Demography - American Sociological Association

Syllabi and Instructional
Material in Demography
Edited by
Rebecca Nees
University of Oklahoma
and
Loretta Bass
University of Oklahoma

ASA Resource Materials for Teaching
The ASA Teaching Resource Center encourages the production of course syllabi sets and other
instructional materials. There resources are published by the American Sociology Association to
advance the teaching of sociology in secondary and higher education.
Copyright 2003
American Sociology Association
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Washington, DC 20005
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apap@asanet.org

Acknowledgements:
This collection would not have been possible without the generous responses of colleagues who
sent their syllabi and class exercises in response to the call for materials.
In addition to those who contributed their course plans, others contributed in less visible but still
very important ways. Rebecca’s new husband, Anthony Powell, provided needed support and
peace while Rebecca spent days typing. Loretta’s family slept through the night while she
worked in the early morning hours on this project.
About the editors:
Rebecca A. Nees, MA, is currently a Ph.D. student at the University of Oklahoma. Her research
focuses on demographic fertility issues. For her MA thesis, Rebecca investigated the
relationship between stigma and women’s depression following an abortion in Bulgaria, testing
findings from the U.S. in a cross-cultural context. She has assisted courses in the family,
inequality, population problems, and social statistics, and she currently teaches Introduction to
Sociology.
Loretta E. Bass is currently an Assistant Professor of Sociology at the University of Oklahoma.
Dr.Bass received her doctoral degree in Sociology from the University of Connecticut in 1998,
and worked as an applied demographer for two years in the Fertility and Family Statistics
Branch of the U.S. Census Bureau while finishing her Ph.D. Dr. Bass focuses her research on
children and stratification issues, and completes research in West Africa and the U.S. She has
taught courses in stratification, family, statistics, and demography.

Table of Contents: Page
Introduction 1
Undergraduate Level Demography Courses 2
Social and Demographic Change in America 3
William H. Frey, University of Michigan
Population Problems 7
Craig St. John, University of Oklahoma
Introduction to Human Population 8
Nancy Riley, Bowdoin College
Population and Society 12
Susan D. Stewart, University of Richmond
Population Dynamics 15
Esther Wilder, Lehman College, CUNY
Population and the Environment 21
John R. Weeks, San Diego State University
Undergraduate Demography Exercises 32
State Demographic Profile 33
Susan D. Stewart, University of Richmond
Measures of Mortality 35
Susan D. Stewart, University of Richmond
Measures of Fertility 38
Susan D. Stewart, University of Richmond
Population Policy 40
Susan D. Stewart, University of Richmond
Your State Environment 41
Susan D. Stewart, University of Richmond
Geographic Information Systems (GIS) Exercise 42
Susan D. Stewart, University of Richmond
David R. Bowne, University of Richmond
SSDAN.net Exercises 45
Status of Children and Children in Crisis
Elizabeth Osborn, St. Mary’s College of Maryland
Education, Children in Poverty, Infant Mortality, and Social Stratification
Theodore Fuller, Virginia Tech
Education, Outcomes of Poverty, and Family and Child Well-Being
Lisa Waldner-Haugrud, University of St. Thomas (MN)
Introduction to Kids Count Data Project
Kathy Rowell, Sinclair Community College (OH)
Page

Graduate-Level General Courses 47
Introduction to Population Studies 48
John Knodel, University of Michigan
Demographic Analysis 55
Craig St. John, University of Oklahoma
Social Demography 59
Gordon De Jong, Pennsylvania State University
Graduate-Level Specialized Courses 70
Migration 71
Gordon De Jong, Pennsylvania State University
Seminar in Fertility 86
Esther Wilder, Lehman College, CUNY
Seminar in the Demography of Aging and the Life Course 94
Robert M. Hauser, University of Wisconsin
Human Mortality 101
Robert A. Hummer, University of Texas
W. Parker Frisbie, University of Texas
Demographic Techniques for Education Research 111
David Bills, University of Iowa
Family Demography: Families and Social Change 124
Suzanne Bianchi, University of Maryland
International Migration 134
Douglas Massey, University of Pennsylvania
Applied Demography: Planning & Policy 135
Roger B. Hammer, University of Wisconsin
Available Data Resources 144
1. General Social Survey, National Opinion Research Center, University of Chicago
2. International Social Survey, NORC, University of Chicago.
3. The Panel Study of Income Dynamics, Univ. of Michigan, Inst. for Social Research.
4. The Wisconsin Longitudinal Study, Center for Demography of Health and Aging,
University of Wisconsin.
5. National Survey of Families and Households, Univ. of Wisconsin, Dept. of Sociology.
6. The British Household Panel Survey, Inst. for Social & Econ. Research, Univ. of Essex.
7. The National Longitudinal Study of Adolescent Health, Carolina Population Center,
The University of North Carolina-Chapel Hill.
8. The Health and Retirement Study, Institute for Social Research, Univ. of Michigan.
9. Mexican Migration Project, Population Center, University of Pennsylvania.
10. Demographic & Behavioral Sciences Branch, NICHD.

11. Behavioral and Social Science Research Program, National Institute on Aging.
12. Sociometrics Corporation.
13. Inter-University Consortium for Political and Social Research.
14. Murray Research Center, Radcliffe Institute for Advanced Study.
15. Division of Science Resources Studies, National Science Foundation.
16. National Longitudinal Surveys, U.S. Dept. of Labor, Bureau of Labor Statistics.
17. National Archive of Criminal Justice Data, National Institute of Justice.
18. National Center for Education Statistics, US Department of Education.
19. Schools and Staffing Survey, Education Statistics Services Institute, AIR.
20. Center for Electronic Records, National Archives and Records Administration.
21. American Religion Data Archive, Purdue Univ., Dept. of Sociology & Anthropology.
22. Indicators of Social Justice, American Social Indicators.
23. National Medical Expenditure Panel Survey, Agency for Healthcare Research & Quality.
24. National Hospital Discharge Survey, Hospital Care Statistics Branch, NCHS.
25. National Nursing Home Survey and National Home and Hospice Care Survey,
Long-Term Statistics Branch, NCHS.
26. Reproductive Statistics Branch: Natality Data, National Center for Health Statistics.
27. Mortality Statistics Branch: Mortality Data, National Center for Health Statistics.
28. National Ambulatory Medical Care Survey and National Hospital Ambulatory Medical Care
Survey, Ambulatory Care Statistics Branch, NCHS.
29. Data Dissemination Branch, National Center for Health Statistics.
30. National Survey of Family Growth, Reproductive Statistics Branch, NCHS.
31. The National Health Interview Survey, Division of Health Interview Statistics, NCHS.
32. Behavioral Risk Factor Surveillance System, Division of Adult and Community Health,
Centers for Disease Control and Prevention.
33. Census Data in the Classroom: The Social Science Data Analysis Network.
34. Public Data Queries, Inc.
35. Population Division Surveys, U.S. Census Bureau.
36. Consortium of Social Science Associations & Council of Professional Association on
Federal Statistics
37. Integrated Public Use Microdata Series, University of Minnesota, History Department.
38. American FactFinder, U.S. Census Bureau.
39. Other websites with useful data
List of Contributors 162

