SOC 346 Rural Sociology
Professor Becky Richards
Spring 2015
T, Th 2:10 – 3:30 p.m.
LA 106
Professor Information
 Email: rebecca.richards@umontana.edu
 Mailbox: SS 339
 Office: SS 313
 Office Hours: 12:15 - 1:30 T, Th or by appointment
Course Description
Across all societies, people understand that there is a something socially unique about being “rural”.
What does it mean to be geographically and socially rural as opposed to urban? How are rural people unique
in their social organization and institutions? How does social change affect rural people? How do rural areas
grow or decline? This course seeks to provide you with the analytical tools for understanding rural society and
the socioeconomic changes rural areas have historically faced. The course is based on the assumption that
almost every aspect of life in rural society, including the Rocky Mountain region and Montana, is influenced by
globalization, postindustrialization, and other social changes--and the fact that rural life remains important
and complex.
This course is designed to introduce you to key dimensions of contemporary rural society in developed
countries with an emphasis on the United States. This is NOT to imply that the rural/urban differences in the
rest of the world, particularly poor countries, is not important. However, our department curriculum is
designed to cover those differences in other courses.
At the same time, this course is also designed to introduce you to the broad subdiscipline of rural
sociology, which in the U.S. has been broadly “Rural America” based. I hope that you will develop critical,
analytical skills to obtain a substantially broader understanding of the conditions and trends confronting rural
society, as exemplified in Rural America, beyond the stereotypes associated with rural people and places. By
examining the nature of social forces in rural regions and rural communities in the U.S., you will also develop a
solid foundation for comparing and contrasting the ways that fundamental social processes unfold in rural
society in other parts of the world.
Course Outcomes
Upon completion of this course, you should be able in oral discussion and written examinations to
identify, describe, and discuss the main problems and issues in rural communities in the United States. This
includes demonstrating both a familiarity with the main issues and debates in the field and an ability to
critically evaluate the assumptions underlying research studies and rural policy.
Prerequisites
Sociology 101 (Introduction to Sociology) is highly recommended.
Students with Disabilities
Students with disabilities may request reasonable modifications by discussing accommodations with
me at the beginning of the course. Reasonable accommodations will be made for students who have a
documented disability. (If you think you may have a disability adversely affecting your academic performance,
and you have not already registered with Disability Services, please contact Disability Services in Lommason
Center 154 or 406.243.2243.) “Reasonable” means the University permits no fundamental alterations of
academic standards or retroactive modifications. Please notify me immediately following your first day in
class (or shortly thereafter during office hours or by appointment) of any accommodations that you think you
need for the course. Late notification may result in untimely delays in the requested accommodations. All
accommodations must be approved through Disability Services for Students (DSS) in Lommasson Center 154
Soc 345 Syllabus 2
(243-2243). If you have any questions, please contact me via e-mail, speak with me after class, or visit me
during my office hour. Communication is key—modifications will not be made nor grades changed
retroactively.
Withdrawaing from the Course and Grading Options
Be aware of the last date that you can withdraw from the course on Cyberbear without having to
petition for late withdrawal. After that date, you will not be able to drop this course without my, the Chair’s,
and the Dean’s approval.
As a major content course, Soc 346 is designated as a traditional letter grade only as you need a C- or
better for it to content towards your major. However, because some students encounter unanticipated
difficulties during the semester, you may discuss switching from a letter grade to a credit/no credit if you
believe it is necessary with me. Switching to the C/NC option will at least give you credit for the course
towards your general degree university requirements. The deadline for such a change is posted on Cyberbear
and I will need to discuss this option carefully with you at least 5 days before this deadline.
