating on the suspension risk through utilization of a nationally representative sample comprising of adolescent females. The increased rates of suspensions of the African American female students have garnered attention in recent times. The study results revealed colorism as a significant predictor in terms of school suspension risk after careful controlling of certain other confounding factors. In contrast to their white female peers, the African American female adolescents possessing darker complexions were reported almost twice as likely to get an out-of-school suspension. However, no such finding was reported with respect to African American female students having lighter skin tones. Therefore, this article acts as a valuable resource for gaining an insight into the implications associated with following a colorist framework to understand the school discipline outcomes thereby aiding in advancement of research in this domain.
    
    2.
    Reference
Uzogara, E. E. (2019). Dark and sick, light and healthy: black women’s complexion-based health disparities. Ethnicity & health, 24(2), 125-146.
    Y
    
    Link
https://doi.org/10.1080/13557858.2017.1315376
    
    
    Annotation
Uzogara, (2019) in his study investigated the chances concerning the manner in which stress and health are measured might influence the disparate health outcomes among darker skinned Black women and lighter skinned women. Across two cross-sectional samples, black American women with varied skin tones were studied. Both the objective or count measures in addition to global measure of health were utilized for examining the women’s skin tone health disparities. Moreover, in case of the Detroit area study, disparities in terms of exposure to stress were measured using both count as well as global measures. The study indicated that research concerning health disparities might harbor potential benefit by considering Black women’s skin tones as a crucial social determinant of health. Furthermore, an important contribution of this article is that it stated use of subjective measures of health might cover up within-race health disparities across different complexions apart from masking the magnitude of disparities across race.
    
    3.
    Reference Information
Wassink, J., Perreira, K. M., & Harris, K. M. (2017). Beyond race/ethnicity: Skin color and cardiometabolic health among blacks and hispanics in the United States. Journal of immigrant and minority health, 19(5), 1018-1026.
    Y
    
    Link
https://doi.org/10.1007/s10903-016-0495-y
    
    
    Annotation
Wassink et al., (2017) in their study explored whether darker interviewer-ascribed skin color is linked with debilitating cardiometabolic health in case of adult Blacks and Hispanics residing in United States. Both logistic as well as OLS regressions were utilized for prediction of hypertension, diabetes, obesity and cardiometabolic risk. The interaction among the Hispanic immigrant generation and ascribed skin color was also studied. Worse cardiometabolic health outcome among youth adult Blacks and Hispanics was noted through prediction of darker ascribed skin color. The associations were reported to be highest among both the third and higher generation respondents in case of the Hispanics. Thus, it was interpreted that the health and wellbeing of the US Blacks and Hispanics may be attributed to the perceptions of others via their skin colors. Moreover, it was indicated that the gradients with respect to cardiometabolic health in young adulthood might lead to affecting the gradients in cardiovascular disease besides all-cause mortality in later life.
    
    4.
    Reference Information
Price-Dennis, D., Muhammad, G. E., Womack, E., McArthur, S. A., & Haddix, M. (2017). The multiple identities and literacies of black girlhood: A conversation about creating spaces for black girl voices. Journal of Language and Literacy Education, 13(2),...
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