422 Phillips - BYU Sociology - Brigham Young University by liamei12345


									        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
      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.

      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:

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

        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.

Course Requirements & Policies
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

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.

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.

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).

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

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.

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.

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)

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.

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:

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.

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            collin_flake@hotmail.com
                       Wade Jacobsen           wadejacobsen@yahoo.com
                       James Phillips          james.phillips921@gmail.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.

―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

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.

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.

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 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,

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%

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.)

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.

Class Schedule
Note: Items in this syllabus may change as necessary to meet the needs of the class.


Monday, Aug 31         Discussion Topic:
                       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)


Wednesday, Sept 9     Discussion Topic:          Dreier (2007)          Reading Summary #2
                      International              Smeeding (2005)        Due (Smeeding)
Friday, Sept 11       Discussion Topic:          White (2005)           Group Assignment
                      International                                     Survey Due
                      Comparison                 Assign Readings for
                                                 Theory Group
                      Writing Topic:             Presentations
                      Academic Writing &


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
                                                  Tumin (1953)
                                                  Mills (1958)
Wednesday, Sept 16     Discussion Topic:                                Theory Group
                       Theories of Stratification                       Presentations

                                                                        Research Groups
                       Group Work: Problem                              Assigned

Friday, Sept 18       Numeracy Topic:            Group Research     In-Class Conceptual
(Classroom)           Conceptual Models;                            Modeling
                      Relationships Between                         Assignment 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 &
                      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


Monday, Sept 28       Discussion Topic:     Pager (2003)            Reading Summary #4
                      Stratification &                              Due (Pager)

Wednesday, Sept 30    Discussion Topic:          McDermott (2002)   Phase 2: Dataset
                      Stratification &                              Selection &
                      Race/Ethnicity                                Conceptual Model
                      Writing Topic: Writing a
                      Thesis/Setting up an
Friday, Oct 2 (Lab)   Numeracy Topic: Basic      Group Research     In-Class Descriptive
                      Descriptive Statistics;                       Statistics & Coding
                      Coding & Recoding                             Assignment Due


Monday, Oct 5         Discussion Topic:       Hoynes, Page &        Reading Summary #5
                      Stratification & Social Stevens (2005)        Due (Hoynes)

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


Monday, Oct 12         Discussion Topic:     Buchmann & DiPrete Reading Summary #6
                       Stratification & The  (2006)             Due (Buchmann)

Wednesday, Oct 14      Writing Topic: Writing     Lareau (2002)         Phase 3: Intro & Lit
                       about Methods &                                  Review Due

                       Group Work:
                       Variable Descriptions
Friday, Oct 16 (Lab)   Numeracy Topic:            Group Research        In-Class Bivariate
                       Bivariate Statistical                            Statistics Assignment
                       Tests                                            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


Monday, Oct 26         NO CLASS (Work on     NO READINGS                Mid-Term Exam
                       Midterm)              (Work on Midterm)          Due (at Midnight)

Wednesday, Oct 28      Writing Topic:             Group Research
                       Creating Accurate
                       Tables & Figures

                       Group Work: Analyses,
                       Discussion, &
Friday, Oct 30 (Lab)   Numeracy Topic:            Group Research    In-Class Tables &
                       Creating Tables &                            Figures Assignment
                       Figures                                      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)
                       Group Work: Analyses,
                       Discussion, &
Friday, Nov 6 (Lab)    Numeracy Topic:            Group Research    In-Class Multivariate
                       Multivariate Statistical                     Statistics Assignment
                       Tests I                                      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


Monday, Nov 16         Discussion Topic:     Hout (2003)           Reading Summary
                       Happiness &                                 #10 Due (Hout)

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


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


Monday, Nov 30         Group Work:                Group Research   Peer Review
                       Peer Review Workshop                        Workshop
Wednesday, Dec 2       Group Work:                Group Research
Friday, Dec 4 (Lab)    Group Work:                Group Research
                       Individual Lab Work


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:
THURSDAY, Dec         Group Work:                            POSTER
10, 11am-12pm         Poster Conference                      CONFERENCE
(Location to be


 TUE, DEC 15, 3-      Group Work:                            FINAL
 6PM (Classroom)      Paper Presentations                    PRESENTATIONS

Course Readings
Week 1: Basic Concepts & Trends of Social Stratification

Krugman, Paul. 2002. ―For Richer.‖ New York Times, October, 20.

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-

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

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.‖

Collins, Randall. 1971a. ―A Conflict Theory of Sexual Stratification.‖ Social Problems 19(1):3-

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.

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

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-

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.

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-

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.

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


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