Sociology 418, Sociology of Education, Fall 2010
Tuesdays and Thursdays, 11:45-1:00 in Winston Room 001
Course Website: http://courses.ncsu.edu/soc418/lec/001
Instructor: Dr. Martha Crowley (martha_crowley@ncsu.edu, 515-9022, email is preferred)
Office Hours: 1:45-2:45 Thursdays and by appointment in the 1911 Building, Room 325
Teaching Assistant: Mr. Joshua Lambert (jlamber3@ncsu.edu, 515-7725)
Office Hours: Monday 3:00-5:00, Tuesdays/Thursdays 10:30-111:30, in the 1911 Building, Room 328
Course Description
This course will introduce you to sociological perspectives on education. It is divided into two sections: (1)
the influence of social class on educational structure and process, with attention to variation across place and
time; and (2) the influence of race and gender on educational aspirations and outcomes, with attention to
educational policy and alternative educational programming. Students will become familiar with processes
played out in families, schools, communities, and labor markets that link social stratification to educational
opportunity and outcomes. Cross-national variation in structure and process are also addressed.
Required Reading Materials
1. Book: Ain’t No Makin’ It by Jay MacLeod, 2008 edition.
2. Press packet (a pdf file of readings from various media outlets) available via the course website.
3. Reading packet available in either paper or electronic format. Hard copies are available for purchase
at Sir Speedy, located on Hillsborough Street across from D.H. Hill Library (919-834-8128).
Electronic copies are available via Electronic Reserve via the NCSU Library website
(https://reserves.lib.ncsu.edu/).
4. Please note the following
a. You are responsible for purchasing/downloading readings in advance of the date for which they
are due. Problems with the library’s website are not an excuse for not completing readings. If
you choose to download rather than buy the reading packet, do this far in advance of the due
dates – preferably at the start of the semester. Save a copy of the press packet now.
b. Be certain to follow the syllabus. The library reserve system and the reading packet do not
necessarily provide articles in the order in which the class will read them. Additionally, in some
cases, the syllabus notes that only a portion of the reading is required.
Students with Disabilities
Reasonable accommodations will be made for students with verifiable disabilities. In order
to take advantage of available accommodations, students must register with Disability
Services for Students at the Student Health Center, Suite 1900, Campus Box 7509, (5157653). Additionally, students must notify me of their needs in a timely manner.
Accommodations cannot be made after the fact. For more information on the Disability
Services Office, go to http://www.ncsu.edu/provost/offices/affirm_action/dss/ For more
information on NC State’s policy on working with students with disabilities, please see the
Academic Accommodations for Students with Disabilities Regulation (REG02.20.1).
Expectations/Requirements
1. Attendance is fundamental to learning the material. If your name appears on the course roster and
you are not in class, you will be counted absent. Students are allowed three unexcused absences.
Each additional unexcused absence will result in a one-percentage-point drop in your final grade
(with a maximum of a ten-percentage-point reduction). Excused absences may only be secured in a
limited number of situations, and documentation is required. Documentation must be provided
within two weeks of the absence in question, and the documentation must specify the exact dates to
be excused. See this website for information about which kinds of absences are excused and how to
document them: http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.3.php
(please note that non-emergency doctor appointments are not excused under this policy). See the
section on professionalism to learn how excessive tardiness will affect your attendance record.
Students with zero unexcused absences will receive a bonus of two percentage points toward their
final grades.
Cancellations: I will notify you by e-mail at least 45 minutes in advance (much earlier if possible) if
class is cancelled due to inclement weather or another emergency. Otherwise, class will occur as
scheduled. I reserve the right to adjust the attendance policy and I have sole discretion in deciding
what adjustments may be made. The last day of class is the deadline to check your record of
attendance with the T.A.
2. Participation enhances your own and others’ learning. My lecture style is highly interactive and is
driven by student participation. Students who do not feel comfortable contributing to the general
discussion can make valuable contributions in small group activities, so long as conversations
remain on topic.
