Perspectives on the Liberal Arts and Sciences
Course Proposal
General Education Advisory Committee
Queens College, City University of New York
I. Course Information
Course Title:
Credits:
3
Sociology of Education
Prerequisites:
NONE
215
x Existing course, course number:
New course
Department:
Sociology
Sophia Catsambis
Department Contact:
Area of Knowledge and Inquiry
Context of Experience
Extended Requirements
(select one)
(select only if the course
emphasizes one of the
following)
(select only if the course meets
one of the following)
Reading Literature (RL)
Appreciating and Participating
in the Arts (AP)
Pre-Industrial Society (PI)
X United States (US)
European Traditions (ET)
Culture and Values (CV)
x Analyzing Social Structures (SS)
Abstract or Quantitative
Reasoning (QR)
World Cultures (WC)
Natural Science (NS)
The following information is useful to the subcommittee to estimate the college's progress toward the goal of
offering enough sections and seats in each Perspectives category. How often does the department anticipate the
course will be offered? Please also estimate the anticipated number of sections and number of seats per section.
x Every semester
Every Fall or
Other:
January 2008
number of sections:
2
number of seats per section:
Every Spring number of sections:
number of seats per section:
number of sections:
number of seats per section:
45
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Course Description
Please include a course description. If the course will include variable topics or be taught in various forms, please
provide as many descriptions of specific sections as possible.
This course develops a sociological and historical analysis of the role and function of the institution of
education in American society. It examines the broad social, economic, and political forces that shape
the institution of education, its structure and function in the U.S.
The course is divided in two major sections: The first section examines the structure of the institution of
education focusing on issues of school organization (e.g. school funding, bureaucratic organization,
curricular goals, methods of testing and evaluation), while the second section is focused on the lives and
experiences of individuals who are working and learning within the U.S. school system.
The first section begins by tracing the development of the U.S. educational system. It consists of a
historical overview that examines the economic, social and political forces that shaped the U.S.
educational system and the organizational structure of schools at various historical periods, from
Colonial times to the present. This section concludes with an overview and critical analysis of current
educational developments, policies and reforms. In this section, students are exposed to different
methods of research and analysis in the social sciences by reading primary sources, such as, original
letters of 19th century African American pertaining to their educational experiences (See reading by
Dorothy Sterling), original theoretical and research works that shaped the foundations of the field of
Sociology of Education (see readings by Parsons in 1950’s, Gracey in 1960’s, Metz in 1970’s), and
original works analyzing current educational policies (currently readings refer to policy analysis of the
Charter School reform and the “No Child Left Behind” legislation, but those readings will change to
reflect the most current issues of educational policy at any particular time that the course is offered).
The second section of the course is divided into two sub-sections, one focusing on the lives and working
conditions of teachers and a second focusing on students’ experiences within the school system. In the
first sub-section, readings trace the historical development of the teaching occupation and cover current
issues and concerns faced by educational professionals. The readings, as a whole, provide critical
information for analyzing the structure and character of the teaching occupation today. Students again,
are exposed to historical research as applied to the field of work and occupations and to current issues in
federal and state policies regarding working conditions, certification, compensation, and tenure of the
teaching work force.
The second sub-section consists of readings that examine the educational experiences of students.
Emphasis is placed on the social factors that affect individual students’ access and success in education.
It examines differences in the educational experiences and learning opportunities of students according
to their gender, race, ethnicity and social class backgrounds. Students read original research work and
statistical evidence pertaining to race/ethnic, gender and social class differences in the educational
performance and educational opportunities of students.
The assigned readings represent various types of research methodology and its contributions to the
development of scholarly literature aimed at explaining the source of the above mentioned educational
inequalities. Classroom discussions encourage students to understand how differences in theoretical
explanations of the source of educational inequalities contribute to the disparate educational solutions
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proposed by educational scholars, policy makers, practitioners and the public at large. Through these
readings and classroom discussions students learn how to use scientific research evidence to evaluate
popular educational proposals for school reform.
Throughout the course, emphasis is placed on examining how other social institutions (such as the polity
and economy) can influence the functioning and organizational structure of schools, the working
conditions of educational professionals and the educational experiences of students.
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II. Criteria for Perspectives Courses
Justification
Please describe how the course will address criteria for Perspectives on the Liberal Arts and Sciences courses.
Be sure to include an explanation of the course’s specific learning goals for students to make a connection
between these and the general criteria for Perspectives courses.