Introduction—
Loretta Bass, University of Oklahoma
Rebecca Nees, University of Oklahoma
Teaching Demography
Demography is an interdisciplinary science that draws heavily on sociology. Social
demographers make vital contributions to theory, methods, and policy making by pushing the
envelope on two fields. The syllabi presented in this volume demonstrate the breadth of
demographic training, and how it serves to bridge distinct areas within sociology that have much
to offer through synthesis.
This collection first presents course syllabi for undergraduate and graduate courses in
demography, and then resources for data used in demographic analysis.
Selection of Materials
Materials for this set were actively recruited. Notices were placed in Footnotes and PAA
Affairs, and many faculty were contracted by e-mail in order to bring more diversity to the
collection. From this varied resource base, material was selected by the editors for inclusion in
this set based upon a number of criteria. We looked for substantive quality, creativity,
completeness, pedagogical coherence, innovation, clarity, timeliness, and materials representing
a spectrum of approaches and organizational forms. Keeping pace with technology, several
syllabi make excellent use of data available on-line or on CD-ROM (i.e. FERRET, SSDAN,
ADHEALTH). On the undergraduate level, the course syllabi are introductory in nature with the
exception of two courses, one that focuses on social and demographic change in America and a
second that focuses on population and the environment. Also included at the undergraduate
level are exercises that may be used to supplement the general syllabi. There are three general
courses and eight specialized demography courses geared to graduate students.
All materials included have been edited. We chose to eliminate some administrative information
from syllabi and assignments to increase the space available. The materials should be viewed
then, as excerpts form instructor’s complete work. All errors are ours, all credit the contributors.
Use of this Set
The collections of course materials are distributed by the ASA Teaching Resource Center to
promote communication about teaching. Through exploring another’s conceptualization of a
course, we can evaluate and redesign our own course offerings. It is in this spirit then, of sharing
and promoting individual teaching development, that this collection is offered.

Undergraduate Level
Demography Courses
2

SOCIAL AND DEMOGRAPHIC CHANGE IN AMERICA
William H. Frey, University of Michigan
Course Description
This computer-based course will allow participants to investigate how major social, economic,
and political changes have affected the demographic structure of the US population in the past
four decades. What does this mean for issues related to race, gender and inequality? How do you
fit into the picture?
We will address questions such as: How greatly have black-white income differences become
reduced since the 1960s? Is the middle class shrinking? To what extent has the traditional
family disintegrated? Will women continue to earn less than men? Will Generation X fare better
than the Baby Boomers? Through readings, lectures, and exercises on the computer course you
will learn how to examine such questions using US. census data and simple statistical analyses.
In the process you will come to understand how major dimensions of the nation's social and
demographic structure have changed from 1950 to the present.
A basic understanding of the way the population's social and demographic structure changes is
becoming increasingly important for addressing a variety of social problems and issues--and for
business and government decision making. This is pointed up by the attention that has been given
to the post-war "baby boom" cohorts as they have aged through the life course. Some of this
attention must be attributed to these cohorts' large sizes. Yet the members of these cohorts also
differ sharply from other cohorts on a wide range of societal dimensions. This course will
provide you with a useful framework for evaluating how social change becomes transmitted over
time. We will employ this framework to evaluate explanations and issues associated with
changes in racial inequality, social inequality, marriage and divorce patterns, household structure,
women's roles, and industrial restructuring. In computer "team" investigations, you will explore
how these changes become transmitted over various elements of society.
Course Requirements
You will be expected to attend class meetings regularly. This is important so that we can hold
meaningful discussions and coordinate the computer team investigations. If there are times when
you are not able to attend class, please notify the instructor. It is also important that you keep up
with the required readings for each topic as we cover it in class. These readings and class
discussions will form the basis to examinations: a mid-term examination.
A significant part of this course will be computer investigations, undertaken both in and outside
of class. Part of our Monday afternoon class time will be devoted to working with you both
individually and in team investigations. The first two investigations will be assigned to you
individually and the remaining ones will be undertaken by teams. Team assignments will be
graded on a team basis.
Finally, we would like to encourage class participation by course participants. This will involve
leaving open class time for discussion of the various required readings, and individual or team
presentations of the computer investigations. As part of your participation, we would like you to
be on the lookout for newspaper and magazine articles that are relevant to course topics, so that
we might discuss them in class.
3

Course Texts
1. Sociology 231 Coursepack
2. William Frey with Cheryl L. First. Investigating Change in the American Society.
Wadsworth Publishing. 1997 (bundled with DOS diskette). Available at Ulrichs.
3. Mary M. Kent et al. First Glimpses from the 2000 US Census. Population Reference
Bureau, 2001.
Course Topics
A. The Structure of Demographic Change
1. Introduction
2. The baby boom cohorts
3. Effects of cohort size
4. Effects of cohort history
B. Immigration and Ethnic Diversity
C. Changes in Racial Inequality
D. Changes in Income Inequality
E. Marriage, Divorce, and Cohabitation
F. Household Structure and Poverty
G. Changes in Women's Roles
H. Industrial Restructuring and the Labor Force
Course Readings
Note: Readings are in coursepack except as follows
(ICAS) denotes Investigating Change in American Society.
A. The Structure of Demographic Change
1. Introduction
Landon Y. Jones. Great Expectations: America and the Baby Boom Generation New York:
Coward, McCann and Geoghegan, 1980, "Introduction: The Pig and the Python."
2. The baby boom cohort
ICAS -Topic One (read text and Key Concepts, do not do exercises)
Louise B. Russell. The Baby Boom Generation and the Economy Washington, DC: The
Brookings Institution, 1982, pp. 1-20.
Leon F. Bouvier and Carol J. DeVita. "Demographic Impacts of the Baby Boom on America's
Future." Population Bulletin, Population Reference Bureau, November 1991, pp. 10-13.
Jones. Great Expectations, Chapter 2, "The Procreation Ethic."
3. Effects of cohort size
Frey. America By the Numbers New York: The New Press, 2001, pp. 1-9.
Ben Wattenberg. "Shrinking Birth Rate Leaves Fewer People to Pick Up Tab." (Newspaper
article)
U.S. Department of Education. “The Baby Boom Echo Continues,” Available at
http://www.ed.gov/pubs/bbecho98/part1.html. Browse Date: 6/20/02.
4. Effects of cohort history
Jones. Great Expectations, Chapter 6, "The Archipelago of Youth" Chapter 7, "The Vietnam
Generation."
4

Geoffrey Meredith and Charles Schewe. "The Power of Cohorts," American Demographics,
December 1994, pp. 22-31.
Pamela Paul. “Getting Inside Gen Y,” American Demographics, September 2001, pp. 43-49.
B. Immigration and Ethnic Diversity
Carol De Vita. The United States at Mid-Decade, Population Bulletin, Population Reference
Bureau, March 1996, pp. 24-30.
Kelvin M. Pollard and William P. O'Hare America's Minorities -- The Demographics of Diversity,
Population Bulletin, Population Reference Bureau, December 1999, pp. 3-14.
Alison Stein Wellner. “Discovering Native America,” American Demographics, Aug. 2001, p. 21.
Alison Stein Wellner. “Generation Z,” American Demographics, September 2000, pp. 61-64.
Robert Suro. “Mixed Doubles,” American Demographics, November 1999, pp. 57-62.
C. Changes in Racial Inequality
ICAS -- Topic Two and Four (read text and Key Concepts)
Reynolds Farley. “The 1960’s: A turning Point in How We View Race, Gender, and Sexuality,”
The New American Reality, New York: Russell Sage Foundation 1996, pp. 24, 26-34, 228-253.
Alejandro Portes. “Immigration’s Aftermath,” The American Prospect, April 8, 2000, pp.35-37.
D. Changes in Income Inequality
Frank Levy. The New Dollars and Dreams: The Changing American Income Distribution, New
York: Russell Sage Foundation, 1998, pp. 8-56.
Reynolds Farley. The New American Reality, NY: Russell Sage Foundation 1996, pp. 84-107.
E. Marriage, Divorce, and Cohabitation
ICAS -Topic Five (Read text and Key Concepts)
Andrew J. Cherlin. Marriage, Divorce, Remarriage Cambridge, MA: Harvard University Press,
1992, Chapters 1 and 2.
"Cohabitation and Moving Back Home," Population Bulletin, pp. 18-19.
Rebecca Gardyn. “Unmarried Bliss,” American Demographics, December 2000, pp. 56-61.
Joan Raymond. “The Ex-Files,” American Demograhics, February 2001, pp. 60-64.
F. Household Structure and Poverty
ICAS -Topic Seven and Eight (Read text and Key Concepts).
Reynolds Farley. 1996. The New American Reality, pp. 108-110.
Pamela Paul. “Meet the Parents," American Demographics, January 2002, pp.43-47.
Pamela Paul. “Childless By Choice,” American Demographics, November 2001, pp.45-50.
Carol DeVita. 1996. The United States at Mid-Decade, Population Bulletin,
Farley. 1984. Blacks and Whites: Narrowing the Gap, Chapter 5, pp. 142-156.
William P. O'Hare. 1996. “A New Look at Poverty in America.” Population Bulletin, p. 5, pp.8-
9, pp. 13-16, pp. 20-23.
Theodora Ooms. “Marraige Plus,” The American Prospect, April 8, 2000, pp.24-29.
Sara McLanahan and Lynne Casper. 1995. "Growing Diversity and Inequality in the American
Family," in Reynolds Farley (ed.) State of the Union: America in the 1990s Volume Two: Social
Trends, New York, Russell Sage Foundation, pp. 16-35.
5

