SYLLABUS
Date:Spring 2001
Course No. / Title:Sociology 325: SOCIAL STRATIFICATION
Credit Hours:Three
Prerequisites:Sociology 101 or permission of the instructor
Instructor:Jerry C. Jolley, Ph.D.
Textbooks:Marger, Martin N., Social Inequality: Patterns and Processes. Mountain View, CA: Mayfield Pub., 1999
Egendorf, Laura K., Proverty: Opposing Viewpoints. San Diego, CA: Greenhaven Press, 1999
PURPOSE: This course is designed to analyze the major dimensions of social stratifications--class, status, and power--and to evaluate the impact of inequality on the institutions and individuals in society.
COURSE OBJECTIVES: The student who successfully completes this course will be able to do the following:
1.Define the term "social stratification" and explain why the study of inequality is important.
2.Identify and distinguish between the five types of societies described by Gehard E. Lenski.
3.Describe the major types of stratification systems.
4.Explain the major contributions of Plato, Marx, and Weber, to the study of inequality.
5.Outline the basic assumptions of the Functionalist and Conflict Theories of inequality and compare and contrast them.
6.Identify, define, and give examples of the three major dimensions of social stratification. Wealth, prestice, and power.
7.Demonstrate knowledge of the variable of prestige as an important dimension of stratification by citing studies using this factor, and by explaining how it is related to occupations.
8.Discuss trends in the distribution of wealth in the United States, and explain the amount and impact of poverty in America.
9.Describe major changes in the occupational structure during the last 100 years.
10.Define the terms "power," "authority," and "influence."
11.Explain how positional, reputational and decisional methods are used to study community/ leadership.
12.Compare Power Elite Theory (Mills, etc.) with Veto Groups/Pluralism Theory (Riesman, etc.).
13.Describe the relationship between class identification and political participation.
14.Define "class consciousness" and discuss several processes that generate class consciousness.
15.Identify the three major methods used by sociologists to measure social class and cite studies which have used each of the methods.
16.Distinguish between the major social classes in the United States.
17.Define social mobility and explain the difference between ascribed and achieved statuses.
18.State differences between horizontal, vertical, intergenerational, and intragenerational mobility.
19.Summarize recent findings on the extent and impact of social mobility in the USA and other industrialized countries.
20.Point out several differences in lifestyles among the social classes in the United States -- for example, child raising patterns, dating and marriage customs, leisure activities, personal and formal associations and organization, work satisfaction, language, etc.
21.Describe the impact of family background and educational attainment on inequality and mobility.
22.Explain how education influences social mobility and income.
23.Differentiate between race, ethnic, and minority groups.
24.Indicate significant conditions or processes by which race becomes an important factor in inequality.
25.List several ways in which differences of age or sex may lead to social inequality.
26.Explain how social class is related to religion in such areas as type of religion, participation, beliefs, commitment, etc.
27.Discuss the relationship between social class and health and life chances.
28.Describe several examples of how the criminal justice system may reflect inequality.
29.Improve critical thinking skills by applying the techniques and knowledge learned in this class.
METHODS OF INSTRUCTION
Lectures
Discussion
Audio-Visual Aids
Class Presentations
Individual and Group Projects
METHOD OF EVALUATION
Examinations:There will be three 100-point examinations. These will be essay in nature and will be based on the course objectives listed. Late tests will be penalized five points per school day.
Projects:Each student will select a topic related to social stratification. Every person will prepare a paper based on their research. Those papers meeting an "A" or "B" grade will need to include some research work in the community in addition to library sources; for example, interviews, surveys, etc. The papers will receive a maximum of 100 points per person. Information from the projects will be integrated into the classroom material by in-class reports (the numbers in parentheses following the topics on the reading outline will be an indication of times when the reports will be presented). The in-class oral reports are worth 50 points per person. The standards for both written and oral reports are summarized in the "Guide" integrated into this syllabus.
Other Assignments:50 points maximum can be earned by completing other assignments and attendance. Includes 1-2 short in-class reports.
Grade Breakdown:Grades will be earned according to a point system:
450 - 500 = A
400 - 449 = B
350 - 399 = C
300 - 349 = D
0 - 299 = F
Note: Plus and minus grades will be given when scores are within two percentage points of a cut-off point.
