Signature Course: Social Inequality and Education in Latin America

Transcription

1 Department of Sociology University of Texas at Austin UGS 302 (63760) Fall 2012 Signature Course: Social Inequality and Education in Latin America Class Meeting: Instructor: Peer Mentor: Office Address: Tuesdays and Thursdays, BUR214 Dr. Letícia Marteleto marteleto@prc.utexas.edu info provided in class BUR562 Office Phone: Office Hours: Thursdays, BUR562, or by appointment Course Overview: The main objective of this course is to provide students with an understanding of how social science can inform debates about social inequality and its interface with education in the Latin American context. With persistently high levels of social and economic inequality and educational levels below those of countries with similar levels of development, Latin America embodies much of the challenges and opportunities of contemporary societies. Throughout the course we will discuss the formulation of more effective public policy in light of recent policies under implementation in Latin America, such as the race-based affirmative action policies in Brazilian universities and conditional cash transfer programs promoting children s education, such as Progresa/Oportunidades in Mexico and Bolsa Família in Brazil. We focus the course on the ways social contexts and educational systems maintain and challenge social inequality in Latin America. We are particularly interested on whether and how education is differentially allocated and allocates resources based on race, ethnicity, class, gender, family structures and school factors. Some of the questions addressed throughout the course are: How do race, ethnicity, class, gender and family structure affect educational trajectories and experiences in Latin America? How are schooling and its consequences experienced in the Latin American context? Specifically, the course has five objectives. By the end of the course you should possess the following: 1) A general understanding of how social inequalities shape the distribution of education in a society; of how those mechanisms sometimes work similarly and often times differently in different social contexts. 2) A sociologically informed view of education. By the end of the semester, I hope students appreciate the ways social, cultural, and economic forces shape education and can participate in discussions on this subject in an informed way. 3) A broader world view. The course emphasizes Latin American societies, although we will bring the US and other contexts in our discussions. By the end of the semester, students will have been exposed to the social, demographic and economic realities of Latin American countries. 4) An appreciation for evidence-based opinions and views. Throughout the course we will work to use empirical evidence to more fully understand the intersections between social inequalities and education. 5) As a signature course, this class will also seek to enhance students academic skills through discussions on approaches to college-level reading and formal writing skills. You will get experience with writing in an academic discipline through this Writing Flag Course. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and to read and discuss your peers' work. You should therefore expect a substantial portion of your grade to come from your written work.

2 You are expected to join the class discussions and share your opinions. As a student in this class, it is your responsibility to listen respectfully to the viewpoints expressed by all class participants. All students are encouraged to share your views in a courteous manner. Contrasting different views is one of the most effective ways to learn. Course Requirements 1. Attendance and participation: 15% 2. Response Memo (1): 15% Arts response (7.5%) Academic response (7.5%) 3. Research Project: 70% Part 1.1: Country overview: 10% Part 1.2: Revision of Part 1.1: 5% Part 2: Data compilation on inequality in education: 15% Part 3: Final Version: 20% Part 4: Presentation: 15% Providing constructive feedback to classmates presentation: 5% 4. Grades are assigned as: A: 4.0; A-: 3.67; B+: 3.33; B: 3.00; B-: 2.67; C+: 2.33; C: 2.00; C-: 1.67; D+: 1.33; D: 1.00; D-:.67; F: 0 Attendance and class participation (15%): Attendance: Attendance will be taken randomly five times during the semester; each worth 2 points for a total of 10% of your final grade. Class participation: In-class discussion is a central component of this course. For the course, we would like to achieve an ACADEMICALLY INFORMED discussion regarding the issues that are being discussed, using the readings, guests, each other, and previous class discussion as the tools to help us discuss these issues. You are expected to complete all readings for the class before coming to class, and to participate in in-class discussions (5% of your final grade). Response memos (15%): Signature courses are designed to draw on university gems, the unique resources (e.g., collections, museums, libraries) of the University of Texas that are available to students. You are required to attend one lecture as part of the University Lecture Series this semester, in addition to a visit to the Blanton Museum. You will write one response memo nested in the Arts and one in the Academia. 1. (5%). For the Arts Gem response assignment, we will have a guided tour of the Blanton Museum during class time on October 25. We will focus our tour on contemporary art from Latin American artists. The Blanton s contemporary galleries feature selections of works made during the past 20 years by an international roster of artists. Works in all mediums, including painting, sculpture, drawing, video, animation, and mixed media installation, provide perspective and commentary on contemporary life and forecast new ways of thinking. 2. (5%). For for the Academic response assignment, you will attend one of the a lectures as part of the University Lecture Series: Monday, September 17, :00 p.m.- 8:00 p.m. Bass Concert Hall Research that Changes the World Tuesday, September 18, :00 p.m.- 8:00 p.m. Bass Concert Hall Election 2012: History, Rhetoric, Politics

