SOC 3013 Social Stratification

Summer 2, 2015 Internet Course

Instructor: Michael Miller Email: michael.miller@utsa.edu Online Office Hours: arranged and handled via email Course Start Date: July 2, 2015 Course End Date: August 8, 2015 ______________________________________________________________________________ Course Materials

Other materials will be available online through posted URLs on this syllabus.

The Course Description SOC 3013 addresses the manifestations, causes, and consequences of inequality and stratification at global, societal, community, and interpersonal levels by examining major concepts, theoretical perspectives, and empirical findings. Particular attention will be devoted to understanding the structure and dynamics of social inequality in the U.S. within the contexts of globalization and economic reorganization. However, during much of July, I will be in Ireland and the UK so from time to time I will be forwarding relevant video podcasts about issues of stratification and inequality relevant to those nations. Objective The basic goal of our course is to provide you an opportunity to derive depth understanding of social inequality and stratification, and their varied effects on human well-being. This will be sought through online-presentations, threaded discussions, group projects, assigned readings, videos, etc. Degree-Program Requirement Successful completion of SOC 3013 satisfies 3 hours of upper-division electives. Online Format As noted, our course will be fully online: no classroom meetings for lectures or examinations will be held. Note also that our class is an asynchronous online course. This means that while you will need to

Schwalbe, M., Rigging the Game: How Inequality Is Reproduced in Everyday Life, 2008. http://www.amazon.com/Rigging-Game-Inequality-Reproduced-Everyday/dp/0195333004

submit assigned work by a given date and time, you can work on it when it is convenient for you to do so. This section of SOC 3013 also will integrate a significant amount of online media. That is, in addition to covering text and presentation assignments, we will take advantage of the great wealth of learning content available at no cost on the Internet. Therefore, you will need to devote considerable time to examining online readings and video clips linked to the course via this syllabus. To learn about my approach to teaching with media, read A System for Integrating Online Multimedia Into College Curriculum Small-Group Organization A major part of this course will involve working collaboratively in a group with four to five other students. Such groups will facilitate meaningful communication in the Discussion Board section of Blackboard Learn, and will also be the vehicle through which your video clip assignment will be developed. Although small-group interaction does not necessarily have to occur in real time, I would like to maximize the possibility for such communication. Therefore, I will organize your group, at least in part, on the basis of the common times you say you can be available for real-time interaction with each other. Course Time Frame Given that the course is being offered in the summer, we are obviously facing a much abbreviated time frame in comparison to regular fall or spring semester—five and a half weeks versus sixteen weeks. Note that I have not significantly diminished the load of readings and viewing assignments that I make in my full semester offerings of SOC 3013. Therefore, be advised that a large amount of work will be compressed into a brief period. If you believe that you will not be able to keep up with assignments due to this rapid pace or because of other time-consuming commitments in your life, I advise you to withdraw at the outset from the course. Professor/Student Consultation I am very willing to communicate with you about any concerns you may have about the course. As a first step, please contact me by email and list in subject line the course number, the term “concern” and your first and last name (e.g., SOC 3013 Concern Michael Miller). In the message body specify the details of your concern and also suggestions about what might be done about it in terms of remedy. I will then make a special effort to respond to the issue you raise as soon as possible—preferably on the same day. Please note that for the better share of July, I’ll be in a time zone that is 6 hours ahead of Texas time (e.g., if you email me at 7:00 PM, that will mean it will be 1:00 AM for me) so please understand that it may take up to twelve hours to get back with you. After initial contact, we can have a continuing email discussion about the matter if necessary, and also employ video conferencing if desired. Evaluation Bases

Exams Three exams, including a non-cumulative final, will be administered online over the semester. Each exam will consist of 30 to 50 multiple-choice questions; collectively, the exams will account for 60 percent of your final grade. Failure to take an exam during the assigned period will result in a grade of 0.

