2/3/2019
SOC 235: Social Inequalities
Distance Learning
Summer 2012
Instructor: Alicia Walker
This is an online course. To access this course,visit and login to Blackboard with your LINK BLUE username and password. You can also login to and click on the Blackboard link at the top.
Course Description
This course focuses on the analysis of social inequalities in the U.S. Specifically, we will examine political, income, wealthy, educational and health inequalities structured by class, race/ethnicity, region/space, and gender.
This course can be taken to fulfill the U.S. Citizenship requirement of the UK General Education curriculum. Consequently, we will focus upon public policies and collective actions designed to address the causes and consequences of social inequality in our society.
Learning Objectives
By the end of this course, you should be able to:
- Explain how inequalities have been created and maintained in society
- Analyze the relationship between social inequalities along different axes of differentiation (class, race/ethnicity, gender, space/region)
- Define and use sociological concepts in analyses of social inequality
- Recognize, compare, contrast and evaluate different perspectives on / explanations of social inequalities
- Improve your research skills
- Describe and explain Presidential voting patterns in the November 2012 election
- Identify and evaluate policy solutions to social problems related to social inequalities
- Improve your communication and collaboration skills
- Develop citizenship skills, including collaboration, critical evaluation, debate / argumentation skills, and oral / visual / written presentation
Course Materials
Social Inequalities (Shaunna Scott, University of Kentucky, SOC 235) from McGraw-Hill (ISBN: 9781121273108): an e - book constructed for this course. (go to Bboard, Course Info to order as an e-book). You must have a credit card in order to purchase this e-book.
The e-book is drawn from different original sources. Therefore, each chapter has two different numbers: the number that it had in its original source as well as the number that it has in our course’s e-book. The syllabus refers to the course e-book number (not the original source chapter number). Refer to the table of contents in the e-book to confirm the chapter number that you will be reading.
As a further complication, we will be reading the chapters out of order. Again, use the table of contents to confirm that you are reading the assigned chapter. The chapters should correspond to the module topic.
For some of you, acquiring the book will require persistence and patience. Please contact McGraw-Hill customer service if you have problems or need help.
Supplementary readings linked to the Blackboard modules. Contact the Customer Service Center at 859-218-HELP (4357) or by e-mail at if you have problem accessing course materials via Blackboard. Please also inform the course instructor when you are having technical difficulties.
Course Requirements & Expectations
This is a 6-week distance learning course that requires you to be exceptionally organized, disciplined and self-motivated, even moreso than in conventional, face-to-face courses. The course is structured with set due dates for assignments and online examinations. You cannot expect to make up or complete work in the final days of the summer term.
You should expect to spend on average15-20 hours per week on the course. You will log into the course shell about 5 times per week for two-three hours in order to access and participate in the discussion forum, view videos, and complete online examinations.
Additional time will be spent reading our assigned texts (2-3 hours / week), interviewing a community activist or service provider (30-60 mins), doing research (6-10 hours), and writing a 2500-3500word, empirical policy brief (5-8 hours). The times above are estimates based on the course designer’s experience. The actual amount of time that you require to complete the work assigned in this course may differ.
Generally (but not always), the cycle of your week will be thus: read assignments and watch video (if applicable) on Tuesday – Friday; discuss and study material on Saturday – Sunday; and take the exam on Monday. Exams are due at noon because this will give you the afternoon to get technical assistance if something goes wrong with the Bboard system. My advice is to start the exam as early as possible on Monday morning (or even Sunday afternoon) to give yourself ample time to complete the exam in the event of system problems. Any time you are ready, you can take the exam. You do not have to wait until the day before.
Communication & Decorum
The instructor will not hold office hours, but will generally respond to emails within 24-hours (but often it will be much sooner than that).
The class will be notified ahead of time if there will be any interruption in that pattern.
Students are expected to maintain decorum that includes respect for other students and the instructor, to regularly log in to the course, and to display an attitude that seeks to take full advantage of the educational opportunity. All students are expected to be prepared to work on and actively participate in class activities.
Virtual communication and discussion "in cyberspace" occur in a social environment where normal rules of social interactionstillapply. The remoteness of the recipient is no excuse to behave in an anti-social manner and post unacceptable messages.
Unacceptable messages include those that harass, intimidate, threaten, belittle, ridicule, expressed hatred for, or aggression toward others. Let us be mindful to avoid words that imply that some groups of people are less worthy than others (e.g., avoid racist, sexist, anti-Semitic, ageist, and homophobic language).
