Sociology 736, Social Stratification, Fall 2010
Thursdays, 3:00-5:45 in the 1911 Building, Room 124
Instructor: Dr. Martha Crowley
Email: martha_crowley@ncsu.edu
Phone: 919-515-9022, 919-602-6762
Office Hours: 1:45-2:45 Thursdays and by appointment in the 1911 Building, Room 325
Course Description
This course introduces graduate students to theoretical and empirical scholarship on social stratification and
mobility. We will read and discuss significant theoretical and empirical contributions to the field, including
classical and contemporary accounts. By the end of the semester, students will have read and discussed a broad
range of explanations for the causes and consequences of multiple dimensions of social stratification and will
understand the development of sociological perspectives on social stratification as a process wherein
approaches emerge in response to existing knowledge and theoretical claims. Students will gain skills in
detecting linkages between theoretical arguments and critically evaluating the work of both published scholars.
Course activities will also help students sharpen practical skills required of professional sociologists, including
writing, crafting research questions, presenting scholarly work, constructively reviewing the work of peers, and
participating in group discussion of intellectual issues. This course intentionally omits scholarship emphasized
in other parts of the Inequality-area course rotation. At the same time, I have sought to assist students in
identifying opportunity to bridge research foci, by highlighting overlap between stratification research and
designated areas outside of Inequality, including original research conducted by members of our own faculty.
Required Reading Materials
Grusky, David B (Ed.). 2008. Social Stratification: Class, Race, and Gender in Sociological Perspective, 3rd
Edition. Boulder: Westview Press.
MacLeod, Jay. 2008. Ain’t No Makin’ It. Boulder: Westview Press.
Royster, Deirdre A. 2003. Race and the Invisible Hand: How White Networks Exclude Black Men from BlueCollar Jobs. Berkeley: University of California Press.
Glenn, Evelyn Nakano. 2002. Unequal Freedom: How Race and Gender Shaped American Citizenship and
Labor. Cambridge, MA: Harvard University Press.
Other articles available for download via the NCSU library E-RESERVE system (https://reserves.lib.ncsu.edu/).
Expectations/Requirements
1. Attendance is fundamental to learning the material. It almost goes without saying that your attendance
is required unless urgent and compelling circumstances leave you without an alternative but to miss
class. I will notify you at least 45 minutes in advance (much earlier if possible) if there is a cancellation
due to weather. Otherwise, class will occur as scheduled.
2. Participation in teaching and discussion is important for your learning and professional socialization
and is required. This is a graduate seminar, thus you will take as much responsibility for teaching and
learning as I do. Each student is expected to maximize everyone’s learning through full participation in
the weekly discussion. Evaluation of class participation will be based on quality and quantity of your
participation, including your level of participation vis-à-vis that of others. Shrinking into the
background means that you are not doing your share of the work. Likewise, monopolizing discussion
means that you are not making room for less outgoing students to participate.
3. Respect is required. Denigrating social groups, regardless of whether they are present in the classroom,
will not be tolerated. Likewise, other members of the class deserve your respect. Demeaning or
dismissive treatment in the classroom distracts students from their work, makes it difficult for them to
learn, and will not be tolerated in this class. Being mindful of this is particularly important in courses
with students at different levels in their graduate training. You have a personal stake in your own good
behavior. Disrespecting other students will alienate you from your peers and damage your professional
reputation. Likewise, establishing good habits and a reputation as a supportive colleague now will help
you as you progress in your career. Be nice!! How you treat your student colleagues (and how you
treat faculty and staff, for that matter) will affect your future in ways you cannot even imagine now.
This academic world is very, very small.
4. Preparation. Assigned readings (completed in the order they are listed on the syllabus) are important
in acquainting you with a topic, but the teaching and learning does not stop there. Students will prepare
summaries and reactions for assigned readings.
