University of Southern California
College of Letters, Arts and Sciences
Spring 2000
SOC/PSY 405 Women and Work in America
Professor: Faith Womack Home Phone: (310) 414-1412
Web site: http://www-usc.edu/~fwomack (evenings between 6 - 9 PM)
E-mail: fwomack@usc.edu FAX: (888) 628-7911
Office Hours: after class or by arrangement Office: (310) 363-3632
Monday, 4:15 -- 6:55 PM in Room: WPH 206 (M-F, between 7 AM & 4 PM)
I. OVERVIEW:
In this course we will seek to understand and analyze the following:
* Current work environments
* The glass ceiling
* Family responsibilities
* Continuing education
* Stress busters
Prerequisites for enrollment in this class: 6 semester hours in
psychology or sociology pertaining to family roles and responsibilities,
or permission of the instructor. It is assumed that students are
mature and will remain respectful of fellow students who may espouse
different ideas, beliefs and values during class discussions and e-mail
interactions.
II. GOALS:
Though the readings relate mostly to working, living and relaxing in the
United States, we will consistently push our view outward, looking at
Americans as part of a global community and the roles that women play
in this context. In all our investigations, race, class, and sexual
orientation will be analytic categories complementary to gender.
Inevitably we will sometimes be engaging in difficult dialogues. I hope
that we can all learn to listen respectfully as we necessarily allow for
conflicting values and beliefs. As we consider issues or questions the
readings raise or fail to raise, our preferred classroom approach will be
discussion, not confrontation.
All students are required to obtain a (free) USC student internet/e-mail
account no later than the second class meeting and to check their e-mail
a minimum of once a week until the end of the semester. Importantly, you
will also use your Internet account to link to readings that we'll be
evaluating and analyzing over the course of the semester together. Having
access to these electronic texts in addition to your primary textbooks
keeps your costs for course materials low and offers us more flexibility
to follow new developments in the news and in various fields over the
semester.
Don't worry--this course does not assume that you have any computer
abilities. This course instead assumes that everyone can benefit from
learning and using contemporary computer technologies. We will devote some
initial class time together to get you started. Campus information systems
located in Leavey Library will prove invaluable for additional assistance.
Accounts and information are available on the ground floor of Leavey
Library. Act quickly because student accounts take about a week to process.
Once you get to the World Wide Web, you'll also be able to obtain a free
WWW e-mail account with Rocket Mail (http://www.rocketmail.com) or Hot
Mail (http://www.hotmail.com) to name a few. The benefit of having an
account with any of these free e-mail providers is that you will be able
to access your mail directly through the WWW no matter who is providing
your Internet phone connection. That is, you'll be able to check your mail
from campus computer labs, the public library, work, home, a neighbor's,
etc--from any computer with a modem that can access the WWW. The downside
is that these free servers are free because they post advertising in your
mail program.
III. CLASS POLICIES:
You are responsible for reading and understanding the information that
follows. These policies are non-negotiable:
* Students must sign up for our e-mail class discussion group list. The
list will be the vehicle to: 1) disseminate information about
class changes; 2) post announcements; and, 3) discuss issues
directly relevant to the course. (I check my e-mail a minimum of
once a day.) Think of it as a combo workstation and lounge space:
SOCPSY405-l@usc.edu
* Class discussions are a critical component of this course; discussion
content and student input are used in constructing assignments
and possible in-class exams. The course requires your regular
attendance and timely completion of all assignments.
* If you are absent, please contact at least two class members for notes
and announcements. Though my Web site makes available missing
handouts, I cannot reconstruct class content for you. Assignments
and schedules are always subject to change, and you are responsible
for any changes announced in class.
* You may be dropped from this course for any of the following: an
excessive number of absences (which will be discussed and
determined via group consensus during the first class); rude or
disruptive behavior; and nonparticipation.
* Disrespect or disruption: I reserve the right to require any student
to leave the classroom who displays disrespect for the rest of
the class and interferes with class discussion in any or all of
the following ways: 1) Coming to class unprepared. 2) Engaging
in any disruptive behavior, including private conversations,
inappropriate commentary, persistent late arrival or departure
from the room before the class has ended. 3) Engaging in any
non-participatory activity, such as sleeping, reading, studying
or doing homework, etc.
