Sociology of Education

Sociology 4081
University of Colorado at Boulder, Maymester 2014

Daily 12:30-3:30 in ECON 205 except as noted

Instructor: Professor Stefanie Mollborn Website: www.colorado.edu/ibs/hb/mollborn

Email: [email protected] Office hours: After each class and by appointment

This seminar introduces the field of sociology of education. This field studies the role of education in
society and, in particular, how education both reflects and creates inequality. We will examine the
relationships between education and various types of social status, including but not limited to
socioeconomic status, gender, race, and ethnicity. This class focuses on multiple levels of sociological
analysis, from classroom interactions to educational systems and social structures. We will focus on
education in the U.S. but also discuss various international contexts.

Among the questions we will consider in this course are these: How do educational opportunities differ
depending on the school one attends? What are the patterns of educational attainment across race, class,
and gender, and what do these patterns tell us about our society? Why do people with low socioeconomic
status have lower educational attainment on average? How do unconscious or conscious racial and
gendered stereotypes play out in classroom interactions? How do social networks influence educational
outcomes? What is the role of schools in creating or equalizing inequality? Does education make society
more equal, or just help the rich get richer? What makes a school "good" or "bad"? Is going to college
worth the cost? How does having a great teacher affect a student's life? How do friendships and peer
interactions that happen in school shape students' educational experiences? What can we learn from other
countries to improve the U.S. educational system?

All students should enter the class with a willingness to engage in sociological analysis and critical thinking.
We will start with the basic premise that education is a key social institution. Besides giving you a thorough
grounding in the study of sociology of education, this course focuses on building skills that will be useful
to students in their future careers. These skills include critical thinking, clearly expressing ideas in writing,
public speaking, creating effective presentations, evaluating other people’s work, and working
cooperatively in small groups.

Please be aware that some course requirements or assigned readings may change. However, the overall
workload will not increase if changes are made.

Course Contacts:

Name____________________________________ Email/phone ___________________________

Name____________________________________ Email/phone ___________________________

Course Structure

The course meets daily, and each day covers the same amount of time and material that would be covered
in a whole week during the academic year. Generally, each class will be a mixture of lecture and both large-
and small-group discussion focusing on critical thinking and the application of real-life experiences to
Sociology 4081: Sociology of Education

sociological ideas. You are encouraged to be on the lookout for real-life examples of the concepts we
discuss (in the media, in your everyday interactions, etc.) and to bring these examples to class for us to talk
about.

Course Goals

1. To learn about the important role of education in society.

2. To critically assess theoretical explanations for educational inequalities and possible policy
solutions at multiple levels of analysis.
3. To gain in-depth knowledge and research experience in specific topic areas within the broader
subject of sociology of education.
4. To identify structural influences on education, including family, school, neighborhood, and
national characteristics.
5. To think critically about your own educational experiences and the ways in which your social
context and personal biography have patterned your education.
6. To conduct original sociological research that examine educational inequalities, and to write and
talk about this research in effective ways.

Course Materials

The following books are required, available at the CU Bookstore. They should also now be on reserve in
the CU libraries for students who would prefer to access them that way.

Books:
1. Lareau, Annette. (2011) Unequal Childhoods: Race, Class, and Family Life, 2nd Edition with an Update a
Decade Later. Berkeley: University of California Press. ISBN:978-0-520-27142-5
2. Armstrong, Elizabeth and Laura T. Hamilton. 2013. Paying for the Party: How College Maintains
Inequality. Cambridge, MA: Harvard University Press. ISBN: 978-0-674-4957-4.
3. Duncan, Greg and Richard Murname. 2014. Restoring Opportunity: The Crisis of Inequality and the
Challenge for American Education. Cambridge, MA: Harvard Educational Publishing Group. ISBN:
978-1612506348
4. Pascoe, C.J. 2012. Dude, You’re a Fag: Masculinity and Sexuality in High School, with a New Preface.
Berkeley: University of California Press. ISBN: 978-0-520-27148-7.
5. Bettie, Julie. 2003. Women Without Class: Girls, Race, and Identity. Berkeley: University of California
Press. ISBN: 0-520-23542-8.

