Sociology 3410h
Sociology of Education
Instructor:
Office:
Phone:
E-mail:
Office Hours:
Jim Conley
Otonabee College 232 [map]
705-748-1011 x7822
jconley@trentu.ca
Monday
Tuesday
Secretary:
Office:
Phone:
E-mail:
Tracey Horn
Otonabee College 220
705-748-1011 x7537
traceyhorn@trentu.ca
11:30 - 13:00
11:00 - 12:30, or by appointment
Lecture: Thursday 11:00
Seminars: Thursday 16:00
Friday 10:00
Friday 11:00
- 12:50
- 16:50
- 10:50
- 11:50
OCA 205 *
OCA 171
OCA 204
OCA 204
This course is about formal education as a social institution in relation to other social institutions,
focusing primarily on elementary and secondary schooling. Topics will include sociological theories
of education, the social organization of schools and teaching, status relations among students, the
relationship between schooling and class, gender and racial / ethnic inequalities, and current
changes in schooling. The course will provide the sociological, historical and comparative
background necessary for understanding contemporary conflicts and change in educational
institutions in Canada.
Required Texts
(available at the Trent Bookstore)
Dalton Conley, Honky. New York: Vintage Books, 2001.
Scott Davies and Neil Guppy, The Schooled Society: An Introduction to the Sociology of Education,
second edition. Don Mills: Oxford University Press, 2010.
Additional Readings
Additional required readings are assigned mainly from electronic resources available at Trent. In
the course outline, these are indicated by “[e-journal]” which also serves as a link to the article.
Learning Objectives
By the end of this course, you will be expected to be able to:
1) use sociological theories to explain the causes and consequences of the expansion of
schooling;
2) describe and explain the extent of and changes in inequalities in education;
3) describe the forces shaping the organization of schooling and the work of teachers;
4) critically evaluate proposals for school reform;
5) understand your own school experiences sociologically.
The course requirements are designed to assess the extent to which you have achieved these
objectives.
* locations subject to change: check the Sociology timetable
SOCI 3410h winter 2012 — 2
Course Requirements
1.1) Seminar participation:
Each member of the class is expected to participate in seminar discussions, which will be organized
around questions on the week’s readings. The grade will be based on both the quantity and
quality of seminar participation, with emphasis on the latter.
Value: 10%
1.2) Seminar Leadership:
Working with a least one other student, each student will be required to prepare a brief
presentation and facilitate discussion in 1 seminar.
Value: 5%
2) Exams:
I.
II.
on weeks 1-5: Feb. 16
on weeks 7-9: March 22
Value: 30%
Value: 25%
3) Essay
A 1500 word essay examining the role of cultural, social and financial capital in the educational
trajectory of Dalton Conley as portrayed in his book Honky. How was it affected by his position in
relations of racial, gender and class inequality? How was your own education affected by all of
these factors? Due date: April 12.
Value: 30%
Notice on Academic Integrity
Academic dishonesty, which includes plagiarism and cheating, is an extremely
serious academic offense and carries penalties varying from a 0 grade on an
assignment to expulsion from the University. You have a responsibility to educate
yourself – unfamiliarity with the policy is not an excuse. You are strongly
encouraged to visit Trent’s Academic Integrity website to learn more.
Policy on Late Assignments
Assignments are due on the date specified in this outline. Extensions will be granted only in
exceptional circumstances, at the instructor’s discretion. Late assignments will be subject to a 5%
penalty for each day after the due date.
Access to Instruction
It is Trent University's intent to create an inclusive learning environment. If a student has a disability
and/or health consideration and feels that he/she may need accommodations to succeed in this
course, the student should contact the Disability Services Office (Blackburn Hall, Suite 132,
748-1281, disabilityservices@trentu.ca) as soon as possible.
Note on readings & attendance:
Lecture and seminar readings are sometimes listed separately. Both are required, and it is assumed
that you will have done both before the seminar.
Students are responsible for all material presented in lectures and seminars, including videos. If you
cannot attend, you should make arrangements to get notes from others in the class or seminar.