Course Expectations
Participation and Attendance
This course consists of lectures, films, discussion, class exercises and exams. Since the course requires
ACTIVE and PREPARED class discussion (see Schedule), you will be assessed on your class participation,
especially in class exercises. You will frequently be expected to enter into class discussion with informed
comments. This requires knowledge based on your readings rather than just personal or popular opinion. The
quality of your exams and assignments will inevitably reflect the contributions you make, and receive, from
informed class and group discussion. Participation on the scheduled class and assignment days is not only
expected but required. I expect everyone to come to class prepared for guided assignment discussion. For
productive learning to take place in the classroom, respect is essential. Therefore, I expect each of you to
listen respectfully when I or your peers are speaking. Similarly, active learning requires active engagement
and thus you are not allowed to use cell phones, tablets, or any electronic device or programs during class
other than for taking notes (see more below). Violating either, or both, of these expectations will result in
your having to leave class and not being allowed to return until you have assured me by e-mail or talking to
me during office hours that you understand these expectations and will observe them in the future.
Late Arrivals and Early Departure
Both are disruptive to the class and should be minimized at all times. Let me know before class begins
if you have circumstances that will cause you to come late or leave early. Otherwise, I reserve the right to
deduct points from your class attendance/participation if I believe late arrivals and/or early departures have
become a problem. Since this course meets only twice a week, it is imperative that you be here on time and
stay for the duration of the class. Similarly, getting up and leaving during the middle of class and returning is
also distracting to me as a lecturer and to other students in the class and is not allowed unless you have a
true, dire emergency. I reserve the right to deduct points from your grade if you frequently and/or chronically
fail to adhere to these norms.
Attendance Requirement
This course meets only 2 days a week for 15 weeks for a total of 30 days (minus holidays). Therefore, I
expect you to attend all class sessions on time with no late arrivals or early departures. Make-ups for
university approved absences need to be arranged at least a week ahead of time. Unforeseen emergencies
will be dealt with on a case by case basis, but in general, you need to notify me as soon as possible ahead of
any class(es) you may miss by e-mail or office phone voice message (243-4061) so we can work out possible
makeups. After the fact notification will result in your losing makeup opportunities if there is good reason
for me to believe that you could have notified me ahead of time.. If family, health, work or other problems
prevent you from attending class regularly, you should plan to drop the course and take it again when you can
Soc 345 Syllabus 3
attend class. Finally, bringing children to class is not allowed per university policy that only enrolled
students can attend class. If you have family emergencies, please let me know by phone or e-mail as soon as
possible and I will try to assist you the best I can.
Student Misconduct
All students must practice academic honesty (no cheating, no plagiarism) and observe the student
behavior conduct code. Academic misconduct is subject to an academic penalty by the course instructor
and/or a disciplinary sanction by the University. All students must be familiar with the Student Conduct Code.
Tthe Code is available for review online at (http://life.umt.edu/vpsa/student_conduct.php).
Most students recognize the need for cell phones, tablets, and other electronic devices, including laptops,
to be turned off and not used in class except for taking notes. Inappropriate electronic device use includes
texting, surfing, Facebooking, and other non-academic uses. While some uses, like note translating and note
taking, are legitimate learning activities, inappropriate uses distract other students as well as me as an
instructor. Distraction interferes with my ability to communicate information as an instructor and with the
ability of other students to process information. I therefore have the following electronic device use policy for
the course:
 Legitimate use of an electronic device, e.g., notetaking or translating, will be allowed (except on exams)
BUT monitored by me. IF AT ANY TIME you are found NOT to be using the device for a legitimate learning
use, I will require that you leave class as this is a violation of the Student Conduct Code. In leaving class,
you will lose any points for any exercise or exam held that class period.
 All electronic devices (cell phones, laptops, blackberries, IPODs, electronic translators, etc.) must be
turned off and placed on your desktop during exams. Any student found in violation of these
requirements will receive an F for the exam and potentially the course in accordance with the Student
Conduct Code.
 No plagiarism will be tolerated. Plagiarism includes copying the work of any other student and submitting
it as your own assignment or exam. Plagiarism on your part will result in my assigning you an F for the
assignment or exam and potentially the course in accordance with the Student Conduct Code. This course
requires small in-class group discussion and individually written assignments that involve your
participation and require you to hand in a written notes afterwards. Your written work will only be given
credit when you complete the written assignment yourself. In other words, you cannot submit one
written assignment as a pair/group and receive credit.
