Download soc475/575: rural-urban sociology

SOC475/575: RURAL SOCIOLOGY (4 credits)
Spring
Instructor: Prof. L. A. Cramer
Office Hours: W 1-3; F 10-11
Office:
Department of Sociology
Fairbanks Hall, Rm. 309A
Corvallis, OR 97331-3701
Phone: 541-737-5382
E-mail: [email protected]
Prerequisite: SOC204 Introduction to Sociology
Catalogue Description: The course aims to help students understand the rich diversity in rural
society, with an emphasis on the interdependencies between urban and rural contexts. Current
issues and social problems experienced by rural populations and how sociology is used to
understand and address issues affecting rural communities are explored.
Course Description: This course explores social life along the rural-urban continuum. We will
examine differences and similarities in social behavior, organization and ecology. An overview
of social science perspectives pertaining to the interaction between human behavior, social
organization, and various dimensions of both natural and "built" environments will be provided.
Upon developing a sociological understanding of rural, we will consider topical issues that often
transcend the rural-urban continuum. In examining these and other related issues, we will
attempt to go beyond a simple description of ecological and social relationships and consider the
practical implications of such phenomena for planning and policy making. We will also consider
how these processes may vary across different cultural settings. Students completing the course
should leave with an enhanced awareness of how humans interface with their environments, and
why planned development efforts need to consider that interface in order to maximize the degree
of congruence between environmental conditions and the needs and preferences of humans who
live and work in those environments.
Course Structure: The potential topics for this class are quite extensive and far too numerous
to cover in a ten week term. There is no single textbook that provides adequate or complete
coverage of the broad range of issues considered in this class. To facilitate class discussions, we
will have selected readings (see attached). However, discussions may take slight detours
depending upon current events. Regardless of whether or not a specific reading is discussed,
students will be responsible for having read the material. This class will be a mix of lectures and
student-led discussions, which challenges each student to exchange ideas with their peers in a
relatively unstructured setting. To facilitate such discussions, we will use the following:


Blackboard: Course information will also be available on the University Blackboard
system. If you have not accessed your OSU ONID account, go to:
http://www.onid.orst.edu/.
Readings are available from the reserve desk at the Valley Library.
Undergraduate Learning Outcomes: As a result of taking this course, students will have
gained a social science understanding of rural issues. Students will be able to: (1) demonstrate
critical thinking through oral and written formats, (2) assess the complexity of rural issues, and
(3) apply sociological theories and methodologies to the study of rural issues.
Graduate Learning Outcomes and Expectations: See last page of syllabus.
Course Requirements/Grading:
Two In-Class Exams (30pts. each; 60 pts. total): The format will be short-answer essay
questions.
Four Writing Assignments (10 pts. each; 40 pts. total): These will be questions based on
readings, class discussion, and reviewing websites. Assignments will be handed out in class and
posted on Blackboard.
Research Paper (25 pts.): See attached instructions.
Class Participation (10pts.): Since this class is a combination lecture/discussion, your
participation is necessary. Despite the size of the class, I will attempt to create an opportunity
for discussion of concepts, theories, and applications through the use of examples -- both yours
and mine. The degree to which you engage in this exercise will reflect your currency in readings
and assignments. It is imperative that you come to each class prepared (i.e., having read the
assigned material ahead of time). Throughout the term, I may also ask you to complete other inclass assignments
Some general guidelines for evaluating writing assignments:
D-C -C-B -B-A --
the author fails to directly answer the questions, demonstrates a weak command of
issues, or the paper is difficult to read
the author minimally addresses all aspects of the writing assignment
the author exceeds minimal expectations, uses a wide variety of resources,
demonstrates a synthesis of ideas and readings and critical thought, and is written
clearly
Note: Your execution of written assignments -- on exams and assignments -- is central in this
course. I place great weight on the quality of such material. These efforts need to be well
organized, clearly written, and reflective of original and critical thought. Merely indicating what
others have found or said is inadequate. Rather, the written assignments will allow you to
critique and apply what you have learned. Plagiarism will NOT be tolerated! Check with the
Writing Center if you are uncertain about what and when to cite material.
GENERAL COURSE INFORMATION
Course Policy: Late assignments will only be accepted from students who have legitimate
excuses. Extra credit will not be allowed in this course. You are expected to do all required
reading and participate in all course requirements.
Plagiarism and cheating will not be tolerated in this course. Engaging in such behaviors will
result in a failing course grade. You are to do ALL of your own work. Plagiarism is defined
as representing (and using) another person's ideas, writings, and work as one's own.