Threaded Discussion Participation You will have numerous opportunities to engage in class participation through various threaded discussions that I will initiate over the semester. Your grade for this component will reflect the quantity and the quality of your participation, and will comprise 25 percent of your final grade. Peer-evaluations (evaluations by students of each group member) will also be considered in awarding participation grades. Introduction PPT Assignment To encourage getting to know each other, I am requiring you to produce a PowerPoint (PPT) presentation about yourself. The presentation should include information relevant to your social-class biography, circumstances, and aspirations. Instructions about this assignment are provided in Module 2. The assignment will account for 5 percent of your final grade. Video Clip Assignment Working in your small group, you will locate an online video clip that is highly relevant to social stratification. The clip should be available through streaming, and should be no less than 30 seconds and no longer than 8 minutes in length. An appropriate learning application for the clip should then be developed. Specifically, the learning application must include (a) the URL of the clip, (b) a brief summary of the clip, (c) a discussion of how it relates to a particular social stratification concept or principle, (d) a discussion of how it will enhance our understanding of social stratification, and (e) a multiple-choice question that could be asked on the final exam relative to the clip or its classroom application. Toward the end of the semester, your group will make your presentation available to the class by uploading it to BBL. The assignment will account for 10 percent of your final grade. Extra-Credit Work You have the option of pursuing extra-credit points by virtue of posting relevant media (e.g., videos, graphics, websites, etc.) to my blog, SoUnequal. I started this site several years ago, and through it I am collecting web materials of relevance to the course. I encourage you to submit content that you find on the Internet that importantly bears on stratification or inequality. When you have a piece of content in mind, first check to see if it has already been submitted to the blog. If it hasn’t, please send the URL to me via email, along with a brief statement summarizing the content and how it relates to course concepts. I will next provide relevant feedback about it in terms of what you should do in the way of revising for extra-credit. Next, revise the write-up by taking my comments and suggestions into account, and then resubmit your revision to me. Assuming you have adequately met my suggestions, I will then post it on the blog site. Note that you will be awarded 1 point of extra-credit per blog post added to your final score, and that there are no limits on the number of posts you submit to me. To give you a better idea of what I am expecting, here are several extra-credit posts from the last semester that I taught the course: http://sounequal.blogspot.com/2014/12/raw-power.html http://sounequal.blogspot.com/2014/12/gentrification-in-east-austin.html http://sounequal.blogspot.com/2014/12/the-movie-pretty-in-pink-on-budding.html http://sounequal.blogspot.com/2014/11/critiques-of-labels.html

Policies re Late Work / Missed Exam Adhering to deadlines for completed work and exams is critical. I will not send due-date reminders. Completing requirements and meeting deadlines are your responsibility. No late work will be accepted unless prior arrangements have been initiated by you and approved by me. No make-ups for missed

exams will be given, except under extenuating circumstances, and relevant documentation for such circumstances must be submitted with any email request for a make-up. Grading Scale Your final average should be interpreted on the following basis: A = > 89 B = 80 – 89 C = 70 – 79 D = 60 – 69 F = < 60

Course Technical Requirements

Our course will be delivered through Blackboard Learn (BBL). To participate, you will need a computer (with speakers and headphones), access to the Internet, and a supported Web browser (preferably Chrome). Our course also necessarily requires basic computer skills (to check yours, review this self-

evaluation tutorial: http://www.ion.uillinois.edu/resources/tutorials/pedagogy/selfEval.asp). Various computer plug-ins will be necessary to effectively use some of the content in BBL. Therefore, if your Internet-enabled device does not already have them, you will need to download and install them. Should you need assistance, please use the following resources: Call OIT Connect: 210.458.5555 Send email: OITConnect@utsa.edu

Course Responsibilities

Your Responsibilities The course requires your active involvement. At the minimum, you are expected to be intellectually and socially engaged in the class, and meet all course requirements on a timely basis. You are responsible for adhering to all rules concerning conduct, including those relevant to scholastic dishonesty (see The

