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Graded Assignment 3 – Case Study
Learning Objectives.
1. Explain the ways in which sex, gender, race/ethnicity, sexuality, age, and class intersect in individual lives and at the broader institutional levels producing asymmetrical power relations among and between Caribbean women and men.
2. Illustrate the difference when the concept gender is used by itself as the basis for analysis compared to gender inter-related with race/ethnicity, age, class and sexual orientation.
3. Provide evidence of the ways in which inequalities of gender, sexuality, race/ethnicity, age and class operate in the Caribbean.
Read Chapter 5, ‘Breaking the Barriers, Sierra Leonean Women on the March’, pp 51-60
Read the case for study and do the following:
1. Identify three gender issues that are highlighted in this case.
2. List the criteria you have used to categorize these as gender issues.
3. Provide a critical analysis of the gender issues you have identified in respect of the
implications for policy in Sierra Leone
4. Select any one of the lessons learnt from the WIL project in Sierra Leone and discus the
ways in which it could be useful in responding to the issues related to women and political leadership in your own country.
Case Study Rubric for Assignment 3
Criterion Poor-Weak Satisfactory Good-Exceptional
      Identification of gender issues in the case
( 5 points)
  One or none of the gender issues in the case are identified.
( 0-1 points)
  Two of the gender issues in the case are identified.
(2-3 points)
  Three of the gender issues in the case are identified.
(4-5 points)
  Criteria for Determining Issues as Gender Issues
(8 points)
  No criteria identified or criteria identified are not relevant. (0-3 points)
  Criteria identified but all are not relevant.
(4 -6 points)
  Criterial identified and are relevant.
(7-8 points)
  Analysis
(15 point)
  Issues identified are not subjected to gender analysis.
Little or no attempt made to either explain or challenge understandings of issues raised using relevant theory.
Little or no attempt made to propose recommendations
  Most issues identified are subjected to gender analysis.
Some attempt made to either explain or challenge understandings of issues raised using relevant theory.
Proposed recommendations that are mostly explained as being feasible.
  All issues identified are subjected to gender analysis.
Consistent attempt made to either explain or challenge understandings of issues raised using relevant theory.
Proposed recommendations are convincingly explained as being feasible.
(12 -15 points)

        that are explained as being feasible. (0-7 points)
(8-10 points)
        Discussion of identified gender issues with respect to policy.
(7 points)
There is some discussion of identified gender issues but little or no connection about policy implications.
(0-3 points)
There is some discussion of identified gender issues and some of this connects to policy implications.
(4-5 points)
There is discussion of identified gender issues that connects to policy implications.
(6-7 points)
        Responding to all aspects of the task
(5 points)
Only one or none of the aspects of the task are included in the response
(0-1 points)
No more than three of the aspects of the task are included in the response and, in varying degrees are elaborated.
(2-3 points)
All aspects of the task are included in the response and are fully elaborated.
(4-5 points).
        Communication Techniques
(5 points)
More than 5 errors of grammar, punctuation, spelling and APA citation.
(0-1 points)
No more than 4 errors of grammar, punctuation, spelling and APA citation.
(2-3 points)
No more than 2 errors of grammar, punctuation, spelling and APA citation.
in.
(4-5 points)