SYA 7933: Population Issues | Tanya Koropeckyj-Cox

SYA 7933: Population Issues

Wednesdays, periods 7-9 (1:55 – 4:55 pm) – Turlington Hall, room 2303

3227 Turlington Hall office hours:

294-7177 Tuesdays 2:30 pm – 4:00 pm,

tkcox@ufl.edu Wednesdays 10:30 am – 11:30 am or by appointment.

The study of population has a long (and sometimes contentious) history. Broadly defined, it seeks to describe and understand population change and composition, and it includes a wide range of related topics. It is an interdisciplinary area, encompassing research and concepts from sociology, anthropology, history, economics, biology, public health, and other fields. Demography specifically refers to the collection of measures and methods used to study and describe populations. Demography is primarily quantitative, focused on counting and measuring people in the aggregate; population studies encompasses a broader range of work, both quantitative and qualitative, that seeks to understand population issues.

Population approaches have been used to describe and understand a variety of social issues, including health and mortality, aging, family and households, fertility, racial-ethnic diversity and segregation, immigration, urbanization, and concerns about food, resources, and sustainability. These issues connect with current policy concerns and political debates; population data and research are increasingly crucial for informing our understanding of the issues and decisions about how to set priorities and respond with appropriate policies.

This course introduces students to theoretical and empirical work in population issues and demography, with an emphasis on the ways in which population-based data and approaches can contribute to a variety of current directions in sociological research and other related disciplines. Our readings will survey the major topics, theoretical and conceptual influences, and empirical studies in population. The course will include some historical and theoretical discussion, but this is not a theory course; our emphasis will be on research.

This is also not a methods course. We will engage in a critical review of existing research to identify major contributions and discuss gaps or weaknesses. We will cover some basic demographic measures and trends, as well as both statistical and qualitative research. We will discuss and critique some classic studies, review current findings and approaches, and formulate proposals for future work. The readings for the course represent some of the core readings in the field that could be included on a reading list for a primary or secondary qualifying exam in population.

No prior coursework in demography or population is required. We will all bring different levels and types of prior knowledge and experience into the course. If you have taken related courses or engaged in related work, then I encourage you to contribute your perspectives and suggestions. If there are topics you wish were included or examined in greater depth, please come talk with me or send me an email – the structure of the course provides ways for each student to explore their own areas of interest. I will also provide recommended readings for students who wish to pursue a topic or method in greater depth.

I view a graduate seminar as having 3 essential objectives:

– To gain a comprehensive knowledge of existing concepts, theories, and research;

– To critically assess the theories, methods, and findings as well as the gaps and weaknesses in the existing research; and

– To develop and practice the skills to become active and critical users of population research and creative contributors, either directly or by making connections within other areas of research.

In many ways, the existing field and its historical roots represent a conversation already in progress. Our goal in the course is to come up to speed on major aspects of that conversation, critically assess the existing and ongoing work, and then join conversation with new ideas and research of our own. I regard my role as that of a coach and mentor – introducing you to this conversation and guiding our shared exploration and discussions of this research.

Course Requirements

A major objective of the course is to prepare students to be critical analysts and independent, creative researchers. The course requirements emphasize regular and active participation, critical reading of course materials, and the completion of an individual project.

Students are expected to read assigned materials prior to class and to be ready to actively discuss course materials. Class attendance and participation are required.

Reaction Essays/Small Written Assignments and Weekly Discussion Questions

Throughout the semester, students are required to complete weekly reaction essays or small written assignments. Each essay should be 1-3 double-spaced pages. These essays are designed to encourage reading and preparation for class, stimulate discussion, and encourage critical thinking and synthesis of the readings. Students are also expected to submit 2-3 discussion questions based on the readings for that week.

The essays should briefly (1) summarize the key points of each reading; (2) discuss the strengths and weaknesses of the readings as a group (how do the readings relate to each other?). Some reaction essays will involve specific thought questions or assignments from the instructor (e.g., finding and interpreting population data, reviewing a specific article of your choice, researching biographies and publications of major scholars in the field, reviewing blogs and news coverage of population issues). The essays will be evaluated based on the extent and quality of analytical effort, including how well you critique and pull together the assigned course readings for that week.

The weekly essays (submitted as an “Assignment” in Canvas) and discussion questions (submitted under “Discussions”) are due no later than 10:00 pm on Tuesday evening before each class. There will be 11 essays, and your lowest essay grade will be dropped (total = 80 points).

Presentation on selected empirical articles

In consultation with the instructor, each student will prepare and present a 15-20 minute summary and critique of two selected empirical articles connected with the day’s topic and readings. The purpose is to provide students with the opportunity to read, critically analyze, and present particular work of interest, expanding the range of ideas and readings covered in the course. Outside readings should be specific empirical works that are related to the week’s topic and readings. Some recommended readings are listed (marked with Ο – open circle) on the course schedule, but students are encouraged to browse the major journals in population studies and related areas (including Demography; Population & Development Review; Journal of Marriage and Family; International Migration Review; Journal of Health and Social Behavior). Students will be expected to choose a topic and presentation date by the third week of class and are expected to submit the bibliographic information and links to their selected articles to the instructor for review and approval at least 72 hours before their assigned presentation day.

Presentations should summarize key points and discuss the methods, design, and conclusions of the research. The critique should draw on class readings: How does this reading connect with other readings and concepts that we have covered? What does it specifically contribute to our understanding of population issues and the specific topic of discussion? The presentation is worth up to 30 points.

