Capstone: Work & Poverty Wednesday s 4-6:20pm Harris Hall 303 Instructor: Dr. Wendy Williams Email: email@example.com Office: Harris Hall, Room 314 Office Phone: 696-2779 Office Hours: Mondays 11:45am-2pm; 3:15-5pm or by appointment Course Description: There are inextricable links between the concepts of work and poverty in the Western intellectual tradition. On one hand, we often posit work as the answer to the problem of poverty. Work is necessary for social mobility, a key that unlocks access to our dreams of prosperity. On the other hand, we are well aware that this link between work and poverty is not automatic. Our collective experience provides many examples of individuals who dedicate their lives to their work, who express an unquestioned ethic of work and responsibility, but who still fail to realize the promise of riches that is supposed to follow. So where does this leave the link between work and poverty in American society? This class explores this question through sustained engagement with these concepts. This will involve a multi-level analysis, including but not limited to gender, race and social class. In addition, this class has been selected to received a service learning grant which will be used to support the creation of materials for the ourmountainstate.org website. This will not be a traditional service learning course, but it will require students to travel to various parts of the state (and will be reimbursed for that travel) and use electronic equipment (video, pictures, digital audio files—which will be provided by the faculty for use during the course) to construct visual and written narratives about certain West Virginia organizations. These narratives will be presented to the Marshall and local community in a final public presentation. Prerequisites: PSY 223, PSY 323. It will be very difficult to do well in this course without strong performances in both of the prerequisite courses. Readings: There is one textbook for this course and one pack of readings. The textbook is: Shulman, B. (2005). The betrayal of work: How low-wage jobs fail 30 million Americans and their families. New York: The New Press. There will be one additional book for the course (for the book review) that will be determined by the instructor and students during class. The packet of the readings is available online on the course website via WebCT-VISTA. You are responsible for reading all of the assigned materials, printing all of the articles, and coming to class prepared with the articles for discussion. Class format: Each week will be broken down into roughly two sections. The first half of the class will be an extended discussion on the finer points of the article for that week. The second half of the class will be devoted to a fuller discussion (lead by one of the students) of the meaning of the articles and how they tie into the main themes of the course. I will also bring discussion ideas and questions to class and expect that you will, too, even when you are not presenting. You should come to class prepared to discuss ideas and concepts with your colleagues. When necessary I will provide an overview of additional material and/or a mini-lecture on the following week’s readings. These lectures/overviews are intended to provide background information as well as an understanding of why I have chosen each week’s set of articles. Computer Requirements: In order to do well in this course, it will be beneficial for you to regularly check your email and the course website on WebCT-VISTA. You are not required to have your own computer, however, you will need to plan in advance to have access to one (through student computer labs if necessary) in order to complete the paper assignments, to access the week’s readings, and to check your grades. Since we only meet once a week, I may need to communicate/clarify assignments/readings, so it is to your benefit to check the site regularly (once or twice a week at least). Contacting me: The best ways to reach me are to email me (firstname.lastname@example.org) or to stop by my office hours. You’ll receive the quickest response by emailing me at the address listed above. In addition, I often cannot get to the phone, even when I am in my office, so calling me is not a good way to reach me. Please utilize email and my office hours. I am available to make individual appointments if you cannot make my office hours. Objectives/Outcomes: The objectives of the course are to: 1) Expose students to an overview of major research areas in the psychological study of work and poverty including a critical analysis of social class, gender and ethnicity. 