HD 403-01, Families in Poverty

Fall 2008

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Instructor Information:

Yoshie Sano
Education/Human Development Building, Room 214
Phone: 360-546-9124
Fax: 360-546-9076
Office Hours: W, 10:00-12:00, or by appointment
Email:sano@vancouver.wsu.edu
Home page:http://www.vancouver.wsu.edu/fac/sano/sano.html

Course Information:

Schedule:

T, Th, 4:15 - 5:30 p.m.

Location:

Multimedia Classroom Building, Room 16

Prerequisites and Other Notes:

Six hours of social sciences; junior standing; completion of one Tier I and three Tier II courses.

Description:

This course will examine families in poverty with attention focused on the causes and consequences of family poverty, including global economic factors, migration patterns, and political/social crises. Included will also be an investigation of policies and programs for poor families, both within the United States and internationally.

Student Objectives:

By the end of this class, students should:

  1. understand how characteristics of families (structure, race/ethnicity, SES background), socio-historical time, and place interact to increase or decrease the likelihood of poverty.
  2. understand the causes of poverty, both in the United States and elsewhere in the world.
  3. appreciate the influence of context (e.g., income, wealth, communities, policies, programs, paid and unpaid work) for understanding family poverty.
  4. understand the consequences of poverty for women, men, and children.
  5. appreciate historical and current attitudes about poor individuals and families.
  6. understand, through class activities and reading, the barriers faced by families in poverty.
  7. increase awareness of local, national, and international policies and programs designed for poor families.

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Required Texts and Other Materials:

Required Text:

Seccombe, K. (2007). Families in poverty. New York: Pearson Education.
Kotlowitz, A. (1991). There are no children here. New York: Doubleday.

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Classroom Requirements:

Grading Procedures and Assignments

1. Opinion Paper to an Article

Students will find a newspaper or magazine article which discusses an issue of poverty (United States or worldwide). Students will write a brief reaction paper (no longer than 5 pages—not including title page). Examples of such articles include, but not limited to, minimum wages, welfare, hunger, health care, immigration, globalization, and so on. The reaction paper includes the following sections:

    • Identify the source of the article/column/program
    • Brief summary of the article/column/program
    • Respond to the article/column. Discuss your opinion based on data. In order to support your argument, you will need to utilize concepts and information learned in the class. You may also use outside source materials for your argument.
    • Attach your article/column to your paper.

This paper is worth 50 points. Due date: October 7, by 5pm.

2. Book Review for There Are No Children Here

Students will answer the following questions by writing a review paper for There Are No Children Here (maximum of 5 pages, not including the title page). When answering the questions, it would behoove you to CITE THE TEXT when appropriate, using examples from the readings as support for your answers. When the questions state that the text is needed for supporting evidence, use the text! It needs to be evident to your instructor that you read the text. Provide more than one example to support your arguments. This assignment is worth 50 points. Due date: December 2nd, 2008, by 5pm.
• Referring to the text:

  1. (5 points) Why do you think the author titled his book There Are No Children Here? What does the title refer to? What are some other possible titles?
  2. (10 points) We are taught that the United States is a country which provides equal opportunity for all. Do you agree or disagree with that statement? Use evidence from your readings to support your viewpoint.
  3. (20 points) Poverty is sometimes defined as a condition of entrapment in an environment of economic, social, educational, cultural, and recreational deprivation which are interrelated and which reinforce one another. Using this definition what would you say about the community into which Lafeyette and Pharoah were born and raised? Refer to ALL FIVE “deprivations” in this answer.
  4. (10 points) If you had the power to change the life-course opportunities of children like Pharoah and Lafeyette, what would you do?
  5. (5 points) Completion of required components

3. Poster Presentation Activities

Each student will be required to present one poster presentation that demonstrates comprehension, analysis, and evaluation of a poverty related issue. Examples of the topic include Medicaid, history of welfare in the U.S., homeless, food bank, poverty and women, low-income families in Appalachian region, migrant workers, and a poverty reduction program. You may want to choose a topic from other countries such as HIV in Africa, economic situations in Eastern Europe, world hunger, street children, and IMF structural adjustments. Students are expected to initiate dialogue with instructor in a timely fashion to discuss possible presentation topics, obtain feedback regarding the content and poster design. The following timetable is expected:

  • Project topic should be submitted by September 9, 2008. This should include a 1-page description of the project idea including rationale of importance and proposed objectives. 10 points.
  • Project outline should be submitted to the instructor on October 28th, 2008. 20 points.
  • Poster presentation will take place on December 4, 9, and 11. Students are responsible for generating their posters. Your peer students will evaluate the posters. 50 points.
  • Poster evaluation: Students will evaluate other students’ posters on December 4, 9, and 11. 20 Points.

