SWK S-313 Poverty in the United States (3 cr.)
SWK S-313 Poverty in the United States (3 cr.)Course InformationSemester Year: Spring 2017Section Number: XXXXXLocation: XXXXXDay:XXXXXTime:XXXXXInstructor: XXXXX XXXXXXXXXOffice:XXXXEmail:XXXXPhone:xxxxxOffice Hours:xxxxxxxxxxCourse DescriptionWorking with persons experiencing poverty is a major focus of the social work profession. The primary purpose of this course is to examine the nature of poverty, both rural and urban, in the United States. To achieve this purpose, we will explore and examine the history of poverty in the United States, theories about the causes of poverty, and the effects of poverty on individual development. We will also examine the demographics of poverty and reflect on the co-occurrence of poverty and oppression. Finally, we will examine various policies and programs that have been designed to alleviate poverty, the effects and consequences of these efforts, and will explore and propose other possible intervention strategies.Course ObjectivesAs a result of having completed the requirements of this course, students will be able to:Demonstrate understanding of the definitions and measurement of poverty, particularly those definitions and measures utilized by the federal government.Demonstrate understanding of how the experience of poverty affects individual development, and serves as a risk factor throughout the life span.Demonstrate understanding of the trends and dynamics of poverty and the likelihood of experiencing poverty across the lifespan.Analyze theories on the causes of poverty, and critically reflect on the usefulness and limitations of these theories to social work practice.Evaluate research on poverty in terms of its validity and usefulness for developing anti-poverty initiatives.Demonstrate an awareness of the extent of poverty in their communities, with a special focus on examining the extent of both rural and urban poverty in Indiana. Evaluate the strengths and limitations of major anti-poverty initiatives, at both the micro and macro levels of intervention.Required TextsHooks, B. (2000). Where We Stand: Class Matters. New York: Routledge.Course Outline Module 1: Dates: Overview Introductions to each other and the course/overview of assignmentsMyths and facts of povertyAssignments Post responses in Discussion Forum #1Readings Read Online PowerPointBuss, J. A. (2010). Have the poor gotten poorer? The American experience from 1987 to 2007. Journal of Poverty, 14, 183-196.View the poverty tour: USCCB WebsiteModule 2: Dates: Overview Defining and measuring poverty (How do we decide who is poor? How many people are poor? What are other ways of defining poverty? What are the pros and cons of different definitions?)Assignments Post responses in Discussion Forum #2ReadingsRead Online PowerPointSouthwell, P. (2009). The measurement of child poverty in the United States. Journal of Human Behavior in the Social Environment, 19, 317-329. Explore the U.S. H.H.S.2010 Poverty Guidelines:Aspe WebsiteModule 3:Dates:OverviewConsequences of poverty (How does poverty impact individual development over the course of the life span? How does experiencing poverty affect family functioning?)AssignmentsPost responses in Discussion Forum #3ReadingsRead Online PowerPointRussell, M., Harris, B., & Gockel, A. (2008). Parenting in poverty: Perspectives of high risk parents. Journal of Children and Poverty, 14(1), 83-98. Choose your own reading adventure: Find a newspaper article or blog post (or some other media publication) that addresses the issue of how poverty impacts individual or family functioning at any point in the life span. You will need to share the link or source with others as part of participation in the discussion forum. Module 4:Date:OverviewHistorical trends in poverty/U.S. poverty compared to other nations (How has the measurement and definition of poverty changed over time? How do other nations, both developed and developing, define poverty? How do they address it?)AssignmentsPost responses in Discussion Forum #4My Hometown Assignment DueReadingsRead Online PowerPointSchweickart, D. (2008). Global poverty: Alternative perspectives on what we should do—and why. Journal of Social Philosophy, 39(4), 471-491. Smeeding, T.M. (2005). Public policy, economic inequality, and poverty: The United States in comparative perspective. Social Science Quarterly, 86, 955-983.Check out: Module 5:Date:OverviewCurrent trends in poverty and inequality (Poverty among different groups; dynamics of poverty; relationship between poverty and discrimination and oppression)AssignmentsPost responses in Discussion Forum #5ReadingsRead Online