G. Changes in Women's Roles, Employment Patterns and Earnings
ICAS -Topic six (Read Text and Key Concepts).
Sara E. Rix. The American Woman 1987-88: A Report In Depth New York: Norton and Co.,
Inc., 1987, "Women in Twentieth Century America: An Overview," pp. 32-66.
Rebecca Gardyn. “Granddaughters of Feminism,” American Demographics, Apr 2001, pp. 43-
47.
Spain and Bianchi. 1996. Balancing Act. New York: Russell Sage Foundation, pp. 51-140.
H. Industrial Restructuring and the Labor Force
Robert B. Reich. 1992. The Wealth of Nations, NY: Vintage Books, pp. 171-184 (Chapter 14).
Rebecca Gardyn. “Who’s The Boss?” American Demographics, September 2000, pp. 52-59.
6

POPULATION PROBLEMS
Craig St. John, University of Oklahoma
Course objectives
This course is designed to provide students with an introduction to the data, statistics, and
substantive issues of demography. The latter include mortality, fertility, migration, population
composition, population distribution, population policy and the relationship between population
and environment.
Reading materials
There are four books that are required reading for this course. They are available at the
University Bookstore. The books are:
Lynne Casper and Suzanne Bianchi. 2002. Continuity and Change in the American Family.
Thousand Oaks, CA: Sage Publications.
Douglas Massey and Nancy Denton. 1993. American Apartheid: Segregation and the Making of
the Underclass. Cambridge, MA: Harvard University Press.
Stewart Tolnay. 1999. The Bottom Rung: African American Family Life on Southern Farms.
Urbana, IL: University of Illinois Press.
Mary Waters. 1999. Black Identities: West Indian Immigrant Dreams and American Realities.
New York: Russell Sage Foundation.
Your first reading assignment is chapters 1 and 2 of The Bottom Rung. Read these chapters
immediately.
Course requirements
There will be three mid-term exams and a final exam. The final exam will not be comprehensive.
The exams will be short answer and essay in format with some occasional calculations. Each
exam will count for 20% of your grade. If you must miss an exam you must let me know about it
before or on the day of the exam to be allowed to make up the exam. There will be no makeups
for the final exam.
The remaining 20% of your grade will be based on daily quizzes and homework assignments.
The quizzes will consist of short answers to questions over topics covered in class and in reading
assignments or some quick calculations of demographic statistics. The homework assignments
usually will involve some calculations of demographic statistics that will take longer than just a
few minutes.
Frequently, we will make statistical calculations in class. So, you should bring a calculator to
class every day to be prepared. Find a calculator that does squares, square roots, and logarithms.
Such a calculator will be able to do any calculations we need to do.
7

INTRODUCTION TO HUMAN POPULATION
Nancy Riley, Bowdoin College
Course Objectives
This course will introduce students to the study of human populations from a sociological
perspective. The course will deal only very superficially with demographic methods and I
assume no previous training in statistics. We will begin by examining the processes of population
change and then will examine the consequences of population change and on the reasons for
demographic change. We will read a number of classic and more recent readings from the
population field, as well as some of the central critiques of population research and policies.
Required Books and Readings
The following are available in the college bookstore:
SOC222 Coursepack: Contains nearly all required articles for course.
World Population Data Sheet
PRB Bulletin: World Population, Beyond Six Billion.
Furedi, Frank. 1997. Population and Development. St. Martins Press.
Emecheta, Buchi (1979). The Joys of Motherhood. NY: George Braziller.
Croll, Elisabeth. 2000. Endangered Daughters: Discrimination and Development in Asia.
Routledge.
Kolata, Gina. 2001. Flu : The Story of the Great Influenza Pandemic of 1918 and the Search for
the Virus That Caused It. Touchstone Books.
Course Requirements and Grading
1. Three short country-focused assignments: worth 5%, 5%, and 15%
2. Two demographic methods assignments : 5% each
3. Three exams: worth 20% (midterm) and 20% (final)
4. Short paper on population policy: 15%
5. Class participation and short assignments: 10%
Schedule and Reading Assignments
Week 1 (30 August): Introductions
Week 2 (4, 6 Sept): Studying Population
Reading:
PRB: World Population Beyond Six Billion
Furedi, Chapters 1,2
Recommended: *Massey, Douglas S. 1996. “The age of extremes: concentrated affluence and
poverty in the twenty-first century,” Demography 33 (4):395-428 (Nov).
Video: Six Billion and Beyond
Week 3 (11,13 Sept): Measuring Population Change
8

Reading:
*Uhlenberg, Peter (1980), "Death and the family," Journal of Family History 5 (3): 313-320.
*Davis, Kingsley (1963), "The theory of change and response in modern demographic history,"
Population Index 29 (4): 345-366.
Kolata, Chapters 1-3
Week 4 (18, 20 Sept): Mortality Change
Reading:
*Omran, Abdel (1982), "Epidemiological transition," in J. Ross, ed. International Encyclopedia
of Population. v. 1 NY: Free Press, pp. 172-183.
*Szreter, Simon. 1997. “Economic growth, disruption, deprivation, disease, and death: on the
importance of the politics of public health for development,” Population and Development
Review 23 (4): 693-728.
Kolata, Chapters 4-10
Video: Influenza 1918
Week 5 (25,27 Sept): Measuring and Evaluating Mortality Changes
Reading:
*Mosley, WH and Lincoln Chen (1984), "An analytical framework for the study of child survival
in developing countries," Population and Development Review (Supplement to v. 10: Child
Survival: Strategies for Research), pp. 25-45.
*Galway, Katrina, Brent Wolff and Richard Sturgis (1987). Child Survival: Risks and the Road to
Health. IRD/ Westinghouse, selections (pp. 10-21, 31-38).
*Brettell, Caroline. 1998. “Historical perspectives on infant and child mortality in northwestern
Portugal,” in N. Scheper-Hughes and C. Sargent, eds. Small Wars: The Cultural Politics of
Childhood. Berkeley: University of California Press, pp. 165-185.
Week 6 (2,4 Oct): The Social Context of Death and Disease
Reading:
*Whiteford, Linda. 1998. “Children’s health as accumulated capital: structural adjustment in the
Dominican Republic and Cuba,” in N. Scheper-Hughes and C. Sargent, eds. Small Wars: The
Cultural Politics of Childhood. Berkeley: University of California Press, pp.186-201.
*Sargent, Carolyn and Michael Harris. 1998. “Bad boys and good girls: the implications of
gender ideology for child health in Jamaica,” in N. Scheper-Hughes and C. Sargent, eds. Small
Wars: The Cultural Politics of Childhood. Berkeley: University of California Press, pp.202-227.
*Scheper-Hughes, Nancy "Lifeboat ethics: Mother love and child death in Northeast Brazil"
Natural History 98 (10): 8-16.
Trip to cemetery (Time TBA)
Week 7 (11 Oct): Mortality’s Effects
Reading:
Farmer, Paul. 1996. “Social inequalities and emerging infectious diseases,” Emerging Infectious
Diseases, Oct-Dec96, Vol. 2 Issue 4, p259, 11p. (You can find article (in full-text form) through
Academic Search Premier, by going through the H/L Main Webpage. (It’s probably easiest to
search by author’s name, and then find the article in the list that he has written).
9

