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UNIVERSITY OF PRINCE EDWARD ISLAND
DEPARTMENT OF SOCIOLOGY & ANTHROPOLOGY
SOC 275/W ST 275: SOCIAL INEQUALITY
Winter 2013
Instructor: Dr. Charles Adeyanju
Phone: 902-5660482
Office: MAIN 523
E-Mail: cadeyanju@upei.ca
Lecture room: ICC 128
Lecture time: Wednesday, 1:30-4:00
Office Hours: Tuesday, 11:00-12:00pm, or by appointment.
Please use ‘Social Inequality’ as a subject heading when you send me an email.
Course Description
In this course we will examine social inequality in modern societies, with emphasis on
Canada. Students will be introduced to classical and contemporary theories of social
inequality, and the empirical evidence of inequality in Canadian society. We will pay
special attention to how theories and evidence of inequality take into account class-,
gender-, and ethno-racially-based inequalities in Canadian society. Throughout the
semester, particular interest will be vested in understanding the consequences of social
distinctions of class, ‘race,’ and gender, and their intersections, on people’s life-chances
in Canadian society.
Some of us would consider social inequality as ‘unjust,’ and wonder why it is a sine qua
non of modern life. We will employ the concept of ‘ideological hegemony’ to explain
the sustenance of social inequality, and resistance to it, in Canadian society.
Format
This course will be based upon one lecture of 3 hours per week. Classes will consist of
lectures, films, and some discussion on the application of sociological theories and ideas
to current events. For the most part, lectures will complement the subject matter in the
readings. Some of the material addressed in the lectures, however, is not covered in the
readings. While I may draw your attention to specific points raised in the respective
chapters and journal articles, the lectures are not meant to review the articles and chapters
systematically.
It is important that students attend all lectures as any course material may end up on a test
or examination. This material includes lectures, readings, reviews of the course, films,
etc. Students are responsible for the material covered when they are absent. Examination
will be based on lecture, film, and text materials.
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Texts
Adeyanju, Charles. 2010. Deadly Fever: Racism, Disease & a Media Panic, Winnipeg:
Fernwood Publishing.
McMullin, Julie. 2010. Understanding Social Inequality: Intersections of Class, Age,
Gender, Ethnicity, and Race in Canada (2nd edition). Don Mills, Ontario:
Oxford University Press.
Reserve readings
Basok, Tanya. 2002. “Migrant Labour: A Structural Necessity?” (Chapter 1); and
“Captive Labour” (chapter 7), in Tortillas and Tomatoes: Transmigrant Mexican
Harvesters in Canada. Montreal & Kingston: McGill-Queen’s University Press.
Becker, Howard. 1967. “Whose Side Are We On?” Social Problems vol. 14 (3)
(Winter), pp. 239-247.
Davis, Kingsley and Wilbert E. Moore. 1945. “Some Principles of Stratification.”
American Sociological Review 10: 242-249. (available on line).
Gans, Herbert. 1972. “The Positive Functions of Poverty.” The American Journal of
Sociology 78 (2): 275-289. (available on line).
Preibisch, Kerry and Evelyn Grez. 2010. “The Other Side of el Otro Lado: Mexican
Migrant Women and Labor Flexibility in Canadian Agriculture.” Signs: Journal
of Women and Society 35 (2): 289-316. (available on line).
Tumin, Melvin. 1953. “Some Principles of Stratification: A Critical Analysis.” American
Sociological Review 18 (4): 387-394 (available on line).
Organization: The following overlapping activities are designed to facilitate learning:
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attending lectures each week;
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●
●
●
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participating in the discussion portion of the lectures;
completing weekly readings before class;
reviewing a book; and
preparing for and answering questions on an in-class test.
Evaluation
Critical assessment (Book review) (due March 13)
Participation
Exam. (March 20)
35%
30%
35%
Total
100
Tests-There will be one in-class test. The test will consist of multiple-choice and
true/false questions. The test will test your understanding and application of the theories
and concepts covered in the class.
Book Review-This assignment, worth 35% of your total grade, is due March 13 (Week
10). It is a group assignment that asks you to review a book, Deadly Fever: Racism,
Disease and a Media Panic (see pages 9 and 10 of this course syllabus for specific
instructions).