III. Leading class discussion

Students will be expected to lead class discussion on the week’s assigned readings. Depending on class enrollment, each student will be expected to lead class discussion 1-2 times during the semester. First-year students will have the option of leading discussion in pairs. In the second week, students will select the date(s) and topic(s) for the class session(s) that they will lead. Leading class discussion should include developing an outline of the main points of the week’s readings – theoretical perspectives, methods, findings – to be distributed and covered in class, and preparing 3-4 specific discussion questions that should be submitted to the instructor no later than 8:00 pm on the Tuesday before class. Leading class discussion provides students with the experience of informally taking a leadership role in the classroom and in scholarly discussion.

Project

The term project may be a proposal for a substantive research project, or a critical literature review on some aspect of population issues, broadly defined. The specific topic and project should be developed in consultation with the instructor. Other project options (such as writing an original, new empirical paper) are possible but must be approved in advance by the instructor. All work must be original and new — recycled or revised work from other courses or projects is not allowed and will not be accepted. If you are unsure or if you have a work in progress that you want to develop further, you should come see me as early as possible in the semester; any such work must be explicitly discussed with and approved by the instructor no later than September 28.

Proposal

The proposal should use the standard NIH or similar format, with the following sections:

1) Significant Aims (2 page summary of your project).

2) Introduction – include statement of the problem, specific research questions (and hypotheses), and rationale for studying the problem.

3) Literature review – provide a review of the existing conceptual and empirical work in the area, including critique. What gaps are in the existing research? This review should be focused on your particular topic and research questions.

4) Research design – describe the data, methods, and design of your proposed research project, including data collection, sampling, and measurement issues. Be sure to discuss potential strengths and weaknesses of your approach.

5) Reference list – should include at least 12 references.

The proposal will be evaluated based on its integration of key conceptual material from the course, the depth and breadth of the review of existing research, and the clarity and soundness of the proposed study. Strong proposals should provide a critical review of existing research (identifying significant gaps and how the proposed research will address them) and should represent a sound, creative, and original contribution.

Literature Review Essay

Alternatively, your project may consist of a critical literature review essay on a topic related to some aspect of population issues, broadly defined. The review should focus on a particular conceptual area or research topic, provide a critical discussion of the existing research, and identify several specific gaps in the existing work and suggestions for future study. The review essay should be organized with the following sections:

1) Introduction – state your key questions, topics, or themes that you will focus on. Explain the rationale for or significance of your review. Describe the scope of your review.

2) Themes – your essay should be organized around 3-4 central concepts or themes, with each representing a major substantive section of your essay. Use clear section headings, and subsection headings if appropriate, to help organize themes in your essay. You should group your readings by theme, and summarize the key concepts and findings within each thematic area.

3) Discussion and Conclusion – should discuss the strengths and weaknesses of the existing research. Be sure to describe specific gaps and provide specific suggestions for future research.

4) Reference list – Your review should include at least 18 references.

Project Format, Presentation, and Deadlines

For either type of project, your paper should be double-spaced, in 12-point font, with one inch margins (top/bottom and sides). The paper should be 16-20 pages in length, not counting the reference list and any appendices. Reference lists and in-text citations should use a standard format (e.g., APA, Chicago style). Example proposals and essays will be featured and discussed in class.

A professional appearance is expected, including spell-checking, a clean cover page (with name, course, title of project, and date), and proofreading.

Three intermediate steps are required as part of the project in order to keep you on schedule, to receive feedback along the way, and to stimulate in-class discussion of projects.

A preliminary plan of 1-2 pages is due in class on September 28. You should bring enough copies to distribute to each student in class and to the instructor. We will spend some time in class commenting on each other’s preliminary plans. All project plans must be approved by the instructor before October 1.
A midterm draft of 7-10 pages is due on October 19.
The last week of class (or 2 weeks, if necessary, depending on enrollment) will be devoted to in-class, oral presentations of student projects. Each student will have 15-20 minutes to present their work to the class (plus 5-10 minutes for Q&A and discussion). The presentation should include Power Point slides and will be evaluated based on the quality of the oral and visual presentation. The oral presentation is designed to provide you with experience in presenting your work in a concise and professional manner. It also provides the opportunity to share your work and solicit feedback from your classmates. Students will have one week after the presentation to revise, finish, and submit their final papers.
The final version of the paper is due no later than 11:59 pm on December 12 [note: extended deadline].

** Any extensions of deadlines must be discussed and approved in advance, except in the case of a serious, documented circumstance outside of your control.

Participation

Students are expected to attend and actively participate in each class session. In a small graduate seminar, both your individual success and the value of the course for the group are strongly based on the weekly discussion, inquiry, and exchange of ideas that occurs in the classroom. Maintaining an open, respectful environment in which students feel comfortable participating and contributing to the class discussion is also an important part of the course.

You are expected to complete the assigned readings for each week and come prepared to discuss the readings. Absences will be excused in the case of serious illness or other circumstance beyond the student’s control (see discussion of UF policy below); it is the student’s responsibility to get the notes and announcements from the instructor and classmates for any missed class.

A class participation grade of up to 20 points is designed to encourage regular preparation (critical reading of assigned material) and active, consistent participation in the course. A participation grade will be given for each class session except for the first class meeting.

Full points (~1.5 points per class; 14 classes, drop lowest) can be earned by making active, thoughtful and cogent contributions to discussion and submitting strong discussion questions that reflect having prepared for class by completing the readings for that day.
Making few contributions or contributing in ways that do not clearly demonstrate preparation and reading (in class and in discussion questions) will be assessed 1 point.
Attending without actively contributing to class discussion or submitting discussion questions without attending class will be assessed .5 point.
Unexcused absences will be marked with zero points. Participation points will be posted within one week of each class.