Summaries
Students will divide up the task of providing typed summaries for every required reading and will
provide a written reaction to each piece. Summaries should be a maximum of one single-spaced page
per article or book chapter, and will include components such as the theoretical argument (including
any relevant context, such as arguments they seek to build upon or refute), data/method (if appropriate),
key findings (if appropriate), connections with and contribution to the literature as a whole, and
questions the article raises for discussion. Be sure that you work hard on this and do a good job,
because others will be relying on your summary when they study for the final exam (see below). You
may prepare your summaries in advance, but do not add the connections or questions until closer to the
due date (this will allow you to reflect on readings leading up to the one you are summarizing). Do not
begin to write your summary until you have read the entire piece. Do not quote from the readings.
This will help prevent you from spending too much time on introductory points that are not central to
the author’s contribution to the literature and will force you to write about the author’s ideas in your
own words.
Place your name, the class, the date for which it is due, and the full citation in ASA style (see
examples below) at the top of the summary in bold. If the summary is an excerpt of a larger work,
provide the full citation of the original work (the necessary information is usually noted at the bottom of
the first page of an article, although you may have to look it up to get the full citation if any information
is missing). Your citation should look exactly like a citation you would find in a list of references in a
journal article, meaning it should be the correct format (ASA style) and complete (including page
numbers in the case of chapters and articles, and publication information the case of books). The top of
your summary should look something like this:
Sociology 752
Summary
Your Name
Juravich, Tom. 1985. Chaos on the Shopfloor: A Worker’s View of Quality. Philadelphia:
Temple University Press.
(Excerpt – “Women on the Line.” Pp. 324-330 in A. Wharton (Ed.) Working in America, 3rd
Edition. Boston: McGraw Hill.)
Title your electronic document as follows: “Week # - Author Year - Summarized by Your Name.doc.”
This will make it easy for everyone to keep summaries in order. Note that if the piece is an excerpt, use the
year of the original publication in the name of the file). The first batch of readings is “Week 1,” the second
batch is “Week 2” and so on.
Distribute your summary to the class via e-mail by noon on the Tuesday before readings are due.
Your summaries are due at that time. However, feel free to distribute them earlier (though not before the
class period prior to the one where it will be discussed). You are responsible for preparing a quality
summary your student-colleagues can use to help prepare for the final exam. I will use student feedback in
evaluating this portion of your grade. Although you will have summaries of very piece, everyone is
expected to complete all assigned readings and to demonstrate that they have done so with active
participation in discussion. To facilitate discussion, every student will also bring to class hard copies of the
summaries they received via e-mail along with a short, typed reaction to each piece assigned. (I highly
recommend reading the summary in advance of class and jotting down additional thoughts on your copy of
the summary, especially if your own reading of a piece differs from that of the summary-writer).
Examples of ASA Style: Note author order, use of authors’ full names (reversed for first author), use of
quotes and italics, the number of spaces after periods and colons (two), and the lack of spaces between
journal volume number and pages.
Article
Shaiken, Harley, Steven Lopez, and Isaac Mankita. 1997. “Two Routes to Team Production: Saturn and
Chrysler Compared.” Industrial Relations 36:17-45.
Book Chapter
Kraft, Philip. 1999. “To Control and Inspire: U.S. Management in the Age of Computer Information Systems
and Global Production.” Pp. 17-36 in Rethinking the Labor Process, edited by M. Wardell, T. L.
Steiger, and P. Meiksins. Albany, NY: State University of New York Press.
To learn more about ASA style, go to http://www.buffalostate.edu/library/docs/asa.pdf
Reactions will consist of one statement, one comment and one question (see below) for each article/book
assigned for the week (four readings means that you need to complete four reactions).
a. The statement will summarize what you believe to be the main idea of the reading. Alternatively,
you may quote a single sentence from the reading that you believe captures the main idea. If you
choose to quote from the reading, be certain to use quotation marks and cite the page number.
b. The comment will express your reaction to the main idea or to the piece in general (e.g., your
opinion of its merits, its helpfulness in opening your eyes to a topic, the dubiousness of its claim,
some problematic assumption, how it relates to other course materials etc.).
c. The question will pose a query to which you do not know the answer.
d. Send your reactions to me and to your peers via e-mail by noon on the day of class. Bring
with you to class: 1) a hard copy of your own reaction, and 2) at least three of your peers’
questions that you are interested in discussing.
