Soc 326: Sociology of Education Professor: Kristie J. R. Phillips Course: Sociology 326, Section 001 Time: T/TH 8:00 – 10:30am Classroom: B032 JFSB Office Hours: T/TH 10:30 – 11:00am E-mail: Kristie_Phillips@byu.edu Sociology Office: 2051 JFSB Campus Phone: 422-4882 Required Texts Readings: Sociology of Education See end of document for list of additional readings that can be found on Blackboard 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. I encourage those of you who are majoring in sociology or interested in majoring in sociology 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 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 should. 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 well as the program learning outcomes. Each and every assignment you will complete in this 1 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 education by identifying applications of these theories within the context of education today. Students will read about, research, and participate in activities about major controversies and debates about the current state of education. Students will critically assess the strengths and weaknesses of theories and research related to sociology of education. Students will expand their knowledge of the life experiences of others by reading academic research that stresses the unequal opportunities education often presents. Students will learn how race, class, and gender intersect with education by reading course material, participating in class lectures and activities, and by synthesizing information presented. Students will understand sources of social conflict and be able to describe these relationships of power as they relate to education and educational opportunities. Students will refer to theories that inform the sociology of education throughout the semester and learn to conceptualize all course readings within the context of relevant theoretical perspectives. Students will participate in researchbased activities that require bibliographic searches for quality research on topics related to the sociology of education. Students will demonstrate their knowledge of various topics in sociology of education by synthesizing their informed ideas in Graduates will know the major controversies and debates, new developments, emerging issues, and current trends within substantive areas. Graduates will be able to critically assess the strengths and weaknesses of current sociological theories and research relating to substantive areas. Graduates will learn the limitations of extrapolating from their own experience and will be able to articulate how the life experience of others may differ from their own. 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 will be able to articulate the sources of social conflict and describe the relations of power in modern society. Graduates are able to critically assess the strengths and weaknesses of relevant theoretical perspectives. 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 Assessment of Progress Participation in lectures. Participation in theory groups. Reading presentations. Midterm examination. Participation in class lectures. Reading presentations. In-class activities. Final essay exam. Participation in lectures. Participation in theory groups. Reading presentations. Midterm examination. Participation in class lectures. Reading presentations. In-class activities. Final essay exam. Participation in class lectures. Reading presentations. In-class activities. Final essay exam. Participation in class lectures. Reading presentations. Participation in theory groups. In-class activities. Participation in lectures. Participation in theory groups. Reading presentations. Midterm examination. Final essay exam. Final essay exam. 2 argument in writing. scholarly writing. Course Requirements & Policies 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, PAGERS, and MP3 PLAYERS 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, type up your homework for another class, facebook, check email, 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, watch videos, etc. during class. Such behavior is unprofessional and rude. If I see you 3 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 doc you 15% of your final grade. 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 topics we will discuss in class. These ideas are sometimes 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 these ideas. 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 or are late to class—unless your absence is excused. 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). Online Course Evaluation In order to receive your full participation points, you must complete the online course evaluation at the end of the semester. Make sure you submit your name along with the evaluation. I will not be able to match your name to your evaluation, but I will be able to give you credit for completing it. 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 4 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. 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, and d) add to the class conversation. Your grade in this class is intended to reflect your performance on these four criteria. A variety of assignments are used to assess and evaluate your performance. These assignments will be explained in more detail as the semester progresses. All assignments are due in class on the due date. Written assignments (such as your final essay exam) 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. 