Evaluation and Academic Expectations-In evaluating examinations emphasis will be
placed on your understanding and application of the broad concepts that are introduced in
the course. There is no grade for class attendance but you are expected to attend
classes regularly and take the course material seriously. It will be very difficult to
attain a good mark in this course if you do not attend classes. In marking and grading, a
D range (50-59) does not adequately meet the stated requirements. An F range (0-49)
does not deserve credit-below university requirements and expectations. A C range (6069) work just meets the stated requirements. A B range (70-79) work does well at
meeting the requirements. An A (80-100) range work does exceptionally well at meeting
the stated requirements and even goes beyond those requirements. See section 3.C
(“Academic Policies and Regulations”), subsection 10
(http://www.upei.ca/registrar/reg10) for elucidation.
Participation-This is an important component of the class. It is worth 30% of your total
grade (see “evaluation” above). It is designed to: a) motivate timely reading of assigned
texts; and b) ensure class attendance. On occasions, and unannounced, students may be
asked to comment on a video, write short essays, or get involved in group-oriented
exercises.
Quality of Writing: Assignments are expected to have been proofread and edited before
submission. Also expected is the quality of writing that shows a university-level
command of written English in terms of syntax and the structure of the paper.
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Course Structure
Lectures: Each class time will be devoted to a lecture that will explore main concepts
and the week’s assigned readings. A significant proportion of material on examinations
will be based on lecture, film and reading materials.
Course Rules
1 Make-Up Examination Privileges: students who miss a term test or examination
for health or other legitimate reasons will be granted make-up privileges only if
they present proper documentation. Vacation travel plans are not a legitimate
reason to miss an examination.
2 Students who miss lectures are responsible for all material covered, for all
announcements made, and for all exercises and exams.
3. This course is on Moodle. The instructor will post on the site only lecture
highlights that he considers necessary, so students are advised not to substitute the
lecture material on the site for class lecture and readings.
4. All assignments and reading notes should be handed in at the beginning of
lecture. Please note: the instructor will not accept any assignments that are
e.mailed, faxed, or sent electronically. Only hard copies of assignments will be
accepted.
PLEASE NOTE THE FOLLOWING:
Academic Dishonesty: It is your responsibility to understand what constitutes academic
dishonesty. For information on the various kinds of academic dishonesty please refer to
“Regulation 20”, located at http://www.upei.ca/registrar/reg20
Possible Resources
There are several resources you might choose in order to enhance your performance in
this course. These include: (1) sociology and anthropology department’s website:
http://www.upei.ca/socanth/resources; (2) the Writing Center (3) moodle; and (4) CBC’s
website: http://www.cbc.ca/
GRADING SYSTEM
A+
A
AB+
B
BC+
C
91-100
85-90
80-84
77-79
74-76
70-73
67-69
64-66
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CD+
D
DF
60-63
57-59
54-56
50-53
0-49
Course Schedule (Subject to change)
Week 1
January 9: Overview of Course: Introduction, and Organization of Course
Week 2
January 16: Principles of Social Inequality
Readings
McMullin, Julie. 2004. “Introduction”, in Understanding Social Inequality: Intersections
of Class, Age, Gender, Ethnicity, and Race in Canada, Don Mills, Ontario: Oxford
University Press, pp. pp. 3-17.
Becker, Howard. 1967. “Whose Side Are We On?” Social Problems vol. 14 (3)
(Winter), pp. 239-247.
Part 1: Theories of Social Inequality
Week 3
January 23: Class and Inequality
Readings
McMullin, Ch. 2, pp. 1-20; pp. 35-39
Week 4
January 30: “Class, Status and Party”
Readings
McMullin, Ch. 2, pp. 25-26
Week 5
February 6: Neo-Marxism/Neo-Weberian Analysis of Social Inequality
Readings
McMullin, Ch. 2, pp. 20-26; pp. 26-32
Week 6
February 13: Structural Functionalist Perspectives on Inequality
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Readings
McMullin, Ch. 2, pp. 32-35
Davis, Kingsley and Wilbert E. Moore. 1945. “Some Principles of Stratification”,
American Sociological Review, 10: 242-249 (available on line).
Tumin, Melvin. 1953. “Some Principles of Stratification: A Critical Analysis”, American
Sociological Review, vol. 18 (4), 387-394 (available on line).
Week 7
February 20: Mid-Term Break
Week 8
February 27: Structural Functionalist Perspectives on Inequality
Readings
Gans, Herbert. 1972. “The Positive Functions of Poverty”, The American Journal of
Sociology, Vol. 78, No. 2, pp. 275-289 (available on line).