5. A comprehensive, take-home final exam will provide experience akin to (albeit shorter than) a graduate
preliminary exam. You will have several days to answer questions based on what you’ve learned in the
course.
6. A critical literature review with components due throughout the semester. Each component is meant to
help you develop research and writing skills, as well as to keep you on target for having a polished
completed paper to turn in at the end of the semester. You will also develop skills in constructively
critiquing the work of your peers.
a. One-page topic statement identifying your general topic or problem. This should identify an area
of interest and demonstrate significant efforts to narrow your focus to a manageable scope
(moving toward identification of independent and dependent variable). Your topic statement
should begin with a single, coherent statement explaining exactly what you will do. I may accept
your plan or recommend that you revise and resubmit it. I strongly suggest that you approach me
to discuss your planned topic statement well in advance of the due date.
b. Bibliography. Your bibliography should consist primarily of journal articles and books. The
exact sources will depend on your topic. Everyone should begin by looking through the last ten
years (or more) of general journals (American Sociological Review; American Journal of
Sociology; Social Forces; Annual Review of Sociology; Social Problems; Sociological Quarterly,
etc.), and any other specialty journals relevant to your project (for example, look at specialty
journals in the area of gender if you plan to focus on gender). Use the “Browse” feature of the
journal database’s website (or go to the library and look at the bound volumes) and read every
title. You will undoubtedly find sources that would have escaped your attention otherwise. You
will also need to search databases such as Sociological Abstracts, Social Science Citation Index,
JSTOR, and Google Scholar. Sometimes a general internet search on a topic will yield useful
guides (such as course syllabi). When you find a good article or book, read its literature review
carefully and track down sources that look helpful. It is easy to download articles available
online, but do not neglect to look at books that seem influential. If an author has published a
significant article on your topic, look for other articles by the same author by searching research
databases or the author’s CV. You will know that you are getting a grasp on the literature when
you recognize citations and theoretical perspectives and no longer have to look up every one of
them. Narrow your list of citations to those most central to your argument (count on identifying
and using a minimum of 20 sources, and probably more) and provide a bibliography of complete
citations written in ASA style (a mixed format appears sloppy and requires tedious correction at a
later stage). Your bibliography should be divided into relevant sections that foreshadow what will
become separate sections of your paper. Note: It is much easier (and less stressful) to begin with
full citations written in the correct format, than to fill in information or correct the format
afterward. To learn more about ASA style, go to http://www.buffalostate.edu/library/docs/asa.pdf
c. First draft. Your paper will be a synthesis (interpretation/summary/integration/critique) of
material from the literature review. Your first draft should be complete (i.e., no outline format,
partial citations, etc.), and should include a full list of references in ASA or APA style. It should
look similar to the front end of a thesis or research paper (the contents up to the methods and
data), and should at minimum identify some important aspect of your research topic that is
unexplored, unsettled or wrongly addressed in the literature and is worthy of further research.
Your draft should be in the neighborhood of 15 pages. Turn in two copies of your first draft – one
for me and one for your peer reviewer.
d. Peer review. You will give your first draft to a classmate (assigned by me), who will provide a
constructive critique (4-5 pages) of your work – including the logical consistency of the argument,
the coverage of relevant perspectives or research, the strength and quality of the paper’s critique –
as well as suggestions for tighter more logical organization line-edits (a marked up copy of the
paper). The point is not to tear down the work of your classmate, but to provide helpful feedback
that will improve the strength of the paper and the quality of the writing. It is a good idea to begin
by demonstrating that you understand what the author is trying to do and by pointing out the
strengths of the paper (e.g., the importance of the topic, the strength of the writing or logic, etc).