Using E-Mail to Submit Work
Unless you secure approval from me before a due date, no credit will be given to any written work
(assignments/exams etc.) submitted to me by e-mail attachment without prior approval (where prior is at
least one day before the assignment is due).
Course Requirements
Required Texts
Reading about rural sociology is intensive—and socially relevant. You will need to plan on keeping up with the
reading assignments. You may also need to read some assignments more than once and take notes on the
material to understand the key points. In addition to the hotlinks for online readings, the following are the
required texts:
1. Smith, Kristin E. and Ann R. Tickamyer. 2011. Economic Restructuring and Family Well-Being in Rural
America. University Park, PA: Pennsylvania State University Press.
Soc 345 Syllabus 4
2. Carr, Patrick J. and Maria J. Kefalas. 2009. Hollowing Out the Middle: The Rural Brain Drain and
What it Means for America. Boston, MA: Beacon Press.
3. Duncan, Cynthia M. 2014. SECOND EDITION (NOT the 2000 First Edition). Worlds Apart: Poverty and
Politics in Rural America. New Haven, CT: Yale University Press.
Exams (80 points each; 160 points total)
There are two exams. Each exam consists of multiple choice, definitions, and one or more short essay
question(s). Each exam is worth 100 points. Exams will be based on lectures and readings. There are no
makeup or otherwise early or late exams unless a truly dire emergency with documentation can be
provided AND approved by me before the exam. I will not reschedule an exam for you unless it is a truly
dire, documented emergency.
Class Attendance and Participation Assignments (20 points each; 180 points total)
There are nine class attendance and participation assignments indicated on the schedule below.
Assignments are worth 20 points each. There are NO substitute assignments. Makeup assignments will only
be possible if you have contacted me PRIOR to the date each is scheduled (e-mail is best) AND made
arrangements with me ahead of time. Leaving a voice message without making arrangements with me
directly is NOT prior approval-- but if you have a true emergency, let me know and be able to provide
documentation afterwards (just note that this does not necessarily mean approval for a makeup). If you miss
class the day a particular assignment is held, you will automatically lose assignment points unless you have
made PRIOR arrangements with me—or have a documented emergency. Please note that essay questions on
exams will often relate to assignments, and you are responsible for answering such questions even if you
have missed class. It is not in your best interest to miss class, especially exam and class assignment days.
Grading
Your grade will be calculated on a straight percentage basis (100% base of 340 points possible). I do not give
final letter grades with pluses or minuses.
Grade
A
B
C
D
F
Percentages
90% and above
80 to 89%
70 to 79%
60 to 69%
59% and below
At any point, you can calculate your grade by adding the number of points to date, dividing by the total
number of points possible to date, and obtaining your percentage grade to date. Please note this syllabus
may be changed as needs arise.
Communicating
I check e-mail regularly and I encourage you to use it (see e-mail address above). Observe the following:
 According to UM policy, all UM course related e-mail must be conducted using your UM e-mail address
(umconnect address) ONLY. E-mail cannot be sent or forwarded to, or received from, an off-campus
e-mail address (g-mail, yahoo etc.). Any e-mail sent to or received from students in this manner is a
FERPA violation. If you communicate with me and/or my teaching assistant and/or preceptor, you
must use your UM e-mail address.
 FERPA privacy laws means that I cannot notify you or your grades via e-mail – even to an official UM student
account. Notification of grades via e-mail is an explicit violation of FERPA as there is no guarantee of
confidentiality on the Internet.
Soc 345 Syllabus 5

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
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Your return address should be clearly your name
Include a clearly relevant-to-the-course subject line, e.g., “Class attendance on March 1” or I may
delete your message as junk mail spam.
Avoid junk mail subject lines like “Hello” or “Hi”
Be clear in e-mail and write complete sentences with punctuation, not all capital letters, and use other
conventions of clear, correct writing – you are soon to be a university graduate!
Final Note
Finally, be cognizant of the fact that emergencies may happen to me as an instructor and thus this syllabus
may have to be changed in terms of possible cancellations, alterations, or other adjustments. These will be
announced and you will be kept apprised of any necessary changes.
The Course Schedule follows.
