ࡱ> ] Wbjbj++ 7I'bI'bOZ >>>>>8<Re^p4]]]]]]]$`5c~ ^> ^>>^a%a%a%>>]a%]a%a%&;R=lmB;]5^0e^;\cc0R=R=jc>>a% ^ ^!e^c B : RI POVERTY AND SOCIETY SYO 4534 Professor: Dr. M. Harvey Office Hrs:. Term: Phone: 297-3000 Mon Classroom: Office: CU257 Email: mharve16@fau.edu Credit Hours: 3 TA: Prerequisites: Three sociology courses at the 1000, 2000, or 3000 levels or permission of instructor. Requirements met: This course counts towards the sociology major or minor. Course Description: The American Dream of success for all who work hard and play by the rules is fading away. In the land of opportunity, if you are born into poverty today you are less likely than were your parents to be able to climb into the middle class. This course looks at how this has happened by the examining the social structural factors that determine the extent of poverty in American society, the changing nature of U.S. poverty, and which social groups are most likely to experience poverty (e.g., women, children, racial and ethnic minorities). We begin with an examination of individualistic theories of poverty that dominate public discourse on the subject and inform most policy towards the poor. We then examine the structural theory of poverty and apply it to explain different aspects of poverty. The structural approach conceptualizes poverty as stemming less from the attributes of individuals and more as a specific kind of position or location within a political-economic system that allocates resources and opportunities for economic advancement in systemically unequal ways. Students will complete an original research paper on poverty which they will present to the class at the end of the semester. RI Designated course: This course contains an assignment or multiple assignments designed to help students conduct research and inquiry at an intensive level. If this class is selected to participate in the university-wide assessment program, students will be asked to complete a consent form and submit electronically some of their research assignments for review. Visit the Office of Undergraduate Research and Inquiry (OURI) for additional opportunities and information at HYPERLINK "http://www.fau.edu/ouri" \t "_blank" http://www.fau.edu/ouri. Student Learning Outcomes (SLOs): SLO 1. Knowledge: Student knowledge about poverty and sociological theories and methods of investigating it will be developed through course readings, exams, and writing exercises. SLO 2. Formulate Question Student ability to formulate a question will be developed through the completion of original research projects tailored to their individual interest areas. SLO 3. Plan of Action: Students will develop an action plan that will lay out a process/timeline for the completion of a literature review, the development of the research question, the collection of data, the analysis of data, and the write-up of the final paper. The plan of action will guide and direct each individual project from its inception through its completion. SLO 4. Critical Thinking: Critical thinking will pervade all phases of the class and the research project. SLO 5. Ethical Conduct: Students will learn about ethical issues pertinent to sociological research including IRB regulations and the protection of human subjects. Ethical principles and mandates will guide their research. Since the research is only to be used for class, IRB and CITI training are not required. SLO 6. Communication: Students will give formal presentations of their projects in class at the end of the semester. Learning Objectives To critically assess various explanations of what poverty is, why it exists, and why only some people are poor. To understand how social factors contribute to the production of poverty on one hand and its amelioration on the other. To understand poverty in sociological terms, that is, as a social relation between groups. Skills Developed Critical reading, writing, and thinking skills Ability to apply sociological concepts and frameworks to contemporary social problems. Research and communication skills, verbal and written. Course Readings (Available at the University Bookstore/Booksmart): Royce, E. (2015). Poverty and power: The problem of structural inequality (2nd edition). Lanham, MD: Rowman and Littlefield. Iceland, J. (2013). Poverty in America: A handbook. Berkeley, CA: University of California Press. Additional readings will be posted on Canvas. Key Dates DateDetailsMon Jan 22, 2018 HYPERLINK "https://canvas.fau.edu/courses/43583/assignments/297719" Stage 1 Paper due by4pm Mon Feb 5, 2018 HYPERLINK "https://canvas.fau.edu/courses/43583/assignments/297724" Stage 2 Paper due by4pm Mon Feb 12, 2018 HYPERLINK "https://canvas.fau.edu/courses/43583/assignments/297713" Quiz In class Mon Feb 19, 2018 HYPERLINK "https://canvas.fau.edu/courses/43583/assignments/297725" Stage 