But do not feel shy about making suggestions for change (the author is not obligated to do what
you suggest). This part of the project should not incite controversy or ill-will. Academics usually
regard this kind of feedback as a tremendous favor that helps the author improve the quality of the
work. Taking part in this activity will provide experience in akin to what you might someday (or
already) do for colleagues or for a journal editor who asks you to review a manuscript. This is an
important component of service to the profession. Note: If you do not have a complete draft on
the day that peer review is assigned, you will not be able to participate in peer review and will
thus miss your opportunity to earn that part of your grade. Turn in two copies of your peer
review, as well as the draft that you have marked up. The following week, I’ll give the author my
evaluation, your marked-up manuscript and your peer review. I’ll give the other review back to
you.
e. Final paper and response to reviewer. Your final paper should be well-organized and tightly
written. There should be no typos or grammatical problems. Print a hard copy and read it
carefully at least twice to remove errors and awkward phrasing. An error-filled draft is sloppy
work, and there is simply no excuse for that. If your word processing program is telling you that
there is something wrong with a sentence, there is very likely a problem with your sentence. Be
attentive to structure. Outline the main points you want to make in the paper. At minimum, those
points should become topic sentences that begin each paragraph. Each paragraph absolutely must
begin with a topic sentence, and if a reader were to read just the first sentence of each paragraph
of your paper, they should be able to understand the basic points you are making and the general
argument of your paper. In other words, all of the topic sentences together (in order) roughly
amount to an outline of your paper. Your paper should flow logically from section to section and
from beginning to end, and your introduction should provide a roadmap for the reader. The first
paragraph introduces the topic and tells the reader a little bit about its importance and what we do
and don’t know. The second paragraph tells the reader what you will do in the paper. A roadmap
for the entire paper follows. Do not neglect to write a conclusion that briefly summarizes what
you have done and either expounds on the significance of your project or sets the stage for future
work. Your final draft should be in the neighborhood of 20 pages, not to exceed 25 pages.
Responding to your peer review: You are not required to follow your reviewer’s
recommendations. However, along with your draft, you must submit a letter to your reviewer
noting your thanks for your reviewer’s time and effort, and the steps you took in response to the
review. If you chose not to follow your reviewer’s recommendations, explain why and outline the
path you chose instead. This will provide you with experience in what is a routine part of the
“revise and resubmit” process of publishing in academic journals. Turn in two copies of your
paper and letter to your reviewer to class – one set for me and one set for me to distribute to your
reviewer. Place a note on one copy indicating which of your peers reviewed your paper.
f. Presentation. Each student will prepare a 10 minute presentation summarizing her/his research
paper for the class and taking questions. Peer feedback will be used in evaluating your
presentations.
g. Note: If you would prefer to write a research proposal (which identifies a research question, data,
and either a model for testing or outlining an exploratory analysis), complete a research project
(including research findings), meet with me within the first two weeks of the semester to establish
alternative assignments for each due date.
Students with Disabilities
Reasonable accommodations will be made for students with verifiable disabilities. In order to
take advantage of available accommodations, students must register with Disability Services for
Students at the Student Health Center, Suite 1900, Campus Box 7509, (515-7653).
Additionally, students must notify me of their needs in a timely manner. Accommodations
cannot be made after the fact. For more information on the Disability Services Office, go to
http://www.ncsu.edu/provost/offices/affirm_action/dss/ For more information on NC State’s
policy on working with students with disabilities, please see the Academic Accommodations for
Students with Disabilities Regulation (REG02.20.1).
