Approved form for 1999-2000
DIVERSITY/MULTICULTURAL COURSE PROPOSAL
WEBER STATE UNIVERSITY
College: Social and Behavioral Sciences
Department:Sociology and Anthropology
Course Abbreviation & Number for the Catalog: Soclgy 3010
Course Title: Social Stratification
Credit Hours: 3
Catalog Description (exactly as you wish it to appear in the catalog):
The study of social stratification and inequality in the United States and globally. Focus on economic class and status groups, such as gender, race-ethnicity, age, sexual orientation, and physical ability.
Prerequisite: Soclgy 1010.
All courses approved for this requirement must have human diversity/multiculturalism as a major aspect of the class and also must be directly relevant to present day society, as demonstrated by the syllabus and student assignments.
Courses must also meet at least one of the following criteria: (Check all that are applicable.)
X The course is comparative in nature (multi-cultural or cross-population).
X The course treats multiple aspects of diversity and/or culture (such as race, gender, age, class, etc.) in a single area of study (e.g. the American West, the health care setting, literature, etc).
The course is specific to a particular group of people or culture that is not present or is under-represented in the general social-economic-political framework of the United States.
Attach a course syllabus or outline with sufficient detail that allows the reader to understand the degree to which the requirements are met. If not readily obvious from the syllabus, it may be desirable to attach student assignments or other supplementary material.
Social Stratification examines social inequality based on class, race-ethnicity, gender, age, sexual orientation, and physical ability and thus provides students with a comprehensive survey of both dominant and minority groups in the United States. The course also deals with global stratification and emphasizes the effects of economic globalization on American class and status structures.
Course Title: Social Stratification
Request Initiated By Date
Department Chair Date
College Curriculum Committee Date
Program Director (if applicable) Date
Dean of College Date
Chair, University Curriculum Committee Date
Associate Provost Date
SUBMIT 1 ORIGINAL AND 2 COPIES
To prevent unnecessary delays in the process, fill in every space. Incomplete proposals will be returned.
SOCLGY 3010 (Course ID# 1961701)
Professor: Marjukka Ollilainen, Ph.D. Office: 122 Social Science Building
This course explores social stratification in the United States. Traditionally, the term Astratification@ refers to the economic and status hierarchies that have developed among groups of people and that influence the opportunities of individuals throughout their lives. The three main stratification systems--economic class, race-ethnicity, and gender--are the main focus in this course; however, we will also consider other systems of inequality, such as age, sexual orientation, and physical ability.
In order to understand how and why these hierarchies continue to exist, we will examine various social processes that produce and maintain privilege and inequality among people; for example, work and occupations, education, the criminal justice system, and the media. We also will discuss, how and in what ways various recent socio-economic developments--e.g., the stock market boom, new information technology, and the Internet--can address class, race, and gender hierarchies.
The course begins with an overview of theories that explain the existence of social classes. In the second part of the course, we will explore race-ethnicity and gender stratification. While most of the classroom examples will deal with the U.S. society, global economic developments both shape and are shaped by what goes on in the United States. Therefore, class discussion will take into account the fact that we live in a global economy and that our local concerns always implicate global forces.
During this course, students will:
$ identify class and status hierarchies and explain their sources in the U.S and globally
$ consider and evaluate different theoretical approaches to social inequality
$ apply both orally and in writing the concepts of class, race, and gender to concrete social and historical events and situations
$analyze how their own lives are influenced by class, race, and gender inequality and privilege
$Daniel W. Rossides: Social Stratification: The Interplay of Class, Race, and Gender , Prentice Hall, 1997. One copy of the text is on reserve in the Stewart library.
Articles on Ereserve listed individually in the course schedule. To access Ereserve articles, go to: http://ereserve.weber.edu/cgi-bin/eres/view.pl
The course consists of lectures, assigned readings, classroom discussions, written and oral assignments (both in and out of class). In general, classroom discussion will be open and everyone's views will be respected. Our goal is to critically consider and evaluate different view points without offending anyone. For the exams, students are expected to be familiar with the substantive contents of all class materials: assigned readings, lectures, guest lectures, films shown in class, and class discussions.
