"422 Phillips - BYU Sociology - Brigham Young University"
Soc 422 Social Stratification Professor: Kristie J. R. Phillips Office Hours: MW 2:00pm or By Appt Course: Sociology 422, Section 001 E-mail: Kristie_Phillips@byu.edu Time: MWF 1:00 – 1:50pm Sociology Office: 2051 JFSB Classroom: B032 JFSB/105 SWKT Campus Phone: 422-4882 Required Readings & Equipment Readings: Most assigned readings are current or historically influential journal articles, which can be downloaded via the BYU library. Other assigned readings are public interest pieces published in leading media outlets. These pieces are written to a lay audience by influential scholars. These are also available online via google searches. Equipment: This course requires that you complete data analyses and statistical assignments. As a result, you will need to download and have frequent access to somewhat large datasets. The best way to transport and store datasets for class assignments is to purchase a USB flash drive. If you do not currently have one, you might consider purchasing one. Important Announcements The Department of Sociology is working to help all of you understand the sociology major, what you can do with a BS in sociology, and how sociology is applicable to many different occupations. As such, I would encourage you to explore the following website: http://sociology.byu.edu/. Announcements about the program regarding RA and TA applications, internships, study abroad opportunities, program changes, and job opportunities will be posted on this website. Check it often. If you have further questions about anything listed on the website, please talk to me. If I don’t know the answer, I’ll direct you to someone who will. Learning Outcomes & Course Objectives Each program at BYU has developed a set of expected student learning outcomes. These will help you understand the learning outcomes of the curriculum in the program and how they relate to course objectives and class material and assignments. To learn more about learning outcomes for the programs in this department and college go to http://learningoutcomes.byu.edu and click on the College of Family, Home and Social Sciences and then the Department of Sociology. Below I have specified the program learning outcomes that are relevant to this class as they are listed on the learning outcomes website (see above link). I have also aligned our course objectives with the program learning outcomes. These course objectives will serve as the basis for instruction in this class. All course assignments are also aligned with the course objectives as 1 well as the program learning outcomes. Each and every assignment you will complete in this course serves a specific purpose in allowing you to demonstrate how well you are able to meet the course objectives and program learning outcomes. Program Learning Outcome Course Objectives Assessment of Progress Graduates will be conversant with the Students will demonstrate knowledge Participation in Lectures. substantive areas of sociology and the of several theories of stratification by Reading Summaries. variety of theories associated with these identifying applications of these Theory Presentation. substantive areas. theories within the context of society Midterm Examination. today. Original Research Paper. Graduates will know the major Students will read about and research Participation in Lectures. controversies and debates, new the major controversies and debates Reading Summaries. developments, emerging issues, and about the current state of social Midterm Examination. current trends within substantive areas. stratification in the US and abroad. Original Research Paper. Graduates know how race, class, and/or Students will learn about the Participation in Lectures. gender intersect with other social influence of race, class, and gender on Reading Summaries. categories to create a variety of life social stratification. Midterm Examination. experiences and influence the life changes of individuals. Graduates are able to critically assess Students will learn to conceptualize Participation in Lectures. the strengths and weaknesses of all course readings within the context Reading Summaries. relevant theoretical perspectives. of relevant theoretical perspectives. Midterm Examination. Original Research Paper. Graduates are able to estimate and Students will use their data analysis Numeracy Assignments. interpret univariate and bivariate skills to complete course assignments Original Research Paper. statistics and generalize their meaning and conduct their own research. Poster Conference Participation. to the appropriate population. Presentation of Research. Graduates know how to code and Students will use their data analysis Numeracy Assignments. interpret qualitative data or how to code skills to complete course assignments Original Research Paper. and prepare quantitative data for and conduct their own research. Poster Conference Participation. statistical analysis. Presentation of Research. Graduates have the necessary skills to Students will use their data analysis Numeracy Assignments. analyze data and summarize findings. skills to complete course assignments Original Research Paper. and conduct their own research. Poster Conference Participation. Presentation of Research. Graduates are able to conduct electronic Students will write an original Reading Summaries. bibliographic searches and determine research paper, including a high- Original Research Paper. the scientific quality of the research quality literature review. they find. Graduates are able to demonstrate Students will become producers of Original Research Paper. knowledge of substantive areas, theory, knowledge by completing their own Poster Conference Participation. and research methodologies by original research project. Presentation of Research. developing an original sociological argument in writing. Graduates are able to apply what they Students will become producers of Original Research Paper. have learned in the sociology program knowledge by completing their own Poster Conference Participation. to a real world, professional experience original research project, which Presentation of Research. of at least one semester. requires them to utilize all the skills they should have developed during their experiences as sociology majors. 