Soc 345 Syllabus 6
Course Schedule
Note: Assigned readings should be done before the day scheduled below
Date
Week 1
T, Jan 27
Th, Jan 19
Week 2
T, Feb 3
Th, Feb 5
Topic, Readings & Assignments
Course overview
What is Rural: Conceptualizing Rurality
Readings:
 Carr & Kefalas: “Preface”
 Carr & Kefalas website http://hollowingoutthemiddle.com/
 Smith & Tickamyer “Forward”
 Duncan: All the “Prefaces, Forewards, and List of People Profiled”
Measuring Rurality
Readings:
 Smith & Tickamyer “Chapter 5: Economic Restructuring and Family Structure Change: 1980:
2000”
 What is Rural? http://www.raconline.org/info_guides/ruraldef/
Measuring Rurality
Assignment #1 (In-Class 20 attendence/participation points): Measuring the Rurality of
Western U.S. Counties and Places (in SS 262)
Readings:
 Am I Rural? http://www.raconline.org/amirural
Week 3
T, Feb 10
Th, Feb 12
Rural Population Changes
Readings:
 Carr & Kefalas: “Introduction”, “Chapter 1: The Achievers” and “Chapter 2: The Stayers”
 USDA ERS “Population & Migration: Overview, Recent Population Change, Shifting
Geography of Population Change http://www.ers.usda.gov/topics/rural-economypopulation/population-migration.aspx
Rural Population Trends
Readings:
 Carr & Kefalas: “Chapter 3: The Seekers” and “Chapter 4: “The Returners”
 Newcomers mean brain gain for rural Minnesota
http://www.extension.umn.edu/community/news/newcomers.html
Week 4
T, Feb 17
Assignment #2 (In-Class 20 attendence/participation points): Panel Discussion of Rural
Brain Gain or Brain Drain with Danny Acton (Libby, MT), Dusten Summerfield (Roundup,
MT), Ally Guldborg (Wolf Point, MT)
Soc 345 Syllabus 7
Date
Th, Feb 19
Week 5
T, Feb 24
Th, Feb 26
Topic, Readings & Assignments
The New Rural Economy and Rural Restructuring
Readings:
 Smith & Tickamyer “Chapter 1: Rural Economic Restructuring: Implications for Children,
Youth and Families”
 Smith & Tickamyer “Chapters 9, 10, and 11 in Section 3: Low Wage Employment”
Rural Restructuring: The Rural Disadvantage
Readings:
 Smith & Tickamyer “Chapters 6, 7, and 8 in Section 2: Family Change, Economic Hardship, and
Family Adaptive Strategies”
Rural Restructuring: Opportunity Change and Shifting Roles
Readings:


Smith & Tickamyer “Chapters 2, 3, and 4 in Section 1: Changing Economic
Opportunities and Changing Roles”
The Two-Way NPR “White House Overstates Rural Role in Military”
http://www.npr.org/blogs/thetwo-way/2011/08/17/139699631/white-houseoverstates-rural-role-in-military
Week 6
T, Mar 3
Exam #1 Study Day (Instructor out of town)
Th, Mar 5
Exam #1 (80 points)
Week 7
T, Mar 10
Th, Mar 12
Rural Community and Social Capital
Readings:
 Duncan “Chapter 3: Gray Mountain: Equality and Civic Involvement in Northern New
England”
 Carsey School Presents Mid-Point Research on Coos Youth
http://www.berlindailysun.com/index.php?option=com_content&view=article&id=50432:coo
s-youth-study-intro&catid=103:local-news&Itemid=442
Assignment #3 (In-Class 20 attendence/participation points): Social Capital and Community
Analysis Video: Class C
Week 8
T, Mar 17
Rural Government and Devolution
Readings:
 Wikipedia “ Local government in the United States”
http://en.wikipedia.org/wiki/Local_government_in_the_United_States
 Rural America’s Fiscal Challenge http://www.dailyyonder.com/rural-americas-fiscalchallenge/2010/06/21/2808
Soc 345 Syllabus 8
Date
Th, Mar 19
Topic, Readings & Assignments
