GECRT SS 101 Schools and Society Course Description (Fall semester )

The social and behavioral sciences systematically investigate human behavior in individual, social, and cultural contexts. They apply theories and critical thinking processes to understand how human thought and behavior is studied and how it is influenced by one’s settings.

What is human behavior? How do humans influence and are influenced by the world around them? How can we study behavior in a meaningful way given just how complex humans and societies are?

In this course, students use perspectives and frameworks from the social sciences to identify and explore relevant questions. In particular, students will collect and evaluate evidence from which conclusions about the human experience or behavior can be drawn.  Students will explore a specific topic or theme in order to investigate these questions.  

In this section of the course, we will focus on how social scientists study Education & Society. This class will investigate the ways in which formal schooling, schools, and society impact our thinking and shapes our worldview and behaviors. We will primarily focus on how researchers in the field of education approach this study. However, assignments and course activities will also introduce how researchers in other fields approach this same phenomenon. 

Student assignment samples:

3 Levels of Text Protocol example displayed in class (Discussion Circle 1)

LEVEL 1: Literal (Read the Text Aloud)

"The 1966 Coleman Report concluded that variations in children’s math and reading skills were mostly a product of children’s families, not their schools" (Domina et al., 2019, p. 24).

LEVEL 2: Interpretation (What You Think About It)

This means family background—like income, education, or home life—matters more than what school a child attends. It surprised me, because I always thought schools had the biggest impact. It makes me think about how unfair it is that some kids don’t get the same support at home as others.

LEVEL 3: Implications (Why It Matters to You / School / Society)

As a future educator or policymaker, this shows I can't just rely on schools alone to close achievement gaps. Families and communities need support too. It also pushes me to think about how schools can partner with families better to help all students learn.

Reference

Domina, T., Gibbs, B., Nunn, L., & Penner, A. (2019). Education and Society: An Introduction to Key Issues in the Sociology of Education. Berkeley: University of California Press. https://doi.org/10.1525/9780520968301 (Reference entry should use hanging style, but Google sites does not support it)

Discussion Circle 1
Alisa Reznik

GECRT-SS-101
09/09/2025
Level 1: Literal (Read the Text Aloud)

“One of the big questions in the sociology of education is the role that schools play in the stratification system. Do schools provide an avenue for social mobility, allowing youth from relatively disadvantaged backgrounds to rise above their parents’ socioeconomic status (SES)? If they do, then in this way they would be a compensatory institution. Or do schools reproduce existing inequality, legitimating it through unfair practices that are thought of as meritocratic but which really favor the advantaged? If they do, then from this perspective schools would be an exacerbatory institution. Or are schools mostly neutral—largely reflecting existing inequalities without changing them much?” (Domina et al., 2019, p. 24).

Level 2: Interpretation (What You Think About It)

I think private schools increase inequality among students because they provide more opportunities that allow them to advance in the social stratification system, giving them a broader background and greater knowledge. At the same time, public schools do not significantly change this inequality.

Level 3: Implications (Why It Matters to You / School / Society)

It is a critical thinking class, so I am thinking about how students with different backgrounds can get equal opportunities. I am considering how schools can create or change their curricula in order to support students who do not have sufficient opportunities. It’s important for society to reduce inequality and make sure that schools do not make social differences worse.

Critical Question Background Report
GECRT-SS 101: Schools and Society
Group Investigation Report
Student Name

1.  What is the critical question your group would like to investigate?
Our group is exploring this question: Which one is more strongly related to student achievement: School resources or family background? This is a major topic in education, especially when discussing fairness and opportunity. We’re curious about which factor has more weight when it comes to students’ success. This question matters because it can shape how we think about the role of schools. If schools can make up for disadvantages at home, then they are not just learning spaces - they are tools for equality. We want to understand what students think about this issue based on their own experiences.

2.  Why is your group interested in this question?
We chose this question because it reflects real-life situations. We’ve all seen students from low-income families succeed in school. Some of us believe that strong school resources play a bigger role than family background. Good teachers, academic support, safe buildings, and technology can give students opportunities they may not have at home. We want to explore whether students agree with this. We are interested in hearing what college students think - what helped them most in their own journey? We believe that their voices will help us better understand how school and family shape achievement.