PowerPointRank, M.R., & Hirschl, T.A. (1999). The likelihood of poverty across the American adult lifespan. Social Work, 44(3), 201-216.Hawkins, R.L. (2009). Same as it ever was, only worse: Negative life events and poverty among New Orleans Katrina survivors. Families in Society, 90(4), 375-381.Module 6:Date:OverviewIt’s all your fault: Individual theories on the causes of povertyAssignmentsPost responses in Discussion Forum #6ReadingsRead Online PowerPointCline, A.R. (2009). Losers and the subprime mortgage crisis. Poverty and Public Policy, 1(2), 1-10. View: Miewald, C. (2003). Making experience count in policy creation: Lessons from Appalachian Kentucky. Journal of Poverty, 7(1/2), 163-181.Module 7:Date:OverviewWelcome to Wal-mart: Structural theories on the causes of povertyAssignmentsPost responses in Discussion Forum #7ReadingsRead Online PowerPointEdelman, M.W. (2009). The cradle to prison pipeline: America’s new apartheid. Harvard Journal of African American Public Policy, 15, 67-68. Richards, T.N., Garland, T.S., Bumphus, V.W. & Thompson, R. (2010). Personal and political? Exploring the feminization of the American homeless population. Journal of Poverty, 14(1), 97-115.You should start reading the bell hooks book, if you haven’t already done so.Module 8:Date:OverviewRural poverty (The myth of rural poverty; different challenges faced by persons in rural communities; exploring the extent of rural poverty)Assignments Post responses in Discussion Forum #8ReadingsRead Online PowerPointWharton, T.C. & Church, W.T. (2009). Consideration of one area of persistent poverty in the United States. Social Development Issues, 31(1), 27-38.Watch: A Hidden America: Children of the Mountains Youtube Parts 1-5, found on Youtube.Module 9:Date:OverviewUrban poverty (Challenges facing inner city residents; impacts on neighborhoods and schools, exploring the extent of inner city poverty)AssignmentsPost responses in Discussion Forum #9ReadingsRead Online PowerPointDash, L. (1994). Rosa Lee & me. Washington Post. Retrieved at: Washington Post Read parts 1-3, and more if you like!Wolf, J.P. (2007). Sociological theories of poverty in urban America. Journal of Human Behavior in the Social Environment, 16(1/2), 41-56.Module 10:Date:OverviewWelfare use and dynamics of welfare caseload (spells of welfare usage; how welfare usage has changed over time; myths related to welfare usage)AssignmentsPost responses in Discussion Forum #10Critical analysis of Where We Stand: Class Matters dueReadingsRead Online PowerPointWu, C., & Eamon, M.K. (2007). Public and private sources of assistance for low-income households. Journal of Sociology & Social Welfare, 34(4) 121-149.Module 11: Date:OverviewResponding to poverty (structural interventions)AssignmentsPost responses in Discussion Forum #11ReadingsRead Online PowerPointFind an article or news/media report about a structural level intervention to address poverty. Structural level interventions include Temporary Assistance to Needy Families (TANF), Foodstamps, Student Loan Programs and Section Eight Housing, among others. Read the article. Your discussion response with this week will require use of the article to present to other students. See discussion forum topic #11 on Oncourse for further instructions.Herd, P. (2009). The problem of poverty among older people in America: Options for reform. Benefits: The Journal of Poverty and Social Justice, 17(2), 125-135.Module 12:Date:OverviewResponding to poverty (individual interventions)AssignmentsPost responses in Discussion Forum #12ReadingsRead Online PowerPoint“IDA Basics” and “Research and Resources” at CFED WebsiteModule 13:Date:OverviewExperiences of poverty: Radical and resilientAssignmentsPost responses in Discussion Forum #13ReadingsRead Online PowerPointBoehrer, F. (2003). Anarchism and downward mobility: Is finishing last the least we can do? Contemporary Justice Review, 6(1), 37-45.Vandsburger, E., Harrigan, M., & Biggerstaff, M. (2008). In spite of all, we make it: Themes of stress and resiliency as told by women in families living in poverty. Journal of Family Social Work, 11(1), 17-35.Module 14:Date:OverviewOnline Presentations of Poverty InterventionsAssignmentsPost your PowerPoint PresentationsPost responses in Discussion Forum #14Final Paper: Anti- Poverty Intervention DueReadingsAssignments and GradingMore specific instructions for each assignment will be posted on Canvas. Instructor also will discuss details or answer any questions related to assignment during the class and office hours.All assignments should be produced on a word processor (or typed), double spaced, with one-inch margins on all sides, carefully edited and proofed, using