2 Course Requirements & Policies Prerequisites This class is a capstone class. As such, course assignments and activities are designed with the assumption that you have mastered the necessary skills to prepare you to work on your own data- based research assignment. A passing grade in SOC 111 or 112 and SOC 310 is a requirement for enrollment in this course. Furthermore, enrollment in STAT 221, SOC 307, SOC 311, SOC 404, and SOC 405 will also be beneficial. In other words, I assume that you have enrolled in this course with a working knowledge of sociological theories, basic sociological methods, as well as some statistical and analytical skills. This course is also built around the assumption that you can read and understand journal articles, think critically, and write a basic research paper or literature review. If you are lacking skills in any of these areas, you should consider taking this course when you have more experience in the sociology major and/or have completed all the prerequisites for the course. NOTE: If you have not at least completed STAT 221 and SOC 307 with a passing grade or do not have equivalent experience, you should consider taking this class after you’ve completed more of your required, core courses in the major. Attendance and Citizenship Learning is a team effort. Don’t rob yourself or others of valuable learning experiences by not coming to class. However, I realize that sometimes you need (or want) to be someplace else, and I understand that emergencies may arise. If you know in advance that you will not be attending class, please turn in any assignments ahead of time. When you are absent, you are still responsible for notes, syllabus updates, group work participation, and any other information that was presented in class the day you were gone. Get these from a student in the class; I am not responsible for the information you miss when you are late or absent. If there are extenuating circumstances, please talk to me. These circumstances will be dealt with and negotiated on an individual basis. Examples of ―extenuating circumstances‖ include serious illness, hospitalizations, accidents/injuries, university interviews for graduate programs, university excused absences, and other circumstances that limit your ability to attend class. Examples of circumstances that I will not excuse include weddings, dates, engagements, parking problems, vacations, sleeping in, laziness, forgetfulness, etc. Some in-class participation assignments will be awarded points. If you have a legitimate extenuating circumstance that you’ve discussed with me, I will allow you to make up these points by completing an additional assignment. When you choose to be absent without a legitimate excuse, you choose to forfeit these points. Academic Etiquette As a sign of respect to me and your fellow classmates, please avoid waking in late or leaving early. When students come to class late it is disruptive to others. Come to class on time. If you happen to be late, please be as discrete as possible. Please TURN OFF CELL PHONES, PAGERS, and IPODS before class. While most of us have experienced the convenience of these devices, inconsiderate users can be obnoxious to others. Furthermore, don’t read the daily paper, talk to your friends, text message, play computer games, shop online, etc. during class. Not only 3 are those things disrespectful and disruptive to your classmates and me, but they also limit your ability to participate in class discussions and understand the material. Laptop computers are another modern convenience that facilitate quick note taking and easy access to online resources. Please note that the classroom our class meets in is not equipped with enough electrical outlets to allow everyone in class to plug in their computers. If you prefer to take notes with a laptop, please adhere to the following rules: 1. If you must plug in your computer, sit next to the outlet. Others shouldn’t have to deal with your computer cords strung under their seats or across their desks. 2. Do not stretch a computer cord across an isle where other class members might trip over it and fall. 3. Do not use your computer for non-classroom purposes. In other words, don’t surf the web, engage in gaming activities, shop online, listen to music, or watch videos during class. Respect the views and opinions of others. Avoid talking when others are making a point. You will have your chance. If you feel that certain class members are participating too much during class, it is your responsibility to be respectful and to consider participating more yourself. This gives me more opportunities to solicit responses and participation from a variety of students. Respect People often have strong opinions about the topics discussed in this class. Many people have ideas about social stratification that are based on misinformation and prejudices which are very prevalent in the society in which we live. We will try to help each other come to a better understanding of racial and ethnic relations. In the process it is possible that members of the class will make comments which are based on misinformation or an interpretation that other members of the class find objectionable. Given this, it is essential that we treat each other with respect, and that we stick to the issues rather than engage in personal attacks. If something is said in class that makes you uncomfortable and you want to discuss it, you can either address it in class or you can speak to me personally. When you discuss such comments, remember to do so in a way which meets the ground rules described here. Timeliness Time is precious in any professional or scholarly organization, and deadlines are enforced with consequences that can be severe; therefore, my late-work policy is simple—I will not tolerate late work. Assignments and