BOSTON COLLEGE
FALL 2014
SOCY1067 Education and Society
Instructor: Lindsey “Luka” Carfagna
Lindsey.Carfagna@bc.edu
Office: McGuinn 508a
Class Meeting: MWF 12:00-12:50pm Cushing 206
Office Hours: Monday 2:00-3:30pm Wednesday 10-11:30am
This course will examine the relationship between education and society through the lens of
sociology. In the first three weeks of class (Introduction to Sociology: Theories of Society,
Methods, and Mechanisms), students will learn basic sociological language and perspectives
that will help them to dissect the material throughout the course. Here, they will be first
introduced to three review essays of the sociology of education that will help them to understand
how scholars have organized historical perspectives related to education and society. They will
also be lectured in the various ways sociologists design research in order to better understand the
diverse methodologies contained in texts throughout the course. In each of the seven sections
following the class introduction, students will be introduced to culturally diverse perspectives
that will challenge their understanding of education beyond their own experiences. Each section
will contain texts on viewpoints outside the dominant perspective.
Students will learn to examine some of the perennial questions in the sociology of education,
such as:
Solidarity and Socialization: What is the social function of modern schooling? What
social order does schooling bring to society? Is that social order ethnocentric and does it
leave out or oppress non-dominant groups? What is the social function of modern
schooling in a global society?
Students will learn how functionalist perspectives from Durkheim and Parsons first led
theorists to think of education as an institution that could socialize a citizenry according
to dominant social values. Students will understand nation-building as a mechanism
driving socialization, and then will critically evaluate how the “hidden curriculum” of
schooling operates from an ethnocentric perspective. While functionalist perspectives
were discredited throughout sociology, globalization has re-invigorated a discussion of
socialization and solidarity in recent years. Students will be introduced to the
technological method of virtual exchange and will be asked to apply their new
understanding of socialization and solidarity in schooling to an era of boundary-less
learning.
Status and Attainment: Does education encourage social mobility? What role does
education play in class stratification? How do we measure status and attainment in regard
to educational predictors, or vice-versa? What is missing when we quantify status? How
might non-dominant youth resist educational achievement and why? What taken-forgranted role does capitalism play in schooling?
Students will learn the relationship between education and opportunity, how it has been
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measured and theorized, and what role power plays in rational choice perspectives that
link education to opportunity. In this section, cultural perspectives will begin to appear as
to challenge models of social mobility through schooling, and the taken-for-grantedness
of capitalism will emerge through these cultural perspectives.
Social Reproduction: Does education reproduce existing social inequalities? What
culture has currency in the education system, and how does that translate to the rest of
society? What are the social costs of social reproduction? Are there personal costs to
social reproduction?
Students will learn the complex paradox in the sociology of education, which states that
education can both facilitate social mobility and reproduce social inequality. In this
section, students will learn the cultural mechanisms that facilitate social reproduction
through schooling and will read ethnographic and journalistic accounts of social
reproduction. This section will begin to explore the connection between culture and
institutions, which will be introduced in the next section.
Institutions and Organizations: What are the dominant institutional and organizational
frameworks in education? How do institutional and organizational lenses help us
understand structural inequality? Do certain institutional and organizational frameworks
preserve power as taken-for-granted? Are responses and challenges to inequality in
education limited by institutional and organizational frames?
The sociology of education takes a turn towards quantitative studies of social mobility as
introduced in the status and attainment section, but scholars like Stevens (2008) argue
that institutional and organizational perspectives are necessary to revive a subfield that
has somewhat lost itself in a policy-dominated educational audience. The study of
institutions and organizations are central to the beginnings of sociology and in this
section students will learn how their revival in education literature provides a powerful
lens for understanding structural inequality. Students will also learn how institutional and
organizational environments can limit how problems in education are conceptualized, as
well as how to see beyond taken-for-granted organizational frames.
Peers and Status Cultures: How do youth build status cultures in schools? What role
does consumerism play in youth status cultures? How might these cultures impact
educational outcomes? How do peers influence cultural behavior in college, such as
partying? Is this behavior structurally encouraged and maintained?
