MIME-Version: 1.0 Content-Location: file:///C:/1EF21713/soci418_05Fsyllabus.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Race, Gender and Poverty

Race, Gender and Poverty

Soci 418-010-05F

Elizabeth Higginbotham

Tuesday and Thursday 3:30-4:45 in Smith Room 218

Office Hours: Tuesday and Thursday 2:00-3:00 <= /p>

Bethany Brown

Monday 1:00-3:00

Smith Hall, Room 316

 

This is a senior seminar for Sociology, Criminal Justice, Black American Studies, Women Studies, and other social science majors.  Students need a background in the = social sciences to do the required course work. You will bring knowledge and skills from other courses into this one, where you will do independent and group work.  Course assignments invo= lve written work and oral presentations.

 

Course Description=

People in the United State have witnessed increasing levels of inequality in the l= ast two decades of the 20th century.  We started the new century as a nation divided between those who have and those who do not have.  There is a g= ap between the rich and the poor and those in the middle find their lives profoundly challenged.  Increa= singly the nation's poor are women and children across races and men of color.  This course will examine contempor= ary American poverty with an eye on race and gender as fundamental dimensions of inequality.  It explores how r= ecent labor market changes and national income distribution policies increase pov= erty and hardship. The course addresses societal responses to poverty and the na= ture of entitlement for different populations with attention to issues of gender= and race.  Different types of soci= al science research pose questions about polices and practices, they provide insights into how poor and working‑class people see the social system, and how key decision makers view the poor. Group assignments will enable students to learn about programs and explore areas of interests.=

 

Course Objectives<= /o:p>

In addition to learning about the structural sources of poverty, this course w= ill give you experience writing in the field and using the sociological skills = that you have learned in other classes. Group and individual projects are opport= unities to use your research skills and to demonstrate your oral and written comman= d of social science material.  The learning is cumulative, as you expand your knowledge base you can better address critical questions about poverty and social policy.  There are different types of writi= ng required in the class to give you opportunities to develop writing skills a= nd explore themes. Doing sociology requires gathering data, as well as analyzi= ng and interpreting it.  The fina= l task is to write up your findings and the analysis for different audiences. 

 

Most social scientists write for their colleagues in the field, but one can also write for a broad audience of non‑social science colleagues. Sociolog= ical material, especially on the topic of poverty will be of interest to service workers, policy makers, students (both graduate and undergraduate) and the general public.  As you write,= think carefully about the audience for specific assignment.  While you need to understand sociological concepts, it is necessary to avoid jargon and write in ways th= at others can understand. Most importantly, you need to learn how to evaluate = and write about research findings.  As you write, you need to reference your sources.  Assignments are designed for your = to integrate the readings and often do independent research.  There are clear guidelines for the= se tasks.  You can use the sociol= ogical style, Reference Format for Sociologists, or another system, but you need a style manual to aid your work. 

 

Methods of Instruction<= o:p>

Students are to be an active participants in the course, sharing responsibility for discussing materials and making presentations on your own learning.  This course includes group project= s to help you learn how to work together and develop leadership skills.  Presentations involve teaching your classmates what you have discovered. There will be lectures, videos, and opportunities to enhance your research skills.

 

Writing Center:  This facilitate can help you with = any part of the writing process.  = Take your assignments to the Writing Center, the ground floor of Memorial Hall, = and be sure to give yourself time to write and review your papers for submissio= n.

 

Course Policies

 

As a seminar participant you are expected to be prepared by doing the reading = and writing assignments, speaking thoughtfully and listening to other seminar members.  All students are exp= ected to attend class regularly and to do all the written work on time.  Students will lose points for assignments that are over one week late.&n= bsp; Students are expected to adhere to university policy on honesty. Reg= ular attendance and active participation in class sessions is essential for your learning and the success of the class. After two absences, a medical excuse= is required, otherwise a student will lose grade points. When you work with a group, you should be a responsible participant, doing your fair share, meet= ing group deadlines, and also listening respectfully to other group members.

