SO 208 Social Inequality
F1J 2010 IN
Senior Adjunct Faculty/Sociology
M.A. SociologyB.S. Criminal Justice AdministrationA.S. Administration Management
Independence Campus, I-29 & 23rd Street, Indep., MO
5:30 p.m. - 9:50 p.m. on the evenings that I teach
August 16th - October 10th 2010
5:30 - 9:50 PM
Social Inequality, Forms, Causes, and Consequences, 7th ed., Charles E. Hurst, pub. Allyn and Bacon
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Social Problems - A Critical Power-Conflict Perspective, 6th ed., Joe R. Feagin, pub. Prentice Hall
Life in Society, 3rd ed., James M. Henslin, pub. Allyn and Bacon
Race, Class, and Gender in the United States, 7th ed., Paula S. Rothenberg, pub. Worth
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The facilitator's educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.
Learning Outcomes: Core Learning Outcomes
SO208: SOCIAL INEQUALITY
Core Assessment (New for July, 2006)
The Core Assessment assignment for this class will be a major essay that integrates, analyzes, applies, and critiques several sociological concepts and research findings from this course individually, together, and with additional sources from your own literature review and archival study.
You must incorporate the findings from at least five outside sources of original academic research in this essay. You may also include additional sources for examples or background information, but only reputable, peer-reviewed academic sources will count toward the reference requirements of your essays. This means that magazines, newspapers, professional periodicals, or internet sources are only appropriate for examples and illustrations in this project — if you have any questions as to whether a specific source is acceptable for your essay, you should ask your instructor rather than guess. Also, focus on articles or books presenting original research or theories, not on those reviewing others' works or editorializing about opposing approaches. Reference works, textbooks, and literature reviews are all excellent places to begin your search, but you must find and read the original in order to develop your own reaction. Ask your instructor for source approval if in doubt.
You should also consider incorporating relevant and reputable statistical and other social scientific data collected by researchers, governments, and other agencies and organizations. A wealth of such archived data is publicly accessible through the Internet, and their use can help you better understand your issue and develop a stronger analysis and critique. Again, if in doubt, ask your instructor for approval of your data source.
If you do not properly cite those external sources that contributed to your work, then you are guilty of plagiarism. This will not be tolerated and may result in immediate and serious academic penalties. If you have any questions as to when and how to use citations and references in you essays, please contact your instructor. Your final essay will also be formatted according to the relevant portions of the American Psychological Association Style Guide. The main text of your essay will consist of no more than 3,500 words (or about fifteen pages). While it possible to construct a successful essay in fewer words, this assignment is comprehensive and detailed enough that most students will find it a challenge to successfully address all of its points in the allotted space. Begin work on your essay early and leave plenty of time for revision to assure the best possible grade.
SO208 CORE ASSESSMENT
Begin by identifying yourself on the dimensions commonly associated with social inequalities: social class (income, wealth, (current and intended) education level, occupational prestige (associated with current or planned career), race, ethnicity, and gender. In addition, you might also identify yourself on dimensions associated with less traditional inequalities, such as national origin,, sexual identity or preference, age, weight, able-bodiedness, and so forth. Explain where you fit and how that affects the life chances for you and others like you. Use theoretical concepts and empirical findings from class materials, other relevant research, and archival data sources to describe and analyze your “place” in the world. Why do you think our society stratifies individuals and groups on these dimensions and not others? Use important theoretical concepts to perform this analysis. Discuss how various ideas might be synthesized to produce a better explanation.
Then select two people who differ from you on several of these dimensions. Talk to them and ask them where they think they fit in our society's opportunity structure and how they think it affects their life chances. Compare their assessment with your own analysis of their position and with available data. Compare and contrast all three of your positions in the opportunity structure. Do they perceive themselves differently than you did? Use the theories and concepts from the class to explain any differences between your respective objective chances and subjective assessments. Do you each have accurate or inaccurate expectations? Why?
