Friday, July 17, 2020

Transferring Dual Credit

Below is helpful info about transferring credit from our dual credit course to your university.


Usually, the process to transfer credit is to go to Loyola's website and request a transcript.  Then you send in a copy to your university and you request credit.  But I would call the admissions office of your university to be sure.  Sometimes they want the following info:
 

Syllabus:  I will attach a link to the syllabus here.
Title:  the course title from Loyola is SOCL101; Society in a Global Age
Text:  The class uses the text Real World Sociology by Ferris and Stein 6th Ed.
Readings: Just Mercy by Bryan Stevenson.  Course Packet with selected readings.


Help from Loyola with transcript:
This link explains transferring dual credit specifically for high school students in the Dual Credit program.
And this link, also posted below explains how to request transfer credit in general for Loyola students:


Don't remember your login?
I would try either:
1. Password self-service reset here.
or
or
3. Call the Office of Registration and records at 312.915.7221 


General Info. about schools accepting credit:
Finally, here is a database from the U of Conn about what colleges accept dual credit.

Wednesday, July 15, 2020

Friday, July 10, 2020

Famous Sociology Majors

Famous sociology majors found at the ASA page here:  https://www.asanet.org/about-asa/asa-story/about-sociology/famous-sociology-majors

And found on Ranker here: https://www.ranker.com/list/famous-people-who-majored-in-sociology/reference

And from Soc Images, an exploration into the sociology major and athletes here 


Megan Rapinoe, Crystal Dunn, Abby Dahlkemper and Rose Lavelle from the U.S. Women's Soccer team



Michelle Obama, lawyer and First Lady of the United States









Ronald Reagan, President of the United States







"Kal Penn" Kalpen Suresh Modi, White House Liaison for Arts and Humanities






Dr. Martin Luther King, Jr.,







Mitch Albom, author Tuesdays with Morrie, sports writer



Tiffany Trump,  socialite and only daughter from President Trump's 2nd marriage.




Jerry Harkness, Loyola University basketball player and 1963 NCAA Champion






Dr. Ruth, sex therapist, radio show host.






Daniel Edward "Dan" Aykroyd, "Blues Brother," "Ghostbuster" actor, comedian, screenwriter and singer.




Michael Savage, an American radio host, author, activist, nutritionist, and political commentator.

Cory Anthony Booker, an American politician and the junior United States Senator from New Jersey, in office since 2013. Previously he served as Mayor of Newark from 2006 to 2013.


Nina Dobrev, actress and model, played the role of Mia Jones, the single teenage mother, on Degrassi: The Next Generation, from the show's sixth to ninth season. Since 2009 she has starred as Elena Gilbert on The CW's supernatural drama, The Vampire Diaries. 



Thomas "Tom" Joyner is an American radio host, host of the nationally syndicated The Tom Joyner Morning Show


Arne Duncan is an American education administrator who has been United States Secretary of Education since 2009. Duncan previously served as chief executive officer of the Chicago Public Schools district from 2001-2009


Steph curry
Uses sociological imagination to respond to 9yr old girl.





Chante Stonewall is a Depaul University Women's basketball player, and the 

Big East scholar-athlete of the year, 2020.




Wellington Webb, mayor of Denver
Brett Schundler, mayor of Jersey City
Annette Strauss, former mayor of Dallas
Roy Wilkins, former head of NAACP
Rev. Jesse Jackson
Rev. Ralph Abernathy
Shirley Chisholm, former Congresswoman from NY
Maxine Waters, Congresswoman from LA
Barbara Mikulski, US Senator from Maryland
Tim Holden, Congressman from Pennsylvania
Saul Alinsky, father of community organizing
Saul Bellow, novelist
Emily Balch, 1946 Nobel Peace Prize winner (a social worker and social reformer)
Francis Perkins, social reformer and former Secretary of Labor
Richard Barajas, Chief Justice, Texas Supreme Court
Deepika Padukone, Indian film actress and model.