GUIDE FOR WRITING PAPERS AND GIVING CLASS PRESENTATIONS
Written Papers
1.Use a consistent form. Outlining a paper before writing it will probably help to make it well organized and better flowing.
2.Use a standard footnote procedure (there are many) and include a full bibliography. Give proper credit to others from whom you take information. Plagiarism is a serious legal and scholarly violation.
3.When a choice to topics is given, choose one that integrates well into the subject of the class. Utilize ideas learned in the class and textbooks so you can practice using newly learned concepts. Very seldom will a paper fit two classes well, and identical papers used for two classes should only be handed in after obtaining permission from both instructors.
4.Both you and the instructor will feel better about a paper that is neat and readable. Type and double space. Use subtitles including an introduction and conclusion.
5.The organization of a paper, grammar and spelling are important and will be a consideration for the grade which is given. Use subtitles to organize your paper, and introduction with state purpose, and conclusion.
6.While no specific length of term paper is given, generally 12 pages is a good guide for individual papers.
7.Draw your information from a variety of sources: LCSC library, community library, U of I and WSU libraries, community agencies, resource persons, public and private organizations. Use mostly the professional literature (10 references minimum). A website URL is not a complete reference. Web sources vary in quality, so choose carefully.
8.Five points will be deducted for each day a paper is late.
Class Presentations
1.Much of what is mentioned above, such as applicability of the topic, sources and documentation apply to in-class reports.
2.Be creative and use audio-visual aids where applicable.
3.Guest speakers can sometimes be helpful, but check with the instructor first.
4.Using an abbreviated outline is often helpful for occasional reference while speaking, but reading a paper word for word is usually dull and will not result in the best grade.
5.If it is appropriate, include fellow classmates in discussion as a part of your presentation.
6.The time limits may vary from class to class, but usually a presentation 20-25 minutes is about right for individuals.
SELECTED BIBLIOGRAPHY
Aldrich, Nelson W., Old Money: The Mythology of America's Upper Class. NY: Vintage Books, 1988.
Andersen, M.L. and P. Collins, Race, Class and Gender. 4th Ed. Belmont, CA: Wadsworth, 2001.
Beeghley, Leonard, The Structure of Social Stratification in the U.S. 3rd Ed. Boston: Allyn and Bacon, 2000.
Blau, P.M. and O.D. Duncan, The American Occupational Structure. New York: John Wiley, 1967.
Braun, Denny, The Rich Get Richer: The Rise of Income Inequality in the U.S. and the World. 2nd Ed. Chicago: Nelson-Hall, 1997.
DeMott, Benjamin, The Imperial Middle. NY: Wm. Morrow and Co., 1990.
Domhoff, G. William, Who Rules America. 3rd Ed. Mountain View, CA: Mayfield, 1998.
Domhoff, G. William, The Power Elite and the State. Hawthorne, NY: Aldine DeGruyter, 1990.
Egendorf, Laura K, ed., Poverty: Opposing Viewpoints. San Diego, CA: Greenhaven Press, 1999.
Ehrenrich, Barbara, Fear of Falling: The Inner Life of the Middle Class. NY: Pantheon Books, 1989.
Gans, Herbert J., The War Against the Poor. NY: Basic Books, 1995.
Grusky, David B., Ed., Social Stratification. Boulder, CO: Vestview Press, 1994.
Hernstein, Richard and C. Murray, The Bell Curve. NY: Free Press, 1994.
Hope, Marjorie and J. Young, The Faces of Homelessness. Lexington, Mass: D.C. Heath, 1988.
Hurst, Charles E., Social Inequality: Forms, Causes, and Consequences. 4th Ed. Boston: Allyn and Bacon, 2001.
Inhaber, Herbert, How Rich is Too Rich? Income and Wealth in America. NY: Praeger, 1992.
Kerbo, Harold R., Social Stratification and Inequality. 4th Ed., NY: McGraw-Hill, 2000.
Klitgaard, R., Choosing Elites. NY: Basic Books, 1985.
Kluegel, James R. and E.R. Smith, Beliefs About Inequality. NY: Aldine DC Gruyter, 1986.
