HD 403-01, Families in Poverty
Fall 2009
Instructor Information:
Yoshie Sano
McClaskey 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, 2:50 - 4:05 p.m.
Location:
Undergraduate Classroom Building, Room 107
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:
- understand how characteristics of families (structure, race/ethnicity, SES background), socio-historical time, and place interact to increase or decrease the likelihood of poverty.
- understand the causes of poverty.
- appreciate the influence of context (e.g., income, wealth, communities, policies, programs, paid and unpaid work) for understanding family poverty.
- understand the consequences of poverty for women, men, and children.
- appreciate historical and current attitudes about poor individuals and families.
- understand, through class activities and reading, the barriers faced by families in poverty.
- increase awareness of local, national, and international policies and programs designed for poor families.
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.
Top of Page
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 wage, welfare, hunger, health care, immigration, globalization, and so on. The reaction paper includes the following sections:
a. Identify the source of the article/column/program
b. Brief summary of the article/column/program
c. 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.
d. Attach your article/column to your paper.This paper is worth 50 points. Due date: October 8, by 5pm.
2. Menu on a Budget
This assignment is intended to provide an opportunity for students to experience living in poverty. Based on a family profile provided, students will create a menu for your hypothetical family. There are three parts of this activity:
a. Develop a menu for meals you would prepare for one week (Group activity)
b. Go to a local grocery store (or online grocery store) and record the price for each item on your list (Group activity)
c. Write your reflection in a 1½ to 2-page essay (Individual activity)More detailed instructions will be given in class. This assignment is worth 25 points. Due date: October 22nd, by 5pm.
3. 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:
- (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?
- (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.
- (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.
- (10 points) If you had the power to change the life-course opportunities of children like Pharoah and Lafeyette, what would you do?
- (5 points) Completion of required components
4. Group Project
Students will be required to conduct library research on a poverty related topic as a group project. Each group should consist of 3-5 members. 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. Each group will be required to write a maximum of 10 pages paper (not including title page) as well as to present a poster that demonstrate comprehension, analysis, and evaluation of a poverty related issue. Students are expected to initiate dialogue with instructor in a timely fashion to discuss possible topics, obtain feedback regarding the content of the paper, and poster design. Both group paper and poster should include following sections:
- Description of the poverty related issue
- Causes of the issue
- Consequences of the issue on individuals, families, and society in general
- Possible solutions of the issue.
The following timetable is expected:
- Get into groups of 3 - 5 and decide on a specific topic you will focus on throughout the semester. These activities will be conducted on August 27th, 2009.
- Project topic and Group contract should be submitted by September 8, 2009. 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 September 24th, 2009. 10 points.
- Project paper should be submitted to the instructor on December 1st, 2009. 40 points.
- Poster presentation will take place on December 3, 8, and 10. Students are responsible for generating their posters. Your peer students will evaluate the posters. 40 points.
- Poster evaluation: Students will evaluate other students’ posters on December 3, 8, and 9. Each evaluation will be counted toward the in-class activity 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. However, students can drop points for one activity at the end of the semester and replace with a perfect score.
2. Two mid-term exams (required) and one final (optional).
Students are required to take two mid-term exams and have an option of taking a final exam. 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 for students who take final exam, and 200 points for those who opt out the exam. See dates on tentative schedule.
Grading:
Summary of Grade Requirements
| Requirement | Points w/Final Exam | Points w/o Final Exam | |
|---|---|---|---|
| Exams | |||
| Exam 1 | 100 |
100 |
|
| Exam 2 | 100 |
100 |
|
| Final Exam | 100 |
N/A |
|
| Assignments | |||
| Opinion paper | 25 |
25 |
|
| Menu on a budget | 25 |
25 |
|
| Book review | 50 |
50 |
|
| Project | |||
| Project topic | 10 |
10 |
|
| Project outline | 10 |
10 |
|
| Poster presentation | 40 |
40 |
|
| Project paper | 40 |
40 |
|
| In-Class Activities/Reflections | 100 |
100 |
|
| TOTAL | 600 |
500 |
|
Grading Scale
The following grading scale will be used for this class:
| Grade | Percent |
|---|---|
| A | 100-94 |
| A- | 93-90 |
| B+ | 89-87 |
| B | 86-83 |
| B- | 82-80 |
| C+ | 79-77 |
| C | 76-73 |
| C- | 72-70 |
| D+ | 69-67 |
| D | 66-60 |
| F | 59 or below |
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:
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. All assignments must be submitted with a title page which includes your name, course number, date, and assignment type.