2) Encourage students to become proficient presenting their ideas orally. 3) Encourage students to become proficient presenting their ideas in writing. 4) Encourage students to engage with the material through the integration and application of ideas to their own and others lives. 5) Demonstrate increased social sensitivity by reflecting on how civic engagement, along with social science research and theory, can foster social change on behalf of low-income men and women in the US and in Appalachia. Assignments: Classroom discussion (30% of your grade): You will be given participation points for 11 weeks in which you participate in the class discussion (this does not include the first class meeting). Since there are 12 discussion weeks, that means that you can either miss one week without penalty or drop your lowest discussion grade. Points will be awarded as follows: 10 points—“student made multiple, important contributions to the discussion,” 5 points—“student made some contributions to the discussion,” 0 points—“student made minimal or no contribution to the discussion.” Points will then be converted into a 100- point scale for the purpose of calculating final grades. If you have questions about how you can improve your discussion points, please come see me. In addition, despite your contributions, being late for discussion will negatively impact the amount of points you can achieve for each week. You will be given a 10 minute window at the beginning of class. After the first 10 minutes, for every additional 10 minutes you are late, you will lose 2 discussion points. Thus, regardless of your inputs, if you are an hour late, you will not earn any discussion points. Anyone missing class discussion for a university-verified reason (inclement weather, documented illness, etc.) must contact me for an alternative discussion assignment in order to make-up missed discussion points within 24 hours of the missed class. Leading discussion (20% of your grade): Twice over the course of the semester (for 10% each time), you will help to lead the discussion of the readings. Expectations for the quality and level of preparation will be discussed in class. In general, the expectation is that the student will both help her/his peers integrate the information as well as bring new ideas or information to the discussion. Discussions will be graded on a 100-point scale. Discussion slots will be assigned on the first day of class and cannot be changed without the consent of the instructor. Book review essay (10% of your grade): In addition to completing the weekly readings, you will need to write a book review essay. Details of the assignment will be discussed in class. Papers will be graded on a 100-point scale. Papers are due at the beginning of class (4pm) on April 6th (even though we will not meet that day—thus, you should email me your essay or turn it in to my campus mailbox before 4pm). You have a 10 minute “grace period” to turn in your papers but a paper turned in at 4:11pm on the day the paper is due will be considered late. Late papers will only be accepted under exceptional circumstances with a verifiable excuse. If you miss turning in the essay for good reason, contact me immediately and provide the verifiable written excuse to the Dean of Students office in 2W38 of the MSC as soon as you return to campus. If you need an extension for an essay, you must contact me with 24 hours of the essay due date in order to receive an extension. Final Presentation (20% of your grade): You must create a final presentation based on our service learning project with Ourmountainstate.org. Presentations will be graded on a 100-point scale. Details of the project will be given out during the semester. The final presentation is due on May 4th at 4pm and cannot be made up without a university- verified excuse. Exam (20% of your grade): There will be one final cumulative final exam in this course. This will be a “take home” exam and will be given out on April 20th. It will be due at 4pm on April 27th. Exams must be typed, Times New Roman 12 point font with one inch margins. Additional details will be given out in class. Make-up exams will be given only under exceptional circumstances with a verifiable excuse. If you miss an exam for good reason, contact me immediately and provide the verifiable written excuse to the Dean of Students office in 2W38 of the MSC as soon as you return to campus. If you need an extension for an exam, you must contact me with 24 hours of the exam date in order to receive an extension. Grading: You may