3 After attending one of the two lectures, you are expected to write ONE 2-3 page (double spaced) response paper. The paper should describe the event you attended and provide a critical discussion of how this event fits with the materials we have discussed in class. The Arts gem must be turned in on November 1st in class; the academic gem by September 13, also in class. No late assignments will be accepted. 3. We will have a guided tour of the Benson Library during class time on November 20. Research Project (70%): This is a multistage project that you will work on throughout the semester. Broken into four parts, this assignment will seek to enhance your understanding of education and social inequality in the Latin American context. Another goal of this project is to enhance your ability to critically assess the reliability and validity of information available at UT and on the web about education. Finally, this assignment will enhance your ability to use the data you have collected to write up an evidence-based discussion of how social inequalities (based on gender, class and race/ethnicity) characterize education in your country of choice. Parts 1.1 & 1.2 (15%): Brief demographic, geographic, historical overview of your country + how education is organized in your country. Part 1.1 Due: September 18. Part 1.2 Due: October 2. Part 2 (15%): Compile data on education in your country and in the U.S. from two reputable data sources + compile data on how education is distributed according to the three social aspects we focus in our class (gender, class, race/ethnicity). You must submit a paper topic to me by October 23. Part 2 Due: October 23. Part 3 (20%): Examine the data compiled in Part 2 and select the piece of the story that is most compelling to you. The final paper will be 4-5 pages long (double spaced) and is worth 20% of your grade. Part 3 Due: December 6. Part 4 (20%): You will give a brief in-class presentation of your final project (10 minutes). This presentation is worth 15% of your grade. I will assign students to their presentation dates. Attendance on all three presentation dates is required even if student already presented. Part of the grade for presentation will come from student s participation in providing constructive and insightful feedback to fellow classmates (5%). Parts 1.1, 1.2 and 2 of the assignment must be submitted to me in class by the date specified above. Part 3 of the assignment is due by 5pm on December 6. Deposit: Department of Sociology Mailbox (BUR 5 th floor) Papers MUST be stamped by department s personnel in order to be accepted. In this class I use Blackboard a Web-based course management system with password-protected access at to distribute course materials, to communicate and collaborate online, to post grades, and to submit assignments. You can find support in using Blackboard at the ITS Help Desk at , Monday through Friday, 8 a.m. to 6 p.m. Readings All articles assigned will be available in the Blackboard site for this course. Required books: Attewell, Paul and Katherine Newman Growing Gaps: Educational Inequality around the World.Oxford: Oxford University Press. Carnoy, Martin Cuba s Academic Advantage: Why Students in Cuba Do Better in School. Stanford: Stanford University Press. Class Schedule

4 This is a tentative schedule for the course. Theoretical perspectives and overall patterns of educational inequality in Latin America Aug 30 Week 1 Sep 4 & 6 Introduction to the course + Syllabus, requirements, readings, etc. Education and inequality in a global context Attewell, P Education and Inequality in a Global Context. Chapter 1 in Growing Gaps: Educational Inequality around the World. Buchmann, C. and E. Hannum Education and Stratification in Developing Countries: Review of Theories and Empirical Research. Annual Review of Sociology 27: Part 1. Week 2 Theoretical perspectives on education and stratification in developing countries Sep 11 & 13 Buchmann, C. and E. Hannum Education and Stratification in Developing Countries: Review of Theories and Empirical Research. Annual Review of Sociology 27: Part 2. Sep 11: Class will be at PCL (basement of PCL Library) Week 3: Sep 18 & 20 Overall education patterns in Latin America Cox, C Educational Inequality in Latin America. Chapter 2 in Growing Gaps: Educational Inequality around the World. Lloyd, C. Schooling. In Lloyd, C. Growing up global: The Changing Transitions to Adulthood in Developing Countries Pages Race/Ethnicity and Education Week 4: Sep 25 & 27 Race and education Country Profile: Race and education in Brazil Barrionuevo, Alexei. Educational Gaps Limit Brazil s Reach. New York Times, September 4, 2010 Marteleto, Letícia Educational Inequality by Race in Brazil, : Structural Changes and Shifts in Racial Classification. Demography. Week 5: Oct 2 & 4 Affirmative Action Policies in Education Country Profile: Race-based Affirmative Action Policies in Brazilian Universities Guimarães, A Entrance into Prestigious Universities and the Performance of Discriminated Groups on the "Vestibular": Black Students in the University of Sao Paulo, Chapter 3 in Growing Gaps: Educational Inequality around the World. Week 6: Oct 9 & 11 Race and education Country Profile: Race and education in Mexico and in the US Villarreal, Andrés Stratification by Skin Color in Contemporary Mexico. American Sociological Review 75: Comparing Mexico and the US. Guest Lecture: Professor Andres Oct. 11 à Guest lecturer: Professor Andrés Villarreal, Department of Sociology, University of Texas at Austin Gender and Education

