Soc 422: Inequality & Society
Professor: Phillips
Course: Sociology 422, Section 001
Time: T/TH 3:00-4:15pm
Classroom: T: B032 JFSB/TH: 112 SWKT
Office Hours: T/TH 2-2:50pm
E-mail: Kristie_Phillips@byu.edu
Campus Phone: 422-4882
Office: 2051 JFSB
Required Readings & Equipment
Readings:
Most assigned readings are current or historically influential journal articles, which can
be downloaded via the BYU library. Other assigned readings are public interest pieces
published in leading media outlets. These pieces are written to a lay audience by
influential scholars. These are also available online via google searches.
Equipment:
This course requires that you complete data analysis and statistical assignments. As a
result, you will need to download and have frequent access to somewhat large datasets.
The best way to transport and store datasets for class assignments is to purchase a USB
storage drive. If you do not currently have one, you should purchasing one.
NOTE: ALWAYS bring reading assignments to class on the day they are due.
Important Announcements
The Department of Sociology is working to help all of you understand the sociology major, what
you can do with a BS in sociology, and how sociology is applicable to many different
occupations. As such, I would encourage you to explore the following website:
http://sociology.byu.edu/. Announcements about the program regarding RA and TA applications,
internships, study abroad opportunities, program changes, and job opportunities will also be
posted on this website. Check it often. If you have further questions about anything listed on the
website, please talk to me. If I don’t know the answer, I’ll direct you to someone who will.
Learning Outcomes & Course Objectives
Each program at BYU has developed a set of expected student learning outcomes. These will
help you understand the learning outcomes of the curriculum in the program and how they relate
to course objectives and class material and assignments. To learn more about learning outcomes
for the programs in this department and college go to http://learningoutcomes.byu.edu and click
on the College of Family, Home and Social Sciences and then the Department of Sociology.
Below I have specified the program learning outcomes that are relevant to this class as they are
listed on the learning outcomes website (see above link). I have also aligned our course
objectives with the program learning outcomes. These course objectives will serve as the basis
for instruction in this class. All course assignments are also aligned with the course objectives as
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well as the program learning outcomes. Each and every assignment you will complete in this
course serves a specific purpose in allowing you to demonstrate how well you are able to meet
the course objectives and program learning outcomes.
Program Learning Outcome
Course Objectives
Graduates will be conversant with the
substantive areas of sociology and the
variety of theories associated with these
substantive areas.
Students will demonstrate knowledge
of several theories of stratification by
identifying applications of these
theories within the context of society
today.
Students will read about and research
the major controversies and debates
about the current state of social
stratification in the US and abroad.
Students will learn about the
influence of race, class, and gender on
social stratification.
Participation in Lectures.
Reading Summary/Presentation.
Theory Presentation.
Research Proposal.
Analytic Project.
Participation in Lectures.
Reading Summary/Presentation.
Research Proposal.
Analytic Project.
Participation in Lectures.
Reading Summary/Presentation.
Research Proposal.
Analytic Project.
Students will learn to conceptualize
all course readings within the context
of relevant theoretical perspectives.
Participation in Lectures.
Reading Summary/Presentation.
Research Proposal.
Analytic Project.
Numeracy Assignments.
Research Proposal.
Analytic Project.
Presentation of Research.
Numeracy Assignments.
Research Proposal.
Analytic Project.
Presentation of Research.
Numeracy Assignments.
Research Proposal.
Analytic Project.
Presentation of Research.
Reading Summary/Presentation.
Graduates will know the major
controversies and debates, new
developments, emerging issues, and
current trends within substantive areas.
Graduates know how race, class, and/or
gender intersect with other social
categories to create a variety of life
experiences and influence the life
changes of individuals.
Graduates are able to critically assess
the strengths and weaknesses of
relevant theoretical perspectives.
Graduates are able to estimate and
interpret univariate and bivariate
statistics and generalize their meaning
to the appropriate population.
Graduates know how to code and
interpret qualitative data or how to code
and prepare quantitative data for
statistical analysis.
Graduates have the necessary skills to
analyze data and summarize findings.
Students will use their data analysis
skills to complete course assignments
and conduct their own research.
Graduates are able to conduct electronic
bibliographic searches and determine
the scientific quality of the research
they find.