*Ravenholt, RT (1990), Tobacco's global death march," Population and Development Review 16
(2): 213-240
*Caldwell, John. 2000. “Rethinking the African AIDS Epidemic” Population and Development
Review. 26 (1): 117-135. Recommended.
Video: AIDS in Africa
16 October: Midterm Exam
Week 8 (16,18 Oct): Fertility
Reading:
*Knodel, John and Van der walle, Etienne (1979), "Lessons from the past: population
implications of historical fertility studies," Population and Development Review 5 (2): 217-245.
*Mason, Karen O. 1997. “Explaining fertility transitions,” Demography 34 (4): 443-454.
*Alter, George (1992), "Theories of fertility decline: a nonspecialist's guide to the current
debate," in J. Gillis, et al, eds. The European Experience of Declining Fertility. Cambridge:
Blackwell, pp. 13-27.
*Emecheta, The Joys of Motherhood
*Osakue, Grace and Adrianne Martin-Hilber. 1998. “Women’s sexuality and fertility in Nigeria:
breaking the culture of silence,” in Petchesky and Judd, eds. Negotiating Reproductive Rights.
Zed, pp. 180-216.
Week 9 (23, 25 Oct): Fertility Behavior: The Role of Context
Reading:
*Dyson, Tim and Mick Moore (1983), "On kinship structure, female autonomy, and demographic
behaviour in India," Population and Development Review 9 (1):35-60 (March).
*Schneider, Peter and Jane Schneider. 1995. “Coitus interruptus and family respectability in
Catholic Europe: A Sicilian case study,” in F. Ginsburg and R. Rapp Conceiving the New World
Order. Berkeley: University of California Press, pp. 177-194.
*Browner, Carole (1986), "The politics of repro. in a Mexican village" Signs 11 (4):710-724.
*El Dawla, Aida Seif, et al. 1998. “Women’s wit over men’s: Trade-offs & strategic
accommodations in Egyptian women’s lives,” in Petchesky and Judd, eds. Negotiating
Reproductive Rights. Zed, pp. 69-107.
Week 10 (30 Oct, 1 Nov): The Debates over Population Policy: Population and Development
Reading:
*Furedi, chapters 3-6
*Pyne, Hnin Hnin. 1994. “Reproductive experiences and the needs of Thai
women: where has development taken us?” in G. Sen and R. Snow, eds. Power and Decision: The
Social Control of Reproduction. Cambridge: Harvard University Press (distributers), pp. 19-41.
*Kligman, Gail. 1995. “Political demography: the banning of abortion in Ceausescu’s Romania,”
in F. Ginsburg and R. Rapp Conceiving the New World Order. Berkeley: UCal Press, 234-255.
Week 11 (6, 8 Nov): Population Policy: China and India
Reading:
*Greenhalgh, Susan (1994), "Controlling births and bodies in village China," American
Ethnologist 21 (1): 3-30.
10

*Brown, Lester. Who Will Feed China? Selections.
*Potter, Shulamith & Jack Potter. 1990. “Chinese birth planning: a cultural account,” Ch 11 in
China’s Peasants: The Anthropology of a Revolution. Cambridge: Cambridge Univ. Pr., 225-250.
Video: Something Like a War
Week 12 (13,15 Nov): Gendered perspectives
Reading:
*Furedi, Chapter 7
*Morsy, Soheir. 1995. “Deadly reproduction among Egyptian women: maternal
mortality and the medicalization of population control,” in F. Ginsburg and R. Rapp Conceiving
the New World Order. Berkeley: University of California Press, pp. 162-176.
*Garcia-Moreno, Claudia and Amparo Claro.1994. “Challenges from the women’s health
movement: women’s rights versus population control,” in G. Sen, A. Germaine, and L. Chen, eds.
Population Policies Reconsidered: Health, Empowerment, and Rights. Cambridge: Harvard
University Press (distributers), pp. 47-61.
*Kabeer, Naila. 1994. “Implementing the right to choose: women, motherhood, and population
policy,” in Reversed Realities. London: Verso, pp. 187-222.
*Desai, Sonalde. 2000. “Maternal education and child health: a feminist dilemma,” Feminist
Studies 26 (2): 425-446 (summer).
Week 13 (20 Nov): Gender and Population
Reading: *Croll
Week 14: (27,29 Nov): Population Policy Debates, Environment
Reading:
*Furedi, chapter 8,9
*Hardin, Garrett (1968), "The tragedy of the commons," Science 162: 1243-48
*Talbot, L.M. (1986), "Demographic factors in resource depletion and environmental degradation
in east African rangeland," Population and Development Review 12 (3): 441-452.
*Repetto, Robert and Thomas Holmes (1983), "The role of population in resource depletion in
developing countries," Population and Development Review 9 (4): 609-625.
Video: Paul Ehrlich and the Population Bomb
Policy paper due
Week 15 (4,6 Dec): The Future
11

POPULATION AND SOCIETY
Susan D. Stewart, University of Richmond
Course Rationale*
Whether you realize it or not, demographic processes are constantly influencing your life. What
do I mean by demographic processes? I mean patterns of childbearing (fertility), death
(mortality), and the geographic movement of human beings (migration), both in this country and
around the globe. Demography, also called Population Studies, is the study of human populations
in terms of their size, composition, and distribution, and the causes and consequences of changes
in these three characteristics. Demography is a fascinating topic because it deals with many
questions you may find personally relevant, such as: At what age will I marry? Have children?
Will I live with my partner before marriage? What are my chances of divorce? What kind of job
will I have? How many times will I move? When will I retire? How long will I live? What will I
most likely die of? In sum, nearly all of the major events in your life have demographic
implications.
*adapted from “Population: A Lively Introduction,” by Joseph Mcfalls Jr., vol. 53, no. 3
(Washington DC: Population Reference Bureau, Sept. 1998).
Course Objectives
This course provides you with a basic introduction to the discipline of demography, in terms of its
main theories, concepts, measures, and uses. Emphasis is placed on contemporary population
issues and their origins, although important past developments will also be examined. Lectures
and discussions will often focus on the global situation and we will make frequent comparisons
between more developed countries (MDCs) and less developed countries (LDCs). Video material
will be used to further illuminate these issues.
Another major goal of the course is for you to become an informed consumer of demographic
information. Toward that end, you will engage in a semester-long project in which you will learn
how to access demographic data, calculate demographic measures, interpret these measures, and
evaluate their usefulness. This project will provide you with practical experience using
demographic techniques, which can be applied to careers in business, marketing, government, and
human services. Demography is one of the more quantitative sub-fields of sociology, but please
don’t let this scare you. Students with basic math skills (addition, subtraction, multiplication, and
division) should have no trouble. We will work on calculations together in class, and you may
work on your assignments in groups, if you wish. I ask that you try to bring a calculator to class
each day for this purpose.
Textbook:
Weeks. (1999). Population: An Introduction to Concepts and Issues (Seventh Edition).
Wadsworth Publishing Company, 1999.
Primary Texts (on reserve):
Malthus. (1798). Essay on the Principle of Population (Preface, Chapter 1 & Chapter 2). The full
text of this essay can be found at www.ecn.bris.ac.uk/het/malthus/popu.txt.
Erlich. (1968). The Population Bomb. NY: Ballantine Books. (Prologue, Foreward, pp. 1-44)
Simon. (1981). The Ultimate Resource. Princeton, NJ: Princeton University Press (Introduction,
pp. 159-187).
12