Exams (each 25%)
There will be three non-cumulative exams. The third exam will be given on the day of the prescheduled final exam (12/13). You may choose to take the third exam as a regular exam or as a short term paper (approximately 5-10 pages) that is due on the exam date. The choice of whether you will take a final exam or write a term paper will have to be made before the second exam. Please discuss your choice with me.
In-class presentation (15%)
During the last week of classes, each students will prepare and give a short presentation on a self-selected question/problem concerning social stratification. I will provide detailed instructions on how to choose a question and the structure of the presentation on October 6, right after the first exam.
Class participation (10%)
While I do not record your class attendance, your participation in class discussions will be evaluated throughout the semester. Needless to say, I invite and encourage well thought-out comments that derive from the readings and use the concepts learned in this course. Also, small, in-class written assignments will be evaluated in this category.
In sum, the break-down of your final grade is the following:
Exams 1-3 75%
Class participation 10%
Your performance in this course will be evaluated based on your ability to:
$explain why status hierarchies exist in the U.S. and globally and identify their sources
$consider different theories of inequality and assess their strengths and weaknesses both orally and in writing
$apply in class discussion and written assignments the concepts of class, race, and gender to concrete social and historical events
$analyze, how your own life--your experiences and past and future opportunities--are influenced by your position in the class, racial-ethnic, and gender hierarchies; that is, the advantages and disadvantages that you experience because of your class, race-ethnicity, and gender
WSU Student Code
Students are expected to be familiar with the WSU Student Code and abide by it. The Code may be reviewed on line at http://www.weber.edu/ppm/6-22.htm (pay specific attention to Section 4D). All necessary steps will be taken to enforce the Student Code to guarantee fairness to all students.
Tentative class schedule
Systems of inequality: History and theory
8/30 ISSUE: Orientation and introduction: what do we mean byAsocial stratification@?
9/1 ISSUE: Systems that shape opportunity and access to resources: class, race-ethnicity, gender, age, physical disability, and sexual orientation
READING: Syllabus, Rossides Ch. 1.
9/3 ISSUE: Is inequality inevitable? Stratification in history
READING: Rossides Ch.2
9/6 Labor Day, no class
9/8 How is stratification explained? Theories: Liberalism, Functionalism, Marxism
READING: Rossides Ch. 4
9/10 ISSUE: Theories (cont=d)
***Last day to add classes with department approval***
Sources and symptoms of stratification
9/13 ISSUE: Global stratification and how it implicates the U.S.?
READING: Ch. 3
9/15 ISSUE: Work/occupations as sources of status and inequality; the corporate class
READING: Ch. 6
9/17 ISSUE: Status: how do wealth, income, and education shape our opportunities?
READING: Ch. 7
*** Last day to withdraw from individual classes without aAW@***
9/20 ISSUE: How does education influence social mobility?
READING: Ch. 9
9/22 ISSUE: Do economicAequalizers@ exist? Discussion on the stock market boom, new information technology, etc.
9/24 ISSUE: How does one=s class position impact one=s health and family life?
READING: Ch. 8
Stratification cultures: American elites
9/27 ISSUE: Life styles: consumption, leisure, and prestige
READING: Ch. 12
9/29 ISSUE: Elites and cultureC cultural elites?
READING: Ch. 11
10/1 ISSUE: Prestige groups: A view from the top
READING: Ch. 13
10/4 Exam 1
10/6 ISSUE: How is social inequality maintained? The role of mass media
READING: Ch. 10
***Instructions for class presentations given out***
10/8 Are the media agents of the ruling class? Processes of legitimization; hegemony
READING: ERESERVE ARTICLE #1: Richard M. Cohen (1997)AThe Corporate Takeover of News: Blunting the Sword,@ in P. Aufderheide et al., Conglomerates and the Media, pp. 31-60.