3 Paper due by4pm Mon Feb 26, 2018 HYPERLINK "https://canvas.fau.edu/courses/43583/assignments/297714" Midterm Exam In class INI Mon Mar 19, 2018 HYPERLINK "https://canvas.fau.edu/courses/43583/assignments/297728" Stage 4 Paper due by4pm Mon Apr 2, 2018 HYPERLINK "https://canvas.fau.edu/courses/43583/assignments/297736" Stage 5 Paper due by4pm Mon Apr 23, 2018 HYPERLINK "https://canvas.fau.edu/courses/43583/assignments/297740" Stage 6 Paper due by4pm Mon Apr 30, 2018Final Exam In class Course Requirements Reading This is an upper-level research intensive course involving a significant amount of reading and writing. Unlike lower level courses, I will not cover everything you will be tested on in class lectures. In a typical week, you will need to read 2-3 articles (about 60 pages total) and take notes on your reading. It is crucial that you complete reading assignments BEFORE each class meeting. To do well in this course you must read consistently throughout the semester. In-Class Quiz and Exams 50 percent of final grade Student knowledge of course material will be assessed thought a quiz and 2 exams that will measure the extent to which they know the basic vocabulary and facts of poverty research, the meaning of key concepts, and the lines that divide major theoretical approaches. You need to bring a large blue scantron sheet to each quiz/exam. Review for Exams Study materials including key concepts and sample questions will be posted on Canvas at least five days before each exam. The last class before each exam will be set aside for review, which will consist of you asking questions about the study materials. Make-Up Exams Make-up exams will be granted only in cases of documented emergencies (e.g., you will need a doctor's note or some comparable documentation) and all university-approved absences (e.g., religious holidays). If you miss an exam you need to be let me know as soon as possible (i.e., that day). Exams must be made-up within one week of the date it was scheduled. Failure to do so will result in a grade of zero on the missed exam/quiz. English as a Second Language If English is your second language and you struggle with reading you may see me about receiving some extra time on the exams. All requests for extra time must be made BEFORE the exam--not after you have run out of time. Research Project -- 35 percent of final grade Students will apply sociological theories and methods to analyze a specific poverty related issue (e.g., crime) in a specific place (e.g., Ft. Lauderdale, Haiti, California). They will review scholarly literature, develop a research question; operationalize a concept; collect primary and secondary data, and synthesize their work in a research paper and presentation. The research paper will be 10 pages double spaced (Not including title pages, reference pages and other errata and will address a specific aspect of poverty. For example, poverty and the education system. The papers will be written in 6 stages and each stage will be about 2.5-pages in length. All papers will uploaded to Canvas on or before the day they are due. Substantive Issues to Choose From: Poverty and _______ Immigration Work Politics and the Welfare System Education Crime and the CJS Race/Ethnicity Children and Elderly Housing/segregation/homelessness Health, Medical, Insurance Food, Hunger, Nutrition Other? You will need permission for anything not on the list. Stages Stage 1 Current understanding and issue of interest One, explain what poverty means to you. What thoughts and images come to mind when you hear the term? Two, describe an incident in which you or someone you know experienced poverty, including how it made you feel. If you havent experienced poverty and dont know anyone, describe an incident where you witnessed poverty. This could be a man on the corner holding a sign that asks for help or a similar case. Three, based on your experience and interests, draft a rough idea about what aspect of poverty you will write your research paper on (e.g. poverty and immigration, poverty and housing, poverty and globalization, etc.). Stage 2 Collecting and Presenting Empirical Evidence One, find an article in a newspaper, magazine, or website that addresses poverty and your issue of interest. The New York Times, for one, is full of articles about poverty Accurately summarize the article, noting its main point, supporting points, and the specific facts/data used to back it up. Two, go to the Census.gov website. Find data on poverty and your issue of interest in the county in which you are interested (e.g., Palm Beach, FL; Middlesex, MA; a county in Jamaica, Mexico, or any other nation ). Find the overall poverty rate and compare it to the state and national average. How does it vary by race? gender? age? or