Student Code of Conduct). You are also expected to reflect the Roadrunner Creed in your behavior. 1. Become familiar with class technology. Ensure that your computer works within the BBL system. 2. Make sure that you know your myUTSA ID and passphrase. 3. Log in to our BBL course at least once a day, and check for announcements and updates. 4. Complete all required discussion board activities, group assignments, and examinations by due dates. 5. Participate in all required threaded discussions. Online learning is not self-paced nor solitary; you will need to communicate regularly with group members and me through relevant channels. 6. Take responsibility for your own learning. 7. Be fully aware of the amount of time you will need to devote to the course. Remember: we will be condensing 16 weeks of class work into less than 6 weeks. Manage time wisely. Although the exact amount of attention necessary to devote to course preparation and assignments will vary from student to student, anticipate investing about as much time that you would in a regular semester face-to-face course. To assess your time-management skills, review this guide: http://www.studygs.net/timman.htm

8. Maintain strong study skills. Review these resources developed by the Tomás Rivera Center: http://utsa.edu/trcss/soar.html#study. 9. Maintain standards of courtesy and respect that prevail in the regular classroom. In addition, adhere to Internet norms; see netiquette rules enumerated on this page http://www.learnthenet.com/learn-about/netiquette/. Also be aware that BBL software automatically stores course access records, exam scores, email postings, and discussion-thread postings. 10. Should you have any questions concerning course matters consult with me as soon as possible.

Certainly communicate with me about any concerns or problems that may affect your academic status or class involvement (e.g., an absence from course participation or family emergency). 11. Support services, including registration assistance and adaptive equipment, are available to those with documented disabilities through the Office of Disability Services. To facilitate your success, be sure to adhere to the following requirements: 1. In communicating with me via e-mail, always list your course number and full name on the Subject line of email (e.g., SOC 3013 John Doe) so that I know you are enrolled in the course. 2. Do not fall behind in terms of where you should be according to the syllabus. 3. Do not wait until just before exams and assignments are due to try submitting them. 4. While you may be given a grace period to allow for technical problems, you must report such problems immediately to me and to OIT Connect. My Responsibilities In addition to doing my best for you in promoting your learning, 1. I will make every attempt to respond to your email message within 24 hours. 2. I will monitor the threaded discussions for your small group on a frequent basis. 3. I will promptly post all of your grades to the Grade Center in BBL. Syllabus and Course Changes Although I will not add any more assignments than those indicated on the syllabus, I reserve the right to revise the syllabus over the semester as deemed necessary. It is your responsibility to check BBL for updates or corrections. Any changes/corrections relevant to course materials, assignment dates, or other updates will be posted in the "announcements" section in BBL. Copyright and Fair Use Copying, displaying, and distributing copyrighted works may infringe the owner's copyright. The University of Texas System's policy statement on Fair Use of Copyrighted Materials can help you determine whether your use of a copyrighted work may be an infringement (http://copyright.lib.utexas.edu/copypol2.html). Any use of computer or duplication facilities by students, faculty, or staff for infringing use of copyrighted works is subject to appropriate disciplinary action as well as those civil remedies and criminal penalties provided by federal law. Copyright law applies to the Internet, which contains a mixture of copyrighted and non-copyrighted materials. An item does not have to display a statement of copyright to be copyrighted. It is assumed that an item is copyrighted until otherwise determined. For more information, see the University of Texas System Office of General Counsel web site (http://www.utsystem.edu/ogc/intellectualproperty/). A printed copy is also available at the Reference, Circulation and Multimedia Center service desks in the Library. For local guidance, please contact the UTSA Library at 210.458.7506 and check information provided at http://libguides.utsa.edu/copyright.

Module and Assignment Schedule

Module 1: Course Orientation and Preparatory Assignments 1. Class starts on July 2. On or before that date, read the syllabus thoroughly. You may also listen to my talk about the course via Module 1a and 1b videos (for Module 1, see “Content” section of BBL). 2. After viewing each video and giving the syllabus a close read on your own, forward any questions you have to me at michael.miller@utsa.edu under the Subject title: “SOC 3013 Question (your name here)” (e.g., SOC 1013 Question Michael Miller). I will then develop responses to all student questions and distribute them back to you via email, as well as post on BBL as "FAQs" (frequently asked questions).

3. Locate the Student Survey assignment posted on BBL (see “Content” section). Download, fill-out, and upload the survey to BBL by July 3, 5:00 PM. I will place you in a small group based on the information you provide in your survey, and will inform you of such placement via email by July 5.