Feel free to talk with me if you have any questions about participation grades; any concerns with regard to specific point assessments must be resolved within 2 weeks of the particular class session.

Excused absences are defined by UF policy. You should inform me via email if you will be absent, and bring in written documentation of excused absences in advance, when possible (e.g., university activities), or within one week of the absence. Acceptable reasons for excused absences according to UF policy include illness, religious holidays, and university activities (https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx). I will also excuse an absence related to presentation at an academic conference, but you must inform me at least 2 weeks in advance (earlier if possible).

Course Grading

Project

Preliminary plan — 1-2 pages (due Sept. 28) 15 points

Midterm draft — 7-10 pages (due Oct. 19) 45 points

Final paper/proposal — 16-20 pages (due Dec. 12) 140 points

Oral presentation of project — 15-20 min.

(Nov. 30/Dec. 7) 40 points

Reaction essays (11, drop 1)

each 1-3 pages, double-spaced; 80 points

In-Class Presentation on Outside/Recommended Reading 30 points

Leading class discussion 30 points

Participation + Discussion Questions 20 points

TOTAL 400 points

Course Policies

Academic Honesty
All students registered at the University of Florida have agreed to comply with the following statement: “I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University.”
In addition, on all work submitted for credit the following pledge is either required or implied: “On my honor I have neither given nor received unauthorized aid in doing this assignment.”

All course work, including written assignments and exams, must be your original and individual work. Any cheating or plagiarism, including copying of on-line materials without clear attribution, will result in a failing grade and disciplinary action. You are responsible for keeping back-up copies of all written work.

Accommodations for Students with Disabilities
Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation. Contact the Disability Resources Center (http://www.dso.ufl.edu/drc/) for information about available resources for students with disabilities.

Counseling and Mental Health Resources
Students facing difficulties completing the course or who are in need of counseling or urgent help should call the Counseling and Wellness Center (352-392-1575;http://www.counseling.ufl.edu/cwc/).

On-Line Evaluation

Students are expected to provide feedback on the quality of instruction in the course by completing online evaluations at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three weeks of the semester, but students will be given specific times when they are open. Summary results are available to students at https://evaluations.ufl.edu/results/.

Course Schedule

Aug. 24 Introductions, Syllabus, Objectives, Plans

Aug. 31 Introduction to Population – Overall population size, changes over time, components

of growth; discuss examples of population-related research + country comparisons

Sept. 7 Assessing Population Growth and Its Implications — Malthus, Marx, and Beyond

Sept. 14 Sources of population data — census, surveys, historical records, ethnography

Methods, strengths and weaknesses, where to find data, interpretation

Sept. 21 Population composition and diversity — measurement, trends, concerns

Diversity by race-ethnicity, gender, age, socio-economic status, sexualities, etc.

Sept. 28 Mortality — measures, trends and historical patterns, causes

- - Preliminary project plan due

Oct. 5 Mortality, Health, Disability — differentials, predictors and risk factors

Oct. 12 Households, Families, Marriage — trends, variations

Fertility — measures, trends, historical patterns

Oct. 19 Fertility — proximate determinants, contemporary predictors and trends, variations

- - Midterm draft of project due

Oct. 26 Migration — measures, trends, policies, concerns

Nov. 2 Social, economic and policy concerns I – Urbanization, segregation; poverty, health disparities, inequalities; education, child outcomes; population aging

Nov. 9 Social, economic and policy concerns II – economic development, health, reproductive issues, inequalities, instability, migration, diversity

Nov. 16 Ecological concerns — growth (too much, too little, whose), consumption, land use and economic development, food and agriculture, sustainability, climate change

Nov. 23 HOLIDAY

Nov. 30 Student presentations

Dec. 7 Student presentations

- - Final project due December 9

Required Readings

Articles/Chapters � Course readings will include journal articles available for free on the internet and photocopied materials or books available through UF Library Reserves or directly from me. This will be discussed in the first week of class and the details will be announced shortly thereafter.

Abbreviations and Symbols:

� Required.

o Recommended

Course Outline — Topics and Readings

Aug. 24 Introduction – discussion of syllabus, interests, objectives, plans; outline and readings

Aug. 31 Introduction to Population – Overall population size, changes over time, components of growth; discuss examples of population-related research + country comparisons

Weekly writing for August 31 (2 paragraphs – 1-2 pages, to be submitted here in Canvas; bring the table as hard copy to class, and come prepared to discuss):

Empirical article commentary

Choose an empirical article on some aspect of population or demographic processes that you find interesting or important from one of the following journals: Demography; Population & Development Review; Journal of Marriage and Family; International Migration Review; Journal of Health and Social Behavior; Social Science & Medicine.

Write a paragraph on your article that discusses the following: (a) briefly summarize its research questions, methods, and main findings; (b) discuss why you chose this reading � what specifically do you find important or compelling about this article? Why do you think it is important or striking?

Compare data for 4 countries

Look over the information presented in the Population Reference Bureau’s 2015 World Population Data Sheet.

http://www.prb.org/pdf15/2015-world-population-data-sheet_eng.pdf (Links to an external site.)

Select 4 countries, each in a different region, and create a table that includes the following data: population in 2015, births per 1000, deaths per 1000, net migration per 1000, % over 65, life expectancy + 2 other indicators]

Write a paragraph in which you compare and contrast your 4 selected countries with regard to their demographic characteristics. Bring the table as hard copy to class, and come prepared to discuss.