major papers must be turned in to me on time. I will not accept late assignments. Again, if you have extenuating circumstances, please discuss them with me before major problems arise. If you know you are going to miss a class period when an assignment is due, turn in your work before you leave. If you know you will be late to class, turn in your work before hand. Work can be submitted by email when permission is granted. You will not be allowed to make up any in-class quizzes or in-class assignments for the days you miss class. If your circumstances seriously conflict with a particular due date, please let me know as soon as possible. Things such as computer problems, power outages, procrastination, printing problems, etc., do not count as valid reasons to miss a due date. So, I suggest you save everything in at least two places, check your syllabus regularly, and keep it updated (in case any changes are made during the semester). 4 A Few Words About Course Readings This class is considered a ―capstone‖ class by the Department of Sociology, which means that it should combine all of the skills you have learned throughout your participation in the program and encourage you to use these skills to produce new knowledge. As such, I assume that you are familiar with and able to read journal articles—which are considered major avenues of publishing new information in the field of Sociology. Since this class will teach you how to add to sociological conversations about social stratification, we will spend most of our time reading influential journal articles. These journal articles can be found through the online library system. I intentionally did not put these readings in a packet for you for two reasons: First, you would have to pay for the copyrights which can be expensive; and second, learning to use and locate sources in the library is a valuable skill that will help you do well in this course. If you have difficulty finding resources in the library or on the library website, it’s good to get those cleared up at the beginning of the semester rather than wait until your lack of library skills results in a failing grade. Extra Credit I rarely offer extra credit, but sometimes relevant presentations and activities occur on campus which merit extra credit. When I hear of these events, I will announce them in class as extra credit opportunities. If you cannot attend these events, you cannot receive extra credit. If you attend an extra credit event or participate in an extra credit activity as announced in class, you must submit a one-page (single spaced) write-up summarizing the event or activity and how the content relates to this course. If this is turned in to me on the specified day, you will receive 1 extra credit point that will be added to your overall, final grade at the end of the semester. For example, if you end up with an overall grade of 88% at the end of the semester and you participated in 2 extra credit opportunities, your grade will be raised to a 90%. As such your grade would be an A-, where it would have been a B+ without the extra credit. Sometimes students have work schedules, class schedules, or social agendas that do not easily facilitate participation in specified extra credit opportunities. This is why I make such outside activities optional (i.e. extra credit) and not mandatory (i.e. required credit). If you cannot participate in an extra credit opportunity, I will not allow extra credit ―make-up‖ assignments. Some Words about Group Work This class requires a semester-long group project, during which you will be working closely with 2-3 other students in the class. Group projects are an important part of your education because most of you will find yourselves in positions later in life that require successful collaborations. Not only will you be graded on the papers and projects associated with your group work, but you will also be graded on your ability to collaborate with others and fulfill your role in the group. The other members of your group will grade your performance, which will largely determine your final grade in the class. I understand that even when such mechanisms are put in place, some students still make bad group members. If serious problems arise, please contact me privately, and we will discuss potential alternatives. Email & Blackboard I will be sending out syllabus updates and assignment clarifications through email and through Blackboard. All students should have free internet access through the university. Please check 5 Blackboard often. You are responsible for being informed about any changes and updates I post on Blackboard. If you are currently using an email account other than the one you’ve listed with the University, please update it as soon as possible. Any emails will be sent to the address you’ve listed with the BYU. Responsibility for receiving such emails and announcements is your own. Microsoft Documents The University has encouraged everyone to make the change to Microsoft Office 2007. All on- campus computers should be equipped with this software. As such, most documents posted on Blackboard will be in an Office 2007 format. If you do not have access to Office 2007, please install the necessary compatibility software that will allow you to view course documents. Unless extenuating circumstances arise, I will not post documents in multiple formats. Assignments It is important to me that you a) do the readings, b) think about the in-class material, c) think critically beyond the class discussions, d) add to the class conversation, and e) learn to become a producer of knowledge. Your grade in this class is intended to reflect your performance on these five criteria. A variety of assignments are used to assess and evaluate your performance. These assignments are explained in more detail below. All assignments are due BEFORE class on the due date. Written assignments should be posted on Blackboard. If for some reason Blackboard is not functioning properly when you attempt your submission, you may send the assignment to me in an email. Preparation & Participation Your success in this class will largely depend on your preparation for class and your willingness to participate in class assignments and discussions that will take place both inside and outside of class. You will complete 10 reading summaries in which you will answer specific questions about assigned readings. You will also participate in one group presentation about an assigned theory article. Most Fridays will be spent in a computer lab. Our time in the lab will be spent refreshing your data analysis skills. Each lab day will include a lecture on a specific data analysis topic as well as an in-class numeracy assignment related to each topic. These assignments will be turned in at the end of class. You will also be required to complete the online course evaluation at the end of the semester. Make sure you submit your name along with the evaluation. I will not be able to match your name to your evaluation, but I will be able to give you credit for completing it. Taken together, the 10 reading summaries, theory presentation, numeracy assignments, and the online course evaluation will account for 15% of your final grade. 6 Content Proficiency While this class is designed to help you combine all of the skills you have acquired during your sociology major and use them to create your own research project, the course is also focused on the specific sociological topic of social stratification. Therefore, in addition to furthering the development of your research skills, this class will also assist you in the development in your knowledge of social stratification. To assess your proficiency in the substantive content of the class, you will be required to complete a mid-term exam. It will be a take-home, written exam designed to help you think critically about the information we have discussed in class as well as the information from the assigned readings. More information about the exam will be given at a later date. The mid-term exam will count for 15% of your final grade. Original Research Project One of the best ways to use all of the skills you should have developed during your experience as a sociology major is to develop and complete your own research project. This demonstrates your ability to consume knowledge (a skill that every college graduate should develop) as well as your ability to produce knowledge. As producers of knowledge you demonstrate your ability to logically develop and pursue research questions and hypotheses, think critically about those research questions and hypotheses, employ data analysis skills to test hypotheses, and draw logical and reasonable conclusions from your results. Your ability to produce knowledge sets you apart from other college graduates as you look for jobs, apply to graduate or professional programs, or participate in your churches, communities, etc. Because most of you have not pursued your own research, this will be a learning experience— one that will most likely be coupled with trials, errors, stress, frustrations, headaches, heartaches, and tears. Because I understand that completing your own original research project for the first time includes the completion of many challenging tasks, I have broken down the process into nine phases. These nine phases are intended to minimize your frustrations as much as possible. However, if you choose not to keep up with the course schedule, and if you choose not to incorporate and learn from the feedback I give you, you will probably not have a good experience in the class. You will be completing your original research project in a group of 2-3 other students. Group work helps you learn the important skill of collaboration and it also allows you to use the strengths of other group members to help you develop your own skills. PLEASE pay careful attention to each phase of the research project and do your best to complete each phase to the best of your ability. I will give you feedback on each phase, and I will expect you to use that feedback in subsequent drafts. Phase 1: Problem Statement & Research Questions/Hypotheses Phase 2: Dataset Selection & Conceptual Model Phase 3: Intro & Lit Review Phase 4: Variables Description Assignment Phase 5: Bivariate Analyses (with Tables & Figures) Phase 6: Multivariate Analyses (with Tables & Figures) 7 Phases 1-6 are intended to help you move from research questions/hypotheses to final paper. Each phase incorporates an important step in the research process. While this process is helpful in guiding your through the research process, it also requires you to develop a research question or hypothesis early in the semester. Please begin thinking about your research topic now. Grades on Phases 1-6 will account for 15% of your final grade. Once you have completed Phases 1-6, you will begin working from completed drafts of the paper instead of individual pieces. Sometimes students think that when they have a completed draft, the hard work is done. This is not always the case. Your ―completed‖ draft will undergo several rounds of reviews—all intended to help you improve your paper and your final grade. Phase 7: Draft I of Completed Paper Phase 8: Draft II of Completed Paper Phase 7 of the research process is a completed draft of the paper. Once this draft is complete, your group will meet with me for a writing conference. During this writing conference, I will give you feedback on how to improve your paper. Because this feedback will be extensive, I expect you to incorporate my comments into your final draft. Phase 8 requires that you revise your paper after the writing conference with me and submit it to another research group for peer review. You will also be required to consider the comments from the peer review as you make revisions for the final paper. I will also be grading Phase 8 to see how well you incorporated my comments after the writing conference. Grades on phases 7-8 will account for 15% of your final grade. Phase 9: Final Paper Phase 9 is your final paper, which accounts for 20% of your final grade. Because the feedback you will have received on Phases 1-8 will be