Grades
Components
Participation (10%), Preparation (10%), Bibliography (5%), Peer review (10%), Final Paper and Response to
Reviewer (30%), Presentation (5%), Final Exam (30%)
Grades (rounded total score)
A Range:
A+ (97% and above, A (93-96%), A- (90-92%)
B Range:
B+ (87-89%), B (83-86%), B- (80-82%)
C Range:
C+ (75-79%), C (70-74%)
Course Schedule and Required Readings
August 19, Week 1
Topic: Functionalism, Conflict Theory and Marx
Required
Davis and Moore 1945 “Some Principles of Stratification” (Grusky, p. 30)
Tumin 1953 “Some Principles of Stratification: A Critical Analysis” (Grusky, p. 41)
Giddens 1973 The Class Structure of the Advanced Societies, Chapter 1 (E-RES)
Marx 1970 “Ideology and Class” (Grusky, p. 89)
Cox 1959 “Race and Class” (E-RES)
Recommended
Marx (1964/1963/1967) “Classes in Capitlism and Pre-Capitalism” (Grusky, p. 79)
Wright (1984) “A General Framework for the Analysis of Class Structure” (Grusky, p. 98)
August 26, Week 2
Topic: Weber and Integration of Marx and Weber
Required
Giddens 1973 The Class Structure of the Advanced Societies, Chapter 2 (Grusky, p. 132-138 only)
Weber 1947 “Status Groups and Classes” (Grusky, p. 127-128 only)
Weber 1968 “Open and Closed Relationships” (Grusky, p. 128)
Parkin 1979 “Marxism and Class Theory: A Bourgeois Critique” (Grusky, p. 143)
Weeden 2002 “Occupational Closure and Earnings Inequality” (Grusky, p. 176)
Walters 2000 “The Limits of Growth: School Expansion and School Reform in Historical Perspective (ERES)
Wright 2009 “Understanding Class: Towards and Integrated Analytical Approach” (E-RES)
Recommended
Chan and Goldthorpe 2007 “Class and Status: The Conceptual Distinction and its Empirical Relevance” (ERES)
Collins 1971 “Functional and Conflict Theories of Educational Stratification” (E-RES)
September 2, Week 3
Research Paper Topic Due
Topic: Status Attainment, Subsequent Adaptations and the Influence of Institutional Context
Required
Blau and Duncan with Tyree “The Process of Stratification” (Grusky, p. 486)
Sewell, Haller and Portes “The Educational and Early Occupational Attainment Process” (Grusky, p. 516)
Turner “Sponsored and Contest Mobility and the School System” (Grusky, p. 420)
Kerckhoff 1995 “Institutional Arrangements and Stratification Processes in Industrial Societies” (E-RES)
Buchmann and Dalton 2002 “Interpersonal Influences and Educational Aspirations in Twelve Countries:
The Importance of Institutional Context” (E-RES)
Steele 2003 “Stereotype Threat and African-American Student Achievement” (Grusky, p. 678)
Recommended
Horan 1978 “Is Status Attainment Atheoretical?” (E-RES)
Kerckhoff 2000 “Transition from School to Work in Comparative Perspective” (E-RES)
September 9, Week 4
Topic: Social Reproduction, Part 1
Required
Bowles and Gintis 1976 “Education and Personal Development” (E-RES)
(take special note of Bowles’ and Gintis’ review of Melvin Kohn’s research)
Rist 1970 “Social Class and Teacher Expectations” (E-RES)
Lareau 2003 “Unequal Childhoods: Class, Race, and Family Life” (Grusky, p. 926)
Lareau 1987 “Social Class Differences in Family-School Relationships: The Importance of Cultural
Capital” (E-RES)
Coleman 1988 “Social Capital in the Creation of Human Capital” (E-RES) (pp. 100-101, 105-108, and 109116 only)
Recommended
Parcel, Toby L. and Menaghan, Elizabeth G. 1994. Parents' Jobs and Children's Lives. New York: Aldine
De Gruyter. (available for checkout at NCSU Libraries)
Roscigno and Ainsworth-Darnell 1999 “Race, Cultural Capital, and Educational Resources: Persistent
Inequalities and Achievement Returns” (E-RES)
Kingston 2001 “The Unfulfilled Promise of Cultural Capital Theory” (E-RES)
Swidler 1986 “Culture in Action: Symbols and Strategies” (E-RES)
September 16, Week 5
Topic: Social Reproduction, Part 2
Required
MacLeod, Jay. 2008. Ain’t No Makin’ It. Boulder: Westview Press.
