Summer 1, 2014
Instructor: Michael Miller Office Address: MS 4.02.26
Email: email@example.com Office Hours: M-F 8:30-9:15
Schwalbe, M., Rigging the Game: How Inequality Is Reproduced in Everyday Life, 2008.
Other course materials will be available online through posted URLs on this syllabus.
In addition, ongoing contributions to course content will be made over the semester through our
Google+ Virtual Community and our course blog, So Unequal. You will be responsible for keeping
abreast of Community and blog posts.
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. This section of SOC 3013 is a hybrid course in the sense that it combines conventional in-
class teaching with supplemental instruction derived through online resources. Specifically, you are
required to devote considerable out-of-class time to examining various video and audio programs and
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
The basic goal of this course is to provide you an opportunity to derive depth understanding of
inequality and stratification, and their impact on human well-being. This will be sought through class
lectures and discussions, readings, and Internet-based media assignments.
Successful completion of SOC 3013 satisfies 3 hours of upper-division electives.
Course Management System
Blackboard is available by virtue of enrollment in this class. It is a vitally important resource which will
allow you access to the course syllabus, assigned materials, and course grades. (Let me know
immediately if you have any difficulties with this site.)
The course requires your active involvement. At the minimum, you are expected to attend class, read
text assignments and cover assigned Internet materials prior to class, and take examinations as
specified. 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, and follow as well, the UTSA Honor Code. To additionally facilitate your success,
consider the following suggestions:
1. Do not be a “spectator.” Your success in the class will be proportional to your engagement. This is
your class—actively participate. Ask questions, discuss experiences, offer opinions... Get to know other
students (exchange phone numbers/email addresses). Talk about the course, share lecture notes, hold
study sessions before exams...
2. Read / watch / listen to assigned text and Internet materials before the presentation date. It will be
helpful to take notes as you watch videos.
3. Should you have any concern or problem that is affecting, or may affect, your academic status or class
involvement, please communicate with me about it. If posted meeting times are inconvenient, you may
arrange a conference at another time. Note: all e-mail communication should be directed to me at
firstname.lastname@example.org. Support services, including registration assistance and adaptive equipment, are
available to those with documented disabilities through the Office of Disability Services.
Course Policies and Practices
1. Student Survey. During the first week, please complete a survey about yourself in order to better
meet your learning needs.
2. Attendance. Regular attendance is crucial to success in the course.
3. Coming Late. Please enter and take a seat without disrupting others.
4. Notetaking. PowerPoint slides are regularly used in class to overview key ideas. Such slides will
include images, graphics, animations, and video. Understand that your notetaking effort should
also be directed to what I am saying, rather than solely the slides. Slides will not be posted to
5. Class Ending. Class ends at 10:45—please let me know if I run past that time.
6. Technology Use. Avoid embarrassment: turn your cell phone off before class starts. Under no
circumstances can a cell phone be out during an exam. The use of laptop or tablet computers is
permitted during class for course purposes only.
7. Grade Reporting. All evaluation results (except those for the final exam) will be returned to you in
class (no one else may pick these up for you). Grades will also be made available to you on Blackboard
(grades cannot be reported to you by telephone, fax, or e-mail).
8. Drop Procedure. Should you decide to no longer attend, be sure to follow appropriate UTSA
administrative procedures. A grade of F will be assigned upon failure to properly withdraw from the
Three exams, including a cumulative final exam, will be administered over the semester. Each exam will
consist of 50 multiple-choice questions, and collectively, exams will account for 75 percent of your final
grade. Please note: exams from previous semesters are not made available as study aids, nor are exams
taken during the semester released. If you miss an exam for a valid reason, you must submit a written
request (paper copy) for a make-up exam, including documentation for your absence, at the time of
your return to class. All make-up exams will consist of essay-length questions and will be administered
immediately after completion of the final exam.
Video Clip Assignment
Working in a group with three other students, you will locate an online video clip that is highly relevant
to social stratification. The clip should be available through streaming (be sure to provide its URL), and
should be no less than 30 seconds and no longer than 5 minutes in length. An appropriate lesson
context plan for its classroom use should then be developed. Specifically, the plan must summarize the
clip, describe how the clip will enhance understanding of social stratification, and as well, include a set
of questions that could be asked relative to the classroom application of the clip. At the end of the
semester, your group will present the clip and the lesson to the class. In addition, the clip and a
summary of the lesson in PowerPoint format will be uploaded to the course blog for class display. The
assignment will account for 25 percent of your final grade.