IV. ASSIGNMENTS:
I usually do not accept late work. Should you experience various problems
that prevent you from completing assignments on time, you should make
every effort to speak to me about this matter as the problems are
unfolding--not well after the fact. I reserve the right to administer
occasional unannounced reading quizzes to ensure that everyone is keeping
up with the assignments and with the reading of classmates' work. I also
reserve the right to reduce grades significantly on any assignments not
submitted by due dates.
V. COURSE FORMAT:
This course will be highly interactive. The students and instructor
will learn to communicate and share with one another in the classroom,
out of the classroom, on the Internet and sometimes on the phone. The
opportunity to enrich one another's lives will be valuable for everyone
who learns to trust and share within our group. It is also important
to remember to respect the privacy of fellow members who may not want
private information divulged. Remember to respect the privacy of others,
as you would want them to respect yours.
VI. CLASS SCHEDULE
The class will meet on Monday from 4:15 to 6:55 P.M. throughout the
term to include a class meeting during exam week. Students will make
Final Report oral presentations; therefore, there will be no final exam.
VII. COURSE OBJECTIVES:
Students who successfully complete the course will be able to:
* Identify work settings that are gender neutral
* Define traditional work expectations and environments
* Identify the glass ceiling concept
* Describe the roles that women are expected to fulfill in both home
and work environments
* Analyze the role that education plays in the attainment of career goals
* Describe a variety of stress buster activities that encourage wholeness
VIII. REQUIRED TEXTS:
Bolles, R.N. (1999), What Color Is Your Parachute? 2000, Ten Speed Press,
Berkeley, CA.
Chira, S. (1999), A Mother's Place: Choosing Work and Family Without
Guilt or Blame, HarperPerennial, New York.
Robinson, J.P. & Godbey, G. (1999), Time for Life: The Surprising Ways
Americans Use Their Time, Pennsylvania State University Press,
Pennsylvania.
Rowley, D.J., Lujan, H.D., and Dolence, M.G. (1998), Strategic Choices
for the Academy: How Demand for Lifelong Learning Will Re-Create
Higher Education (Jossey-Bass Higher and Adult Education Series),
Jossey-Bass Inc., Publishers, San Francisco.
Stith, A. (1998), Breaking the Glass Ceiling: Racism & Sexism in Corporate
America: The Myths, the Realities & the Solutions, Warwick
Publishing, Toronto.
IX. ADDITIONAL REQUIRED READINGS:
Additional materials will be announced via the e-mail class discussion
group list and posted on the course Website during the semester.
X. EVALUATION METHODS:
Activity Percent of final grade
Participation 5%
Weekly Brief Papers 5%
End of Class 5-Minute Essay 5%
Small Group Discussions 10%
5-Minute Oral Presentation 10%
10-Minute Oral Presentation 15%
20-Minute Information/Demonstration Presentation 25%
15-Page Final Report 25%
A. PARTICIPATION (5%): Each student is required to participate in class.
Communication is important to the development of ideas, group
interaction and self-knowledge.
B. WEEKLY BRIEF PAPER (5%): 100-200 word brief paper posted on the e-mail
class discussion group list no later than Sundays at 5:00 PM of
the day preceding our class meeting. The content will reflect
that week's assignment. This will allow everyone to read everyone
else's papers and to be prepared to discuss them in the context
of the assignment when we meet in class the next day for the
first 15-minutes. Students may write them with either a personal
or scholarly framework.
C. END OF CLASS 5-MINUTE ESSAY (5%): Short essays completed at the end
of class as assigned and turned in to the instructor before class
concludes. Review the syllabus to prepare your ideas for the
classes when they are assigned. There will be 10 weekly sessions
when you will be required to write the 5-minute essay. Each essay
will count equally toward 5% of your grade. The instructor will
comment individually to any student via e-mail when students ask
me a question(s) or share a concern(s) highlighted to my attention
at the top of their essay. If students want to meet individually
with the instructor regarding any such questions or concerns,
please make a direct request on my e-mail account: fwomack@usc.edu
or call my home phone between 6 & 9 P.M. at (310) 414-1412.