All contributions to large and small group discussions are to be made in a respectful, professional
and constructive fashion. Unprofessional, argumentative and disrespectful comments and/or
behavior debase the classroom environment and impede student learning. Name-calling and
denigration, whether directed at an individual or a social group, will not be tolerated regardless of
whether a member of the social group is actually present in the classroom. Alternative perspectives
offered in a respectful, professional and constructive manner are always welcome
3. Professionalism is required, not only in classroom discussion (as described above), but in more
general classroom comportment.
Contrary to popular belief, students and their behavior are highly visible to both their instructors
and to other students. Tardiness and conversations during class are distracting, disruptive and
disrespectful to everyone in the room and these behaviors will not be tolerated in this class. Three
instances of tardiness will be counted as an unexcused absence (see the attendance policy above),
and tardiness may forfeit your ability to take a quiz given to class. If you have difficulty getting to
places on time, I recommend that you read the book Never Be Late Again by Diana Delonzor. If you
must leave during class, notify both the TA and myself before class begins in order to receive credit
for attending class. Do not exit and re-enter class more than once, and do not make a habit of doing
this as it is disruptive. Email, internet and texting activities on your laptop are highly visible to your
instructor and other students. You are welcome to take notes on your computer, but you may not
email, play on the internet or text during class as this is unprofessional and distracting to others.
Be aware that holding conversations with classmates during class may result in an invitation to take
your conversation elsewhere without prior warning.
4. Readings were selected on the basis of their capacity to interest you in the subject, and must be
completed before class on the day for which they are assigned. They provide an important
foundation for learning and participation, and students must do the reading on time in order to pass
the course.
5. Frequent unannounced quizzes on the readings and other course content will determine a
significant portion of your course grade. Your two lowest quiz scores will be dropped. All other
scores will count toward your final grade. Students who miss a quiz due to an excused absence will
have the opportunity to substitute a detailed written summary of that day’s reading assignment for
the missed quiz score (2-3 double-spaced typed pages, 12-point font, 1-inch margins). This
summary must be turned in to the TA no more than two weeks from the date of the missed quiz, and
must be accompanied by documentation for the excused absence. Refer to the attendance policy
(above) for more information.
Please note: Quizzes are not meant to make the course more challenging. On the contrary,
quizzes are meant to operate as a structured incentive to complete your readings on time. Doing so
will make it easier to understand course material and participate in discussion, and will reduce the
need for cramming prior to exams. Be aware that quizzes may also serve other purposes. For
example, they may gauge participation or in-class reflection on course content.
6. Two non-cumulative in-class examinations will consist of objective, short answer and essay
questions (no particular ratio of question format is implied). Any class material may appear on the
exams. You must study for exams in order to pass this class. Detailed study question closely
paralleling both lecture and the exams will be updated as the course progresses and made available
via the course website. No make-up exams will be offered for in-class examinations.
An optional cumulative final exam will be offered. Your score on this exam, should you choose to
take it, will replace your lowest exam score, including a zero for a missed exam. If you have missed
both in-class exams, one of those zeros will stand (you cannot make up two missed exams). Taking
the final exam cannot hurt your grade. If you receive a lower score on the final exam than on the
earlier two exams, your final exam score will be disregarded. You must notify the TA on the last day
of class if you plan to take the final. You will not know your scores on all components of your grade
by the date of the exam.
7. Two papers: one short reflective paper (2 pages) regarding your beliefs about education and
opportunity, and one long reflective paper (8-10 pages) regarding your beliefs about education and
opportunity, demonstrating mastery of course material.
8. Use of e-mail and course website. I frequently send useful information via e-mail, and handouts,
study guides and other helpful materials will be made available via the course website.
9. Seek out assistance if you need it. Your TA and I are here to help. Academic assistance is also
available through the Undergraduate Tutorial Center (http://www.ncsu.edu/tutorial_center/).
Assistance for students with physical or learning disabilities may be arranged through the Disability
Services Office (information above). I encourage you to contact the Counseling Center
(http://www.ncsu.edu/student_affairs/counseling_center/) if personal, academic or vocational
problems are interfering with your coursework. Resources are also available at the Women’s Center
(http://www.ncsu.edu/womens_center/), the Student Health Center
(http://www.ncsu.edu/student_health/), and the Career Center (http://www.ncsu.edu/career/).
