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Course Criteria
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3.00 Credits
Many have claimed that the American educational system is the "great equalizer among men." In other words, the educational system gives everyone a chance to prosper in American society regardless of each person's social origins. In this course, we explore the validity of this claim. Do schools help make American society more equal by reducing the importance of class, race, and gender as sources of inequality, or do schools simply reinforce existing inequalities and reproduce pre-existing social relations? Topics covered include unequal resources among schools, sorting practices of students within schools, parents' roles in determining student outcomes, the role of schooling in determining labor market outcomes for individuals, and the use of educational programs as a remedy for poverty. This is an education-focused course.
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3.00 Credits
This course introduces a sociological study of some of the serious social problems plaguing society. Among these are poverty and homelessness, racial disparities, gender injustice, gross educational inequalities, interpersonal violence, and difficulties faced by prisoners upon re-entry to society. This course will give students opportunities to practice good social science by comparing theories about the causes of social problems and possible solutions to (1) empirical evidence presented in important sociological studies and (2) evidence gleaned by students through their own community-based learning experiences. To gain this first-hand knowledge, students enrolled in this course must volunteer a minimum of 20 hours during the course of the semester in a South Bend community organization dealing with one or more of these social problems.
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3.00 Credits
Changing family patterns, sex roles, sexuality, premarital relationships, marriage and divorce, parenthood, childhood, and family interaction are some of the topics. Singles, dual-career families, alternative marriage forms,and the future of marriage and family are also taken up. This is an education-general course.
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3.00 Credits
Many of us are aware of our own experiences of disadvantage (or perhaps privilege), but people are generally not aware of how structural arrangements in society result in systems of difference and inequality. Only occasionally do we question whether or not things are really black and white, right and wrong, true or false, and even less often do we contemplate the repercussions of such binary assumptions. This class will challenge taken-for-granted beliefs about race and ethnicity, social class, sex and gender, and sexuality. We will discuss how these socially constructed categories of difference are given significant meaning and how this process subsequently results in ?real? differences in experiences, expectations, and achievements between groups of individuals.
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3.00 Credits
Does religion help children do well in school? Focused on primary and secondary schooling in the United States, this course investigates several academic and policy questions on the relationship between religion and schooling: How does religion affect academic outcomes for children? How do contemporary religious Americans view public schools, and how does religion shape Americans' views on curricular and other school policy issues? What is the role of religion in the schooling choices of families in the US? Do Catholic or other religious schools improve academic outcomes for children? Why or why not? Through lectures, discussion of key works, and a research paper, the course advances theory and evidence regarding the relationship of religion and academic achievement, the role of religion in politics of education, and the relationship of religion and democratic education.
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3.00 Credits
This course will examine the history of Latinos/as in the US. Readings and discussions will trace the founding and development of early Mexican-American communities in the present-day Southwest. We will then topically and chronologically cover the post-1900 urban and regional experiences of Latin American-origin immigrants, migrants, and exiles throughout the US. The focus will be on those people coming from Mexico and the Hispanic Caribbean, but immigrants from Central and South America are also included. Some of the areas of emphasis are the Chicano Movement and civil rights; Latino music and culture; race, ethnicity, and the family; education; and contemporary trends in transnational migration. The instructor will necessarily adopt a comparative approach, and students will study and critique a variety of interpretations and ideologies. Lectures and discussions will be supplemented with visual material. Grading will be based primarily on two midterm essay exams and a final research paper (10 pp.). This is an education-general course.
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3.00 Credits
A survey of the history of Roman Catholicism in the United States from colonial times to the present, with emphasis on the 20th-century experience. The first half of the course covers the Catholic missions and settlements in the New World, Republican-era Catholicism's experiment with democracy, and the immigrant church from 1820 to 1950. The second half of the course focuses on the preparations for, and impact of, the Second Vatican Council (1962-65). Assigned reading includes a packet of articles and primary sources about the liturgical renewal, Catholic action, social justice movements, and other preconciliar developments. This is an education-general course.
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3.00 Credits
An introduction to issues in philosophy of education such as religion and education, education and politics (including global politics), the value of social and empirical sciences for the study of education, the problem of indoctrination, etc.
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0.00 Credits
This course is used as a co-requisite for administrative purposes so that students in the Education, Schooling and Society program will be able to web register for other ESS courses.
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3.00 Credits
This course focuses on race and ethnic relations in the United States. Current cases involving racial and ethnic issues will be presented and discussed in class. Readings and materials will present three approaches to the study of majority-minority group relations, the emergence and maintenance of group dominance and minority-group adaptations to modes of dominance, including separation, accommodation, acculturation, and assimilation. Class participation and students' experiences will be emphasized. This is an education-general course.
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