(But only skim chapters 9, 10, 12 and 13)
Hall 2000 “It Hurts to Be a Girl: Growing up Poor, White, and Female” (E-RES)
September 23, Week 6
Topic: Race, Place & Employment: Spatial Inequality, Cultural Capital & Social Networks, Part 1
Required
Wilson 1999 “Jobless Poverty: A New Form of Social Dislocation in the Inner-City Ghetto” (Grusky, p.
340)
Massey and Denton 1993 “American Apartheid: Segregation and the Making of the Underclass” (Grusky,
p. 349)
Kirschenman and Neckerman 1991 “‘We’d Love to Hire Them But…’ the Meaning of Race for Employers”
(E-RES)
Granovetter 1973 “The Strength of Weak Ties” (Grusky, p. 576)
Lin 1999 “Social Networks and Status Attainment” (Grusky, p. 580)
Lin 2001 Social Capital, Chapter 5 (E-RES)
Recommended
Wilson and Taub 2006 “There Goes the Neighborhood” (Grusky p. 716)
Massey 1996 “The Age of Extremes: Concentrated Affluence and Poverty in the Twenty-First Century” (ERES)
Pebley and Sastry 2004 “Neighborhoods, Poverty, and Children’s Well-Being” (Grusky, p. 360)
Moss and Tilly 1996 “Soft Skills and Race” (E-RES)
Williams and Connell 2010 “Looking Good and Sounding Right” (E-RES)
Portes 1998 “Social Capital: Its Origins and Applications in Modern Sociology” (E-RES)
September 30, Week 7
Bibliography Due
Topic: Race, Place & Employment: Spatial Inequality, Cultural Capital & Social Networks, Part 2
(overlap with Work, Industry and Organizations)
Required
Tilly 1999 Durable Inequality, Pages 6-12, 52-53, 84-103, 114-115 (E-RES)
Royster, Deirdre A. 2003. Race and the Invisible Hand: How White Networks Exclude Black Men
from Blue-Collar Jobs. Berkeley: University of California Press.
Recommended
Fernandez and Fernandez-Mateo 2006 “Networks, Race, and Hiring” (E-RES)
Smith 2005 “Don’t Put My Name on It” (E-RES)
October 7, Week 8, No class Your summaries are due Tuesday as usual. No reaction this week.
Instead, add one discussion question from Week 8 readings to your Week 9 reaction.
Topic: Income, Wealth and Power
Required
Morris and Western 1999 “Inequality in Earnings: Trends and Implications” (Grusky, p. 61)
Piketty and Saez 2006 “The Evolution of Top Incomes: A Historical and International Perspective”
(Grusky, p. 67)
Keister 2008 “Conservative Protestants and Wealth: How Religion Perpetuates Asset Poverty” (E-RES)
Oliver and Shapiro 1997 “Black Wealth/White Wealth” (Grusky p. 709)
Mills 1984 “The Power Elite” (Grusky, p. 275)
Domhoff 2002 “Who Rules America (Grusky, p. 291)
October 14, Week 9
Topic: Crime and Punishment (overlap with Crime, Deviance and Social Control)
Required
Peterson and Krivo 2005 “Race, Labor Markets and Crime” (E-RES)
De Coster and Heimer “Crime at the Intersections” (E-RES)
Wheelock and Uggen 2005 “Race, Poverty and Punishment: The Impact of Criminal Sanctions on Racial,
Ethnic, and Socioeconomic Inequality” (E-RES)
Pager 2003 “Marked: Race, Crime, and Finding Work in an Era of Mass Incarceration” (Grusky, p. 683)
Goffman 2009 “On the Run: Wanted Men in a Philadelphia Ghetto” (E-RES)
Recommended
Manza, Jeff and Christopher Uggen. 2006. Locked Out: Felon Disenfranchisement and American
Democracy. New York: Oxford University Press. (available for checkout at NCSU Libraries)
Hagan, John and Ruth Peterson. 1995. Crime and Inequality. Stanford, CA: Stanford University Press.
