Dr. Anne Onyekwuluje
(On Yea Kool La j)
106 Grise Hall
Office Hours: Tues. & Thurs.11:00am -12:00pm
(or by appointment)
www.wku.edu/Dept/Academic/AHSS/Sociology/Home.html
ABOUT DR. ANNE
ONYEKWULUJE
Anne B. Onyekwuluje is an
associate professor in the Department of Sociology at
Dr. Onyekwuluje’s current research
looks at the life and history of Senator Georgia Davis Powers. This research
suggests Senator Georgia Davis Powers is an invisible woman in
Another recent project is titled: Adolescent Involvement in a Multicontextual Approach to Diversity… this manuscript was written with the idea that young people can take control of their diversity developmental needs. They must too, take the care for their diversity knowledge. We do not know how much they care for their future. This piece provides recommendations for young people, teachers, parents, schools and communities to make good decisions and take action to matter in the lives of all people.
“Guess Who’s Coming to Class: Teaching Through the Politics of Race, Class, and Gender in Predominantly White Institutions of Higher Learning” was published to explore the larger question of how social distinctions shape classroom social life. This information becomes useful for those concerned with diversity and institutions of higher learning.
Over the last five years she has chaired and served as a
member on several search committees at the university and outside the
university setting. She has served on
the curriculum committees for the Sociology department, Women Studies Program,
and
Locally, she volunteers at several of the public schools to
help with writing portfolios. Annually, Dr. Onyekwuluje
has helped to put together the Unity Day Celebration. This celebration brings
together the entire community. It is an excellent way to show and promote
diversity in
TEACHING INTERESTS
I love teaching. Teaching is a self-transforming liminal experience. I spend semesters promoting knowledge about our social world. My classes in race relations, cultural studies, social institutions, social inequality and introduction to sociology are designed to employ instructional methods that demasculinize and demystify race, class, and gender.
The main focus of my teaching has been to get all students,
specifically unenlightened students to see how the intersecting meanings of
race, class, and gender also shape systems of privilege and inequality.
Reconstructing knowledge is a rewarding task, thus giving me the opportunity to
bring diversity into the classroom. Many
of my students report they get much needed knowledge when they take courses
that offer race, class, and gender as issues affecting society.
It is important to me that my students be exposed to current data in
the study of race, class, and gender in the
Current COURSES
Spring 2007
The first step
towards the solution of any problem is optimism—John Baines
Spring 2007
Sociology 362
Race, Class, Gender (Social Institutions)
Dr. Anne Onyekwuluje
(On Yea Kool La j)
106 Grise Hall
Office Hours: Tues. & Thurs.11:00am -12:00pm
(or by appointment)
This course
is about the interconnected effects of race, class and gender on people in
If you think
education is expensive---try ignorance—Derek Bok
This course is an upper-level general education course, an elective in Sociology majors and minors, and an elective in WS. This course fulfills the category E (World cultures and American cultural diversity) general education requirement. This course will help students attain these general education goals and objectives:
The capacity for critical and logical thinking
Skills in reading, writing, and speaking
A historical perspective and an understanding of connections between past and present
An appreciation of the complexity and variety in the world’s cultures
An understanding of society and human behavior
[This is an interdisciplinary course for Sociology and Women’s Studies. Because gender is central to our understanding of society, we will focus and direct our attention to how gender constructs our social world. “ We see gender everywhere, organizing personal lives, emotions, bodies, intimate relationships, friendships, families, work places, economy, politics—the whole social world.” This course is thus cross-listed with Women’s Studies as an approved elective for the Women’s Studies minor.]
Inspiration
exists, but it has to find you working—Pablo Picasso
Required Course Pack (available at the WKU Bookstore)
Course Pack for spring 2007
- “Long
Hours, Starvation Wages” by Loretta Schwartz-Nobel, in Intersections of
Gender, Race, and class:
- “Alienated Labor” by Karl Marx in Karl Marx: Early Writings, trans. and ed. T.B. Bottomore. 1963. Reprinted by permission of the McGraw-Hill Companies.
