This course examines the dynamic and often conflicted relationships between African American struggles for inclusion, and the legislative, administrative, and judicial decision-making responding to or rejecting those struggles, from Reconstruction to the passage of the Voting Rights Act. In tracing these relationships, we will cover issues such as property, criminal law, suffrage, education, and immigration, with a focus on the following theoretical frameworks: equal protection, due process, civic participation and engagement, and political recognition.
In this course, students examine the relationship between inequality and schooling in the United States. We explore the educational practices and organizational structures through which social inequality is produced and reproduced inside schools and how social class, race, ethnicity, gender, and other social differences shape educational outcomes. Additionally, we examine students' responses to inequality and theories of resistance. We mainly consider theoretically grounded, qualitative research related to K-12 education. Several readings discuss the realities of urban schooling, and each week we connect the readings to current policy trends.
While diseases are often imagined to be scientific or medical conditions, they are also social constructs. In the 19th century the condition of Dysaesthesia Aethiopis (an ailment that made its sufferers "mischievous") was considered nearly universal among free blacks. Today AIDS and tuberculosis are often associated with personal attributes, while the social forces at work to structure risk for acquiring these illnesses are glossed over. We will examine work from anthropologists, sociologists, historians, queer studies scholars and scientists who work on issues of disability to investigate how people challenge contemporary visions of society.
Dance/Theater Pedagogy Seminar explores the connection between engaged dance and elementary school literacy, mathematics and social studies while allowing students the opportunity to be civically engaged and contribute to the community. The course combines teaching movement classes to elementary school students while collectively engaging in an in depth exploration of Dance and Theater in Elementary Education with an emphasis on recent developments in the field. Fieldwork takes place weekly at designated out-of-class times. Classroom management skills, lesson planning strategies and various methods of evaluation/assessment will be examined.
This course is divided in two parts. The first examines why some countries are so much richer than others, and critically evaluates different explanations for this phenomenon on theoretical and empirical grounds. The second part deals with selected microeconomic issues related to life in the developing world, examining theories and data on education, health, credit and other topics.
Selected topics in the economic analysis of development beyond those covered in 562. Topics are selected from the theory and measurement of poverty and inequality; the relationship between growth and poverty; health and education in economic development; saving, growth, population, and development; commodity prices in economic development.
Examines issues in global health. Specific topics include effects of health on growth and development; health, nutrition and productivity; the relationship between health and height; the relationship between education and health; structural problems in health service delivery in developing countries; and the impact of the AIDS crisis on economic wellbeing; measurement of health and well-being around the world. Prerequisites: PhD-level microeconomics and econometrics.
The course covers the linguistic, psycholinguistic, neurolinguistic, and sociolinguistic aspects of bilingualism. We examine language acquisition in monolingual and bilingual children, the notion of "critical age" for language acquisition, definitions and measurements of bilingualism, and the verbal behavior of bilinguals such as code-switching. We consider the effects of bilingualism on other cognitive domains, including memory, and examine neurolinguistic evidence comparing the brains of monolinguals and bilinguals. Societal and governmental attitudes toward bilingualism in countries like India and the U.S. are contrasted.
This course is an introduction to sign language linguistics. It gives an overview of how sign language is similar to spoken language and how it is different, highlighting how sign language studies inform our understanding of human language ability. Topics covered may include: sign language phonetics, phonology, morphology, syntax, semantics; sign and gesture; sociolinguistic variation in sign language; neural representation and psycholinguistic aspects of sign language; acquisition and emergence of sign languages; bilingualism in sign language; sign language literature; sign language and Deaf education; sign language and Deaf rights.
This course examines various political controversies that surround the role of race and ethnicity in American society. These controversies and issues affect public opinion, political institutions, political behavior, and salient public policy debates. Thus this course will assess and evaluate the role of race in each of these domains while also examining historical antecedents. The first half of the course will focus on historical antecedents such as the civil rights movement and the Black Power movement. The second half of the course will focus on the nature of contemporary racial attitudes, in the 2008, 2012 and 2016 presidential elections.
Principles of psychology relevant to the theory and practice of education. Through selected readings, discussion, and classroom observations, students study theories of development, learning, cognition (including literacy), and motivation, as well as individual and group differences in these areas; assessment; and the social psychology of the classroom. The course focuses on how learning by children and adolescents at the elementary, middle, and secondary school levels is influenced by their own characteristics and experiences and the various contexts in which they learn: family, school, community and culture.