The few other required readings besides the books will be available as PDF files on our course website on
Desire2Learn (learn.colorado.edu). You will need your Identikey/password to log onto D2L.

You are responsible for completing all readings before the class for which they are assigned, with
the exception of the first day of class. Keeping up with the readings as they are assigned is a very
serious course requirement because of the discussion-based nature of this class. I cannot emphasize
enough how important it is in this class (and for your grade) for you to keep up with the readings daily.

Course Requirements

You will be evaluated on the basis of attendance and completing readings, participation in whole-class and
small-group discussions, and individual written and presentation work. You must do the assigned readings
and keep up with your assigned work from day to day.

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1) Class participation (10%): You are expected to come to class having completed all assigned readings and
work and prepared to discuss this material. I will take attendance at least once each day, which together
with your participation in whole-class and small-group discussions will be the basis of your participation
grade. Your thoughtful and active participation in class discussions will be the primary basis of your
participation grade. You are not required to agree with ideas discussed in this class, but you must
understand and think critically about them and be respectful of others in the class. Your frequent verbal
participation in this class will be essential for the class to run well and for you to get a good participation grade. Talk to me
soon if you are very shy about speaking up and want to make alternative arrangements for your
participation grade.

Attendance policy: You will not be penalized for missing one class. Any additional absences beyond your
one free skip will impact your participation grade substantially, and you may miss in-class essays (see
below). The only rare exception would be extended and documented illnesses, jury duty, or similar
situations (contact me at the time of the issue in these cases).

2) In-class essays (40% total, 4 essays at 10% each): You will be asked to write short (1 page, 30-minute)
in-class essays that will assess your critical thinking about the course materials and check that you are
keeping up with your reading. Intended to replace midterm and final exams, these essays will demonstrate
your mastery of the course material. You will be expected to engage insightfully with the assigned readings,
as well as other materials and ideas from the course, in your answer. In-class short essays will be given at
the start of class on every specified day. Missed essays cannot be made up except in unusual circumstances
documented above.

3) Policy forum (10%): Each student will participate in one policy forum, which is a debate presenting and
evaluating several interest groups’ sides on a “hot topic” in the area of education. Different students will
have different roles in the policy forums, which will be assigned later. The policy forums will take place on
May 29.

4) Presentation (10%): Each class member will present in class for 15 minutes on a topic related to the
sociology of education. You will sign up for a topic from a list of options on the first day of class. If you
would like to suggest a different topic for your presentation, see me on the first day. You may want to
provide slides or a handout to go with your presentation. The presentations have staggered due dates
throughout Maymester.

5) Research projects (30% total): For this part of your course grade, you will complete two short paper
projects that involve a combination of original research, writing/presentation, and small group work.

Project 1 (interviews, 15% of grade): For this assignment, you will conduct interviews with members of
two generations of the same family about their educational experiences. You will work with a small group
to discuss your findings. Then each person will individually write a short paper presenting her or his
analysis. Your paper and interview notes will be due on May 23.

Project 2 (policy analysis, 15% of grade): For this project, you will present policy recommendations for
improving Colorado’s public education system. You will be expected to engage with ideas from the
Duncan book and the rest of the class, as well as individually researching another country’s education
system to come up with ideas. You will discuss your recommendations with a small group. Your paper will
be due on the last day of class, May 30, in lieu of a final exam.

