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SO 208 Social Inequality
Wiggins, Cleon


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

SO 208 Social Inequality

Semester

F1J 2010 IN

Faculty

Wiggins, Cleon

Title

Senior Adjunct Faculty/Sociology

Degrees/Certificates

M.A. Sociology
B.S. Criminal Justice Administration
A.S. Administration Management

Office Location

Independence Campus, I-29 & 23rd Street, Indep., MO

Office Hours

5:30 p.m. - 9:50 p.m. on the evenings that I teach

Daytime Phone

913-288-7475

Other Phone

660-747-5852

E-Mail

cleon.wiggins@park.edu

Semester Dates

August 16th - October 10th 2010

Class Days

-M-----

Class Time

5:30 - 9:50 PM

Credit Hours

3


Textbook:
 

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

Additional Resources:
 

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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Course Description:
SO 208 Social Inequality: An analysis of patterns of social and economic inequality in American society as well as societies in other times and places. Examines theories of the causes of inequality for individuals and society, and the patterns and causes of social mobility. 3:0:3

Educational Philosophy:
 

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

  1. Describe and explain different patterns of social and economic inequality, and formal and informal systems of stratification and opportunity structures, within their historical and comparative national and international contexts – especially in light of both absolute and shifting standards of relative deprivation.
  2. Explore and compare theories of the causes of and the consequences of inequality for individuals and society.
  3. Recognize the roles of status, power, and access to resources within a society, and illustrate these ideas with real world examples.
  4. Classify and understand various strategies of resistance commonly employed by subordinate groups; and evaluate their relative success.
  5. Explain the major causes and consequences of prejudice, discrimination, and aggression as they enforce existing patterns of inequality.
  6. Identify the operation of persistent modern forms of inequality, such as class, race or ethnicity, and gender, as well as more recently recognized systems of stratification.
  7. Analyze how culture, socialization, and false consciousness reinforce and perpetuate inequalities.
  8. Understand the mechanisms of intergenerational and intragenerational mobility and status attainment.
  9. Distinguish how relative status interacts with political participation, economic opportunity, educational attainment, and mass culture to reinforce, rectify, or create new inequalities.


Core Assessment:

SO208: SOCIAL INEQUALITY


Core Assessment (New for July, 2006)


 


GENERAL NOTES


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 Rubric

Class 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).

Grading:
 

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. 

Only under extremely limited circumstances will any electronic recording devices be permitted to be on during class session.  This includes every audio and visual recording device imaginable.  To be very specific, absolutely no cell phones, beepers or pagers are allowed to be on during class session.  Absolutely no texting is allowed while class is in session.  Any student talking on a cell phone or texting while in the classroom on break, must immediately end the conversation, stop the texting, or leave the room once class resumes.  Laptop computers are also not allowed to be on during class session.  Laptops may not be used to "take notes" during the class session.  Any student using a laptop in class during a break, must immediately stop using the laptop once class resumes.  Any student violating the rules that regulate the use of electronic devices, to include computers, will be asked to leave the class for the remainder of that class period, on the first offense and will be subject to removal from the class if there is a second offense.  There is no difference between the use of a laptop or a cell phone, etc., when it comes to an offense.  For example, if a student is caught texting, that is their first offense, and if they're caught using a laptop in class, that will constitute their second offense.  Students will not engage in any non-class activity during class sessions, such as balancing check-books, reading material from another class, etc.

Course Topic/Dates/Assignments:
 

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.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2010-2011 Undergraduate Catalog Page 95-96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
•  Critically, creatively and thoroughly evaluates at least 3 well-selected course materials, and their application and conclusions, as used in the assignment.  Identifies and successfully defends at least 3 strengths and 3 weaknesses.  Goes beyond assignment expectations in the quantity and quality of critical evaluation.
•  Attempts to justify most arguments through the integrated application of comprehensive and detailed critical reasoning and scientific evidence beyond the level of a lower division course.
•  Reflexively and creatively evaluates at least 3 strengths and 3 weakness of their own and at least 3 others' assumptions, arguments, analyses, conclusions, and applications.
 
•  Critically evaluates appropriate selected course materials, and outside academic sources appropriate to a lower division course.  Identifies at least 2 strengths and 2 weaknesses of most concepts or positions, and justifies their evaluation through reason and evidence.
•  Attempts to justify most arguments through the application of critical reasoning and scientific evidence appropriate to a lower division course.
•  Reflexively identifies at least 2 strengths and 2 weaknesses of their own and at least 2 others' assumptions, arguments, analyses, conclusions, and applications.
 