Student Conduct: Students are expected to respect each other’s opinions. “The goal of Oregon
State University is to provide students with the knowledge, skill and wisdom they need to
contribute to society. Our rules are formulated to guarantee each student's freedom to learn and
to protect the fundamental rights of others. People must treat each other with dignity and respect
in order for scholarship to thrive. Behaviors that are disruptive to teaching and learning will not
be tolerated, and will be referred to the Student Conduct Program for disciplinary action.
Behaviors that create a hostile, offensive or intimidating environment based on gender, race,
ethnicity, color, religion, age, disability, marital status or sexual orientation will be referred to
the Affirmative Action Office.” See Academic Regulations on OSU homepage.
(http://oregonstate.edu/admin/stucon/achon.htm)
Writing: The Writing Center provides students with free consulting service for their writing
assignments. The Center is located at 123 Waldo Hall. The service operates from Monday to
Thursday 9 a.m. to 7 p.m. and Friday 9 a.m. to 4 p.m. You can make an appointment to discuss
your writing with a peer writing assistant (737-5640). Another option available through the
Center is to use email to get online answers to brief writing questions at [email protected].
Statement Regarding Students with Disabilities: "Accommodations are collaborative efforts
between students, faculty and Services for Students with Disabilities (SSD). Students with
accommodations approved through SSD are responsible for contacting the faculty member in
charge of the course prior to or during the first week of the term to discuss accommodations.
Students who believe they are eligible for accommodations but who have not yet obtained
approval through SSD should contact SSD immediately at 737-4098."
FINAL GRADES are based on the following point system:
A=93%, A-=90%, B+=87%, B=83%, B-=80%, C+=77%, C=73%, C-=70%, D+=67%, D=63%,
D-=60%, F=below 60%.
Summary of Due Dates
4/7 (Thursday)
4/14(Thursday)
4/21 (Thursday)
5/5 (Thursday)
5/10 (Tuesday)
5/19 (Thursday)
5/26 (Thursday)
5/31 (Tuesday)
Writing #1
Writing #2
Exam #1
Writing #3
Paper Topic
Exam #2
Writing #4
Research Paper/Discussion
Summary Course Outline and Important Dates to Remember
PART ONE: INTRODUCTION
Week 1
Introduction/Sociological Perspective; Defining Rural /Urban
Readings (handed out in class):
“Rural Policy Context” articles include “Defining Rural: Definitions of Rural Areas in the U.S.”
“Urban and Rural: Definitions from the U.S. Bureau of the Census” “Isolated Rural Areas”
“Rural-Urban Continuum Codes” accessed at http://www.rupri.org 4/3/2001.
Meldrum, R. 2004. “Nonmetropolitan Oregon: A New Look” Rural Studies Program, Oregon
State University, Corvallis.
U.S. Census Bureau. “About Metropolitan and Micropolitan Statistiscal Areas” accessed at
http://www.census.gov/population/www/estimates/aboutmetro.html on 1/3/2005.
Week 2
Rural Sociological Traditions
Readings (available at the library):
“Perceptions of Rural America” W.K. Kellogg Foundation accessed at
(http://www.wkkf.org/pubs/FoodRur/Pub2973.pdf) on 12/15/2004.
Mellow, M. 2005. “The work of rural professionals: doing the gemeinschaft-gesellschaft
gavotte.” 70(1):50-69.
PART TWO: THE INFRASTRUCTURE
Week 3
Defining Community/Capital and Community
Readings (available at the library):
Salamon, S. 2003. “From Hometown to Nontown: Rural Community Effects of
Suburbanization” Rural Sociology, 68(1):1-24.
Liu, A. Q., and T. Besser, 2003. “Social Capital and Participation in Community Improvement
Activities by Elderly Residents in Small Towns and Rural Communities” Rural Sociology,
68(3): 343-365.
Savage, A. 2005 et. al. “The greening of social capital: an examination of land-based groups in
two Vermont counties.” 70(1):113-131.
Week 4
EXAM #1 4/21/05
PART THREE: SOCIAL PROBLEMS & ISSUES
Week 4/5 Poverty
Readings (available at the library):
“Perspectives on Poverty, Policy, & Place” May 2003, Volume 1(1): 1-11.
“Perspectives on Poverty, Policy & Place” Spring 2004, Volume 2(1):1-12.
Snyder, A. R., and D.K. McLaughlin, 2004. “Female-Headed Families and Poverty in Rural
America” Rural Sociology, 69(1):127-149.
Parisa, D., D.K. McLaughlin, S.M. Grice, M.Taquino, and D.A. Gill, 2003. “TANF Participation
Rates: Do Community Conditions Matter?” Rural Sociology, 68(4):491-512.