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Course Policies
1. Getting to class late, sleeping, talking out of turn, reading, using your phone for calls, internet use, or
text messaging, or otherwise being distracted and distracting, are not acceptable classroom activities.
2. Because they distract other students, laptop computers, iPads, or other technology may not be used in
class unless you notify me that you have a documented disability requiring their use.
3. Please let me know immediately if you have a health problem or disability that necessitates leaving the
room during class time, or if you have a conflict that regularly prevents you from getting to class on
time.
4. If you miss a class, please get notes from a classmate. You are responsible for all information
communicated in class, whether or not you are in attendance. Information on scheduling
changes, assigned work, and announcements may be emailed to students, so you should check your
email regularly during Maymester.
5. All assignments must be completed on time and handed in as hard copies at the beginning of class on
the stated due date. Emailed documents will not be accepted except in extraordinary
circumstances. Note that the final paper will be submitted through D2L. Written work must be
spell-checked, grammar-checked, and proofread: The quality of your writing will affect your grade.
6. Except with advance notice of an unavoidable, well-documented conflict, I will not accept assignments
if they are turned in late. Please plan your schedule accordingly and allow extra time for unforeseen
events.
7. I will not give incompletes in this course except under extremely unusual, well-documented
circumstances.
8. Make-up essays will not be given except under unusual, well-documented circumstances.
9. I want you to do well in this class. If you become concerned about your grade, please see me
immediately. Do not wait until the end of the class when you have less work to complete that can raise
your grade. When I return written work to you with a grade, take some time to read my comments. If
you have concerns, make an appointment with me during office hours and bring your specific
questions or comments.

Office hours/Getting Help: My office hours are daily after class, or by appointment. Let me know after
class or by email if you would like to meet. I am happy to talk with you about academic issues that are
unrelated to course material, such as deciding whether to major in sociology, writing an honors thesis,
graduate school, etc. I will also answer questions over email and will check class emails once a day on
weekdays.

Email/Web Page: Important information will be communicated over email, so make sure that you
regularly check the email address listed for you in CU’s administrative system. The course web page is on
Desire2Learn, accessed at http://learn.colorado.edu. The syllabus, schedule, readings, handouts,
assignments, and other information will be posted on the website. The most recent course information will
be available here, as information that is on this syllabus may be changed over the course of the semester.
Email updates will be sent out when important material is posted on the website. You must regularly log
into D2L so that this important information can reach you.

Classroom Behavior: Students and faculty each have responsibility for maintaining an appropriate learning
environment. Students who fail to adhere to such behavioral standards may be subject to disciplinary
measures. Faculty have the professional responsibility to treat all students with understanding, dignity and
respect, to guide classroom discussion, and to set reasonable limits on the manner in which they and their
students express opinions. Professional courtesy and sensitivity are especially important with respect to

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individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender,
gender variance, and nationalities (a major part of this class). Class rosters are provided to the instructor
with the student's legal name. I will gladly honor your request to address you by an alternate name or
gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate
changes to my records. See policies at http://www.colorado.edu/policies/classbehavior.html and at
http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code.

Discrimination and Harassment: The University of Colorado at Boulder policy on Discrimination and
Harassment, the University of Colorado policy on Sexual Harassment and the University of Colorado
policy on Amorous Relationships apply to all students, staff and faculty. Any student, staff or faculty
member who believes s/he has been the subject of discrimination or harassment based upon race, color,
national origin, sex, age, disability, religion, sexual orientation, or veteran status should contact the Office
of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-
5550. Information about the ODH, the above referenced policies and the campus resources available to
assist individuals regarding discrimination or harassment can be obtained at
http://www.colorado.edu/odh.

Honor code: All students of the University of Colorado at Boulder are responsible for knowing and
adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating,
plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents
of academic misconduct shall be reported to the Honor Code Council ([email protected]; 303-735-
2273). Students who are found to be in violation of the academic integrity policy will be subject to both
academic sanctions from the faculty member and non-academic sanctions (including but not limited to
university probation, suspension, or expulsion). Other information on the Honor Code can be found at
http://www.colorado.edu/policies/honor.html and at
http://www.colorado.edu/academics/honorcode/. Honor code violations will result in a 0 for the
assignment at a minimum and may also result in failing this course, probation, or expulsion.