This course is designed to study the education system from a sociological perspective. This course
fulfills most of the criteria for a perspective course. This perspective course :
(1) Be designed to introduce students to how a particular discipline creates knowledge and
understanding: This course includes a variety of assigned material which expose students to the variety
of methods that social scientists use to study social phenomena and social institutions. These materials
demonstrate how the sociological approach uses research findings and historical analyses to understand
the social factors that shape social institutions and current events.
Reading materials and assignments are based on original research articles and primary sources that
expose students to the variety of methods used to create knowledge and understanding in the social
sciences. Through the reading materials, assignments and classroom discussions students learn how to
use scientific research evidence to evaluate widely held explanation explanations of the country’s
educational ‘problems’ and popular educational proposals for school reform.
(2) Position the discipline(s) within the liberal arts and the larger society: This course is designed for
majors and non-majors in sociology. It seeks to increase students’ understanding of the social functions
of the institution of education, its role in shaping social stratification in modern society and how it
affects the life chances of individuals from different social backgrounds. The course exposes students to
knowledge derived from various liberal arts disciplines, in addition to sociology. They include history,
education, social policy, political science, philosophy and the logic of inquiry. The application of
sociological concepts and analytic approach encourages students to view how society creates the
conditions of our own lives and the creation and functioning of our social institutions. This sociological
approach emphasizes how humans create society and its institutions and therefore there is always a
possibility for changing social conditions to improve the equitable access to societal resources. The
discipline of sociology enables society and its constituents for critical thought and democratic action.
(3) Address the goals defined for the particular Area(s) of Knowledge the course is designed to fulfill.
This course fulfills Analyzing Social Structures (SS) goals. It focuses on analyzing the structure of
education, which is one of the most fundamental institutions of modern societies. Please see #2 above.
(4) Be global or comparative in approach. Central comparative elements of this course include: (i)
comparing the social conditions of individuals according to their race/ethnicity, social class and
immigrant status characteristics, (ii) examining how these differences of social conditions of different
groups translate into differential educational opportunities and (iii) examining differences in the social
conditions and experiences of the above mentioned groups in different historical periods and
understanding how these conditions led to differences in access to educational opportunities for various
social groups from one historical period to another.
Global elements include: situating the origins of immigration of different groups in the context of global
economic and historical conditions that affected their social positions and therefore their access to
education in the U.S. Discussion of the characteristics of global economy and labor mobility seek to
explain the educational experiences and successes of new Asian American immigrant groups.
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(5) Consider diversity and the nature and construction of forms of difference: This course studies in
depth educational diversity in a historical and cross-cultural perspective. It examines the forms and
functions of the institution of education in different historical periods and how, in each historical period,
it affected the lives of individuals from different racial, ethnic and social backgrounds. The readings
focus specifically on the educational experiences of women and men, African Americans, Native
Americans, Latinos, Asians, European immigrants and students from economically disadvantaged
backgrounds.
(6) Engage students in active inquiry. Through active class participation and classroom discussion, the
course helps illustrate to students the connection between personal experiences and social issues and
concerns regarding education, democracy and social equity. Through the reading materials, assignments
and classroom discussions students learn how to use scientific research evidence to evaluate widely held
explanation explanations of the country’s educational ‘problems’ and popular educational proposals for
school reform. Two written assignments challenge in active inquiry. The first assignment asks
students to evaluate a current proposal for educational reform of their choice. The second assignment
asks students to present and discuss a current major educational problem. For these assignments,
students are expected to use primary sources, including newspaper articles, and educational statistics
posted by the U.S. Department of education to characterize the phenomenon under consideration. They
are expected to use sociological theory and scientific evidence in their analysis and evaluation for both
papers.
(7) Reveal the existence and importance of change over time.
This course highlights the differences and changes that occurred in the U.S. institution of education over
time. It is aimed at showing students how the foundations of the educational system established in prior
historical periods have led to current educational problems and that such deeply entrenched problems
cannot be solved with simplistic reforms targeting only one aspect of the institution of education (e.g.
the current emphasis on improving teacher quality to increase student achievement).
(8) Use primary documents and materials
This course uses a variety of primary sources and materials as reading assignments and in the two
written assignments. They include, as mentioned above, original letters written by African American
women in the 19th century, journal articles from scholars who have made major contributions in the field
of Sociology of Education, articles from news media and statistics on the condition of education in the
U.S., including test scores broken down by state, race/ethnic background, gender, English Language
Learners, etc., posted on the web page of the Institute of Educational Sciences, U.S. Department of
Education . The readings and assignments illustrate the contributions of Sociology of Education to
educational policy and research and provide the research and evaluation skills needed for critical
inquiry.
