NGO Education Survey

SCOY 31 Youth and Society

This course explores central features of children’s preschool, preadolescent, adolescent, and college peer cultures. We will discuss what it means to study youth from a sociological lens and research methods for doing so. Specific topics may include: historical views of childhood; how gender, socioeconomic class, race, ethnicity, and sexuality shape youth’s experiences; what it means to be “popular”; identity development; extended adolescence; the role of culture (through games, books, television, etc.) in youth’s lives.

SOCY 23 Social Movements

Social movements are collective attempts to promote or resist social change, from the way people live their lives, to how governments govern, to how economic systems distribute rewards. This course examines why and when social movements come about, the organizations and strategies they adopt, and the circumstances in which they are most impactful. We explore these issues by researching individual political movements and engaging larger theoretical explanations for their development.

SOCY 25 Capitalism, Prosperity and Crisis

Capitalism in the last five centuries generated great wealth and prosperity in Western societies. In the last few decades, capitalism assumed a global character affecting social and economic life of the vast majority of the people in the world. Yet, capitalism has also been plagued by economic decline and failures, causing massive human suffering. This course will study the nature of capitalism, sources of prosperity and crisis, inequality in distribution of economic and political power.

SOCY 25 Democracy and Democratization in Developing Countires

The road to democratization in most countries in recent years has been marked by large-scale social movements. This course will begin with an examination of various theories of democracy and democratization. It will specifically analyze the role of class, culture, ideology, and religion in the democratization process. Finally, we will apply the theories to the three cases of South Korea, Indonesia, and Iran, three countries with mixed successes.

SOCY 32 The Social Meanings of Home

This course is an exploration of the economic, cultural, social and political dynamics of "home" in contemporary U. S. society. The concept, "home" invariably invokes multiple and sometimes conflicting ideas-a physical dwelling, family, economic property, birthplace, nationality, environment, haven, etc. We speak of "home sweet home," "dream home," "home is where the heart is," "sweet home Alabama" "homeland," "there's no place like home," and "homies." In the course, we will consider the home as a social context that profoundly shapes our personal and collective identities, gender roles and interpersonal relationships, class status and divisions, racial-ethnic memberships and conflicts, plus values and political ideals. The course will emphasize the homestead as economic property and the implications of its location, design, artifacts and domestic lifestyles for the cultivation of model subjects, consumers or citizens. Theoretical, empirical and interpretative materials in the course may touch on subjects as varied as housing and home ownership, shopping and hyperconsumption, food and kitchen culture, family values and the modeling of marriage and family life, the home improvement industry, and home and self makeovers on reality television.

SOCY 34 Health Disparities

This course is an exploration of the economic, cultural, social and political dynamics of "home" in contemporary U. S. society. The concept, "home" invariably invokes multiple and sometimes conflicting ideas-a physical dwelling, family, economic property, birthplace, nationality, environment, haven, etc. We speak of "home sweet home," "dream home," "home is where the heart is," "sweet home Alabama" "homeland," "there's no place like home," and "homies." In the course, we will consider the home as a social context that profoundly shapes our personal and collective identities, gender roles and interpersonal relationships, class status and divisions, racial-ethnic memberships and conflicts, plus values and political ideals. The course will emphasize the homestead as economic property and the implications of its location, design, artifacts and domestic lifestyles for the cultivation of model subjects, consumers or citizens. Theoretical, empirical and interpretative materials in the course may touch on subjects as varied as housing and home ownership, shopping and hyperconsumption, food and kitchen culture, family values and the modeling of marriage and family life, the home improvement industry, and home and self makeovers on reality television.

SOCY 38 Status and Power in Social Interaction

How do our interactions with others cause and result from inequalities in society? This course explores how status and power dynamics shape social life, using theories and research from sociological social psychology. We will learn how status beliefs emerge from social differences in resources and power, and how they perpetuate inequalities over time by shaping our interpretations of events and our behavior and emotions toward others. We will also consider how these inequalities can be overcome.

SOCY 42 Racism in Asian America

This course first considers the migration histories and racial experiences of Asian American groups in comparison to other groups. By highlighting the contexts of global and transnational migration, this course identifies the many ways in which Asian American groups have been both excluded and differentially included in politics and racial discourse—whether as colonial subjects, exploited labor, transnational immigrants, or diasporic groups. Next, the course considers a variety of contemporary experiences of Asian Americans, as they manifest in the media, food, gender, family, pop culture, transnational adoption, affirmative action, multiracial solidarities and more!