- “The
Return of the Sweatshop” by Edna Bonacich and
Richard P. Appelbaum, in Intersections of
Gender, Race, and class:
- “Women’s Employment Among
Blacks, Whites, and Three Groups of Latinas...” by Paula England, Carmen
Garcia-Beaulieu and Mary Ross, in Intersections of Gender, Race, and
class:
- “Rethinking
Official Measures of Poverty…” by Angela Gardner Roux, in Intersections
of Gender, Race, and class:
- “Investigating
Identities and Inequalities” by David M. Newman in Identities &
Inequalities: Exploring the Intersections of Race, Class, Gender, and
Sexuality. 2007. McGraw Hill.
- “Race, Gender, and the Poverty of Single
Parenthood” by David M. Newman in Identities & Inequalities:
Exploring the Intersections of Race, Class, Gender, and Sexuality.
2007. McGraw Hill.
- “When Work Disappears” by William Julius Wilson.1996. Reprinted by permission of Alfred A. Knopf, Inc.
- “Breaking
the Silence” by Henry Louis Gates, Jr., in Intersections of Gender,
Race, and class:
- “The Haves, The Have-Nots”
by Christopher Reynolds, in Intersections of Gender, Race, and class:
- “Underprivilege and Overprivilege:
Economic Imbalances in Everyday Life” by David M. Newman in Identities
& Inequalities: Exploring the Intersections of Race, Class, Gender,
and Sexuality. 2007. McGraw Hill.
- “Inequalities”…The
Changing Definition of Family… by David M. Newman in Identities &
Inequalities: Exploring the Intersections of Race, Class, Gender, and
Sexuality. 2007. McGraw Hill.
- “Education
and Inequality” by Samuel Bowles and Herbert Gintis,
in Schooling in Capitalist
- “Stories
From the Field” by Wendy Luttrell, in Intersections
of Gender, Race, and class:
- “Schools
Struggle Shielding Gay Kids” by Nicole Ziegler Dizon,
in Intersections of Gender, Race, and class:
- “Race
and Criminalization…” by Angela Y. Davis, in Intersections of Gender,
Race, and class:
- “SES, Race/Ethnicity, and Health” by
Melanie L. Johnston, in Intersections of Gender, Race, and class:
- “Inequalities” Health … by David M.
Newman in Identities & Inequalities: Exploring the Intersections of
Race, Class, Gender, and Sexuality. 2007. McGraw Hill.
- “Women of Color on the Front Line” by Celene Krauss, in Intersections of Gender, Race,
and class:
- “Broken
Levees, Unbroken Barriers” by Jason DeParle, in Intersections
of Gender, Race, and class:
- “Social
Bodies: Communities and Control” in Gendered Bodies: Feminist
Perspectives by Judith Lorber and Lisa Jean
Moore. 2007. Roxbury Publishing Company.
Specific Requirements
An array of criteria will be used to evaluate the student’s comprehension and synthesis of the material. Included are (1) quizzes, (2) mid-term examination, (3) 1 short, written assignment, (4) group project, (5) class attendance and participation, (6) comprehensive final examination. No extra credit will be offered.
Quizzes and Exams: will assess your comprehension of the reading material (Course pack) and the lecture/discussion material. Not all of the topics that will appear on the exams and or quizzes will be covered in lecture or discussion. It is your responsibility to keep up with the assigned readings. The mid-term and final exams will be given in class and will consist of 20 multiple choice and true/false questions. You are not allowed to use your written notes. The mid-term examination will be given on March 8, 2007. Students who miss class on the day of the mid-term examination may take a comprehensive mid-term exam during final exam week in place of the exam they missed.
The
quizzes, whether announced or unannounced are likely to occur each week,
Tuesday or Thursday for a possible total of ten quizzes, per the semester.