Population Bulletins (on reserve):
Gelbard, et al. (1999). “World Population Beyond Six Billion,” Population Bulletin, Vol. 54, No.
1, Population Reference Bureau.
Kent et al. (2001). “First Glimpses From The 2000 U.S. Census,” Population Bulletin,Vol. 56,
No. 2, Population Reference Bureau.
Gober. (1993). “Americans on the Move,” Population Bulletin, Vol. 48, No. 3, Population
Reference Bureau.
Ashford. (1995). “New Perspectives on Population: Lessons from Cairo,” Population Bulletin,
Vol. 50, No. 1, Population Reference Bureau.
Tien, et al. (1992), “China’s Demographic Dilemmas,” Population Bulletin, Vol. 47, No. 1,
Population Reference Bureau.
Merrick and Tordella. (1988). “Demographics: People and Markets,” Population Bulletin, Vol.
43, No. 1, Population Reference Bureau.
*Students are also responsible for any video material presented in class.
Course Requirements:
Your final grade is based on class participation, a semester-long project, 2 mid-semester exams,
and the final exam*:
Class Participation 10%
Project 40%
Midterm 25%
Final 25%
Total 100%
*No extra credit is available.
Class Participation:
Open, objective discussion and debate is vital for a thorough understanding of the material. You
are expected to be present and actively participate in this class. Weekly reading assignments are
listed in the course outline. You should be prepared every day to participate in a discussion of the
reading. Thus, read each assigned chapter(s) before class. I will chart your daily involvement in
classroom activities in the following manner:
Project:
A Excellent: Insightful contributions reflecting close reading
B Good: Useful contributions that help advance the discussion
C Average: Contributions that are superficial and/or perfunctory
D Below Average: Unhelpful contributions and/or minimal participation
F Failure: Contributions that indicate a failure to read; no participation
13

You will complete an eight-part research project in this course, designed to provide you with
practical experience working with demographic data. The project is a “Demographic Profile” of
one state in the United States, and is worth 40% of your final grade (each component is worth 5%
of your final grade). Throughout the semester, each student will prepare a profile of a state of
their choosing. I will conduct a parallel analysis of the U.S. as a whole for the purposes of
comparison. This project will be completed, and graded, in stages. Refer to “Stewart Grading
Criteria for SOC 315 Demographic Profile” for information on grading standards. Your
demographic profile will include the following components (detailed instructions and grading
standards will follow):
Introduction and background
Basic measures of mortality
Basic measures of fertility
Basic measures of migration
Population pyramid
GIS exercise
Your state’s environment
Population policy
You will need data from two primary demographic resources to complete your project: (1) The
U.S. Census Bureau (www.census.gov), and (2) The National Center for Health Statistics
(www.cdc.gov/nchs) and knowledge of Excel will be required. Most of what you will need to
complete your project is now available on-line. However, because we are in somewhat of a
technological transition period, you may need to consult the printed materials or CD-ROMs in the
Government Documents section of Boatwright library. Although we will aim to use the most upto-date
population figures for our calculations, doing so depends on the release of Census 2000
and NCHS data. Be prepared for some degree of frustration—you may not always find the exact
piece of information you are looking for. Above all else, demography is a creative endeavor—
demographers are famous for their assumptions. Your work should reflect this. However, don’t
struggle so long that you give up. See me, or Keith Weimer (Government Information Librarian),
for assistance when you run out of ideas of where to look.
A note on due dates: Projects will be collected at the beginning of the class period the date they
are due. Projects are penalized one full letter grade per day late, and projects will not be accepted
more than 3 days late.
14

POPULATION DYNAMICS
Esther Wilder, Lehman College, CUNY
Course Objectives
Sociology 110 provides an introduction to the sociological study of population, with special
emphasis on the economic and environmental consequences of population growth and
redistribution. The materials in this course encompass both historical and contemporary patterns
of demographic change in developing and developed countries. We will focus on several major
issues (the consequences of population growth; family planning policies and mechanisms of
fertility control; population aging; migration in an international context) and more generally on
the ways in which demographic processes are linked to a variety of social, economic,
environmental, and political conditions.
This course includes a modest amount of technical material dealing with demographic
measurement and requires the use of quantitative reasoning. You are expected to master a variety
of demographic techniques and to develop an understanding of the demographic perspective as it
relates to social structure and population change. You will also be expected to develop a critical
perspective on why certain aspects of population are considered problems and why individuals,
particularly social scientists, disagree on the extent or nature of these problems.
Required Texts and Readings
The following books can be purchased at the college bookstore:
• Cohen, Joel E. 1995. How Many People Can the Earth Support? NY: W.W. Norton.
• Ehrlich, Paul R., and Anne H. Ehrlich. 1990. The Population Explosion. NY: Simon &
Schuster.
• Lourdes, Arizpe S., Margaret Priscilla Stone, and David C. Major (eds.). 1994.
Population and Environment: Rethinking the Debate. Boulder: Westview Press.
• Malthus, Thomas Robert. 1999 [1798]. Essay on the Principle of Population. New York:
Oxford University Press.
• Newell, Colin. 1990. Methods and Models in Demography. New York: Guilford Press.
You will also need the packet of required readings.
Some useful web sites for the study of population (I will refer to these web sites in class):
American Demographics (magazine)
http://www.demographics.com/
International Institute for Sustainable Development (IISD, Canada)
http://www.iisd.ca/linkages/
Internet Guide to Demography and Population Studies (Australia)
http://coombs.anu.edu.au/ResFacilities/DemographyPage.html
Population Council (New York, USA)
http://www.popcouncil.org/
Population Index (Princeton University, USA)
http://popindex.princeton.edu/
Population Reference Bureau (Washington, DC, USA)
15

http://www.prb.org/prb/
Population Resources on the Internet
http://nexus.sscl.uwo.ca/sociology/popstudies/quicklinks.html
United Nations Development Programme (UNDP, USA)
http://www.undp.org/
United States Census Bureau (USA)
http://www.census.gov/
World Health Organization (WHO, Switzerland)
http://www.who.ch/
Course Requirements:
Attendance and class participation (15%)
Regular attendance and participation in class discussions are required for successful completion
of this course. It is very important that you come to class having completed the assigned readings
for the week. Your participation will be judged on: (1) your ability to respond to questions raised
in the lectures and to demonstrate your understanding of the course readings and materials; (2)
your ability to critically evaluate and synthesize the course readings; (3) your ability to listen to,
and respond relevantly to, the comments of other students in the course. In addition to the
lectures, there will also be an electronic discussion board for this course. The bulletin board will
provide those students who are shy about speaking in class with the opportunity to more fully
participate and demonstrate their understanding of the course materials.
Population exercises (25%)
There will be five techniques exercises that will require you to work with the U.S. Census, Vital
Statistics, and internet-accessible data from other sources. The exercises will also require you to
critically respond to the course readings and to work with spreadsheet software to analyze
demographic data. Each assignment should be approximate 3 to 4 pages in length.
Term paper (30%)
The term paper for this course will require you to bring together the course readings and develop
a critical perspective about the consequences of population growth. In your term paper you
should critically review the evidence put forward on the linkages between population growth and
demographic change (e.g. environmental effects, food supply, population aging, etc.). Your paper
should not attempt to address every single argument that has been made, but should instead reflect
a critical analysis of several of the key concerns that have been raised throughout the semester.
The term paper will be described in more detail in a separate hand-out.
Examinations (30%)
There will be two examinations in this course. The examinations will cover all class materials-lectures,
readings (including those not discussed directly in class), films and/or guest speakers.
Review sheets will be provided. The exams will be a combination of essay questions and
techniques problems. The final examination will be comprehensive.
Topics and Readings For Each Week
16

