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The University of British Columbia- Department of Sociology

SOCI 361
Social Inequality
Summer Session, Term 2, 2015
Session Time and Day TBA, Room TBA
Instructor: Ana Vivaldi
Office: ANSO 157
Office Hrs: TBA
E-mail: a.vivaldi@ubc.ca

Teaching Assistant: TBA

Office:
Office Hrs: TBA
E-mail: TBA

Course description
While we in a society that since Enlightenment has claimed that all men are equal, and thus
all men should be free. Yet it immediately jumps to our attention the biggest part of humanity
(women, slaves, children) have been left out of these statements. Systems of difference are most
of the times systems of inequality. But differences and inequalities are not all the same, change in
different social formations and change through time.
This course introduces students to an advanced discussion on the effects of class, gender,
sexuality, age, race and ethnicity in the production of social inequalities. We will start by
examining how these dimension are always interconnected and work together (intersectionality),
even when one may be more prominent than other in specific situations. After this we will move
to examine these dimensions separately, while still keeping a perspective on their intersections.
Students will engage in core theoretical questions surrounding the making of inequalities, discuss
the historical context of these debates, as we introduce specific case studies from Canada and
across the globe.
The second part of the course will unpack the main systems of inequality that have also defined
disciplinarian areas within sociology: a) class, social capital, and education; b) gender and
sexuality, c) ethnicity and race, d) age and generation, e) ability. We will put the analytical
approaches into practice as we analyze specific cases from a multi-dimensional perspective. We
will also follow the ways Sociologists have engaged and made interventions to produce
transformations within these dynamics. The third part of the course covers transnational relations
as we link relations that emerge from the movement of people, capital and ideas. We will
consider difference and inequality as a result of trans-local fields of tension. In this part we will
consider how transnational connections not only impacts large-scale social formations as national
economies but also have repercussions over intimate relations, such as love and family, and over
deep emotions such as pity.

Readings:
For each reading pay attention to the thesis, the questions being asked, the methods being
employed, and the types of evidence being cited. What theoretical perspectives each author is
engaging and how are the arguments structured? What did each author learn and how did she/he
find this out?
Readings available at UBC connect.
Collins, Patricia Hill. 2002. Black Feminist Thought: Knowledge, Consciousness,
and the Politics of Empowerment. Routledge.
Evaluation:
Students marks are calculated on the basis of one exam, a review paper, a final research paper
and class participation during the discussion sections.
Class participation

15%

1 Midterm exam: Mid range questions and short essay

25%

1 Book review

25%

Final Paper including:

1 Final paper proposal (1 page) and Oral presentation:
1 Final Paper (8-10 pages):

5%
30%

Class participation (15%): Class participation is based on your work in class. On several
Sessions we will have in-class individual and group activities and you will get a mark for your
engagement in those activities. Class participation is not evaluated according to how much you
talk in class, but rather how much you help move the group discussions forward. Moving the
discussion forward occurs, for example, by asking open questions, explaining why you found a
particular issue in the readings or lectures to be confusing or unclear; by asking questions that
generate discussion. You can contribute to class by bringing examples to illustrate a discussion.
If you feel intimidated by making comments in big settings you can contribute to discussions in
your small groups, by sending discussion questions in advance, or sharing relevant media
information with the rest of the class. It is a good idea to write down your main questions for
each reading and after reviewing your lecture notes. Undocumented absences from class result in
a zero for the days class participation.
Midterm Exam (25%): Students will take one take-home mid-term exam. The exam will ask
concepts, mid-range questions, and short essay. Short answers will inquire about specific points
in readings and class discussions, mid range questions may ask to compare two authors, or to
give examples of conceptual discussion. All materials from Part I (readings and class
discussions) will be included in the exam I.
Exam I: TBA