10. No begging. The terms of this course are outlined in full and every student can expect the policies
outlined here to be applied consistently. I will not provide extra work at the end of the semester for
students who are failing the course, as it would be unfair to give any student an opportunity that is
not available to all. If you are unable to meet the expectations/requirements listed here, I
recommend that you drop this course and take it another time. If problems arise during the semester,
be certain that you make arrangements complying with the course policies noted above. If you have
serious problems warranting withdrawal after the drop deadline, you can learn more about your
options by clicking the appropriate link on the Counseling Center’s main page (information above).
***Notice***
To pass this course, you absolutely must attend class, complete readings on schedule, and study
for exams. If you are unwilling or unable to make these commitments, I strongly recommend
that you take this course another time. By remaining in this class, you are acknowledging that
you understand and will adhere to the expectations/requirements noted on the syllabus.
Grades
Quizzes (20%) + First Exam (25%) + Second Exam (25%) + Short Paper (5%) + Final Paper (20%) +
Participation and Professionalism (5%) = 100%.
Note: Final scores will be rounded. An optional final may substitute for a lower exam score. Perfect
attendance will result in a bonus of two percentage points added to your final grade. Excessive unexcused
absences will result in deductions from your final grade (up to 10%, depending on the number of absences)
A Range:
B Range:
C Range:
D Range:
Failing:
A- (90-92%) A (93-96%)
B- (80-82%) B (83-86%)
C- (70-72%) C (73-76%)
D- (60-62%) D (63-66%)
F (59% and below)
A+ (97% and above
B+ (87-89%)
C+ (77-79%)
D+ (67-69%)
Course Schedule and Required Readings
Thursday, August 19
Introduction to course
***Short reflective paper assigned ***
Tuesday, August 24
Topic: Historical change and the concept of equality of educational opportunity
Required Reading: Coleman “The Concept of Equality of Educational Opportunity” pp. 7-15 only
Required Reading: Press packet article “Home Schoolers Content to Take Children’s Lead”
Thursday, August 26
***Short reflective paper due ***
***First quiz due***
Topic: School funding and school quality
Required Reading: Kozol “The Savage Inequalities of Public Education in New York”
Film: Children in America’s Schools
Tuesday, August 31
Topic: The “correspondence principle” and “learning generalization”
Required Reading: Bowles and Gintis “Education and Personal Development”
Required Reading: Ain’t No Makin It, pp. 12-13 (“Bowles and Gintis”) and p. 113 (two paragraphs beginning with
“In contemporary America”)
Required Reading: Press packet article “Detroit High Schools Teach How To Work at Walmart”
Thursday, September 2
Topic: Teacher expectation and self-fulfilling prophecies
Required Reading: Rist “Social Class and Teacher Expectations”
Required Reading: Ain’t No Makin It, pp. 13-14 (“Pierre Bourdieu,” ending mid-page at “Bourdieu’s model”)
Required Reading: Ain’t No Makin It, pp. 16-18 (“Basil Bernstein and Shirley Brice Heath: Linguistic Cultural
Capital”)
Tuesday, September 7
Topic: Ability grouping within schools
Required Reading: Gamoran “Is Ability Grouping Equitable?”