Unit 1 (August 21, 23, 28) Introduction to the Course: What is the Sociological Study of
Population? NOTE: For this unit, the readings should be completed by August 23.
Readings:
• Arizpe, Lourdes, and Margarita Velazquez. "The Social Dimensions of Population." In
Population and Environment: Rethinking the Debate, edited by Lourdes Arizpe, Margaret
Priscilla Stone and David C. Major. 1994. Boulder: Westview Press.
• Cohen, Joel E. How Many People Can the Earth Support? New York: W.W. Norton. Pp.
5-21.
• Ehrlich, Paul R., and Anne H. Ehrlich. 1994. The Population Explosion. New York:
Simon and Schuster. Pp. 1-45.
• El Nasser, Haya. 1996. "Demographers′ Domain: Everything About Us: Data Driven
Expertise is Suddenly Very 'In.'" USA Today (February 6). Pg. 8A.
• Sen, Amartya. 1995 [1994]. "Population: Delusion and Reality." In The 9 Lives of
Population Control, edited by Michael Cromartie. Washington, D.C.: Ethics and Public
Policy Center. Pp. 101-127. Reprinted from the New York Review of Books.
Unit 2 (August 30, September 4) World Population Trends & Sources of Demographic Data
Readings:
• Cohen, Joel E. How Many People Can the Earth Support? NY: W.W. Norton. 25-96.
• Ehrlich, Paul, and Anne H. Ehrlich. 1994. The Population Explosion. New York: Simon
and Schuster. Pp. 46-65.
• Lutz, Wolfgang. "World Population Trends: Global and Regional Interactions Between
Population and Environment." In Population and Environment: Rethinking the Debate,
edited by Lourdes Arizpe, Margaret Priscilla Stone, and David C. Major. 1994. Boulder:
Westview Press.
Unit 3 (September 6, 11) Early Theoretical Perspectives on Population Growth
Readings:
• Malthus, Thomas Robert. 1999 [1798]. Essay on the Principle of Population. New York:
Oxford University Press.
Unit 4 (September 13, 18) Fertility Concepts and Measurement
Readings:
• Newell, Colin. 1990. Methods and Models in Demography. New York: Guilford Press.
Chapters 4 and 5 ("Period Fertility and Cohort Fertility").
• Hinde, Andrew. 1998. Demographic Methods. London: Arnold. Pp. 121-149. (Skim
Chapter 11).
Unit 5 (September 20, 25, 27) Explanations of Fertility Change
Readings:
17

• Aries, Philippe. 1980. "Two Successive Motivations for the Declining Birth Rate in the
West." Population and Development Review 6(4): 545-650.
• Caldwell, John C. 1983. Theory of Fertility Decline. NY: Academic Press. Ch 4 & 11.
• Coale, Ansley J. 1973. "The Demographic Transition." In Volume I, International
Population Conference, Liege. Liege: IUSSP. Pp. 53-72.
• Mason, Karen O. 1997. "Explaining Fertility Transitions." Demography 34(4): 443-454.
Unit 6 (October 2, 4) Son Preferences and Fertility Policies: Examples from Asia
Readings:
• Coale, Ansley J., and Judith Banister. 1994. "Five Decades of Missing Females in
China." Demography 31(3): 459-479.
• Graham, Maureen J., Ulla Larsen, and Xiping Xu. 1998. "Son Preference in Anhui
Province, China." International Family Planning Perspectives 24(2): 72-77.
• White, Tyrene. 1994. "Two Kinds of Production: The Evolution of China's Family
Planning Policy in the 1980s." In The New Politics of Population: Conflict and
Consensus in Family Planning. New York: Oxford University Press. Pp. 137-158.
• Whyte, Martin King. 1998. "Human Rights Trends and Coercive Family Planning in the
PRC." Issues & Studies 34(8): 1-29.
• Wudunn, Sheryl. 1994. "Where Have All the Babies Gone?" In China Wakes: The
Struggle for the Soul of a Rising Power, by Nicholas D. Kristof and Sheryl Wudunn. New
York: Random House. Pp. 217-240.
Unit 7 (October 9, 11) Mortality, Morbidity, and the AIDS Pandemic
Readings:
• Blauner, Robert. 1986. "Death and Social Structure." Psychiatry 29: 378-394.
• Caldwell, John, & Pat Caldwell. 1996. "The African AIDS epidemic." Scientific Am
274(3): 39-46.
• Edmondson, Brad. 1997. "The Facts of Death." American Dem. (April). Pp. 47-53.
• Newell, Colin. 1990. Methods and Models in Demography. New York: Guilford Press.
Chapter 6 ("Mortality and Life Tables").
• Olshansky, S. Jay, Bruce Carnes, Richard G. Rogers, and Len Smith. 1997. "Infectious
Diseases - New and Ancient Threats to World Health." Population Bulletin 52(2).
Unit 8 (October 16, 18) Migration and Population Redistribution
Readings:
• Espenshade, Thomas, and Katherine Hempstead. 1996. "Contemporary American
Attitudes Towards U.S. Immigration." International Migration Review 30: 535-570.
• Massey, Douglas, Joaquin Arango, Graeme Hugo, Ali Kouaouci, Adela Pellegrino, and J.
Edward Taylor. 1993. "Theories of International Migration: A Review and Appraisal."
Population and Development Review 19(3): 431-466.
• Newell, Colin. 1990. Methods and Models in Demography. New York: Guilford Press.
Chapter 7 ("Migration").
Unit 9 (October 23, 25, 30) Age and Sex Structure
Readings:
18

• Cohen, Joel E. How Many People Can the Earth Support? New York: W.W. Norton. Pp.
97-107.
• Hollingsworth, William G. 1996. Ending the Explosion: Population Policies for a
Humane Future. Pp 211-219.
• Newell, Colin. 1990. Methods and Models in Demography. New York: Guilford Press.
Chapter 3 ("Age and Sex Structure")
• Roush, Wade. 1996. "Live Long and Prosper." (With Constance Holden, "New
Populations of Old Add to Poor Nations' Burden.") Science 5: 42-48.
Unit 10 (November 6, 8) Population, Carrying Capacity and the Environment
Readings:
• Cohen, Joel E. How Many People Can the Earth Support? New York: W.W. Norton. Pp.
161-236; 261-296; 365-398.
• Ehrlich, Paul and Anne H. Ehrlich. 1994. The Population Explosion. New York: Simon
and Schuster. Pp. 88-135.
Unit 11 (November 13, 15) Population and Food Supply
Readings:
• Cohen, Joel E. How Many People Can the Earth Support? New York: W.W. Norton. Pp.
297-328.
• Ehrlich, Paul R. and Anne H. Ehrlich. 1990. The Population Explosion. New York:
Simon and Schuster. Pp. 66-87.
• Simon, Julian. 1996. The Ultimate Resource. New Jersey: Princeton University Press.
Pp. 109-126.
Unit 12 (November 20, 27, 29) Gender & Environmental Challenges in the Devp’g World
Readings:
• Agarwal, Bina. "Gender and the Environment: Lessons from India." In Population and
Environment: Rethinking the Debate, edited by Lourdes Arizpe, Margaret Priscilla Stone
and David C. Major. 1994. Boulder: Westview Press.
• Bilsborrow, Richard E., and Martha Geores. "Population Change and Agricultural
Intensification in Developing Countries." In Population and Environment: Rethinking the
Debate, edited by Lourdes Arizpe, Margaret Priscilla Stone and David C. Major. 1994.
Boulder: Westview Press.
• Bunker, Stephen G. 1994. "Problems of Population and Environment in Extractive
Economies." In Population and Environment: Rethinking the Debate, edited by Lourdes
Arizpe, Margaret Priscilla Stone, and David C. Major. 1994. Boulder: Westview Press.
• Roberts, Bryan R. 1994. "Urbanization and the Environment in Developing Countries:
Latin America in Comparative Perspective." In Population and Environment: Rethinking
the Debate, edited by Lourdes Arizpe, Margaret Priscilla Stone, and David C. Major.
1994. Boulder: Westview Press.
• Rodda, Annabel. 1991. "Women in Environment & Devp." Current World Leaders 34(6):
879-891.
• Sen, Gita. 1994. "Women, Poverty and Population: Issues for the Concerned
Environmentalist." In Population and Environment: Rethinking the Debate, edited by
19

