Wei-Hsin Yu

Course Description: 

This seminar is designed to help students understand of the nature and causes of gender stratification in industrial societies. In this seminar we examine both theoretical and empirical issues regarding gender inequality in the labor market. Topics to be discussed include changes in female labor force participation, gender segregation in the workplace, gender gaps in earnings and promotions, as well as gender differences in career processes. Because many articles we will read involve statistical analyses, students are expected to be able to read and understand quantitative sociological research at the level of SOC385L or the equivalent. While a large proportion of the readings are based on research in the United States, international comparisons of women’s economic roles also constitute an important part of this seminar. In particular, we address how social institutions that vary from one country to another shape men’s and women’s economic opportunities and thus the degree of gender inequality in the society.    Students are expected to attend class regularly and read the assigned readings prior to the class period during which we will discuss the material. Active participation in class discussions is also required. 

Texts:

The required texts for this course includes books and articles from peer-reviewed sociological journals. The list below shows some of the books required for this course:  

Goldin, Claudia. 1990. Understanding the Gender Gap: An Economic History of American Women. Oxford University Press.

Charles, Maria. and David B. Grusky. 2004. Occupational Ghetto: The Worldwide Segregation of Men and Women. Stanford University Press.

Ogasawara, Yuko. 1998. Office Ladies and Salaried Men: Power, Gender, and Work in Japanese Companies. University of California. 

Course Description: 

This seminar is designed to help students understand of the nature and causes of gender stratification in industrial societies. In this seminar we examine both theoretical and empirical issues regarding gender inequality in the labor market. Topics to be discussed include changes in female labor force participation, gender segregation in the workplace, gender gaps in earnings and promotions, as well as gender differences in career processes. Because many articles we will read involve statistical analyses, students are expected to be able to read and understand quantitative sociological research at the level of SOC385L or the equivalent. While a large proportion of the readings are based on research in the United States, international comparisons of women’s economic roles also constitute an important part of this seminar. In particular, we address how social institutions that vary from one country to another shape men’s and women’s economic opportunities and thus the degree of gender inequality in the society.    Students are expected to attend class regularly and read the assigned readings prior to the class period during which we will discuss the material. Active participation in class discussions is also required. 

Texts:

The required texts for this course includes books and articles from peer-reviewed sociological journals. The list below shows some of the books required for this course:  

o    Goldin, Claudia. 1990. Understanding the Gender Gap: An Economic History of American Women. Oxford University Press.o    Charles, Maria. and David B. Grusky. 2004. Occupational Ghetto: The Worldwide Segregation of Men and Women. Stanford University Press.o    Ogasawara, Yuko. 1998. Office Ladies and Salaried Men: Power, Gender, and Work in Japanese Companies. University of California. 

Course Description:

This course introduces the key concepts and methods used in social research. The overall

goals are to help students acquire empirical research skills that can be applied to a wide

range of future careers, and to enhance students’ ability to critically assess social scientific

research and various information we may encounter in everyday life. We will begin with a

general overview of sociological research, followed by specific issues such as data

collection, conceptualization, measurement, analysis, and interpretation of research results.

While we will learn both quantitative and qualitative research methods in this course, there

is an emphasis on utilizing survey data and interpreting results from statistical analyses. In

particular, students will use computer programs during the computer lab sessions to

analyze survey data and learn the substantive meanings of numbers and graphs. Given the

focus on quantitative data analysis, a previous course in elementary social statistics such as

SOC 317L (or the equivalent), or familiarity with basic statistical concepts, is highly

recommended.

Requirements and Grading Policy:

Students are expected to attend class and lab sessions regularly and read the assigned

readings prior to the class period during which we will discuss the material.

Two in-class exams 30% each

Three problem sets 9% each

Research assignment 13%

Up to 3 bonus points may be given based on active

participation in class discussion (mostly) and lab attendance. Examinations will consist of

a combination of multiple-choice, true/false, and essay questions, based on topics covered

in lectures and readings. Make-up exams will be given only in extreme circumstances (e.g.,

severe illness). Please note that make-up exams will not be provided for circumstances that

involve weddings, family get-togethers, or other social events. Moreover, students must

contact the instructor prior to the exam date and provide official documentation for their

absence (e.g., a note from a physician) in order to be eligible for make-up exams.