Discussion forums, email, and other electronic communication to other students for this course should relate only to the course subject matter, generally respond to the course prompts, and always seek to further the aims of that particular exchange (e.g., stay on topic).
Contributions to discussion forums and other electronic communication in this course are the intellectual property of the authors. Students who quote a classmate in class projects, publications or even in remarks made in the discussion forum should always acknowledge the source of that quote (i.e., do not plagiarize your classmates).
Personal comments about other users and their views should not be placed in any of our Blackboard course areas that are viewable by other users.
Do not forward or blind copy private messages to another person without the author's explicit permission.
Consult the UK Student Rights and Responsibilities regarding the steps for addressing unresolved academic issues at which is linked in Blackboard under Course Information.
Minimum Technology Requirements
In order to participate in this course, you will need access to a computer with the minimum hardware, software and internet configuration described at this site: :
You must also have access to a computer with broadband internet connection (i.e., Cable Modem, DSL, or fast WiFi such as on campus).
Note: the use of Internet Explorer is NOT recommended for use with Blackboard. Firefox is the recommended Internet browser for the course. You can download Mozilla Firefox (free) at this site:
You will need to install a number of plug-ins on your computer. The links to the specific plug-ins required for this course can be also be found your course. If using a UK computer these plug-ins should be already installed.
To check if your browser has Flash, Adobe Acrobat Reader and QuickTime movie player, click this link: If you do not have these, you can download them from this site.
To download Windows Media Player, click this link:
Students and faculty can download Microsoft Office Suite (including Word and PowerPoint) from this site:
If you experience technical difficulties with accessing course materials, the Customer Service Center may be able to assist you. You may reach them at 859-218-HELP (4357) or by e-mail at . Please also inform the course instructor when you are having technical difficulties.
The Teaching and Academic Support Center (TASC) website ( offers additional information and resources that can promote a successful “online course” learning experience. They may also be reached at 859-257-8272.
Disabilities & Medical Conditions
If you have a documented disability that requires academic accommodations, please see me as soon as possible. In order to receive accommodations in this course, you must provide me with a Letter of Accommodation from the Disability Resource Center (Room 2, Alumni Gym, 257‐2754, email address ) for coordination of campus disability services available to students with disabilities.
Why Distance Learning?
That really is a question you should ask yourself. This is an asynchronous course, which means that you did not have to travel to attend a class or meetings, and you do not have to do the work at a specific time. And, as advertised on TV, you can do your coursework in you pj’s and bunny slippers if you want.
However, you do have to complete the work by the due date.
The course has some flexibility, but it is not infinitely flexible.
It would also be a grave mistake to assume that this course is easier or more lenient than its face-to-face counterpart.
Quite the contrary! Students in the distance learning sections of my courses tend to do more poorly –they withdraw at higher rates, and they are more likely to get poor grades (D) and fail (E).
Those who do poorly typically do not start on time, do not meet deadlines, are not organized and disciplined, experience technical difficulties, and / or do not seek assistance or advice in a timely manner. If you get confused or fall behind, you need to contact the instructor asap for help in on getting back on track. You have to be pro-active to succeed in a distance learning course. Do not be afraid to ask questions and seek assistance.
Why Group Forums?
Working in groups allows you the opportunity to learn from others, sharpen your debate skills, broaden your perspectives, provide social support, offer constructive criticism, and share ideas and informational resources. I encourage you to collaborate in your groups as you formulate your interview questions,locate resources and develop ideas for your policy briefs. However, I expect you to conduct the interview and write your policy briefs on your own. I also expect you to complete the online examinations independently (see above and below on communication decorum, and plagiarism).
Assignments and Grading
Individual online exams (6 @ variable pts ea)180 pts
Online Group Discussion forum(7 @ 10 pts ea) 70 pts
Family Budget Worksheet 25 pts
Race, Class & Income Worksheet 25 pts
Interviewtranscript or notes 50 pts
Policy brief (2500-3000 words)150 pts
______
500pts
Grading Scale: 450-500=A / 400-449.9=B / 350-399.9=C / 300-349.9=D / <300=E
*12 bonus points possible, only as structured. (2.4% of course grade)
Online Exams
Online exams will consist of questions in either of these formats: multiple choice, multiple answer (more than one correct answer), T/F, or jumbled answer format.
Exams are password protected. Passwords are SI1, SI2, SI3, SI4, etc.
Online exams are available at the end of each weekly module (in the Blackboard shell).They will disappear on the due date and time, and you will not be allowed to take them late unless you present a DOCUMENTED excuse as defined by the University (Senate Rule V.2.4.2).
