EDPOL 200: Race, Ethnicity, and Inequality in American Education

This course explores the complex relationship between race, ethnicity, and inequality in American public education. Specifically, the course examines schools as sites where racial inequality is produced, reproduced, and resisted through institutional structures and the “everyday” practices of teachers, students, parents, and community members. Although race and ethnicity are the primary focus of course, students also explore the ways race and ethnicity intersect with other identities (e.g. gender, social class, sexual orientation, etc.).

EDPOL/SOC 505: Issues in Urban Education

In this course students explore urban education and its relationship to broader political, social, and economic contexts. Most of the course material focuses on contemporary, K-12 urban educational issues. Special attention is paid to the relationship between race, class, gender, and inequality in urban public schooling.

EDPOL/SOC 648: Sociology of Education

This course uses a sociological lens to examine American schools and schooling, with a particular focus on social inequality and how class, race, and gender intersect in the experiences of students. Students examine how schools and schooling relate to broader social structures, institutions, and practices, asking questions such as:

• What role do social forces outside of the educational system play in influencing educational processes (such as student learning) and outcomes (such as student achievement and advantage/disadvantage)?
• Why are schools both similar to and different from one another?
• How are formal and informal relationships organized within schools, and what consequences for students’ learning, identities, and futures does the social organization of schooling have?
• To what extent, and in what ways, do schools promote equal opportunity, and to what extent, and in what ways, do schools reproduce prevailing patterns of power, privilege, and hierarchy?
• How are inequalities related to social class, ethnicity, race, gender, and sexual orientation manifested in schools?

EDPOL 911: Seminar in Urban Education

In this course students critically interrogate dominant framings of “urban education” found in academia and in popular culture and discourse. With a focus on K-12, U.S. urban education, the course explores:

• What constitutes “urban” education?
• How has urban education been framed historically?
• How is urban education currently framed, by whom, based upon what, and toward what purposes?
• How do shifting social, economic and spatial patterns in cities and metropolitan regions complicate conventional framings of urban and suburban divides?
• What are the consequences of particular ways of framing/explaining urban education?
• How might we reframe urban education, and towards what end?