D. SMALL GROUP DISCUSSIONS (10%): Students will discuss various topics
in small groups during the term. Refer to the syllabus to prepare
your ideas for the classes when they are assigned. There will be
5 weekly sessions when you will be required to participate in
small group discussions. Each small group session will count
equally toward 10% of your grade. The instructor will rotate
between various group discussions to ensure that everyone is
participating and to assist students with content. Group topics
will be posted on the web site no later than Sunday at 5 P.M.
of the day preceding our discussion.
E. 5-MINUTE ORAL PRESENTATION (10%): Students will understand the role
that education plays in the attainment of career goals. Each
student will review the educational requirements of their career
of choice, and will present this information to the class.
Presentations will be posted on the web site on 26 Mar.
Presentation is due in class on 27 Mar.
F. 10-MINUTE ORAL PRESENTATION (15%): Students will become knowledgeable
of work settings that are gender neutral after reviewing one of
several work environments. Each student will provide a 10-minute
oral presentation to the class of the normal business practices
that demonstrate either gender neutral, friendly and/or unfriendly
practices. Presentations will be posted on the web site on 9 Apr.
Presentation is due in class on 10 Apr.
G. 20-MINUTE INFORMATION/DEMONSTRATION PRESENTATION (25%): Students will
become knowledgeable of a variety of stress busters (fitness,
religious and or relaxation) that encourage wholeness. Students
will select a topic, form small groups and provide a 20-minute
group presentation that uses various media. Presentations will
be posted on the web site on 16 Apr. Presentation is due 17 April.
H. 15-PAGE FINAL REPORT (25%): Students will become knowledgeable of
traditional work expectations and environments. The term paper
is an individual assignment that requires examination and research
of a specific work experience. Students will contact and interview
a human resources representative from a work setting that reflects
interests or curiosity. The report answers questions about the
culture, climate and promotional opportunities for people similar
to the student within that organization or setting. It also
requires that students discuss their understanding of how this
interview contributes to recognition of the best possible fit,
or if there is no possible fit for them within that culture.
To be acceptable, the paper must address the following questions
in a thoughtful and articulate manner. Be sure to use examples
to substantiate written statements and points.
1. Using course readings to enrich discussion, identify your
role model(s) and describe them. Explain how your role
model(s) might serve to limit your perspective on life
and how they might work to broaden that perspective. If
you determine that your role models actually limit you
more than originally thought, brainstorm ways to find
models to broaden your perspective.
2. Discuss your job interview experiences, results and reactions
with two "out-groups." Out-groups could be people from
another corporate culture, students from another region
of the U.S. (i.e., e-mail or chat room), or perhaps
students having a different experience at USC than you
(e.g., athlete/non-athlete, traditional/non-traditional,
liberal arts major/non-liberal arts major, and so forth).
Clearly identify the out-groups you selected: who, what,
where and when. As you discuss your interview experience
with these out-groups, reflect on how interaction with
them has impacted you. Have these interactions made you
more open to considering life's possibilities? If yes,
how? If no, what type of interaction do you need to seek
to expand your perspective of life's possibilities? Again,
be sure to incorporate literary examples from the course
to enrich your discussion.
3. How does examination of your interview with a human resource
person and out-groups experiences position you to move
beyond the expectation of continuity in life? How does
moving beyond the expectation of continuity position you
to take advantage of the lessons and/or themes of this
course?
I expect a minimum of 10 sources to be listed in the
bibliography of the research paper (in addition to
course-assigned readings). The majority of these must be
traditional academic sources; no more than three may be
for a web site, please choose and evaluate web sites very
carefully.
Papers will be graded on intent, content, reasoning,
language, neatness, effort, and accuracy. Five points to
keep in mind or adapt as appropriate: 1) develop a thesis
statement, 2) discuss the main points covered in readings
and in class discussions and make connections with the
thesis, 3) incorporate relevant evidence to prove thesis,
4) make connections among related concepts, ideas, and
events, 5) reach a conclusion based on the analysis of
the evidence.
Note: A word about plagiarism and academic (dis)honesty:
university policy is clearly stated in the USC catalogue.