Thursday, July 9, 2020

What would I do if I majored in sociology?


There are lots of ways you can use a sociology major and of course, many people end up working in an area that has nothing to do with their major anyway. Sociology is great for anything having to do with people and data or different groups of people.




Some of the jobs that I have heard recent sociology majors doing are:
  • Working for facebook doing data organization and analysis.
  • Working for political campaigns doing data analysis and social media.
Here are some resources:

For majoring in sociology:
This is from the American Sociology Association's website:

The 21st century labor market is fast changing, increasingly global and technology-driven, the jobs that you may apply for as a graduate may not even exist yet. To navigate the 21st century means being able to keep up with the changing world.
As society evolves, you as a sociology major will have the tools to critically analyze the world and your place within it.

This page from Huffington Post will help allow you to explore why some students majored in sociology, what skill sets sociology students learn.

From Pacific Lutheran University

From Northwestern U.

Here's a post from Everyday Sociology Blog about majoring in sociology.


Also, for finding jobs in sociology:

This is a link to the ASA page on jobs.  Here is a brief overview of where sociology majors end up after they complete their bachelor's degree.






















Here is a video about careers in sociology, embedded below:

Wednesday, July 8, 2020

Research on Digital Devices in Class

Please keep your digital devices in your bag and on silent while in class. If you need to use it, please do so IN THE HALL before or after class.  If you need to use it during class, please ask to be excused and use it outside the classroom.  There is much research on digital devices:

Digital Device Research

sciencedirect.com/science/articl
Laptops are distracting in class and detrimental to other's learning - they are the second hand smoke of learning.


Every day in class, faculty members wage a constant battle with cellphones and laptops for the attention of students. In this series, James M. Lang explores the impasse over how to cope with those unwanted digital distractions.


Exam scores climbed by as much as 6% in schools that imposed strict bans on cell phones, according to a new study that cautions policymakers to keep strict cell phone policies in the classroom.
Researchers at the University of Texas and Louisiana State University surveyed cell phone policies across schools in four English cities since 2001, studying how exam scores changed before and after the bans were enacted.
“We found the impact of banning phones for these students equivalent to an additional hour a week in school, or to increasing the school year by five days,” the study’s authors wrote on the academic blog, The Conversation.


“Texting on things that are unrelated to class can hurt student learning,” Kuznekoff found. Overall, the control and class-related-message groups did 70 percent better on the test than did students that could text and tweet about anything. That control and relevant-message groups also scored 50 percent higher on note-taking.
“You’re putting yourself at a disadvantage when you are actively engaged with your mobile device in class and not engaged in what’s going on,” warns Kuznekoff. His team shared its findings in the July 2015 issue of Communication Education.


The findings of a recent study on student phone access and the achievement gapby Louis-Philippe Beland and Richard Murphy for the London School of Economics and Political Science echoed my concerns. “We find that mobile phone bans have very different effects on different types of students,” the authors wrote. “Banning mobile phones improves outcomes for the low-achieving students … the most, and has no significant impact on high achievers.”
analyses of other academic metrics seem to support limiting students’ smartphone access, too. Researchers at Kent State University, for example, found that among college students, more daily cellphone use (including smartphones) correlated with lower overall GPAs. The research team surveyed more than 500 students, controlling for demographics and high-school GPA, among other factors. If college students are affected by excessive phone use, then surely younger students with too much access to their phones and too little self-control and guidance would be just as affected academically if not more.


And here is an article from the Atlantic that highlights some of the consequences of the constant barrage of social media.
The more I pored over yearly surveys of teen attitudes and behaviors, and the more I talked with young people like Athena, the clearer it became that theirs is a generation shaped by the smartphone and by the concomitant rise of social media.

Book by Sherry Turkle “Why we expect more from technology and less from each other.”