Individuals and the public sphere:
Political participation, social policy, and the law
10/11 ISSUE: Who votes? Class and political participation
READING: Ch. 14
10/13 ISSUE: What can social policies accomplish in a class society? Social security and taxation
READING: Ch. 15
10/15 ISSUE: Social policy issues: Poverty in America
10/18 ISSUE: DoAthe rich get richer and the poor get prison?@ Class, law, and deviance
READING: Ch. 16
10/20 ISSUE: Class, law, and deviance (cont=d)
Inequalities by race-ethnicity and gender
10/22 ISSUE: How do class, race, and gender interact to shape our lives and opportunities? A theoretical overview
10/25 ISSUE: Racial-Ethnic minority groups: African Americans and social mobility
READING: Ch. 17
10/27 ISSUE: African Americans and education
READING: ERESERVE ARTICLE #2: Richard L. Zweigenhaft and G. William Domhoff. 1991. Blacks in the White Establishment? A Study of Race and Class in America. Ch. 4 (ABlack ABC Students in College@).
10/29 ISSUE: African Americans in the U.S. society (cont=d)
11/1 ISSUE: Native Americans and the U.S. class structure
11/3 ISSUE: Minorities of Hispanic origin
READING: Ch. 18
11/5 ISSUE: Is white the color of privilege? White Americans in the U.S. class structure
READING: ERESERVE ARTICLE #3: Peggy McIntosh,AWhite Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women =s Studies,@ in Andersen and Hill Collins (eds) Race, Class, and Gender.
11/8 Exam 2 .
11/10 ISSUE: Gender stratification: Theoretical explanations
READING: Ch. 19
11/12 ISSUE: Sources and processes of gender inequality: Education
READING: ERESERVE ARTICLE #4: Jacobs, Jerry A. 1996.AGender Inequality and Higher Education,@ in Annual Review of Sociology, Vol. 22, pp. 153-185.
11/15 ISSUE: Gender inequality, work, and family: History of the gender division of labor
READING: ERESERVE ARTICLE #5: Cowan, Ruth Schwartz. 1987.AWomen=s Work, Housework, and History: The Historical Roots of Inequality in Work-Force Participation,@ in N. Gerstel and H.E. Gross (eds), Families and Work.
11/17 ISSUE: How is gender inequality maintained in the work force? Occupational sex segregation
READING: ERESERVE ARTICLE #6:ASex Segregation in the Workplace,@ in Barbara Reskin and Irene Padavic, Women and Men at Work.
11/19 ISSUE: Gender and work (cont=d)
11/22 ISSUE: How is gender inequality maintained? Culture and the media
READING: ERESERVE ARTICLE #7: S. Coltrane and M. Adams (1997)AWork-Family Imagery and Gender Stereotypes: Television and the Reproduction of Difference,@ Journal of Vocational Behavior.
11/24 ISSUE: Gender, culture, and the media (cont=d)
11/26 Thanksgiving Holiday, no class
Other systems of stratification: Age, sexual orientation, and physical ability
11/29 ISSUE: Age stratification and the every day experiences of the elderly
READING: ERESERVE ARTICLE #8: Robert N. Butler,ADispelling Ageism: The Cross-Cutting Intervention@ in Quadagno and Street (eds), Aging for the Twenty-First Century: Readings in Social Gerontology.
12/1 ISSUE: Interplay of race, gender and sexual orientation: A case study of black gay men
READING: ERESERVE ARTICLE #9: Cochran and Mays,ASociocultural Facets of the Black Gay Male Experience,@ in Robert Staples (ed) The Black Family: Essays and Studies.
12/3 Student presentations begin
12/10 Presentations and class overview
12/13 Exam 3, 7:00-9:00 am (SS 276)