Readings:

� Population Reference Bureau. 2015 World Population Data Sheet.

http://www.prb.org/pdf15/2015-world-population-data-sheet_eng.pdf

UPDATED:

Population Reference Bureau. 2016 World Population Data Sheet.

http://www.prb.org/pdf16/prb-wpds2016-web-2016.pdf

� Joseph McFalls. 2007. Population: A Lively Introduction. Population Reference Bureau.

http://www.prb.org/Publications/Reports/2007/PopulationALivelyIntroduction.aspx

� Ansley J. Coale. 1974. The history of the human population. Scientific American, 231, 40-51. http://www.nature.com/scientificamerican/journal/v231/n3/pdf/scientificamerican0974-40.pdf [must access from within UF]

o Recommended — skim the other articles in this issue of Scientific American for an interesting view of population thought in 1974 http://www.nature.com/scientificamerican/journal/v231/n3/index.html

Sept. 7 Assessing Population Growth and Its Implications — Malthus, Marx, and Beyond

Weekly writing for September 7 (2 paragraphs – 1-2 pages, to be submitted here in Canvas:

Your reaction essay should summarize the key points in the readings, paying attention to the different perspectives on

– the causes of demographic transition

– the consequences of population change and growth

Consider the following questions, and come prepared to class ready to dicuss:

– In what ways is growth good? In what ways is it problematic? In what ways have debates about growth also been connected with questions about whose growth is evaluated positively or negatively? What have been the consequences of defining population growth as a problem (or crisis)?

** Be sure to also submit your discussion questions to the Discussion Board in Canvas

by 10:00 pm on Tuesday, September 6.

Readings:

Lundquist, J.H., Anderton, D.L., & Yaukey, D. 2015. Demography: The Study of Human Population. Waveland Press. Read chapter 3, “Population Growth,” pp. 47-84. ** ON RESERVE IN LIBRARY WEST ** Chapter is available as a pdf file � see the link in Canvas under “Week 3”
Rehrer, David S. 2011. “Economic and Social Implications of the Demographic Transition.”Population and Development Review 37 (supplement): 11-33. ** AVAILABLE ONLINE THROUGH uflib.ufl.edu
Coleman, David, & Rowthorne, Robert. 2011. “Who’s Afraid of Population Decline? A Critical Examination of Its Consequences.” Population and Development Review 37 (supplement): 217-248. ** AVAILABLE ONLINE THROUGH uflib.ufl.edu
U.N. Population Division. 2015. World Population Prospects, 2015 Revision.

– Read the summary: http://www.un.org/en/development/desa/publications/world-population-prospects-2015-revision.html (Links to an external site.)
– Skim pp. 1-11 of the full report, note the key ideas: https://esa.un.org/unpd/wpp/Publications/Files/Key_Findings_WPP_2015.pdf (Links to an external site.)

Other recommended readings (not required):

Feng, Wang. 2011. “The Future of a Demographic Overachiever: Long-Term Implications of the Demographic Transition in China.” Population and Development Review 37 (supplement):173-190.

Lam, David. 2011. “How the World Survived the Population Bomb: Lessons from 50 Years of Extraordinary Demographic History.” Demography 48: 1231-1261.

Livi-Bacci, Massimo. 1992. A Concise History of World Population. Oxford: Basil Blackwell.

Malthus, T. R. 1798. An Essay on the Principles of Population.

Boserup, E. 1983. “The impact of scarcity and plenty on development.” The Journal of Interdisciplinary History 14: 383-407.

Cohen, J. 1995. How Many People Can the Earth Support? New York: Norton.

[*See also the comprehensive reference list for chapter 3 of the Demography text]

Sept. 14 Sources of population data � census, surveys, historical records, ethnography

Methods, strengths and weaknesses, where to find data, interpretation

Weekly writing for September 14 (~2-3 paragraphs – 1-2 pages, to be submitted in Canvas:

Your reaction essay should summarize the key points in the readings, paying attention to what kinds of data are collected with each method; the strengths and weaknesses of different data sources; the kinds of research questions that can be asked and answered with different data sources.

** Be sure to also submit your discussion questions to the Discussion Board in Canvas

by 10:00 pm on Tuesday, September 13.

Readings: [required readings are starred and highlighted below; others are recommended only, not required]

Census, ACS

* Anderson, M. 2010. The Census and federal statistical system: Historical perspectives. The Annals of the American Academy of Political and Social Science, 631, 152-162. http://ann.sagepub.com/content/631/1/152.full.pdf+html

Carl, J. D. 2012. �History and Science of the Census.� Chapter 1 in A Short Introduction to the U.S. Census (pp. 1-16). Boston: Pearson.

Mather, M., Rivers, K. L., & Jacobsen, L. A. (2005). The American Community Survey. Population Bulletin, vol. 60, no. 3.

U.S. Census Bureau. 2009. A Compass for Understanding and Using American Community Survey Data: What Researchers Need to Know. Washington, DC: U.S. Government Printing Office. https://www.census.gov/content/dam/Census/library/publications/2009/acs/ACSResearch.pdf

Berman, R. 2015, June 9. �Republicans Try to Curtail the Census: The GOP backs legislation that would make the American Community Survey effectively voluntary.� The Atlantic. http://www.theatlantic.com/politics/archive/2015/06/republicans-try-to-rein-in-the-census-bureau/395210/

Population Registries

* Coleman, D. 2013. The twilight of the census. Population and Development Review, 38, 334-351. http://onlinelibrary.wiley.com/doi/10.1111/j.1728-4457.2013.00568.x/epdf