check on WebCT-VISTA under “My grades” for the most up to date grade calculations. Scores will be calculated based on the follow distribution: A = 100% - 90% B = 89% - 80% C = 79% - 70% D = 69% - 60% F = 59% - 0% Attendance: Because the objectives of this course build on one another, it is important that students attend class on a regular basis. Although discussion will constitute a percentage of your grade, attendance will play a role in determining your final grade in this course according to the following schema: Number of Unexcused Absences Highest Grade Attainable 0-1 A 2 B 3 C 4 or More F Students should assume that, unless otherwise notified, class will meet at its regularly scheduled time. If class is being held, I will expect all assignments due to be handed in within the first ten minutes on the day they are due. Exceptions will be made only in the case of a University Excused Absence. The definition of these absences is as follows: Excused absences fall into three categories: (1) university sponsored activities; (2) absences as a result of illness or death in the family; (3) absences resulting from major Religious holidays. University-Sponsored Activities: 1. Academic activities including, but not limited to, performing arts, debate and individual events, honors classes, ROTC, and departmental functions. These absences are to be excused by the academic dean within whose unit the activity is sponsored. The academic dean must pre-approve any notice that is sent to faculty regarding absences of this type. 2. Athletics. These absences are to be excused by the Dean of Enrollment Management, who must pre approve any notice sent to faculty. 3. Other university activities, including student government and student organizations. These activities are to be approved by the Dean of Student Affairs and excused by the Office of Academic Affairs prior to any notice being sent to faculty. Absences As a Result of Illness or Death in the Family 1. Illness: The student who seeks an excused absence for an illness must submit written confirmation of treatment by the attending physician or other health professional which includes: a description of the illness/accident; date of onset; and prognosis/ability to return to class. (A sentence on a prescription pad will not be sufficient for documentation.) This documentation should be presented on the day the student returns to class to the Assistant/Associate Dean of the student’s college for verification and notification of faculty. Notification will normally be in the form of a memo to all concerned faculty excusing the student for a specified date or dates. 2. Death in the Immediate Family: “Immediate Family” is defined as spouse, child, parent, legal guardian, sibling, and grandparent. Exceptions to this list can be made at the discretion of the dean of the student’s college. The student who seeks an excused absence for this purpose must submit one of the following to verify the relationship to the deceased: an obituary with the student named as a relative; a funeral program with the student named as a relative; a verification of the death and the relationship by a clergy person or funeral home personnel (must be on letterhead stationery). The documentation should be submitted to the Assistant/Associate Dean of the student’s college on the day the student returns to class. The Assistant/Associate Dean will then send a memo to all concerned faculty excusing the student for a specified date or dates. Absences As a Result of Religious Holidays Absences resulting from major religious holidays will be excused when the student presents the request in advance of the absence to the Dean of Student Affairs. The dean will indicate his/her approval on the request and send it to the Office of Academic Affairs for final approval prior to any notice to faculty. It is the student’s responsibility to present to all of his/her faculty the approved notice of an absence that would be excused under the terms of this policy. Plagiarism Policy/Academic Honesty: Cheating (of any kind) will result in a failing grade for the assignment and a failing grade for the course. I will report any and all cheating or academic dishonesty to Academic Affairs, and it will be made part of your University record. In this course, students will submit papers and exams to me in the usual way in class (or via email) and also to Turnitin.com. This is a plagiarism-prevention service which is designed to protect everyone’s original work. Students agree that by taking this course their required assignments must also be submitted to Turnitin.com