(available for checkout at NCSU Libraries)
Peterson, Ruth D., Lauren J. Krivo, and John Hagan. 2006. The Many Colors of Crime: Inequalities of
Race, Ethnicity, and Crime in America. New York: New York University Press.
October 21, Week 10
First Draft Due Tuesday at Noon (see instructions), Peer Review Assigned Thursday
Topic: Immigration and Assimilation
Required
Waldinger and Lichter 2003 How the Other Half Works: Immigration and the Social Organization of
Labor, Chapter 9 (E-RES)
Portes and Manning 1986 “The Immigrant Enclave: Theory and Empirical Examples” (Grusky, p. 646)
Portes and Zhou 1993 “The New Second Generation: Segmented Assimilation and Its Variants” (Grusky, p.
658)
Omi and Winant 1994 Racial Formation, Chapter 7 (E-RES)
Waters 1996 “Optional Ethnicities: For Whites Only? (E-RES)
Waters 1999 “Black Identities: West Indian Immigrant Dreams and American Realities” (Grusky, p. 669)
Recommended
Bonacich 1972 “A Theory of Ethnic Antagonism: The Split Labor Market” (Grusky, p. 632)
Tolnay 2003 “The African American ‘Great Migration’ and Beyond” (E-RES)
Qian and Lichter 2007 “Social Boundaries and Marital Assimilation” (E-RES)
October 28, Week 11
Peer Review Due (see instructions)
Topic: Gender and Occupational Segregation (overlap with Work, Industry and Organizations)
Required
Hartmann 1976 and 1981 “Capitalism, Patriarchy and the Subordination of Women” (E-RES)
Bergmann 2005 The Economic Emergence of Women, Chapter 5 (E-RES)
Glenn 1992 “From Servitude to Service Work: Historical Continuities in the Racial Division of Paid
Reproductive Labor” (E-RES)
Reskin 1991 “Labor Markets as Queues: A Structural Approach to Changing Occupational Sex
Composition” (Grusky, p. 802)
Bielby 1991 “The Structure and Process of Sex Segregation” (Grusky, p. 786)
Reskin 2002 “Rethinking Employment Discrimination and Its Remedies” (Grusky, p. 770)
Bielby 2000 “Minimizing Workplace Gender and Racial Bias” (E-RES)
Recommended
Goldin and Rouse 2000 “Orchestrating Impartiality: The Impact of ‘Blind’ Auditions on Female
Musicians.” (Grusky, p. 747)
Correll, Benard, and Paik 2007 “Getting a Job: Is There a Motherhood Penalty?” (Grusky, p. 759)
Browne and Misra 2003 “The Intersection of Gender and Race in the Labor Market” (E-RES)
Ridgeway 1997 “Interaction and the Conservation of Gender Inequality: Considering Employment” (ERES)
November 4, Week 12
First Draft and Peer Review Handed Back
Topic: Gender, Authority and Pay (overlap with Work, Industry and Organizations)
Required
Kanter 1977 Men and Women of the Corporation, Chapter 3 (E-RES)
Reskin and Ross 1992 “Jobs, Authority, and Earnings Among Managers: The Continuing Significance of
Sex” (E-RES)
Maume 1999 “Glass Ceilings and Glass Escalators: Occupational Segregation and Race and Sex
Differences in Managerial Promotions” (E-RES)
England 1992 “Devaluation and the Pay of Comparable Male and Female Occupations” (Grusky, p. 834)
Tomaskovic-Devey 1993 “The Gender and Race Composition of Jobs and the Male/female White/black Pay
Gaps” (E-RES)
Recommended
Kanter 1976 “The Impact of Hierarchical Structures on the Work Behavior of Women and Men” (E-RES)
Marsden, Kalleberg and Cook 1993 “Gender Differences in Organizational Commitment: Influences of
Work Positions and Family Roles” (E-RES)
Kilbourne, Farkas, Beron, Weir and England 1994 “Returns to Skill, Compensating Differentials, and
Gender Bias: Effects of Occupational Characteristics on the Wages of White Women and Men” (E-RES)
November 11, Week 13
Sign up for Presentations
Topic: Historical Intersections
Required
Glenn, Evelyn Nakano. 2002. Unequal Freedom: How Race and Gender Shaped American Citizenship and
Labor. Cambridge, MA: Harvard University Press.