 

Required Texts and Readings

Barbara Ehrenreich, Nickel and Dimed: On (Not) Getting by in America (New York: Henry Holt and Company, 2001) <= /span>

Sharon Hays, Flat Broke with Children (New York: Oxford University Press, 2003).

Janet Poppendieck, Sweet Charity?: Emergency Fo= od and the End of Entitlement. (New York: Penguin, 1998)

 

All are available in the University Book Store and also in Morris Library in the Reserve Room.  In addition to = these required readings, there will be links to these articles or they will be distributed in class.

 

Grading, Evaluation Policies and Procedures

 

Students are expected to do the course readings and come to class regularly.  You can use this opportunity to ex= plore the your environment with regard to issues of poverty.  Over the semester, you will have m= any opportunities to demonstrate your mastery of the course material.  To get a final grade in the course= you will have to complete all graded and non‑graded assignments.

 

Writing:  During the class you will be writi= ng two short essays about the media and four more formal pieces that involve resea= rch and reading.  There are also m= ore reflective pieces, since we have to understand and explore our feelings abo= ut poverty and social inequality.  These will be evaluated for writing and also your mastery of the assignments, but not graded.   You can get a maximum of 15 points for doing these assignments, while the other 85% of your grade will reflect work that evaluated for form and content.  All assignments give= you opportunities to show your mastery of the course material and improve your writing.  The first paper addr= esses low wage work and it= AIn This Affluent Society@

 

2 points

 

September 13

 

Media Essay 1

 

5 % of grade

 

September 15

 

Comments on AAt the River I Stand@

 

2 points

 

September 20

 

Reflections on F= irst Job 

 

2 points

 

September 22

 

Living on the Ed= ge

 

20%

 

October 4 and

October 6 <= /o:p>

 

Presentation on Federal Social Programs

 

5%

 

October 11<= /o:p>

 

Paper on Federal Social Programs

 

15% <= /span>

 

November 1 =

 

Review Essay of = Sweet Charity

 

15% <= /span>

 

November 8<= /o:p>

 

Comments on ATake It From Me@

 

2 points

 

November 15

 

Media Essay 2

 

5 %

 

December 1<= /o:p>

 

Critical Review: Policy and Practice

 

20%

 

December 13=

 

Rethinking Poverty  <= /p>

 

6 points

 

 

You should keep all work returned to you until final grades are posted. It is possible that a grade could be mis‑recorded or lost. Saving your work will verify your grade in such an unlikely event.  It is recommended that you keep a = backup disk for all work done on a computer for this course; last minute lost comp= uter files are not an excuse for late work.

 

Students should check their University e‑mail on a regular basis for class announcements.  If you use som= ething other than a University account, you should arrange to have your university mail forwarded to your other address or you will miss these e‑mail postings. Written assignments, however, must be submitted in writing, not a= s e‑mail attachments.

 

Course Schedule

August 30

True/False Quiz, Orientation to the Course and Review the syllabus.<= /p>

After the quiz, we will review the course syllabus, assignments, writing in the discipline, and the guidelines for classroom meetings (see Ground Rules for Participation). 

Reference Format for Sociologists

 

September 1<= /span>

Poverty within the scope of inequality

Reading: AWhen Low Wages Don't Add Up,@ by Alex Gourevitch, American Prospect, (Issue = Date: 07.15.02).  URL: http://www.prospect.org/web/index.ww and then look= in Archives by subject, Poverty and Wealth, or author to find the Alex Gourevi= tch article. 

Due:  Letter of Introduction to the Course.  Each student will read his/her let= ter of introduction in class and turn in a copy to the instructor along with a photograph.

 

September 6<= /span>

Discovering Poverty in the 1960s

Readings: Deborah Stone= , AMaking the Poor Count,=

= AIn This Affluent Society?@

 

September 13=

Challenging Racial Barriers: Racial Legacies and Unionization in Memphis, 1968.