The structure of schooling goes beyond the brick and mortar classroom and the abstract
organizational charts or funding channels. Peers play a large role in creating the structure
of schooling through status cultures. These status cultures, as Milner explains, are
functional for the reproduction of consumerism in young people. Armstrong’s work will
show how peer and status cultures can become structurally embedded within the
pathways towards academic and career success in higher education. Students will learn
how seemingly benign rites of first-year initiation and socialization through massive
alcohol consumption can be linked to the reproduction of inequality.
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FALL 2014
Reform, Alternatives, and Radical Change: Is education reform enough to fix social
problems? How do we conceptualize reform? What alternative models might exist? Is
radical change necessary?
With a fair understanding of much of what is challenging in our current societal
educational context, students will then learn about educational reform and its limits.
Creative perspectives in critical pedagogy will be introduced as alternatives to current
reform strategies. Students will be challenged to envision what “better” looks like in
education, and how it might be achieved.
21st Century Challenges and Opportunities: Can education respond to 21st century
challenges like climate change and rising inequality? Do youth only learn at school?
What are technological changes, like web 2.0 and social media, contributing to the
educational opportunities of youth? Can we “technofix” education, or will we reproduce
inequality with more technology? Can a model like Connected Learning reform the
education system? How are challenges like the rising cost of higher education inviting
new organizational forms for college?
Lastly, students will be introduced to the rising field of digital media and learning,
specifically Connected Learning, as a possible paradigm shift in education that is being
facilitated through technological advances. Now that students have a solid
conceptualization of the critical questions in the sociology of education, students will be
asked to think about technologically and interest driven, peer-supported strategies as
potential for education reform.
Because education is a social system that all students have had some type of experience with,
students will be encouraged to situate the readings within their own experiences in order to
develop a personal philosophy around the class topics. Inquiry is an active process and is both
informative and formative, and in this class students will be challenged with a level of inquiry
that will allow them to reflect on their past, current, and future educational journey. During our
introductory classes we will establish class ground-rules for dialogue that will contribute to a
valuable, challenging, but safe classroom experience. The class will be dialogue and writing
intensive. As an instructor, I view the two as equally beneficial elements of pedagogy and expect
students to do the same for this course. Students will complete five writing assignments (2-3
pages) for five class sections of their choice (from the seven listed above). Each assignment will
allow room for their own voices and perspectives, but will require a level of informed scholarly
discernment as well. I am prepared to help the class develop this voice and will also assist in
accessing campus resources to improve writing. Please do not hesitate to ask me for direction.
A schedule of assignment dates is available on the class website on Canvas. Late work will not
be accepted for credit unless I have granted an extension before the due date of the assignment.
Writing assignment prompts will be distributed at the beginning of each new section. The class
will also include a written midterm and final that will situate sections in conversation with each
other. If students are keeping up with their essays, both the midterm and final will not be
challenging. The midterm will be a take home essay and the final will be an in-class essay exam.
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FALL 2014
The final exam is scheduled for 12:30pm on Tuesday, December 16 per Boston College’s final
exam schedule. It is imperative that students show up to class for lectures and participate in
dialogue. This is not a course that one can receive a distinguished final grade just by reading and
completing the assignments. Some of the texts are challenging, but as a group we will interrogate
them using our perennial questions as a guide. Final grades will be computed as follows:
5 essays @ 10% each
= 50%
Class Participation @10% = 10%
Midterm @ 20%
= 20%
Final @ 20%
= 20%
Academic Integrity
Academic integrity is a standard of utmost importance in this class. Guidelines for academic
integrity in written work are posted on the Boston College website at:
www.bc.edu/integrity
If you have any questions pertaining to the academic integrity guidelines, please come and talk
with me. If you are caught violating Boston College’s policies on academic integrity, you will
receive a failing grade for the assignment and the appropriate Dean will be notified in
accordance to the rules set forth by Boston College.
Books to Purchase at the bookstore or via Amazon:
Alan R. Sadovnik Sociology of Education: A Critical Reader (1st or 2nd ed)
*referred to as “Reader” throughout the rest of the syllabus
Elizabeth A. Armstrong and Laura T. Hamilton Paying for the Party: How College
Maintains Inequality
Annette Lareau Unequal Childhoods: Class, Race, and Family Life
Rebecca Gilman Spinning Into Butter: A Play
Alfred Lubrano Limbo: Blue Collar Roots, White Collar Dreams
Murray Milner, Jr. Freaks, Geeks, and Cool Kids
Anya Kamenetz DIY U: Edupunks, Edupreneurs, and the Coming Transformation of
Higher Education
Books to download or access for free
Anya Kamenetz The Edupunk’s Guide to a DIY Credential
http://edupunksguide.org/get_the_guide
John Dewey Democracy and Education
http://www.gutenberg.org/files/852/852-h/852-h.htm#link2HCH0001
Guests:
Each section will also include a visit from a digital or in-person guest working on the practitioner
side of the issues we are discussing. These guests will share a bit of their own work and will join
our dialogue to help bring to life some of the topics.