no smaller than a 12 point font, and conforming to APA style (6th ed.) Assignments Discussion forum postings: 70 points (equivalent to 5 points per discussion forum)DUE:date Final Grade Percentage: 26% Mini-activities/participation exercises: 50 points throughout the semesterDUE:date Final Grade Percentage: 19% “My hometown”: 40 pointsDUE:date Final Grade Percentage: 15% Critical analysis of Where We Stand: Class Matters : 60 pointsDUE:date Final Grade Percentage: 22% Anti-poverty intervention proposal PAPER: 50 pointsDUE:date Final Grade Percentage: 19% Grading Standards Papers are graded on the quality of the final product not on the effort you extended completing them. The grade of A is reserved for truly outstanding work that goes beyond basic requirements. Grades of A reflect Excellence. Excellent scholarly products and academic or professional performances are substantially superior to the “good,” “the high quality,” “the competent,” or the “satisfactory.” They are unusual, exceptional, and extraordinary. Criteria for assignments are not only met, they are exceeded by a significant margin. Excellence is a rare phenomenon. As a result, relatively few BSW students earn A grades.Grades of B signify good or high quality scholarly products and academic or professional performance. Grades in the B range reflect work expected of a conscientious student in a professional program. Criteria for assignments are met in a competent, thoughtful, and professional manner. However, the criteria are not exceeded and the quality is not substantially superior to other good quality products or performances. There is a clear distinction between the good and the excellent. We expect that most BSW students will earn grades in the B range—reflecting the good or high quality work expected of competent future helping professionals.Grades of C and C+ signify work that is marginal in nature. The scholarly products or professional performances meet many but not all of the expected criteria. The work approaches but does not quite meet the standards of quality expected of a student in a professional school. Satisfactory in many respects, its quality is not consistently so and cannot be considered of good or high quality. We anticipate that a minority of BSW students will earn C and C+ grades.Grades of C- and lower reflect work that is unsatisfactory. The products or performances do not meet several, many, or most of the criteria. The work fails to approach the standards of quality expected of a student and a future BSW-level professional. We anticipate that a small percentage of BSW students will earn unsatisfactory grades of C-, D, and F.Grading scaleGrade minimums are as follows [Note: grades below a C are Unsatisfactory in the BSW Program]:A93%Excellent, Exceptional QualityA-90%Superior QualityB+87%Very Good, Slightly Higher QualityB83%Good, High Quality (expected of most BSW students)B-80%Satisfactory QualityC+77%Marginal, Modestly Acceptable QualityC73%Marginal, Minimally Acceptable QualityC-70%Unsatisfactory QualityCourse Policies Assignment Students are expected to submit all assignments on time. If you need to extend a deadline you MUST speak to me in advance of the due date to get an approval and an agreement will be reached. Late submission (except by prior agreement) will be marked down 5% per day late. IU has a subscription with the Turnitin plagiarism detection service, and faculty members have the right to submit student papers to the service to check for originality. service will be used for all student papers in this course. Attendance and participation Students are expected to attend and participate in all class sessions. Students should complete readings and homework as assigned and come to class prepared for discussion and questions. Because of the nature of this course and group assignments, regular attendance is required and extremely important. Class attendance and active participation in class activities are considered essential for the satisfactory completion of the course objectives. If you are absent, it is your responsibility to get notes from other students regarding materials covered during your absence. If you are absent on the day when an assignment is due, you need to submit your assignment before the beginning of the class. Missing more than 2 of the scheduled classes will result in a letter-grade deduction for the course. Late arrivals and early departures will also lead to course point deductions. It’s up to instructor’s discretion to decide the deduction points. If you miss five or more classes you will fail the course. ................
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