Sociology 3010: Social Inequality
Utah State University
Monday, Wednesday & Friday 1:30 – 2:20 pm
Merrill-Cazier Library 411
Fall 2016
Instructor: Professor Sojung Lim
Office: Old Main 224H
E-mail:
Office hours: Monday 3:00 – 5:00 p.m.
TA: Elham Hoominfar ()
Course Description
Social inequality, i.e., the unequal distribution of resources, results from a stratification system that involves the interplay of institutions and individuals. In this course, individual resources can be considered anything that matters for individual well-being such as wealth, education, health, and citizenship. We will consider inequalities in both opportunities and outcomes and also pay attention to the mechanisms of (re)producing inequalities.
Throughout the semester, we will review (1) the theories, concepts, and methods of social inequality, (2) core dimensions of social inequality (class, gender, and race), and (3) the causes, processes, and consequences of social inequality with various substantive foci. In doing so, students should be able to understand patterns of social inequality; critically evaluate evidence presented in scholarly writings, newspapers, and other media and political and policy-making arenas; and apply the ideas and tools learned here in their chosen field of study. In addition to gaining knowledge and understanding of social inequality, students will have opportunities to develop specific skills such as exchanging ideas with others and fostering critical thinking through course assignments and activities.
The course objectives, the ways they will be evaluated, and their relationship to the learning objectives used in USU’s IDEA course evaluations system are presented below.
IDEA objective / Course objective / Method of evaluationGaining factual knowledge / 1. To become familiar with the basic terminology, indicators, and theories in social inequality
2. To become familiar with key inequality trends and issues / 1. Reading summaries
2. Group discussion/exercises
3. Exams
Learning fundamental principles, generalizations, or theories / To understand (1) the theories, concepts, and methods of social inequality, (2) core dimensions of social inequality (class, gender, and race), and (3) the causes, processes, and consequences of social inequality with various substantive foci / 1. Reading summaries
2. Group discussion/exercises
3. Exams
Learning to analyze and critically evaluate ideas, arguments, and points of view / To critically evaluate evidence presented in scholarly writings, newspapers, and other media and political and policy-making arenas / 1. A short paper
2. Group discussion/exercises
Required Course Readings
Most of the readings come from two required books listed below, which you can purchase at the University Bookstore. Additional readings will be available on Canvas (indicated as such on the syllabus) or online, with links provided via Canvas.
Ø David Grusky & Szonja Szelényi. The Inequality Reader: Contemporary and Foundational Readings in Race, Class, and Gender. SECOND EDITION. Westview Press.
Ø Annette Lareau, Unequal Childhoods: Class, Race, and Family Life. SECOND EDITION. University of California Press.
Those of you who are interested in helping support a new facility for the USU Museum of Anthropology can do so by making your textbook purchases through the buyanthro.com portal page. By using this portal, http://anthromuseum.usu.edu/buyanthro.aspx, 6% of the price of your purchase comes back as a donation to the museum.
Requirements
Students are expected to complete all required readings and assignment as scheduled. Grades will be based on your performance on the following: class attendance and participation (10%), weekly reading assignments (20%), three non-cumulative in-class exams (15% each and 45% total), and a short paper (25%).
1. Class attendance and participation (10%): Students are required to attend each class, to complete required readings before class, and to participate in class discussion/quizzes. Class attendance is critical for your success in this course since lectures will cover/synthesize key theories and viewpoints across various readings. I will post lecture presentations on Canvas before each class so that you can print them out and take notes during lectures. Attendance will be taken periodically. If you are marked down for more than 5 missed classes, your attendance grade will be zero. A substantial proportion of class time is devoted to group discussion/exercise, which is imperative for you to further understand the patterns, causes, and consequences of social inequity. I hope our classroom to be engaging, inviting, and a fun place for lively discussion. For this reason, I consider classroom interaction very important and encourage exchange of ideas and views through group discussion and exercise. Please be prepared to bring questions and topics that you find interesting from required readings and your own experiences. Often your answers to discussion questions and classroom exercises will be collected, graded, and used to determine your participation grade.
2. Weekly reading assignments (20%): For your success in this course, reading should be completed in time for class on the day they are listed in the syllabus. In order to make sure you follow reading schedules in a timely manner, I will require that you submit a short summary of your readings to the Dropbox on Canvas once a week before the Friday class begins (Wednesday class if there is no class on Friday). This weekly assignment should be brief (1-2 pages) and include summaries/reflections of assigned readings for each week. I recommend that you use the weekly assignments to prepare for the three in-class exams. The reading summary is evaluated as follows: Excellent (3), Good (2), Acceptable (1), Not Acceptable/No Submission (0). In addition to obtaining grades for the weekly assignments, the completion of readings and writing good summaries of the readings will also affect your class participation grade because without the knowledge from our readings you will not be able to participate in classroom discussion and exercises.