Surveys

* Joyner, K., Peters, H. E., Hynes, K., Sikora, A., Taber, J. R., et al. 2012. �The quality of male fertility data in major U.S. surveys.� Demography, 49.1, 101-124. [NSFG + other US surveys]

http://link.springer.com/journal/13524/49/1/page/1 [link to table of contents � then click on the article to get the pdf file]

Pampel, Fred. 2008. �Tobacco use in sub-Saharan Africa: Estimates from the Demographic Health Surveys.� Social Science & Medicine, 66.8, 1772-1783. [DHS]

Vikat, Andres, Speder, Zsolt, Beets, Gijs, Billari, Francesco C., Buhler, Christoph, et al. 2007. �Generations and Gender Survey (GGS): Toward a better understanding of relationships and processes in the life course.� Demographic Research, 17, 389-440. [GGS]

Tilley, James. 2002. �Is youth a better predictor of sociopolitical values than is nationality?� The Annals of the American Academy of Political and Social Science, Vol. 580, Early Adulthood in Cross-National Perspective, pp. 226-256. [WVS]

Mixed Methods/Qualitative

* Schatz, E., & Williams, J. 2012. �Measuring gender and reproductive health in Africa using demographic and health surveys: The need for mixed-method research.� Culture, Health & Sexuality, 14.7, 811-826. [DHS + mixed-methods] http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&sid=85443201-e600-4dc8-b2aa-037971ec734a%40sessionmgr4010&hid=4212

Schatz, E. 2012. �Rationale and procedures for nesting semi-structured interviews in surveys or censuses. Population Studies, 66, 183-195.

Price, N., & Hawkins, K. 2002. �Researching sexual and reproductive behaviour: A peer ethnographic approach.� Social Science and Medicine, 55, 1325-1336.

Royster, M. O., Richmond, A., Eng, E., & Margolis, L. 2006. �Hey brother, how�s your health? A focus group analysis of the health and health-related concerns of African American men in a Southern city in the United States. Men and Masculinities, 8, 389-404.

General Overview

Lundquist, J. H., Anderton, D. L., & Yaukey, D. 2015. �Demographic Data.� Chapter 2 in Demography: The Study of Human Population, 4^th ed. Long Grove, IL: Waveland Press. (pp. 19-46. [recommended – concise overview]

Sept. 21 Population composition and diversity � measurement, trends, concerns

Diversity by race-ethnicity, gender, age, socio-economic status, sexualities, etc.

Weekly writing for September 21 (~2-3 paragraphs – 1-2 pages, to be submitted in Canvas:

Your reaction essay should summarize the key points in the readings, paying attention to how the population of the U.S. has changed over time; how different dimensions of diversity have been defined and measured; the strengths and weaknesses of different measures and definitions; the kinds of research questions that can be asked and answered with different data sources.

** Be sure to also submit your discussion questions to the Discussion Board in Canvas

by 10:00 pm on Tuesday, September 20.

Readings: [required readings are starred and highlighted below; others are recommended only, not required]

Race-Ethnicity � Diversity in the U.S. and Issues of Measurement

* Feliciano, C. 2005. �Educational selectivity in U.S. immigration: How do immigrants compare to those left behind?� Demography, 42, 131-152.

* Vargas, N. & Kingsbury, J. 2016. �Racial identity contestation: Mapping and measuring racial boundaries. Sociology Compass, 10/8, 718-729.

Snipp, C. M. 2003. �Racial measurement in the American Census: Past practices and implications for the future.� Annual Review of Sociology, 29, 563-588.

Saperstein, A., & Penner, A. M. 2012. �Racial fluidity and inequality in the United States.� American Journal of Sociology, 118, 676-727.

Zuberi, T. 2000. �Deracializing social statistics: Problems in the quantification of race.� The Annals of the American Academy of Political and Social Science, 568, 172-185.

Zuberi, T. 2001. �The Population Dynamics of the Changing Color Line.� In E. Anderson & D. Massey, Problem of the Century: Racial Stratification in the United States (pp. 145-167). New York: Russell Sage Foundation.

Zuberi, T., & Bonilla-Silva, E. (Eds.). 2008. White Logic, White Methods: Racism and Methodology. Lanham, MD: Rowman & Littlefield.

Zuberu, T. 2001. Thicker Than Blood: How Racial Statistics Lie. Minneapolis: University of Minnesota Press.

Age Composition, Measurement, and Interpretations

* Uhlenberg, P. 2013. �Demography is not destiny: The challenges and opportunities of global population aging.� Generations, 1, 12-18.

Hill, M. E., Preston, S. H., Elo, E. T., & Rosenwaike, I. 1997. Age-linked institutions and age reporting among older African Americans. Social Forces, 75, 1007-1030.

Coale, A. J., & Kisker, E. E. 1986. Mortality crossovers: Reality or bad data? Population Studies, 40, 389-401.

Sex, Gender, Sexualities: Composition, Measurement, and Interpretations

* Gates, G. J. September 2010. Same-Sex Couples in US Census Bureau Data: Who Gets Counted and Why. Los Angeles, CA: The Williams Institute, UCLA. https://escholarship.org/uc/item/94w3q43m

* Gates, G. J. April 2011. How Many People Are Lesbian, Gay, Bisexual, and Transgender? Los Angeles, CA: The Williams Institute, UCLA. https://escholarship.org/uc/item/09h684x2

Gates, G. J., & Cooke, A. M. September 2011. United States: Census Snapshot: 2010. Los Angeles, CA: The Williams Institute, UCLA. https://escholarship.org/uc/item/4j23r1rx

Gates, G. J., & Ost, J. 2004. The Gay & Lesbian Atlas. Washington, DC: The Urban Institute Press.