•  Demonstrates little critical evaluation (perhaps 3 or 4 incomplete attempts overall), or such evaluation presented is inappropriate to the assignment or topic.  Fails to offer a balanced evaluation of some concepts or positions.  
•  Justifies no more than 4 or 5 of their arguments in an appropriate manner.  Fails to integrate appropriate and sufficiently detailed critical reasoning or scientific evidence.
•  Fails to demonstrate critical reflexivity, or presents biased arguments against those positions with which they disagree or for those arguments or evidence that supports their pre-existing biases.
 
•  Demonstrates no critical evaluation — or makes 2 or more  major, or many minor, critical errors.  Modes of evaluation are inappropriate to the assignment and level of the course.
•  Fails to offer any appropriate justification for arguments.  Uses little critical reasoning or scientific evidence, none at all, or such reason and evidence provided is wholly inappropriate.
•  May evidence merely seeking to confirm their pre-existing opinions without subjecting them to critical testing.
 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
•  Displays particular judgment in selecting and integrating at least 5 outside academic sources.
•  Integrates, compares and contrasts differing sources and perspectives with no major errors and no more that 2 minor errors.
•  Incorporates at least 1 or 2 sources from popular or mainstream media as particularly apt illustrations of course content.
•  Draws at least 4 accurate and defensible connections among the concepts and sources used.
 
•  Correctly integrates at least 4 outside academic sources appropriate to the assignment.
•  Integrates, compares and contrasts differing sources and perspectives with no major errors and no more than a few minor errors.
•  May also incorporate sources from popular or mainstream media, but correctly distinguishes between scientific and non-scientific outside sources, as appropriate, and uses the latter only for illustration and not justification.
•  Draws at least 3 connections among concepts and sources with no major errors.
 
•  Attempts to integrate 2 to 3 outside academic sources, but does so with at least 1 major error or with several minor errors.
•  Includes mostly sources on one side of an issue where there is legitimate and obvious disciplinary disagreement.
•  Evidences little discernment between academic and popular sources.
•  Draws no more than 2 or 3 connections among concepts and sources.  May contain a serious error or several minor errors.
 
•  No attempt to integrate outside academic sources.  Contains more than 1 major error or many minor errors.  No significant attempt at synthesis.
•  Evidences no discernment between academic and popular sources.
•  Draws no significant connections among concepts and sources.
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
•  Demonstrates exceptional command of at least 5 concepts and theoretical perspectives presented in the course.  Introduces at least 2 additional relevant findings or theoretical and conceptual distinctions.
•  Successfully analyzes at least 5 appropriate selected course materials, and integrates at least 3 outside sources into their analysis, without major error.
 
•  Demonstrates sufficient command of at least 4 appropriate concepts and theoretical perspectives presented in the course.
•  Successfully analyzes at least 4 appropriate selected course materials, and at least 2 outside sources, without major error.
 
•  Demonstrates insufficient command of appropriate concepts and theoretical perspectives with at least 1 major error or a few minor ones.
•  Analysis of selected course materials appropriate to a lower division course contains 1 or 2 major errors or several minor ones.
•  Uses inappropriate reason, evidence or justification.
 
•  Fails to demonstrate any sufficient command of appropriate concepts and theoretical perspectives.
•  Analysis of inappropriate course materials or contains at least 2 major errors or many minor ones.  No attempt at analysis of outside materials or examples.
 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
•  Demonstrates and justifies command of factual course materials.  Employs at least 4 salient outside examples.
•  Applies course materials to at least 4 extended and developed personal, social, and historical examples without error.
• Illustrates and supports most points through examples, details, and supporting information.
• Effectively illustrates and supports most points through well-chosen and integrated relevant examples, details, and supporting information.
 
•  Demonstrates and justifies sufficient command of factual materials presented in the course, and 3 or 4 outside sources.
•  Applied course materials to at least 3 extended personal, social, or historical examples without major error.
•  Provides adequate illustration and support of all points through relevant examples, details, and supporting information.
 
•  Demonstrates insufficient command of factual course materials.  Fails to meaningfully incorporate outside examples (no more than 3 to 4 attempts).
•  Inappropriate or insufficient personal, social, or historical examples.  Any applications, such as there are, may contain 1 major error or several minor errors.
•  Provides inadequate illustration and support of a few key points or several minor ones.
 
•  Fails to demonstrate meaningful command of factual course materials.  Rarely justifies their inclusion or makes serious and consistent omissions.
•  Lacks meaningful, relevant, or significant personal, social, or historical examples, or they are completely inappropriate to the assignment or the level of a lower division course.  May contain 2 or more major errors or many minor errors in application.
•  Provides little, if any, support for even key points.
 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
•  Responds fully and completely to the assignment using appropriate, direct language.  Includes all major assignment objectives.
•  Uses precise, accurate and expressive language.
•  Well organized, unified, focused, flowing, or has a particularly well-suited opening and closing.
•  Presents a balanced treatment of controversial research or policy issues.
•  Correctly utilizes technical terminology from the course and outside research in a precise manner exceeding the level of a lower division course.
 