SOCY Inequality and Social Justice

Social stratification refers to the unequal distribution of socially valued resources such as wealth, prestige, and power, across different groups in society. This course examines sociological research on the extent of these inequalities, how they are generated, and the consequences they bear. With an emphasis on historical and contemporary patterns of inequality in the United States, specific topics may include: wealth and income inequality; poverty; the intersection of class, race/ethnicity, and gender; educational attainment; and social change.

PBPL 10: Statistical Analysis for Public Policy

This class is a prerequisite option for the public policy minor. One course in quantitative and statistical methods is required for the minor. Other options for this prerequisite include ECON 10, GOVT 10, MATH 10, PSYCH 10, SOCY 10, QSS 15, GEOG 11, GEOG 50, SOCY 11, EDUC 11. Public policy analysis involves quantitative methods and statistical methods in particular. PBPL 10 introduces students to basic statistical techniques and to a statistical software package, STATA or R, with a heavy emphasis on application, from the initial stages of data exploration to presentation of results. Coursework will involve "real world" policies and problems and will utilize existing datasets from the public policy sphere. The course will also consider research design and the ethics of quantitative policy research. Because of the large overlap in material covered, students may not receive credit for more than one of the following courses: Public Policy 10, Economics 10, Government 10, Mathematics 10, Psychology 10, Quantitative Social Sciences 15, or Sociology 10 except by special petition.

PBPL 20/EDUC 20 Educational Issues Contemporary Society

This course gives students a critical introduction to the public institution they know best – the American school. You have already spent at least twelve years "studying" schools from the inside, though you have probably only considered a small piece of the broader education system. Public schools are one of the most important public policy levers for shaping society. We will examine the history and structure of public education in America. We will also study myriad topics related to creating "better schools": recruiting and training teachers; charter schools and related institutional innovations; testing and accountability; school funding; racial and economic segregation. Overall, the course will explore how public education can contribute to a more informed, prosperous, and fair society.

PBPL 22 / ECON 16: Regulation

This course examines the history, politics and economics of market regulation in the United States. Class discussions will focus on the arguments for and against state intervention in the market. We will also explore the meaning of "market failure" and "government failure" in the context of financial markets, transportation, the environment, health care, and public utilities. Special emphasis will be placed on how regulation affects prices and why regulated firms may demand regulation. Students will be graded on class participation as well as original research.

PBPL 24 / GOVT 30.17: The 2024 Election

This course uses the 2024 election – in which many Dartmouth students will vote for the first time – to explore fundamental questions about U.S. and global governance. Many experts contend that this election – whoever wins – may reshape America's democracy and its global role. Are these fears warranted by compelling arguments and evidence? What are the stakes for conservatism, liberalism, and the basic institutions and norms of U.S. democracy? What does the election portend for the role of the Supreme Court, political participation, dialogue and free speech, and critical policy issues like abortion and climate change? And in what ways does the U.S. role in the world truly hinge on this election, and with what consequences? Each week features analyses by leading scholars and public intellectuals, and class visits from distinguished academics, policy practitioners, and public advocates to discuss and debate these issues.

PBPL 26/GOVT 30.14: Health Politics and Policy

Health care in the United States costs more than in other countries, but is it better? Answering this question requires understanding a wide range of subjects, including the pathophysiology of disease, clinical decision making, epidemiology, and public policy. This course provides an introduction to these tools. We will also consider additional questions: Is more screening and early diagnosis the best way to stay healthy? Does more treatment always help people feel better? And how has the "Dartmouth School" of health policy contributed to the debate?