Harris, B. C. 2015. Likely Transgender Individuals in U.S. Federal Administrative Records and the 2010 Census. Center for Administrative Records Research and Applications Working Paper #2015-03. Washington, DC: U.S. Census Bureau.

General Overview

Carl, J. D. 2012. A Short Introduction to the U.S. Census. Boston, MA: Pearson. See chapters 3 (�Issues of Race,� pp. 33-50), 4 (�Demographic Changes in America � Gender,� pp. 51-66), and 5 (�Demographic Changes in America � Aging,� pp. 67-78).

Lundquist, J. H., Anderton, D. L., & Yaukey, D. 2015. Demography: The Study of Human Population, 4^th ed. Long Grove, IL: Waveland Press. See chapters 4 (�Age and Sex Structure,� pp. 93-144) and 11 (�Population Diversity,� pp. 405-448).

Sept. 28 Mortality � measures, trends and historical patterns, causes

- - Preliminary project plan due
  - NO reaction essay due!

Ouellete, N., Barbieri, M., & Wilmoth, J.R. 2014. Period-based mortality change: Turning points in trends since 1950. Population and Development Review, 40, 77-106.

Riley, J. C. 2005. The timing and pace of health transitions around the world. Population and Development Review, 31, 741-764.

Salomon, J. C., & Murray, C. J. L. 2002. The Epidemiologic Transition revisited. Population and Development Review, 28, 205-228.

Recommended:

Fogel, R. W. 2004. Changes in the process of aging during the twentieth century: Findings and procedures of the Early Indicators project. Population and Development Review, 30 (suppl.), 19-47.

Preston, S. H., Glei, D. A., & Wilmoth, J. R. 2010. Contributions of smoking to international differences in life expectancy. In E. M. Crimmins, S. H. Preston, & B. Cohen (eds.), International Differences in Mortality at Older Ages: Dimensions and Sources. Washington, DC: National Academies Press, pp. 105-131.

Oct. 5 Mortality, Health, Disability � differentials, predictors and risk factors

Weekly writing for October 5 (~2-3 paragraphs – 1-2 pages, to be submitted in Canvas:

Your reaction essay should summarize the key points in the readings, paying attention to the patterns in less developed countries and in more developed countries, including differentials in health and mortality related to social conditions and variables. I encourage you to also make connections, where appropriate, with last week’s readings.

** Be sure to also submit your discussion questions to the Discussion Board in Canvas by 10:00 pm on Tuesday, October 4.

Less Developed Regions:

Kuhn, R. 2010. Routes to low mortality in poor countries revisited. Population and Development Review, 36, 655-692.

de Walque, D., & Filmer, D. 2013. Trends and socioeconomic gradients in adult mortality around the developing world. Population and Development Review, 39, 1-29.

More Developed Regions:

Phelan, J. C., Link, B. G., & Tehranifar, P. 2010. Social conditions as fundamental causes of health inequalities: Theory, evidence, and policy implications. Journal of Health and Social Behavior, 51 (supplement), S28-S40.

Case, A., & Paxson, C. 2005. Sex differences in morbidity and mortality. Demography, 42, 189-214.

Hayward, M. D., Hummer, R. A., & Sasson, I. 2015. Trends and group differences in the association between educational attainment and U.S. adult mortality: Implications for understanding education�s causal influence. Social Science & Medicine, 127, 8-18.

Recommended (presentations):

Henretta, J. C. 2007. Early Childbearing, Marital Status, and Women�s Health and Mortality after Age 50. Journal of Health and Social Behavior, 48, 254�266.

Caputo, J., Pavalko, E. K., & Hardy, M. A. (2016). The Long-Term Effects of Caregiving on Women’s Health and Mortality. Journal of Marriage and Family, 78, 1382-98.

Hansen, H., Bourgois, P., & Drucker, E. 2014. Pathologizing poverty: New forms of diagnosis, disability, and structural stigma under welfare reform. Social Science & Medicine, 103, 76-83.

Hatzenbuehler M. L., Bellatorre, A., Lee, Y., Finch, B. K., Muennig, P., Fiscella, K. 2014. Structural stigma and all-cause mortality in sexual minority populations. Social Science & Medicine, 103, 33-41.

Recommended:

Montez, J. K., & Hayward, M. D. 2014. Cumulative childhood adversity, educational attainment, and active life expectancy among U.S. adults. Demography, 51, 413-435.

Hayward, M. D., & Gorman, B. K. 2004. The long arm of childhood: The influence of early-life social conditions on men�s mortality. Demography, 41, 87-107.

Mehta, N. K., & Chang, V. W. 2011. Secular declines in the association between obesity and mortality in the United States. Population and Development Review, 37, 435-451.

Ho, J. Y., & Preston, S. H. 2010. U.S. mortality in an international context: Age variations. Population and Development Review, 36, 749-773.

Oct. 12 Households, Families, Marriage � trends, variations

Fertility � measures, trends, historical patterns

Weekly writing for October 12 (~2-3 paragraphs – 1-2 pages), to be submitted in Canvas:

Your reaction essay should summarize the key points in the readings, paying attention to variations in household, marriage, and family patterns, changing trends, and correlates.

You are assigned 4 required readings. There are 3 articles that everyone should read, and then the 4th required reading varies – I have chosen 3 readings, and then split them up among you. Please come ready to discuss your reading in class on Wednesday.

** Be sure to also submit your discussion questions to the Discussion Board in Canvas by 10:00 pm on Tuesday, October 11.

** In general, I encourage the habit of listing the bibliographic information for the articles that you are writing about and citing. This will be especially important this week since you won’t all be reading the same articles. Please include a bibliography of your readings.