This paper investigates the impact of schools banning mobile phones on student test scores. By surveying schools in four English cities regarding their mobile phone policies and combining it with administrative data, we find that student performance in high stakes exams significantly increases post ban. We use a difference in differences (DID) strategy, exploiting variations in schools’ autonomous decisions to ban these devices, conditioning on a range of student characteristics and prior achievement. Our results indicate that these increases in performance are driven by the lowest achieving students. This suggests that restricting mobile phone use can be a low-cost policy to reduce educational inequalities.

Monday, June 8, 2020

Why don't people protest violence when it is not because of a cop?

They do!

Once again the media is awash in gross generalizations and stereotypes about violence in the black community.  "Why don't these people protest violence when the perpetrator is black?"  

This erroneous message is used to say that people should not protest when violence is because of police or whites.  It turns the concerns about being victims of violence into an argument about racial animosity.  In other words, it is saying you are just protesting because you're black and the perpetrator was white.  This dismisses the issue of violence altogether and instead tries to put people against each other based on race.

It is easy to put people against each other because we all live such segregated lives.  When there are not protests in the larger society, many whites do not realize the work and risk that many black Americans are putting into ending violence in their own communities.

For example, many Chicagoans heard about the violent shootings in April 2020 but this Mother Jones article details how,
The day after the bloody Tuesday, around noon, Joshua Coakley joined about two dozen outreach workers on a walk through the streets of this working-class neighborhood. They were on the lookout for local contacts, mostly gang members or former gang members who might have information about the shootings—or plans to retaliate.
Here's a picture of the outreach workers doing their thing:
And here is a picture in 2018 of high school students who  protested violence in their community:

Another group protesting violence is Mothers Against Senseless Killing (MASK) detailed in this Crain's Chicago Business article.  Below is a photo of Tamar Manasseh, who founded the group in 2014.

The Trace details how MASK launched Moms On Patrol, a group that camps outside to monitor the neighborhood and prevent violence.  Here is a picture of some of those moms monitoring the neighborhood and doing street yoga:

And sadly, two of the moms in this group were even killed by the violence that they were trying to stop.  Here is a NY Post article about it.  And here is a memorial created for them:

In 2018 there was a protest specifically meant to raise awareness in less violent  neighborhoods about the violence that occurs in other parts of the city.  This Associated Press article details that.


This DNAinfo article (2015) shows how residents protest violence in neighborhoods all across the city.

There is sociological research that these protests and interventions do help.  This article from Science Daily (2019) shows that these protests go back to at least 1994 with Operation Ceasefire in Boston.   And sociologists from Northwestern found a significantly lower rate of violence because of interventions:

Spreading effects
George Wood and Andrew Papachristos, sociologists at Northwestern University just north of Chicago in the city of Evanston, Ill., have looked into the how gun violence prevention efforts have played out in the city where 051 Melly was gunned down. 
Their work, published August 19 in Nature Human Behavior, focuses on a Chicago intervention that, between August 2010 and June 2016, invited violent offenders, identified via Chicago Police Department records, to one-hour meetings, known as call-ins, held in community centers and other public places. The study tracks recorded instances of being shot among nearly 8,500 individuals, including program participants and their associates, who are known from arrest records, police and outreach workers to be involved in violent groups.
As in programs in several dozen U.S. cities, the call-ins began with officers emphasizing that shootings had to stop. If they didn’t, perpetrators as well as neighborhood associates would be hit with outstanding warrants, parole violations and charges for other crimes. 
Then community representatives, including parents of murdered children, ministers and street outreach workers, told participants that they are loved and valued, but need to become involved in constructive activities. Victims of gun violence and their relatives described the trauma of their experiences.
Finally, local social service workers offered access to job training, drug treatment and other programs.