Devolution, Natural Resources, and Rural Protest
Readings:
 Deconstructing Rural Protest: The Emergence of a New Social Movement
http://www.internet.uqam.ca/web/m12846/woods.pdf

Week 9
T, Mar 23
Th, Mar 25
Week 10
T, Mar 31
Th, Apr 2
Week 11
T, Apr 7
Th, Apr 9
Utah’s Sagebrush Rebellion capital mellows as animal-lovers and enviros move in
http://www.hcn.org/issues/43.1/utahs-sagebrush-rebellion-capital-mellows-as-animal-loversand-enviros-move-in
Assignment #4 (In-Class 20 attendence/participation points): Rural Government vs Rural
Governance: Hereby Notified and Called to Meet
Rural Poverty
Readings:
 Smith & Tickamyer “Chapters 12, 13, and 14 in Section 4: Work and Family Policy”
Spring Break
Rural Poverty , Welfare Reform and Social Policy
Readings:
 Smith & Tickamyer “Chapters 15 and 16in Section 4: Work and Family Policy”
Rural Poverty: Youth and the Elderly in Rural Society
Readings:
 Smith & Tickamyer “Chapter 8: Economic Hardship, Parenting, and Family Stability in a
Cohort of Rural Adolescents”, “Chapter 9: Parents’ Work Time in Rural America: The
Growth of Irregular Schedules” , and “Chapter 13: Child Care in Rural America”
 The Status of Teens in Rural Vermont: Research Summary
http://www.youthcatalytics.org/research/rural-vt-brief/
 Congressional Briefing in Aging in Rural America: 21 st Century Trends
http://www.asanet.org/footnotes/nov13/aging_1113.html
Week 12
T, Apr 14
Assignment #5 (In-Class 20 attendence/participation points): Guest Lecturer on Rural Poverty
Th, Apr 16
Exam #2 (80 points)
Week 13
T, Apr 21
Th, Apr 23
Rural Race, Class, and Ethnicity: The Black Belt and Mississippi Delta
Readings:
 Duncan “Chapter 2: Dahlia: Racial Segregation and Planter Control in the Mississippi Delta”
Rural Race, Class, and Ethnicity: Appalachia/Southern Highlands
Readings:
 Duncan “Chapter 1: Blackwell: Rigid Classes and Corrupt Politics in Appalachia’s Coal Fields”
Soc 345 Syllabus 9
Date
Week 14
T, Apr 28
Th, Apr 30
Week 15
T, May 5
Th, May 7
Week 16
Topic, Readings & Assignments
Rural Race, Class, and Ethnicity: Rural Latinos
In-Class Assignment #6 (20 attendence/participation points):
Cochise County, Arizona
Readings:
 Latino population in rural America is growing
http://www.unh.edu/news/cj_nr/2008/jan/bp23latino.cfm
Rural Race, Class, and Ethnicity: Rural Native Americans
In-Class Assignment #7 (20 attendence/participation points):Fort Peck Health Coalition, Montana
Readings:
 Poverty Rates in Montana: Needs of Native American Reservations Consistently
Underrepresented http://poverty.suite101.com/article.cfm/poverty_in_montana
Boom and Bust: Fracking and and Eastern Montana/North Dakota
Assignment #8 (20 In-Class attendence/participation points):
Boom Behind the Bakken
Readings:
 Leaders talk through the effects of the Bakken boom
http://billingsgazette.com/news/state-and-regional/montana/leaders-talk-through-effectsof-bakken-boom/article_e9580842-0352-5b2d-b9d1-a2c37c197ca2.html
Improving Rural Life: What Can Be Done to Save Small Towns?
Assignment #9 (In-Class 20 attendance/participation points: Smal Group Policy Roundtables and
Reports)
Readings:
 Carr & Kefalas “Conclusion: “What Can Be Done to Save Small Towns?”
 Smith & Tickamyer “Conclusions”
 Creating rural wealth: A new lens for rural development efforts
http://www.ers.usda.gov/amber-waves/2012-september/creating-rural-wealth.aspx
No Final!