Copies of lecture outlines will be available on the website, but they are no substitute for attending
in person.
http://www.people.trentu.ca/~jconley/341/3410hconley12wi.html
SOCI 3410h winter 2012 — 3
Syllabus
1. Introduction
Jan. 12
Reading: Davies & Guppy, Ch. 1
Seminar: none this week
2. Purposes & Effects of Schooling – Theories
Jan. 19
Reading: Davies & Guppy, Ch. 2-3
Seminar: Review the social changes described by Davies & Guppy at the beginning of
chapter 3. What issues do they raise for the sociology of education? Should
other social changes also be considered?
3. Schooling: History and comparisons
Jan. 26
Reading: a. Davies & Guppy, Ch. 4-5
b. Turner, Ralph H. 1960. “Sponsored and contest mobility and the school system.”
American Sociological Review 25: 855-67 [e-journal]
Seminar: For each theory we have examined (structural-functionalist/human capital; neoMarxist; credentialist; new institutionalist), ask this question: if the theory is
correct, how would schooling have developed, and what differences would we
find between different societies? What does the evidence show?
4. Inequality in Education: Concepts
Feb. 2
reading: a. Bourdieu, Pierre. 1986. “The Forms of Capital” (excerpts here — you need to be
logged in to myLearningSystem)
b. Coleman, James S. 1988. “Social capital in the creation of human capital.”
American Journal of Sociology 94: S95-S120 [e-journal] (excerpts here — you need to be
logged in to myLearningSystem)
Seminar: What are human capital, financial capital, cultural capital, and social capital?
Find examples of each (from Honky and elsewhere). How are they created,
reproduced, or transformed in schools?
5. Inequalities in Schooling
Feb. 9
Lecture reading: Davies & Guppy, Ch. 6.
Seminar reading: Lareau, Annette. 1987. “Social-Class Differences in Family-School
Relationships: The Importance of Cultural Capital.” Sociology of Education 60: 73-85
[e-journal]
Seminar on Class inequality: How do the expectations of schools and the various
resources (or capitals) possessed by families combine to affect children’s
educational attainments?
6. Mid-Term Exam I
Feb. 16
No Seminars this week
!
Reading Week
"
Feb. 20-24
This would be a good time to read Honky & start thinking about your essay.
http://www.people.trentu.ca/~jconley/341/3410hconley12wi.html
SOCI 3410h winter 2012 — 4
7. Social Organization of Schools
March 1
Lecture reading: Davies & Guppy, Ch. 7
Seminar reading: Lareau, Annette, and E.M. Horvat. 1999. "Moments of social inclusion
and exclusion - Race, class, and cultural capital in family-school relationships." Sociology of
Education 72: 37-53. [e-journal]
Seminar on ethnic & racial inequalities: How do the expectations and practices of
schools, and the capitals possessed by families combine to affect the educational
experiences, achievements, and attainments of children from various visible
minority and aboriginal backgrounds? How can we distinguish the effects of
class from the effects of racial racial and ethnic background?
8. curriculum
March 8*
Lecture reading: Davies & Guppy, Ch. 8
Seminar reading: a. Riordan, Cornelius. 2003. “Failing in school? Yes; victims of war? No.”
Sociology of Education 76: 369-71 [e-journal]
b. Mickelson, Roslyn Arlin. 2003. “Gender, Bourdieu, and the Anomaly of
Women's Achievement Redux.” Sociology of Education 76: 373-375 [e-journal]
Seminar on gender inequality: To what extent are schools “progressively gendered
institutions” that tend “to subvert most traditional gender norms” (Davies &
Guppy, 263)? How?
9. Teaching & Teachers
March 15
Video: "Tough Assignment"
Lecture reading: Davies & Guppy, Ch. 9
Seminar reading: Quirke, Linda. 2009. "Legitimacy through alternate means: schools
without professionals in the private sector." British Journal of Sociology of Education 30
(5): 621-634. [e-journal]
Seminar: What are the pressures working for and against teaching as a profession?
10. Mid-Term Exam II
March 22
11. School effects
March 29
Lecture reading: Davies & Guppy, Ch. 10-11
Seminar reading: Conley, Honky, all
Seminar: Assess the relative influence of families, peers and schools (especially teachers)
on students.
12. Purposes of Schooling Revisited — the future
reading: a. Davies & Guppy, Ch. 12
No Seminars
Essay due April 12
* Final date to withdraw from Winter term courses without academic penalty is March 9
http://www.people.trentu.ca/~jconley/341/3410hconley12wi.html
April 5