HDF 434 – CHILDREN AND FAMILIES IN POVERTY



HDF 434 –Spring 2019CHILDREN AND FAMILIES IN POVERTYThursday, 6:00-8:45 pm; Quinn 104Instructor:Keith Rinier, MSW.Adjunct Professor, HDFOffice Hours: 8:45-9:00pm Thursday or by appointmentEmail: keith.james.ri@E-mail is the best way to reach me for a quick response though my “day” ends at 5. I am usually not on-line at night. Feel free to email me to set up an appointment if you cannot come to my office hours. Course DescriptionThis course will examine poverty in the United States using a biopsychosocial lens. We will investigate how biological, sociological, and psychological factors work together to contribute to one’s likelihood of experiencing poverty, and explore how the experience of poverty impacts the trajectories of children and families. We also will explore how social policies help or hurt poor families and how culture and ethnicity enter into the politics of poverty. HDF 434 is a service learning course and includes 8 hours of service learning which will take place at an organization serving low-income families and/or children.Course PrerequisitesSenior standing in the major or permission of instructor and HDF 202 Materials (available at URI bookstore):Lareau, Annette. (2012). Unequal Childhoods: Class, Race, and Family Life. Berkeley, CA: University of California Press.Kotlowitz, Alex (1991). There Are No Children Here. New York, NY: Anchor Books.Correspondents of The New York Times (2005). Class Matters. New York: Henry Holt & Co.Readings on Sakai (noted on Course Schedule).Wordpress: This course will utilize Wordpress to enable students to access course syllabi, readings, assignments, powerpoints (some in advance of class), other classmates, and the professor.Site Address: Course FormatThe course will consist primarily of discussions, with brief lectures, films, guest speakers, group work and presentations interspersed throughout.Course Objectives1) To examine and reflect upon your own beliefs about the causes and effects of poverty as a first step in broadening your perspective and knowledge.2) To identify the cultural, economic and political forces that influence both middle-class attitudes about poverty and the life chances of poor families.3) To apply a biopsychosocial perspective to understanding the short and long-term effects of poverty on a child’s cognitive, emotional, physical and social development.4) To describe and synthesize theory and research about the connections between poverty, family structure, parenting, neighborhood resources, and life choices.5) To articulate and evaluate different perspectives on the causes and effects of poverty through written work and oral presentations. 6) To better understand the challenges of living in poverty through first-hand, service learning experiences and true accounts of the lives of poor families.THE TOPICS WE WILL DISCUSS ARE CONTROVERSIAL AND SOMETIMES VOLATILE. DISAGREEMENT IS EXPECTED, HOWEVER, EVERYONE’S RIGHT TO EXPRESS AN OPINION WILL BE RESPECTED.Course Requirements1) Participation: Everyone is expected to complete the readings, and to actively participate in small and large group discussions. Grading will also be based on in-class quizzes on the readings and homework assignments. These activities will encourage you to keep up on the readings, facilitate your understanding of the issues raised, and be active participants in class. Please bring relevant books to class.2) 2 application exercises. These exercises will be announced in class and posted on Sakai. These exercises will be real world or simulated applications of class concepts/readings to foster hands-on learning.3) 2 discussion essays. These 2-3 page discussion essays will be based on class readings and lectures. The assignments are attached and will be posted on Sakai. No Late Essays will be accepted. These assignments will be used as the basis for class discussions and enable everyone to participate and learn from each other.4) Student led discussions. To promote oral competence, reflective thinking, and class interaction, students will be assigned to groups to lead discussion on a specific reading once during the semester. Students will be assigned to groups by the instructor and provided with written instructions. 5) Service learning. This class includes 8 hours of service learning that involve direct contact with poor families. This experience will be incorporated into a reflection journal (graded) and a brief class presentation (ungraded). A description of the assignment and a list of possible sites will be handed out at the second class. This component provides you with a personal connection to the topics discussed in class and is vital to your learning. Students may choose to go as a group to a poverty serving organization. 