Lenski, Gerhard E., Power and Privilege: A Theory of Social Stratification. NY: McGraw-Hill, 1966. Reprint University of North Carolina Press, 1984.
Levine, Rhonda F., Social Class and Stratification. Lanham, MD: Rowman & Littlefield, 1998.
Mills, C. Wright, The Power Elite. NY: Oxford University Press, 2000.
Newman, Katherine S., Falling From Grace: The Experience of Downward Mobility in the American Middle Class. NY: The Free Press, 1988.
Ostrander, Susan A., Women of the Upper Class. Philadelphia: Temple University Press, 1984.
Perrucci, Robert and E. Wysong, The New Class Society. Lanham, MD: Rowman & Littlefield, 1999.
Roleff, Tamara L., The Homeless: Opposing Viewpoints. San Diego, CA: Greenhaven Press, 1996.
Rothenberg, Paula S., Race, Class and Gender in the United States: An Integrated Study. 4th Ed., NY: St. Martin's Press, 1998.
Rubin, Lillian B., Worlds of Pain: Life in the Working Class Family. NY: Basic Books, 1992.
Schwartz, Michael, ed., The Structure of Power in America: The Corporate Elite as a Ruling Class. NY: Holmes & Meier, 1987.
Seccombe, Karen, So You Think I Drive a Cadillac, Boston, MA: Allyn and Bacon, 1999.
Sennett, Richard and Johnathan Cobb, The Hidden Injuries of Class. NY: Vintage Books, 1973.
Shapiro, Thomas M., Great Divides. Mountain View, CA: Mayfield, 1998.
Smith, Hedrick, The Power Game: How Washington Works. NY: Ballantine, 1988.
Toffler, Alvin, Powershift. NY: Bantam Books, 1990.
Tumin, Melvin M., Social Stratification: The Forms and Functions of Inequality. Englewood Cliffs, NJ: Prentice-Hall, 1985.
Vanneman, Reeve and L.W. Cannon, The American Perception of Class. Philadelphia, PA: Temple University Press, 1987.
Vidich, Arthur J., The Middle Classes. NY: New York University Press, 1995.
Wilson, William J., When Work Disappears: The World of the New Urban Poor. New York, NY: Vintage Books, 1996.
Wrong, Dennis H., Power: Its Forms, Bases, and Uses. NY: Harper & Row, 1979.
COURSE OUTLINE
DATE / TOPIC / READINGJan. 17 / Introduction/ The Study of Inequality / Marger, Ch. 1
Jan. 22 / Basic Concepts/Types of Stratification Systems and
Social Mobility / Marger, Chs. 1, 6
Jan. 24, 29 / Types of Societies (Lenski)
Film: The Baka / Reading
Jan 31 / Theories of Inequality:
Plato, Marx, Weber / Marger, Ch. 8
Feb 5 / Functionalism vs. conflict theory
mini debate / Marger, Ch. 8
Reading
Feb. 7, 12 / Three Major Dimensions of Social Stratification:
Wealth, Prestige, Power / Marger, Chs. 1,2,5
Feb. 14 / First Examination
Feb. 21 / Measuring Social Classes
Classes in the United States / Marger, Ch. 2
Feb. 26,
Mar. 7 / Poverty in America: Scope, impact, and Government
policies
Mini debates / Marger, Ch. 3
Poverty Opposing
Viewpoints
Mar. 12 / The middle classes in America / Marger, Ch. 4
Mar. 14, 19 / The Upper Classes in America / Marger, Ch. 5
Mar. 21 / Second Examination
Mar. 26, 28 / Ideology and Socialization / Marger, Ch. 9
April 2-6 / SPRING VACATION
Apr. 9, 11 / Race & Ethnic Inequality / Marger, Chs. 10, 11
Apr. 16, 18 / Gender Inequality / Marger, Ch 12
Apr. 23 / Age and Inequality / Reading
Apr. 25 / Political Inequality / Marger, Ch. 13
Apr. 30,
May 2 / Crime, Religion, etc. and Inequality / Readings
May 7 / Third Examination
TERM PAPERS DUE APRIL 23
Office Hours:M-Th10:30-11:45 a.m.
Office:SPH-310
Telephone:799-2340 or message 799-2291
e-mail:
If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My office location and hours are listed above.