Each Tuesday or Thursday class starting on February 6, 2007 and ending on
April 26, 2007 will begin with a five-minute quiz covering the readings for
the day. The quizzes contain five questions over the reading material and
lecture/discussion material: multiple choice, short answer, fill-in-the-blank,
true/false, and matching. Four correct answers will earn a perfect score of
four (a quiz score is never higher than four). Students may use their written
notes. Late arrivals are not given extra time to complete their quizzes. There
are no make-up quizzes.
Writing Assignment: The writing assignment will
primarily consist of answering one question that relates to the articles
in the (course pack). There are a few questions at the end of most all
of the articles. You can select any question from any of the articles to
answer. There are enough questions to go around…A one page answer will be
efficient. The writing assignment is due at the beginning of class on March 20,
2007. You must properly cite the author(s) of the article to receive full
credit. The assignment will be graded on content and writing mechanics (e.g.,
formatting/typed, double spaced, organizational structure, flow, evidence, and
grammar). I do not accept emailed assignments. Those turned in via email
will not be graded. I will not accept a late writing assignment.
Group Project: You are expected to present a group project in class. Group projects should come from the imaginations of the group members. The criteria for this assignment include (1) group members must demonstrate how their projects relate to how race, class, and gender impact American institutions… the institutions include but are not limited to the economic, religious, political, educational, penal, media, and medical, (2) each member of the group must make a brief in-class presentation, and (3) projects should not exceed a 30-minute presentation. Assignments to specific groups should be completed by the fifth week of the course (February 22, 2007). You are responsible for selecting your own groups. I will expect groups to be diverse in nature and about four members to a group. Each group member will receive the same points/grade.
Class Attendance and Participation: attend class on time each of the 28 days. Do the assigned readings before the class for which they are assigned and be prepared to discuss them in class. You are expected to enter into discussion of the material. I will make myself aware of the quality of each student discussion…especially where you may express yourself with questions, uncertainty, or perhaps …elation after having experienced a breakthrough in the reading material.
Participation means not only thoughtful speaking but also active listening. Sometimes two to four students dominate a class while the majority listens. This is not acceptable in this class—each student is equally important. Students who usually talk often during class will practice listening skills. Quiet students will practice speaking at least once per class.
Teaching and learning are most likely to take place where the classroom environment is one characterized by mutual respect and freedom from unnecessary distractions. Vital to the whole notion of a university is the free exchange of ideas. Such an exchange is more likely in an atmosphere free from ridicule, insults, or personal attacks. Instructors must deal with their students in a respectful fashion. Likewise, students must demonstrate respect in their communications with instructors and other students especially as it concerns talking or whispering out of turn. The goal is to establish an atmosphere of mutual respect where both the instructor and students feel comfortable enough to take risks, make mistakes, and use their intuition in the pursuit of life-long learning.
Late arrivals and early departures decrease the learning time available, interrupt the flow of the class, and are distracting to all. If because of extraordinary circumstances, a student knows that he or she has to leave early, that student should let the instructor know before class and sit in a location where he or she can depart with minimal interruption. If you have to miss class, because of a legitimate reason please notify me by email (e.g., serious sickness…with doctor note on doctor letterhead; death in family…with Dean of Student Affairs letterhead; you may discuss such attendance matters with me during office hours.
Attendance is critical for a full understanding of the course. Students are expected to attend class for one hour and twenty minutes—those who leave early are recorded as absent. At the end of each class, students complete a form asking for their name, the date and answer to the following question: What is the main question you still have? To be counted as present, students must complete & turn in the form at the end of class.
Do not listen to headphones, talk on cell phones, surf the web, read newspapers, or other non-class materials during class. Cell phones, palm pilots, and recording and music listening devices (iPods, etc.) must be turned off during class. The exercise of common courtesy on the part of both the instructor and students will enhance the success of this class. Please notify the instructor during the first week of any special accommodations you may need.