for review. Plagiarism will not be tolerated. Guidelines for paraphrasing and quoting in papers will be outlined in class. In order to turn in your paper, go to www.turnitin.com 1) click on “create a user profile” 2) select “student user” 3) enter the class ID (3633337) and enrollment password (poverty) 4) enter your email address 5) enter a password 6) enter your personal information 7) agree to the terms of the site Once you have set up your profile, you will see that it is very easy to submit an assignment. Papers will not be graded until they are submitted to Turnitin.com. Any paper not turned in to Turnitin.com by the deadline set for the hard copy will receive a zero. Electronics Policy: Prior to class, please turn off all electronics (cell phones, pagers, ipods, gameboys, etc.). Because these devices are distracting to me and to your fellow students, laptops will be the only electronics allowed during class time; however, if you use a laptop to take notes in class, you must sit in the first row. I will confiscate any other electronics used during class time for the duration of that class. Additionally, if I discover that you are using a laptop inappropriately (e.g., instant messaging, surfing, etc), you will be barred from bringing it back to class for the remainder of the semester. Emergency Closing and Delay Policy: In case of severe weather or other emergency, please check with local television and radio stations in Huntington. You may also call Public Safety at 696-4357 or the University response number at 696-3170 (see http://www.marshall.edu/www/policy/policy_07.html for information on Marshall’s policy). Since our course meets once per week, if class must be cancelled because of inclement weather or other emergencies, we will move our class discussion to WebCT. You will be expected to contribute two original comments and respond at least twice to others’ posts (for a minimum total of four comments) in order to receive your discussion points. Any assignments (i.e., papers) will still be due on the date that they are assigned for. Further instructions will be given online if we do need to move to this alternative format. Do NOT assume that because class is cancelled that the assignments (papers and discussion) are not due. Social Justice: This course is committed to social justice in all of its forms. No one will be discriminated against on the bases of race, gender, ethnicity, age, sexual orientation, social class, abilities, or differing viewpoints. Each student will be viewed as a valuable part of this class. Policy for Students with Disabilities: Marshall University is committed to equal opportunity in education for all students, including those with physical, learning and psychological disabilities. University policy states that it is the responsibility of students with disabilities to contact the Office of Disabled Student Services (DSS) in Prichard Hall 117, phone 304 696-2271 to provide documentation of their disability. Following this, the DSS Coordinator will send a letter to each of the student’s instructors outlining the academic accommodation he/she will need to ensure equality in classroom experiences, outside assignment, testing and grading. The instructor and student will meet to discuss how the accommodation(s) requested will be provided. For more information, please visit http://www.marshall.edu/disabled or contact Disabled Student Services Office at Prichard Hall 11, phone 304-696-2271. Getting the most out of this course: 1. Keep up with the course readings. Each week’s reading builds on past weeks. A large part of your grade in the course is contingent upon understanding the readings. It will be very difficult to make connections between the readings if you have not read all of the articles. 2. Think about how the course material relates to your own experiences. Try to draw connections between personal experience, theory, and research. 3. Speak-up and share your ideas. The more you engage in the discussion, the more you will learn about yourself, your colleagues, and the material. 