extensive, I expect you to incorporate my comments and those of your peers into your final draft. If you do not, your final paper will receive a lower score than the scores you received on Phases 7 and 8. I will be grading both your final product AND your ability to incorporate feedback and make revisions. Professional Activities Once sociologists have engaged in the process of producing knowledge and have written a paper about that knowledge, they engage in several professional processes to present and receive feedback on their work. These professional activities primarily involve publication (which generally includes peer review) and presentation (which often results in an academic critique of your work). This class requires that you present your work and participate in a few professional activities. You will be required to participate in the peer review process, you will present a poster of your work at a conference, and you will give a full-length presentation of your research (including a question/answer period where you will defend your work). Your participation in these three professional activities will count for 20% of your final grade. 8 Your research group will be required to review the work of another group. You will each write up a review of the paper, and you will then participate in a peer review workshop where you discuss the paper with the authors. You will also present a poster of your work. Students who take this class during the Fall semester will present their poster at a conference sponsored by the Department of Sociology. Students who take this class during the Winter semester will present their poster at the Mary Lou Fulton Conference sponsored by the College of Family Home and Social Sciences. Students who take the class in the Fall are also strongly encouraged to save their posters and present them at the Mary Lou Fulton Conference in April. More information on the preparation of these posters will be given at a later date. Each research group will present their work in a presentation format during the final exam period. You will present your research, and answer questions that class members (including myself) have about your research. More instructions about the presentation will be given at a later date. Computer Labs & TA Information You will need access to a computer as well as specialized computer software to complete most of your major assignments for this class. For this purpose, the Department of Sociology has arranged for you to use the Survey and Statistical Research Lab in 2068 JFSB. Access to this lab is restricted, and you are required to follow a strict set of rules when you use the lab. These rules as well as the access code to the lab will be given to you at a later date. In the event that the Survey and Statistical Research Lab is full, you can also access the necessary software in all open-access university computer labs. For a list of these labs, operation times, and locations, please see the following website: http://it.byu.edu/index.cfm?child_id=198&a_id=570&catID=0 If you must use an open-access university computer lab, I suggest room 101 of the SWKT. It is by far the largest lab on campus. We currently have three TAs to help you with your class assignments. These TAs are NOT assigned specifically to our class. Rather, they are assigned to help ALL students enrolled in ANY research-intensive capstone class. Instead of working with each class individually, these TAs will hold their office hours in the Survey and Statistical Research Lab (2068 JFSB) and will be available to answer your questions and help you troubleshoot problems that inevitably arise as you’re working on your class assignments. Because these TAs will not be directly involved in our class and because all 400-level capstone courses vary across sections and topic areas, you will need to be specific about your questions/concerns when you ask these TAs for help. You cannot assume that they have direct experience with our course, with our assignments, or with the expectations I have for you. 9 While these TAs may not have taken our course, they are very good at what they do. They have been screened by the Department of Sociology and have been selected as lab TAs because they have done well in their methods and statistical courses and have also demonstrated an ability to work well with other students. You should get to know them and work with them as problems arise. They will set their lab schedules later in the semester. If you need to contact any of them, their email addresses are listed below: Collin Flake email@example.com Wade Jacobsen firstname.lastname@example.org James Phillips email@example.com While these TAs will be very helpful to you as you work on your semester-long research project, they are NOT responsible for the accuracy of YOUR work. Remember, they are available to HELP you—not to do your work for you. YOU are responsible to make sure that your work is accurate. The TAs are in place to help you along the way. In other words, I suggest you take responsibility for your own successes and failures. Honor Code & Dress and Grooming Standards You all signed the Honor Code and Dress and Grooming Standards when you applied to come here. You know what the standards are; I expect that you will abide by them. Consistent or flagrant violations of the Honor Code or Dress and Grooming Standards will affect your grade. Plagiarism ―BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct.‖ (see http://www.byu.edu/honorcode) There is a zero-tolerance policy for cheating or academic dishonesty of any kind in this class. Cheating is the same thing as stealing: if you turn in work that is not yours or fail to cite others’ work, you are a thief. If you commit such behavior, you are choosing to commit immoral violations against your fellow students, your instructors, the university, and the promises you have made to yourself and others. Please know that as your professor I will notice instances of cheating on exams or plagiarizing on papers; in fact, last semester I caught three thieves. If you are caught committing any form of academic misconduct, you will receive a failing grade for the entire course; you will also be asked to leave the course immediately and will be reported to the Honor Code Office for any further actions they deem appropriate. These actions may include but are not limited to dismissal from the university. If you are unsure about your citation choices, it is your obligation to consult with the instructor to make sure you are not plagiarizing. As you will note in the university statement on academic honesty cited above, inadvertent plagiarism is still plagiarism, and it will be treated as such. Ignorance is not a sufficient defense before the law. If you plagiarize because you couldn’t 10 manage to figure out how to cite others’ work, you are merely a lazy thief rather than an organized one. Do not cheat; you will pay for it if you choose to cheat. Cheating Even though students are all required to sign the honor code and are expected to live by it, I have caught several students cheating on exams, quizzes, and papers. If I catch you cheating, you will fail the course and the action will be reported to the university. The same will happen to those who are caught helping others cheat. If you find that you are tempted to cheat or help others cheat when in certain situations, please come and discuss this with me. I would rather help you work out a strategy where you are less temped to cheat than give you a failing grade in the class. Preventing Sexual Harassment and Discrimination Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity hat receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the University but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your instructor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422-2847. Disabilities Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability that may impair your ability to complete this course successfully, please contact the University Accessibility Center (1520 WSC; 422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You may contact the Equal Employment Office at 422-5895, D 282 ASB. Grading Grading Policy Grading is a means of communicating to students how well they understand and are able to discuss (in writing or otherwise) class material. This communication occurs when I rate your performance on a task. In this class, I rate your work based on criteria that specify the ideal performance (criterion-referenced grading). I will be as clear as possible in spelling out the evaluation criteria for each assignment and in explaining how I think your performance measures up to the standards. These criteria will be clearly outlined on course assignment sheets and on grading rubrics. I suggest you consult both when completing an assignment for this class. Keep in mind that by definition, ―C‖ is average. If you only write an average essay or give an average presentation, you will earn an average grade—more specifically, a ―C.‖ A good essay, 11 presentation, or test will receive a ―B‖ grade. “A” grades are reserved for outstanding academic performances only. If you have concerns or questions about grades or any other problem in the course, please discuss your concerns with me as soon as possible. In the case of a mathematical error or a grade miscalculation, the issue will be immediately remedied. If you wish to challenge your grade on specific assignments, please keep in mind that I read every assignment carefully and attempt to give you important feedback because I want you to succeed. Grading is my attempt to be honest with you about your performance so that you can improve your skills and abilities over the course of the semester. If you do not understand the feedback I give you or if you feel that you need more information or additional help to improve your performance, please come and see me. If you feel that you have received a grade unfairly, I will be happy to meet with you to discuss your grade. However, please keep in mind that if you request a meeting with me to discuss your grades, I expect that you have done your part to do your best in the class. That means that I expect you to have read all course readings on time, turned in all assignments on time, and attended all classes and understand course materials. If I meet with you and find out that you have failed to read the required books, attend classes, and take notes, our discussion will likely be very short. Assignment and Percentage Breakdown Preparation & Participation 15% 10 Reading Summaries 1 Theory Presentation 9 In-Class Numeracy Assignments Online Course Evaluation Content Proficiency 15% Mid-Term Exam Original Research (Initial Phases) 15% Phases 1-6 Original Research (Intermediate Phases) 15% Phases 7-8 Original Research (Final Phase) 20% Phase 9: Final Paper Professional Activities 20% 1 Peer Review Poster Conference Final Presentation TOTAL 100% 12 Grading Scale A 94-100% C 73-76% A- 90-93% C- 70-72% B+ 87-89% D+ 67-69% B 83-86% D 63-66% B- 80-82% D- 60-62% C+ 77-79% E 0-59% University Final Exam Policy Final examinations will be given at the times shown in the schedule. Examinations are not given early or late. The reading and the examination periods are firmly scheduled parts of the semester; you must not make plans that interfere with these important academic activities. If illness or other uncontrollable circumstances prevent you from taking an examination at the scheduled time, you are responsible to inform me as soon as possible. I may give the grade Incomplete, depending on the circumstances. The incomplete cannot be given unless we come together to prepare a contractual agreement. (Please see the last page of the class schedule for further instructions regarding the final exam policy of the University.) http://www.byu.edu/ted/faculty_information.html Class Schedule The class schedule as is printed below is a guide. It is not set in stone, and it will probably change throughout the semester. It is your responsibility to keep your syllabus updated as changes are made. I occasionally make changes to the syllabus for three reasons: (1) to accommodate student interests in certain topic areas; (2) to discuss new, cutting-edge developments and current events as they apply to social stratification; and (3) to adjust the timing of tests and quizzes to provide equitable opportunities for students to do well. These changes are intended to help you do as well as possible in the class. 