Graduates are able to demonstrate
knowledge of substantive areas, theory,
and research methodologies by
developing an original sociological
argument in writing.
Graduates are able to apply what they
have learned in the sociology program
to a real world, professional experience
of at least one semester.
Students will write an original
research proposal, including a highquality literature review.
Students will use their data analysis
skills to complete course assignments
and conduct their own research.
Students will use their data analysis
skills to complete course assignments
and conduct their own research.
Assessment of Progress
Research Proposal.
Students will become producers of
knowledge by completing their own
original research project.
Research Proposal.
Analytic Project.
Presentation of Research.
Students will become producers of
knowledge by completing their own
analysis project and an original
research proposal, which requires
them to utilize all the skills they
Research Proposal.
Analytic Project.
Presentation of Research.
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should have developed during their
experiences as sociology majors.
Course Requirements & Policies
Prerequisites
This class is a capstone class. As such, course assignments and activities are designed with the
assumption that you have mastered the necessary skills to prepare you to work on your own
analytic research assignment. A passing grade in SOC 111 or 112, STAT 221, SOC 307, SOC
310, and SOC 311 is a requirement for enrollment in this course. Furthermore, concurrent
enrollment in or completion of SOC 404 or SOC 405 is recommended and will be beneficial to
you as you take this course. In other words, I assume that you have enrolled in this course with a
working knowledge of sociological theories, basic sociological methods, as well as some
statistical and analytical skills. This course is also built around the assumption that you can read
and understand journal articles, think critically, and write a basic research paper or literature
review. If you are lacking skills in any of these areas, you should consider taking this course
when you have more experience in the sociology major and/or have completed all the
prerequisites for the course.
NOTE: If you have not completed STAT 221, SOC 307, and SOC 311 with a passing grade or
do not have equivalent experience, you should consider taking this class after you’ve
completed more of your required, core courses in the major.
Attendance and Citizenship
Learning is a team effort. Don’t rob yourself or others of valuable learning experiences by not
coming to class. However, I realize that sometimes you need (or want) to be someplace else, and
I understand that emergencies may arise. If you know in advance that you will not be attending
class, please turn in any assignments ahead of time. When you are absent, you are still
responsible for notes, syllabus updates, group work participation, and any other information that
was presented in class the day you were gone. Get these from a student in the class; I am not
responsible for the information you miss when you are late or absent. If there are extenuating
circumstances, please talk to me. These circumstances will be dealt with and negotiated on an
individual basis. Examples of “extenuating circumstances” include serious illness,
hospitalizations, accidents/injuries, university interviews for graduate programs, university
excused absences, and other circumstances that limit your ability to attend class. If such
circumstances arise, please contact me as quickly as possible to avoid any negative
consequences. Examples of circumstances that I will not excuse include weddings, dates,
engagements, parking problems, vacations, sleeping in, laziness, forgetfulness, etc. Some inclass participation assignments will be awarded points. If you have a legitimate extenuating
circumstance that you’ve discussed with me, I will allow you to make up these points by
completing an additional assignment. When you choose to be absent without a legitimate
excuse, you choose to forfeit these points.
Academic Etiquette
As a sign of respect to me and your fellow classmates, please avoid waking in late or leaving
early. When students come to class late it is disruptive to others. Come to class on time. If you
happen to be late, please be as discrete as possible. Please TURN OFF CELL PHONES,
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PAGERS, and IPODS before class. While most of us have experienced the convenience of these
devices, inconsiderate users can be obnoxious to others. Furthermore, don’t read the daily paper,
talk to your friends, text message, play computer games, shop online, etc. during class. Not only
are those things disrespectful and disruptive to your classmates and me, but they also limit your
ability to participate in class discussions and understand the material.
Laptop computers are another modern convenience that facilitate quick note taking and easy
access to online resources. Please note that the classroom our class meets in is not equipped with
enough electrical outlets to allow everyone in class to plug in their computers. If you prefer to
take notes with a laptop, please adhere to the following rules: 1. If you must plug in your
computer, sit next to the outlet. Others shouldn’t have to deal with your computer cords strung
under their seats or across their desks. 2. Do not stretch a computer cord across an isle where
other class members might trip over it and fall. 3. Do not use your computer for non-classroom
purposes. In other words, don’t surf the web, engage in gaming activities, shop online, listen to
music, do homework for another class, watch videos during class, etc. Such behavior is
unprofessional and rude. If I see you participating in any of these activities (or any other activity
that detracts from the learning, teaching, and participation that should take place in class), I will
give you a zero score for your professionalism in the class. Such a score will automatically
reduce your final grade by 20%.