Problem sets include review questions from the textbook (Babbie 2010), computer

exercises (from Acock 2010), and possibly handout problems. Except for computer

exercises completed in the lab, students are expected to work on the assigned problems on

their own. Since many questions included in the problem sets require students to think

creatively and provide detailed explanations or discussions, the answers to such questions

are expected to vary from one student to another. Students turning in identical or extremely

similar answers will be considered as violating the university’s policies regarding

academic honesty. Problem sets will be graded based on both accuracy and clarity of

writing. All assignments must be typed, using double space and 12 pt font size. Problem

sets should be received no later than the dates indicated below. No extension will be

granted for any reason.

Students with disabilities may request appropriate academic accommodations from the

Division of Diversity and Community Engagement, Services for Students with Disabilities,

471-6259 (http://www.utexas.edu/diversity/ddce/ssd/). Please contact the instructor as soon

as possible regarding such accommodations. Moreover, students are expected to comply

with the university’s policies regarding academic honesty. Violations of these policies will

be brought before the appropriate authorities.

Required Texts:

• The following books are required and available at the University Coop:

Babbie, Earl. 2010. The Basics of Social Research, 5th Edition.

Alan C Acock. 2010. A Gentle Introduction to Stata.

This seminar is designed to help students understand of the nature and causes of gender stratification in industrial societies. In this seminar we examine both theoretical and empirical issues regarding gender inequality in the labor market. Topics to be discussed include changes in female labor force participation, gender segregation in the workplace, gender gaps in earnings and promotions, as well as gender differences in career processes. Because many articles we will read involve statistical analyses, students are expected to be able to read and understand quantitative sociological research at the level of SOC385L or the equivalent. While a large proportion of the readings are based on research in the United States, international comparisons of women’s economic roles also constitute an important part of this seminar. In particular, we address how social institutions that vary from one country to another shape men’s and women’s economic opportunities and thus the degree of gender inequality in the society.

Course Description:

This course introduces the key concepts and methods used in social research. The overall goals are to help students acquire empirical research skills that can be applied to a wide range of future careers, and to enhance students’ ability to critically assess social scientific research and various information we may encounter in everyday life. We will begin with a general overview of sociological research, followed by specific issues such as data collection, conceptualization, measurement, analysis, and interpretation of research results. While we will learn both quantitative and qualitative research methods in this course, there is an emphasis on utilizing survey data and interpreting results from statistical analysis. In particular, students will use computer programs during the computer lab sessions to analyze survey data and learn the substantive meanings of numbers and graphs. Given the focus on quantitative data analysis, a previous course in elementary social statistics such as SOC 317L (or the equivalent), or familiarity with basic statistical concepts, is highly recommended.

Requirements and Grading Policy:

Students are expected to attend class and lab sessions regularly and read the assigned readings prior to the class period during which we will discuss the material. Grades for the course will be based on in-class exams, problem sets, and a final research assignment. Examinations will consist of a combination of multiple-choice, true/false, and essay questions, based on topics covered in lectures and readings.

Texts:

Problem sets include material from the textbook The Basics of Social Research by Babbie Earl), computer exercises, and possibly handout problems.

Meets with WGS 393

Course Description:
This seminar is designed to help students understand of the nature and causes of gender stratification in industrial societies. In this seminar we examine both theoretical and empirical issues regarding gender inequality in the labor market. Topics to be discussed include changes in female labor force participation, gender segregation in the workplace, gender gaps in earnings and promotions, as well as gender differences in career processes. Because many articles we will read involve statistical analyses, students are expected to be able to read and understand quantitative sociological research at the level of SOC385L or the equivalent. While a large proportion of the readings are based on research in the United States, international comparisons of women’s economic roles also constitute an important part of this seminar. In particular, we address how social institutions that vary from one country to another shape men’s and women’s economic opportunities and thus the degree of gender inequality in the society.   