Required Readings: [all]

Lesthaeghe, R. 2010. The unfolding story of the Second Demographic Transition. Population and Development Review, 36, 211-251.

Chamie, J., & Mirkin, B. 2011. Same-sex marriage: A new social phenomenon. Population and Development Review, 37, 529�551.

Goldscheider, F., Bernhardt, E., & Lappegard, T. 2015. The gender revolution: A framework for understanding family and demographic behavior. Population and Development Review, 41, 207-239.

David, Stephanie, Steffany, Ryan: Esteve, A., Lesthaeghe, R., & Lopez-Gay, A. 2012. The Latin American cohabitation boom, 1970-2007. Population and Development Review, 38, 55-81.

Enes, Dion, Sara, James: Perelli-Harris, B., & Gerber, T. P. 2011. Nonmarital childbearing in Russia: Second Demographic Transition or Pattern of disadvantage? Demography, 48, 317-342.

Kara, Tolga, Eli, Kirsten: Choe, M. K., Bumpass, L. L., Tsuya, N. O., & Rindfuss, R. R. 2014. Nontraditional family-related attitudes in Japan: Macro and micro determinants. Population and Development Review, 40, 241-271.

Recommended:

Schwartz, C. R., & Mare, R. D. 2012. The proximate determinants of educational homogamy: The effects of first marriage, marital dissolution, remarriage, and educational upgrading. Demography, 49, 929-650.

Killewald, A. 2016. Money, work, and marital stability: Assessing change in the gendered determinants of divorce. American Sociological Review, 81, 696-719.

Cherlin, A. J., Ribar, D. C., & Yasutake, S. 2016. Nonmarital first births, marriage, and income inequality. American Sociological Review, 81, 749-770.

Qian, Z., & Lichter, D. T. 2007. �Social Boundaries and Marital Assimilation: Interpreting Trends in Racial and Ethnic Intermarriage.� American Sociological Review, 72, 68�94.

Lichter, D. T., Brown, J. B., Qian, Z., & Carmalt, J. H. 2007. �Marital Assimilation Among Hispanics: Evidence of Declining Cultural and Economic Incorporation?� Social Science Quarterly, 88, 745�65.

Oct. 19 Fertility � proximate determinants, contemporary predictors and trends,

variations

- - Midterm draft of project due

No reaction essay due.

Bongaarts, J., & Potter, R. G. 1983. Fertility, Biology, and Behavior: An Analysis of the Proximate Determinants. New York: Academic Press. Read chapter 1 (pp. 1-20). Skim chapters 2 & 3.

[book on reserve in Library West; available on google books, or see me]

Stover, J. 1998. Revising the proximate determinants of fertility framework: What have we learned in the past 20 years? Studies in Family Planning, 29, 255-267.

Cherlin, A., Cumberworth, E., & Morgan, S. P. 2013. The effects of the Great Recession on family structure and fertility. Annals of the American Academy of Political and Social Science, 650, 214-231.

Recommended:

Hayford, S. R., & Guzzo, K. B. 2016. Fifty years of unintended births: Education gradients in unintended fertility in the U.S., 1960-2013. Population and Development Review, 42, 313-341.

Hayford, S. R., Guzzo, K. B., & Smock, P. J. 2014. The decoupling of marriage and parenthood? Trends in the timing of marital first births, 1945-2002. Journal of Marriage and Family, 76, 520-538.

Guzzo, K. B. 2014. New partners, new kids: Multiple-partner fertility in the United States. Annals of the American Academy of Political and Social Science, 654, 66-86.

Rindfuss, R. R., & Choe, M. K. 2016. Low fertility, institutions, and their policies: Variations across industrialized countries. Springer. [in Library West]

Rindfuss, R. R., & Choe, M. K. 2015. Low and lower fertility: Variations across Developed Countries. Springer. [not yet available at Library West]

McQuillan, J., Greil, A. L., Shreffler, K. M., & Bedrous, A. V. 2015. The importance of motherhood and fertility intentions among U.S. women. Sociological Perspectives, 58, 20-35.

Oct. 26 Migration � measures, trends, policies, concerns

Brown, S., & Bean, F. D. 2006. �International Migration.� Chapter 12 in D. Poston and M. Micklin (Eds.), Handbook of Population. New York: Springer. (pp. 347-382).

White, M. J., & Lindstrom, D. P. 2005. �Internal Migration.� Chapter 11 in D. Poston and M. Micklin (Eds.), Handbook of Population. New York: Springer. (pp. 311-346).

Bell, M., Charles-Edwards, E., Ueffling, P., et al. 2015. Internal migration and development: Comparing migration intensities around the world. Population and Development Review, 41, 33-58.

Massey, D. S., & Pren, K. A. 2012. Unintended consequences of U.S. immigration policy: Explaining the post-1965 surge from Latin America. Population and Development Review, 38, 1-29.

Recommended:

Coleman, D. 2006. Immigration and ethnic change in low-fertility countries: A Third Demographic Transition. Population and Development Review, 32, 401-446.

Pecoraro, M., & Ruedin, D. 2016. A foreigner who does not steal my job: The role of unemployment risk and values in attitudes toward equal opportunities. International Migration Review, 50, 628-666.

Stevens, G. 2015. Trajectories of English acquisition among foreign-born Spanish-language children in the United States. International Migration Review, 49, 981-1000.

Hagan, J., Eschbach, K., & Rodriguez, N. 2008. US deportation policy, family separation, and circular migration. International Migration Review, 42(1), 64-88.