Respect the views and opinions of others. Avoid talking when others are making a point. You
will have your chance. If you feel that certain class members are participating too much during
class, it is your responsibility to be respectful and to consider participating more yourself. This
gives me more opportunities to solicit responses and participation from a variety of students.
Respect
People often have strong opinions about the topics discussed in this class. Many people have
ideas about social stratification that are based on misinformation and prejudices which are very
prevalent in the society in which we live. We will try to help each other come to a better
understanding of racial and ethnic relations. In the process it is possible that members of the
class will make comments which are based on misinformation or an interpretation that other
members of the class find objectionable. Given this, it is essential that we treat each other with
respect, and that we stick to the issues rather than engage in personal attacks. If something is
said in class that makes you uncomfortable and you want to discuss it, you can either address it
in class or you can speak to me personally. When you discuss such comments, remember to do
so in a way which meets the ground rules described here.
Timeliness
Time is precious in any professional or scholarly organization, and deadlines are enforced with
consequences that can be severe; therefore, my late-work policy is simple—I will not tolerate
late work. Assignments and major papers must be turned in to me on time. I will not accept late
assignments. Again, if you have extenuating circumstances, please discuss them with me before
major problems arise. If you know you are going to miss a class period when an assignment is
due, turn in your work before you leave. If you know you will be late to class, turn in your
work before hand. Work can be submitted by email when permission is granted. You will not
be allowed to make up any in-class quizzes or in-class assignments for the days you miss class.
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If your circumstances seriously conflict with a particular due date, please let me know as soon as
possible. Things such as computer problems, power outages, procrastination, printing problems,
etc., do not count as valid reasons to miss a due date. So, I suggest you save everything in at
least two places, check your syllabus regularly, and keep it updated (in case any changes are
made during the semester).
A Few Words About Course Readings
This class is considered a “capstone” course by the Department of Sociology, which means that
it should combine all of the skills you have learned throughout your participation in the program
and encourage you to use these skills to produce new knowledge. As such, I assume that you are
familiar with and able to read journal articles—which are considered major outlet for publishing
new information in the field of Sociology. Since this class will teach you how to add to
sociological conversations about inequality in society, we will spend most of our time reading
influential journal articles. These journal articles can be found through the online library system.
I intentionally did not put these readings in a packet for you for two reasons: First, you would
have to pay for the copyrights which can be expensive; and second, learning to use and locate
sources in the library is a valuable skill that will help you do well in this course. If you have
difficulty finding resources in the library or on the library website, it’s good to get those cleared
up at the beginning of the semester rather than wait until your lack of library skills results in a
failing grade.
Some Words about Group Work
This class requires several projects for which you will have the option of working with 1-3 other
students in the class. While you can choose whether you work on these projects individually or
as part of a group, you should know that group work can be an important part of your education.
After graduation, most of you will find yourselves in positions later in life that require successful
collaborations. If you choose to work as part of a group, you will be graded on the papers and
projects associated with your group work as well as your ability to collaborate with others and
fulfill your role in the group. Please remember that if you choose to work as part of a group, this
will be your choice. You will choose to participate in the group, and you will also choose your
group members. Once your group is selected, you are committed to that group for the entire
semester. Therefore, if your group becomes dysfunctional along the way, it is not my problem
and you will not be able to change groups, abandon your group, or kick someone out of your
group. You must deal with the issues that inevitably arise as part of group work. If you need
assistance in remedying your group’s problems, please discuss them with me privately.
Email & Blackboard
I will be sending out syllabus updates and assignment clarifications through email and through
Blackboard. All students should have free internet access through the university. Please check
Blackboard often. You are responsible for being informed about any changes and updates I post
on Blackboard. If you are currently using an email account other than the one you’ve listed with
the University, please update it as soon as possible. Any emails will be sent to the address
you’ve listed with the BYU. Responsibility for receiving such emails and announcements is
your own.