I urge you to familiarize yourself with this policy.
Remember to always acknowledge how and where the work of
others has helped to shape your own thinking.
Reports will be posted on web page. Presentations will be
posted on the web site on 30 Apr. Small group discussion
is due on 1 May.
XI. COURES SCHEDULE, ASSIGNMENTS AND READINGS (see calendar):
Week 1, 1/10/00 -- Introduction, explanation of writing component,
expectations and responsibilities, tutorial in the use of the
World Wide Web. Distribution of "Glass Ceiling" case studies.
End of class 5-minute essay assignment: Please indicate why you
are taking this course and what you hope to accomplish.
Assigned Readings: Chapters 1 through 8 Stith
Week 2, 1/17/00 -- The Glass Ceiling, is it real? 15-Minute discussion
-- this week's assignment. SMALL GROUPS TO DISCUSS ASSESSMENTS
OF GLASS CEILING CASE STUDIES Assigned Readings: Chapters 9
through 16 Stith
Week 3, 1/24/00 -- The good mother. 15-Minute discussion -- this
week's assignment. SMALL GROUPS TO DISCUSS FINAL PAPER TOPICS.
End of class 5-minute essay assignment: What is right for me?
Why? What is wrong for me? Why? Assigned Readings: Chapters 1
through 6 Chira
Week 4, 1/31/00 -- What do women want? 15-Minute discussion -- this
week's assignment. SMALL GROUPS TO DISCUSS WOMEN'S ROLES
(FAMILY RESPONSIBILITIES) -- OUTLINE WOMEN'S ROLES POSTED ON
WEB PAGE DUE 1/30/00 NO LATER THAN 5 PM. Assigned Readings:
Chapters 7 through 11 Chira
Week 5, 2/7/00 -- What is my true profession or career path? How do
others influence my choices? 15-Minute discussion -- this
week's assignment. End of class 5-minute essay assignment:
What do successful people have in common? Assigned Readings:
Chapters 2 through 4 Bolles and complete the "Quick Strategies
for Identifying and Prioritizing Your Transferable Skills" --
pgs 77 - 86.
Week 6, 2/14/00 -- How do I know where I am going? 15-Minute discussion
-- this week's assignment. End of class 5-minute essay
assignment: My fantasy life includes what career choice?
Assigned Readings: Chapter 5 Bolles (complete "Where")
Suggested Web site: http://www.selfgrowth.com/
Week 7, 2/21/00 -- What should I do? What occupations have I considered?
15-Minute discussion -- this week's assignment. End of class
5-minute essay assignment: Identify the people, places, and
things that have been influential in your career decision or
college choice(s). Why? Assigned Readings: Chapter 6 Bolles
(complete "How")
Week 8, 2/28/00 -- Complete Parachute Exercises. 15-Minute discussion
-- this week's assignment. End of class 5-minute essay
assignment: If I could start all over again, would I still be
heading in the direction I am now, why? Assigned Readings:
Epilogue and Exercises, Bolles (complete the exercises)
Week 9, 3/6/00 -- Satisfying the life long learner in me. 15-Minute
discussion -- this week's assignment. SMALL GROUPS TO
DISCUSS PARACHUTE EXERCISE RESULTS. End of class 5-minute
essay assignment: How much education do I think I need to
be competitive in my chosen profession. Assigned Readings:
Chapters 1 through 4 Rowley, Lujan and Dolence
3/14/00 -- Spring Break
Week 10, 3/20/00 -- Strategic responses to the need for learning.
15-Minute discussion -- this week's assignment. End of class
5-minute essay assignment: Are academic credentials and/or
certification the tools I need in the information age?
Assigned Readings: Chapters 5 through 8 Rowley, Lujan and Dolence
Week 11, 3/27/00 -- The role education plays in career attainment.