any other relevant factor. What do the data indicate about your issue? How do the data you found compare to what was reported in the article summarized? Stage 3 Developing a Theory of Poverty and X One, explain Royces structural theory of poverty. Focus on the aspects of Royces theory that are most relevant to your study and explain why. Two, explain why sociologists find the structural theory more valid than the individualistic approach. Three, explain how the structural theory could be applied to better understand your issue. Stage 4 Method Find, read and summarize 2 sociological articles on your research topic (these must be from sociological journals). For each article, explain all of the following: A. What is the research question? B. What method did the author(s) use to answer the question? C. What were the main findings? And D, What do the author(s) recommend we do in terms of future research and/or policy based on their findings? Explain each article separately then add a conclusion that summarizes their key similarities and differences. Stage 5 Data Collection and Findings Based on what you have learned so far, come up with your own research question about your subject, design a way to analyze it, and go out and collect the data you will need to answer it. Data may be of many forms but must include all of the following An interview with a key informant, i.e., someone with deep knowledge and experience of the issue. A publication on the subject, i.e, a newspaper article, documentary, website, government report, etc in addition to the one you already used in Stage 2. Some statistics related to the issue in addition to those reported in Stage 2. Explain what you did and what you found. Note was most interesting, significant or surprising. Stage 6 Discussion/Conclusion (Final Paper) In this stage you will do 2 things Write another 2.5 pages that analyzes all the work you have done so far to boil down to the takeaways, i.e., what did we learn about poverty and X via this study? How well did your theory explain the data? What should be done to address the problem? This section will serve as your conclusion as well as form part of your Introduction to your overall paper Organize the 6 Stages you have written into a coherent 12 page paper as follows Introduction Theory Method Findings Discussion Conclusion References Attendance -- 15 percent of final grade Because much of our time in class will be spent working in groups on the research projects attendance is required. Students will be allowed 2 undocumented non-university excused absences after which each subsequent absence will result in a 3 point deduction from the students final grade (unless it is officially documented). A student will be considered absent if he/she arrives late or leaves early without good cause. Final Grades In determining final grades, assignments are weighted as follows: Quiz 10 % Midterm Exam 15 % Final Exam 25 % Research Project 35 % Attendance 15% Total 100 % Range A = 94-100 C+ = 77-79 D- = 60-63 A- = 90-93 C = 74-76 F = 59 or less B+ = 87-89 C- = 70-73 B = 84-86 D+ = 67-69 B- = 80-83 D = 64-66 A = Mastery of course material. Students who receive an A demonstrate--through their participation in class, exams and paper--an ability to work with the concepts in an integrative fashion. This means you can apply them creatively to novel situations. It indicates more than merely demonstrating that you memorized the material. B = Very good. Students who receive a B demonstrate a sound understanding of the concepts and information but fail to exhibit the ability to work with them in an integrative or creative manner. C = Average Students who receive a C present a weak understanding of the concepts and inability to apply them appropriately to substantive issues. D = Students who earn a D in this class typically do not come to class regularly or do the reading, etc Their exams and papers exhibit little to no understanding of the concepts. F = Failure typically results from a failure to complete assignments or cheating (especially plagiarism). Incompletes Incompletes are awarded only in cases in which the student is able to document the reason (typically a medical issue that seriously interferes with the ability get work done). A student seeking an incomplete must schedule a meeting to request it before the end of the semester. Any request for an incomplete after grades are posted, for whatever reason, will be denied. There are no second chances to improve your grade. Classroom Etiquette Please arrive on time and remain in class until the end. If you are late or need to leave early you need to let me know why either before or after class. Regarding EXAMS, no one should need to leave class during an exam, thus make sure you hit the restroom beforehand. Please, no