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Assignments
It is important to me that you a) read the assigned articles, b) think about the in-class material, c)
think critically beyond the class discussions, d) add to the class conversation, and e) learn to
become a producer of knowledge. Your grade in this class is intended to reflect your
performance on these five criteria. A variety of assignments are used to assess and evaluate your
performance. These assignments are explained in the assignment sheets and grading rubrics
posted on Blackboard. All assignments are due BEFORE class on the due date. Written
assignments should be posted on Blackboard. If for some reason Blackboard is not functioning
properly when you attempt your submission, you may send the assignment to me in an email.
More information about each assignment will be given at a later date.
Computer Labs
You will need access to a computer as well as specialized computer software to complete several
of your major assignments for this class. For this purpose, the Department of Sociology has
arranged for you to use the Survey and Statistical Research Lab in 2068 JFSB. Access to this lab
is restricted, and you are required to follow a strict set of rules when you use the lab. These rules
as well as the access code to the lab will be given to you at a later date.
In the event that the Survey and Statistical Research Lab is full, you can also access the
necessary software in all open-access university computer labs. For a list of these labs, operation
times, and locations, please see the following website:
http://it.byu.edu/index.cfm?child_id=198&a_id=570&catID=0
If you must use an open-access university computer lab, I suggest room 101 of the SWKT. It is
by far the largest lab on campus.
Honor Code & Dress and Grooming Standards
You all signed the Honor Code and Dress and Grooming Standards when you applied to come
here. You know what the standards are; I expect that you will abide by them. Consistent or
flagrant violations of the Honor Code or Dress and Grooming Standards will affect your grade.
Plagiarism
“BYU students should seek to be totally honest in their dealings with others. They should
complete their own work and be evaluated based upon that work. They should avoid academic
dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or
falsification, cheating, and other academic misconduct.” (see http://www.byu.edu/honorcode)
There is a zero-tolerance policy for cheating or academic dishonesty of any kind in this class.
Cheating is the same thing as stealing: if you turn in work that is not yours or fail to cite others’
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work, you are a thief. If you commit such behavior, you are choosing to commit immoral
violations against your fellow students, your instructors, the university, and the promises you
have made to yourself and others. Please know that as your professor I will notice instances of
cheating on exams or plagiarizing on papers; in fact, last semester I caught three thieves. If you
are caught committing any form of academic misconduct, you will receive a failing grade for the
entire course; you will also be asked to leave the course immediately and will be reported to the
Honor Code Office for any further actions they deem appropriate. These actions may include but
are not limited to dismissal from the university.
If you are unsure about your citation choices, it is your obligation to consult with the instructor to
make sure you are not plagiarizing. As you will note in the university statement on academic
honesty cited above, inadvertent plagiarism is still plagiarism, and it will be treated as such.
Ignorance is not a sufficient defense before the law. If you plagiarize because you couldn’t
manage to figure out how to cite others’ work, you are merely a lazy thief rather than an
organized one. Do not cheat; you will pay for it if you choose to cheat.
Cheating
Even though students are all required to sign the honor code and are expected to live by it, I have
caught several students cheating on exams, quizzes, and papers. If I catch you cheating, you will
fail the course and the action will be reported to the university. The same will happen to those
who are caught helping others cheat. If you find that you are tempted to cheat or help others
cheat when in certain situations, please come and discuss this with me. I would rather help you
work out a strategy where you are less temped to cheat than give you a failing grade in the class.
Preventing Sexual Harassment and Discrimination
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any
participant in an educational program or activity hat receives federal funds. The act is intended
to eliminate sex discrimination in education. Title IX covers discrimination in programs,
admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual
harassment extends not only to employees of the University but to students as well. If you
encounter unlawful sexual harassment or gender based discrimination, please talk to your
instructor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact
the Honor Code Office at 422-2847.