3.  What makes it a social science question?
This is a social science question because it looks at human experiences within institutions - like families and schools - and asks how those systems affect outcomes. In this course, we use interviews with students who are 18 or older to explore their views. We are not doing experiments or collecting statistics. Instead, we will talk to students, listen to their perspectives, and find patterns in what they share. This method is part of social science because it helps us explore how people understand their own social world, especially around education and inequality.

4.  Who is impacted by this question?
This question impacts students, families, teachers, and policymakers. If students feel that school resources made the biggest difference in their success, then decision-makers should focus on improving schools - especially in under-resourced areas. If students feel family support is more important, schools might think about how to connect more with families or provide wraparound services. By interviewing students directly, we can hear from the people most affected. Their stories and opinions give insight into what actually supports learning, beyond what the numbers say.

5.  In what contexts is this question meaningful? Why?
This question matters in many school settings - whether urban or rural, well-funded or not. It is especially meaningful when we think about students who have fewer resources at home. If students believe schools helped them succeed despite challenges, that supports more investment in school funding and programs. We hope our interviews will show how real students experience this issue. Their voices can help us understand whether school systems truly offer equal opportunities - or if family background still holds more power. That understanding is key to building fairer and effective schools.

Sarah Wulfert

GECRT-SS 101 Section 11

9/16/2025

Critical Question Background Report

1.What is the critical question in the social sciences that you would like to investigate?

The critical question in the social sciences that I want to investigate is how social media negatively affects the brain, and how peer pressure plays a critical role. I want to know what effects it has on the mind and the way that we view the world and those in it. When I look at my screen time, I often get disappointed in myself and the amount of time I spend on social media. I often correlate it with my being lazy and not paying enough attention in school. 

2. Why is your group interested in this question?

My group is interested in this question for many different reasons. We all use social media, and we all agree that it affects the way that we see things. It plays such a big role in mental health. We are curious to see the effects on our minds. We also want to see if other college students would agree or disagree with the role that social media has in our lives. We want to see how college students use social media and how much they let it affect their lives.

3. What makes it a “social science” question?

This is a social science question because it affects human behavior. It plays a big role in the way that we view things and the world around us. We will be able to ask other college students if they agree or disagree with social media and the role that it plays in our lives. It will show us a lot about the way others see and use social media as well.

4. Who is impacted by this question?

I believe that people of all ages are affected by this question, but we will focus specifically on how college students are impacted by social media. From the time that you get your first phone and start using social media, it starts to play a role in your life. Sometimes you won’t realize the effects right away, but slowly they will start to creep in. The mind is very delicate at a young age, so the effects start early, and you really start to see them the older you get. When you attend college and are on your own for the first time, you will start to see the effects firsthand and how they play a significant role in your life. 

5. In what contexts is this question meaningful? Why?

This question is meaningful because most people have been affected by social media and the toll that it can take on their lives. Almost everyone owns a phone and has some form of social media on it. People need to sit back and realize what it is doing to their lives. How much time is it taking from them, and how is it affecting their mental health? Social media is everywhere and cannot be easily avoided. It has an effect on everyone at some point. We need to see what it is really doing in our lives.

GECRT-SS 101 Section 11 

Alex Wortham 

1.  What is the critical question in the social sciences that you would like to investigate?

My critical question in the social sciences that I am interested in investigating is “how does our genetics and experience shape who we are, and which is more significant?”

2.  Why is your group interested in this question?

My group is interested in the overall question of “how does growing up affect us” we are all interested in this question because all of our critical revolve around this idea of experience changing certain was you react to different situations and why we react to them the way we do, to the best of what I know this is the main reason we are interested in this question as a whole.

3.  What makes it a “social science” question?

“How do our genetics and experience shape who we are, and which is more significant?” is considered a “social science” question because it investigates human behaviors, interactions, and how societies function because of this. Based on data and scientific methods for us to understand how people and groups act, how they seem similar, how they draw each other in, and how they shape society’s structure. This question goes deeper as well because it dives down into, not just how we do things that we do, but also why as well. This is also tied down to genetics and our experiences throughout our lives.

