EPE/SOC 661: sociology of Education

Instructor: Joseph J. Ferrare, Ph.D.

Fall 2017, Tuesdays 4:00pm - 6:30pm, DH 127

Office: 145C Taylor Education Building

Office Hours: Tuesdays 3 - 4pm or by appointment

COURSE OUTLINE AND READINGS

Canvas

Syllabus in PDF

Education Policy Links

COURSE OVERVIEW

This course introduces a range of sociological problems related to schools and schooling practices, and presents a set of theoretical and methodological tools to serve as a foundation for analyzing these problems. A key problematic in this course will be to interrogate the multiple social and cultural spaces through which students, parents, policy-makers, and other actors navigate the education system, and to understand how these spaces systematically structure the distribution of resources needed to flourish in modern social structures. Thus, we explore questions such as: How do economic, social, and cultural inequalities become re-translated into educational inequalities? How do educational inequalities, in turn, sustain and/or transform existing social hierarchies exogenous to the education system? These abstract theoretical questions will be explored through specific practices such as: parent/school relationships, inter-generational mobility, academic achievement, curricular differentiation, student socialization, identity, segregation, and system expansion. Our exploration of these practices will proceed holistically across all institutional levels (primary, secondary, and tertiary) and through a variety of urban, suburban, and rural contexts.

LEARNING OBJECTIVES

The following represent the primary learning objectives for this course:

  1. To gain a substantive understanding of the problems sociologists of education seek to understand and the tools they use to understand them;

  2. To practice this craft through model building, case study analysis, writing, and application to specific educational policies and practices;

  3. To understand how educational practices and trajectories differentially impact students based upon race, gender, class, ability, and other cultural identities and social positions;

  4. To take intellectual risks through course assignments and discussions.

CLASS FORMAT

The primary format for our class meetings will be seminar-style discussions, debates, and small group problem-solving scenarios. Typically I will attempt to motivate these discussions through the use of Socratic lecture at the beginning of the class meeting. During seminar-style discussions we will work together as a class, in small groups, and individually to raise critical questions and formulate connections across the course material. In addition, I will pose problems through case studies in order to provide you with opportunities to apply theoretical and methodological tools to analyze key questions in the sociology of education. At times the latter task may require that we meet in a computer lab in Taylor Education Building.

COURSE REQUIREMENTS AND MODES OF EVALUATION

Your work in this course will be evaluated through multiple modes in relation to each of the four learning objectives. The specific modes of evaluation and corresponding grading weights are described below. Grades will be assigned using the following distribution:

A: 90% – 100%, B: 80% – 89%, C: 70 – 79%, D: 60% – 69%, E: below 60%

When evaluating your work I will consider criteria specific to each assignment. In general, though, I consider grade ranges to meet the following generic standards:

95% – 100%:  Exemplary work that exhibits mastery over the task

90% – 94%:    Excellent work that approaches mastery but falls short in one key area

85% – 89%:    High quality work that has ample room for improvement

80% – 84%:    Work that exceeds minimum expectations but contains a number of mistakes or lacks quality in key areas

75% – 79%:    Work that meets, but does not exceed, the minimum expectations   

70% – 74%:    Work that exhibits reasonable effort but falls short of the minimum expectations

60% – 69%:    Work of poor quality that shows little effort or understanding of the task

below 60%:     Work that exhibits no effort or understanding of the task

Required Assignments

1. Participation (15%)

My expectation is that you will come to class regularly (< 2 absences) having closely engaged with the assigned readings and ready to make substantive contributions to discussions and group work. Missing two or more class meetings and/or not engaging in class activities will negatively impact your participation grade.

2. Critical analysis (20%): Due date varies

During the first meeting you will each sign up to write a critical analysis that you will also present to the class. The due date and presentation of your analysis will correspond with the date we discuss the article. Please upload your essay to the Canvas site. Your analysis will focus on a single research paper from the syllabus. My expectation is that your analysis will be approximately 1,200 words and contain a brief summary of the objectives, methods, and findings, along with a more extended analysis and discussion. Additional details can be found here. On the date of your presentation you will be allotted approximately seven minutes to present a summary of your analysis to the class and eight minutes to field questions from others. These presentations will be used as points of departure for our collective discussions and debates during the remainder of the class meeting.