Disabilities
Brigham Young University is committed to providing a working and learning atmosphere that
reasonably accommodates qualified persons with disabilities. If you have any disability that may
impair your ability to complete this course successfully, please contact the University
Accessibility Center (1520 WSC; 422-2767). Reasonable academic accommodations are
reviewed for all students who have qualified documented disabilities. Services are coordinated
with the student and instructor by the UAC. If you need assistance or if you feel you have been
unlawfully discriminated against on the basis of disability, you may seek resolution through
established grievance policy and procedures. You may contact the Equal Employment Office at
422-5895, D 282 ASB.
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Grading
Grading Policy
Grading is a means of communicating to students how well they understand and are able to
discuss (in writing or otherwise) class material. This communication occurs when I rate your
performance on a task. In this class, I rate your work based on criteria that specify the ideal
performance (criterion-referenced grading). I will be as clear as possible in spelling out the
evaluation criteria for each assignment and in explaining how I think your performance measures
up to the standards. These criteria will be clearly outlined on course assignment sheets and on
grading rubrics. I suggest you consult both when completing an assignment for this class. Keep
in mind that by definition, “C” is average. If you only write an average essay or give an average
presentation, you will earn an average grade—more specifically, a “C.” A good essay,
presentation, or test will receive a “B” grade. “A” grades are reserved for outstanding
academic performances only.
If you have concerns or questions about grades or any other problem in the course, please discuss
your concerns with me as soon as possible. In the case of a mathematical error or a grade
miscalculation, the issue will be immediately remedied. If you wish to challenge your grade on
specific assignments, please keep in mind that I read every assignment carefully and attempt to
give you important feedback because I want you to succeed. Grading is my attempt to be honest
with you about your performance so that you can improve your skills and abilities over the
course of the semester. If you do not understand the feedback I give you or if you feel that you
need more information or additional help to improve your performance, please come and see me.
If you feel that you have received a grade unfairly, I will be happy to meet with you to discuss
your grade. However, please keep in mind that if you request a meeting with me to discuss your
grades, I expect that you have done your part to do your best in the class. That means that I
expect you to have read all course readings on time, turned in all assignments on time, and
attended all classes and understand course materials. If I meet with you and find out that you
have failed to read the required books, attend classes, and take notes, our discussion will likely
be very short.
University Final Exam Policy
Final examinations will be given at the times shown in the schedule. Examinations are not given
early or late. The reading and the examination periods are firmly scheduled parts of the
semester; you must not make plans that interfere with these important academic activities. If
illness or other uncontrollable circumstances prevent you from taking an examination at the
scheduled time, you are responsible to inform me as soon as possible. I may give the grade
Incomplete, depending on the circumstances. The incomplete cannot be given unless we come
together to prepare a contractual agreement. (Please see the last page of the class schedule for
further instructions regarding the final exam policy of the University.)
http://www.byu.edu/ted/faculty_information.html
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Assignment and Percentage Breakdown
Preparation & Participation
1 Reading Summary
1 Reading Presentation
1 Theory Presentation
8 In-Class Numeracy Assignments
Online Course Evaluation
Professionalism & Courtesy (% of participation)
Mid-Term Assignment
Research Proposal—Draft
Research Proposal Meeting with TA
Research Proposal—Final
20%
10%
35%
35%
Final Analytic Project
Final Presentation
Group Participation (% of project grade)
TOTAL
100%
Grading Scale
A
AB+
B
BC+
94-100%
90-93%
87-89%
83-86%
80-82%
77-79%
C
CD+
D
DE
73-76%
70-72%
67-69%
63-66%
60-62%
0-59%
Class Schedule
The class schedule as is printed below is a guide. It is not set in stone, and it will probably
change throughout the semester. It is your responsibility to keep your syllabus updated as
changes are made. I occasionally make changes to the syllabus for three reasons: (1) to
accommodate student interests in certain topic areas; (2) to discuss new, cutting-edge
developments and current events as they apply to social stratification; and (3) to adjust the timing
of tests and quizzes to provide equitable opportunities for students to do well. These changes are
intended to help you do as well as possible in the class.
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Class Schedule
Note: Items in this syllabus may change as necessary to meet the needs of the class.
