ࡱ>  ObjbjBrBr 0  G  UUUUUiiiiiBp T^,AAAAAAA$DFAUAUUA666UUA6A666:P>pi<;9$AA0B_9DBGBGH::BGU;6AABBG : Problems of American Institutions Sociology 110, Spring 2013 Professor: Jill Bouma Class: MWF 10:00-10:50 Office: 213 Frost Room: Frost, Rm 216 Office Hours: 8:30-9:30 T/Th, 11-12MWF Office phone: 3812 and by appointment Email: boumaj@berea.edu Course Description: Rising crime rates, the demise of family values, soaring health care costs, racial and ethnic strife, environmental disasters, schools failing our children, increasing disparities between the rich and poor such social problems are served up to us daily by the news media. Where do such problems originate, how real are the problems, and what can we do to change them? This course will use a sociological approach to analyze contemporary social problems, primarily in the US. We will learn that social problems are not rooted in personalities or genes. Instead, social problems emerge through conflict between and within social institutions. We will study the ways in which our family, health, economic, political and educational institutions have changed, why some of these changes are seen as problems and others are not, and the solutions that have been proposed by various groups in our society. This course is designed to build a foundation for future work in the social sciences. Throughout the course, youll have the following opportunities and experiences: Reading - read three texts, plus supplementary articles. Writing - reflect on readings and ideas discussed in class, review scholarly articles, and write a data analysis paper explaining basic relationships among variables using a statistical package. Oral Communication improve listening skills as well as actively participate in class discussions and make one formal group presentation. Critical Thinking consider more than one point of view before rejecting or accepting an idea. Computer Use/Data Analysis work directly on the computer to analyze data and investigate relationships between variables. Library Work build knowledge of sources of information available in the library. Prerequisite: MAT 012 or waiver. This course meets the Social Science perspective COURSE MATERIALS: Johnson, Allan. Privilege, Power, and Difference. Boston: Mayfield Publishing Company, 2006. Shipler, David. The Working Poor: Invisible in America. Vintage Books: 2005. Wright, Eric Olin and Joel Rogers. American Society: How It Really Works. W.W. Norton & Company. New York: 2011. COURSE REQUIREMENTS: Class will be a mixture of lecture, discussion, presentations, and group work. I will provide brief lectures on the core concepts underlying the readings each day. The rest of the class will be discussion. Before class, please carefully read the days assigned text, take notes on the key ideas, and formulate your own questions or comments related to the readings. EVALUATION: Quizzes and Written Responses 25% Convo and Outside Event Papers 25% Data Analysis Paper 20% Group Presentation 15% Final (cumulative) 15% QUIZZES/WRITTEN RESPONSES (25%): Almost every day, I will start the day with a brief quiz or ask you to bring in a written response to the readings. These will not be difficult and serve as a reward for attending class and keeping up with the assigned readings. They will also help you evaluate your own performance and encourage you to seek help early in the term if you are having problems. You may use your notes (but not your book) for the quizzes, so I strongly encourage you to take notes as you read. There are no make-up quizzes. CONVO and OUTSIDE EVENT PAPERS (25%): To help you apply the concepts in class and note their relevance in your everyday life, you are required to attend three Convos (Jan 24 and Feb 14 are required and you may choose a third from Jan 14, Jan 31, Feb 28, or Apr 18) as well as two outside talks or events this term. I will distribute a list of events you can attend, and I encourage you to attend as many of these as possible it will enrich our class discussions to apply what we are learning directly to campus activities. If you know of other activities you think would be relevant, please let me know, and I will add them to the list. As part of your quiz grade, you are asked to attend any two of the events on the list to be provided (more may become available throughout the term). Within one week of the event, you must turn in a two-three page typed summary and analysis of the event. Half of your paper should be devoted to clearly and succinctly summarizing the main points. The other half should be a well-reasoned analytical critique. This is not a journalistic response in