Review Paper (25%) You have to read the introduction, conclusion and chose 1 chapter to
discuss in depth of the book Black Feminist Thought: Knowledge, Consciousness, and the
Politics of Empowerment, by Patricia Hill Collins. You will relate this book with at least 3 of the
class readings from Part 2 of the course. We ask you to support your arguments with specific
reference to all the readings. Use examples and quotations from the book to support your points
and also explain what you take from the reading. Specifically we ask you to: 1. Choose (a) key
theme(s) raised in the chapters and define a specific argument for your review. 2. Summarize the
main points of the chapters covered in relation to your main argument. 3. Generate a critical
discussion of the book, by for example answering: What are the contributions? What are
potential critiques to the research? What implied research questions could follow up this
research? Support your statements with direct reference to the book and clear explanation of
what aspect of the article supports your points. Your papers should be no more than 4-5 pages in
length, typed (12 point font/1 inch margins), double-spaced. Please, use ASA citation style.
Final Paper (35%), Including:
a) Final Paper Proposal + Final Paper Presentation (5%): We require you submit a 1 page
typed (12 point font/1 inch margins), single-spaced proposal, that describes your project and
outlines: a) your theme, b) your main argument, c) some of the supporting ideas to develop
this argument, d) the evidence that will back up these secondary points, and e) a working
bibliography of sources. Due at the beginning of class TBA.
Final Paper Presentation (2-3 min): You will present your final paper to the rest of the class in
our last session. Please share the main argument and your findings. If you wish tell us what
motivated to chose this topic and / or what is the relevance of it.
The criteria for marking the proposal and presentation will be on a complete incomplete basis.
Note this does not mean you will get the full 5% of the mark but that we will extend the grade of
your paper to your proposal and presentation. In sum there are 3 options: if you do an
outstanding presentation and proposal you paper grade will go up. If you do the proposal and
presentation your final paper grade will be full mark. If you do not hand in the proposal or miss
the presentation (or both) your final paper grade will go down 2,5 or 5 points.
b) Final Paper (30%) Research Papers will be about a topic of your choosing with previous
approval of your instructor or TA. You need to choose a case study, as for example racial
profiling in Vancouver, the making of masculinity in the program of temporary foreign workers
in Canada, etc. Chose something specific so you can make your analysis deep (i.e. racism in the
us is too broad and to vague) you will need to incorporate theoretical perspectives from at least 3
readings from the entire course. Your paper should include concise explications of the concepts
of the theoretical pieces you are using to understand this social phenomenon; and what they
leave outside. Papers should be organized, with: 1) Introduction: including a main argument, a
brief discussion of what you are going to do. 2) A body involving information you researched
and readings from class you are using as analytical or content sources. Please make explicit what
are the different points of view on the topic you chose to research with direct references to your
sources, include appropriate quotations if necessary. 3) Conclusion, were you explain what you

learned from this discussion, and where you may raise new questions. Papers should be 8 to 10
pages long (double-spaced, 1 in margins 12 pt. font). Due at the beginning of class TBA.
Faculty of Arts Grading Table:
A+
90-100
B+
76-79
A
85-89
B
72-75
A80-84
B68-71

C+
C
C-

64-67
60-63
55-59

D
F

50-54
0-49

Course Objectives
This course will introduce students with some of the core discussions developed by social
theorists and put into practice their utility for understanding the social matrixes of difference and
inequality, and the structures that shape our everyday life experiences. We expect students build a
number of skills that are essential to becoming social scientists working in research, teaching or
as applied professionals. Through participation in this course, students will

Become familiar with concepts, theorists and schools of thought that are central to the
study of social inequalities that are produced by sociology and social sciences.
Develop criteria for testing the analytical strengths and weaknesses of different
approaches for the study of different social problems from Canada and across the
globe.
Approach some of the applied dimensions of the practice of Sociology and consider
the specific challenges and specific skills for the application of sociology outside
academia
Refine advanced writing skills. Practice oral communication and presentation skills.

Class Policies
Assignments will not be accepted via e-mail or slipped under my office door. All
assignments are due by the start of class on the due date.
If you miss a class, please contact another student for the lecture or tutorial notes. Below is a space
for you to collect the email addresses of three of your classmates who will be able to provide you with
the lecture notes.
a. _______________________________
b. _______________________________
c. _______________________________
If you need to miss more than a week of class and miss one or several deadlines you need to
contact the appropriate administrative officer in your faculty (for example the Arts advising
office if you are an Arts student) and request an official Standing Deferral. This allows us to

give you the extensions you may need. No extensions or make-ups will be granted, except
with a valid reason from a doctor or Arts Advising.
Missed Exams: You will receive a grade of 0 (zero) on a missed exam, unless you have a
documented absence. Make-up assignments will be scheduled with students before the date of
the exam. If you miss any exam, you must contact the instructor as soon as possible to arrange
for the make-up assignment.
Late assignments: will be marked down 3% for each day late (including weekends), except in
the case of a documented medical emergency. Assignments latter than 3 days will not be received
and marked with a 0%.
Extended deadlines. In some occasions students have unpredicted hardships such as an illness
that lasts more than one week, a family responsibility that affects the student profoundly. UBC
recognizes these situations through Academic Concession (AC) or Standing Deferral (SD)
Policies. You need to ask your academic Unit for and of these exceptions, instructors cannot
give you more than one extension. Please contact your academic unit early and, by providing the
relevant documentation, either ask for a Standing Deferral or Academic Concession. Without a
SD or AC we will not be able to provide long extensions (i.e. more than 4 days) or extra makeups even if you have documented reason.
UBCs Early Alert program can help you identify academic, financial, or mental health
concerns as early as possible and to respond to them in a coordinated way. This service connects
you to resources like academic advising, financial advising, counseling, or other resources and
support to help you get back on track. Any information they receive from you or from us is
treated strictly confidentially, in the interests of your academic success and wellbeing. For more
information, please visit earlyalert.ubc.ca.
Access and Diversity: The University accommodates students with different types of learning
who have registered with the Access and Diversity Centre. The University accommodates
students whose religious obligations conflict with attendance, submitting assignments, or
completing scheduled tests and examinations. Please let the instructor know in advance,
preferably in the first week of class, if you will require any accommodation.
Academic Regulations: Please review the UBC Calendar Academic regulations for the
university policy on cheating, plagiarism, and other forms of academic dishonesty. Also visit
www.arts.ubc.ca and go to the students section for useful information on avoiding plagiarism.
Exam Paper Revisions: If you want to ask for a revision of the grading of your paper or exam
we require you make a written letter pointing to the parts you consider need reconsideration and
stating why. We will not make changes on the spot, but will take the exam or paper and the letter
and re-read your work. A final joint decision from the TA and instructor will be given one week
later. Note that when you ask for a revision your mark may remain the same, it may drop or get
increased.