November 18, Week 14
Presentations
Topic: The Family (overlap with Family)
Required
Greenstein 2000 “Economic Dependence, Gender, and the Division of Labor in the Home: An Extension
and Replication” (E-RES)
Sayer 2005 “Gender, Time and Inequality: Trends in Women’s and Men’s Paid Work, Unpaid Work and
Free Time” (E-RES)
Hislop and Arber (2003) “Sleepers Wake! The Gendered Nature of Sleep Disruption among Mid-life
Women (E-RES)
Fuwa 2004 “Macro-Level Gender Inequality and the Division of Household Labor in 22 Countries” (ERES)
Hochschild 2002 “Love and Gold” (E-RES)
Recommended
Davis and Greenstein 2004 “Cross-National Variations in the Division of Household Labor” (E-RES)
November 25, Week 15 ***Thanksgiving Break (no class, no readings)***
December 2, Week 16
Presentations, Exam Distributed
Topic: Spatial Inequality (overlap with Rural Sociology and with Global Social Change and
Development)
Required
Wallerstein 1979 “Class Conflict in the Capitalist World Economy” (Grusky, p. 111)
McMichael 1996 Development and Social Change: A Global Perspective, Chapter 3 (E-RES) (pp. 79-98
only)
Schulman, Hossfeld, McTague, Charleston, and Stainback 2008 “Globalization and Worker Displacement:
Is There Life After Converse” (E-RES)
Lobao and Hooks 2007 “Advancing the Sociology of Spatial Inequality: Spaces, Places, and the
Subnational Scale” (E-RES)
Recommended
Kenworthy, Lane. 2004. Egalitarian Capitalism. Russell Sage Foundation. (available for checkout at
NCSU Libraries)
Milanovic, Branko. 2005. Worlds Apart: Measuring International and Global Inequality. Princeton:
Princeton University Press. (available for checkout at NCSU Libraries) Jenkins and Scanlan 2001
“Food Security in Less Developed Countries, 1970-1990” (E-RES)
Harvey, David. 1989. The Urban Experience. Baltimore: Johns Hopkins University Press. (available for
checkout at NCSU Libraries)
Harvey, David. 2006. Spaces of Global Capitalism: A Theory of Uneven Geographical Development.
London: Verso. (available for checkout at NCSU Libraries)
Lobao, Linda M., Gregory Hooks, and Ann R. Tickamyer. 2007. The Sociology of Spatial Inequality.
Albany, NY: State University of New York Press.
Lobao 1996 “A Sociology of the Periphery versus a Peripheral Sociology: Rural Sociology and the
Dimension of Space” (E-RES)
Creed and Ching 1997 “Recognizing Rusticity: Identity and the Power of Place” (E-RES)
Take Home Exam Due December 8 at 5pm
Paper and Response to Peer Reviewer Due December 14 at noon