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 McClaskey 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 McClaskey 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) 546-9573.
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. Safety plan website - http://safetyplan.vancouver.wsu.edu/.
Important Dates and Deadlines :
Students are encouraged to refer to the academic calendar often to be aware of critical deadlines throughout the semester. The academic calendar can be found at www.registrar.wsu.edu/Registrar/Apps/AcadCal.ASPX. Questions regarding the academic calendar can be directed to the Office of Student Affairs in VSSC 100 or call 360-546-9559.
Academic Requirements:
Electronic Mail:
All students are required to be on email to further communication between students and the instructor. As of May 2009, all students are required to use a WSU Vancouver email address. Email will no longer be sent to non-WSU email accounts. You can sign up for your WSU Vancouver email account by going to http://my.wsu.edu/. If you have any questions during this process please contact the helpdesk in Pullman at email.wsu.edu or by phone at 509 335-4357.Top of Page
Schedule:
Tentative Fall 2009 Schedule:
| Week | Date | Readings/Assignments |
|---|---|---|
| 1 | Aug 25 | Syllabus/Overview |
| Aug 27 | Definition of poverty Forming a project group Seccombe, Ch 2 Kotlowitz |
|
| 2 | Sept 1 | Definition of poverty (continued) Budget activity Seccombe, Ch 2 Kotlowitz |
| Sept 3 | Who are the poor? Creating a group contract Seccombe, Ch 1 Kotlowitz |
|
| 3 | Sept 8 | Living in poverty: Consequences for men, women, and children Seccombe, Ch 3 Kotlowitz Group Project Topic and Group Contract Due |
| Sept 10 | Explanation of poverty Seccombe Ch 4 Kotlowitz |
|
| 4 | Sept 15 | "In this affluent society" Kotlowitz |
| Sept 17 | Welfare reform in the United States |
|
| 5 | Sept 22 | "Ending welfare as we know it" Kotlowitz |
| Sept 24 | "Ending welfare as we know it" (continued) Kotlowitz Group Project Outline Due |
|
| 6 | Sept 29 | Mid-Term Exam I |
| Oct 1 | Marriage/Divorce/Child Support Reading: Angela Witiker's Climb Kotlowitz |
|
| 7 | Oct 6 | "30 days: Living on minimum wage" Kotlowitz |
| Oct 8 | Working yet poor Minimum wage Reading: NW wage gap study Opinion Paper Due |
|
8 |
Oct 13 | Menu on a Budget Activity Instructor at conference |
| Oct 15 | Work day for group project Instructor at conference |
|
9 |
Oct 20 | Hunger and Food programs Menu on a budget presentation Seccombe p 56-57, p 140-146 |
| Oct 22 | Homeless and housing Seccombe p 73-76 Kotlowitz Menu on a Budget Due |
|
10 |
Oct 27 | Henry Horner Guest lecturer Kotlowitz |
| Oct 29 | Immigration/Low-wage work Kotlowitz |
|
11 |
Nov 3 | "Farmingville" Kotlowitz |
| Nov 5 | "Farmingville" Farmingville in-class activity Book Review Due |
|
12 |
Nov 10 | Mid-term Exam II |
| Nov 12 | Work day for group project (Instructor at conference) |
|
13 |
Nov 17 | Programs and policies in the United States Seccombe, Chapter 6 |
| Nov 19 | Comparative policies Seccombe Ch 7 |
|
| Nov 23-27 | Thanksgiving Holiday Week | |
14 |
Dec 1 |
To be announced Project Paper Due |
| Dec 3 | Students' poster presentation | |
15 |
Dec 8 | Students' poster presentation |
| Dec 10 | Students' poster presentation | |
16 |
Dec 15-19 | Class will be notified of the date/time for the Final Exam (Optional) |
Useful Links:
You may find some useful information at web sites listed on the department resources page.