Module 2: Basic Concepts, Stratification, and You 1. Complete the following tasks by July 6 (for Module 2, see “Content” section of BBL): a. Watch all Module 2 PPT videos 2a - social stratification 2b - inequality dimensions 2c - interrelated dimensions 2d - stratification systems 2e - social mobility 2f - theoretical perspectives b. Read: Schwalbe – Introduction: Thinking Sociologically about Inequality c. Visit and interact with: New York Times: Class Matters http://www.nytimes.com/indexes/2005/05/15/national/class/

d. View: Social Class in America (15 mins) http://archive.org/details/SocialCl1957

2. Introduction PPT Assignment. While covering the above materials, think about your own social-class background and current circumstances. After going over materials, create a PowerPoint (PPT) presentation about yourself. In this presentation, include images and brief text about stratification-relevant factors in your life (i.e., consider concepts found in Module 2 PPT, New York Times website, and video, and how they relate to you). It would be most appropriate to provide information about parents' work and education, the conditions of life you experienced as a child and teenager (e.g., the availability of money and other material resources, the kind of housing in which you lived, where you went to school, etc.), as well as how you see yourself now in terms of class position and your goals for social mobility down the line.

3. Upload your PPT to BBL for Module 2 by July 7, 8:00 AM. 4. By July 8, participate in your group discussion thread: Introduce yourself, share your PPT, and discuss

the major points you've included in it. Group discussion should center on comparing and contrasting social-class backgrounds and current social-class circumstances of each other. Deadline for completing input to threaded discussion is July 8, 11:00 PM.

Module 3: Does Inequality Matter? 1. Complete the following tasks by July 9:

a. Watch all Module 3 PPT videos b. Read:

What Does Inequality Do to Our Bodies and Minds? http://ideas.ted.com/what-does-inequality-do-to-our-bodies-and-minds-a-social-psychologist-and-an-epidemiologist-discuss/

High Inequality Results in More US Deaths than Tobacco, Car Crashes and Guns Combined http://billmoyers.com/2014/04/19/high-inequality-results-in-more-us-deaths-than-tobacco-car-crashes-and-guns-combined/

Inequality and Health http://inequality.org/wp-content/uploads/2011/01/health-inequality-charts.pdf

c. View: What Is Health Equity? (3 mins) https://youtu.be/ZPVwgnp3dAc

Rankism (20 mins) https://youtu.be/djM6cZb8kak

How Wealth Inequality Is Dangerous for America (3 mins) https://youtu.be/6Xa9T2OMzmw

How Economic Inequality Harms Societies (17 mins) http://www.ted.com/talks/richard_wilkinson

Wealth Inequality in America (6 mins) https://youtu.be/QPKKQnijnsM

Debate: Is There Too Much Inequality in America? (24 mins) https://youtu.be/p047te7AWzY

2. On or before July 10, 11:00 PM, participate in your group discussion thread:

a. Identify the positive and the negative consequences of the several kinds of inequality addressed in assigned readings and videos.

b. Define "rankism" in your own words. In what ways has it personally related to you in your own life?

c. Is inequality essential for the functioning of societies? If so, how much inequality is necessary and why?

Module 4: Dimensions of Inequality: Economic 1. Complete the following tasks by July 12:

a. Watch all Module 4 PPT videos b. Go over and read/watch stories in:

Executive Paywatch http://www.aflcio.org/Corporate-Watch/Paywatch-2014

c. Read: When We Consider All “US Chief Executives”… https://www.aei.org/publication/when-we-consider-all-us-chief-executives-the-ceo-to-worker-pay-ratio-falls-from-3311-to-below-41/

d. Examine: Poverty and Inequality in Some of the World’s Richest Countries http://billmoyers.com/2013/05/15/poverty-and-inequality-in-some-of-the-worlds-richest-countries/

The Richest Americans http://www.forbes.com/forbes-400/

e. Interact with: What Percent Are You? http://www.nytimes.com/interactive/2012/01/15/business/one-percent-map.html

f. View: The United States of Inequality (14 mins) http://billmoyers.com/segment/bill-moyers-essay-the-united-states-of-inequality/

2. On or before July 13, 11:00 PM, participate in your group discussion thread:

a. Compare with group members how your family income stands in relation to other families in San Antonio (or the nearest city to your hometown). b. In light of this income, what does it mean in terms of level of living and the kinds of goods and services you and your family can have access to? c. Are you satisfied with your income and level of living? Why or why not? If dissatisfied, what plan do you have for improving it?