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Criteria Checklist
Please be sure that your justification addresses all three criteria 1-3, below. For criteria 4-8, please check all that
apply and discuss these in your justification.
A Perspectives course must:
1. Be designed to introduce students to how a
particular discipline creates knowledge and
understanding.
2. Position the discipline(s) within the liberal
arts and the larger society.
3. Address the goals defined for the particular
Area(s) of Knowledge the course is designed to
fulfill.
In addition, a Perspectives course will, where
appropriate to its discipline(s) and subject matter:
X 4. Be global or comparative in approach.
x 5. Consider diversity and the nature and
construction of forms of difference.
x 6. Engage students in active inquiry.
x 7. Reveal the existence and importance of change
over time.
x 8. Use primary documents and materials.
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III. Course Materials, Assignments, and Activities
Please provide an annotated list of course readings and descriptions of major assignments or exams for the course,
as well as distinctive student activities that will engage students in working toward the course goals discussed in
the course description and/or justification.
Please include the author and title for each reading or text, along with a short description providing information
about how the reading will contribute to course goals.
The syllabus is designed to begin with the early thinkers of the discipline and moves progressively to the
modern thinkers and most current scholarship in the field. The readings represent the fundamental
concepts, theories, and research the sociology of education and they build upon each other.
Course Materials: Assigned Readings
What is Learned in Schools: The functions of Education for U.S. Society
1. Original work by Talcott Parsons “The School Class as a Social System” (originally published in
1958) is used as a historical document and primary source to demonstrate and analyze the origins of
sociological theory and research pertaining to education. The early thinkers, exemplified by T. Parsons,
viewed education as the primary institution responsible for creating a meritocratic society. Parsons,
views the school and classroom organization as ensuring the selective selection of academic talent
among the available pool of students. Students are introduced to the concept of a meritocratic society
and the functions of education in a meritocratic society, as identified by Parsons, which include
objective selection of academic talent and meritocratic allocation of individuals to the occupational
structure.
2. Works in the 1960’s and 70’s by
Gracey, H.L. “Learning the Student Role: Kindergarten as Academic Boot Camp”
Metz, M. H. “Real School: The Universal Drama Amid Disparate Experience” are primary materials in
the Sociology of Education used to demonstrate how the introduction of ethnographic research provided
to the sociological study of education new insight into the functions of American education. This new
insight uncovers inequalities in the U.S. educational system that were not detected though the formalized
theorizing of early thinkers. Students are invited to ask how the originally conceived meritocratic and
objective education system in reality produces disparate educational opportunities of students from
different social backgrounds that are not in accordance with individual students’ academic talent.
The U.S. Educational System in Historical Perspective
3. To answer the above question, students study the social, economic and political forces that shaped the
educational system in the U.S. from its inception to the present. Readings assigned readings from:
Spring, J. The American School: 1642-1996. 4th ed., McGraw Hill
4. Excerpts of Dorothy Sterling’s We are your Sisters, introduce a multicultural perspective to the
study of educational history through analysis of original primary materials. This is a collection of
original letters written by 19th century young African American women. Though this reading students
engage in historical analysis of original sources in order to gain an understanding of the educational
experiences of minority groups in the 19th century.
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5. Spring, J. American Education. 12th ed., McGraw Hill, Excerpts from this book are used to
introduce students to the current issues and reforms in American education. Two leading educational
reforms are covered in more detail in the readings that follow.
6. Renzulli, L.A. & V.J. Rosigno “Charter Schools and the Public Good” and
Borman, K. M. & B. A. Cotner “No Child Left Behind” ” are primary materials of educational policy
analysis. Through these readings students become familiar with educational policy analysis pertaining
to the two leading current educational reforms. They learn the pros and cons of each, as well as the way
by which debates surrounding them are constructed.
The Teaching Occupation
7. Dworkin, G. A. “School Reform and Teacher Burnout”.
The reading discusses the effect of current educational reforms on the teaching profession. Two
additional readings trace the historical development of the teaching occupation.
