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
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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.
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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
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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
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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.
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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
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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
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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:
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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
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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.
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