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FALL 2014
SCHEDULE & READINGS
I.
Introduction to Sociology: Theories of Society, Methods, and Mechanisms (1.5
weeks)
1. Syllabus and expectations; Thinking like a sociologist part 1
2. Thinking like a sociologist part 2; What is the role or function of schooling?
Reserve:
Fischer, Claude and Hout, Michael. 2006. A Century of
Difference. New York, NY: Russell Sage Publications.
Chapter 2 “How America Expanded Education and Why it
Mattered”
Dewey, John. 1916. Democracy and Education: An Introduction to
the Philosophy of Education. New York, NY: The
MacMillan Company.
Pp. 294-308 “Labor and Leisure”
Freire, Paulo. 1982. Pedagogy of the Oppressed. New York, NY:
The Continuum Publishing Corporation.
Chapter 2 “The banking concept of education”
Mintz, Steven. 2004. Huck’s Raft: A History of American
Childhood. Cambridge, MA: Harvard University
Press.
Chapter 4 “Inventing the Middle Class Child”
Thomas, Douglas and John Seely Brown. 2011. A New Culture of
Learning: Cultivating the Imagination for a World of
Constant Change. Createspace.
Chapters 1 & 2: “Arc-of-Life Learning” and “A Tale of
Two Cultures”
3. Introduction to sociological theory through the lens of education
Reader:
Introduction & Chapter 1 “Theory and Research in the Sociology
of Education” by Alan R. Sadovnik
Reserve:
Stevens, Mitchell L., Elizabeth A. Armstrong, and Richard Arum.
2008. “Sieve, Incubator, Temple, Hub: Empirical and
Theoretical Advances in the Sociology of Higher
Education.” Annual Review of Sociology, 34:127-51.
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Stevens, Mitchell L. 2008. "Culture and Education," Annals of the
American Academy of Political and Social Science. 619:
97-113.
II.
Solidarity and Socialization (1.5 weeks)
1. Durkheim and Parsons: stabilizing society through education
Reader:
Chapter 2 “On Education and Society” by Emile Durkheim
Reserves:
Durkheim, Emile. 1961. “The First Element of Morality: The Spirit
of Discipline.” in Moral Education: A Study in the Theory
and Application of Sociology of Education. The Free Press.
Mintz, Steven. 2004. Huck’s Raft: A History of American
Childhood. Cambridge, MA: Harvard University
Press.
Chapter 10 “New to the Promised Land”
Parsons, Talcott. 1959. "The School Class as a Social System,"
Harvard Educational Review. 29: 297-318.
Goslin, David. 1965. “The Functions of the School in Modern
Society.” in Scott Foresman (ed). The School in
Contemporary Society. Glenview, IL: Scott Foresman &
Co. 1-10.
2. The Hidden Curriculum: educating for whose society?
Reader:
Chapter 21 “Collective Identity and the Burden of ‘Acting White’
in Black History, Community, and Education” by John
Ogbu
Chapter 22 “Burden of Acting Neither White nor Black: Asian
American Identities and Achievement in Urban Schools”
by Jamie Lew
Reserves:
Jackson, Phillip. 1972. "The Student's World" in M.L. Silberman
(ed.) The Psychology of Open Teaching and Learning. 7684.
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Apple, Michael W. 1990. “The hidden curriculum and the nature
of conflict” from Ideology and Curriculum. New York:
Rutledge. 82-104.
Valenzuela, Angela. 1999. Subtractive Schooling: US-Mexican
Youth and the Politics of Caring. Albany, NY: State
University of New York Press.