Who has the greatest advantages and disadvantages among your three examples? Why? How? Which attributes have given each of you the greatest advantages and disadvantages? How do the dimensions interact with one another to produce additional effects (for example, it is different to be white and female, white and male, or black and male, etc.)? Suggest what individual choices and public policies would be most likely to even out the life chances among your cases. How likely are these to come about?
Project yourself twenty years into the future. Are these inequalities likely to persist? Why or why not? Where would you expect each of you to be in that time? Why? How do these subjective expectations correspond with the major applicable theories of inequality and with relevant trend data?
Finally, evaluate the strengths and weaknesses of your analysis, and of the conceptual tools and social scientific data you used in your efforts. If the general public, or members of the groups you analyze in your essay, were to know what you now know, what would be the individual and social consequences, if any? Why? Explain and justify all assertions with appropriate logic and evidence.
Link to Class RubricClass Assessment:
The major essay is the core assessment for this class.
Other class assessments include examinations, a midterm and a final exam, quizzes, and in-class presentations
A mid-term exam will cover chapters 1-8 (plus related videos, handouts, lecture materials - including powerpoint presentations).
A final exam will cover chapters 9-15 (plus related videos, handouts, lecture materials - including powerpoint presentations).
The major essay is due no later than the 7th week of class Students must clear their topic with the instructor before beginning work on this assignment. Again, it is imperative that students realize that the essay assignment IS the major core assessment for this course. The instructor will spend a good portion of the first class going over the requirements for this essay and the significance of it being the major core assessment.
Weekly in-class presentations. Students are responsible for bringing in a news story related to the week's subject(s) and for sharing their story with the class (explaining the relevance of the story with the material scheduled to be discussed in this class session, or, its relevance to the material discussed in the previous class session). This is an informal presentation made by the student on the story of their choosing. These presentations, for weeks 2 through 7, will be at the beginning of each class. Students must also busmit support material to the instructor, i.e., newspaper article, magazine article, web-site address, etc. Any student(s) not in class before the last presentation is given may not give their presentation that week (unless ok'd by the instructor), and the student(s) will lose the points for that week's presentation. Students arriving to class late may not turn-in their support material for credit unless ok'd by the instructor.
Homework assignments. Students will be provided essays on a weekly basis and will be asked to write a brief response to each essay. The essays are worth up to 20 points each. Grades will be based on content, original thought and grammatical correctness. These assignments are due at the beginning of each class session for weeks 2 through 7.
A group presentation. The class will be divided into groups for the purposes of an end-of-semester presentation (topics to be chosen in class). On the 7th week of class, each group will make a presentation on a relevant aspect/topic identified in of the course. Each student in the group is expected to participate equally in the presentation and each student will be graded on their participation.
Attendance and Participation. Students will be awarded points for attending class and for participating. Attendance points will be awarded when students arrive to class no later than 10 minutes after class begins and leaves no sooner than 10 minutes before class ends. Students will receive participation points for each class when the student answers relevant questions, asks relevant questions, and/or generally contributes to the overall discussion(s).
Major essay - 275 points
Mid-term exam - 200 points
Final exam - 200 points
Weekly in-class presentations (homework) - 70 points (up to 10 points each week)
Weekly written review of essay (homework) - 140 points (up to 40 points each week)
Group in-class presentation 60 points
Attendance - 40 points
Participation - 40 points
Total course points = 1,025
90% and above of 1,025 points = "A"
80% to 89.99% of 1,025 points = "B"
70% to 79.99% of 1,025 points = "C"
60% to 69.99% of 1,025 points = "D"
59% or less of the 1,025 points for the course = "F"
This grading system/scale will be used to calculate the grades on all assignments.
Late Submission of Course Materials:
Any material turned in late will automatically be subject to a 15 point per day penalty before it is graded unless prior arrangements have been made with the instructor, or unless the instructor views the reason(s) for the delay acceptable and beyond the student's control and does not impose a penalty. The 15 point per day reduction in points will occur prior to the assignment being graded. To be clear, 15 points per day from the day and time the assignment was due, until the day and time the instructor receives the item. Therefore, if an assignment is due at the beginning of class (5:30 p.m.) and the student doesn't arrive with the assignment until 6:30, and without a valid reason for their tardiness, the assignment is subject to the 15 point penalty. Students should not e-mail assignments to the instructor with the expectation that the assignment will not be assessed the 15 point per day penalty unless the instructor has given permission for the assignment to be e-mailed. To be clear, students can not e-mail an assignment to the instructor, then come to class and inform the instructor that the assignment has been e-mailed. Any student who gives their assignment to another student, or anyone else (boyfriend, girlfriend, husband, wife, etc.,), to deliver to the instructor is still ultimately responsible for their assignment reaching the instructor when it is due.