Course outline1
Part I: Understanding Inequalities
Week 1
May 12: Introduction to the Course

Documentary: Santas Workshop

May 14: Difference as Inequality: The Normal and The Abnormal

Razack, S. 2006 Looking white people in the eye

Foucault, M. 1979 Right over death and power over life
Althusser 1971 Ideology and Ideological State Apparatuses (Notes towards an
Investigation)

Week 2
May 19: Intersectionality: Feminist Contribution to Social Sciences

Crenshaw, K. 1989. Demarginalizing the Intersection of Race and Sex: A Black Feminist
Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics.
Lorde, A. 1984. Selection from: Sister outsider: essays and speeches.
McCall, L. 2005. The Complexity of Intersectionality.
***Mid-term Exam *** Handed in
Part II: Lines of Difference and its Inequalities
May 21: Class, Education and Social capital

Bourdieu, P. 1984. Introduction in: Distinction: A Social Critique of the Judgment of Taste.
Willis, P. E. 1977. Learning to Labor: How Working Class Kids Get Working Class Jobs.
Aidala, A. 2015. Housing and HIV/AIDS: A tale of Academic Provider (4 p.)
Collins, P. H. 2002. Part 1. Black Feminist Thought: Knowledge, Consciousness, and the
Politics of Empowerment.
***Mid-term Exam***Due.
Week 3
May 26: Gender and Sexuality

Butler, J. 1993. Introduction in: Bodies that Matter: On the Discursive Limits of Sex
Smith, D. 2005 Introduction in: Institutional Ethnography.

1 I reserve the right to make modifications. Please note I tend to make adjustments depending on the direction that
discussions will take. I will make announces about changes and make readings available through connect or library
links.

Hamilton, J. L., Becki Ross, 2014 Vancouver Sun Opinion: Sex workers seek apology,
reparations
Collins, P. H. 2002. Part 2.a. Black Feminist Thought.

May 28: Race and Ethnicity

Hall, S. and P. Du Guy. 1996 Who Needs Identity? in: Questions of Cultural Identity
Cornell, S. and D. Hartman 2007 Mapping the Terrain in Ethnicity and Race.
Mawani, R. 2010. Chapter 1 in: Colonial Proximities.
Collins, P. Hill. 2002. Part 2.b. Black Feminist Thought.
Week 4
June 2: Other Vectors of difference: Age, Generation / Ability / Health

Riley, M.W. 1987. On the Significance of Age in Sociology.

Kershaw, P., 2011. Does Canada Work for All Generations? (3 pages report)
Snyder, S. L., and D. T. Mitchell. 2001. Re-engaging the Body: Disability Studies and the
Resistance to Embodiment.
Saxena, S., et al. 2007. Resources for mental health: scarcity, inequity, and inefficiency.

You will make one reading form the following list of your choosing:

MacLeod, A. 2014. Expensive Housing, Low Pay Challenge Next Generation.

CBC 2014. Child Poverty on Rise in BC http://www.cbc.ca/news/canada/britishcolumbia/child-poverty-on-rise-in-b-c-says-first-call-coalition-report-card-1.2847293

Child Poverty Report 2014. http://still1in5.ca/wp-content/uploads/2014/11/First-CallCoalition-Report-Card-2014-FINAL-WEB.pdf

Small, D. 2007. Fools rush in where angels fear to tread: Playing God with Vancouvers
Supervised Injection Facility in the political borderland.

June 4: Bringing it Together: Intersections of Marginality and Privilege

Collins, Patricia Hill. 2002. Part 3. Black Feminist Thought

Ho, Karen 2009. Biographies of Hegemony in: Liquidated

***Book Review due***

Part III: Transnational Inequalities

Week 5
June 9: Islamophobia

Park, Robert E. 1941 The social function of war: Observations and notes.

Said, E. 1979. Introduction in: Orientalism.

Meer, N, 2014. Islamophobia in: Key Concepts in Race and Ethnicity (2 pages)

Final paper workshop

***Final Paper proposal due***
June 11: Interlocking Diversities in the City

Razack, Sh. 2008. Racism in the Name of Feminism in: Casting Out

Harvey, David 2012. Selections from: Rebel Cities.

Final paper workshop

Week 6
June 16: Transnational Feminisms: Reconsidering Race, Sexuality and Gender

Grewal, I. and C. Kaplan 1994 Introduction in: Scattered Hegemonies: Postmodernity and
Transnational Feminist Practices.

Chose one:

Write, M. 1998. Maquiladora Mestizas and Feminist Border Politics.

Gregory, S. 2003 Men in Paradise in: Race, Nature and the politics of Difference.

Final paper workshop

June 18: Wrap up and Student Presentations.
***Oral Presentation. ***
***Final paper: Due the last day of class at the beginning of class***