Chapter 1 - Introduction
3. Revisiting Socialization: globalization; dealing with difference through virtual
exchange
*Digital Guest – Maggie Mitchell Salem and Francesca Carpenter, Qatar
Foundation International*
Visit website http://exchange2point0.org/ and watch videos “See virtual
exchange in action”
Reader:
Chapter 15 “Nation versus Nation: The Race to be First in the
World” by David P. Baker and Gerald Letendre
Reserve:
Lingard, Bob and Sam Sellar. 2013. “Globalisation and Sociology
of Education Policy: The Case of PISA.” in Brooks et al
(eds). Contemporary Debates in the Sociology of
Education. London: Palgrave MacMillan. Pp. 19-38.
Apple, Michael W. 2009. “Global Crisis, Social Justice, and
Education.” in Michael Apple (ed). Global Crisis, Social
Justice, and Education. New York, NY: Routledge.
III.
Status and Attainment (1.5 weeks)
1. Stratification, Status, and Mobility
Reader:
Chapter 3 “Functional and Conflict Theories of Educational Stratification”
by Randall Collins
Reserve:
Weber, Max. 1946. "The Rationalization of Education and
Training," from H.H. Gerth and C.Wright Mills. Max
Weber: Essays in Sociology. Oxford University Press.
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FALL 2014
Blau, Peter and Otis D. Duncan. 1967. The American Occupational
Structure, New York: Wiley. (Excerpts)
Bowles, Samuel and Herbert Gintis. 1976. Schooling in Capitalist
America. New York: Basic Books. (Excerpts)
2. Quantifying Status and Attainment
Reserve:
Espeland, Wendy N. and Mitchell L. Stevens. 2008. “A Sociology of
Quantification.” European Journal of Sociology. XLIX: 401-436.
T.W. Schultz, "Investment in Human Capital." American Economic
Review 51 (March 1961): 1-17.
Teachman, Jay. 1987. “Family Background, Educational Resources, and
Educational Attainment.” American Sociological Review 52.4:
548-557.
Farkas, George, Robert P. Grobe, Daniel Sheehan, Yuan Shuan. 1990.
“Cultural Resources and School Success: Gender, Ethnicity, and
Poverty Groups within an Urban School District.” American
Sociological Review. 55: 127-142.
3. Conflict, Capital, and Capitalism
*Guest: Jess Banks, Senior Manager of Program Development, BELL:
Building Educated Leaders for Life*
Reserve:
Willis, Paul. 1981. Learning to Labor. New York: Columbia University
Press. (Excerpts)
MacLeod, Jay. 1987. Ain’t No Makin’ It: Aspirations and Attainment in a
Low-Income Neighborhood. Boulder, CO: Westview Press.
(Excerpts)
James. E. Rosenbaum, "College-for-all: Do students understand what
college demands?" Social Psychology of Education, Vol 2, pp. 5085, 1998.
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IV.
FALL 2014
Social Reproduction (2.5 weeks)
1. Forms of Capital
Reader:
Chapter 6 “Forms of Capital” by Pierre Bourdieu
Chapter 7 “Social Capital in the Creation of Human Capital” by
James S. Coleman
Lareau, Annette. 2003. Unequal Childhoods: Class Race and Family Life.
Berkeley, CA: The University of California Press.
Chapter 1 “Concerted Cultivation and the Accomplishment of
Natural Growth”
Chapter 2 “Social Structure and Daily Life”
Appendix B “Theory: Understanding the Work of Pierre Bourdieu”
2. Unequal Childhoods I
Lareau, Annette. 2003. Unequal Childhoods: Class Race and Family Life.
Berkeley, CA: The University of California Press.
Part I: The Organization of Daily Life
Part II: Language Use
3. Unequal Childhoods II
Lareau, Annette. 2003. Unequal Childhoods: Class Race and Family Life.
Berkeley, CA: The University of California Press.
Part III: Families and Institutions
Appendix A “Methodology: Enduring Dilemmas in Fieldwork”
4. Limbo: The Birth and Clash of Values
Lubrano, Alfred. 2004. Limbo: Blue Collar Roots, White Collar Dreams.
Hoboken, NJ: John Wiley and Sons.
Introduction – Chapter 4
5. Limbo: Duality and the Never Ending Struggle
*Digital Guest: Harriet Williams, Former Director of TRIO/Student
Support Services at the University of Vermont; Founder, Dress for
Success Burlington*
Carter, Prudence L. 2003. “ ‘Black’ Cultural Capital, Status Positioning
and Schooling Conflicts for Low-Income African American
Youth.” Social Problems. 50: 1.