Students are expected to attend class regularly and read the assigned readings prior to the class period during which we will discuss the material. Active participation in class discussions is also required.

The required texts for this course includes books and articles from peer-reviewed sociological journals. The list below shows some of the books required for this course: 
o    Goldin, Claudia. 1990. Understanding the Gender Gap: An Economic History of American Women. Oxford University Press.

o    Charles, Maria. and David B. Grusky. 2004. Occupational Ghetto: The Worldwide Segregation of Men and Women. Stanford University Press.

o    Ogasawara, Yuko. 1998. Office Ladies and Salaried Men: Power, Gender, and Work in Japanese Companies. University of California.

Course Description: 

This seminar is designed to help students understand of the nature and causes of gender stratification in industrial societies. In this seminar we examine both theoretical and empirical issues regarding gender inequality in the labor market. Topics to be discussed include changes in female labor force participation, gender segregation in the workplace, gender gaps in earnings and promotions, as well as gender differences in career processes. Because many articles we will read involve statistical analyses, students are expected to be able to read and understand quantitative sociological research at the level of SOC385L or the equivalent. While a large proportion of the readings are based on research in the United States, international comparisons of women’s economic roles also constitute an important part of this seminar. In particular, we address how social institutions that vary from one country to another shape men’s and women’s economic opportunities and thus the degree of gender inequality in the society.    Students are expected to attend class regularly and read the assigned readings prior to the class period during which we will discuss the material. Active participation in class discussions is also required. 

Texts:

The required texts for this course includes books and articles from peer-reviewed sociological journals. The list below shows some of the books required for this course:  

Goldin, Claudia. 1990. Understanding the Gender Gap: An Economic History of American Women. Oxford University Press.

Charles, Maria. and David B. Grusky. 2004. Occupational Ghetto: The Worldwide Segregation of Men and Women. Stanford University Press.

Ogasawara, Yuko. 1998. Office Ladies and Salaried Men: Power, Gender, and Work in Japanese Companies. University of California. 

Introduction to Social Research   

Fall 2009

SOC 317M

MW 12:00-1:00PM, BUR 220

 Lab: F 11:00-1:00, BUR 116

Instructor: Dr. Wei-hsin Yu

Office: BUR 566

Tel: 475-9204

Email: whyu@mail.utexas.edu

Office hours: MW 1:00-2:00PM or by appointment

Teaching Assistant: Jessica L. Dunning-Lozano

Office: BUR 602

Email: jdunning_lozano@mail.utexas.edu

Office hours: F 1:00-2:00PM or by appointment

Course Description:

This course introduces the key concepts and methods used in social research. The overall goals are to help students acquire empirical research skills that can be applied to a wide range of future careers, and to enhance students’ ability to critically assess social scientific research and various information we may encounter in everyday life. We will begin with a general overview of sociological research, followed by specific issues such as data collection, conceptualization, measurement, analysis, and interpretation of research results. While we will learn both quantitative and qualitative research methods in this course, there is an emphasis on utilizing survey data and interpreting results from statistical analysis. In particular, students will use computer programs during the computer lab sessions to analyze survey data and learn the substantive meanings of numbers and graphs. Given the focus on quantitative data analysis, a previous course in elementary social statistics such as SOC 317L (or the equivalent), or familiarity with basic statistical concepts, is highly recommended.

Requirements and Grading Policy:

Students are expected to attend class and lab sessions regularly and read the assigned readings prior to the class period during which we will discuss the material. Grades for the course will be based on two in-class exams (30% each), three problem sets (9% each), and one research assignment (13%). Up to 3 bonus points may be given based on active participation in class discussion (mostly) and lab attendance. Examinations will consist of a combination of multiple-choice, true/false, and essay questions, based on topics covered in lectures and readings. Make-up exams will be given only in extreme circumstances (e.g., severe illness). Please note that make-up exams will not be provided for circumstances that involve weddings, family get-togethers, or other social events. Moreover, students must contact me prior to the exam date and provide official documentation for their absence (e.g., a note from a physician) in order to be eligible for make-up exams.    