6) Final project. Students are required to complete a final project, either individually or in groups of two. The purpose of this assignment is to assess the effectiveness of a program that is designed to alleviate or prevent the negative effects of poverty (examples include WIC, Earned Income Tax Credit, Supplemental Nutrition Assistance program (formerly Food Stamps, Early Head Start). This assignment will provide students with experience analyzing research, writing effectively, and organizing ideas and concepts. The length of the final product will vary depending on whether completed individually (4-6 double spaced pages) or in groups of two (8-12 double spaced pages). Students are expected to work on these projects throughout the semester and to ask questions as needed. Details for each option will be handed out in class.Option A) Final Paper – This paper reflects a more traditional writing assignment and is encouraged for students thinking of continuing on to graduate school. Grading:2 Application Exercises152 Discussion essays40 (20 for each)Reflection Journal*10 Final Project 25Participation (quizzes count for 5 points)10 Total 100*Note: Failure to complete your volunteer hours will result in the lowering of your overall grade by 2 grade levels (e.g., from an A to a C). Grading:93-100A90-92A-88-89B+82-87B81-80B-78-79C+72-77C71-70C-68-69D+60-67D59 or lessFIf you need individual accommodations to fulfill these requirements due to a registered disability, please make an appointment with me to discuss your accommodation as soon as possible.Writing is emphasized in this class. If you need assistance or guidance with writing projects or other academic help, you should visit the Academic Enhancement Center on the 4th floor of Roosevelt Hall. You may be referred to this center at some point during the class. Class Policies:Workload- As with most of your classes, it is expected that students will spend between 2 to 6 hours each week engaged in class preparation activities such as reading class assignments, summarizing class material, completing homework, and preparing essays, papers and projects.Students are expected to manage their workload and turn in assignments on the due date.Late Assignments: Late papers, presentations or projects will NOT be accepted unless the student has made arrangements with me at least 24 hours before the assignment is due. Students may e-email papers to me if they are unable to bring the assignment to class.Grading questions. Students with questions about grades on a paper or essay should schedule a time to meet with me to present evidence as to why a grade should be changed. I reserve the right to review the entire paper. All assignments should be typed.Plagiarism/Cheating: Because a major objective of college is to foster independent and critical thinking, I have adopted a strong stance on plagiarism and cheating. Small instances of plagiarism, in either written or verbal form, will result in a 0 on the assignment. More substantial plagiarism (e.g., an entire essay or presentation) will result in an F for the class. In almost every class I have taught, I have encountered plagiarism by students. As very few students write like published authors, it is easy to spot and document student plagiarism. The definition and examples of plagiarism follow:Students are expected to be honest in all academic work. A student’s name on any written work, quiz or exam shall be regarded as assurance that the work is the result of the student’s own independent thought and study. Work should be stated in the student’s own words, properly attributed to its source. Students have an obligation to know how to quote, paraphrase, summarize, cite and reference the work of others with integrity. The following are examples of academic dishonesty: ? Using material, directly or paraphrasing, from published sources (print or electronic) without appropriate citation? Claiming disproportionate credit for work not done independently? Unauthorized possession or access to exams? Unauthorized communication during exams? Unauthorized use of another’s work or preparing work for another student? Taking an exam for another student? Altering or attempting to alter grades? The use of notes or electronic devices to gain an unauthorized advantage during exams? Fabricating or falsifying facts, data or references? Facilitating or aiding another’s academic dishonesty? Submitting the same paper for more than one course without prior approval from the instructors.Electronics – Please turn off all electronics, including laptops, during class. Due to the increasing numbers of students using cell phones during class, I will remind students to turn off their cell phones before every class. Anyone caught texting will have his or her phone taken away for the duration of class. Up to 5 points will be deducted from the final grade if a phone is removed more than once.Attendance – Students are expected to arrive on time for class. I will arrive on time and stay for the entire class and I expect students to show the same level of responsibility toward this class and their classmates. Attendance, including whether someone arrives late or leaves early, is taken at each class and is used as part of your participation grade. If late arrivals or early departures are problematic, the class and I will jointly determine an appropriate consequence (i.e., sing song in front of entire class). Those who arrive late disrupt the teacher and their classmates in addition to disrupting their own learning experience. You are adults and you can decide whether to attend class or not but the easiest thing you can do to help your grade is attend class as you receive points for attendance and you will learn more than those who do not attend. Excused absences - Reasons for excused absences include personal sickness (with doctor’s note), death or major illness in your family (with supporting evidence), and required travel to and from athletic events (with advanced notice). Other reasons for missing class such as doctor’s appointments, job interviews, job obligations, meetings, or vacation travel will be considered unexcused absences. Other absences - Please let me know if you are unable to make it to class via e-mail. HDF 434 – CHILDREN AND FAMILIES IN POVERTYSpring 2019 - Course SyllabusDATE/AssignmentsTOPICSREQUIRED READINGSJan. 