Lourdes Arizpe, Margaret Priscilla Stone, and David C. Major. 1994. Boulder: Westview
Press.
Unit 13 (December 4, 6) Local Population Pressures and Environmental Degradation
Readings:
• Connolly, Priscilla. 1999. "Mexico City: Our Common Future?" Environment and
Urbanization 11(1): 53-78.
• Davis, Mike. 1995. "House of Cards." Sierra 80: 36-41.
• Garza, Gustavo. 1996. "Uncontrolled air pollution in Mexico City." Cities 13: 315-328.
• Izazola, Haydea, Carolina Martinez and Catherine Marquette. 1998. "Environmental
Perceptions, Social Class and Demographic Change in Mexico City: A Comparative
Approach." Environment and Urbanization 10(1): 107-117.
Unit 14 (December 11,13) Human "Caring Capacity" and Future Directions
Readings:
• Cohen, Joel. How Many People Can the Earth Support? New York: W.W. Norton. Pp.
365-380.
• Ehrlich, Paul and Anne H. Ehrlich. 1994. The Population Explosion. New York: Simon
and Schuster. Pp. 136-251.
20

Population and the Environment
John R. Weeks, San Diego State University
Course Objectives:
The purpose of this course is to understand the causes and consequences of population growth at
the global, national, regional, and local level, focusing especially on the interrelationships among
and between population size, growth, and distribution and the natural and built environments.
The major goal of the course is to offer insight into why and how populations grow, and where
and under what conditions population growth has positive and negative consequences. This
requires that we understand the interaction of mortality, fertility, migration, population structure,
and population characteristics. All of these factors will be considered within the context of
cultural change and economic development. The course will include a review and analysis of
national, regional, and global policies for dealing with population growth, environmental change,
and the rise in affluence and control over nature that has led to both phenomena.
Required Texts:
John R. Weeks, Population: An Introduction to Concepts and Issues, Eighth Edition (Belmont;
CA: Wadsworth), 2002; and
K. Bruce Newbold, Six Billion Plus: Population Issues in the Twenty-First Century (Lanham,
MD: Rowman & Littlefield), 2002
In addition, there will be required readings that will be downloaded (or at least read) over the
internet. These include:
Frank Hobbs and Nicole Stoops, Demographic Trends in the 20 th Century, Census 2000 Special
Reports (U.S. Census Bureau), 2002: http://www.census.gov/prod/2002pubs/censr-4.pdf, and
Mark R. Montgomery, Richard Stren, Barney Cohen, and Holly E. Reed, Editors, Cities
Transformed: Demographic Change and Its Implications in the Developing World (Washington,
DC: Panel on Urban Population Dynamics, National Research Council), 2003:
http://www.nap.edu/catalog/10693.html
Important Note: You will need to have access to the Internet to complete parts of each of the
assignments in this course, as well as to access some of the required readings. It is obviously
preferable that you have your own account, but at a minimum you need to know someone with an
account who will give you access several times during the semester. There is access through the
Library and other places on campus, but there is a lot of competition for those resources.
21

Grading:
A Midterm Exam that will count for 20 percent of your grade. It will be a combination of
multiple-choice and essay questions. Review questions will be handed out prior to the exam.
Note that there is no makeup exam. If you have a valid excuse for missing the midterm exam, the
weight of the missed exam will be added to the final exam.
A Take-Home Final Exam that will count for 25 percent of your grade. It will be comprehensive
in nature. It will be handed out on the last day of class and will be due one week later during final
exam week (see the Course Calendar).
A Set of 3 Assignments, incorporating the use of the Internet and the World Population Data
Sheet. Each assignment will be worth 5 percent of your grade; so all 3 combined will count for
15 percent of your grade in the class.
A Term Project that will involve your choosing between one of the two options listed at the end
of this syllabus. You will need to let me know what you are going to do by the 22 nd of
September. On that date you will be required to turn in to me a one-to-two paragraph proposal
for your project. The term project will count for 30 percent of your grade.
Class Participation will count for 10 percent of your grade. This means that I expect that you will
attend class and participate mentally, even if not necessarily verbally.
Note that while the requirements are the same for graduate and undergraduate students, I will hold
graduate students to a higher standard for grading purposes on each of the class assignments.
Course Calendar:
Week 1: No Class-Labor Day
Week 2:
Topics:
Introduction to the class
Overview of the world’s population problems—where are we and how did we get here
Readings:
Weeks Preface, 1
Newbold Introduction
Video: Population Growth
Week 3:
Topics:
Overview of population problems, continued
Overview of the interaction of population growth and environmental change
Demographic data and resources—how do we know what we know
Overview of Census 2000 in US and Mexico
Readings:
Skim Weeks 12
Weeks 2
htttp://www.census.gov/prod/2002pubs/censr-4.pdf, Chapter 1 “Size and Composition”
22

Week 4:
Topics:
Demographic resources, continued
Site visit to Government Publications section of the University Library
Readings: www.census.gov/prod/2001pubs/c2kbr01-1.pdf, “Overview of Race & Hisp Origin”
Week 5:
Topics:
Perspectives on population—boomsters and doomsters
Paul Ehrlich
Readings:
Weeks 3
Video: Paul Ehrlich
Week 6:
Topics:
Mortality decline—the cause of world population growth (the epidemiological transition)
Readings:
Weeks 4
Newbold 2,3
http://books.nap.edu/books/0309088623/html/264.html#pagetop, Ch 7, “Mortality and
Morbidity—Is City Life Good for Your Health?”
Week 7:
Topics:
The fertility transition
Are we coming to the end of the fertility transition?
Readings:
Weeks 6
Newbold 1
http://books.nap.edu/books/0309088623/html/203.html, Ch 6, “Fertility and Reproductive
Health”
Week 8: Midterm Exam
Week 9:
Topics:
Migration
Readings:
Weeks 7
Newbold 4,5
23

Week 10:
Topics:
Age and sex structure (the age transition)
Readings:
Weeks 8
http://www.census.gov/prod/2002pubs/censr-4.pdf, Ch 2, “Age and Sex”
Week 11:
Topics:
Population aging
Family demography and life chances—is society really going to hell in a hand basket?
Readings:
Weeks 9, 10
http://www.census.gov/prod/2002pubs/censr-4.pdf, Ch 5, “Households”
Week 12:
Topics:
Urban transition
Readings:
Weeks 11
http://books.nap.edu/books/0309088623/html/76.html, Ch 3, “Urban Population Change”
Week 13:
Topics:
Population growth and economic development—how many of us can live well?
Population and the environment
Readings:
Weeks 12
http://books.nap.edu/books/0309088623/html/304.html, Ch 8, “The Urban Economy
Transformed”
Week 14:
Topics:
Population growth and the environment, continued
Roundtable discussion on sustainability
Readings:
Newbold 6
Week 15:
Topics:
Policy issues—prescriptions for avoiding disaster
China’s set of population policies
Readings:
Weeks 13
Newbold 7, Conclusion
Term Paper Options
24