Readings: Kim Voss and = Rick Fantasia, AThe Future of American Labor: Reinventing Union= s,@ Contexts (Berkeley), Spring 2004, Vol 3, Issue= 2, pg. 35-49.  (Find the journal = in the Ethnic NewsWatch database on line via the library databases).

Video: = = AAt The River I Stand=3Ds Guide, pp. 121-230. 

How do your own experiences finding work for the writing assignment compare with what Ehrenreich is writing?  <= o:p>

Look over the discussion questions in the readerAAs American As Apple Pie: Poverty and Welfare,<= /span>@ Contexts (Berkeley), Summer 2003, Vol 2, Issue= 3, pg. 41-46.  (Find the journal = in the Ethnic NewsWatch database on line via the library databases). Think about t= he changes in the explanations for poverty even during the 20th century.  How might these explanation be lin= ked to the characteristics of the poor? Can you identify social programs that are targeted to the poor?

Due: Writing Assignment= # 1 (Living on the Edge).

Video: Growing Up in the City: Urban Families (Morris Library VHS 6792, #3).

Distribute Assignment Groups for Federal Social Programs and organizational meeting.

 

September 27=

The Depression and the Expansion of Social Welfare

Video: Selections from = ANew York: A Documentary Film,@ VHS 7942

Group Meetings for Federal Social Programs

 

September 29=

Group Meetings for Federal Social Programs

No class meeting= APeople Like Us= = = =

After the reading, the orientation to the Food Bank of Delaware and the experienc= e of volunteering, you are to write a review essay of Sweet Charity that includes your views on the problem of food security and the role of both non‑p= rofit organizations and public sector agencies.

 

October 27   No class meeting<= /o:p>

 

November  1<= span style=3D'font-family:Arial'>

Race, Gender and Social Policy: Images and Realities

Readings: Sharon Hays, = Flat Broke with Children: Women in the Age of Welfare Reform, Chapter 1, pp. 3-3= 1.

Video: ATake It From Me= ATake It From Me.= =3Ds Lives

Readings: Sharon Hays, = Flat Broke with Children: Women in the Age of Welfare Reform, Chapter 6, pp. 139= -177 and Cedric Herring, = @ Contexts (Berkeley), Summer 2002, Vol 1, Issue= 2, pg. 13-18.  (Find the journal = in the Ethnic NewsWatch database on line via the library databases).

 

November 15<= /span>

Cultures of Poverty

Readings: Sharon Hays, = Flat Broke with Children: Women in the Age of Welfare Reform, Chapter 7, pp. 179= -214 and Dorothy Roberts, Child Welfare as a Racial Justice Issue,@ in Race and Ethnicity in Society: The Changing Landscape, edited by E. Higginbotham and M. Andersen, 2006 Thompson-Wadswor= th, pp. 320-325.

Due: Media Essay 2

 

November 17<= /span>

Evaluating Welfare Reform

Readings: Sharon Hays, = Flat Broke with Children: Women in the Age of Welfare Reform, Chapter 8, pp. 215-240.

 

 

November 22<= /span>

Women Challenging Barriers

Readings: Peggy Kahn and Valerie Polokow, = >That= =3D: Student Mothers Fight to Stay in School Under Michigan=3Ds Welfare-to-Work Regime,@ Shut Out: Low Income Mothers and Higher Educat= ion in Post-Welfare America edited by Valerie Polokow, Sandra Butler, Luisa Stromer Deprez, and Peggy Kahn. (State University of New York Press, 2004): pp. 75-96.  These stories are impo= rtant in thinking about the interaction of policies with people. 

 

November 24        &= nbsp;           &nbs= p;  Thanksgiving Day

 

November 29<= /span>

Promoting Inequality: Board Policies and Practices

Readings:  Lisa A. Keister, ARepealing the Estate Tax: A Recipe for More Inequality@ Contexts (Berkeley), Winter 2003, Vol 2, Issue= 1, pg. 42-49 and John Farley and Gregory Squires, =