Tutorials: “Can we ever really be equal”? Yes or No…
Part 2: Empirical Evidence of Social Inequality in Canada
Week 9
March 6: Material Inequality
Readings
McMullin, Ch. 9
Websites:
http://www.cbc.ca/news/canada/prince-edward-island/story/2012/10/30/pei-food-bank-report-drive584.html
http://www.cbc.ca/news/business/story/2011/12/05/oecd-rich-poor-gap.html
http://www.cbc.ca/thecurrent/episode/2011/12/02/a-special-edition-on-poverty-in-canada/
http://www.ctv.ca/CTVNews/TopStories/20111206/impoverished-seniors-contest-111206/
Video: “Four Feet Up”
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Week 10
March 13: Gender Inequality in Canada
Readings
McMullin, Ch. 3
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Video: March 15: “Killing Us Softly”
Websites:
http://www.cbc.ca/news/canada/prince-edward-island/story/2011/10/24/pei-inn-hill-humanrights-pregancy-584.html
http://www.cbc.ca/news/world/story/2011/11/02/women-world-economic-participation.html
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Book review assignment due
Week 11
March 20:
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1:30-3:00: In-Class Test
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3:10-4:00: Racial and Ethnic Inequality in Canada
Readings
McMullin, Ch. 4
Week 12
March 27: Racial and Ethnic Inequality in Canada (cont’d)
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Video: “Blue Eyes...”
Week 13
April 3: Intersections: Race, Gender, Class, and Immigration
Basok, Tanya. 2002. “Captive Labour” in Tortillas and Tomatoes: Transmigrant
Mexican Harvesters in Canada, Montreal & Kingston: McGill-Queen’s University Press,
pp. 106-128.
Preibisch, Kerry and Evelyn Grez. 2010. “The Other Side of el Otro Lado: Mexican
Migrant Women and Labor Flexibility in Canadian Agriculture,” Signs: Journal
of Women and Society, vol. 35 (2), pp. 289-316 (available on line).
●
Video: “El Contrato”
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Review
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Book Review Guidelines
Due: Wednesday, March 13, 2013 (At the Beginning of Lecture)
This Assignment is worth 35% of your mark.
You will review Adeyanju’s book, Deadly Fever: Racism, Disease and a Media Panic, in
pairs or individually.
The review should be about 6-7 pages (double-spaced typing), i.e., 1,500-1,800 words
long. Please use the ASA style guide to cite and reference all the sources, including the
course texts and reserve readings, used to complete the assignment. Carefully study the
ASA style guide to become familiar with the format, and cite and reference properly.
The purpose of a book review is not simply to summarize the book, but to give a critical
assessment of it. To do this requires some summarizing, but only as the basis on which
to build a discussion of the book’s principal arguments and ideas.
1. Introduction: Summarize in one or two sentences the principal focus and argument of
the book. This only needs to be one paragraph long (about half to two-thirds of a page).
5 points
2. Answer the following questions in the body of the review:
a) In what ways is the media coverage of the ‘non-Ebola’ event racist?
(5 points)
b) How is immigration ‘problematized’ in the coverage?
(4 points)
c) Identify and critically discuss the relationship between the African woman’s class
location and her representation in the media. Consult the course material (i.e., the
textbook) for this question.
(4 points)
d) Identify and critically discuss the gender inequality aspect of the media coverage.
(3 points)
e) How was the non-Ebola panic experienced by members of the Black community?
(3 points)
f) How are the views of members of the Black community misrepresented in the
media?
(3 points)
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g) What does the book tell us about the intersections of race, gender, class, and
immigration/citizenship in the lived experiences of racial minorities in Canadian
society?
(3 points)
h) Comment on the research methodologies employed by the author.
(3 points)
3) Citation and references (consult the ASA writing style guide).
(2 points)
Other Guidelines
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Your assignment should be no more than 7 pages long (not including cover page), typed
in 12pt font Times New Roman, with page numbers and margins no more than 2.54cm. If
it is not you will lose marks.
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Your assignment will be evaluated according to: your ability to demonstrate knowledge
of the various debates in the book, the clarity, logic, and structure of your writing, and the
supporting evidence you provide to back-up your claims.
●
The best assignments will demonstrate a clear understanding of key concepts covered in
the assigned readings and the lecture.
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You must credit all the sources, including the book being reviewed, by properly
referencing them in the body of your responses and on a separate reference page at the
end of your assignment. If it is not, you will lose marks.
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Please use ASA style referencing. If the paper does not adhere to this instruction, you
will lose marks.
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Please reacquaint yourself with the stipulations regarding handing in late work as
stated in the course outline. Late reviews will be penalized at the rate of 2 points per
day (including weekends)
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Please include a cover page with your assignment. Make sure to include: a) your name, b)
student number, c) course code, d) date, and e) my name.
DO NOT SUBMIT YOUR PAPER WITH A PLASTIC COVER OF ANY KIND.
Good Luck