4.  Who is impacted by this question?

I believe that personally, I am affected by this question as well as many others. I believe that throughout my life, all the struggles and exciting things, so many different outcomes could have happened to change my future. Would I still be here typing out this essay for college at UMKC or any college essay in general if I didn’t go into foster care or stayed in a different home? Would I be going through the experiences like dates with my girlfriend and hanging out with my foster family, and older brother? Would I even know half the people I do know now if anything had been a bit different? There are a lot of what-ifs to this, and by digging deeper into how as well as why we do things based on our genetic nature and going through life because of those around us, as well as how our decisions help us to understand how different things could have been or be based on multiple different choices and outcomes. I believe this question can connect to others and myself by helping and preparing for the future. Knowing your mistakes in the past can help you and help those around you whether it’s a family member struggling, a friend in need, a lover needing reassurance, or even your very own children. By knowing what to do, you can give those you love and who love you a better future, just with your personal and individual experiences.

5.  In what contexts is this question meaningful? Why?

In this context, I believe that this question is meaningful because of how I am personally impacted by this question. As I had stated before, knowing your mistakes allows you and those around you a better future with different opportunities and ideas. By realizing how my parents messed up, I can be better, and by knowing things that went bad can help me give good advice to my children and my friends. I can be there for those around me and help those who are going through what I went through, and help those people the same way I dealt with it myself, and see if it helps. Even the smallest facts, like me getting a worse grade in a class for deciding not to try, since I knew I would pass the class even if I had failed the final, can help me right now by allowing me to try my hardest to do the best I can. This is why I believe that this question is meaningful to me and others around me.

Assignment: Annotated Bibliography - Part 1

Your Name

Institution Name

Course Number: Title

Instructor’s Names

Month Day, Year

Article 1

APA Citation
Thomson, S. (2018). Achievement at school and socioeconomic background — an educational perspective. npj Science of Learning, 3(1). https://doi.org/10.1038/s41539-018-0022-0 (Reference entry should use hanging style, but Google sites does not support it)

1. Summary
This article examines the well‐established link between a student’s socioeconomic background and their achievement in school. It reviews empirical evidence (both past and newer studies) about how socioeconomic status (SES) influences academic performance, through multiple channels such as parental education, home learning environment, resources at home, etc. The author argues that although the influence of SES is well documented, the mechanisms by which it operates (for example, through expectations, resources, attitudes, home environment) are less well understood. The paper also discusses that school resources matter, but in many cases they seem to have a more limited or indirect effect compared with family or home‐based SES factors.

2. Assessment & Evaluation

The strengths of this article include its recency (published in 2018), which means it draws on up-to-date data and research. It is clear, well written, and synthesizes multiple studies rather than relying on a single dataset. Being open access, it allows full viewing of its methods and evidence, and it offers a thoughtful discussion of limitations and complexities. However, there are some limitations. The article is more of a perspective or review piece than a rigorous quantitative causal analysis. This makes it strong in summarizing past findings but weaker if one is seeking strong causal estimates of the effects of school resources versus family background while controlling for all confounding variables. Additionally, while it mentions school resources, it does not deeply model or compare different types of school resources - such as teacher quality, facilities, or funding - across all contexts. Its generalizability may also vary depending on the country or context. 

3. Reflections / Connections

This article supports the idea that family background tends to have a stronger direct association with student achievement than many school resource measures do, though school resources still matter. It suggests that to answer my question well, I’ll need to pay attention not just to whether school resources matter, but what kinds (teacher quality, class size, instructional materials, etc.), and how family background works (home conditions, parental involvement, etc.). It gives strong evidence that family background plays a large role, and points to where school resources sometimes help but often not as much. 

Article 2

APA Citation
Houtenville, A. J., & Conway, K. S. (2008). Parental effort, school resources, and student achievement. Journal of Human Resources, 43(2), 437–453. https://www.jstor.org/stable/pdf/40057353.pdf (Reference entry should use hanging style, but Google sites does not support it)

1. Summary
In this empirical study, the authors use data from the U.S. National Educational Longitudinal Study (NELS) to estimate an education production function that includes parental effort as well as school resources. They attempt to parse out how much parental effort contributes to student achievement, and compare that with school‐level resource inputs (e.g., funding, material resources). Their key findings include: parental effort has a strong positive effect on student achievement, which in many cases is larger than the effect of increases in school resources. Also, they find that as school resources increase, parental effort may decline somewhat (a “crowding out” effect).