What is gender? Does it still matter in the 21st century? If so, how and why does it matter? And how does this vary around the world? This course will examine how gender shapes our identities (e.g. how we learn gender), how it shapes our interactions with others (e.g. within romantic relationships), and how it shapes and is shaped by institutions (e.g. the media, the workplace and college). We will look not only at how our gender privileges us, but also how we are both subject to and participate in producing gender inequality in our everyday lives. U.S and cross cultural readings and screenings will be used for the class.
This course is designed to provide students with the experience of doing social and historical research in the service of creating theatrical content, in collaboration with alumnae artists, around the fiftieth anniversary of undergraduate co-education at Princeton. Students will be paired with working artist alumnae, and together will begin research at the university archives, and be led in historical research and social analysis studying the lives of women who graduated from Princeton in the early years of undergraduate co-education.
A study of essential methods of learning and teaching, including learner characteristics and needs, organization and structure of educational institutions, development of curriculum and instructional goals, preparation of evaluation and assessment, and design of subject/level specific methodologies and classroom management techniques. Required course work includes 18 hours of site-based field experience and evening laboratory sessions. Students should have one morning of unscheduled time available each week to allow for school visits. The course is open to any student who has an interest in teaching.
TPP 404 is a 175-hour assignment as a student teacher in a local middle or high school, with approximately 15 hours of clinical work per week over 12 weeks. Students assume increasing control of instruction with the support of a host teacher, and the experience culminates with the design and delivery of a small unit of instruction. Assignments include research on the classroom and school context and an analysis of the unit of instruction taught in the final weeks of the semester. The objectives of the course focus on the role of classroom context in the teaching and learning process; instructional planning; and teacher reflection.
Microeconomics is the study of how the economy works as a result of myriad decisions by individual agents (households, firms), in interaction among themselves and with public authorities. This course, taught at the intermediate level, starts from public policy issues (the design of well-being indicators, tax rules, health care policy, education, competition regulation, environment protection) and introduces the concepts with which economists analyze the success and failures of the market economy, the reasons for public intervention and the effects of policy.
Formal organizations are key to understanding most facets of modern life. In this course we examine organizations as complex social systems, which reflect and shape their broader social environments. The first half explores why organizations look and act the way they do: Why are they so bureaucratic? How do they influence one another? Why are they so often resistant to change? The second half of the course focuses on the consequences of organizational practices: How do they shape work, inequality and diversity? How do they mediate the effects of public policies? How do they become instruments of political change?
This course focuses on the role of the government in the economy and aims to provide an understanding of the reasons for government intervention in the economy, analyzing the benefits and costs of possible government policies, and the response of economic agents to the government's actions. The course covers education, labor, and tax policy, social insurance programs, public goods, environmental protection, and the interaction between different levels of government.
Course examines how and why society can make us sick or healthy and how gender, race/ethnicity, wealth, education, occupation and other social statuses shape health outcomes. It looks at the role of social institutions, and environment-society interactions in shaping health outcomes and examines how these factors underlie some of the major causes of illness and death around the world including infant mortality, infectious diseases such as HIV/AIDS, and chronic diseases such as heart disease and cancer. The course draws on historical and cross-cultural material from the U.S. as well as global examples from different countries around the world.
This segment of the JDP seminar covers theory and research on social stratification, the major subfield in sociology that focuses on inequality. Course begins by reviewing major theories, constructs, measures, and empirical work on inequality. Weeks two through six focus on institutions that are expected to produce (and reproduce) inequalities, including families, neighborhoods, schools, labor markets, and penal policy.
In this course, we examine major US K-12 education policy reforms, including school accountability policy, teacher evaluation reforms, efforts to create common standards, school choice, ability-grouping, and pre-kindergarten expansion. Each week, we anchor our analysis in federal, state, and district case studies of these policies in action.
Despite the oft-invoked credo of 'women and children first,' policies to promote and protect maternal and child health often seem to receive short shrift in the policy arena. This course explores contemporary issues in maternal and child health, with attention to both the evidence base for policies as well as the cultural norms and values that make strategies to keep mothers and babies healthy surprisingly controversial at times. The focus is on the U.S., although the readings include global perspectives and students may choose to focus their course papers on other societies.