online course syllabus

1. 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

2. 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.

3. 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

4. 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.

5. 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.

6. 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.

7. 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/

8. 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

9. 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?

10. 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

11. 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:

12. 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