15-Minute discussion -- this week's assignment. 5-MIN ORAL
PRESENTATION DUE. Assigned Readings: Chapters 9 through 13
Rowley, Lujan and Dolence
Week 12, 4/3/00 -- Time for life. 15-Minute discussion -- this week's
assignment. End of class 5-minute essay assignment: On an
average week, how much time do I spend watching TV? Is that
the best use of my time? Assigned Readings: Chapters 1 through
7 Robinson and Godbey
Week 13, 4/10/00 -- Normal business practices. 15-Minute discussion
-- this week's assignment. 10-MINUTE ORAL PRESENTATION TO THE
CLASS DUE. Assigned Readings: Chapters 8 through 15 Robinson
and Godbey
Week 14, 4/17/00 -- Company environments. 15-Minute discussion
-- this week's assignment. 20-MINUTE SMALL GROUP
INFORMATION/DEMONSTRATION PRESENTATIONS DUE. Assigned
Readings: Chapters 16 through 22 Robinson and Godbey
Week 15, 4/25/00 -- Non-work and non-academic activities that encourage
wholeness. 15-Minute discussion -- this week's assignment.
End of class 5-minute essay assignment: After taking this
course, have you accomplished what you originally had hoped?
How could the course be improved? Assigned Readings: To be
determined.
Week 16, 5/1/00 -- Review of course content and recommendations for
instructor. 15-Minute discussion -- this week's assignment.
SMALL GROUPS TO DISCUSS FINAL REPORTS. Class assignment:
bring a dish to share. 15-PAGE FINAL REPORT DUE.
XII. SUGGESTED READINGS:
ANDREWS, G. "1995 CRA Taulbee Survey." Computing Research News,
vol. 8, no. 2, pp. 6-9, March (1996).
ANDREWS, G. "1996 CRA Taulbee Survey." Computing Research News,
vol. 9, no. 2, pp. 5-9, March (1997).
Arnheim, L. "IT Companies Heavily Courting CS Grads." Computing
Research News, vol. 9, no. 3, pp. 1-7, May (1997).
Camp, T. "The Incredible Shrinking Pipeline." Communications of
the ACM, vol. 40, no. 10, pp. 103-110, Oct. (1997).
Freeman, P. and Aspray, W. "The Supply of Information Technology
Workers in the United States." CRA Publication, accessed
Oct. 15th, (1999).
Geneen, Harold. "Synergy and other Lies: Downsizing, Bureaucracy,
and Corporate Culture Debunked." (1999) St. Martin's Press,
New York.
Keaton, J. And Hamilton, S. "Employment 2005: Boom or Bust for
Computer Professionals?" IEEE Computer, vol. 29, no. 5,
pp. 87-98, May (1996).
Kozen, D. And Morris, J. "1997-98 CRA Taulbee Survey." Computing
Research News, vol. 11, no. 2, pp. 4-9, March (1999).
Kozen, D. And Zweben, S. "1996-97 CRA Taulbee Survey." Computing
Research News, vol. 10, no. 3, pp. 4-8, March (1998).
Levine, Daniel. "Disgruntled: The Darker Side of the World of Work."
(1998), Berkley Boulevard Books, New York.
Lindstom, Varpu. "Defiant Sisters: A Social History of Finnish
Immigrant Women in Canada." (1992) Multicultural History
Society of Ontario, Toronto.
Walker, H., Myers, J. P., Zweben, S., Tucker, A.B., and Braught, G.
"The Crisis in Academic Hiring in Computer Science."
Proceedings of the 30th SIGCSE Technical Symposium on
Computer Science Education, pp. 362-363, March (1999).
Thomas G. West, "Vindicating the Founders: Race, Sex, Class and
Justice in the Origins of America." (1997) Lanham, MD:
Rowman and Littlefield
XIII. SUGGESTED WEB SITES:
Occupational
Outlook Handbook web site:
http://stats.bls.gov/ocohome.htm
The Dictionary
of Occupational Titles web site:
http://theodora.com/dot_index.html
Bureau of Labor
Statistics web site:
http://stats.bls.gov/blshome.html
Peterson's web site:
http://www.petersons.com/
AAUW web site:
http://www.aauw.org
The National Organization of
Women:
http://www.now.org/
Feminist web site:
http://www.feminist.com/
Search Directory for Women
On-Line:
http://www.wwwomen.com/
NCES. Digest of Education Statistics.
National Center for Education Statistics,
U.S. Department of Education,
Washington, D.C. (1998).