Student Disability Services
In
compliance with university policy, students with disabilities who require
accommodations (academic adjustments and/or auxiliary aids or services) for
this course must contact the Office for Student Disability Services in DUC A-200
of the
Please DO NOT request accommodations directly from the
professor or instructor without a letter of accommodation from the Office for
Student Disability Services.
Academic
Misconduct
Academic
Misconduct in any form is in violation of
Grading Scale
Total points
150
Quizzes 40 points A 135-150
Mid-term exam 40 points B 120-134
Writing assignment 5 points C 105-119
Group project 10 points D 90-104
Final exam 40 points F below 90
Class Participation and
Attendance 15 points
SYLLABUS
Date Topic
and Assignment
1/23 introductions and overview
1/25 lecture & discuss “Long Hours…”
1/30 discussion of “Alienated Labor…”
2/1 discussion of “The Return of the Sweatshop…”
2/6* lecture & discuss “Women’s Employment…”
2/8 lecture & discuss “Rethinking …Poverty”
2/13 discussion of “Investigating Identities…”
2/15 discuss “…Poverty of Single Parenthood”
2/20 lecture & discuss “When Work Disappears”
2/22 discuss “Breaking the Silence”; all groups assigned
2/27 film TBA
3/1 film TBA
3/6 lecture & discuss “The Haves, The Have-Nots”
3/8 mid-term exam bring a #2 pencil
3/12-3/16 Spring Break
3/20 writing assignment due; discuss “Underprivilege…”
3/22 lecture & discuss “The Changing Def. of Family”
3/27 In-class work day for group projects
3/29 lecture & discuss “Education and Inequality”
4/3 discuss “Stories From the Field”
4/5 discuss “…Shielding Gay Kids”
4/10 lecture & discuss “Race and Criminalization”
4/12 discuss “SES, Race, Health”; articles 17 & 18
4/17 lecture & discuss “Broken Levees”
4/19 no class/but read “Women of Color…”
4/24 discuss “Social Bodies”; groups 1 & 2
4/26* groups 3, 4, & 5
5/1 groups 6, 7, & 8
5/3 review
5/8; 5/11 final exam- comprehensive; bring a # 2 pencil
* class quizzes 02/06/07—04/26/07)
The above schedule, requirements, and policies are
subject to change due to extenuating circumstances.
Choosing to remain in this class means
that you accept the terms of this syllabus. You are responsible
for the inform
Spring 2007
Sociology 100
Introduction to Sociology
Dr. Anne Onyekwuluje
(On Yea Kool La j)
106 Grise Hall
Office Hours: Tues. & Thurs.11:00am -12:00pm
(or by appointment)
The first step
towards the solution of any problem is optimism—John Baines
Course Description
As part of the Sociology major, minor and general studies curriculum, this course serves as an introduction to Sociology. Sociology is the study of society. It focuses on identifying, explaining, and interpreting patterns and processes of human social relations. This introductory course is designed not just to teach you some of the major findings of sociology, but to help you master fundamental sociological skills, including both the ability to think with a "sociological imagination"
Sociologists
study human behavior and the organization of society. Their work assumes
that social forces external to individuals shape behavior. The science
aims to understand and explain what these specific forces are and
make valid predictions concerning how they shape behavior within social
groups.
You are
expected to attend class regularly, to keep up with the course readings, and to
participate, to the extent possible in a large class, in class discussions.
This course will introduce you to this scientific discipline by examining its history, the work of its early and contemporary contributors, essential concepts, research methods, theory and applications. I hope you will come to see how sociology can assist you in improving your understanding and quality of social life as we explore the following points:
· understand essential terminology and assumptions central to this science;
· understand how culture, socialization and social structure impact human behavior;
· apply the sociological perspective to a study of social class, race, and gender;
· understand how sociologists examine the primary institutions of any society including economy, political structures, family and the workforce; and
· encourage students to apply the sociological perspective to their own areas of study.