3. Inter-generational mobility lab and group assignment (15%): Due Friday September 29 @ 4pm)

On September 19th we will meet in a computer lab during our regularly scheduled time (4pm – 6:30pm). During this class meeting we will form groups and work with actual data to examine basic patterns of inter-generational education mobility, and then bring these patterns into conversation with the assigned readings. In addition, each group will be expected to write a short (~ 4 pages) summary that describes the results through a theoretical narrative (e.g., social and cultural reproduction theory). More information about the lab and written assignment will be provided in the weeks leading up to the assignment. Please note that prior experience with this type of basic data analysis is not required. The primary objective here is to give you an opportunity to collaboratively engage with data and practice the craft of sociology.

3. Literature review paper (35%) and presentation (15%): Proposals Due Oct. 17 / Paper due Dec. 8 / Presentations will be given on December 5 during class

The culminating assignment in this course is a literature review paper (not to exceed 20 double-spaced pages) and presentation. A brief proposal (1 - 2 pages) will be due shortly before the midterm. The proposal should include the following: research question(s) guiding the literature review; identification of keywords and databases for the search;  and things you would like me to consider when providing feedback. Please submit proposals and papers using the ASA or APA format for all facets of the paper (cover pages, format, headings, citations, reference list, etc.). The last week of class will be devoted to formal presentations of your literature review. The goal is to provide each of you ~10 minutes for the presentation followed by a brief Q&A.

TEXTS

There are no textbooks for this course. The assigned readings will consist of journal articles and selected book chapters posted to the Course Outline and Readings page.

ACCOMMODATIONS

If any student requires specific accommodations please do not hesitate to speak with me at any point during the semester.  This includes accommodations related to the curriculum, instruction, evaluations, or any other factors that would otherwise prohibit your full participation in this course. Any questions or concerns students have about this matter will be held confidential to the best of my ability. In order to receive specific accommodations in this course, you must provide me with a Letter of Accommodation from the Disability Resource Center (Room 2, Alumni Gym, 859-257-2754) for coordination of campus disability services available to students with disabilities.

ACADEMIC INTEGRITY

All instances of academic dishonesty will be addressed according to standard UK policies on academic integrity. Please familiarize yourself with these expectations and the Code of Student Rights and Responsibilities.

Plagiarism is attempting to pass off others' work as your own, such as copying the words of others or paraphrasing without proper attribution; not giving credit to sources in oral presentations; and/or handing in a paper you completed for another class for a grade in this course (i.e. self-plagiarizing). For specific questions about plagiarism please see this document put together by UK's Office of Academic Ombud Services.

STATEMENT REGARDING DISCRIMINATION

The University of Kentucky faculty are committed to supporting students and upholding the University's non-discrimination policy. Discrimination is prohibited at UK. If you experience an incident of discrimination, you are encouraged to report it to the Institutional Equity & Equal Opportunity (IEEO) Office, 13 Main Building, (859) 257-8927.

ACTS OF SEX- AND GENDER-BASED DISCRIMINATION OR INTERPERSONAL VIOLENCE

If you experience an incident of sex- or gender-based discrimination or interpersonal violence, you are encouraged to report it. While you may talk to a faculty member or TA/RA/GA, understand that as a "Responsible Employee" of the University these individuals MUST report any acts of violence (including verbal bullying and sexual harassment) to the University's Title IX Coordinator in the IEEO Office. If you would like to speak with someone who may be able to afford you confidentiality, the Violence Intervention and Prevention (VIP) program (Frazee Hall – Lower Level), the Counseling Center (106 Frazee Hall), and the University Health Services are confidential resources on campus.

 

INTERGENERATIONAL EDUCATION MOBILITY LAB

The objective of this lab is to form groups and work with actual data to examine basic patterns of intergenerational education mobility, and then to bring these patterns into conversation with the assigned readings. In addition, each group will be expected to write a short (~ 4 pages) summary that describes the results in conversation with a theoretical perspective. Please note that prior experience with this type of basic data analysis is not required. The primary objective here is to give you an opportunity to collaboratively engage with data and practice the craft of sociology.