Religious Holidays: Campus policy regarding religious observances requires that faculty make every effort
to reasonably and fairly deal with all students who, because of religious obligations, have conflicts with
scheduled exams, assignments or required attendance. In this class, you should notify me at least two
weeks ahead of time to request special accommodation if you have a conflict. See full details at
http://www.colorado.edu/policies/fac_relig.html.

Students with Disabilities: If you qualify for accommodations because of a disability, please submit to me
a letter from Disability Services in a timely manner so that your needs be addressed. Disability Services
determines accommodations based on documented disabilities. Contact: 303-492-8671, Willard 322, and
http://www.Colorado.EDU/disabilityservices. If you have a temporary medical condition or injury, see
guidelines at http://www.colorado.edu/disabilityservices/go.cgi?select=temporary.html.

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Preliminary Schedule and Readings

Note: Reading assignments and scheduled items are subject to change. See the syllabus posted on D2L for updates.
Readings are available in the required book or through D2L. You are responsible for completing all
readings. Please complete the reading assignment before the listed class, except for the first day.

May 12 Introduction, overview of education and inequality

Douglas B. Downey and Benjamin G. Gibbs. 2010. “How Schools Really Matter.” Contexts.
Mini-lecture: The achievement gap, curriculum tracking, U.S. compared to other countries
http://eraseracismny.org/our-work/education/a-tale-of-two-schools-race-and-education-
on-long-island

May 13 Armstrong chapters 1-3

Mini-lecture: Online education/MOOCs
Guest speaker Liz Morningstar, CU academic advisor, 2:30-3:30

May 14 Design multigenerational interview guide.

Armstrong chapters 4-6
Mini-lecture: Women and minorities in STEM fields
Conduct peer interviews about college life

May 15 Armstrong chapters 7-9

Essay #1 completed in class
Mini-lecture: The digital divide
Guest speaker Professor Amy Wilkins on the college experiences of African American and
working-class White men, in HUMN 135 12:30-1:30

May 16 Khan, Shamus. “Getting In: How Elite Schools Play the College Game.” Read at
http://shamuskhan.com/Site/Work_files/gettingin.pdf
Mini-lecture: Elite boarding schools in the U.S.
http://www.pbs.org/wgbh/pages/frontline/dropout-nation/(excerpt)

May 19 Bettie chapters 1, 3

Mini-lecture: Changes to the SAT test
Bear Creek Elementary School tour 2:00-2:30, 2500 Table Mesa Drive
Work on multigenerational interviews.

May 20 Bettie chapters 6, 7

Essay #2 completed in class
Mini-lecture: Educational systems in Sweden and Finland
The Revisionaries (excerpt)
Guest speaker Professor Hava Gordon on Denver parents’ school selection decisions, in
Hale 240 12:30-1:30

May 21 Small groups discuss findings from multigenerational interviews.

Pascoe chapters 1, 2
Mini-lecture: Differences in school funding and school quality
Lecture by Professor Stefanie Mollborn on schools and teen sexuality norms, in ECON

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205 12:30-1:30

May 22 Policy forum assignment handed out, groups chosen.

Pascoe chapters 4 and 6
Essay #3 completed in class
Mini-lecture: Bullying
Guest speaker Professor Christina Sue on race and education in Latin America, in HUMN
135 12:30-1:30

May 23 Project #1 (interviews) due at start of class.

Lareau chapters 1-5
Mini-lecture: Homeschooling
Guest speakers teacher Timothy Bailey and student Simon Mollborn, 12:30-1:30

May 26 NO CLASS—MEMORIAL DAY

May 27 Small groups work on policy forums in class.

Lareau chapters 10, 11, 13
Essay #4 completed in class
Mini-lecture: Universal preschool

May 28 Small groups discuss policy analyses in class.

Duncan chapters 1-5
Mini-lecture: No Child Left Behind

May 29 Policy forums presented in class.

Duncan chapters 6-9
Mini-lecture: Year-round schooling
FCQs

May 30 Policy analysis papers due on D2L by 12:30 p.m.

No class or readings due—scheduled final exam day.