Grading Procedures and Other Requirements

1.  In-Class/Outside class Activities / Brief reflections:

Students are required to participate in in-class and outside class activities and write brief reflections on the topic discussed in the class. These assignments/reflections are designed to help you think critically about, and react to, course material and experiences. In addition to responding to questions or issues that will be assigned in class, it should be used to explore your reactions to the readings, lectures, videos, and/or class discussions. My sense of your engagement with the course will come, in part, from reading your reflection.This will total 100 points and will be graded pass/fail. The number of in-class activities/reflection papers depends on the instructor’s evaluation on class progress. The in-class activities and brief reflections cannot be made up.  Students with a valid medical excuse (a note from a doctor) or evidence of an extraordinary circumstance will be given an alternative assignment.

2. Three regular exams (including a final).

Exam format will be multiple choice, true/false, and short answer.  Exams will cover readings and lectures.  Make-up exams will not be given except under special circumstances and with prior approval granted by the instructor.  Each exam is worth 100 points for a total of 300 points.  See dates on tentative schedule.

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Grading:

Summary of Grade Requirements

Requirement Points Grade Percentage
Exams
  Exam 1
100
16.7%
  Exam 2
100
16.7%
  Final Exam
100
16.7%
Assignments
  Opinion paper
50
8.3%
  Book review
50
8.3%
Project
  Project topic
10
1.7%
  Project outline
20
3.3%
  Poster presentation
50
8.3%
  Poster evaluation
20
3.3%
     
In-Class Activities/Reflections
100
16.7
TOTAL
600
100%

Grading Scale

The following grading scale will be used for this class:

Grade Percent Points
A 100-94 600-564
A- 93-90 563-540
B+ 89-87 539-522
B 86-83 521-498
B- 82-80 497-480
C+ 79-77 479-462
C 76-73 461-438
C- 72-70 437-420
D+ 69-67 419-402
D 66-60 401-360
F 59 or below Below 360

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Classroom Climate

The key to effective learning hinges on providing an educational climate that is respectful of all persons. It is my hope that all students in this class feel comfortable in participating and having their voices heard. Behavior that creates a hostile learning environment based on gender, race, ethnicity, nationality, color, SES, religion, age, disability, marital status, or sexual orientation, will not be tolerated.  Let’s work together collectively to ensure a positive learning experience for all of us.

Ground Rules to Create a Safe Space

  • Listen to each other Have only one person talk at a time, with the other participants giving their full attention. Encourage others to speak up. Be especially encouraging to people who are working through their prejudices and attempting to grow.
  • Value our diversity Recognize and Value the experiences, abilities, and knowledge each person brings to our classroom. Acknowledge the impact of sexism, racism, ethnocentrism, classism, heterosexism, ageism, etc. on the lives of those present.
  • Speak for yourself Each person has much to contribute. Say “I think” or “I feel” or “I believe” rather than “low-income people think” or “single-mothers think”.
  • Take responsibility for your own learning If someone goes too fast or is unclear, ask her to slow down and explain the points you don’t understand. What’s important here is that you get a full understanding of what’s being said.
  • Confidentiality Nothing personal shared in the group is to be repeated without the permission of the person(s) involved
  • Expect unfinished business We can only make a start on these issues. Expect that there may be things that you will want to know more about, and intense feelings that will surface that you will want to explore. Disagree with ideas, but do not make personal attacks.

General Information

Written Assignments: 

In addition to the specified criteria posted on blackboard, all assignments will be evaluated for content, form, completion of assignment requirements, grammar, and composition.  All assignments unless otherwise noted must be word-processed, double-spaced, ONE side of the page only.  Assignments need to be in APA format for style and referencing unless otherwise noted.  All assignments must be submitted with a running header (which must include your name, course number, date, and assignment type). A title page is required only for the final research proposal project and the pilot study results write-up.

Grade Appeals:

Grade appeals must be submitted to the instructor in writing, preferably by email, within one week after the return of the assignment.  Provide justification for the grade change and state how many points you feel should be added to your grade. No verbal appeals will be considered.  Final course grades must be appealed within one week of receipt of the grade.

Extra Credit:

Five extra credit points will be given when you complete the class evaluation for this class. The class evaluation will be conducted at the end of the semester.

Late Assignments: 

Written materials turned in after 5:00 pm on the assigned due date will be penalized five points per working day (M-F).  Papers may be faxed to the department number listed in the syllabus.  Please include the instructor’s name and course number on the cover sheet.   Papers may be left in the student drop box on the second floor of the EHD building.  Papers may be sent via email to meet the deadline requirement, but a print copy must be submitted for grading.

Procedures for Submitting and Retrieving Papers and Assignments:

The Human Development Department maintains a student drop box for students submitting assignments to HD faculty.  Students use the student drop box on the second floor of the EHD building. Directions are located on the top of the box.  The box is checked several times daily and the contents distributed according to the faculty name you have placed on the envelope.  DO NOT submit assignments by putting them in the file cabinet.  The file cabinet is used only for returning graded assignments to students and for students to pick up copies of non-graded class materials such as class notes, etc.  All graded material will be returned in an envelope with each student's name and the course number on the outside and placed in the alphabetical files by LAST name.  IT IS HIGHLY RECOMMENDED THAT A COPY OF ALL ASSIGNMENTS TURNED IN BE SAVED ELECTRONICALLY AND THAT YOU ALSO KEEP A PAPER (HARD) COPY.  All student papers will be maintained in the HD file cabinet for six weeks following the posting of grades at the end of each semester.  After six weeks, all papers, tests, etc. will be shredded.