WEEK 1: BASIC CONCEPTS & TRENDS OF SOCIAL STRATIFICATION
DAY
Tuesday, Aug 31
Thursday, Sept 2
DISCUSSION/ACTIVITIES READINGS
Discussion Topic:
Introduction
Review Syllabus
Discussion Topic: Basic Krugman (2002)
Concepts & Trends
DiPrete (2007)
ASSIGNMENTS DUE
WEEK 2: STRATIFICATION IN THE U.S.—NATIONAL COMPARISONS
DAY
Tuesday, Sept 7
Thursday, Sept 9
DISCUSSION/ACTIVITIES
Discussion Topic:
Academic Writing
Discussion Topic:
National Comparisons
READINGS
White (2005)
ASSIGNMENTS DUE
Gottschalk &
Danzinger (2005)
WEEK 3: STRATIFICATION IN THE U.S.—INTERNATIONAL COMPARISONS
DAY
Tuesday, Sept 14
DISCUSSION/ACTIVITIES READINGS
Discussion Topic:
Dreier (2007)
International
Comparisons
Smeeding (2005)
ASSIGNMENTS DUE
Student Presentations
& Reading
Summaries Due
(Smeeding)
Theory Readings
Assigned
Thursday, Sept 16
Numeracy Topic:
Conceptual Models;
Relationships Between
Variables
Research Groups
Selected
In-Class Conceptual
Modeling
Assignment Due
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WEEK 4: THEORIES OF SOCIAL STRATIFICATION
DAY
Tuesday, Sept 21
DISCUSSION/ACTIVITIES READINGS
Discussion Topic:
Davis (1942)
Theories of Stratification Davis & Moore
(1945)
Tumin (1953)
ASSIGNMENTS DUE
Theory Presentations
Thursday, Sept 23
Discussion Topic:
Marx & Engels
Theories of Stratification (1848)
Collins (1971a)
Collins (1971b)
Mills (1958)
Theory Presentations
WEEK 5: MECHANISMS OF STRATIFICATION—GENDER
DAY
Tuesday, Sept 28
DISCUSSION/ACTIVITIES READINGS
Discussion Topic:
Correll, Benard, &
Stratification & Gender
Paik (2007)
Cohen & Huffman
(2003)
Thursday, Sept 30
Numeracy Topic: Intro
to Dataset; SPSS Basics;
Variable Types
ASSIGNMENTS DUE
Student Presentations
& Reading
Summaries Due
(Correll, Cohen)
In-Class Variable
Types Assignment
Due
WEEK 6: MECHANISMS OF STRATIFICATION—RACE/ETHNICITY
DAY
Tuesday, Oct 5
DISCUSSION/ACTIVITIES READINGS
Discussion Topic:
Pager (2003)
Stratification &
Race/Ethnicity
McDermott (2002)
Thursday, Oct 7
Numeracy Topic: Basic
Descriptive Statistics;
Coding & Recoding
ASSIGNMENTS DUE
Student Presentations
& Reading
Summaries Due
(Pager, McDermott)
In-Class Descriptive
Statistics & Coding
Assignment Due
Research Proposal
Drafts Due
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WEEK 7: MIDTERM & LAB WORK
DAY
Tuesday, Oct 12
DISCUSSION/ACTIVITIES READINGS
Discussion Topic:
Research Proposal
Thursday, Oct 14
Discussion Topic:
Research Proposal
ASSIGNMENTS DUE
Meet with TA to
Discuss Research
Proposal Drafts
Meet with TA to
Discuss Research
Proposal Drafts
WEEK 8: MECHANISMS OF STRATIFICATION—SOCIAL CLASS
DAY
Tuesday, Oct 19
DISCUSSION/ACTIVITIES READINGS
Discussion Topic:
Hoynes, Page &
Stratification & Social
Stevens (2005)
Class
Rank (2003)
ASSIGNMENTS DUE
Student Presentations
& Reading
Summaries Due
(Hoynes)
Esping-Anderson
(2007)
Thursday, Oct 21
Friday, Oct 22
Numeracy Topic: Scales
& Reliability
In-Class Scales &
Reliability
Assignment Due
RESEARCH PROPOSALS DUE ON BLACKBOARD BY 5PM
WEEK 9: MECHANISMS OF STRATIFICATION—THE FAMILY
DAY
Tuesday, Oct 26
DISCUSSION/ACTIVITIES READINGS
Discussion Topic:
Lareau (2002)
Stratification & The
Family
Buchmann & DiPrete
(2006)
ASSIGNMENTS DUE
Student Presentations
& Reading
