Ph.D. Program in Sociology, CUNY Graduate Center REVISED III COURSE SCHEDULE FOR FALL 2013 Monday Tuesday Wednesday Thursday Friday 9:30 – 11:30 Halle: *Soc. 82201 Fernandes: Soc.81006 Chito-Childs: Soc. 84001 11:45 - 1:45 Computer Mapping for LA & NY Qualitative Methods{21742} Race & Multiculturalism in Global Perspective *1 Credit Course {21741} (Qualify for Methods requirement) Kasinitz: Soc. 72500 {21745} Urban Sociology{21744} 2:00- Catsamb is: Soc.71500 Eisenstein: Soc. 73200 Alba: Soc. 81900{22333} Attewell: Soc. 84503 4:00 Sociological Statistic I {21740} Sociology of Gender {21755} Quantitative reasoning in the study of Sociology of Education{21752} TBA: Soc. 70000 immigration (Qualify for Methods Proseminar {21737} requirement) See Also: CRJ87300. Immigration, Heilman: Soc.84700{21753} Migration, & Justice at JJ Turner: Soc. 84600 Contemporary Religious Fundamentalism Citizenship & Human Rights {21748} See Also: DCP 70100. Introduction to Helmreich: Soc. 82301 Demography People of New York City {21758} 4:15- Battle: Soc. 74400 Gornick/Milkman: Soc. 83300 Epstein: Soc. 80000 Chancer: Soc. 82800 6:15 Black Stratification{22059} Women, Work, & Public Policy Sociology of Culture {21739} Gender, Media, Crime & Culture{21756} Mollenkopf: Soc. 82800{21747} {21757} Immigrant Groups & City Politics Jasper: Soc. 73500 Piven: Soc. 84600 Hirouchi: Soc. 81900 Collective Behavior{21751} Movements, Elections & Interest Groups Advanced Methods of demographic in American Politics{21749} Analysis{21743} (Qualify for Methods requirement) 6:30- Ewen: Soc. 83100 Hammond: Soc. 70100 8:30 Publicity & Society{21750} Young: Soc.85000 Development of Sociological Theory Sociology of Crime & Deviance ( Theory I) {21738} {21754} Bozorgmehr: Soc.82800 International Migration{22058} Prof. Richard Alba. [email protected] Soc. 81900 Quantitative reasoning in the study of immigration {22333} Tuesdays, 2:00 – 4:00, Room TBA, 3 Credits The goal of this course is a sophisticated understanding of the application of some of the advanced techniques of multivariate analysis. We will not concern ourselves very much with the statistical theory behind the techniques; rather, our concern will be with their implementation in real-world research—the situations where they are appropriate, the decisions that go into using them, pitfalls in their application, and the interpretation of the results they produce. The examples will be drawn throughout from contemporary research in the study of race, ethnicity, and immigration. Professor Paul Attewell [email protected] Soc. 84503– The Sociology of Education {21752} Thursdays, 2-4 p.m. Room TBA, 3 Credits This course focuses on education and its relationship to social inequality, taking a longitudinal perspective; that is, looking at the sequence of educational experiences from pre-school, elementary and high school, through college. Our emphasis will be on events that tend to create and/or diminish inequalities in learning, educational attainments, and life outcomes such as earnings and other material results. Also we shall consider major sources of data for research at different levels of education (NELS, NAEP, etc); how to access these public data sources, and what skills are required to use them will be discussed. Requirements for the course consist of (1) weekly readings together with a short (around 1 page) paper to be submitted each week, and (2) a term paper that should be around 20 pages long. A one page description of your proposed topic for this term paper should be submitted by the fourth week of class, so that the instructors can review it and make suggestions. Note also that the last three class sessions will be devoted to student presentations of your term papers. The idea is that this will provide an opportunity for comments that may improve the quality of your paper. Required readings for the course will be accessible. Those and other readings are also listed in this outline. There is no text for this course. Students who want to consult a traditional textbook may want to look at, the following: Alan Sadovnik, Sociology of Education: A Critical Reader, Routledge, 2007. Richard Arum and Irenee R. Beattie, The Structure of Schooling: Readings in the Sociology of Education, McGraw-Hill, 2000. Jeanne H. Ballantine and Floyd M. Hammack, The Sociology of Education: A Systematic Analysis, 6th Edition, Pearson/Prentice Hall 2009. Steven Brint, Schools and Societies, Second Edition, Stanford University Press, 2006. Weekly Topics& Readings: Week 1 Introduction and Overview Overview of the course, discussion about the development of research, types and sources of data, and literature in this field. Week 2 Inequalities at school entry George Farkas and Kurt Beron. 