The course will examine the social context of schooling by focusing
on shifting patterns of academic organization as well as on
experiences of students with different social backgrounds.  While its
focus will primarily be on elementary and secondary schools (both
middle and high schools), some attention will also be given to
college environments.

In the first half of this course we will examine ways in which
schools are structured academically and the different contexts this
creates for learning.  We will begin by looking at general processes
by which social contexts affect learning including teacher-student
interaction, academic grouping, and academic testing.  We will then
focus more extensively on the issue of academic tracking, exploring
the pros and cons of this controversial practice.  After that, we
will look at a variety of attempts to reform public education.  This
section will end by examining an alternative elementary school based
on a democratic model of learning.

In the second half of the course we will broaden our focus to look
more closely at the contextual factors of gender and ethnicity as
well as the social side of schooling.  We will begin by examining
informal gender stratification at the elementary and middle school
level.  Then we will consider certain educational philosophies of
African-Americans, Chicanos, and Native Americans as schools attempt
to be more responsive to our multi-cultural society.  We will finish
by examining the social environment of universities and colleges
across the country, focusing on the degree to which students perceive
social activism as being relevant to their lives.

Course Requirements

There will be two in-class essay exams with review questions provided
prior to the exam (each exam will be 30% of the final grade.)  One
research project is also required which can be an original research
project on some aspect of the class, a library research paper, or a
service-learning project (40% of the final grade).  Short
presentations will be made at the end of class.  Graduate students
will be expected to do a longer paper and give evidence of a more
critical, analytical, or integrative approach if doing a library
research paper.  Because this class will be primarily discussion
based it is essential that you prepare for class by doing the
readings assigned that week as well as bringing your questions about
the readings to class on selected occasions.