Monday, June 1, 2020

Focusing 2020 on Protests for George Floyd



Here is my analysis of how to focus on the protests surrounding George Floyd.  I want students to think critically and not simplistically about what hs been taking place.  None of what I wrote endorses the use of violence (whether against police or property) as a means to an end.  The link above contains my full thoughts with supporting material.  Here is a summary:

1. Racism is a part of our society in general (not just a part of police) and the President of the United States has been a very public face and promoter of racist ideas.
2. Even after the killing of dozens of Americans and the Black Lives Matter movement and Colin Kaepernick taking a knee and Lebron speaking out, there was no social change and instead there was resistance - a counter movement against Black Lives Matter, Colin Kaepernick being fired and banned from the NFL, a President speaking out against the movement or change, and an endorsement of white supremacy by the President of the United States.
3. Everyday life is exhausting when you must face racism in your daily living and racism is far more widespread than policing.
4. Looting and protesting are not the same. Focusing only on looting is simple-minded and scapegoating and will inevitably lead to more of the same in the future. There are many good police officers who are forced to work within a broken system. Some of these police have shown their sympathy to protesters. And many protesters who went out of their way to protect buildings, stop looting and protect police.
And in fact, looters vary widely:
Some looters are fringe groups who are against the protesters and want to make them look bad (and possibly start a race war),
Some looters are white people who don't understand the repercussions of looting,
Some looters are protesters who were met with violence so they were violent in return,
Some looters have no interest in the protests at all and are simply taking advantage of the situation.
Think critically. Work to identify your own biases. Work to end injustice in the U.S. even when the injustice is not affecting you. Work to end violence.
I elaborate on all of these points in the document linked about.


Tuesday, May 19, 2020




Really interesting video from CBS called "Speaking Frankly: Raising Boys".

Boys are socialized differently from the moment they are born.  So they learn to think one way about who they should be.  So by the time they are old enough to be self-aware, addressing the issues related to masculinity makes boys feel like they are not being accepted for who they are.  This video tries to bridge that divide. 

I hope students realize that there's nothing wrong with being masculine.  Masculinity becomes a negative life chance outcome when it is taken to extremes.  Extreme masculinity is violence and toughness resulting in males more likely to express themselves violently and hurt either themselves or other people.  This extreme form of masculinity is what some sociologists call "toxic masculinity." 

Tuesday, May 12, 2020

Sociology Conclusion Day 2: instruction

For the next lesson (Wed and Thu this week), the focus will be on evaluating instruction.  Please take a few minutes to give your honest feedback about how the class was taught and evaluated.

Here is the Google form.


Monday, May 11, 2020

Sociology Evaluation Day 1: Content

Please remember that these last 2 weeks we are on a special schedule.  I want to wish good luck to anyone taking AP tests!  For the last few classes, I would like to review our class and ask you to evaluate it.

For today, the focus will be on the content.

Here is the Google form for this lesson.

1.  How much do you think our class helped you to understand how sociologists examine the world?  

2.  How much do you feel that you understand how sociologists conduct research?

3.  How  much do you feel that you learned about how individuals are influenced by their culture? 

4.  How much do you feel you learned about how individuals are influenced by family, school, friends and media?

5.  How much do you feel you learned about social class and the inequalities that stem from it?

6.  How much do you feel you learned about race and the inequalities that stem from it?

7.  How much do you feel you learned about gender and the inequalities that stem from it?

8.  What topics/content was most interesting or compelling that we learned? 


9.  What other topics would you like to have learned more about?



Thursday, May 7, 2020

Gender Lesson 7: Work, Income and Gender

Please answer the following two questions before beginning the lesson.  Here is the Google form.

1.  Before we begin, do you think there is a difference between how much income women earn on average compared to men?  

2.   If you said yes to #1, what do you think the reasons are for this difference in pay?
If you said no to #1, why not?  What have you heard/read about women's incomes compared to men's?



Women are paid less 

Sociologists have examined the income of females compared to males and through a number of different comparisons, the females are paid less (about 80%) than what males are paid.