which you tell me why you did or did not like the speaker. Instead, it should be an analytical response, evaluating the points made, weighing the evidence, and clearly explaining how this event furthered your understanding of key sociological concepts. I will post an example of a good Events Paper to Moodle from a previous year, so you have an idea of what I am expecting. Convo and Outside Event papers, each worth 50 points, will be evaluated according to the following criteria: succinct summary of event: 15 points insightful sociological analysis: 25 points What social problem was highlighted, and what theories might be relevant? What concepts from our class can you apply to the event? How did the content of the event or Convo confirm or contradict information we have studied in class? To do this well, you must tie what you learned at the convo or outside event to at least one of our class readings. Compare and contrast what you learned from the event or convo to what you learned from one or more of our readings. writing and citation 10 points Grammar, sentence construction, and proper language matter. Make sure also that you have a Works Cited entry. Typically, this would go on a separate Works Cited page, but for this assignment, you can simply cite the event at the bottom of your last page. Make sure to cite both the event and the readings you discuss. Consult your St. Martins Handbook for appropriate citation format. Rubric for Outside Events and Convo Papers Summary (15 pts)Strong OkWeak Covered main pointsAnalysis (25 pts) Highlighted relevant social issue/problem Explained how Event/Convo confirmed/contradicted class info Tied content of Event/Convo to at least one class readingWriting (10 pts) Grammar, sentence construction, proper language Properly cited sources, included works cited entryDATA ANALYSIS (20%): During the semester, we will be working with data from the American Community Survey to investigate the effects of race and gender on earnings. First, we will examine the data to determine if women make less than men and if people of color make less than whites. You then will have the opportunity to compare national level data to Kentucky and to a state of your choosing. The culmination of this data analysis project will be a paper in which you analyze and discuss your findings. GROUP PRESENTATONS (15%): During the semester, you will participate in a group presentation covering one of the following five areas: family, health, crime, education, or the environment. Your group will spend time throughout the semester researching a topic of your choosing and will have an entire class period at the end of the term to teach us what you have learned. Think of this as teaching and sharing, rather than formally presenting. Its your chance to teach your classmates and me about an important issue in todays society. We will spend several days in class choosing a topic, putting together working outlines, and practicing and refining the presentations. On Monday, 1/14, I will ask you to rank your preferences for topic area. On Friday, 1/18, you will meet in your group to choose a specific issue for your presentation. It is essential that you be present on this day attendance on January 18 is required as part of your overall presentation grade. On that day, I will give a detailed outline of what is expected. We will also devote parts of several other class days for you to meet briefly with your group members to compare notes and prepare a preliminary outline and annotated bibliography. On Wednesday, April 15, we will devote the entire class period to preparing and practicing your presentations. Attendance is required. I will be grading you on both the form and content of your presentation. It is essential that you practice your presentation many times before performing for the class. FINAL (15%): The final will be cumulative. OFFICE HOURS: I will hold office hours 8:30-9:30 T/Th and 11-12 MWF in Frost 213. I encourage you to visit me during office hours. Come by for help with the reading or just to talk. Feel free to set up an appointment outside office hours as well. The best way to contact me is through email. ATTENDANCE POLICY: Attendance at all classes is important and required. I value your input, and the class works best when all students attend and contribute. After 5 absences, your grade will be lowered one grade for each absence until you reach an F. Come talk to me immediately if you are having problems that interfere with attending class. Quizzes cannot be made up, and late papers, if accepted at all, will be penalized. STUDENT NEEDS: If you have special needs (medical condition or special learning needs) that affect your class performance, please come and talk with me. If you will need to miss class for fieldtrips or other reasons, please talk with me ahead of time. And if for any reason, you find yourself struggling with the class or having difficulty meeting the demands of the course, please come and meet with me. I enjoy talking with students and invite you to visit during my office hours or make an appointment if needed. Students who have a disability that may prevent them from fully demonstrating their abilities should contact the Disability Services Coordinator, Cindy Reed at (859) 985-3212, or e-mail cynthia_reed@berea.edu, to discuss accommodations necessary to ensurefull participation in this course. Upon request, this syllabus can be made available in alternative forms. INSTRUCTOR EVALUATION: Students in all classes will be asked to complete the campus-wide Instructor Evaluation Questionnaire at the end of the semester. I expect and encourage you to participate in this evaluation process. I take student feedback very seriously and have often adopted ideas and suggestions Ive received from students over the years. I value your input and look forward to receiving your comments and suggestions. Tentative Outline and Reading Assignments Wed., 1/9 Introductions Fri, 1/11 What Kind of Society Do We Have? READ: Chapters 1 and 2 in American Society, pp. 1-34 Mon, 1/14: The Capitalist Market: Theories and Realities READ: Chapter 3-4, American Society, pp. 35-68 In-class: Rank preferences for group presentation Mon, 1/14: CONVO Never Turning Back: How Do We Know When Weve Won? Wed., 1/16: Inequality and Class Issues READ: Chapters 10-11, American Society, pp. 183-204 Fri., 1/18 Persistent Poverty and Rising Inequality READ: Chapter 12, American Society, pp. 205-218 In-class: Meet in groups to determine topic Attendance REQUIRED Homework due: Search recent government and news sources to determine most current statistics on poverty rates current number and percent in poverty Mon, 1/21 MLK Day - no class. See you at Convo [Lots of outside event opportunities today!] Wed., 1/23 Persistent Poverty and Rising Inequality READ: Chapter 12, American Society, pp. 218-232 THUR, 1/24 CONVO: Richard Heinzl, Lessons from Abroad: the Opportunities of a Borderless 3:00 World REQUIRED Fri., 1/25 Problems of the Environment/ Discussion of Convos READ: Chapter 5, American Society, pp. 69-84 Mon, 1/28: Environment: Focus on Appalachia Film: Last Mountain CONVO paper due (typed, at 10:00am) review syllabus above for paper guidelines Wed, 1/30 Environment: Focus on Appalachia, continued Film: Last Mountain (no readings read and gather sources for group topic) DUE: ONE document per group that includes the following: (1) refined topic (2) list of ten sources with full citations and brief set of notes for each source giving overview and how useful (3) one paragraph from each group member reporting what learned so far from library research THURS, 1/31 CONVO: Dr. Theodore Lowi: The Politics of Change: New Directions, Old Questions Fri, 2/1 Environment: Focus on Appalachia, continued Discuss Film and Chapter 7: Consumerism Mon, 2/4: Ending Poverty in the U.S. Is it Possible? READ: Chapter 13. American Society, pp. 233-246 Wed, 2/6 Reading, Writing, and Thinking about Race and Inequality in our Own Lives READ: 1) Tatum, Talking About Race, Learning About Racism: The Application of Racial Identity Development Theory in the Classroom. Tatum, Beverly Daniel. Harvard Educational Review; Feb 1992; 62, 1; ProQuest Psychology Journals  HYPERLINK "http://ets.mnsu.edu/darbok/ETHN201/race.pdf" http://ets.mnsu.edu/darbok/ETHN201/race.pdf or  HYPERLINK "http://ejscontent.ebsco.com/ContentServer.aspx?target=http%3A%2F%2Fhepg.metapress.com%2Findex%2F146K5V980R703023.pdf" http://ejscontent.ebsco.com/ContentServer.aspx?target=http%3A%2F%2Fhepg.metapress.com%2Findex%2F146K5V980R703023.pdf 2) See Baby Discriminate Po Bronson and Ashley Merryman. Newsweek Sep 4, 2009  HYPERLINK "http://www.newsweek.com/id/214989" http://www.newsweek.com/id/214989 Fri, 2/8 Power and Privilege the other side of Inequality READ: Johnson, Introduction - Chapter 2 (pp. vii-40); Mon, 2/11 How Privilege Happens/Role of Capitalism Johnson, Chapters 3, 4, 5 (pp 41-75) Wed, 2/13 How Privilege Works READ: Johnson, Chapters 6-7 (pp 76-107); Video: True Colors DUE: Updated Progress report and annotated bib (at least 15 sources) from group: each group should turn in ONE document noting the specific tasks assigned to each member and a brief paragraph written by each member outlining progress so far. THUR, 2/14: CONVO: Dr. Tiya Miles: Ties that Bind: African American and Native American Interrelations; REQUIRED Fri, 2/15 Racial Inequality READ: Chapter 14, American Society, pp. 247-283,293-296 (warning, this is a long chapter) Mon, 2/18 Fighting the System: Becoming Part of the Solution Johnson, Chapter 8-9, (pp. 108-156) Due: For in-class discussion/quiz: 1) identify one person and/or one organization trying to help solve problems of inequality. Define the problem, discuss how this person or organization attempts to combat it, and try to assess its effectiveness. 