•  Responds fully and completely to the assignment using direct language and expresses its purpose clearly at the level of a lower division course.
•  Well-organized, focused, and opens and closes effectively.
•  Presents one side of controversial research or policy issues well and completely, and makes a serious (though perhaps not completely successful) effort to communicate alternatives.
•  Correctly utilizes technical language from the course and outside research in a manner appropriate to the assignment and level of a lower division course.
 
•  Fails to respond fully or completely to the assignment.  Language is sometimes inappropriate, or confusing and does not express its purpose clearly at the level of a lower division course.
•  Lacks some organization or unified argument.  May be unfocused.  Has significant problem with flow or effective opening and closing passages.
•  Evidences bias or makes little effort to communicate serious alternatives.
•  Has at least 1 major, or, more than a few minor, terminological errors.
 
•  Falls significantly short of the assignment strictures and does not achieve the level of a lower division course.  Language is often inappropriate and confusing, and does not express a clear purpose.
•  Is disorganized, disjointed, unfocused, or stilted.  Unsuccessful or lacking in its opening and closing.
•  Evidences serious bias.  Makes no effort to communicate serious alternatives or digresses into mere opinion.
• Has at least 2 major, or many minor, terminological errors.
 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
•  Has no errors in spelling, grammar, punctuation, vocabulary, structure and format.
• Evidences literacy, numeracy, rhetorical, and information processing skills beyond the level of a lower division course.
•  Completely and correctly acknowledges and documents (through in text citations and an accompanying references section) all directly and indirectly used sources.
•  No errors in the application of relevant portions of APA format.
 
•  Has no major errors, and no more than a few minor errors, in spelling, grammar, punctuation, vocabulary, structure and format.
•  Evidences basic literacy, numeracy, rhetorical, and information processing skills appropriate to a lower division course.
•  Consistently, but not completely acknowledges and documents (through in text citations and an accompanying references section) all directly used sources.  May evidence minor problems with indirect attribution or a few small errors in reference format.
•  1 or a few minor errors in the application of relevant portions of APA format.
 
• Has 1 or more major, or more than a few minor, errors in spelling, grammar, punctuation, vocabulary, structure and format.
•  Incompletely or inconsistently displays literacy, numeracy, rhetorical, and information processing skills at the level of the course.
•  Incompletely or inconsistently acknowledges and documents (through in text citations and an accompanying references section) all directly used sources.  May evidence 1 major problem, or a few minor problems, with indirect attribution or several errors in reference format.
•  1 major error, or a few minor errors, in the application of relevant portions of APA format.
 
• Has 2 or more major, or many minor, errors in spelling, grammar, punctuation, vocabulary, structure and format.
• Has 2 or more major errors, or many minor errors, in literacy, numeracy, rhetorical, or information processing skills, or fails to demonstrate most of these at the level of an introductory course.
• Has 2 or more major errors, or many minor errors, in acknowledging and documenting citations and references.  May evidence 2 or more major problems with indirect attribution or may misattribute sources.  Reference and citation format is inconsistent or incorrect.
•  Has two or more 2 major errors, or several minor errors, in the application of relevant portions of APA format.
 
First Disciplinary Competency                                                                                                                                                                                                                              
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Detailed and justified analysis of the roles of status, power, and access to resources within a society, illustrates these ideas with multiple real world examples, and evaluates possible consequences and solutions through well-developed reason and evidence (provides more than 3 extended examples). Analyzes the roles of status, power, and access to resources within a society, illustrates these ideas with real world examples, and evaluates possible consequences and solutions (provides 3 or more extended examples). Incomplete or unjustified analysis of the roles of status, power, and access to resources within a society (no more than 1 or 2 attempts at extended examples). Illustrations of these ideas are inappropriate, unclear, or unsupported.  Evaluation fails to develop and defend student assessment of consequences and solutions. No significant analysis, illustration, or evaluation of the mechanisms or consequences related to the operation of status, power, or resource inequalities. 
Second Disciplinary Competency                                                                                                                                                                                                                             
Outcomes
5, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Detailed and supported discussion of the causes and consequences of prejudice, discrimination, and aggression as they enforce at least 3 patterns of inequality.  Specific analysis of the contributions of culture, socialization, and interactional factors in perpetuating inequalities. Explains the major causes and consequences of prejudice, discrimination, and aggression as they enforce at least 2 existing patterns of inequality. And analyzes how culture, socialization, and false consciousness reinforce and perpetuate inequalities. At least 1 major, or several minor, conceptual or evidentiary errors in their analysis of the causes and consequences of prejudice, discrimination, aggression and inequality. More than 2 major errors or many minor errors in their analysis of the causes and consequences of prejudice, discrimination, aggression and inequality. 

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Last Updated:7/16/2010 10:19:58 PM