5 Week 7: Oct 16 & 18 Gender and education Country Profile: Overall patterns of gender inequality in education in Latin America Harris, Angel L Gender, Perceptions of Opportunity, and Investment in Schooling. In Growing Gaps: Educational Inequality around the World. Lloyd, C., M. Grant, and A. Ritchie Gender differences in time use among adolescents in developing countries: Implications of rising school enrollment rates. Journal of Research on Adolescence. 18(1): The state of education in Latin America (Pages ) Week 8: Oct 23 & 25 Gender and education Country Profile: Gender and education in Mexico Grant, M. and G. Behrman Gender gaps in educational attainment in less developed countries. Population and Development Review. 36(1): Oct 25à Guided tour of the Blanton Museum. Meet at the door at 12:25pm. Family Social Origin, Poverty and Education Week 9: Oct 30 & Nov 1 Conditional Cash Transfer Programs in Latin America + Family capital and education Country Profile: The role of conditional cash transfers in alleviating educational inequalities: The case of Progresa/Oportunidades in Mexico Rosenberg, Tina. New York Times Article, November 16, How to Fight Poverty: 8 Programs that Work. Krueger, Alan. New York Times Article, May 2, Putting Development Dollars to Use, South of the Border. Oct. 30 à Guest lecturer: Celia Hubert, Department of Sociology, University of Texas at Austin Country Profile: Parent s education and children s educational achievement in Chile Barros, R., F. Ferreira, J. Vega and J. Chanduvi Inequality of Opportunity in Educational Achievement in Five Latin American Countries. Chapter 5 of Measuring Inequality of Opportunities in Latin America and the Caribbean. Lloyd, C. Schooling. In Lloyd, C. Growing up global: The Changing Transitions to Adulthood in Developing Countries. Pages The state of education in Latin America. UNESCO (Pages ) Macro-Social Factors and Education Week 10: Nov 6 & 8 Macro-social factors and education: Context matters! Country Profile: Cuba Weinreb, A Cuba in the Shadow of Change: Daily Life in the Twilight of the Revolution. University of Florida Press. Chapters to be assigned. Carnoy, M Cuba s Academic Advantage: Why Students in Cuba Do Better in School. Stanford: Stanford University Press. Chapters 1 and 2. Nov 6 à Guest lecturer: Professor Amelia Weinreb, Department of Anthropology, University of Texas at Austin.

6 Week 11: State social capital and education in Cuba Nov 13 & 15 Carnoy, M Cuba s Academic Advantage: Why Students in Cuba Do Better in School. Stanford: Stanford University Press. Chapters 3 and 4. Week 12: Nov 20 Guided visit to the Benson Library Thanksgiving Nov 22 No class Week 13: Nov Week 14: Dec 4-6 Country profile: State policy and education in Brazil, Chile and Cuba in perspective. Carnoy, M Cuba s Academic Advantage: Why Students in Cuba Do Better in School. Stanford: Stanford University Press. Chapters 5 and 6. Student in-class presentations of final research project.

7 Important Class Notices and Policies Only written statements from the appropriate UT office (Student Emergency Services or Student Division at the College of Liberal Arts) are accepted for late assignments or missing an exam. For documentation of emergencies, the appropriate UT office to contact is Student Emergency Services in the Office of the Dean of Students at or at the Student Division at the College of Liberal Arts at Laptop and cell phone use policy: Refrain from the use of laptops and cell phones during class. Cell phones should be silenced or off. NO TEXT MESSAGES ALLOWED! Students have one week after receiving a grade to contest it including final grade. All cases of contesting grades must be submitted to the instructor in class and in written format. Cases of contesting grades after one week of receiving it will not be considered. Important University Notices and Policies University of Texas Honor Code The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community. Use of for Official Correspondence to Students is recognized as an official means of communication from the University to students; therefore, you are responsible for reading your for university and course-related information and announcements. You are responsible to keep the university informed about changes to your address. You should check your regularly and frequently I recommend daily, but at a minimum twice a week to stay current with universityrelated communications, some of which may be time-critical. You can find UT Austin s policies and instructions for updating your address at Documented Disability Statement Students with disabilities who require special accommodations need to get a letter that documents the disability from the Services for Students with Disabilities area of the Office of the Dean of Students ( voice or TTY for users who are deaf or hard of hearing). This letter should be presented to the instructor in each course at the beginning of the semester and accommodations needed should be discussed at that time. Five business days before an exam the student should remind the instructor of any testing accommodations that will be needed. Religious Holidays Religious holy days sometimes conflict with class and examination schedules. If you miss an examination, work assignment, or other project due to the observance of a religious holy day you will be given an opportunity to complete the work missed within a reasonable time after the absence. It is the policy of The University of Texas at Austin that you must notify each of your instructors at least fourteen days prior to the classes scheduled on dates you will be absent to observe a religious holy day.