Kahanec, M., Zaiceva, A., & Zimmermann, K. F. 2009. Lessons from migration after EU enlargement. In EU labor markets after post-enlargement migration (pp. 3-45). Springer Berlin Heidelberg.

NOTE: The last three sessions before Thanksgiving (and before student presentations) are deliberately designed to allow for student input in deciding on topics and readings. Please do email me or drop by with your suggestions or preferences.

Nov. 2 Social, economic and policy concerns I � Segregation, inequalities, poverty, incarceration, homelessness

Grigoreyeva, A., & Ruef, M. 2015. The historical demography of racial segregation. American Sociological Review, 80, 814-842.

Owens, A. 2016. Inequality in children�s contexts: Income segregation of households with and without children. American Sociological Review, 81, 549-574.

Wildeman, C. 2014. Parental incarceration, child homelessness, and the invisible consequences of mass imprisonment. Annals of the American Academy of Political and Social Science, 651, 74-96.

Moffitt, R. A. 2015. The deserving poor, the family, and the U.S. welfare system. Demography, 52, 729-749.

Recommended:

Desmond, M., & Shollenberger, T. 2015. Forced displacement from rental housing: Prevalence and neighborhood consequences. Demography, 52, 1751-1772.

Muller, C., & Wildeman, C. 2016. Geographic variation in the cumulative risk of imprisonment and parental imprisonment in the United States. Demography, 53, 1499-1509.

Khanam, R., & Nghiem, S. 2016. Family income and child cognitive and noncognitive development in Australia: Does money matter? Demography, 53, 597-621.

Desmond, M. 2012. Eviction and the reproduction of urban poverty. American Journal of Sociology, 118, 88-133.

Sharley, P. 2014. Spatial segmentation and the black middle class. American Journal of Sociology, 119, 903-954.

Demeny, P. 2012. Geopolitical aspects of population in the twenty‐first century. Population and Development Review, 38, 685-705.

Archives. �Karl Kautsky on Socialism and Population Increase.� 2016. Population and Development Review, 42, 561-564.

Nov. 9 Social, economic and policy concerns II � food and sustainability, aging and population loss, economic development, health, reproductive issues, inequalities, instability, migration, diversity

Wu, Z., & Schimmele, C. M. 2005. Food insufficiency and depression. Sociological Perspectives, 48, 481-504.

Wu, S. H., Ho, C. T., Nah, S. L., & Chau, C. F. 2014. Global hunger: a challenge to agricultural, food, and nutritional sciences. Critical reviews in food science and nutrition, 54, 151-162.

Oliver, M. 2015. Population ageing and economic growth in Japan. International Journal of Sociology and Social Policy, 35, 841-863.

Wirth, P., Elis, V., Muller, B., & Yamamoto, K. 2016. Peripheralisation of small towns in Germany and Japan � Dealing with economic decline and population loss. Journal of Rural Studies, 47, 62-75.

Recommended:

Aranda, E. M. 2003. Global care work and gendered constraints: The case of Puerto Rican transmigrants. Gender and Society, 17, 609-626.

Ebert, K., & Ovink, S. M. 2014. Anti-immigrant ordinances and discrimination in new and established destinations. American Behavioral Scientist, 58, 1784-1804.

Blau, F., & Kahn, L. 2013. Female labor supply: Why is the United States falling behind? The American Economic Review, 103, 251-256.

Dority, B., McGarvey, M., & Kennedy, P. 2010. Marketing foods and beverages in schools: The effect of school food policy on students’ overweight measures. Journal of Public Policy & Marketing, 29, 204-218.

Nov. 16 Ecological concerns � growth (too much, too little, whose), consumption, land use and economic development, food and agriculture, sustainability, climate change

McNeill, J. R. 2006. Population and the natural environment: Trends and challenges. Population and Development Review, 32 (S1), 183-201.

McKinney, L. 2014. Gender, democracy, development, and overshoot: A cross-national analysis. Population and Environment, 36, 193-218.

Hunter, L., & Nawrotzki, R. Migration and the environment. Chapter 12 in International Handbook of Migration and Population Distribution. (Volume 6), 465-484.

York, R., Rosa, E. A., & Dietz, T. 2004. The ecological footprint intensity of national economies. Journal of Industrial Ecology, 8, 139-154.

Recommended:

Nawrotzki, R., Hunter, L., Runfola, D., & Riosmena, F. 2016. Climate change as migration driver from rural and urban Mexico. Environmental Research Letters, 10, 1-9.

He, C., Pan, F., & Yan, Y. 2012. Is economic transition harmful to China�s urban environment? Evidence from industrial air pollution in Chinese cities. Urban Studies, 49, 1767-1790.

Winkler, R. 2013. Living on lakes: Segregated communities and inequality in a natural amenity destination. The Sociological Quarterly, 54, 105-129.

Nov. 23 � HOLIDAY

Nov. 30 Student presentations

Dec. 7 Student presentations

� Final project due December 12

Recommended books � good overviews of population issues (on reserve in UF Library):

Lundquist, J. H., Anderton, D. L., & Yaukey, D. 2015. Demography: The Study of Human Population, 4^th ed. Long Grove, IL: Waveland Press.

Carl, J. D. 2012. A Short Introduction to the U.S. Census. Boston: Pearson.

Preston, S. H., Heuveline, P., & Guillot, M. 2001. Demography: Measuring and Modeling Population Processes. Oxford, UK: Blackwell.

Weeks, J. R. 2008. Population: An Introduction to Concepts and Issues, 10^th ed. Belmont, CA: Thomson Wadsworth. [10^th edition is available on reserve; textbook is now in 12 edition, 2015]