2. Assessment & Evaluation

The strengths of this study include its strong empirical design, which uses longitudinal data. The inclusion of both family input (parental effort) and school resource variables allows for a direct comparison of their relative contributions. The analysis also attempts to control for confounding variables through value-added modeling. However, there are several limitations. The data are U.S.-based, so the context may limit generalizability. Even in well-constructed models, unobserved variables - such as the quality of the home environment or innate ability - may remain difficult to control for. The measure of “school resources” can be somewhat blunt or aggregated, and parental effort is self-reported, which may introduce bias. Additionally, the data are from 2008, so more recent shifts, such as the rise of digital resources and policy changes, are not captured. 

3. Reflections / Connections

This article is very relevant: it suggests family inputs, especially parental effort, might have a stronger effect on achievement than many school resources do. That is directly relevant to your “which more strongly related” question. It gives a good quantitative contrast you can use: e.g., how much of variation is explained by parental effort vs school resources. Also useful to compare with contexts outside the U.S., because maybe the balance differs. I will use this to argue that family background (including the behaviors, not just SES) is highly predictive, but that school resources are still necessary (and sometimes have some effect) — which can set up a nuanced answer rather than a one‐sided one.

Article 3

Hanushek, E. A., & Woessmann, L. (2017). School resources and student achievement: A review of cross-country economic research. In N. C. Gustafsson (Ed.), Festschrift in Honor of Jan-Eric Gustafsson (pp. 1–25). Gothenburg: University of Gothenburg. https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%2BWoessmann%202017%20from%20Gustafsson%20Festschrift.pdf (Reference entry should use hanging style, but Google sites does not support it)

1. Summary

This article reviews international economic research on how school resources and family background affect student achievement. It focuses on measurable school inputs like class size, per-pupil spending, and teacher qualifications. The authors find that more money or smaller classes by themselves do not lead to strong gains in student performance. However, teacher quality and effective resource use are closely tied to better outcomes. Family background (such as parental education and SES) remains one of the most powerful predictors of academic success across countries.

2. Assessment & Evaluation

The strengths of this article include its summary of findings from many countries, which provides a valuable global perspective. It prioritizes well-designed studies, including quasi-experimental research, and is written by respected experts in education economics. However, there are some limitations. It is a book chapter rather than a peer-reviewed journal article, though it remains scholarly and credible. It does not provide many specific examples of classroom-level practices and focuses more on resource trends than on individual student data.

3. Reflections / Connections

This article is a strong match for my critical question because it directly compares school resources and family background. It shows that family background is usually the stronger factor but that smart use of school resources - especially through good teachers - can still make a difference. I can use this to argue that simply adding more money to schools is not enough without focusing on how that money is used. This source helps me explain why school policy should look at both resource quality and home environments to improve achievement.

Assignment: Annotated Bibliography-Part 1

Andy Angeles Camargo

UMKC

Course Number: GECRT-SS 101

Michael Wei, Ph.D.

September 30, 2025

Article 1

APA Citation

Bruhn, J. G., & Lowrey, J. (2012). The good and bad about greed: How the manifestations of greed can be used to improve organizational and individual behavior and performance. Consulting Psychology Journal: Practice and Research, 64(2), 136–150. https://doi.org/10.1037/a0029355

1. Summary

Greed is an inherent aspect of both everyday life and history, and at times, it can even be beneficial. The issue arises when greed leads to negative behaviors. The journal article uses "cultural typology" to differentiate between positive and negative forms of greed. The authors argue that since greed cannot be eliminated from our lives, it should be channeled for positive purposes, such as improving the well-being of individuals and society.

2. Assessment & Evaluation

The article features clear and concise language and writing. Its purpose is to measure greed and explore whether it can lead to positive behaviors. However, since the article is 13 years old, its relevance to modern times may be limited. Additionally, it takes a somewhat broad approach to defining what constitutes good or bad greed.

3. Reflections / Connections

The article is very relevant to my topic because it clearly defines both positive and negative behaviors. It also offers practical solutions for alleviating the negative effects of greed. Furthermore, I appreciate how the article emphasizes the contrast between greed and other values.