This course
fulfills the category C (Social and Behavioral Sciences) general education requirement.
It will help you attain these general education goals and objectives:
# 1. The capacity for critical and logical thinking.
# 7. An appreciation of the
complexity and variety in the world’s cultures.
# 9. an understanding of
society and human behavior.
Required Textbook:
Sociology by Richard T. Schaefer, Tenth edition. 2007.
Inspiration
exists, but it has to find you working—Pablo Picasso
Course Requirements:
There will
be four closed-book, multiple-choice exams in this course, three during the
semester and a final. Please
note that if is your responsibility to contact me the day of the exam if you
are forced to miss it; you may otherwise forfeit your right to take it. I may
allow you to take a make-up exam during final
exam week in place of the exam missed.
Practice On-Line Tutorial Quizzes and other study guides are
available at the text website. These Chapter Tests provide a useful way
of reviewing the text material. Use of these online quizzes is voluntary,
but some of the questions may be incorporated into the in-class exams.
Grading:
Exam 1 M/C 50questions 25 points 90-100=A
Exam 2 M/C 50questions 25 points 80-89 = B
Exam 3 M/C 50questions 25 points 70-79 = C
Final exam M/C 50questions 25 points 60-69 = D
Below 59 points = F
There is No Extra
Credit
Attendance and Participation
Students are strongly encouraged to attend class regularly. An attendance sheet will be circulated during each class for you to initial (academic honesty will be observed). Attendance and quality of in-class participation will be taken into consideration in determining the final course grade (i.e., a 79 can be a B…if you have not missed no more than two days excused or unexcused). Do not enter if you are over 15 minutes late. Late arrivals and early departures decrease the learning time available, interrupt the flow of the class, and are distracting to all. If because of extraordinary circumstances, a student knows that he or she has to leave early, that student should let the instructor know before class and sit in a location where he or she can depart with minimal interruption. If you have to miss class, because of a legitimate reason please notify me by email (e.g., serious sickness…with doctor note on doctor letterhead; death in family…with Dean of Student Affairs letterhead; you may discuss such attendance matters with me during office hours.
Do not listen to headphones, talk on cell phones, surf the web, read newspapers, or other non-class materials during class. Cell phones, palm pilots, and recording and music listening devices (iPods, etc.) must be turned off during class. The exercise of common courtesy on the part of both the instructor and students will enhance the success of this class. Please notify the instructor during the first week of any special accommodations you may need.
Student Disability Services
In compliance with university
policy, students with disabilities who require accommodations (academic
adjustments and/or auxiliary aids or services) for this course must contact the
Office for Student Disability Services in DUC A-200 of the
Please DO NOT request accommodations directly from the
professor or instructor without a letter of accommodation from the Office for
Student Disability Services.
Academic
Misconduct
Academic Misconduct in any form is in violation of
SYLLABUS
Date Topic
1/23 introductions
1/25 understanding sociology
1/30 sociological research
2/1 exam #1, bring a #2 pencil
2/6 culture
2/8 socialization
2/13 social interaction
2/15 social structures
2/20 exam #2, bring a #2 pencil
2/22 stratification and social mobility
2/27 film TBA
3/1 film TBA
3/6 global inequality
3/8 racial and ethnic inequality
3/12-3/16 Spring Break
3/20 stratification by gender
3/22 The family
3/27 Education
3/29 Education continued
4/3 Government and politics
4/5 exam #3, bring #2 pencil
4/10 film TBA
4/12 film TBA
4/17 the economy and work
4/19 no class/advocacy presentation
4/24 Economy continued
4/26 Health
5/1 globalization, technology and social change
5/3 globalization continued
5/10 final exam, bring a # 2 pencil
The above schedule, requirements, and policies are
subject to change due to extenuating circumstances.
Choosing to remain in this class means
that you accept the terms of this syllabus. You are responsible
for the information contained in this syllabus.