Poverty In America
Winter 2004
Seattle University
Dr. W. Edward Reed
Seattle University
Winter 2004
ISSS-120-02 & 04 Poverty in America
MTTHF 10:30-11:35AM ADMN 222
Instructor: W. Edward Reed, PhD
Office: Matteo Ricci College, Room 119
Office Hours: MTTHF 1:00-3:00 PM and by appointment.
Phone: (206) 296-5404 (206) 320-7980
E-mail: reede@seattleu.edu or wed_reed@hotmail.com
Course Description:
“Poverty in America” is an interdisciplinary social science course that explores the perspectives of sociology, economics, political science, philosophy, and theology in relationship to the causes, consequences and solutions to the problem of poverty. The relationship between the human person and society will be the foundation for our exploration of the reality of poverty in America. In this course we highly suggest that students place into context and understand the following concepts and theories
· Situational Poverty theory
· Generational Poverty theory
· Culture of Poverty theory
· Structure of Poverty theory
· Stratification theory
This offering of ISSS-120 Poverty in America will begin with two narrative expositions of poverty to establish a vision of the human person suffering from the causes and effects of poverty. Next, the causes and effects of poverty in the abstract will be studied to engage the student in critical thinking upon his or her social, economic and cultural milieu. The relationship between wealth and poverty in America will be studied on an economic and sociological analytical level as well. The final part of the course will introduce the student to possible solutions to poverty in America from sociological, political, and economic perspectives.
This offering has three components: lecture, groups, and community service. All students are required to participate fully in the lectures, the groups, and the mandatory community service with people suffering from the effects of poverty. Because this is a service learning class, the student must be willing and open to the experience and the process being placed in contact with those in most need in our community.
Course Objective and Student Outcomes:
ISSS120 Poverty in America will provide the students with a survey the economic, sociological, and political dynamics of poverty. Course objectives and student outcomes will include an understanding of the following elements:
1. An overview of narrative experiences of poverty in America.
3. The dignity of the human person in poverty.
4. Economic, sociological, philosophical, and political solutions to poverty.
5. Definitions of justice in relation to poverty.
6. An understanding of the distribution of wealth in America in relationship to poverty.
The student can expect to gain skills and tools in the following areas:
1. The knowledge that comes from the experience of service among those most in need in our community.
2. Reading and analyzing economic, sociological, philosophical, and political texts.
3. Writing analytical papers.
4. Methods for individual and group presentation of information and experiences.
5. Collaborative learning.
6. New experiences and insights of the student’s own culture and others.
Required Works & Order of Weekly Readings
Mother Teresa and Damien Molokai, Caring for Those Who Suffer
Gary Smith, S.J., Radical Compassion
Karen Lebacqz, Perspectives from Philosophical and Theological Ethics: Six Theories of Justice
Elijah Anderson, Code of the Streets
Kathryn Edin & Laura Lein, Making Ends Meet
Assignments |
Task/Material |
Points |
Reaction Paper Length-3-5 pages double- spaced, typed.Due-End of third weekRough draft due Jan. 16 Assignment due Jan. 20 |
Read and respond to at least (4) aspects of the Mother Teresa book that you find relevant for understanding poverty in America. (For instance, you could look at selfishness, faith, ego, power, and alienation.) |
20 |
|
Reaction Paper Length 3-5 pages double-spaced, typed. Rough draft Due. Feb. 6Assignment due. Feb. 10
|
Readings and Radical Compassion (Smith) Develop four themes that you find relevant for understanding poverty in Portland, Oregon. ( For, instance you could look at SRO’s, compassion, alienation, drugs and/or mental health problems. |
20 |
Book Analysis Paper Length -3-5 pages double- spaced, typed.Rough draft Due-Feb. 27th Assignment due- March 2nd |
Analysis of at least (4) four of the (6) six theories in Six Theories of Justice (Lebacqz) |
20 |
Readings, Discussion, and Groups-Focusing on Making Ends Meet and Code of the Streets |
March 1-15 –We will discuss how individuals go about making ends meet when work disappears, unemployment checks discontinue, welfare checks stop coming in and women are separated or divorced with children. |
10 |
|
Final Exam Blue book-Comprehensive
Four (4) essay questions. On the date designated by the University |
Focusing on the following themes: (a) Race, class, gender, and poverty (b) Rural vs. Urban Poverty (c) Residential Segregation, home ownership (d) Nature of poverty, homelessness, and hunger in the U.S.A. and around the world |
30 |
Expectations:
Class Participation:
Students are expected to attend class promptly and regularly. After three absences, missing class will begin to influence your grade. Conduct appropriate to education on the university level is assumed. It is imperative that you arrive to class on time so that you do not interrupt the class. Active and enthusiastic participation in the day’s discussion will provide you with the opportunity to demonstrate your preparation. Careful and critical preparation is expected for each class. This includes reading, writing, reflection, and integration on all of the assignments for each class. Talking on cellular phones is not permitted in class.
