The Prospectus is 6-10 page document that serves as a road map for the dissertation. It provides...

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The Prospectus is 6-10 page document that serves as a road map for the dissertation. It provides an essential framework to guide the development of the dissertation proposal. The Prospectus builds on the 10 Strategic Points and will be expanded to become your dissertation proposal (Chapters 1, 2 and 3 of your dissertation),

14 Dissertation Prospectus Submitted by The Prospectus Overview and Instructions The prospectus is brief document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. The prospectus builds on the 10 Strategic Points (shown in Appendix A) and should be no longer than 6-10 pages, excluding the criteria tables and the appendices. The prospectus will be expanded to become the dissertation proposal (Chapters 1, 2 and 3 of the dissertation), which will, in turn, be expanded to become the complete dissertation (Chapters 1-5). In short, the prospectus is a plan for the proposal. Prior to developing the prospectus, the 10 Strategic points should be reviewed with the chair and committee to ensure the points are aligned and form a clear, defined, and doable study. The10 Strategic Points should be included in Appendix A of this prospectus document. It is important to ensure the prospectus is well written from the very first draft. The most important consideration when writing the prospectus is using the required criteria specified in the criterion table below each section and writing specifically to each criterion! Also critical is for learners to follow standard paragraph structure: (1) contains a topic sentence defining the focus of the paragraph, (2) discusses only that single topic, (3) contains three to five sentences, and (4) includes a transition sentence to the next paragraph or section. The sentences should also be structurally correct, short, and focused. Throughout the dissertation process, learners are expected to always produce a well-written document as committee members and peer reviewers will not edit writing. If prospectus it is not well written, reviewers may reject the document and require the learner to address writing issues before they will review it again. Remove this page and the sample criterion table below upon submission for review. Prospectus Instructions: 1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study. 2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus. 3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all required criteria for that section. 4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables to evaluate your work. 5. Your Prospectus should be no longer than 6-10 pages when the tables are deleted. Score Assessment 0 Item Not Present 1 Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments. 2 Item is Acceptable. Meets Expectations. Some Revisions May Be Required Now or in the Future. Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments. 3 Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required. Dissertation Prospectus Introduction The Introduction section broadly describes the research topic that will be addressed by the dissertation and why that focus is worthy of further investigation. The introduction develops the significance of the study by describing how the study is new or different from other studies, how it addresses something that is not already known or has not been studied before, or how it extends prior research on the topic in some way. Using results, societal needs, recommendations for further study, or needs identified in three to five research studies (primarily from the last 3-5 years), the learner identifies the stated need, or gap, for the study. The reason it makes sense to focus on the last three years at this stage is that those sources will still fall within the five-year time frame when the dissertation has been completed. Additionally, the most recent studies on the topic need to be a focal point to show how the research is currently trending. Criteria Learner Self-Evaluation Score (0-3) Chair Evaluation Score (0-3) Reviewer Score (0-3) Introduction This section briefly overviews the research focus or problem, why this study is worth conducting, and how this study will be completed. The recommended length for this section is two to three paragraphs. 1. Dissertation topic is introduced along with why the study is needed. 2. Provides a summary of results from the prior empirical research on the topic. 3. Using results, societal needs, recommendations for further study, or needs identified in three to five research studies (primarily from the last three years), the learner identifies the stated need, called a gap. 4. Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format. NOTE: This Introduction section elaborates on the Topic from the 10 Strategic Points. This Introduction section provides the foundation for the Introduction section in Chapter 1 of the Proposal. Reviewer Comments: Background of the Problem The Background of the Problem section of the prospectus uses the literature to provide the reader with the identification and statement of the research gap and problem the study will address. The first part of the Background to the Problem section includes a brief discussion demonstrating how the gap has been established based on what is known, and not known, in the literature. This should include a clear statement informing the reader of the gap. The second part of this section presents a brief historical perspective of when the problem started and how it has evolved over time. The gap. GCU defines the gap as a need or opportunity based on the existing body of recent empirical literature. “Recent” empirical literature refers to empirical research articles or dissertations within five years from date of defense. In other words, the gap for the dissertation is the difference between what is known in a field of research and what is not yet known, i.e., what researchers suggest ‘needs’ to be known (that is, needs to be studied), but which is not yet known. What is not a gap. A gap is not defined as research on a topic for which there is no related research in the existing body of literature (see Grand Canyon University [GCU], 2017). That is, the absence of literature in and of itself does not constitute a gap. Furthermore, a personal agenda or an interesting idea is not sufficient rationale to establish a gap. How to establish the gap. The gap is created by synthesizing the literature related to a societal need and/or broad topic. The stated need is defined from the literature from recent years, usually within the last 3-5 years. There are a variety of ways to synthesize the literature to define the gap. Below is a set of steps that may be used: First, explore original literature on this “societal” issue or big problem to determine what researchers have discovered and what still needs to be discovered. Then compare and contrast the original literature on this problem and provide an overarching summary of the current state of literature surrounding this problem. Second, while exploring the original literature, identify the broad topics and problems researched. Explore the evolution of the research on the problem. How did the focus change? What findings emerged from these studies? Third, describe the research from the past 2 to 3 years to discover what has been discovered, and elaborate to discuss what still needs to be researched or discovered. Discuss the trends and themes that emerged. What has been discovered? What do researchers say still needs to be researched or discovered? Fourth, define the proposed topic and problem statement, given the syntheses of recent studies, trends, limitations, and defined future research needs. Once the learner has established a gap from recent empirical literature, the gap then determines the research problem, which will be covered in the Problem Statement section of the prospectus. The research problem establishes how studying this gap will benefit society and/or professional needs. That is, the problem statement addresses the gap. The problem should be discussed as applicable beyond the local setting and contributes to societal, disciplinary, and/or professional needs. The studies referenced should help to justify the need for the specific research study. For further information see GCU (2017) and the DC Network for resources on finding the gap. Evolution of problem. The second part of the Background of the Problem section should include a very short historical description of when the problem started and how it has evolved over time. This section will be further elaborated in Chapter 2 of the proposal, the literature review. This section must include citations from the past 3-5 years of the literature that clearly present evidence defining the current problem or opportunity that needs to be further researched. Criteria Learner Self-Evaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) Background of the Problem This section uses the literature to provide the reader with a definition and statement of the research gap and problem the study will address. This section further presents a brief historical perspective of when the problem started and how it has evolved over time. The recommended length for this section is two-three paragraphs. 1. Includes a brief discussion demonstrating how literature has established the gap and a clear statement informing the reader of the gap. 2. Discusses how the “need” or “defined gap” has evolved historically into the current problem or opportunity to be addressed by the proposed study (citing seminal and/or current research). 3. ALIGNMENT: The problem statement for the dissertation will be developed from and justified by the “need” or “defined gap” that is described