2) Given Johnsons suggestions, what are two things you can try to do? Wed, 2/20 Data Analysis: Investigating Effect of Race and Gender on Earnings in the US CONVO PAPER DUE Fri, 2/22 Data Analysis: BRING COMPUTER AND ALL CORDS READ: Chapter 15, American Society, pp. 296-333 Mon, 2/25 Data Analysis: Practice writing and presenting findings in class BRING: preliminary draft of paper to identify questions and problems Wed, 2/27: Data Analysis: Practice writing and presenting findings in class BRING: preliminary draft of paper to identify questions and problems Thur, 2/28: CONVO: Dr. Vandana Shiva: Making Peace with the Earth Fri., 3/1: Peer Review DUE: Completed draft of data analysis paper to exchange with classmate for peer review. (Completed First Draft Counts 10% of paper grade) Attendance required. Mon., 3/4 Definitions and Concepts Working Poor, pp. ix-38, Meet Briefly in group Wed., 3/6 Is Hard Work Enough? Guest Speaker: Nancy Melton, Financial Aid Working Poor, pp. 39-77, Data Analysis Papers due Fri., 3/8: Importing the Third World, and Harvest of Shame Working Poor, pp. 77-120 Film: Morristown 3/11-3/15: SPRING BREAK Mon, 3/18: The Daunting Workplace Working Poor, pp. 121-140; Untenable Choices (Moodle) Wed., 3/20: Work and Family Working Poor, pp. 142-201 (possibly Frontline video) Fri., 3/22: Health Care in the U.S. Chapter 8, American Society Mon, 3/25: Health Issues of the Poor Working Poor, pp. 201-253, Film: In Sickness and in Wealth Wed., 3/27 Working Poor, pp. 254-310 Fri, 3/29: Good Friday no class Mon, 4/1: Contexts 50: Crime Decline in Context 54: Beyond Crime and Punishment: Prisons and Inequality Devah Pager, The Mark of a Criminal Record:  HYPERLINK "http://www.irp.wisc.edu/publications/focus/pdfs/foc232i.pdf" http://www.irp.wisc.edu/publications/focus/pdfs/foc232i.pdf American Society, pp. 283-292 Wed, 4/3: Crime and the Criminal Justice System READ: The New Jim Crow, Chap 2 The Lock Down [Moodle] Fri, 4/5: Crime and Criminal Justice System READ: TBA Mon, 4/8: Crime and Criminal Justice System READ: TBA Brief Group Meeting: DUE detailed outline and updated bib for presentation with specific points each member will present; Wed, 4/10 Education: READ: 1) Contexts 11: How Schools Really Matter 2) New National Study Finds Increasing School Segregation:  HYPERLINK "http://www.gse.harvard.edu/news_events/features/1999/orfielddeseg06081999.html" http://www.gse.harvard.edu/news_events/features/1999/orfielddeseg06081999.html 3) Orfield et al., Integrated Schools: Finding a New Path: (Moodle or link below)  HYPERLINK "http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=a9a8f075-0307-4679-bf5d-4ec6f125c323%40sessionmgr115&vid=2&hid=128" http/web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=a9a8f075-0307-4679-bf5d-4ec6f125c323%40sessionmgr115&vid=2&hid=128 Fri, 4/12: Education READ: (see Moodle postings) 1) Prescription of a New Generation and (2) Renzetti, Contexts Winter 2007: Charter Schools and the Public Good Mon, 4/15: Prep for Presentations (Attendance required) Wed, 4/17: Group Presentations Thur, 4/18: CONVO: Beverly May: Frays in the Social Fabric, Rents in the Commonweal: A Sewing Kit Fri. 4/19: Group Presentations Mon, 4/22: Group Presentations Wed, 4/24: Final wrap-up and review Thurs, 5/2 Final Exam 10:00 am "/1;<=>HZ_ghimnorsy     " # $ ʽʫʥʒÀthYhY5CJaJhYhj&`5CJaJ h<CJ h?CJ h65CJ hICJ h6CJ hc*NCJ hlgCJ hp*CJ h CJ hj&`5CJ hj&`CJ h?5CJ h#*5CJ h9;5CJ h5CJ hY5CJ hj&`5CJ hj&`5*"=>s  [ \ ZCfg{0]0`gdB & FgdgdgdgdY$a$gd_^V$ [ \ c l q ZlC] 4AFYefghwz{ʾʾʷ{uo h"FCJ h#*CJ hLGCJ hj&`6CJh"Fhj&`56>*hq hj&`CJ hB56hBhj&`56hj&` hj&`5 hB5CJ h*iCJ hCJ hCJ h5CJ h@hCJOJQJ^JaJhhYhaJhYhj&`CJaJ+{+-+8[^gd\]^0]0gdp* ]^gdLt%0]0gd 0]0`gd 0]0` 0]0`gd)*+,Qjw*+,-789+e\⻴~w~pid``\`h$mh#* h$m\ h#*5\ hY5\ h\]5\ hj&`5\hp* hp*CJ h CJh hIH;hj&` hkCJ hj&`CJ hk5CJ h 5CJ hj&`5CJh\]hLt%6CJ h\]6CJ hCJh"FhCJ hLt%CJ h"FCJ h"F6CJh\8h6CJ$\) %&'p34;=>E]eijlmu#_`H㿸ʘ h`5h`h`5h h h 5hEh hj&`5h`hBf h\]5\ h5\hbh hkhFc h5hQ?ch\]5h\] h\]5h\]h\]5hj&`h#*h$m6EuIv& 7 > C H $Ifgd2! 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