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 Be honest in your work, especially in avoiding plagiarism. Plagiarism involves the use of others' words and ideas as one's own without giving appropriate credit to the rightful source. Copying other students’ work or not documenting printed sources from which you use information is dishonest and is classified as the stealing of one’s intellectual property. In academia, this is a very serious offense, and it warrants failure on that paper and failure in the course. If you have any questions about plagiarism, please come see me. While all students sign the honor code, there are still specific skills most students need to master over time in order to correctly cite sources, especially in this new age of the internet; as well as deal with the stress and strain of college life without resorting to cheating. :lease know that as your instructor I will notice instances of cheating on exams or plagiarizing on papers. See http://www.byu.edu/honorcode for specific examples of intentional, inadvertent plagiarism, and fabrication, falsification. 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 in class. 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. 5 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. 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 paper or give an average presentation, you will earn an average grade—more specifically, a “C.” A good paper, 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 6 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. Assignment and Percentage Breakdown 15% 35% 35% 15% Reading Presentation Mid-Term Exam Final Essay Exam Participation Participation in In-Class Activities Group Theory Presentation Reading Quizzes Class Online Evaluation Professionalism TOTAL 100% Grading Scale A AB+ B BC+ 94-100% 90-93.5% 87-89% 83-86% 80-82% 77-79% C CD+ D DE 73-76% 70-72% 67-69% 63-66% 60-62% 0-59% 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 7 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 sociology and education; 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. Class Schedule Note: Items in this syllabus may change as necessary to meet the needs of the class. WEEK 1: EXPLORING SOCIAL CONCEPTS IN EDUCATION DAY Tuesday, Apr 27 Thursday, Apr 29 TOPIC Discussion Topic: Introduction Review Syllabus Purpose of Schooling Discussion Topic: Educational Advantages Educational Outcomes Funds of Knowledge READINGS ASSIGNMENTS DUE In-Class Activity WEEK 2: HISTORY OF EDUCATION DAY Tuesday, May 4 Thursday, May 6 TOPIC Discussion Topic: Colonial Education National Period Discussion Topic: Common Schools Progressive Era READINGS Tyack (1966) ASSIGNMENTS DUE Tyack (1976) Rury (2002) Assign Chapters 2-8 READINGS A Nation At Risk No Child Left Behind ASSIGNMENTS DUE In-Class Activity Text: Ch. 1 Theory Presentation WEEK 3: THINKING ABOUT EDUCATION TODAY DAY Tuesday, May 11 Thursday, May 13 TOPIC Discussion Topic: Modern History Modern Contexts of Ed. Discussion Topic: 8 Social Theories & Education Text: Ch. 2-8 (Ch. 2-8) READINGS Text: Ch. 2-8 ASSIGNMENTS DUE Theory Presentation (Ch. 2-8) In-Class Activity WEEK 4: MIDTERM & REVIEW DAY Tuesday, May 18 Thursday, May 20 TOPIC Discussion Topic: Social Theories Applying Theories Prepare for Midterm Discussion Topic: Midterm Exam (in class) Midterm Exam WEEK 5: EDUCATIONAL INEQUALITIES DAY Tuesday, May 25 Thursday, May 27 TOPIC Discussion Topic: Child Upbringing Tracking Discussion Topic: School Choice Vouchers Academic Writing READINGS Text: Ch. 19 Text: Ch. 18 ASSIGNMENTS DUE Reading Presentation In-Class Activity Holme (2002) Reading Presentation In-Class Activity READINGS ASSIGNMENTS DUE Study for Final Exam Text: Ch. 23 Mickelson (1989, 2003) Reading Presentation WEEK 6: GENDER & EDUCATION DAY Tuesday, June 1 Thursday, June 3 TOPIC Discussion Topic: No Class Discussion Topic: Gender & Education Writing Assignments WEEK 7: RACE & EDUCATION / INTERNATIONAL EDUCATION DAY Tuesday, June 8 Thursday, June 10 TOPIC Discussion Topic: Race & Education Discussion Topic: International Education U.S. Comparisons READINGS Text: Ch. 22 Text: Ch. 20 Text: Ch. 12 Text: Ch. 14 ASSIGNMENTS DUE Reading Presentation In-Class Activity Reading Presentation FINAL EXAM: FINAL PAPERS DUE DAY DISCUSSION/ACTIVITIES READINGS ASSIGNMENTS DUE 9 WED, JUNE 16, 7-8:50 PM FINAL ESSAY EXAMS DUE Additional Course Readings Tyack, D. (1966). Forming the National Character. Harvard Educational Review, 36(1): 29-41. Tyack, D. (1976). Ways of Seeing. Harvard Educational Review, 46(3): 1-23. Rury, J. (2002). Democracy’s High School? Social Change and American Secondary Education in the Post-Conant Era. American Educational Research Journal, 39(2): 307-336. A Nation at Risk: http://www.ed.gov/pubs/NatAtRisk/risk.html No Child Left Behind: http://www.ed.gov/nclb/overview/intro/edpicks.jhtml Holme, J. J. (2002). Buying homes, buying schools: School choice and the social construction of school quality. Harvard Educational Review, 72(2): 177-205. Mickelson, R. A. (1989). Why does Jane read and write so well? The anomaly of women’s achievement. Sociology of Education, 62(1), 47-63. Mickelson, R. A. (2003). Gender, Bourdieu, and the Anomaly of Women’s Achievement Redux. Sociology of Education, 76(4), 373-375. 10