2004. “The Detailed Age Trajectory of Oral Vocabulary Knowledge: Differences by Class and Race.” Social Science Research 33: 464-497. Valerie E. Lee and David T. Burkam. 2002. Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School (Economic Policy Institute). Pages 1-9. Samuel Bowles and Herbert Gintis. 2002. Schooling in Capitalist America Revisited. Sociology of Education, Vol. 75, No. 1 (Jan.), pp. 1-18 Betty Hart and Todd R. Risley.1999. The Social World of Children Learning to Talk. (Brookes). Pages 167-183. Week 3 Inequalities in Elementary School Ann Arnett Ferguson. 2000. Bad Boys: Public Schools in the Making of Black Masculinity. (University of Michigan). Pages 1-23; 97-99; 165-194. Claudia Buchman et al. 2008. “Gender Inequalities in Education” Annual Review of Sociology 34:319-37. George Farkas. 2008. “How Educational Inequality Develops” Chapter 5 (pages 105-134) in The Colors of Poverty, Ann Chih Lin and David Harris (eds.). Russell Sage Press. Talcott Parsons. “The School Class as a Social System,” Harvard Educational Review 29, 1959, 297-308. Lisa Delpit. 2006. Other People's Children: Cultural Conflict in the Classroom. Pages 11-47. Week 4. Parental Involvement & Summer Learning. Annette Lareau. 2003. Unequal Childhoods: Class, Race, and Family Life. Berkeley: University of California Press. Pages 1-32; 233-257. -------------------. 2002. "Invisible Inequality: Social Class and Childrearing in Black Families and White Families." American Sociological Review 67:747-76. Thurston Domina. 2005. “Leveling the Home Advantage: Assessing the Effectiveness of Parental Involvement.” Sociology of Education 78(3). Pp. 233-249. Downey, Douglas B., Paul von Hippel, and Beckett Broh. 2004. “Are Schools the Great Equalizer? Cognitive Inequality During the Summer Months and the School Year.” American Sociological Review 69:613-635. Week 5 Teacher expectations, tracking, & being held back. Rist, Ray "On Understanding the Processes of Schooling: The Contributions of Labeling Theory,’ in Sadovnik, Sociology of Education: A Critical Reader, pp. 71-82. Ferguson, Ronald. Toward Excellence with Equity: An Emerging Vision for Closing the Achievement Gap. Harvard Education Press, 2007. Chapters 3 & 4, pp79-148. Doris Entwisle, Karl Alexander, and Linda Olson, 1997. “The Nature of Schooling,” in Arum and Beattie, 2000. The Structure of Schooling, pp. 207-217. Jeannie Oakes, “The Distribution of Knowledge,” in Arum and Beattie, pp.224-234. Adam Gamoran, “Is Ability Grouping Equitable?” in Arum and Beattie, pp.234-240. Tom Loveless. 1999. The Tracking Wars: State Reform Meets School Policy, (Brookings Inst). Pages 12-40, 148-156. Elizabeth Sterns et al. 2007. “Staying Back and Dropping Out; The Relationship Between Grade Retention and School Dropout.” Sociology of Education. Vol. 80 July pp210-240. Week 6. Week 7. Unequal School Expenditures, School Choice & Private Schools. Jonathan Kozol. 1992. Savage Inequalities. Harper Collins. Ch.3, pp83-132 Burtless, Gary. 1996. Does Money Matter? The Effect of School Resources on Student Achievement and Adult Success. Washington DC: Brookings Institution. Pp. 2-42. Edward Fiske and Helen Ladd. 2000. When Schools Compete: A Cautionary Tale. Brookings Institution Press. Pages 3-13. Greg Anrig. 2008. "An Idea whose time has gone." (School vouchers) Washington Monthly. April 2008. American Federation of Teachers. “Charter School Achievement on the 2005 National Assessment of Educational Progress” http://www.aft.org/topics/charters/downloads/CharterSchoolAchievement_Nov2005.pdf Sarah Thuele Lubienski and Christopher Lubienski. 2006. "School Sector and Academic Achievement" American Educational Research Journal. Vol.43, No.4, pp 651-698. Paul Attewell. 2001 “The Winner-Take-All High School.” Sociology of Education Vol. 74 No 4 (October): 267-295. Week 8. Motivation, Discipline, & Student Resistance. Paul Willis. 1981. Learning To Labour. Columbia University Press pp1-49. John Ogbu. 2003. Black American Students in an Affluent Suburb: A Study of Academic Disengagement. Lawrence Erlbaum Publishers. Pages 12-32; 250-264. Angel Harris. 2006. “I don’t hate school: revisiting oppositional culture theory of Blacks’ resistance to schooling.” Social Forces Vol.85 No.2 (Dec) pp797-834. Downey, Douglas B. 2008. “Black/White Differences in School Performance: The Oppositional Culture Explanation.” Annual Review of Sociology 34:107-126. Pedro Mateu-Gelabert. 2007. "Street Codes in High School: School as an educational deterrent" City and Community September, pp173-191. Week 9. Teacher Quality & Curriculum & Student Disengagement. Charles Clotfelter et al. 2006. "High Poverty Schools and the Distribution of Teachers and Principals" Working Paper SAN06-08, Terry Sanford Institute, Duke University.