8. Tyack D. and M. Strober, “Jobs and Gender: A History of the Structuring of Educational
Employment by Sex.” This primary document is an original historical analysis exposing students to the
historical development of occupations through the study of the teaching occupation. Students learn how
economic factors related to labor demand, labor supply but also ideological factors related to historically
acceptable gender roles contributed to the feminization of the teaching occupation.
9. Ingersoll, R. M. & D. Perla “The Status of Teaching as a Profession”. This article discusses the
status of teaching among the professions and characterizes it as a semi-profession. Having acquired
knowledge of what constitutes a full profession, students are challenged to consider what specific steps
the occupation could take in order to develop into a full profession.
Education and Sociological Theory
10. Two readings, primary sources of sociological theory, introduce students to sociological theories
explaining educational inequality:
Collins, R. “Conflict Theory of Educational Stratification” and
Rist, R. “On Understanding the process of Schooling: The Contributions of Labeling Theory”.
These two readings shift the focus of the course to the study of students and their educational
experiences. These are original articles, one representing a macro-theoretical perspective and the second
representing a micro-theoretical perspective of the way by which the institution of education contributes
to the reproduction of social inequality.
Education and Social Inequality
School Segregation
11. Kozol, J. “Savage Inequalities: Children in America’s Schools’
Chemerinsky, E. “The Segregation and Resegregation of American Public Education: The Courts’
Role”
Holme, J. J., A.S. Wells & A.T. Revilla “”Learning through Experience: What Graduates Gained by
Attending Desegregated High Schools” .
These three readings begin the study of race and ethnic inequality in education. They focus on the issue
of school segregation, its history and future (Chemerinski) the inequalities in educational resources
associated with school segregation (Kozol) and the effects of segregation/desegregation for individual
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students (Holme et. al.). The work by Chemerinsky is a primary source of analyzing supreme court
decisions from 1954 to the present. The reading by Holme at al is an original research on the effects of
school desegregation.
Sources of Race/Ethnic Inequality in Schools
12. Persell, C.H. “How Race and Education are Related” and
Chesler, M.A. and W. M. Cave. Sociology of Education, McMillan, pp.295-314, 233-241.
These two readings identify the sources of race/ethnic inequality found in schools (in educational
hierarchy and school staffing, curricula and educational material, student/teacher or counselor
interactions and peer groups). These readings primarily focus on the learning opportunities and
experiences of disadvantaged minority groups.
13. Fong, T. “The Right to Excel” in The Contemporary Asian American Experience, Prentice Hall
1998, pp 72-107. Through this reading students have the opportunity to learn about the educational
experiences, successes and challenges of advantaged minority students. The reading also includes a
presentation of various explanations of race/ethnic inequalities in academic success, including the
genetic, cultural deprivation and multicultural explanations. These theories are discussed in detail and
evidence supporting each of them is evaluated.
Education and Gender Inequality
14. AAUW, “How Schools Shortchange Girls” in Notable Selections in Education, 2nd ed, F. Shultz
(ed) Mc Graw Hill 1998.
Mickelson, R. A. “Gender and Education”, in Schools and Society, pp. 328-337.
These two readings present to students the most current issues and concerns of gender inequity in
education.
The intersection of Race, Gender and Social Class Inequality in Education
15. Lareau, A. and E. M. Horvat “Moments of Social Inclusion and Exclusion: Race, Class, and
Cultural Capital in Family-School Relationships”
Morris, E. W. “Tuck in That Shirt! Race, Class, Gender and Discipline in an Urban School”
Through these two readings students are exposed to scholarship on the intersection of race, gender and
social class, leading to a more nuanced understanding of the nature of educational inequality.
Both readings are original research articles, primary materials in the field of Sociology of Educatiojn.
Education in Disadvantaged Neighborhoods
16. Jay MacLeod. Ain’t no Makin’it: Leveled Aspirations in a Low Income Neighborhood. Westview
Press. This primary material consists of an ethnographic study of adolescents growing up in a
disadvantaged, “high risk” neighborhood exposes students to the educational challenges of
disadvantaged, inner city youth. This reading shows to students how the theoretical concepts and
sociological knowledge that they have acquired so far in class can be used to conduct an ethnographic
study and explain the social factors shaping the life chances of individuals from specific backgrounds.
The study shows how issues beyond the schools’ control, pertaining to family, community, and
economic opportunity, impact the educational trajectories of students from disadvantaged backgrounds.
Students are encouraged to discuss and consider the limits and possibilities of schooling in producing an
equitable meritocratic society.