This public policy recommendation published by the American Sociological Association (2019) shows that 
In the last four decades, women’s educational levels and work experiences have increased dramatically. Women are over half of college graduates and nearly half the workforce, and families rely on women’s earnings. However, women are still paid less than men. More than half a century after the passage of the Equal Pay Act (EPA), a woman working fulltime, year-round in 2017 was typically paid just 80 cents for every dollar paid to a man working full-time, year-round. The gender wage gap varies by race and is larger for most groups of women of color: nationally, Black women, Native women, and Latinas working full-time, year-round were typically paid just 61 cents, 58 cents, and 53 cents, respectively, for every dollar paid to their non-Hispanic White male counterparts, while non-Hispanic White women were paid 77 cents for every dollar paid to non-Hispanic White men. Asian women working full-time, year-round were typically paid 85 cents on White non-Hispanic men’s dollar, but the wage gap is substantially larger for some communities of Asian women. Gender wage gaps persist in all 50 states and in nearly every occupation. Significant wage gaps also exist for mothers compared to fathers, LGBTQ women compared with men, and women with disabilities compared to men with disabilities.
Skeptics of the wage gap contend that it is due to differences in education levels or the kinds of jobs that women choose.  But studies show that at the very beginning of a woman’s career, just one year after college graduation, women working full time were paid only 82% of what their male colleagues earned and we know that wage gaps grow over time.  For women overall, even when accounting for factors like unionization status, education, occupation, industry, work experience, region, and race, 38% of the wage gap remains unexplained.  Data make clear that discrimination— based on conscious and unconscious stereotypes—is a major cause of this unexplained gap.  A recent experiment revealed, for example, that when presented with identical resumes, one with the name John and the other with the name Jennifer, science professors offered the male applicant for a lab manager position a salary of nearly $4,000 more, additional career mentoring, and judged him to be significantly more competent and hirable.  When women lose out on earnings because of discrimination, families and the economy suffer.
3.  After reading the above excerpt, are women paid less because they typically have less education than men?


The rest of the publication is available here and the citations are here.

Women earn about 80% of what men earn and women earn less compared to men of similar education at every level.  Using census data from 2014, this is true for all levels of income and education; from women in poverty to women with professional degrees.  It is also true for women working right out of college compared to their male cohorts.   It is true for single households headed by women compared with men. (Ferris and Stein)   

The National Women's Law Center published this report showing that, 
Women who work full time, year round in the United States were paid only 82 cents for every dollar paid to their male counterparts in 2018. For many groups of women, the gaps are even larger. This document provides details about the wage gap measure that the Census Bureau and the National Women’s Law Center (NWLC) use, factors contributing to the wage gap, and how to close the gap.
4.  Are women paid a similar income to men when they get out of college, but the pay gap shows up after they have kids?


The more women that work in an industry, the lower-paid those jobs are.  Examine the graph below then answer the question.

This graph shows the higher paid occupations are more male and the lower-paid occupations are more female.


5.  Using the graphs above, out of the highest paying jobs in the U.S., which is the MOST female?



The Gender Pay Gap from the Washington Post does a terrific job of explaining the dynamics and nuances that lead to unequal pay for women.  (If the link doesn't work, see the graphics below)  The data is from 2017 and was compiled using microdata from IPUMS USA for the pay gap by occupation, for the historical change in earnings by share of women in the job, and for the breakdown by education and by workweek. We used decennial census and American Community Survey 5-year data because is the most comprehensive, despite not being the most up to date, and used people who had worked most of the year.  For the recent, general data points, we used data from the Bureau of Labor Statistics.
The graph above shows jobs by gender (women left and men right) and pay gap (up or down).  The X-axis is equal pay.  Red lines up represent males earning more than females while black lines down represent females making more than males.  Note the relatively smaller pay gap for jobs that are seen as female (left side) compared to mostly male occupations (right side).



This graph shows female jobs (purple) compared to male jobs (yellow).  The red line is the pay gap within the same job types.  Note that female jobs on the left are lower-paying (y-axis) than the male jobs on the right.
In the graphic above, the purple circles represent the number of females in a particular occupation and the yellow circles represent the number of males.  The red line represents the pay gap.  