3. Exams (45%): There will be three in-class exams (see below for detailed dates/times). The first-exam is scheduled for Friday, September 30, the second-exam for Friday, October 28, and the final exam is on Monday, December 12. These three exams are non-cumulative: exam 1 will cover the course material (readings, lectures, and videos) from weeks 1 to 4, exam 2 will cover weeks 5 to 8, and the final exam will cover weeks 9 to 15. Each exam will count for 15% of your final grade (3 * 15% = 45%). Detailed information for exams will be provided a week before the first exam. Please note that there will be no make-up exams unless you miss the exam due to serious illness; you will need to submit a doctor’s note to prove your circumstances.
4. Short paper (25%): As artistic representations of cultural norms and practices, films are an excellent way to critically examine social phenomena. For this reason, you are required to write a review paper of films that deal, either explicitly or implicitly, with issues related to social stratification and inequality. A list of suggested films and detailed guidelines for a short paper assignment will be distributed in mid-January. The paper should be no more than 5 pages in length (double-spaced, 12-point font). A one-page outline for your short paper—which includes the topic of your choice, the literature that you will cite, and a brief summary of your plan for the paper—will be due on Friday, 10/14. The full paper will be due on Monday, 11/21. Please submit an electronic copy of the paper to the Dropbox on Canvas before the due date. Your electronic submissions may be tested with a plagiarism screening program. Late submissions will have 10% of the project grade deducted for each hour they are late.
Grading
I will assign final grades following the USU standard (see table below), but there will be some adjustments if necessary.
A / 100% / to 94%A- / < 94% / to 90%
B+ / < 90% / to 87%
B / < 87% / to 84%
B- / < 84% / to 80%
C+ / < 80% / to 77%
C / < 77% / to 74%
C- / < 74% / to 70%
D+ / < 70% / to 67%
D / < 67% / to 61%
F / < 61% / to 0%
Classroom Civility Policy
I try to be punctual to maximize time for lecture and group discussion and classroom exercises. Being late for class, therefore, will interfere with other students’ learning as well as your own. Frequently being late for class may also hurt your attendance grade.
Out of respect for your own learning process, as well as that of other students’, phoning or texting, wearing headphones, and using other electronic gadgetry are not allowed during class. Students who violate this policy will receive a warning on the first occurrence; they will be asked to leave class for the day upon a second occurrence. Students who are repeatedly asked to leave class can expect that the course participation segment of their grade will suffer, since they will not be present to participate in class discussions and activities.
I will not allow laptop use in my classroom. You can always print out and bring lecture slides for note-taking since I will post lecture presentations at least one day before the class. If you need to use a laptop for any reason (e.g., special needs), you will need to talk to me within the first two weeks of classes. If approved, students using laptops are required to sit in the first row.
Late Submission of Work/Missed Exams
Weekly assignments (i.e., reading summaries) are not accepted after the due date (which is before the Thursday class each week). As noted, the final short paper will be penalized 10% of the project grade for each hour that it is submitted late. Also, making up an exam outside of the regularly scheduled and announced time is generally not allowed. In cases of emergency (e.g., serious illness), the instructor may (or may not) allow a student to take the exam on an alternate date and time.
Students are not allowed to use phones (voice or text), earbuds/headphones, laptops, or any other electronic device during exams. Use of any device that could be construed as providing external information to be used on an exam will be considered conclusive evidence of cheating and will result in your failing the class.
Course Outline
Subject to change, please monitor course announcements.
PART 1: THE STRUCTURE OF INEQUALITY
Week 1: Introduction & Theories of Inequality I
M (08/29): Course Overview
W (08/31): What are Inequality, Stratification and Mobility, and Why Do We Care? (I)
Required Readings:
David Grusky and Szonja Szelenyi. 2006. “The Stories About Inequality that We Love to Tell.” Pgs. 2-13 in The Inequality Reader: Essential Readings in Race, Class and Gender. Westview Press: Cambridge, MA. (hereafter GS)
F (09/02): What are Inequality, Stratification and Mobility, and Why Do We Care? (II)
Required Readings:
Claude Fischer et al. “Inequality by Design.” Pgs. 20-23 in GS.