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Lubrano, Alfred. 2004. Limbo: Blue Collar Roots, White Collar Dreams.
Hoboken, NJ: John Wiley and Sons.
Chapter 5 - Conclusion
MIDTERM
(Distributed October 17, due Oct 22nd at Noon)
V.
Institutions and Organizations (1.5 weeks)
1. Education as an Institution; Organizational Perspectives
Reader:
Chapter 9 “The Effects of Education as an Institution” by John W.
Meyer
Reserve:
Bidwell, Charles E. 2006. “Varieties of Institutional Theory:
Traditions and Prospects for Educational Research.” In
Heinz-Dieter Meyer and Brian Rowan (eds.), Advances in
Institutional Theory: Applications to Educational
Scholarship. Albany, NY: State University of New York at
Albany Press.
Bidwell, Charles E. 1965. “The School as Formal Organization.”
Pp. 972-1022 in James G. March, editor, Handbook of
Organizations.Chicago: Rand McNally.
Arum, Richard. 2000. “Schools and Communities: Ecological and
Institutional Dimensions” Annual Review of Sociology
26:395-418.
2. The Complex Organization of Higher Education
*Guest: Representative from Isaacson, Miller (higher education
executive search firm) TBD*
Reserve:
Bastedo, Michael N. 2012. “Organizing Higher Education: A
Manifesto.” in Michael Bastedo (ed). The Organization of
Higher Education: Managing Colleges for a New Era.
Baltimore, MD: The John Hopkins University Press.
Brint, Steven and Jerome Karabel. 1991. “Institutional Origins and
Transformations: The Case of American Community
Colleges.” in Walter W. Powell and Paul J. DiMaggio
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(eds), The New Institutionalism in Organizational Analysis.
Chicago, IL: The University of Chicago Press.
3. Diversity and Adversity
Gilman, Rebecca. 2000. Spinning Into Butter: A Play. New York, NY:
Faber and Faber, Inc.
Reserve:
Urciouli, Bonnie M. 1999. “Producing Multiculturalism in Higher
Education: Who’s Producing What for Whom?”
International Journal in Qualitative Studies in Education.
12, 3: 287-298.
VI.
Peers and Status Culture (2 weeks)
1. Status Relations and Schooling
Milner, Murray. 2004. Freaks, Geeks, and Cool Kids: American
Teenagers, Schools, and the Culture of Consumption. New York,
NY: Routledge.
Appendix 1 “The Theory of Status Relations: Elaborations”
Part I: The Puzzle and the Tools
Part II: Explaining Teens’ Behavior
2. Status Culture and Consumerism
*Digital Guest: Screenwriter George Northy (G.B.F., MTV’s Faking It)*
Milner, Murray. 2004. Freaks, Geeks, and Cool Kids: American
Teenagers, Schools, and the Culture of Consumption. New York,
NY: Routledge.
Part III: Why Schools Vary
Part IV: Teen Status Systems and Consumerism
3. The Party Pathway
Armstrong, Elizabeth L. 2013. Paying For the Party: How College
Maintains Inequality. Cambridge, MA: Harvard University Press
Introduction – Chapter 5
4. Life After the Party
Armstrong, Elizabeth L. 2013. Paying For the Party: How College
Maintains Inequality. Cambridge, MA: Harvard University Press
Chapters 6 - 9
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VII.
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Reform, Alternatives, and Radical Change (1.5 weeks)
1. School & Policy Reform: Are they Effective?
Reader:
Chapter 27 “Our Impoverished View of Educational Reform” by
David C. Berliner
Reserve:
Kozol, Jonathon. 1991. Savage Inequalities: Children in America’s
Schools. New York, NY: Crown Publishers.
Chapter 1 “Life on the Mississippi”
Espenshade, Thomas J. and Alexandria Walton Radford. 2009. No
Longer Separate, Not Yet Equal: Race and Class in Elite
College Admission and Campus Life. Princeton, NJ:
Princeton University Press.
Chapter 9 “Do We Still Need Affirmative Action?”
2. Praxis and Critical Pedagogy
*Digital Guest: Sabrina Kwist, Director of Engagement and Inclusion,
Mills College*
Reserve:
Freire, Paulo. 1998. Pedagogy of Freedom: Ethics, Democracy,
and Civic Courage. Lanham, MD: Rowman & Littlefield
Publishers, Inc.