13 Class Schedule Note: Items in this syllabus may change as necessary to meet the needs of the class. WEEK 1: BASIC CONCEPTS & TRENDS OF SOCIAL STRATIFICATION DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Aug 31 Discussion Topic: Introduction Review Syllabus Wednesday, Sept 2 Discussion Topic: Basic Krugman (2002) Concepts & Trends DiPrete (2007) Friday, Sept 4 Discussion Topic: Basic Gottschalk & Reading Summary #1 Concepts & Trends Danziger (2005) Due (Gottschalk) WEEK 2: STRATIFICATION IN THE U.S.—AN INTERNATIONAL COMPARISON DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Wednesday, Sept 9 Discussion Topic: Dreier (2007) Reading Summary #2 International Smeeding (2005) Due (Smeeding) Comparison Friday, Sept 11 Discussion Topic: White (2005) Group Assignment International Survey Due Comparison Assign Readings for Theory Group Writing Topic: Presentations Academic Writing & Structure WEEK 3: THEORIES OF SOCIAL STRATIFICATION DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Sept 14 Discussion Topic: Marx & Engels Theories of Stratification (1848) Collins (1971a) Writing Topic: Forming Collins (1971b) Good Research Davis (1942) Questions Davis & Moore (1945) Tumin (1953) Mills (1958) Wednesday, Sept 16 Discussion Topic: Theory Group Theories of Stratification Presentations Research Groups Group Work: Problem Assigned 14 Statements Friday, Sept 18 Numeracy Topic: Group Research In-Class Conceptual (Classroom) Conceptual Models; Modeling Relationships Between Assignment Due Variables WEEK 4: MECHANISMS OF STRATIFICATION—GENDER DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Sept 21 Discussion Topic: Correll, Benard, & Reading Summary #3 Stratification & Gender Paik (2007) Due (Correll) Wednesday, Sept 23 Writing Topic: Writing Cohen & Huffman Phase 1: Problem an Introduction (2003) Statement & Research Group Work: Questions/Hypotheses Dataset Selection & Due Conceptual Modeling Friday, Sept 25 Numeracy Topic: SPSS Group Research In-Class Variable (Lab) Basics; Variable Types Types Assignment Due WEEK 5: MECHANISMS OF STRATIFICATION—RACE/ETHNICITY DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Sept 28 Discussion Topic: Pager (2003) Reading Summary #4 Stratification & Due (Pager) Race/Ethnicity Wednesday, Sept 30 Discussion Topic: McDermott (2002) Phase 2: Dataset Stratification & Selection & Race/Ethnicity Conceptual Model Due Writing Topic: Writing a Thesis/Setting up an Argument Friday, Oct 2 (Lab) Numeracy Topic: Basic Group Research In-Class Descriptive Descriptive Statistics; Statistics & Coding Coding & Recoding Assignment Due WEEK 6: MECHANISMS OF STRATIFICATION—SOCIAL CLASS DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Oct 5 Discussion Topic: Hoynes, Page & Reading Summary #5 Stratification & Social Stevens (2005) Due (Hoynes) Class 15 Wednesday, Oct 7 Writing Topic: Writing a Rank (2003) Literature Review & Esping-Anderson Using Citations (2007) Group Work: Intro & Lit Review Friday, Oct 9 (Lab) Numeracy Topic: Scales Group Research In-Class Scales & & Reliability Reliability Assignment Due WEEK 7: MECHANISMS OF STRATIFICATION—THE FAMILY DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Oct 12 Discussion Topic: Buchmann & DiPrete Reading Summary #6 Stratification & The (2006) Due (Buchmann) Family Wednesday, Oct 14 Writing Topic: Writing Lareau (2002) Phase 3: Intro & Lit about Methods & Review Due Analyses Group Work: Variable Descriptions Friday, Oct 16 (Lab) Numeracy Topic: Group Research In-Class Bivariate Bivariate Statistical Statistics Assignment Tests Due WEEK 8: SOCIAL MOBILITY—STATUS ATTAINMENT DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Oct 19 Discussion Topic: Status Castilla (2008) Reading Summary #7 Attainment Due (Castilla) Wednesday, Oct 21 Writing Topic: Writing Corcoran, M. (1995) Phase 4: Variables about Results Description Assignment Due Friday, Oct 23 (Lab) Numeracy Topic: Group Research In-Class Distributions Distributions & & Correlations Correlations Assignment Due WEEK 9: MID-TERM EXAM DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Oct 26 NO CLASS (Work on NO READINGS Mid-Term Exam Midterm) (Work on Midterm) Due (at Midnight) 16 Wednesday, Oct 28 Writing Topic: Group Research Creating Accurate Tables & Figures Group Work: Analyses, Discussion, & Conclusions Friday, Oct 30 (Lab) Numeracy Topic: Group Research In-Class Tables & Creating Tables & Figures Assignment Figures Due WEEK 10: SOCIAL MOBILITY—EDUCATION DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Nov 2 Discussion Topic: Entwisle, Alexander Reading Summary #8 Education & Olson (2005) Due (Entwisle) Wednesday, Nov 4 Writing Topic: Group Research Phase 5: Bivariate Writing Discussions & Analyses (with Conclusions Tables & Figures) Due Group Work: Analyses, Discussion, & Conclusions Friday, Nov 6 (Lab) Numeracy Topic: Group Research In-Class Multivariate Multivariate Statistical Statistics Assignment Tests I Due WEEK 11: SOME CONSEQUENCES OF STRATIFICATION—CRIME DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Nov 9 Discussion Topic: Crime Folbre (2009) Reading Summary #9 & Stratification Due (Western) Western, Kleykamp & Rosenfeld (2006) Wednesday, Nov 11 Discussion Topic: Crime Group Research Phase 6: & Stratification Multivariate Analyses (with Group Work: Finishing Tables & Figures) the Paper Due Friday, Nov 13 (Lab) Numeracy Topic: Group Research In-Class Multivariate Multivariate Statistical Statistics Assignment Tests II Due 17 WEEK 12: SOME CONSEQUENCES OF STRATIFICATION—HAPPINESS DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Nov 16 Discussion Topic: Hout (2003) Reading Summary Happiness & #10 Due (Hout) Stratification Wednesday, Nov 18 Writing Topic: Group Research Phase 7: Draft I