Classroom Rules of Conduct:
All material must be type written and double-spaced. The instructor will not accept diskettes in lieu of hard copy material. It is acceptable and expected that students will disagree with the ideas, opinions, comments and points of views expressed by others in the class and those in the videos and handouts. However, it is never acceptable to attack anyonen verbally for their opinion, comment, ideas, beliefs, etc.
Week #1 - August 16th - Instructor's welcome; student introductions; review of the syllabus and course outline. Week one will cover chapters 1 (Introduction to the Study of Social Inequality), 8 (Classical Explanations of Inequality), and 9 (Contemporary Explanations of Inequality). This week's lecture will focus on providing the background necessary to analyze the many issues/topics to be discussed in the weeks to come. Chapter one provides us with an introduction into the study, and chapters 8 and 9 will enable us to look at thought from a historical perspective, and to compare and contrast the thoughts. A video and handouts are scheduled for this session.
Week #2 - August 23rd. Weekly presentations and turn-in of written review of handout. Week two will cover chapters 2 (Extent and Forms of Inequality), 3 (Status Inequality) and 4 (Political Inequality). This week's lecture will center on some of the broader aspects of inequality in our society that we all hear about on a regular basis. The hope will be to structural aspects of inequality to include its scope and various dimensions. A handout is scheduled for this sessions.
Week #3 - August 30th. Weekly presentations and turn-in of written review of handout. Week three will cover chapters 5 (Sex and Gender Inequality), 6 (Sexual Orientation and Inequality) and 7 (Racial and Ethnic Inequality). This week the lecture will focus on those aspects of inequality within our society that are more readily recognizable but are none-the-less complicated. For example, in chapter 5, the concept of microinequalities towards women will be discussed. Often men (and many women) are unaware of inequalities at this level and may conclude that inequalities aren't present. In chapter 7, the idea of racial inequality today will be explored. Many people are under the impression that racial inequality no longer exists. A video and handouts are scheduled for this week.
Week #4 - September 6th. Weekly presentations and turn-in of written review of handout. This week will cover chapter 10 and prepare for the midterm exam. The lecture this week will take a closer and perhaps more personal look at the subject of social inequality. We'll examine how social inequalities impact our lives and the lives of people we know. We can examine the question of whether some inequalities are more damaging than others and if some groups are more negatively impacted by social inequalities than others. A video and a handout is scheulded for this week. The mid-term exam.
Week #5 - September 13th. Weekly presentations and turn-in of written review of handout. Review of midterm exam. This week's lecture will cover chapters 11 and 12. The focus this week will some of the various responses to social inequalities, both from the past perspective and from the current perspective. Questions to be examined are, but aren't limited to, is the civil rights movement dead? Should the N.A.A.C.P. be reformed? Was the women's movement re-energized by Senator Clinton's candidacy? Does the women's movement speak for the majority of American women? A video and a handout is scheduled for this week.
Week #6 - September 20st. Weekly presentations and turn-in of written review of handout. The lecture this week will cover chapters 13 and 14. This week the lecture will focus on the role the courts have played and continue to play in addressing the issue of social inequality. Which cases have made a difference? A video and a handout is scheduled for this week.
Week #7 - September 27th. Weekly presentations and turn-in of written review of handout. This week will cover chapter 15. The lecture this week will focus on the future. We will examine the question of whether or not the current programs and laws are working . . . are they making a difference? All papers major essays are due this class period. Group presentations are due this class period. Preparation for the final exam.
Week #8 - October 4th. Final exam.
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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Last Updated:7/16/2010 10:19:58 PM