Do not bring phones, beepers, or electronic materials to class.
Experience as Text:
Each student is
expected to perform sixteen hours of community service with those
experiencing poverty in our local community. The Service Learning Center at SU
will provide the student with sufficient opportunities during the first week of
class. The community service experience will be used as ‘text’ for the
student’s learning and integration in this class. You will also be provided
the
opportunity to present a critical question from your community service
experience to the group. Since your experience will be used as ‘text’ for the
class, you need to actively engage in your community service in increments
spread throughout the quarter. Spending two full days at a placement at the end
of the quarter will not be accepted. The student must
acquire and begin a service-learning placement during the first two
weeks of the quarter. Evaluations are due during finals week.
Class Groups:
Each student will be assigned to a small group later in the quarter that gathers for a selected period once a week. The groups will meet to discuss selected class materials and each individual’s community service experience over the course of the quarter. Your contribution to the group is a formal part of your participation grade. Respectful listening, support, and, challenge of each other’s experience and participation are anticipated.
ISSS 120
Poverty in America
Lectures and Questions
The following format will guide the lectures, discussions and groups-
1. Blackwell - Rural Poverty
2. Dahlia - Rural Southern Poverty
3. Gray Mountain - Poverty
4. Bell Hooks Class- Where do we stand?
5. Bell Hooks Class- Techniques for Understanding class
6. Bell Hooks Class- Money hungry, being Rich and Poor
7. Kozol NYC Schools
8. Kozol New Jersey Schools
9. Cox & Alm Myths: Rich And Poor
10. Cox & Alm Realities: Rich and Poor
11. West - Does race matter?
12. West -What is the problem/solution?
13. Gans - Is the war organized?
14. Gans -Is the war disorganized?
15. Hacker- Two countries and cultures
16. Wilson – The truly disadvantaged
17. Wilson- The truly disadvantaged
18. Ehrenreich - Nickel and Dimed
19. Ehrenreich - Nickel and Dimed
20. Ehrenreich - What is the nature of the problem?
21. Edin & Lein -Making ends meet
22. Edin & Lein - Single Mothers
23. Edin & Lein - President Clinton, Welfare and Poverty
24. Edin & Lein - Low wage workers
25. Websdale/ Reed - Policing the poor
26. Websdale/Reed - Policing the poor
27. Wilson/Sharon Hays -Flat Broke with children
28. Wilson/ Hays - Flat Broke with children
29. Wilson/ Hays - Flat Broke with children
30. Wilson/ Hays - Work, poverty and culture
31. Wilson/ Hays -Understanding poverty
32. Poverty Report
33. Poverty Report
34. Understanding poverty
35. Understanding poverty
36. Understanding poverty
37. Understanding poverty
38. Solutions/SL paper
39. Solutions/SL paper
*Evaluations due to Professor
Evaluations of Professor