Chapter 4 “Teaching is a Human Act”
Stovall, David. 2006. “We Can Relate: Hip-Hop Culture, Critical
Pedagogy, and the Secondary Classroom.” Urban
Education. 41: 585.
Evelyn, J. 2000. “To the academy with love, from a hip-hop fan.”
Black Issues in Higher Education, 17(24), 6.
3. Deschooling Society
Digital Resource:
https://p2pu.org/en/groups/deschooling-society-an-open-book-group/
Through above link, access & read Ivan Illich’s Deschooling Society &
lurk through P2PU open book group
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VIII. 21st Century Challenges & Opportunities (2.5 weeks)
1. Introduction to Digital Media and Learning
Reserve:
Sefton-Green, Julian. 2012. Learning at Not-School: Review of
Study, Theory, and Advocacy for Education in NonFormal Settings. Cambridge, MA: MIT Press.
Chapter 1 “Introduction”
Chapter 2 “Understanding Learning in Not-School
Environments”
Ito, Mizuko et al. 2010. Hanging Out, Messing Around, and
Geeking Out: Kids Living and Learning with New Media.
Cambridge, MA: MIT Press.
Chapter 1 “Introduction”
Chapter 5 “Gaming”
Davidson, Cathy N. and David Theo Goldberg. 2010. The Future
of Thinking: Learning Institutions in a Digital Age.
Cambridge, MA: MIT Press.
Chapter 1 “Introduction and Overview: The Future of
Learning Institutions in a Digital Age”
Chapter 6: “HASTAC: A Case Study of a Virtual Learning
Institution as a Mobilizing Network”
2. Digital Inequality
Zeynep Tufekci on Brogrammer Culture:
medium.com/technology-and-society/2f1fe84c5c9b
Reserve:
Kahne, Joseph et al. 2012. “Youth Online Exposure to Diverse
Perspectives.” New Media and Society. 14: 492.
DiMaggio, P., and Hargittai, E. 2004. “From unequal access to
differentiated use: A literature review and agenda for
research on digital inequality. Pp. 355-400 in Social
Inequality, edited by K. Neckerman. New York: Russell
Sage Foundation.
Lenhart, A. and Horrigan, J.B. 2003. “Re-visualizing the digital
divide as a digital spectrum.” IT & Society 1(5):23-39.
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boyd, danah. 2014. It’s Complicated: The Social Lives of
Networked Teens. New Haven, CT: Yale University Press.
Chapter 6 “Inequality”
3. Introduction to Connected Learning
Reserve:
Ito, Mizuko, Kris Gutiérrez, Sonia Livingstone, Bill Penuel, Jean
Rhodes, Katie Salen, Juliet Schor, Julian Sefton-Green, S.
Craig Watkins. 2013. Connected Learning: An Agenda for
Research and Design. Irvine, CA: Digital Media and
Learning Research Hub.
4. Connected Learning Case Studies
*Digital Guest: Junior researcher from the Connected Learning Research
Network (TBD)*
Reserve:
Korobkova, Ksenia A. 2014. Schooling the Directioners:
Connected Learning and Identity-Making in the One
Direction Fandom. Irvine, CA: Digital Media and Learning
Research Hub.
Martin, Crystle. 2014. Learning the Ropes: Connected Learning in
a WWE Fan Community. Irvine, CA: Digital Media and
Learning Research Hub.
Larson, Kiley, Mizuko Ito, Eric Brown, Mike Hawkins, Nichole
Pinkard, Penny Sebring. 2013. Safe Space and Shared
Interests: YOUmedia Chicago as a Laboratory for
Connected Learning. Irvine, CA: Digital Media and
Learning Research Hub.
5. Rising Cost of Higher Education
Kamenetz, Anya. 2010. DIY U: Edupunks, Edupreneurs, and the Coming
Transformatin of Higher Education. White River Juntion, VT:
Chelsea Green Publishing.
6. DIY U and Alternative Institutions
Edupunk’s Guide to a DIY Credential
http://edupunksguide.org/get_the_guide
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Reserve:
Kamenetz, Anya. 2013. “$1 Trillion and Rising: A Plan for a $10k
Degree.” Third Way Foundation.