Race, Gender and Employment Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Course Objectives:
This course will examine how race and gender affect work in the contemporary United States and how access to opportunities in the labor market is informed by racial and gender stratification in the larger society. We will discuss various dimensions of racial and gender labor market stratification (wages, mobility, benefits, poverty, unemployment, underemployment) as a
way to assess groups’ economic position in the labor market. The goal of the course is to
interrogate common notions of how people succeed in the labor market and to explore how systemic patterns of exclusion limit opportunities for women and minorities. The course will focus on structural explanations for racial and gender inequality in the labor market rather than purely individualistic ones.
Student Objectives:
Students who successfully complete this course will be able to:
- Critically think, discuss and write about the topics of this course.
- Understand why social norms and laws regarding gender, race, and work exist and how they developed.
- Understand how social institutions such as the economy, schools, corporations, and the government influence individuals, workers, and families.
- Use library sources for secondary research.
- Organize and write two effective papers considering how gender and race may influence their intended profession.
Covid-19
We know from existing scientific data that wearing a mask in public can help prevent the spread of COVID-19 in the community (Lyu and Wehby, 2020; CDC, 2020; Johns Hopkins Medicine, 2020). Just as you’re expected to wear a shirt and shoes to class every day, everyone — including the instructor and TAs — are required to wear a face mask in University buildings, including classrooms and labs. You MUST wear a mask appropriately (i.e., covering both your mouth and nose) in the building if you are attending class in person. Masks have been provided for students, faculty, and staff, and everyone is expected to wear one while on campus or out in the community.
All students, faculty and staff are expected to maintain social distancing (i.e., maintain at least six feet of space between individuals) when possible. Seating patterns and attendance patterns, including assigned seating and closed-off desks/chairs/room sections, have been established to help allow for this distance for your safety. It is also important to follow related guidance communicated by the University and via public postings/signage related to directional traffic flow and maximum occupancy of spaces.
You are not permitted to consume food or drink in classrooms, except for water. If you must drink water, please be especially conscious of maintaining social distancing and minimizing the time your mask is moved aside. Or, better yet, use a straw. Cooperation from EVERYONE will help control the spread of the virus and help us get back to the previous version of campus life as quickly as possible.
Students with conditions that make it difficult to wear a mask or who choose not to wear a mask [may participate in class remotely but] * may not attend class in person. This is to protect your health and safety as well as the health and safety of your classmates, instructor and the University community. Anyone attending class in person without a mask will be asked to put one on or leave. Refusal to comply with University policies is a violation of the Student Code of Conduct.
Educational Equity
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage (http://equity.psu.edu/reportbias/).
Counseling and Psychological Services
Many students at Penn State face personal challenges or have psychological needs that may interfere with their academic progress, social development, or emotional wellbeing. The university offers a variety of confidential services to help you through difficult times, including individual and group counseling, crisis intervention, consultations, online chats, and mental health screenings. These services are provided by staff who welcome all students and embrace a philosophy respectful of clients’ cultural and religious backgrounds, and sensitive to differences in race, ability, gender identity and sexual orientation.
Counseling and Psychological Services at University Park (CAPS)
(http://studentaffairs.psu.edu/counseling/): 814-863-0395
Counseling and Psychological Services at Commonwealth Campuses (https://senate.psu.edu/faculty/counseling-services-at-commonwealth-campuses/)
Penn State Crisis Line (24 hours/7 days/week): 877-229-6400
Crisis Text Line (24 hours/7 days/week): Text LIONS to 741741
Readings
Required readings for the course are listed in the course outline below, and will be posted on canvas.psu.edu. Students are expected to read each article/chapter before the start of class, and to be prepared to participate in class discussions that relate the readings to the lecture. Students should be prepared to work in breakout sessions to hold active discussions. This is a major expectation of the course, and will be monitored closely for each student’s input.
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Course Requirements:
Essays (2) will be worth 30% of your final grade. There will be 2 essay papers in which you will respond to a short essay question regarding topics presented in the class materials. (due week 6 and week 10)
Quizzes (3) will be 40% of your final grade. There will be 3 short quizzes throughout the semester to assess your understanding of the material presented in class. (weeks 4, 8, and 12)
Presentations will be worth 10% of the final grade. You will research and lead a discussion on a current issue on race and work or gender and work for the class. (presentations held during weeks 14 and 15)
Classroom Participation will be worth 20% of your final grade. Classroom participation is an essential part of this class and a great opportunity to demonstrate your understanding of the class readings and your ability to connect these readings to concepts from the lectures. A substantial component of the participation grade is CLASS ATTENDANCE as well as class exercises.
Class Attendance Policy
There is a strong link between attendance and performance. While there are no guarantees, students who come to class and pay attention during lectures and discussions, tend both to learn more and receive higher grades. Missing class will influence your class participation grade and your understanding of the material. If you miss class, obtain a copy of the lecture notes from another student in class (I do not provide them nor do I post notes on Canvas) or request access to the video.