prospectus-template-2018v-81-01-30-18-3-2ef5lgbb.docx christinasandersprospectus40319-graded-p2zemtzt.docx

Akansha · Accepted Answer

Dissertation Prospectus

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Introduction
Colourism is a constant issue for US ethnic minorities. Colourism has been a procedure where the bifurcation based on skin tone can be done between the minorities regarding their pay scale, marriage, and lodging (Gasman & Abiola, 2015). Women who are black have always stood up through the social boundaries and partial treatment, which is based on the skin tone of their body. Colourism has been subservient of the preconception that the skin tone can become the reason for evaluation and communication with the Black women. Many of the women amongst the blacks reviewed many incidents of their lives when they were judged and mistreated by their families, friends, and many people in their surroundings on the basis of their skin colour, this was a racial and prejudice separation which can be called as Colorism (Medvedeva, Frisby & Moore, 2017).
Colourism can occur through various foundations of races that are influenced by colourism; though, the danger was especially for black women who have to experience this differentiation because of the United State's history of slavery (Milan-Tyner, 2018). Even though many studies are being conducted to have a better understanding of the different aspects of colourism, every black woman has her own story, commenting that they have the knowledge about the messages of colourism and have experienced all the words as unfavorable. As an example, Dark Girls and Light Girls, a documentary film showing that black women of different skin tones going through various tortures and segregation from society in the form of hurtful messages from relatives, friends, men and even other black women and surroundings (FERNANDES, 2015). 
Colourism has led to partial treatment within the same gender based upon their skin colours. Colourism has an impact on women in innumerable ways, one being the physical insecurities of the dark-skinned women in issues like marriages. Professional lives of women were also affected due to colourism, mainly for the reason that women with fair complexion are more attractive for their employers, which dark complexioned women will not. Students have a mindset already that their professional aspirations will be hindered due to their gender, race, and class (Milan-Tyner, 2018).
Background of the Study
Colourism induces susceptibility during the consideration of a female with other females of the fair complexion of being ill-treated (Branigan, Wildeman, Freese & Kiefe, 2017). Colourism affects women in several ways, including the likelihood of substantial uncertainty among dim cleaned women in zones, such as relational unions (Hall & Crutchfield, 2018). The purpose of lives for the women is influenced through colourism as the inclination of bosses is towards women with lighter skin, and also they are appealing to the men for the marriages (Milan-Tyner, 2018). The effects of colourism on the movement of Indian women's professions can be dispensed with by arranging customized colour learning to ease the negative observations sustained by social institutions, media and social convictions and qualities in the external network. The primary issue with colourism is that it provides a particular or special treatment depending on the skin tone of the people. Thus it could be said that colourism provides a punishment or humiliation to those who have dark skin (Mathews & Johnson, 2014). Colourism has a significant impact on the confidence, marriage proposals, and personalities of people. Colourism is thus playing a significant role in influencing the sexual orientation, class, and race of different people (Reece, 2018).
The Gap. Various studies have identified the influence of colourism on the cultural beliefs and social institutions suggesting the women face the challenges (Sims & Hirudayaraj, 2015) and on the likelihood of arrest of different race, class and skin tone (Branigan, Wildeman, Freese & Kiefe, 2017). A synthesis of the studies, however, defines a more in-depth knowledge of which colour elements affect Black women's daily life. The future research identifies a strong need of more studies looking at the impact of colourism on the career progressions of the Black women and also the impact of colourism on the leadership position of black women in the organizations. 
Evolution of problem. The development of the problem started when due to colourism the particular treatment or partial behaviour is provided to the people with white skin and that behaviour changes with the shades of skin. This is likely a punishment or humiliation for people who are dark skinned. Colourism influences personality, marriage proposals, confidence, and workspace. Colourism is thus playing a significant role in influencing the sexual orientation, class, and race of different people (Reece, 2018). The academic problem is the lack of studies on the topic of discrimination with the black women on the higher levels in the organization due to the colourism issue. 
Theoretical Foundations/Conceptual Framework and Review of the Literature/Themes
Theoretical Foundations for this study include Critical Theory of Colorism and Schlossberg Transitions Theory. Critical theory of Colorism examines the culture and society based on categories of power, race, and law. This theory explains that racism is involved in the roots of American culture; this theory analyses the examination of existing power structures, which are based on the colour of people or white privileged. This theory is thus connecting to this study as this is about black women who are not getting privileges in the workplace due to their skin colour (Burton, Bonilla-Silva, Ray, Buckelew & Hordge Freeman, 2010).
Schlossberg Transitions Theory defines any event that results in changing routines, roles hypotheses, and relationships. The 4 S model of this theory helps the person understand whether he or she can cope with change that is influenced by various transitions. This research study will explore how black women experience colour and career progression through Schlossberg Transitions Theory (Schlossberg, Waters & Goodman, 1995).
Review of the Literature/Themes
· Women Empowerment: Empowering women by providing knowledge of the challenges of colourism and ways to deal with it. Colourism challenges can be caused due to the mindset of social institutions, culture, media and values (Sims & Hirudayaraj, 2016).
· Changing roles of women:

14 Dissertation Prospectus Submitted by The Prospectus Overview and Instructions The prospectus is brief document that serves as a road map for the dissertation. It provides the essential framework to...

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