Problem sets include material from the textbook (by Babbie), computer exercises, and possibly handout problems. Except for computer exercises completed in the lab, students are expected to work on the assigned problems on their own. Since many questions included in the problem sets require students to think creatively and provide detailed explanations or discussions, I expect that the answers to such questions vary from one student to another. Students turning in identical or extremely similar answers will be considered as violating the university’s policies regarding academic honesty. Problem sets will be graded based on both accuracy and clarity of writing. All assignments must be typed, using double space and 12 pt font size. Problem sets should be received in lab or by the teaching assistant no later than the dates indicated below. No extension will be granted for any reason.    

I will make all appropriate arrangements for students with disabilities. Any student requiring special arrangements should contact me immediately. Students are expected to comply with the university’s policies regarding academic honesty. Violations of these policies will be brought before the appropriate authorities.

Required Texts:

• The following books are required and available at the University Coop: 
  • Babbie, Earl. 2008. The Basics of Social Research, 4^th Edition.
  • Anagnoson, J. Theordore, and Richard E. DeLeon. 1996. StataQuest 4.

Course Schedule: 

The instructor reserves the right to adjust the course schedule based on students’ progress.

Aug. 26: Introduction

*Lab, Aug. 28: Introduction to library and internet resources  

Aug. 31-Sep. 4: Human Inquiry & Science

*Sep. 7: Labor Day, no class

Sep. 9-14: Paradigms, Theory, & Research 

Sep. 16-21: The Ethnics & Politics of Social Research 

Sep. 23-28: Research Design   

Oct. 5: Problem Set 1 due in Class  

Sep. 30-Oct. 5: Conceptualization, Operationalization, & Measurement  

*Problem Set 2b: design a research project 

Oct. 7-12: Indexes, Scales, & Typologies   

Oct. 16: First Exam (in Lab)

Oct. 14-23: The Logic of Sampling

*Start the final research assignment—suggested reading: Babbie, pp. 486-493

Oct. 30: Problem Set 2 due in Lab  

Oct. 26-30: Survey Research  

Nov. 2-6: Experiments   

Nov. 9-13: Unobtrusive Research   

Nov. 16-20: Quantitative Data Analysis    

Nov. 23-Nov. 30: Qualitative Field Research and Data Analysis  

Nov. 30.  Problem Set 3 due in Class

Dec. 2: Q&A about final research assignment (in Lab)

Dec. 4: Second Exam (in Lab)  

Dec. 14: Research Assignment due (12 pm)

Course Description: 

This seminar is designed to help students understand of the nature and causes of gender stratification in industrial societies. In this seminar we examine both theoretical and empirical issues regarding gender inequality in the labor market. Topics to be discussed include changes in female labor force participation, gender segregation in the workplace, gender gaps in earnings and promotions, as well as gender differences in career processes. Because many articles we will read involve statistical analyses, students are expected to be able to read and understand quantitative sociological research at the level of SOC385L or the equivalent. While a large proportion of the readings are based on research in the United States, international comparisons of women’s economic roles also constitute an important part of this seminar. In particular, we address how social institutions that vary from one country to another shape men’s and women’s economic opportunities and thus the degree of gender inequality in the society.    Students are expected to attend class regularly and read the assigned readings prior to the class period during which we will discuss the material. Active participation in class discussions is also required. 

Texts:

The required texts for this course includes books and articles from peer-reviewed sociological journals. The list below shows some of the books required for this course:  

Goldin, Claudia. 1990. Understanding the Gender Gap: An Economic History of American Women. Oxford University Press.

Charles, Maria. and David B. Grusky. 2004. Occupational Ghetto: The Worldwide Segregation of Men and Women. Stanford University Press.

Ogasawara, Yuko. 1998. Office Ladies and Salaried Men: Power, Gender, and Work in Japanese Companies. University of California.