Summaries Due
(Lareau, Buchmann)
Thursday, Oct 28
Numeracy Topic:
Bivariate Statistical
Analysis
In-Class Bivariate
Statistics Assignment
Due
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WEEK 10: SOCIAL MOBILITY—STATUS ATTAINMENT
DAY
Tuesday, Nov 2
DISCUSSION/ACTIVITIES READINGS
Discussion Topic: Status Castilla (2008)
Attainment
Corcoran, M. (1995)
Thursday, Nov 4
Numeracy Topic:
Distributions &
Correlations
ASSIGNMENTS DUE
Student Presentations
& Reading
Summaries Due
(Castilla, Corcoran)
In-Class Distributions
& Correlations
Assignment Due
WEEK 11: SOCIAL MOBILITY—EDUCATION
DAY
Tuesday, Nov 9
DISCUSSION/ACTIVITIES READINGS
Discussion Topic:
Entwisle, Alexander
Education 7 Mobility
& Olson (2005)
Goldsmith (2009)
Thursday, Nov 11
Numeracy Topic:
Multivariate Statistical
Analysis
ASSIGNMENTS DUE
Student Presentations
& Reading
Summaries Due
(Entwisle,
Goldsmith)
In-Class Multivariate
Statistics Assignment
Due
WEEK 12: SOME CONSEQUENCES OF STRATIFICATION—CRIME
DAY
Tuesday, Nov 16
Thursday, Nov 18
DISCUSSION/ACTIVITIES READINGS
Discussion Topic: Crime Western, Kleykamp
& Stratification
& Rosenfeld (2006)
Numeracy Topic:
Creating Tables &
Figures
Folbre (2009)
Group Research
ASSIGNMENTS DUE
Student Presentations
& Reading
Summaries Due
(Western)
In-Class Tables &
Figures Assignment
Due
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WEEK 13: SOME CONSEQUENCES OF STRATIFICATION—HAPPINESS
DAY
Tuesday, Nov 30
DISCUSSION/ACTIVITIES READINGS
Discussion Topic:
Hout (2003)
Happiness &
Stratification
Thursday, Dec 2
Numeracy Topic:
Group and Individual
Lab Work
ASSIGNMENTS DUE
Student Presentations
& Reading
Summaries Due
(Hout)
WEEK 14: GOSPEL PERSPECTIVES ON INEQUALITY
DAY
Tuesday, Dec 7
Thursday, Dec 28
DISCUSSION/ACTIVITIES READINGS
Discussion Topic:
Please bring
Gospel Perspectives on
scriptures to class
Inequality
Discussion Topic:
Presenting your Work
ASSIGNMENTS DUE
Please bring
scriptures to class
FINAL EXAM: GROUP PRESENTATIONS
DAY
FRI, DEC 17,
11am-2pm
(Classroom)
DISCUSSION/ACTIVITIES READINGS
ASSIGNMENTS DUE
FINAL PRESENTATIONS
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Course Readings
Week 1: Basic Concepts & Trends of Social Stratification
Krugman, Paul. 2002. “For Richer.” New York Times, October, 20.
http://www.nytimes.com/2002/10/20/magazine/for-richer.html?pagewanted=print
DiPrete, Thomas A. 2007. “What has Sociology to Contribute to the Study of Inequality Trends?
A Historical and Comparative Perspective.” American Behavioral Scientist 50 (5):60318.
Week 2: Stratification in the U.S.—National Comparisons
White, Lynn. 2005. “Writes of Passage: Writing an Empirical Journal Article.” Journal of
Marriage and Family 67:791-798.
Gottschalk, Peter. and Sheldon Danziger 2005. “Inequality of Wage Rates, Earnings and
Family Income in the United States, 1975-2000.” Review of Income and Wealth 51
(2):231-54.
Week 3: Stratification in the U.S.—International Comparisons
Dreier, Peter. 2007. “Just the Numbers: The United States in Comparative Perspective.” Contexts
6 (3):38-47.
Smeeding, Timothy M. 2005. “Public Policy, Economic Inequality, and Poverty: The United
States in Comparative Perspective.” Social Science Quarterly 86:955-83.