Attendance:

Academic Integrity: 

Academic integrity is the cornerstone of the university and will be strongly enforced in this course.  Any student found in violation of the academic integrity policy will be given an “F” for the course and will be referred to the Office of Student Conduct.  For additional information about WSU’s Academic Integrity policy/procedures please contact (360) 546-9781.

Disability Accommodation:

Accommodations may be available if you need them in order to fully participate in this class because of a disability. Accommodations may take some time to implement so it is critical that you contact Disability Services as soon as possible.  All accommodations must be approved through Disability Services, located in the Student Resource Center on the Lower Level of Student Services Center (360) 546-9138.

Emergency Notification System: 

WSU has made an emergency notification system available for faculty, students and staff. Please register at myWSU with emergency contact information (cell, email, text, etc). You may have been prompted to complete emergency contact information when registering for classes on RONet. In the event of a Building Evacuation, a map at each classroom entrance shows the evacuation point for each building. Please refer to it. Finally, in case of class cancellation campus-wide, please check local media, the WSU Vancouver web page and/or http://www.flashalert.net/. Individual class cancellations may be made at the discretion of the instructor. Each individual is expected to make the best decision for their personal circumstances, taking safety into account.

Inclement Weather and Other Class Cancellations: 

When students have questions about classes being held during inclement weather, please contact the faculty support for the department.  Faculty support will have information regarding class closures and will post that information on their voice mail messages. In Human Development contact Lynda Dezellem, 360-546-9721.

Academic Calendar:

The WSU Vancouver Academic Calendar for the current semester is located at the following website http://www.registrar.wsu.edu/Registrar/Apps/AcadCal.ASPX. Please refer to this document for important dates and deadlines throughout the semester.

Academic Requirements:

Electronic Mail:

All students are required to be on e-mail to further communication between students and instructor. Students at WSU Vancouver have access to free e-mail by going to the following web site: http://www.vancouver.wsu.edu/vis/vit/accounts.htm. A home e-mail account is also acceptable.

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Schedule:

Tentative Fall 2008 Schedule:

Week Date Readings/Assignments
1 Aug 26 Syllabus/Overview
  Aug 28 Definition of poverty
Seccombe, Ch 2
Kotlowitz
2 Sept 2 Who are the poor?
Seccombe, Ch 1
Kotlowitz
  Sept 4 Explanation of poverty
Seccombe, Ch 4
Kotlowitz
3 Sept 9 Critical thinking about poverty
Seccombe, Ch 1, 2, 4
Kotlowitz
Project Topic Due
  Sept 11 "In this affluent society"
Kotlowitz
4 Sept 16 Welfare reform in the United States
History
TANF
Seccombe, Ch 5
Kotlowitz
  Sept 18 "Ending welfare as we know it"
Kotlowitz
5 Sept 23 Marriage/Divorce/Child Support
Seccombe, Ch 5
Kotlowitz
  Sept 25 Mid-Term Exam I
6 Sept 30 "30 days Living on minimum wage"
Kotlowitz
  Oct 2 Working yet poor
Minimum wage
Reading assignment to be announced
Kotlowitz
7 Oct 7 Immigration/Low-wage work
Kotlowitz
Opinion Paper Due
  Oct 9 "Farmingville"
(Instructor at conference)
Kotlowitz
8
 Oct 14 "Farmingville"
In-class Activity
  Oct 16 Hunger and food programs
Meals on the budget activity
Seccombe, p 56-57, p 140-146
Kotlowitz
9
 Oct 21 Homeless and housing
Seccombe, p 73-76
Kotlowitz
  Oct 23 Henry Horner
Kotlowitz
10
 Oct 28 Living in poverty:
Consequences for men, women, and children
Seccombe, Chapter 3
Kotlowitz
Project Outline Due
  Oct 30 Mid-Term Exam II
11
 Nov 4 Programs and policies in the United States
Seccombe, Chapter 6
Kotlowitz
  Nov 6 Programs and policies in the United States
Seccombe, Chapter 6
Kotlowitz
12
 Nov 11 Veteran's Day: No Class
  Nov 13 Work Day
(Instructor at conference)
Kotlowitz
13
 Nov 18 Comparative policies
Seccombe, Chapter 7
  Nov 20 To be announced
Kotlowitz
  Nov 24-28 Thanksgiving Break - No Class
14
 Dec 2
To be announced
Book Review Paper Due
  Dec 4 Students' poster presentation
15
 Dec 9 Students' poster presentation
  Dec 11 Students' poster presentation

16

 Dec 15-19 Finals Week
Class will be notified of the date/time for the Final Exam

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Useful Links:

You may find some useful information at web sites listed on the department resources page.