Module 5: Dimensions of Inequality: Political 1. Complete the following tasks by July 15: a. Watch all Module 5 PPT videos b. Read: Schwalbe – 6. Regulating the Action The Class-Domination Theory of Power http://www2.ucsc.edu/whorulesamerica/power/class_domination.html

Why Working-Class People Vote Conservative http://www.guardian.co.uk/society/2012/jun/05/why-working-class-people-vote-conservative

c. View:

Park Avenue: Money, Power, and The American Dream (54 mins) http://video.pbs.org/video/2296684923/

Stigma (14 mins) http://yalevisuallawproject.org/film/stigma

2. On or before July 16, 11:00 PM, participate in your group discussion thread:

a. What role does power play in causing economic inequality? b. What role does economic inequality play in causing political inequality in our society? c. Discuss the extent to which employs have power at the place you currently (or last) worked. How could employees there conceivably gain greater political equity with respect to management? c. To what extent, are public policies and programs consistent with the interests of the majority of the population? d. Evaluate the following statement: Our government is truly “ruled by the people.”

Exam 1 - Take exam on July 17 before 11:00 PM

Module 6: Dimensions of Inequality: Prestige (Status) 1. Complete the following tasks by July 20: a. Watch Module 6 PPT videos b. Read: Conspicuous Consumption http://media.pfeiffer.edu/lridener/DSS/Veblen/CONSPIC.HTML

White Privilege: Unpacking the Invisible Knapsack http://www.deanza.edu/faculty/lewisjulie/White%20Priviledge%20Unpacking%20the%20Invisible%20Knapsack.pdf

c. View: Status Anxiety (full programme, 2 hours, 23 mins) http://alaindebotton.com/status/watch/

Friends in Low Places (5 mins) https://youtu.be/0D8GIFG4EXo

Meet the Parents (breakfast scene) (3 mins) https://vimeo.com/12961949

Pretty Woman (shopping scene) (3 mins) https://youtu.be/jT5rMvo3Clc

Module 7: US as a Multi-Hierarchical Society Complete the following task by July 21: Watch Module 7 lecture PPT videos.

Module 8: Evolution of Stratification and Pre-Industrial Stratification Systems 1. Complete the following tasks by July 22: a. Watch Module 8 PPT videos b. Read: Schwalbe – 2. Rigging the Game Capitalism and Slavery http://www.thenation.com/blog/206025/capitalism-and-slavery

c. View: Agricultural Revolution (11 mins) https://youtu.be/Yocja_N5s1I

Slavery (27 mins) http://www.learner.org/resources/series123.html Directions: Scroll down to Program 9 – “slavery” and then click on the “VoD” icon.

The Feudal Order (27 mins) http://www.learner.org/resources/series58.html# Directions: Scroll down to Program 20 – “the feudal order,” and then click on the “VoD” icon.

The Untouchables: Breaking Down Caste Barriers in India (9 mins) http://www.viewchange.org/videos/the-untouchables-breaking-down-caste-barriers-in-india

2. On or before July 23, 11:00 PM, participate in your group discussion thread:

a. Identify the basic nature of pre-stratified society and the critical factors giving rise to the creation of stratified systems. b. Identify the basic features of each type of pre-industrial stratification system. c. In terms of the three dimensions of inequality discussed earlier, which dimension prevails in each system?

d. What kind of economies are compatible with such systems (i.e., are pre-industrial stratification systems compatible with the kind of economies prevailing in modern economies)? Why/why not?