of Presenting your Paper as Completed Paper a Poster Due (sign up for writing conference) Group Work: Revising the Paper THURS, Nov 19 Group Work: Writing Conferences Friday, Nov 20 (Lab) Group Work: Group Research Individual Lab Work/ Writing Conferences WEEK 13: GROUP PROJECTS DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Nov 23 Writing Topic: Group Research Phase 8: Draft II of Reviewing Others’ Completed Paper Work & Giving Due (bring 4 copies Constructive Criticism of paper) Group Work: Assign Peer Reviews TUESDAY, Nov 24 Individual Lab Work Group Research (Lab) WEEK 14: GROUP PROJECTS DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Nov 30 Group Work: Group Research Peer Review Peer Review Workshop Workshop Wednesday, Dec 2 Group Work: Group Research Posters Friday, Dec 4 (Lab) Group Work: Group Research Individual Lab Work 18 WEEK 15: GROUP PROJECTS DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE Monday, Dec 7 Group Work: Group Research Revise Paper Wednesday, Dec 9 Writing Topic: Group Research Phase 9: FINAL (Last day of class) Presenting your PAPERS DUE Academic Work Group Work: Presentations THURSDAY, Dec Group Work: POSTER 10, 11am-12pm Poster Conference CONFERENCE (Location to be determined) FINAL EXAM: GROUP PRESENTATIONS DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE TUE, DEC 15, 3- Group Work: FINAL 6PM (Classroom) Paper Presentations PRESENTATIONS 19 Course Readings Week 1: Basic Concepts & Trends of Social Stratification Krugman, Paul. 2002. ―For Richer.‖ New York Times, October, 20. http://www.nytimes.com/2002/10/20/magazine/for-richer.html?pagewanted=print DiPrete, Thomas A. 2007. ―What has Sociology to Contribute to the Study of Inequality Trends? A Historical and Comparative Perspective.‖ American Behavioral Scientist 50 (5):603- 18. Gottschalk, Peter. and Sheldon Danziger 2005. ―Inequality of Wage Rates, Earnings and Family Income in the United States, 1975-2000.‖ Review of Income and Wealth 51 (2):231-54. Week 2: Stratification in the U.S.—An International Comparison Dreier, Peter. 2007. ―Just the Numbers: The United States in Comparative Perspective.‖ Contexts 6 (3):38-47. Smeeding, Timothy M. 2005. ―Public Policy, Economic Inequality, and Poverty: The United States in Comparative Perspective.‖ Social Science Quarterly 86:955-83. White, Lynn. 2005. ―Writes of Passage: Writing an Empirical Journal Article.‖ Journal of Marriage and Family 67:791-798. Week 3: Theories of Social Stratification Marx, Karl and Frederick Engels 1848. ―The Manifesto of the Communist Party.‖ http://www.marxists.org/archive/marx/works/download/manifest.pdf Collins, Randall. 1971a. ―A Conflict Theory of Sexual Stratification.‖ Social Problems 19(1):3- 21. Collins, Randall. 1971b. ―Functional and Conflict Theories of Educational Stratification.‖ American Sociological Review 36 (6):1002-1019. Davis, Kingley. 1942. ―A Conceptual Analysis of Stratification.‖ American Sociological Review 7 (3):309-321. Davis, Kingsley and Wilbert E. Moore. 1945. ―Some Principles of Stratification.‖ American Sociological Review 10 (2):242-249. Tumin, Melvin M. 1953. ―Some Principles of Stratification: A Critical Analysis.‖ American Sociological Review 18 (4):387-394. 20 Mills, C. Wright. 1958. ―The Structure of Power in American Society.‖ The British Journal of Sociology 9 (1):29-41. Week 4: Mechanisms of Stratification: Gender Correll, Shelley J., Stephen Benard, and In Paik. 2007. ―Getting a Job: Is there a Motherhood Penalty?‖ American Journal of Sociology 112 (5):1297-1338. Cohen, Philip N. and Matt L. Huffman. 2003. ―Occupational Segregation and the Devaluation of Women’s Work across U.S. Labor Markets.‖ Social Forces 81(3):881-907. Week 5: Mechanisms of Stratification: Race/Ethnicity Pager, Devah. 2003. ―The Mark of a Criminal Record.‖ American Journal of Sociology 108 (5):937-75. McDermott, Monica. 2002. ―Trends in the Race and Ethnicity of Eminent Americans.‖ Sociological Forum 17 (1):137-160. Week 6: Mechanisms of Stratification: Social Class Hoynes, Hilary W., Marianne E. Page, and Ann H. Stevens. 2005. ―Poverty in America.‖ Journal of Economic Perspectives 20 (1):47-68. Rank, Mark R. 2003. ―As American as Apple Pie: Poverty and Welfare.‖ Contexts 2 (3):41-49. Esping-Anderson, Gøsta. 2007. ―Equal Opportunities and the Welfare State.‖ Contexts 6 (3):23- 27. Week 7: Mechanisms of Stratification: The Family Buchmann, Claudia and Thomas A. DiPrete 2006. ―The Growing Female Advantage in College Completion: The Role of Family Background and Academic Achievement.‖ American Sociological Review 71 (4):515-41. Lareau, Annette. 2002. ―Invisible Inequality: Social Class and Childrearing in Black Families and White Families.‖ American Sociological Review 67 (5):747-776. Week 8: Social Mobility: Status Attainment Castilla, Emilio. J. 2008. ―Gender, Race, and Meritocracy in Organizational Careers.‖ American Journal of Sociology 113 (6):1479-1526. Corcoran, M. 1995. ―Rags to Rags: Poverty and Mobility in the United States.‖ Annual Review of Sociology 21:237-267. 21 Week 10: Social Mobility: Education Entwisle, Doris R., Karl L. Alexander, and Linda S. Olson. 2005. ―First Grade and Educational Attainment by Age 22: A New Story.‖ American Journal of Sociology 110 (5):1458- 1502. Goldsmith, Pat R. 2009. ―Schools or Neighborhoods or Both? Race and Ethnic Segregation and Educational Attainment.‖ Social Forces 87 (4):1913-42. Week 11: Consequences of Stratification: Crime Folbre, Nancy. 2009. ―Crime and Punishment: Some Costs of Inequality.‖ New York Times, March 12. http://economix.blogs.nytimes.com/2009/03/12/crime-and-punishment-some-costs-of- inequality/ Western, Bruce, Meredith Kleykamp, and Jake Rosenfeld. 2006. ―Did Falling Wages and Employment Increase U.S. Imprisonment?‖ Social Forces 84 (4):2291-2311. Week 12: Consequences of Stratification: Happiness Hout, Michael. 2003. Money and Morale: What Growing Inequality is Doing to Americans’ Views of Themselves and Others. University of California, Berkeley Survey Research Center. http://www.russellsage.org/publications/workingpapers/moneymorale/document 22