Required Reading: Roscigno and Ainsworth-Darnell “Tracking Matters”
Required Reading: Oakes “The Distribution of Knowledge”
Required Reading: Press packet article “Equity of Test Is Debated as Children Compete for Gifted Kindergarten”
Required Reading: Press packet article “Study on I.Q. Prompts Debate on Family Dynamics”
Thursday, September 9
Topic: Cross-national variation in tracking of students into different schools
Required Reading: Kerckhoff “Transition from School to Work in Comparative Perspective”
Required Reading: Press packet article “One Classroom From Sea to Shining Sea”
Required Reading: Press packet article “Panel Proposes Single Standard for All Schools”
Tuesday, September 14
Topic: Talent
Required Reading: Chambliss “The Mundanity of Excellence”
Required Reading: Press packet article “Genius: The Modern View”
Thursday, September 16
Topic: Social class and children’s home environment
Required Reading: Lareau “Unequal Childhoods: Class, Race, and Family Life”
Required Reading: Entwisle, Alexander and Olson “The Nature of Schooling”
Required Reading: Press packet article “Summer Must Read for Kids? Any Book”
Tuesday, September 21
Topic: Social class and parental involvement in schooling
Required Reading: Lareau “Social Class Differences in Family-School Relationships: The Importance of Cultural
Capital”
Required Reading: Wells and Crain “Consumers of Urban Education”
Thursday, September 23
Topic: Private schools
Required Reading: Cookson and Persell “The Vital Link”
Required Reading: Domhoff “Who Rules America?”
Required Reading: Press packet article “Watch How You Hold That Crayon”
Tuesday, September 28
Topic: Credentials – skills or socialization?
Required Reading: Collins “Functional and Conflict Theories of Educational Stratification” marked passages only
Required Reading: Press packet article “Dean at M.I.T. Resigns; Ending a 28-year Lie”
Thursday, September 30
Topic: Credentials and the elite advantage
Required Reading: Parkin “Marxism and Class Theory: A Bourgeois Critique” marked passages only
Required Reading: Press packet article “They Want to Sell Your Kid”
Required Reading: Press packet article “The Execution of Janice Almitairi”
Skim: http://www.ivywise.com/About.htm
Skim: http://www.ivywise.com/Services_9-10.htm
Skim: http://www.ivywise.com/Testimonials_students.htm
Tuesday, October 5
Topic: Educational reform and maintaining the elite advantage
Required Reading: Walters “The Limits of Growth: School Expansion and School Reform in Historical
Perspective”
Required Reading: Press packet article “Ivy League Crunch Brings New Cachet to Next Tier”
Required Reading: Press packet article “Admissions Highs and Lows”
Required Reading: Press packet article “In Hard Times, Lured Into Trade School and Debt”
Required Reading: Press packet article “The Unpaid Intern, Legal or Not”
Thursday, October 7
***Fall Break (no class)***
Tuesday, October 12
***First Exam***
Thursday, October 14
Topic: Standardized testing
Film: Secrets of the SAT – topic of discussion in upcoming class
Required Reading: Steele “Stereotype Threat and African-American Student Achievement”
Required Reading: Press packet article “College Panel Calls for Less Focus on SATs”
Tuesday, October 19
***Long reflective paper assigned (due last day of class) ***
Topic: Standardized testing continued
Required Reading: Press packet article “Elite Colleges Open New Door to Poor Youth”
Required Reading: Press packet article “Making a Hard-Life Story Open a Door to College”
Required Reading: Press packet article “Harvard Law, Hoping Students Will Consider Public Service…”
Thursday, October 21
Topic: Race, class and educational aspirations
Required Reading: Ain’t No Makin’ It, chapter 1
Required Reading: Ain’t No Makin’ It, pp. 13-16 (“Pierre Bourdieu”)
Required Reading: Ain’t No Makin’ It, pp. 18-20 (“Paul Willis”)
Required Reading: Ain’t No Makin’ It, pp. 22-23 (“Social Reproduction in Clarendon Heights”)
Required Reading: Ain’t No Makin’ It, chapters 3 and 4
Tuesday, October 26
Topic: Race, class and educational aspirations
Required Reading: Ain’t No Makin’ It, chapters 5 and 6
Thursday, October 28
Topic: Race, class and educational aspirations
Required Reading: Ain’t No Makin’ It, chapters 7 and 8
(next week’s reading is a bit longer, so you may want to start reading for that session a little earlier than normal)
Tuesday, November 2
Topic: Race, class and educational aspirations
Required Reading: Ain’t No Makin’ It, quickly skim chapters 9 and 10, read chapters 11 and 14, read Appendix 2
(p. 505)
Thursday, November 4
Topic: Oppositional culture
Required Reading: Fordham and Ogbu “Black Students’ School Success: Coping with the Burden of ‘Acting
White’”
Required Reading: Ainsworth-Darnell and Downey “Assessing the Oppositional Culture Explanation for
Racial/Ethnic Differences in School Performance” marked passages only
Tuesday, November 9
Topic: Gender and educational investment in the U.S.