PBPL 27/GOVT 30.12/EDUC 35: Affirmative Action in Higher Education

Is it still necessary to "take affirmative action to ensure that applicants are "treated…without regard to their race, color, religion, sex, or national origin," or has affirmative action outlived its original purpose? How has college access changed since affirmative action policies were originally conceived? How well do students' experiences on campus live reflect the goals of equal opportunity? To prepare for the US Supreme Court decision expected in June 2023, this course looks at both the intent and the implementation of the policy throughout its history of legislation, executive policies, and legal action. Students will consider how institutions of higher education encouraged minority and low-income students to matriculate, why they have experienced lawsuits against the policy, and how things may change after the SCOTUS decision. Teaching methods include some traditional classroom techniques (text analysis, writing, discussion) as well as experiential education techniques (such as creating a public policy portfolio project, conversing with professionals who administer admissions programs at colleges and universities, and pitching proposals to a panel of policy experts). The central work of the course involves creating a portfolio of venues to explore, design, publicize, and promote a comprehensive admissions policy that meets the goals of a school. Completing the course readings and participating in discussions will develop some of the background and skills necessary to complete the portfolio. Students will work in small groups to develop a policy campaign using techniques from writing to video to speeches. This course design attempts to raise students' awareness of the multiple communication modes for making a compelling and persuasive policy proposal. To create their portfolios, students must select a policy issue related to affirmative action, demonstrate the techniques they have used to study and develop it, and effectively persuade their audience of the policy/program's value. Student groups will meet with the professor biweekly or more frequently (as needed) to stay on track and to get help with process and resources.

PBPL 28/GOVT 30.09: Law, Courts, and Judges

This course explores fundamental questions about American law, courts, and judges. Do courts administer "Equal Justice Under Law," as the Supreme Court's facade promises, or are cases determined by "what the judge ate for breakfast," as Judge Jerome Frank famously claimed? Are judges political? Can courts produce social change, or is law a conservative force? What incentives shape the legal profession? We address issues ranging from the Supreme Court and civil rights to small claims courts and street harassment.

PBPL 5 / GOVT 25: Introduction to Public Policy

This course is designed as the gateway offering for students beginning to pursue a minor in public policy through the Rockefeller Center. The term will be divided into four main components: The nature of public policy: What is public policy, who makes it, and why study it? Making public policy: The process, structure, and context of policymaking The policy players: Institutional and non-institutional actors The policy game: Rules, strategies, culture, and resources In the concluding section of the course, we will be pursuing specific policy domains—environmental policy, education policy, health care policy, welfare policy, immigration policy, and defense policy.

PBPL 51: Leadership in Civil Society

You've seen it in your communities: the organizers and volunteers, the committee and board members, the friends who start the meal train when someone is sick. We spend a lot of time talking about leadership in business and government, but some of the most powerful examples of civic leadership lie within our own local communities. So, what is it that creates a sense of connection with community? What compels people to step up, engage, and take responsibility for it? Are there factors that cause us to turn inward, towards individualism vs. outward, towards others? Our question has immediacy, as we will be working on a Social Impact Practicum with the Vermont Dept. of Health and Aging in Hartland, a 501(c)(3). They want to ensure that Hartland, VT is made up of strong, connected communities capable of protecting and providing for the needs of its seniors and to explore the viability of a "Neighborhood Captain" program once developed as an attempt to achieve those goals. We will be trying to help.

PBPL 52/GOVT 30.02: Leadership and Political Institutions

This course explores how political leaders in the U.S. reconcile the constraints of public office with the opportunities to make major changes in society. Drawing from diverse materials on the executive, legislative and judicial branches of government, the course explores the following questions: How does leadership differ in the public and private spheres? What personal skills and attributes affect the success or failure of leaders of political institutions? What criteria do/should citizens apply to public leaders? How do political context and historical contingency shape institutional leadership?

PBPL 53/ GOVT 20.11 Entrepreneurship & Public Policy

The course will study entrepreneurship as both a strategic logic and a social fact. Students will simulate the business planning process in teams; and, as a class, they will consider public policy from the perspective of entrepreneurs—that is, consider why officials must understand the strategic questions aspiring entrepreneurs ask if government is to propose investment, standards, and regulations that encourage business development. Students will also benefit from a weekly lecture by a guest speaker.

PBPL23/ GOVT 30.04: Political Misinformation and Conspiracy Theories

Why do people hold false or unsupported beliefs about politics and why are so those beliefs so hard to change? This course will explore the psychological factors that make people vulnerable to political misinformation and conspiracy theories and the reasons that corrections so often fail to change their minds. We will also analyze how those tendencies are exploited by political elites and consider possible approaches that journalists and civic reformers could employ to combat misperceptions.