6. How is the pay gap different between jobs that are more female versus jobs that are more male? 



These charts show that from 1960-2015, jobs that were mostly female (far left) did not grow in income nearly as much as jobs that were mostly male (far right).  And jobs that became more female (2nd to left) pay declined for men.  In other words, jobs that are perceived as being female jobs are paid less.
And the more female an industry becomes, the less money that field makes.
Although women earn more education than men, they make less money than men whether they graduate from college or not and no matter how old they are.

This graph addresses the idea that women work part-time so they make less than men.  Note that part-time women actually make more than part-time males.  However, the majority of women work full time or longer but they make less than men.

This editorial from Forbes critiques the idea that women are paid less for the same work as men in the same position, but even this editorial admits that,
Of course, none of this closes the discussion on sexism. It is important to ask, for example, why women might not be as ambitious in asking for higher salaries or larger grants and why they gravitate to, say, pediatrics over orthopedic surgery. It is possible that gender discrimination significantly contributes to all this.
For more info, see the Introduction to Sociology textbook (2019) from Open Stax, chapter 12.2:
Evidence of gender stratification is especially keen within the economic realm. Despite making up nearly half (49.8 percent) of payroll employment, men vastly outnumber women in authoritative, powerful, and, therefore, high-earning jobs (U.S. Census Bureau 2010). Even when a woman’s employment status is equal to a man’s, she will generally make only 77 cents for every dollar made by her male counterpart (U.S. Census Bureau 2010). Women in the paid labor force also still do the majority of the unpaid work at home. On an average day, 84 percent of women (compared to 67 percent of men) spend time doing household management activities (U.S. Census Bureau 2011). This double duty keeps working women in a subordinate role in the family structure (Hochschild and Machung 1989).
Salary.com has an explanation of the gender pay gap.  Their explanation includes these:
  • Earnings Increase with Age, and the Gender Pay Gap Does, Too
  • Education Does Not Combat the Gender Pay Gap
  • Location Plays a Huge Role in the Gender Pay Gap
7.  Does this provide evidence that there is a gap in how much income females ear compared to men?  What else would you like to know or is there anything you are still dubious about?


Inequality also means different treatment for females and males on the job.
  • Here is a report about the efforts to change women at Ernst and Young (2018).  
"When women speak, they shouldn’t be shrill. Clothing must flatter, but short skirts are a no-no. After all, “sexuality scrambles the mind.” Women should look healthy and fit, with a “good haircut” and “manicured nails.” 
  • These were just a few pieces of advice that around 30 female executives at Ernst & Young received at a training held in the accounting giant’s gleaming new office in Hoboken, New Jersey, in June 2018.
  • One example of the inequality affecting the attitudes of an engineer in the tech industry is a report by Kara Swisher about the engineer's manifesto (2017).
  • Harvard Business Review conducted a study that the difference in promotion rates between men and women in this company was due not to their behavior but to how they were treated.  This indicates that...Gender inequality is due to bias, not differences in behavior. 
Besides applicants self-selecting jobs based on gender, employers also select based on gender.  This research from Contexts (2019)  shows that employers hire applicants by gender, based on their perception of what the gender of the job should be.

8. Explain what the research in the Contexts article above says about jobs and gender.

Females and unpaid labor
This research from the Society Pages (2019) shows women do a majority of the work at home.   This includes not only physical and emotional work, but also cognitive labor too.

From NY Times Upshot (2019), 
Women, but Not Men, Are Judged for a Messy House 
They’re still held to a higher social standard, which explains why they’re doing so much housework, studies show.  Even in 2019, messy men are given a pass and messy women are unforgiven. Three recently published studies confirm what many women instinctively know: Housework is still considered women’s work — especially for women who are living with men. 
Women do more of such work when they live with men than when they live alone, one of the studies found. Even though men spend more time on domestic tasks than men of previous generations, they’re typically not doing traditionally feminine chores like cooking and cleaning, another showed. The third study pointed to a reason: Socially, women — but not men — are judged negatively for having a messy house and undone housework.
9.  How did this lesson affect your understanding of the effect of gender on income and work?  What specifically stood out to you?