Exam/Paper Policy: All students are expected to take the exams at the dates and times assigned. Only serious illness or personal emergency will be accepted as excuses for not taking exams. These should be reported to the instructor, prior to the exam and documentation is required. Unreported absences from an exam will be recorded as a zero for that exam. Make-up exams will consist only of essay questions.
Late assignments will be penalized and will not receive feedback that those turned in on time do. The penalty for late assignments is a 1/3 of a grade per day (for example, a B would become a B-
- ). If there are circumstances (illness, family emergency, etc.) that are interfering with your ability to complete assignments in a timely manner, it is your responsibility to inform me before the assignment is due (NOT after assignment due dates).
Papers cannot be accepted via e-mail.
Academic Dishonesty: Any instance of academic dishonesty (as defined in the student handbook, including cheating on exams, plagiarism, or collaboration on written assignments) will result in failure of the course. Violations will also be reported to the appropriate University authorities for further action.
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Note to students with disabilities: Penn State welcomes students with disabilities into the University’s educational programs. If you have a disability-related need for reasonable academic
adjustments in this course, contact the Office for Disability Services. For further information regarding policies, rights and responsibilities please visit the Office for Disability Services (ODS) Web site at: www.equity.psu.edu/ods/. Instructors should be notified as early in the semester as possible regarding the need for reasonable accommodations.
Grades:
All students, including those taking the course on a Pass/Fail basis, must submit ALL required work to receive a passing grade.
Grading Scale:
C+ 77-79 A 91.5-100 C 74-76 A- 90-91.4 C- 70-73 B+ 87-89 D+ 67-69 B 84-86 D 64-66 B- 80-83 D- 60-63 F 59 and below
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COURSE OUTLINE
We will discuss readings listed over multiple days each of those days; please have the reading read the first day.
Week 1: Week of August 24th
Week 2: Week of August 31st
Week 3: Week of September 7th
Week 4: Week of September 14th
Week 5: Week of September 21st
Week 6: Week of September 28th
Week 7: Week of October 5th
Week 8: Week of October 12th
Week 9: Week of October 19th
Week 10: Week of October 26th
Week 11: Week of November 2nd
Week 12: Week of November 9th
Week 13: Week of November 16th
Week of November 23rd , Fall Break – No Class
Week 14: Week of November 30th
Week 15: Week of December 7th
WEEK 1: Introduction & Historical Overview Introduction to Course
- Introductions
- Course info and description
- Discussion of key themes and concepts used throughout the course
- Rules of engagement
- Go over assignments
Understanding Racial Economic Stratification in the U.S.
Amer. Sociol. Assoc., “Race, Ethnicity, and the American Labor Market: What’s at Work?”
Week 2: Understanding Gender Economic Stratification in the U.S.
Roth, Louise Marie. 2003. “Selling Women Short: A Research Note on Gender Differences in Compensation on Wall Street.” Social Forces 82(2):783–802.
Week 3: Explanations for Differential Access to Work Shapiro and Kenty-Drane “The racial wealth gap”
Green, Tigges, and Diaz, “Racial and Ethnic Differences in Job-Search Strategies”
Week 4: The Intersections
Branch, Enobong Hannah. 2011. Opportunity Denied: Limiting Black Women to Devalued Work.
New Brunswick, NJ: Rutgers University Press. Chapter 1 & 4.
Week 5: An Explanatory Framework
Schulman, “The Political Economics of Labor Market Discrimination”
Week 6: Affirmative Action in the Labor Market
Reskin, The Realities of Affirmative Action in Employment, Ch. 1
Week 7:
New York Times Article discussion
Week 8: Employer Bias
Pager, Devah and Lincoln Quillian. 2005. “Walking the talk? What employers say versus what they do.” American Sociological Review 70:355-380.
Week 9: Institutionalized and Structural Exclusion
Royster, “White Privilege and Black Accommodation: Where Past and Contemporary Discrimination Converge”
Kasinitz and Rosenberg, “Missing the Connection: Social Isolation and Employment on the Brooklyn Waterfront”
Week 10: Low-Wage Workers
Collins, Jane Lou, and Victoria Mayer. 2010. Both Hands Tied: Welfare Reform and the Race to the Bottom in the Low-wage Labor Market. The University of Chicago Press. Chapter 2
Week 11: Segregation and Work
Dickerson, “Black Employment, Segregation, and the Social Organization of Metropolitan Labor Markets” (read the intro up until the “Data and Methods Section”, and skip data and methods and results and read the conclusion section)
Week 12: Gendered Jobs and Gendered Workers
Williams, Christine L. 1995. Still a Man’s World : Men Who Do “Women’s Work.” Berkeley:
University of California Press. Chapter 1
Wingfield, Adia Harvey. 2009. “Racializing the Glass Escalator Reconsidering Men’s Experiences with Women’s Work.” Gender & Society 23(1):5–26.
Week 13: Education and Worker Inequality
Kozol, Educational Inequality
Week 14: Presentations
Week of December 1st
Week 15 Presentations
Week of December 8th
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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