4. Bring outside materials related to poverty, work & psychology to class. Feel free to bring newspaper articles, advertisements, or anecdotes to class. Course Schedule: Week 1 INTRODUCTION 1/12 Week 2 OVERVIEW & SERVICE LEARNING 1/19 Assigned Reading: Seider, Rabinowiccz, & Gillmor, 2010 Census data Week 3 ATTRIBUTIONS FOR POVERTY & “OUTSIDERS” VIEWS 1/26 Assigned Reading: Bullock, Williams, & Limbert, 2003 Gilens, 1996 Week 4 WORK IN THE US 2/2 Assigned Reading: Shulman, 2005 (Introduction to end of Chapter 4) Week 5 WORK IN THE US (CONT.) 2/9 Assigned Reading: Shulman, 2005 (Chapter 5 through end of book) Week 6 CHILDREN IN POVERTY 2/16 Assigned Reading: Weinger, 2000 Evans, 2004 Week 7 SCHOOLS & ACADEMIC ACHIEVEMENT 2/23 Assigned Reading: Croizet &Claire, 1998 Hochschild, 2003 Week 8 MOTHERS & WELFARE 3/2 Assigned Reading: Kalil & Danziger, 2000 Scarbrough, 2001 Week 9 MEN & POVERTY 3/9 Assigned Reading: Lankenau, 1999 Liu, Stinson, Hernandez, Shepard, & Haag, 2009 Week 10 GENDER & MENTAL HEALTH 3/16 Assigned Reading: Belle & Doucet, 2003 Riger, Staggs & Schewe, 2004 Week 11 SPRING BREAK 3/23 ****NO CLASS Week 12 SOCIAL SITUATIONS & POWERLESSNESS 3/30 Assigned Reading: Haney, 2006 Geis & Ross, 1998 Week 13 SERVICE LEARNING DAY (Work independently on SL projects) 4/6 ****NO CLASS ****BOOK REVIEW ESSAYS DUE VIA EMAIL BY 4PM Week 14 COLLECTIVE ACTION 4/13 Assigned Reading: Abramovitz, 2001 Yeich, 1996 Week 15 THE “AMERICAN DREAM” & PUBLIC POLICY REVISITED 4/20 Assigned Reading: TBA: Assorted Public Policy reports/key findings based on interests of class and class discussions Week 16 FINAL EXAM DUE & PRACTICE FINAL PRESENTATIONS 4/27 Week 17 FINAL PRESENTATIONS 5/4 Other Important Dates: March 18th is the last day to drop this course and April 29th is the last day to completely withdraw for the semester. Reading List Citations Week 1 No assignment Week 2 Seider, S.C., Rabinowicz, S.A., Gillmor, S.C. (2010). Changing American college students’ conceptions of poverty through community service learning. Analyses of Social Issues and Public Policy, 10, 215-236. United States Census Bureau (2010). Income, poverty, and health insurance coverage in the United States: 2009. (Current Population Reports No. P60–238). Retrieved January 8, 2011, http://www.census.gov/prod/2010pubs/p60-238.pdf Week 3 Bullock, H.E., Williams, W.R., & Limbert, W.M. (2003). Predicting support for welfare policies: The impact of attributions and beliefs about inequality. Journal of Poverty, 7, 3, 35-56. Gilens, M. (1996). Race and poverty in America: Public misperceptions and the American news media. Public Opinion Quarterly, 60, 515-541. Week 4 & 5 Shulman, B. (2005). The betrayal of work: How low-wage jobs fail 30 million Americans and their families. New York: The New Press. Week 6 Weinger, S. (2000). Economic status: Middle class and poor children’s views. Children & Society, 14, 135-146. Evans, G.W. (2004). The environment of childhood poverty. American Psychologist, 59, 77-92). Week 7 Croizet, J. & Claire, T. (1998). Extending the concept of stereotype threat to social class: The intellectual underperformance of students from low socioeconomic backgrounds. Personality and Social Psychology Bulletin, 24, 558-594. Hochschild, J.L. (2003). Social class in public schools. Journal of Social Issues, 59, 821- 840. Week 8 Kalil, A., & Danziger, S.K. (2000). How teen mothers are faring under welfare reform. Journal of Social Issues, 56, 775-798. Scarbrough, J.W. (2001). Welfare mother’s reflections on personal responsibility. Journal of Social Issues, 57, 2, 261-276. Week 9 Lankenau, S.E. (1999). Stronger than dirt: Public humiliation and status enhancement among panhandlers. Journal of contemporary ethnography, 28, 3, 288-318. Liu, W.M., Stinson, R., Hernandez, J., Shepard, S., & Haag, S. (2009). A qualitative examination of masculinity, homelessness and social class among men in a transitional shelter. Psychology of Men & Masculinity, 10, 131-148. Week 10 Belle, D. & Doucet, J. (2003). Poverty, inequality, and discrimination as sources of depression among US women. Psychology of Women Quarterly, 27, 101-113. Riger, S., Staggs, S.L., & Schewe, P. (2004). Intimate Partner Violence as an Obstacle to Employment Among Mothers Affected by Welfare Reform. Journal of Social Issues, 60, 801-818. Week 11 No assignment (Spring Break) Week 12 TBA—Public policy briefs Week 13 Geis, K.J., & Ross, C.E. (1998). A new look at urban alientation: The effect of neighborhood disorder on perceived powerlessness. Social Psychology Quarterly, 61, 232-246. Haney, T.J. (2007). “Broken windows” and self-esteem: Subjective understandings of neighborhood poverty and disorder. Social Science Research, 36, 968-994. Week 14 No assignment (Service Learning week) Week 15 Abramovitz, M. (2001). Learning from the history of poor and working-class women’s activism. The Annals of the American Academy of Political and Social Science, 577, 118-130. Yeigh, S. (1996). Grassroots organizing with homeless people: A participatory research approach. Journal of Social Issues, 52, 111-121.
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