You will have the opportunity to enhance your grade through extra-credit points by virtue of following
1. post an entry about a new piece of Internet media content (documentary film, video clip, image,
slideshow, information graphic, interactive, etc.) relevant to social stratification to our Google+ Virtual
Community, SOC 3013, Social Stratification (posts should include the URL for the media and a brief
summary describing the media content and how it is relevant to particular social stratification concepts),
(SOC 3013, Social Stratification is the out-of-class center for sharing online media content relevant to
our class. As a Google+ "community," our site is a private destination available only to those enrolled in
our class. I am the site moderator, and as such, will control access to membership, and monitor posts
and comments contributed by members. To participate in this community, you will need to have a Gmail
account (to create account, go to https://mail.google.com/intl/en/mail/help/about2.html). If you
already have one, please create another for class purposes. The address for your account should be
ABCUTSA@gmail.com, with the first three letters representing the initials of your name. (Example: my
name is Michael V Miller; therefore my gmail address is MVMUTSA@gmail.com. Note: If you do not
have a middle name, use the letter X.) Additional details about participation will be provided in class.)
2. contact me via e-mail (email@example.com) about your post, and ask me to provide relevant
feedback about it to you,
3. revise the write-up by taking my comments and suggestions into consideration,
4. submit your revised post to me for publication consideration in the blog, SoUnequal, and
5. acceptance for publication of your piece in SoUnequal.
Each post that is accepted for publication in the blog will add 5 extra points to your score on the next
exam to be taken.
Exam scores and final average should be interpreted on the following basis:
A = > 89 B = 80 – 89 C = 70 – 79 D = 60 – 69 F = < 60
Topic: Course Orientation
Topic: Key Concepts: Stratification and Inequality
Text Assignment: Schwalbe – Introduction: Thinking Sociologically about Inequality
Topic: Overview: Stratification Perspectives and Theories
Text Assignment: Schwalbe – 1. The Roots of Inequality
People Like Us
Provides an excellent introduction by offering insightful vignettes on various aspects of class and status in America.
Includes numerous interviews with academics, journalists, and regular people. Determine which video segments
you particularly identify with, and those which you found most interesting. Be ready to discuss these in class.
(Note: If the video fails to play on your computer, you will likely need to download and install a copy of RealPlayer
Topic: Evolution of Stratification: Transformation of Simple Societies
Text Assignment: Schwalbe – 2. Rigging the Game
Poor Us: An Animated History of Poverty
Why does poverty exist? Identify the roots of human poverty and the varied approaches to resolving the problem. Determine if
poverty can ever be resolved.
Topic: Pre-Industrial Stratification: Slavery
Social Pecking Order in the Roman World
Identify major strata comprising Roman society, determinants of rank and power, displays of status, and other
elements of this hierarchy.
Directions: Scroll down to Program 9 – “slavery” and then click on the “VoD” icon on right side of selection. You may then
need to register at the site to gain free access to streamed videos.
Describe the institution of slavery in the American south and relationships between master and slave.
For Your Information:
Slavery by Another Name
Did slavery end with the Civil War? This documentary examines the wholesale re-enslavement of southern blacks
through the criminal justice system.
Topic: Pre-Industrial Stratification: Caste
The Caste System
The Untouchables: Breaking Down Caste Barriers in India
Our Journey: How We Know Caste
Topic: Pre-Industrial Stratification: Estate
The Feudal Order
Directions: Scroll down to Program 20 – “the feudal order,” and then click on the “VoD” icon on right side of selection. You
may then need to register at the site to gain free access to streamed videos.
Historian Eugene Weber’s lecture from The Western Tradition series on the relations between the major strata of
the European estate system.
Topic: Rise of Class Systems
Text Assignment: Schwalbe – 3. The Valley of the Nine Families
The Rise of Capitalism
Directions: Scroll down to Program 7 – “the rise of capitalism,” and then click on the “VoD” icon on right side of selection. You
may then need to register at the site to gain free access to streamed videos.
Examines the rise of class stratification in U.S. in terms of the history of industrialization and urbanization.
For Your Information:
The Other Half
Discusses the photographic work of Jacob Riis (be sure to view slideshow).
Topic: Class Systems of Stratification: Defining Class
Social Class in America
This mid-1950s educational film addresses the idea of class inequality by examining the lives of three white males
from different social classes in the same small town as they grow from babies into young adults. What does it
suggest about the nature of class, particularly as it is played out in this small town?
The Declining Significance of Class
This brief blog entry examines an analysis of how television news frames social class in the terms employed to
discuss social strata.
Become familiar with this New York Times website...
June 13 Exam 1
June 16 Exam Review
Topic: Stratification Theory: Order
Some Principles of Stratification
Why does inequality exist in modern societies and what important role does it play, according to Kingsley Davis
and Wilbert Moore? In your opinion, to what extent is their argument relevant for understanding contemporary
Topic: Stratification Theory: Order (continued)
The Uses of Poverty: The Poor Pay All
The functional perspective is applied to the analysis of poverty in this article by Herbert Gans. The role played by
the poor in contributing to the welfare of the non-poor is outlined. However, does Gans argue that the existence of
poverty is necessarily a positive force?