INITIAL SETUP

This webpage contains all of the information and links that you will need to complete the computer lab portion of the assignment. The first step is to download the General Social Survey Cumulative Data Set, 1972 - 2016. The file will be downloaded as a zip file that contains the SPSS data set ("GSS7216_R1b.sav") and a set of release notes in PDF. Once you have downloaded the data set the next step is to download the SPSS syntax file that I have prepared for you. The syntax file contains a set of commands that will instruct SPSS to perform a variety of tasks such as variable re-coding, descriptive statistics, and simple bi-variate analyses. In addition to these commands, the syntax file also contains notes that explain each technical step of the lab. As you work with the GSS data set you may find it helpful to refer to the documentationprovided through the GSS website.

LAB ASSIGNMENT

1. In the first section of the lab you will explore bi-variate correlations between respondents' education attainment and the attainment of their parents. In this section education attainment is measured as the number of completed years of formal education. Before you produce any results, write down the general trends you expect to find in the following correlations across time. Make sure your hypotheses are theoretically informed!

  • respondent's education by father's education

  • respondent's education by mother's education

  • father's education by mother's education

Once you have written down your hypotheses, calculate the bi-variate correlations for each of the decade cohorts by running the appropriate syntax.

  • Copy the output into Excel and create a single line graph that depicts the three trends in bi-variate correlations for each of the decade birth cohorts.

2. In the second section you will explore basic cross-tabulations between respondents' degree attainment and the degree attainment of their parents. Note that our measurement of attainment has changed from an interval measure to an ordinal measure. Before you produce any results, write down the general trends you expect to find in the following cross-tabulations across time:

  • at least bachelor's degree attainment conditional upon a bachelor's (or more) educated father

  • at least bachelor's degree attainment conditional upon a high school educated father

  • at least bachelor's degree attainment conditional upon a less than high school educated father

  • at least bachelor's degree attainment conditional upon a bachelor's (or more) educated mother

  • at least bachelor's degree attainment conditional upon a high school educated mother

  • at least bachelor's degree attainment conditional upon a less than high school educated mother

If you are interested in trends related to community college then go ahead and generate these hypotheses. However, please note that some of the older birth cohorts will not have large enough cell sizes to generate reliable results. Regardless, once you have written down your hypotheses, generate the cross-tabulations for each of the decade cohorts by running the appropriate syntax. Note that you may want to re-code these variables in order to simplify the tables and/or to boost the cell counts.

  • In Excel, create two line graphs that depict the results of your hypothesized trends. One line graph should depict the trends for bachelor's+ degree attainment conditional upon the three different paternal education origins (BA, HS, <HS), and the second should depict the same trends given maternal origins.

Finally, consider whether or not the different trends identified above would change based on race and gender (including race/gender interactions). Write down a few hypotheses related to these dynamics. You do not have to test these hypotheses, but you may do so if time permits.

LAB WRITE UP

  • Due on Friday September 29 @ 4pm (Only one copy needs to be uploaded to Canvas per group)

The written portion of the lab should be approximately four single-spaced pages and contain the following four sections:

1. Introduction: Briefly discuss your hypotheses. Why did you expect to find your hypothesized trends? Did your hypotheses vary depending on the type of measure (i.e. years v. degrees attained)? Why? What was the guiding theoretical basis for these hypotheses? Cite the appropriate literature from the course syllabus. You are welcome to cite sources outside of the syllabus but this is not expected.

2. Data and methodology: Briefly discuss the data set, the sample sizes for your analyses, and note the presence of missing data, if any. If some data are missing, how might this bias your results? What are the strengths and limitations of each measurement of intergenerational education mobility (i.e. years of education v. degrees attained)? How are these strengths and weaknesses informed by your theoretical perspective? What are the limitations of relying on bi-variate forms of analysis?

3. Results: Present the three graphs and briefly describe the trends. What do you notice about the trends? How do the actual trends compare with your hypotheses?

4. Discussion: Do the trends challenge or support the theoretical perspective(s) informing your hypotheses? How? What does this conversation between your theory and data suggest in terms of further research?