Week 2: Theories of inequality II
M (09/05): Labor Day – No Class
W (09/07): Classical and Contemporary Theories of Inequality (I)
Required Readings:
Marx. “Classes in Capitalism and Pre-Capitalism” Pgs. 36-47 in GS.
Weber: Class, Status, Party.” Pgs. 56-67 in GS.
Wright. “Class Counts” Pgs. 48-55 in GS.
F (09/09): Classical and Contemporary Theories of Inequality (II)
Required Readings:
Durkeim, “Solidarity Arising from the Division of Labour, or Organic Solidarity.” (Canvas)
Kingsley Davis and Wilbert E. Moore. “Some Principles of Stratification.” Pgs. 16-19 in GS.
PART 2: CORE DIMENSIONS OF INEQUALITY
Week3: Class Inequality I
M: (09/12): Structural Inequality vs. Individual Responsibilities
Required Readings:
Unequal Childhoods Chapter 1 & Appendix B (pp. 361 – 364)
W: (09/14): Social Structure and Inequality
Required Readings:
Unequal Childhoods Chapter 2
F: (09/16): The Power of Social Class 1
Required Readings:
Unequal Childhoods Chapter 12
Week4: Class Inequality II
M: (09/19): The Power of Social Class 2
Required Readings:
Unequal Childhoods Chapter 13, & Afterword (342-3)
W: (09/21): The Upper Extreme: Elite Culture
Required Readings:
Mills. “The Power Elite” Pgs. 100-11 in GS.
Domhoff. “Who Rules America?” Pgs. 112-17 in GS.
F: (09/23): Poverty and the Lower Extreme
Required Readings:
Ehrenreich. “Nickel-and Dimed” Pgs. 136-146 in GS.
Newman & Chen. “The Missing Class” Pgs. 147-152 in GS.
Week 5: Gender Inequality I
M (09/26): Constructing Categories
Required Readings:
Lorber. “The Social Construction of Gender” Pgs. 318-325 in GS.
Paula England. 2010. “The Gender Revolution: Uneven and Stalled.” Gender & Society 24: 149-166 (Canvas)
W (09/28): Labor Market Discrimination
Required Readings:
Correll et al. “Getting a Job” Pgs. 365-377 in GS.
Reskin. “Rethinking Employment Discrimination and Its Remedies” Pgs. 378-388 in GS.
F (9/30): EXAM 1 (Week 1 to Week 4)
Week 6: Gender Inequality II
M (10/03): The Gender Wage Gap
Required Readings:
Peterson & Morgan. “The Within-Job Gender Wage Gap” Pgs. 412-420 in GS.
Blau & Kahn. “The Gender Pay Gap” Pgs. 426-445 in GS.
W (10/05): Work and Family Balance
Required Readings:
Hochschild. “The Time Bind” Pgs. 326-331 in GS.
Belkin. “The Opt-Out Revolution” Pgs. 332-336 in GS.
Jacobs & Gerson. “The Time Divide” Pgs. 345-350 in GS.
Hochschild. “The Second Shift” (Canvas)
F (10/07): Family Changes and Gender/ Feminization of Poverty
Required Readings:
Christopher et al. 2002. “The Gender Gap in Poverty in Modern Nations: Single Motherhood, The Market, and the State” (Canvas)
Nancy Folbre. 1994. “Children as Public Goods” The American Economic Review, 84:86-90 (Canvas)
Week 7: Racial and Ethnic Inequality I
M (10/10): Construction of Race
Required Readings:
Omi & Winant. “Racial Formation in the United States.” Pgs. 222-227 in GS.
Farley. “Racial Identifies in 2000” Pgs. 228-236 in GS.
W (10/12): Discrimination in Labor Market
Required Readings:
Bertrand & Mullainathan. “Are Emily and Greg More Employable Than Lakisha and Jamal?” Pgs. 254-259 in GS.
Wilson. “Jobless Poverty” Pgs. 159-169 in GS.
F (10/14): Spatial/Residential Segregation
Required Readings:
Massey & Denton. “American Apartheid” Pgs. 170-181 in GS.
**OUTLINE FOR SHORT PAPER DUE**
Week 8: Racial and Ethnic Inequality II
M (10/17): Incarceration and Inequality I
Western. “Incarceration, Unemployment, and Inequality” Pgs. 208-213 in GS.
Pager. “Marked” Pgs. 260-268 in GS.