24What is social class? Jan. 31Application Exercise 1 Who are the poor?* Addy, S., Engelhardt, W., & Skinner, Basic FactsClass Matters, Ch. 1, pp. 1-26Feb. 7thClass Matters, Chs. 8 and 14, pp. 111-133 and 202-233.*Seccombe, Explanations of poverty-SLDFeb. 14thWhy are people poor? Theories of Poverty*Duncan & Magnuson, Early childhood poverty-SLD*Evans, Stressing out the poorFeb. 21stApplication Exercise 2Final project idea dueHow poverty gets under the skin – Long term effects (make-up)The effects of poverty on health (and health on poverty) Class Matters, Ch 2, pp. 27 -50*Burgard, Is the recession making us sick?-SLDFeb 28thDiscussion Essay 1Overweight but hungry? Nutrition and Food Security*Hoisington, Coping strategies*Edin et al., SNAP Food Security in-depth interview studyMarch 7thDoes where you live matter? Neighborhoods and povertyKotlowitz, Chs. 11-17Lareau, Ch. 2Class matters, Chs. 6 & 7, pp. 87-111.-SLD*O’Hare, The forgotten fifth-SLDMarch 21stFinal Paper Outline DueEducation – A protective or risk factor?APA Review - Lareau, Chs. 3, 5 Kotlowitz, Chs. 18-22March 28thDiscussion essay 2How children experience povertyParenting and WorkLareau, Chs. 8, 10 , 12Kotlowitz, Chs. 22-epilogueApril 4thDire Poverty: HomelessnessFacilitated Final Project Work*McCoy-Roth, When the bough breaks SLD*Kozol, Grieving for a lost homeApril 11Reality and myth: Getting out of povertyClass Matters, Chs. 12-13, 182-201.April 18thService Learning Reflection JournalFinal project presentations – Preliminary findingsPrograms that work*Shonkoff, Building a foundation*TBAApril 25th – Paper/ExamNo classWordpress Readings (Alphabetical order):Addy, S., Engelhardt, W., & Skinner, C. (2013). Basic facts about low-income children: Children under 18 years, 2011. New York, NY: National Center on Child Poverty at Columbia University. Downloaded from: publications/pub_1074.html on January 22, 2014.Burgard, S. (2012). Is the recession making us sick? Pathways (Fall), 19-27.Duncan, G., & Magnuson, K. (2011). The long reach of early childhood poverty. Pathways (Winter), 22-27.Edin, K., Boyd, M., Mabli, J., Ohls, J., Worthington, J., Green, S., Redel, N., & Sridharan, S. (2013). SNAP Food Security In-Depth Interview Study. Washington, DC: U.S. Department of Agriculture, Food and Nutrition Service. Downloaded from fns.research-and-analysis.Evans, G., Brooks-Gunn, J., & Klebanov. (2011). Stressing out the poor: Chronic physiological stress and the income-achievement gap. Pathways (Winter), 16-21.Hoisington, A., Schultz, J., & Butkus, S. (2002). Coping strategies and nutrition education needs among food pantry users. Journal of Nutrition Education and Behavior, 34 (6), 326-333.Kozol, J. (1988) Grieving for a lost home. In Rachel and her children. New York: Three Rivers Press.McCoy-Roth, M., Mackintosh, B., & Murphey, D. (2012). When the bough breaks: The effects of homelessness on young children. Child Trends: Early Childhood Insights, 3 (1): 1-11.O’Hare, W. (2009). The forgotten fifth: Child poverty in rural America. Durham, NH: Carsey Institute.Seccombe, K. (2007). “So you think I drive a Cadillac?” Welfare recipients’ perspectives on the system and its reform. Boston, MA: Pearson.Shonkoff, J. (2011). Building a foundation for prosperity on the science of early childhood development. Pathways, 10-15.HDF 434 Children and Families in PovertyDiscussion Essay 1 – Due February 28th Purpose: To evaluate the effects of poverty and social stratification on the health and life chances of poor people.Assignment: After reading Chapter 2 of Class Matters, “Life at the top in America isn’t just better, it’s longer” by Janny Scott (2005), discuss the following: Discuss how social stratification (also described as social location) explained the different experiences of Jean Miele, Will Wilson, and Ewa Gore during and after their heart attacks. As part of your answer, propose one structural or systemic change that could reduce the disparity between these three experiences. Your essay should incorporate evidence/support for your position from at least 2 other class sources (lectures or assigned readings). Format: Papers should be 3 pages long, typed, double-spaced, with appropriate (APA) citations of quotes and references. Grading:Excellent essays will contain the following:a) A broad introduction that narrows to your thesis statement regarding the role of social stratification/location in health care.b) Supporting evidence from all assigned readings, including a minimum of 2 connections between the Ch. 2 and each of the required class sources (lectures or other assigned readings).c) Analyze the connections and avoid summarizing what happened.d) Define and give examples of key concepts.e) Conclude by discussing the broader implications