Required Reading: Mickelson “Why Does Jane Read and Write So Well?”
Required Reading: Press packet article “At Colleges, Women Are Leaving Men in the Dust”
Thursday, November 11
Topic: Gender and educational performance
Required Reading: Press packet article “Bias Against Girls Is Found Rife in Schools, With Lasting Damage”
Required Reading: Press packet article “Gender Gap for the Gifted in City Schools”
Required Reading: Press packet article “The War Against Boys”
Tuesday, November 16
Topic: Gender and educational performance (continued)
Required Reading: Press packet article “Is There a War Against Boys?”
Required Reading: Press packet article “A War Against Boys?”
Thursday, November 18
***Second Exam***
Tuesday, November 23
Topic: Alternative Educational Programming (Note: This is not as much reading as it seems to be)
Film: Schools in Crisis - topic of discussion in upcoming class
Required Reading: Press packet article “Bill Gates Tells Senate He’s Worried about U.S. Competitiveness”
Required Reading: Press packet article “Toyota Moving Northward”
Required Reading: Press packet article “Factory Jobs Return, but Employers Find Skills Shortage”
Required Reading: Press packet article “Comparing American Students With Those in China and India”
Required Reading: Press packet article “Most Students in Big Cities Lag Badly in Basic Science”
Required Reading: Press packet article “States’ Data Obscure How Few Finish High School”
Required Reading: Press packet article “At 2-Year Colleges, Students Eager, but Unready”
Required Reading: Press packet article “Our Schools Must Do Better”
Required Reading: Press packet article “Teachers Matter”
Required Reading: Press packet article “Where the Bar Ought to Be”
Required Reading: Press packet article “The Case for $320,000 Kindergarten Teachers”
Required Reading: Press packet article “Study Urges Flipping Teacher Pay”
Required Reading: Press packet article “Teach for America”
Required Reading: Press packet article “(No Title) June 6, 2009, Op-Ed Columnist Bob Herbert”
Thursday, November 25
***Thanksgiving Break (no class)***
Tuesday, November 30
Topic: No Child Left Behind and Critical Perspectives
(Note: This is not as much reading as it seems to be)
Required Reading: Press packet article “As Test Scores Jump, Raleigh Credits Integration by Income”
Required Reading: Press packet article “Diversity Drives Wake Schools Race”
Required Reading: Press packet article “District May End N.C. Economic Diversity Program”
Required Reading: Press packet article (read the last page first) “Gaps Persist Despite No Child Left Behind Law”
Required Reading: Press packet article “Test and Switch”
Required Reading: Press packet article “As School Exit Tests Prove Tough, States Ease Standards”
Required Reading: Press packet article “Standards Raised, More Students Fail Tests”
Required Reading: Press packet article “Why the Achievement Gap Persists”
Required Reading: Press packet article “Most States Fail Demands in Education law”
Required Reading: Press packet article “Schools Cut Back Subjects to Push Reading and Math”
Required Reading: Press packet article “Failing Schools Strain to Meet U.S. Standard”
Required Reading: Press packet article “U.S. Eases ‘No Child’ Law as Applied to Some States”
Thursday, December 2
***Long reflective paper due***
***Deadline to notify TA of intent to take the final***
***Deadline to check attendance history with your TA***
Topic: Discussion and course wrap-up (no required reading)
Tuesday, December 14
***Optional Final Exam 9:00-11:00***
Note: Exam will not be given early or late.
Quiz 1 Instructions
1. Turn card sideways, like this:
2. On one side,
a. write in large, black print (in marker if possible) the first and last name you want me to use when I take
attendance.
b. Below that, glue or staple a color photograph (or a color copy of a color photograph) of yourself (no
paperclips).
3. On the other side, write
a. your full name
b. your year in school
c. your major
d. anything you think I should know about you
e. a fun fact about yourself