Sociology of Education - Essay

Sociology of Education - Essay

Sociology of Education EDPL 613 Tuesday, 4:15 – 7:00 p.m. Benjamin Building, Rm. 0114 Course Instructor Bob Croninger Assistant Professor Benjamin Building, Rm. 2110D (301) 405-2927 rc164@umail.umd.edu Graduate Assistant Kirk Walters maineswalters@msn.com TBD Office Hours TBD

Course Overview Description The purpose of this course is to introduce students to some of the major themes in the sociology of education, as well as some of the theoretical frameworks, epistemological traditions, and analytical skills used by sociologists to investigate social phenomenon and inform public policy. Throughout the course we’ll look at schools, colleges, and universities as social institutions, emphasizing their function in modem societies and their impact on social processes and the life chances of individuals. We’ll follow in the tradition of C. Wright Mills, who challenged sociologists and political leaders to question their assumptions about what distinguishes a personal problem from a social problem. An underlying challenge presented by this course, therefore, is to disentangle personal and organizational failures from broader social processes and inequalities that rest at the heart of many education issues We’ll begin by examining what sociologists refer to as the status attainment model, not because it is the best or most informative model but because it has had the greatest influence on the sociology of education and education policy. Status attainment research became the dominant sociological paradigm in the United States shortly after World War II, as survey research and advancements in computer software and hardware made it possible to analyze large quantities of data efficiently. Using statistical techniques and survey data, researchers sought to explain the personal and social mechanisms that influence individual attainment and life-course outcomes. From a policy perspective, status attainment research tapped into the nation’s ideological focus on individual...

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