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Course Assignments and Activities
Two written assignments (4-5 page papers) require students to gather and analyze information from
news media, white papers, research reports and statistical information from the U.S. Department of
Education, on specific current educational concerns and reforms.
The first assignment asks students to present and evaluate a current proposal for an educational reform.
Students are expected to research what current educational reforms exist and choose one for their report.
The second assignment asks students to present and discuss an educational problem that is considered as
a major challenge for schools at the local, state or federal level. Students are expected to research
newspapers and other media sources in order to identify and select a local or national educational
problem that they can report on. In addition to primary sources used to identify the phenomenon under
consideration, students are expected to use sociological theory and scientific evidence in their analysis
and evaluation. These two assignments encourage students to become informed of current
developments in educational policy and reform and identify sources that will provide the necessary
information for the identification and evaluation of educational issues and policies.
Classroom discussions encourage the development of students’ critical thinking and analytical skills by
helping them apply sociological knowledge to understand daily educational experiences and current
educational policies and debates.
Students are also assigned three in-class exams which are described below.
IV. Assessment
Perspectives courses must be recertified every five years, and we are seeking ideas for how to best carry out this
assessment. What forms of evidence that the course is meeting its goals as a Perspectives course would be
appropriate to collect for this course during the next five years? How would you prefer assessment to be
conducted? How might evidence of effective teaching and student learning be collected and evaluated?
The course syllabus, activities and exams created by the instructor and submitted to the Curriculum
Committee should be effective evidence that the course meets the necessary criteria for a perspective
course.
Assessment for this course consists of evaluation of the above two written assignments as well as three
in-class exams. The in-class exams consist of a combination of essay from questions and standardized
format questions (e.g. multiple choice, True/False answers) designed to: a) test students’ comprehension
of the basic sociological concepts and knowledge covered in the course and, b) test students’ ability to
apply such knowledge in evaluating current educational events, or analyzing real-life educational
experiences.
Below is a sample exam question from past exams testing students’ comprehension of educational
policy debates:
The following was part of G. W. Bush’s education plan: “Schools that receive Title I money from
Washington will be given three years to meet certain standards of student performance. If they fail,
Title I money would be given directly to parents in the form of $1500 vouchers that could be spent on
tuition at a private school”.
Critics of this plan stated that the voucher program will: (mark two)
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a.
b.
c.
d.
Drain much-needed resources from the public schools
Give families a free hand in spending public money
Will help only a few students
Will be opposed by Democrats
In conjunction to Middle States Accreditation Requirements, the department of Sociology is managing a
pilot program (using Soc205-Social Statistics) to develop measures to gauge student outcomes to our
core courses. The outcome of this pilot will provide an assessment framework that we will apply to
PLAS course assessment. Teaching observations will incorporate PLAS criteria into the standards used
in evaluating teaching proficiency.
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V. Administration
What process will your department develop to oversee this course, suggest and approve changes, and conduct
assessment? Who will be in charge of this process? Also indicate whether the course will be primarily taught by
full-time or adjunct faculty, or by a combination of the two types of instructor.
This course is taught by myself, a full-time faculty, and by adjunct faculty members. The
Department of Sociology uses the Teaching Observations conducted once per semester to evaluate
pedagogy and to ensure that PLAS criteria are included in faculty lectures and the course syllabus.
VI. Syllabus
Please attach a sample syllabus (or set of syllabi, for courses on variable topics or courses that will be taught in
variable formats).
Some resources to guide syllabus construction:

The Provost's page outlining guidelines for syllabi:
http://qcpages.qc.cuny.edu/provost/Cur_stud/Syllabus expectations.htm

Sample syllabi for W courses, from Writing Across the Curriculum:
http://qcpages.qc.cuny.edu/writing/wsyllabi.htm

Goals for Student Writing at Queens College:
http://qcpages.qc.cuny.edu/writing/Goals.htm

Harvard’s Bok Center for Teaching and Learning, suggestions for syllabus planning:
http://isites.harvard.edu/icb/icb.do?keyword=k1985&pageid=icb.page29695

Lehman College’s Gen Ed Syllabi Project:
http://www.lehman.edu/lehman/programs/generaledu/gened_syllabi_project.html
Submit this completed form and a sample syllabus (or set of syllabi) by email to Eva Fernández
(eva.fernandez@qc.cuny.edu), Director, Center for Teaching and Learning.
January 2008
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