Module 9: Class Systems of Stratification 1. Complete the following tasks by July 24: a. Watch Module 9 PPT videos b. Read: The Communist Manifesto http://www.anu.edu.au/polsci/marx/classics/manifesto.html

Optional--watch: The Communist Manifesto: A Multimedia Introduction (1 hour, 24 mins) http://youtu.be/mdmxBtAW26o

c. View: Marx (9 mins) https://youtu.be/fSQgCy_iIcc

Weber (7 mins) https://youtu.be/ICppFQ6Tabw

Industrial Revolution (11 mins) https://youtu.be/zhL5DCizj5c?list=PL5FeI2mEYPMOu8Y11b1YF4NCMSUxz8RTR

The Rise of Capitalism (27 mins) http://www.learner.org/resources/series123.html Directions: Scroll down to Program 7 – “rise of capitalism” and then click on the “VoD” icon.

2. On or before July 25, 11:00 PM, participate in your group discussion thread:

a. Identify the basic factors giving rise to class-stratified systems from pre-capitalist stratification orders. b. Identify the central features of class systems (compare these with the central features of pre- capitalist stratification orders. c. Are class societies "open" in the sense of being meritocratic? d. To what extent does ascription remain relevant for stratum placement? e. Identify the mechanisms by which capitalist societies emerged from feudal societies. f. Why did Marx and Engels see capitalists as progressive during early stages of capitalism, but as later regressive? g. On what bases did Marx and Engels believe that capitalist societies would be eventually transformed into socialist ones?

Exam 2 - Take exam on July 27 before 11:00 PM

Module 10: Overview of Functional and Conflict Theories of Stratification 1. Complete the following tasks by July 28: a. Watch Module 10 PPT videos b. Read: Schwalbe – 5. Smoke Screen Some Principles of Stratification http://web.stanford.edu/group/scspi/_media/pdf/Reference%20Media/Kingsley_Moore_Theory.pdf

summary available at: The Functionalist View of Stratification

http://faculty.upj.pitt.edu/dsantoro/davis_moore.htm

c. View: Karl Marx and Marxism (54 mins) https://youtu.be/m8bdndigRA8

Module 11: Reward Inequality: A Synthesis of Theories Complete the following task by July 29: Watch all Module 11 PPT videos.

Module 12: Social Mobility 1. Complete the following tasks by July 31: a. Watch Module 12 PPT videos b. Read: Pursuing the American Dream: Economic Mobility across Generations http://www.publicradio.org/marketplace-archive/pdf/pew_american_dream.pdf

Are Americans Better Off than Their Parents? http://inequality.org/americans-parents-data

Harder for Americans to Rise from Lower Rungs http://www.nytimes.com/2012/01/05/us/harder-for-americans-to-rise-from-lower-rungs.html

c. View: Who Gets the Best Jobs? Social Mobility in Britain (click on part 1 under “access”; 15 mins) http://www.thesociologicalcinema.com/1/post/2011/07/who-gets-the-best-jobs-social-mobility-in-britain.html

2. On or before August 3, 11:00 PM, participate in your group discussion thread:

a. Identify the several different types of social mobility. b. Discuss the role of ascription in U.S. social mobility. Is ascription as important today as it was 50 years ago? How so? Or how not so? c. How do traditional patterns of social mobility differ between men and women in the U.S.? d. To what extent does mobility occur within the U.S.? Is mobility here greater than in other advanced industrial societies? e. Identify major arguments about why certain kinds of people get better jobs than others, despite similar educational attainment. f. Will today’s youth likely have a harder time improving their economic circumstances than did their parents? Why or why not?

Module 13: Resistance and Change: Social Movements and Social Protest 1. Complete the following tasks by August 5: a. Watch Module 13 PPT videos b. Read: Schwalbe – 7. Interview with Rania O Why Don’t the Poor Rise Up? http://www.nytimes.com/2015/06/24/opinion/why-dont-the-poor-rise-up.html

Occupy Wall Street http://en.wikipedia.org/wiki/Occupy_Wall_Street

c. View:

Freedom Riders (1 hour, 53 mins) http://www.pbs.org/wgbh/americanexperience/freedomriders/watch

Module 14: Video Projects Complete the following task by August 6, 9:00 AM: Finish and upload your video clip PowerPoint presentation to BBL.

Exam 3 - Take exam on August 8 before 11:00 PM