of your essay (e.g., how does your essay connect with the US health care system)NOTE: Papers that quote material without proper attribution will receive an F. Papers will be marked down for grammatical errors, especially incomplete or run-on sentences. Papers should NOT have headings. Essay should be at least 3 pages. Ways to avoid this requirement (putting your name on the first page, double-spacing between paragraphs, large margins) will result in deductions. See following page for grading rubric.HDF434 - Children and Families in PovertyDiscussion Essay 2 – Due March 28thPurpose of assignment: To synthesize information from different sources in order to make well-supported predictions of the effects of childhood poverty on life-course outcomes. Essay question: After reading There are no children here (Kotlowitz, 1991), answer the following question: Which brother, Lafeyette or Pharoah, is more likely to escape poverty? In your answer, integrate key concepts from Lareau’s (2012) Unequal Childhoods that support your answer. [You may state that one, both, or neither will escape poverty.] This 3 page, typed essay should demonstrate your understanding and ability to integrate concepts and examples from There are no children here and Unequal childhoods. The essay is due at the start of class on April 8th. Excellent papers will contain the following: 1) a clear answer to the above question that is consistent throughout the paper with justification from the readings for your viewpoint; 2) evidence of completing the assigned readings; 3) evidence of your understanding and ability to apply Lareau’s concepts to predict the future path of Lafeyette and/or Pharoah. Format: This paper should be 3 pages, typed, and double-spaced with appropriate citations of direct quotes (with page numbers) and source material from readings. NOTE: Papers that quote source material without proper attribution will receive an F. Papers will be marked down for grammatical errors, especially incomplete sentences. Papers should NOT be in bulleted form. See following page for grading rubric. Grading Rubric for EssaysExcellentAverageNeeds WorkUse of required readings (25%)All sources clearly referred to; appropriate referencing; analyses of readings mainly in own wordsRelies largely on one sources but makes references to other readings; small mistakes in referencing; some analyses of readings in own wordsRelies somewhat on one source but mainly states personal opinion or experience; over-reliance on quotes instead of putting information into own words; does not reference work;Content (50%)Introductory paragraph with broad start; logically ends with an analytic thesis (clear position); Body of paper includes arguments that are well supported with evidence from all readings; Applies several concepts (3 or more) from one source to another; Conclusion ties back to introduction; tells the reader what has been learned about poverty from this analysisIntroductory paragraph with a descriptive thesis; most arguments well-supported; Body of paper more a summary of readings though some application of how the readings support your viewpoint; Applies some concepts from one source to another (< 3). Conclusion that primarily restates or summarizes previous material; omits broader implicationsNo introductory paragraph; position not clear until end or not given; Body of paper: Arguments not well-supported by readings; Largely a summary of the readings; No conclusion or brief conclusion.Format (25%)Complete, grammatically sentences; appropriate use of paragraphs; limited number of direct quotes; Avoids use of “I” ; Minimal grammatical errors; few sentence or paragraph errors; minimal use of “I” statements; few direct quotesLess than 3 pages; many errors in grammar, sentence and paragraph structure; primarily writes from 1st person perspective (uses “I”); University of Rhode IslandHuman Development and Families StudiesHDF 434 – Children and Families in PovertySpring 2019Service Learning FormOne requirement for HDF 434 is the completion of at least 8 hours of non-paid, service learning with an organization directly serving low-income or at-risk families/individuals. You are being asked to verify that the following student completed at least four hours of this assignment at your program. Please fill out the bottom part of this form and return it to the student. If you have any questions or concerns, please contact Keith Rinier at 401-752-9447. Thank you for your cooperation.************************************************************************I hereby certify that ____________________________ has performed (Student Name)_____ hours of volunteer service on _____________at ______________________. (date)(Organization Name)I understand the student will be writing a brief reflection journal on this experience that will be read by the student’s professor, Keith Rinier, and no one else. I also understand that Keith Rinier may contact me to verify this information._____________________________________________________________(Name)(Signature)_____________________________________(Address)_____________________________________(City, State)_____________________________________(Phone Number)___________________(Date) ................
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