electronic devices including laptops, i-pads, smartphones, i-pods, etc... may be used in this class as such devices distract students from discussion. If you like to type up your notes, doing so after class will present a good opportunity for review. Poverty is subject about which many people hold strong personal and political views. It is therefore important that students be respectful of others, however much they may disagree with their views. Disability Policy Statement In compliance with the Americans with Disabilities Act Amendments Act (ADAAA), students who require reasonable accommodations due to a disability to properly execute coursework must register with Student Accessibility Services (SAS) and follow all SAS procedures. SAS has offices across three of Ēs campuses Boca Raton, Davie and Jupiter however disability services are available for students on all campuses. For more information, please visit the SAS website at www.fau.edu/sas/. Counseling and Psychological Services (CAPS) Center Life as a university student can be challenging physically, mentally and emotionally. Students who find stress negatively affecting their ability to achieve academic or personal goals may wish to consider utilizing Ēs Counseling and Psychological Services (CAPS) Center. CAPS provides students a range of services individual counseling, support meetings, and psychiatric services, to name a few offered to help improve and maintain emotional well-being. For more information, go to http://www.fau.edu/counseling Statement of Academic Integrity Students at Florida Atlantic University are expected to maintain the highest ethical standards. Academic dishonesty, including cheating and plagiarism, is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf Attendance Policy Statement Students are expected to attend all of their scheduled University classes and to satisfy all academic objectives as outlined by the instructor. The effect of absences upon grades is determined by the instructor, and the University reserves the right to deal at any time with individual cases of non-attendance. Students are responsible for arranging to make up work missed because of legitimate class absence, such as illness, family emergencies, military obligation, court-imposed legal obligations or participation in University approved activities. Examples of University-approved reasons for absences include participating on an athletic or scholastic team, musical and theatrical performances and debate activities. It is the students responsibility to give the instructor notice prior to any anticipated absences and within a reasonable amount of time after an unanticipated absence, ordinarily by the next scheduled class meeting. Instructors must allow each student who is absent for a University-approved reason the opportunity to make up work missed 3 without any reduction in the students final course grade as a direct result of such absence. COURSE SCHEDULE WEEK# 1. Jan 8 Introduction and Overview --No Reading 2. Jan 15 Dr. Martin Luther King Jr. National Holiday --NO CLASS 3. Jan 22 The Pattern: Poverty in America Today Iceland, Introduction, Ch. 1 and Ch 3 Assignment to Issue Groups ***STAGE 1 DUE*** 4. Jan 29 Individualistic Theories of Poverty Royce, Ch 1, Ch. 2, and Ch 3 5. Feb 5 The Economic System and Poverty Royce, Ch 4 and Ch 5 Iceland, Ch. 6 Mahler, 2009. GM, Detroit and the fall of the Black Middle Class (Canvas) ***STAGE 2 DUE*** 6. Feb 12 The Political System and Poverty Royce, Ch. 6 Iceland, Ch. 7 ****QUIZ**** 7. Feb 19 The Cultural System and Poverty Royce, Ch. 7 Iceland, Ch. 5 Gilens, Media Distortions: Causes and Consequences (Canvas). ***STAGE 3 DUE*** 8. Feb 26 The Social System and Poverty Royce, Chapter 8 MacLeod, The Hallway Hangers and the Brothers (Canvas) ***MIDTERM EXAM*** _________________________________________________________________________________ 9. Mar 5 SPRING BREAK -------------------------------------------------------------------------------------------------------------------------- 10. Mar 12 Race, Place, and Poverty Iceland, Ch 2 Royce, Chapter 9 Harvey, (Canvas) 11. Mar 19 Gender, Work and Poverty Royce, Chapter 10 Ehrenreich, Ch 2, Serving in Florida (Canvas) ***STAGE 4 DUE*** 12. Mar 26 Labor Unions and Poverty Royce, Chapter 11 Wright and Rogers (Canvas) 13. April 2 The Welfare State and Poverty Gordon, What is Welfare? (Canvas) Quadagno, The Color of Welfare (Canvas) Harvey, Welfare Reform and Household Survival Strategies (Canvas) ***STAGE 5 DUE*** 14. April 9 The Criminal Justice System and Poverty Pager, The mark of a criminal record (Canvas) 15. April 16 Global Poverty TBA 16. April 23 Review for Final ***STAGE 6/FINAL PAPER DUE *** 17. April 30 ***FINAL EXAM*** Monday, 4-6:30pm.      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