Office: Heiny Hall Room 250
Phone: 248-1761
Daily from 11:00-11:50 or by appointment.
E-Mail: starbuck@mesastate.edu.
Webpage: www.mesastate.edu/~starbuck
Texts:
Charles E. Hurst, Social Inequality: Forms, Causes, and Consequences, 4th. ed. Allyn and Bacon, 2001
.Perer W. Cookson and Caroline Hodges Persell, Preparing for Power: America's Elite Boarding Schools. Basic Books, 1989.
Jay MacLeod, Ain't No Makin' It: Aspirations and Attainment in a Low-Income Neighborhood. Westview Press, 1995.
Course Description and Objectives
Students will become more cognizant of the impact of social class, inequality, and class mobility on the life chances of individuals.
In addition to lectures and tests, students will participate in group research projects. Most will be involved in attempting to uncover the class composition of Mesa State College, Mesa County, and Grand Junction. Groups will focus on specific aspects of stratification such as the political structure, class and religion, class and education, or occupational prestige. Students will prepare individual papers, as well as participate in group projects.
Reading and Assignment Schedule
|
Date |
Assignment |
|
Aug. 29, 31 |
Hurst: Preface Ch. 1: An Introduction to the Study of Social Inequality Ch. 2: Economic Inequality Ch. 3: Status Inequality |
|
Sept 5, 7 |
Hurst: Ch. 9: Classical Explanations of Inequality Ch. 10: Modern Explanations of Inequality |
|
Sept. 12, 14 |
MacLeod: Preface Ch. 1: Social Immobility in the Land of Opportunity Ch. 2: Social Reproduction in Theoretical Perspective |
|
Sept. 19, 21 |
MacLeod: Ch. 3: Teenagers in Clarendon Heights: The Hallway Hangers and the Brothers Ch. 4: The Influence of the Family Ch. 5: The World of Work: Aspiration of the Hangers and Brothers |
|
Sept. 26, 28 |
MacLeod: Ch. 6: School: Preparing for the Competition Ch. 7: Leveled Aspirations: Social Reproduction Takes Its Toll Ch. 8: Reproduction Theory Reconsidered |
|
Oct. 3, 5 |
MacLeod: Ch. 9: The Hallway Hangers: Dealing in Despair Ch. 10: The Brothers: Dreams Deferred Ch. 11: Conclusion: Outclassed and Outcast(e) Appendix |
|
Oct. 10, 12 |
Individual Assignment One Due the 10th Exam One on the 12th |
|
Oct. 17; Fall Break the 19th |
Hurst: Ch. 4: Sex and Gender Inequality Ch. 5: Sexual Orientation and Inequality (scan) Ch. 6: Racial and Ethnic Inequality Ch. 7: Political Inequality |
|
Oct. 24, 26 |
Hurst: Ch. 8: U. S. Inequality in Comparative Perspective Ch. 11: The Impact of Inequality on Personal Life Chances Ch. 12: Crime, Protest, and Inequality Ch. 13: Trends in Mobility and Status Attainment: … |
|
Oct. 31, Nov. 2 |
Hurst: Ch. 14: Justice and Legitimacy: Assessments of the Structure of Inequality Ch. 15: Social Inequality and Social Movements Ch. 16: Addressing Inequality and Poverty: Programs and Reform |
|
Nov. 7, 9 |
Cookson/Persell: Prologue Part I: The World of Boarding Schools |
|
Nov. 14. 16 |
Cookson/Persell: Part II: The Prep Rite of Passage |
|
Nov. 21; Thanks- giving the 23rd |
Cookson/Persell: Part III: The World Beyond |
|
Nov. 28 |
Individual Assignment Two due. |
|
Nov 28,30, Dec 5,7 |
Group Project Reports |
|
Dec. 14 |
Final Exam 10:00-11:50 |
One (Due October 5): Use Figures 5.3 and 5.4 in Hurst (pages 98, 99) to analyze the Hallway Hangers and Brothers. Document each variable in Hurst's diagram, and the relationships among variables, with specific references from MacLeod. References should include the page number in MacLeod and a brief paraphrase. Include a conclusion about the adequacy of Hurst's diagram.
Two (Due November 30): Compare the life chances and mobility of the "Preppies" with those of the Hallway Hangers and Brothers. In your analysis, properly use at least thirty of the basic terms from Hurst's glossary. Underline and number (1) each term as it is used.
Standards: Papers will be typed/word processed and follow the rules for formal term papers. Most papers will probably be between three and eight pages in length.
Group Projects
Each student will participate in one group project. Together, these projects are designed to give us a picture of inequality and stratification in Grand Junction and Mesa County. Tentative topics include: power in Mesa County; the schools and social stratification; student and community views of occupational status; the Hispanic community; churches and social class, or race and class in the criminal justice system. Other topics are possible if enough students are interested.
Students in each group will first formulate a research question, then develop a hypothesis if appropriate to their research design. They will then gather and analyze the data. The final step is a presentation to other members of the class and, perhaps, students and faculty from other classes.
Some class time will be devoted to organizing and discussing these group projects, with the groups sharing information and suggestions as they go along.
Grading
Grading for the course will be based on the following possible points:
|
Exam One (open note, open book essay) |
100 pts. |
|
Final Exam (one section open-note essay; one section matching theory, theorists, glossary terms). |
150 |
|
Individual Assignment One |
100 |
|
Individual Assignment Two |
100 |
|
Group Project (100 points instructor assigned; 50 points peers assigned) |
150 |
|
Total points possible |
600 |
Letter grades will be based on the follow point accumulations: A = 90+; B = 80-89; C = 70-79; D = 60-69; F < 60. Extra consideration may be given for attendance and positive class contribution.
Expectations:
Students are expected to be in class, on time, throughout every class period.
Advanced approval from the instructor is required before bringing guests to class. Guests under the age of 18 are discouraged.
Students with special needs that are certified by the Educational Access Services office (248-1801) must notify the instructor by the third class period.
There are two sources of information for this class: the textbook and lecture. They are independent but overlapping sources. Students will need to know both in order to do well in the course.
Students who cheat will be given an F for the course and could face further disciplinary action, including expulsion from Mesa State College.
All other normative expectations of classroom behavior will apply.
The instructor will be prepared for class, will return test scores as soon as possible, will be available during office hours, will answer e-mail questions promptly, and will maintain classroom order.
Revised August 24, 2000.