A Hereditary Perk the Founding Fathers Failed to Anticipate
Children of alumni are sometimes given preference over other more qualified applicants in admissions to
prestigious universities. How common is this practice and why does it persist, particularly among a people who
pride themselves on having a meritocratic society? How would functional theory deal with it?
Topic: Stratification Theory: Conflict
Text Assignment: Schwalbe – 5. Smoke Screen
Marx: Masters of Money
A recent BBC documentary on Marx. Great introduction to the man, his times, and his writings.
The Communist Manifesto
Famous call to revolution penned by Marx and Engels. Why do they see capitalists as progressive during early
stages of capitalism, but as later regressive? Why will capitalist societies inevitably be transformed into socialist
ones, according to the writers? You may also want to examine this work through Zac Robinson’s video, The
Communist Manifesto: A Multimedia Introduction http://youtu.be/mdmxBtAW26o.
Topic: Stratification Theory: Conflict (continued)
David Harvey’s Marxist Analysis of the Global Recession
David Harvey addresses the latest economic crisis from a Marxian perspective. Identify the major reasons for the
recession, according to Harvey. Specify the ways his analysis coincide or contradict your understanding of the
recession? Be sure to read viewer comments to the post after viewing video.
Topic: Stratification Theory: A Labor Market Synthesis
Explaining Reward Inequality
Identify the major explanations for reward inequality and how these are organized around the concepts of labor
supply and labor demand.
Topic: Legitimating Inequality
Text Assignment: Schwalbe – 4. Arresting the Imagination
America’s False Consciousness
The Moral Roots of Liberals and Conservatives
Ideology and False Consciousness in a Superbowl Ad
Topic: Economic Inequality in U.S.
Das Kapital for the 21
Century? A Review of Piketty’s New Book
Among the Wealthiest 1%, Many Variations
The Great Divergence in Pictures
Provides graphics and text delineating growing U.S. economic inequality over historical time.
Ratio of Pay: CEO to Worker
Provides information about the pay of CEOs in largest U.S. corporations, and compares that data with average pay
U.S. Income Distribution: Just How Unequal?
Describes a common measure of inequality, the Gini coefficient.
What Percent Are You?
Identify where your family stands in terms of position within the structure of income distribution.
The Richest Americans
Identify Americ’s super-rich today. Overviews the magnitude and source of wealth of the richest 400 Americans,
and includes a short biography on each. Who are they? How did they make their money?
Topic: Economic Inequality: Does It Matter?
Wealth Gap Causes All of America’s Economic Woes
Does U.S. Economic Inequality Have a Good Side?
Identify the positive functions of inequality outlined in this video. Assess their relevance.
What do you do if you get sick, but have no health insurance? Describe the hardships and horrors experienced by
the several families featured in this documentary.
Front Lines and Food Lines
Identify the contradictions that military personnel and their families face as they are forced to rely on food
Topic: Political Inequality
Text Assignment: Schwalbe – 6. Regulating the Action
Who Rules America?
Class and Politics
World’s Most Repressive Societies
Examines the policing practice and effects of aggressive stop and frisk on the streets of New York. Identify the
political dimensions and implications this behavior.
Topic: Status Inequality
The Vicious Cycle of Status Envy
The Death of WASP Culture
The heir of the Johnson and Johnson fortune describes the demise of White, Anglo, Saxon, Protestant cultural
dominance in the U.S.
June 30 Exam 2
July 1 Exam Review
Topic: Class Mobility
Pursuing the American Dream: Economic Mobility Across Generations
Are Americans Better Off Than Their Parents?
Harder for Americans to Rise from Lower Rungs
Who Gets the Best Jobs? Social Mobility in Britain
View chapter 1 of this documentary redistributed on YouTube. Identify the major arguments about why certain
kinds of people get better jobs than others, despite similar educational attainment? In your opinion, how
applicable are these findings to the U.S.?
Topic: Political / Status Inequality: Structured Oppression
The Essential Blue-Eyed
Examine the dynamics of minority-group construction, exclusion, and hostility through a training session directed
by Jane Elliott. Determine how a category of people are stigmatized and marginalized, and how such dominance is
maintained by dominant group members. After watching this video, ask if you are in everyday life an oppressor or
one of the oppressed? Explain your response. Be sure to view the "debriefing" which immediately follows the main
part of the video.
For Your Information:
What gave the deli counterman the ability to behave in such manner? Describe the several different ways store
patrons reacted when they witnessed other customers being subjected to such negative treatment? How would
you have reacted had you been in the shoes of the victims? of the witnesses?
July 4 Holiday
July 7-8 Group Presentations
July 9 Final Exam