Article 2

APA Citation

Nikelly, A. (2006). The Pathogenesis of Greed: Causes and Consequences. International Journal of Applied Psychoanalytic Studies, 3(1), 65-78. https://doi-org.proxy.library.umkc.edu/10.1002/aps.50

1. Summary

This article explores the nature, origins, and harmful effects of unchecked greed on mental health, physical health, society, and the environment. It argues that much of the suffering in the world comes from human greed and self-indulgence. The pursuit of personal material gain creates a serious imbalance in society’s social and economic goals. This leads to problems such as social inequality, addictions, and environmental damage. The essay clearly connects the inner toll on individuals, like mental and physical issues, with the wider problems that affect society.

2. Assessment & Evaluation

The article is relevant because it discusses both the personal (mental and physical) and societal (economic and environmental) effects of greed, which aligns with your research question. It is a broad essay that provides a solid ethical and philosophical basis. However, it has a weakness: it is a review rather than an empirical study. This means it summarizes existing data but does not offer new quantified results. It effectively counters arguments that highlight the positive aspects of greed.

3. Reflections / Connections

This article supports the negative side of my critical question. I will use it to show that greed ultimately leads to destruction, even if there are some temporary benefits for individuals or the economy, as mentioned in Article 1. I can compare the harmful effects on society (Nikelly, 2006) with the mixed personal outcomes (Hoyer et al., 2024) and the positive results for organizations (Bruhn & Lowrey) to create a balanced final argument.

Article 3

APA Citation

Hoyer, K., Zeelenberg, M., & Breugelmans, S. M. (2024). Greed: What Is It Good for?. Personality & social psychology bulletin, 50(4), 597–612. https://doi.org/10.1177/01461672221140355

1. Summary

This article uses a large Dutch survey to answer the question, "What is greed good for?" The results show a clear divide: greedy people tend to earn more money, like a higher household income, but they also feel less satisfied and happy in life. Their relationships are often shorter, which suggests mixed benefits when it comes to evolution. The authors conclude that greed can help people become wealthier, but it has serious psychological and social downsides for those who are greedy. This shows that the "good" side of greed is limited, while the "bad" effects are very personal.

2. Assessment & Evaluation

This article is very relevant to today’s discussions on the topic of greed. Its use of a large sample size helps ensure the findings are strong and can apply to a wide range of people. The study’s main contribution is that it clearly shows the difference between greed and self-interest. It also highlights the trade-off between what is good for your finances and what is bad for your mental well-being. However, it mainly focuses on individual behavior rather than looking at larger social trends.

3. Reflections / Connections

This article focuses on how greed affects individuals. It shows that greed can bring financial benefits but has negative emotional consequences. This suggests that even the positive aspects of greed can be harmful. When I combine this with Article 2, which discusses the broader social harm, the difference between the two becomes striking.

Annotated Bibliography – Part 2
Student Name

1. How many points of view are reflected across all of the articles?

There are three main points of view reflected across the articles.

2. Describe those points of view.

• Socioeconomic and family background matters most: Thomson (2018) argues that family background, especially parental education and home environment, plays the strongest role in shaping student achievement.

• Parental effort is more impactful than school funding: Houtenville and Conway (2008) show that how much effort parents put into their child’s education often has a greater effect than how much money is spent at the school level.

• School resources matter, but only certain kinds: Hanushek and Woessmann (2017) explain that school funding alone doesn't help much unless it’s spent on effective things like good teachers. They also say family background still matters more in most countries.

3. Which points of view are the most credible? Why?

The most credible views are those backed by strong empirical data. The studies by Houtenville and Conway (2008) and Hanushek and Woessmann (2017) both use large-scale data and careful methods. Hanushek and Woessmann (2017), in particular, pull from cross-country comparisons and focus on causality. Their work is widely respected in education economics.

4. Which points of view are the least credible? Why?

Thomson (2018)’s article is the least strong in terms of empirical methods. It reviews existing research and gives useful insights, but doesn’t offer new data or test specific models. It’s still helpful but less rigorous in measuring exact effects.

5. Why do social scientists evaluate alternative points of view?

Because complex problems like student achievement have many causes. Social scientists want to avoid bias, so they test competing ideas to find what’s actually true or most likely. This also helps build better policies based on evidence, not just opinions.

Copyright © Dr. Michael Wei