Week 6
Education
(handout) “Rural Education at a Glance.” USDA Report Number 98, 2003
Readings (available at the library):
Israel et al. 2001. “The Influence of Family and Community Social Capital on Educational
Achievement” Rural Sociology 66(1:43-68.
Week 7
Crime
(handout) “Rural Crime Facts” 2001. Institute on Family and Neighborhood Life.
Readings (available at the library):
Lee, M. R. and G. Ousey, 2005. “Institutional Access, Residential Segregation, and Urban Black
Homicide” Sociological Inquiry, 75(1):31-54.
Week 8
Health Care
Readings (available at the library):
Smith, et. Al. 2001. “Shaking out the cobwebs: insights into community capacity and its relation
to health outcomes” Community Development Journal, 36(1):30-41.
Ormond, B. et al. 2000. “Rural/Urban Differences in Health Care Are Not Uniform Across
States” The Urban Institute, Series B (No. B-11).
Week 8
EXAM #2 5/19/05
PART FOUR: CHANGING LANDSCAPES
Week 9
Sprawl/Land Management/Development
Readings (available at the library):
Bullard, R. 2000. “Introduction: Anatomy of Sprawl” pps. 1-19 in Sprawl City: Race, Politics
and Planning in Atlanta. Island Press.
Hunter, L. 2005 et al. “The association between natural amenities, rural population growth, and
long-term residents’ economic well-being.” Rural Sociology, 70(4):452-469.
Week 10 Current state of Rurality & Urbanism
Readings (available at the library):
Bell, M. 1992. “The Fruit of Difference: The Rural-Urban Continuum as a System of Identity”
Rural Sociology, 57(1):65-82.
Beaulieu, L. 2005. “Breaking walls, building bridges: expanding the presence and relevance of
rural sociology.” 70(1):1-27.
Research Paper – Due Tuesday, May 31, 200x
You are to do a paper on a rural sociological issue of interest to you. You may compare two
specific communities/regions or do a more general paper. Paper length is approximately 7-10
double-spaced pages including references. You will also be responsible for informally sharing
your paper with classmates on the due date (e.g., small-group discussions, not a formal standand-deliver talk)
Examples of possible topics (you do not necessarily have to draw from this list):
1.
2.
3.
4.
5.
Crime: possibly a specific type of crime (e.g., white collar crime, identity theft,
drugs, homicides, rape, domestic violence), age of offender (e.g., juvenile crime,
elder crime), gender differences, etc.
Education: access to education, spending on education, after school activities,
impacts of policy, etc.
Poverty: women and children, elderly issues, availability of services (or a specific
service), housing issues, race/ethnicity differences, etc.
Health Care: access to physicians, quality of care, costs of care,
Impacts of changing landscapes: population growth issues and access to natural
resources, sprawl, land planning issues, a specific policy, etc.
Your paper should include the following sections:
1.
Introduction
a. What is the topic?
b. Why is it important (discuss significance to sociologists, policy-makers, the
interested public, yourself)?
c. What will you do in the paper (“in this paper, I focus on…”)?
2.
Literature Review and Discussion of the Topic
a. What is known about this topic?
b. Synthesize the conclusions of research on this topic.
3.
Conclusions
a. What have you learned about rural issues from writing this paper?
b. Has it broadened your knowledge of the topic?
4.
Present Findings to the Class (7-10 minute informal presentation – do not read your
paper)
Due Dates:
Brief paragraph/summary due: May 10
Paper/presentation due: May 31
SOC575: RURAL SOCIOLOGY (4 credits)
Spring, 200x
Instructor: Prof. L. A. Cramer
Office Hours: W 1-3; F 10-11
Office:
Department of Sociology
Fairbanks Hall, Rm. 309A
Corvallis, OR 97331-3701
Phone: 541-737-5382
E-mail: [email protected]
Graduate Course Requirements: In addition to the objectives outlined for undergraduate
students, it is expected that graduate students will 1) apply an advanced level of critical thinking
and synthesis regarding rural issues, 2) be able to apply sociological theories and methods to
rural issues, and 3) illustrate their advanced understanding through written assignments and
interactive discussions.
Additional Readings: In addition to the reading material for undergraduate students, students
enrolled in SOC575 are required to read
 Five additional articles (TBA)
 The book “American Rural Communities” by A. Luloff and L. Swanson
Additional Meetings: In addition to meeting the requirements for undergraduate students,
graduate students will be responsible for reading five additional articles (TBA). After reading
these articles, you will provide a typed critique and synthesis of the combined articles (e.g., new
information you learned, what is good, what is weak/missing, etc.). Graduate students will meet
separately with the instructor at least two times during the term for a one hour seminar
discussion.
Grading: The graduate student requirements will add an additional 15 points possible to the
course total (150 points possible).