A missed exam will result in a score of zero, unless an acceptable written excuse is presented within 48 hours of the missed exam. Written excuses should be scanned and attached to the instructor via email. The instructor will determine what constitutes an acceptable excuse within the guidelines of the University Senate rules above.
Make-up online exams must be completed within 72 hours of the original due date and time.
You may complete the exam early; however, it is recommended that you complete the module assignments and exams in order--and within the weekly module period in which the materials were presented.
You must complete the exam within the time allotted. The time allotted is 60 minutes. The exam will automatically submit itself at the end of your time limit, regardless of whether you are finished with it.
You may only attempt the exam one time. So, do not start the exam until you are ready.
You are ready to take the exam if:
- you have completed your reading assignments and watched the assigned videos (if applicable);
- you have taken notes on the readings and video (if applicable);
- and you have your notes and your e-book at your side when you take the exam.
You may use your books and notes, but you are expected to complete the exam on your own (i.e. don’t use anyone else’s brain but your own).
Group Discussion Forums
The class will be divided into groups of 3 - 5 members each. During each module, you are required to post into one to two group discussions in response to the assigned prompts. Be sure to provide descriptive subject lines on your posts (‘threads’).
Structured prompts and rubrics for each discussion forum will be linked to Blackboard. There will be one or two discussion forums per weekly module, except for Modules 0 and 6.
The discussion prompts are as follows:
Discussion Forum 1: Sociological Imagination
Due: First post (500-550 words) @ noon on Sat 5/11; response (50+ words) to a group mate due @ midnight,Sun 5/12
Prompt: In your own words, explain how Mills differentiates between a “trouble” and an “issue.” Provide at least one example of each in your discussion. Then, define the “sociological imagination” and exercise your own sociological imagination by analyzing a “trouble” that is relevant either to your life or to the population / organization you are going to focus on for your policy brief.
Discussion Forum 2: Family Budget
Due: First post due @ Noon,Sat 5/18; response due @ 6 PM,Sat 5/18
Prompt: If you were able to construct a budget to live within your means in this week’s “Family Budget Worksheet,” what were the key resources you accessed or decisions that you made that resulted in your success? Do you think that your budget is realistic? Why or why not?
If you could not construct a budget within those constraints, what barriers did you encounter?
What can “society” (e.g., schools, government, churches, non-governmental organizations, charities, businesses, civic groups, etc.) do to assist people in this circumstance? Explain / provide a rationale (or argument) in support of your suggestion.
(Note: This is your first try at proposing a collective action or policy change. Share ideas with your group mates; have a real conversation about your ideas in preparation for the final assignment.)
Discussion forum 3: Interview guide
Due: First post due @ Noon,Sun 5/19; feedback due @ 6 PM,Sun 5/19
Prompt: Start a thread which identifies whom you will interview, the organization with whom they work, and the time and date of the interview. Attach your interview guide to this thread.
Second, read the interview guide of a group mate who has not yet received feedback and provide that person with feedback on how to improve the interview.
Discussion forum 4: Institutional racism
Due: Pro argument due at Noon, Sat 5/25; Con argument (response) due at noon, Sun 5/26
Prompt: This discussion forum takes the form of a debate. Open-minded, reasonable, evidence-based debate is a cornerstone of sociology and as well as democratic citizenship. It is an important skill to hone. So, you will be engaging in debates in this and upcoming modules.
First, post a thread arguing “pro” side of the proposition that the U.S. is a society with institutional racism. Then, respond to a group mate’s “pro” argument, with a “con” argument: The U.S. does not currently practice institutional racism.
Be sure to use evidence from course materials (including assigned readings, the video, and materials linked in our course shell at “Course Information / Policy Information”).
Discussion forum 5: Patriarchy
Due: Pro argument due at noon, Sat 6/1; Con argument (response) due at noon, Sun 6/2
Prompt: This discussion forum takes the form of a debate.
First, post a thread arguing “pro” side of the proposition that the U.S. is a patriarchal society. Then, respond to a group mate’s “pro” argument, with a “con” argument: The U.S. does not currently a patriarchal society.
Be sure to use evidence from course materials (including assigned readings, the video, and materials linked in our course shell at “Course Information / Policy Information”).
Discussion forum 6: Appalachia
Due: Pro argument due at noon, Sat 6/8; Con argument (response) due at noon, Sun 6/9
Prompt: This discussion forum takes the form of a debate.
First, post a thread arguing “pro” side of the proposition that the Central Appalachian coal fields is more similar to a “developing” country than a “developed” one.