Week 4: Theories of Social Stratification
Davis, Kingley. 1942. “A Conceptual Analysis of Stratification.” American Sociological Review
7 (3):309-321.
Davis, Kingsley and Wilbert E. Moore. 1945. “Some Principles of Stratification.” American
Sociological Review 10 (2):242-249.
Tumin, Melvin M. 1953. “Some Principles of Stratification: A Critical Analysis.” American
Sociological Review 18 (4):387-394.
Marx, Karl and Frederick Engels 1848. “The Manifesto of the Communist Party.”
http://www.marxists.org/archive/marx/works/download/manifest.pdf
Collins, Randall. 1971a. “A Conflict Theory of Sexual Stratification.” Social Problems 19(1):321.
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Collins, Randall. 1971b. “Functional and Conflict Theories of Educational Stratification.”
American Sociological Review 36 (6):1002-1019.
Mills, C. Wright. 1958. “The Structure of Power in American Society.” The British Journal of
Sociology 9 (1):29-41.
Week 5: Mechanisms of Stratification: Gender
Correll, Shelley J., Stephen Benard, and In Paik. 2007. “Getting a Job: Is there a Motherhood
Penalty?” American Journal of Sociology 112 (5):1297-1338.
Cohen, Philip N. and Matt L. Huffman. 2003. “Occupational Segregation and the Devaluation of
Women’s Work across U.S. Labor Markets.” Social Forces 81(3):881-907.
Week 6: Mechanisms of Stratification: Race/Ethnicity
Pager, Devah. 2003. “The Mark of a Criminal Record.” American Journal of Sociology 108
(5):937-75.
McDermott, Monica. 2002. “Trends in the Race and Ethnicity of Eminent Americans.”
Sociological Forum 17 (1):137-160.
Week 8: Mechanisms of Stratification: Social Class
Hoynes, Hilary W., Marianne E. Page, and Ann H. Stevens. 2005. “Poverty in America.”
Journal of Economic Perspectives 20 (1):47-68.
Rank, Mark R. 2003. “As American as Apple Pie: Poverty and Welfare.” Contexts 2 (3):41-49.
Esping-Anderson, Gøsta. 2007. “Equal Opportunities and the Welfare State.” Contexts 6 (3):2327.
Week 9: Mechanisms of Stratification: The Family
Lareau, Annette. 2002. “Invisible Inequality: Social Class and Childrearing in Black Families
and White Families.” American Sociological Review 67 (5):747-776.
Buchmann, Claudia and Thomas A. DiPrete 2006. “The Growing Female Advantage in College
Completion: The Role of Family Background and Academic Achievement.” American
Sociological Review 71 (4):515-41.
Week 10: Social Mobility: Status Attainment
Castilla, Emilio. J. 2008. “Gender, Race, and Meritocracy in Organizational Careers.” American
Journal of Sociology 113 (6):1479-1526.
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Corcoran, M. 1995. “Rags to Rags: Poverty and Mobility in the United States.” Annual Review
of Sociology 21:237-267.
Week 11: Social Mobility: Education
Entwisle, Doris R., Karl L. Alexander, and Linda S. Olson. 2005. “First Grade and Educational
Attainment by Age 22: A New Story.” American Journal of Sociology 110 (5):14581502.
Goldsmith, Pat R. 2009. “Schools or Neighborhoods or Both? Race and Ethnic Segregation and
Educational Attainment.” Social Forces 87 (4):1913-42.
Week 12: Consequences of Stratification: Crime
Western, Bruce, Meredith Kleykamp, and Jake Rosenfeld. 2006. “Did Falling Wages and
Employment Increase U.S. Imprisonment?” Social Forces 84 (4):2291-2311.
Folbre, Nancy. 2009. “Crime and Punishment: Some Costs of Inequality.” New York Times,
March 12.
http://economix.blogs.nytimes.com/2009/03/12/crime-and-punishment-some-costs-ofinequality/
Week 13: Consequences of Stratification: Happiness
Hout, Michael. 2003. Money and Morale: What Growing Inequality is Doing to Americans’
Views of Themselves and Others. University of California, Berkeley Survey Research
Center.
http://www.russellsage.org/publications/workingpapers/moneymorale/document
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