You have two options for your term project: (1) a family demographic history; or (2) a
demographic profile. Each option is described in detail below.
Regardless of the type of term paper you choose, the task is the same--to produce a 12-15 page
paper that includes an introduction, a review of the literature, a discussion of your data and
methods, a discussion of your findings, and a summary and conclusion. Use footnotes as
necessary and provide citations to all literature and provide a list of references at the end of the
paper (the footnotes and references are not included in the 12-15 pages. Use tables, graphs and
maps as appropriate to illustrate your points. I encourage you to incorporate GIS into your paper.
(1) Family Demographic History
This project is a variation on the theme of tracing one's roots, which is a form of family
reconstitution long familiar to historical demographers, but now a booming business, especially
on the internet. The twist in this project is that you are charged with the task of placing your own
family's demographic behavior in the context of the broader demographic and social trends taking
place over time. If you decide to choose this, you should begin to gather information immediately
from your family, assuming that you do not have it in your possession. Note that I am not
requiring you to do a complete history of all sides of your family. Choose one branch for which
you have the greatest of data, and focus on that group of people. Several good websites exist to
help you out with this project, including the following:
http://www.ancestry.com/
http://www.familytreemaker.com/
http://www.mytrees.com/
The minimum information required for this project includes:
• date and place of birth for as many family members as possible
• date of marriage for as many family members as possible
• date and place of death for as many family members as possible
• date and place of migration for as many family members as possible
Plus, you will want to do some mapping of where your family has lived and migrated. You can
do this in ArcGIS or ArcView. You may have Microsoft Encarta or other Atlases on your
computer. Of course, you can always photocopy paper maps. Obviously, the more information
that is available about places of residence, occupation, education, and related information, the
more detailed the analysis can be.
The objectives of this project are to:
become aware of how one's own family fits into, contributes to, and is affected by, prevailing
demographic conditions;
analyze trends over time in the survival of family members;
examine trends in family size;
examine patterns of migration; and
examine patterns of marriage, education, and occupational changes.
25

Your assignment is to write a 12-15 page paper (typed, double-spaced) using the questions that
follow as guidelines. It is not necessary for you to address every question I have raised. Some
may be unanswerable or irrelevant for your family and you may think of others that seem better.
In deciding which issues to focus upon, use your own judgment or consult with me. The
guidelines for organizing your family demographic history in conjunction with the reading in
Weeks, Population, Eighth Edition, are as follows:
Chapters 1 and 2 Begin organizing all of the demographic information available for your family.
Using index cards or other tools (a computer spreadsheet program is especially useful), arrange
your data according to the three population processes and population characteristics. What were
the major demographic trends taking place during the times and places in which your family was
located historically (including up to the present)? Determine the basic levels of fertility,
mortality, and migration with which you will be comparing your family's experience.
Chapter 3 Since a major goal of this project is to relate the demographic events in your family
with those that were taking place in the wider social context, you should begin to develop your
own demographic perspective that will help you to organize your material in a meaningful
historical pattern.
Chapter 4 Calculate the average age at death and the distribution of death by age and sex for
people in each successive time period. For example, what was the pattern of mortality in the
family during the 1900-24 period compared to the 1950-74 period? Are there any discernible
differences by geographic location or socioeconomic differences among family members? What
were the known or probable causes of death in each generation? Discuss how family life was, or
might have been, influenced in each generation by the mortality levels prevailing at the time.
Chapter 5 What have been the levels of childbearing in each successive generation in your
family? Is there any evidence of subfecundity or infecundity? Any evidence of deliberate control
of fertility and any family knowledge (even gossip) about means of birth control? When did
people marry? Were there divorces or deaths that would have interrupted childbearing?
Chapter 6 What stories exist within the family about the desire for particular numbers of
children? What might have been the motivations for the specific numbers of children born to
particular family members? Were people just following the fads? Was there ambivalence? To
which of the various theories of the fertility transition does your family seem to conform?
Chapter 7 Can the family be traced back to a place of origin other than the United States? If so,
what were the characteristics of those international migrants? Where were they from? Where did
they go? Why did they migrate? Has there been internal migration in the family? If so, from and
to where, and what were the characteristics of those who moved compared to those who did not
move? Can you speculate on the reasons for people moving or not moving?
Chapter 8 Pick a date, such as April 1, 2000 (or any census date will do) and determine the sex
and age of all people alive on that date in your family. Construct an age pyramid. Then choose
an earlier date (perhaps 30 or 40 years earlier) and construct another age pyramid. Compare the
26

two family pyramids with one another, and compare each with population pyramids from the
census data for the same years. Discuss the reasons for differences and similarities.
Chapter 9 Do you come from a long-lived family or from one with some other identifiable
pattern of death by age and/or sex? What are the sociodemographic characteristics of older
family members compared with younger ones? If possible, interview an older family member to
find out his or her attitudes about old age, and feelings about work, retirement, and activities.
Chapter 10 Review the different levels of education, occupation, and (if available) income within
each generation in the family. Has there been upward social mobility within the family? Have
there been changes in religion? Intermarriage in the family? Compare your life chances, and
those of family members, with the U.S. averages at the appropriate dates. What are your own
experiences with diverse household living arrangements? What changes have occurred over the
generations in terms of family structure? What are your perceptions of the role of women in your
own family in each generation? Who was, or is, the most likely person to have altered family
attitudes about the status of women? Is there any apparent relationship in the family between
attitudes about the roles of women and the number of children that family members were having?
Chapter 11 Does your family have a history of rural or urban living? What are your own
preferences? Do you prefer suburban to central city living? Would you prefer to live in the
exurbs, rather than the suburbs? What is your perception of crowded? Have you ever felt that
way in a living situation? Has your family participated in any of the major patterns of ruralurban-suburban
migration?
Chapter 12 Has your family generally experienced economic development over time? Can you
relate the changes in family well-being to reproductive patterns? Did the number of children born
into the family decline during the Great Depression, rise again during the Baby Boom, and then
slack off after that? Has your family contributed to environmental degradation and/or
environmental preservation or conservation? Describe the circumstances. Has your family
always been adequately fed, as nearly as you can tell? Do you grow any of your own food? Have
you ever given much thought to the origin of your personal food supply? To its nutritional value?
To its possible carcinogenic properties? What would be your reaction to a diet that included 50
percent less meat than you currently eat?
Chapter 13 Have any members of your family ever been concerned about population growth? If
so, describe the person and the concern. What do you advocate as a population policy that would
best meet the needs of the world in the future? Do you think your ideas are different from most of
your family members'? Why or why not? Are you personally in favor of family planning? Why
or why not?
Chapter 14 How would you describe your family in terms of its consumer habits? What would
be the best marketing strategy to appeal to your current family members, given their particular
demographic characteristics? Are you personally aware of advertising that is aimed at people
who share your population characteristics? Give examples.
Summary Summarize the comparison of your family's demographic history with the
demographic events occurring in the broader social context of each generation as your family
27

flowed through time. Were your family members demographic conformists, pioneers, or
nonconformists? How did they fit into the Depression-era cohorts, the Baby Boom Cohorts, and
the Baby Bust and Baby Boomlet cohorts? What do you expect to be your own vital statistics-age
at marriage, number of children ever born, migration pattern, education, occupation, income,
and age at and cause of death?
(2) Demographic Profile
Pick a country (not the United States) that you are interested in or familiar with. For ideas,
consult your Population Reference Bureau "World Population Data Sheet" or visit the
International Database of the U.S. Bureau of the Census at: http://www.census.gov/ipc/www. It
is important for you to choose a country as soon as possible so that you can begin searching for
data sources. To produce an effective profile, the following data should be available for two
different dates:
--total population by age and sex
--births by age of mother
--deaths by age and sex
--percent of the population living in cities
These data are most accessible in the United Nations Demographic Yearbooks in the library.
Some of the data can be accessed electronically: http://twig.sdsu.edu/demoybk/.
Plus, you will want to do some mapping of the region that you are studying. You can do this in
ArcGIS or ArcView, or you may use Microsoft Encarta or other Atlases on your computer. Of
course, you can always photocopy paper maps.
The objectives of the project are to:
--build a demographic profile of a particular country;
--analyze changes over time in the demography of the country under study;
--relate demographic changes to broader social changes that are occurring in that country;
--attempt to develop a viable, culturally relevant population policy for that country; &
(optionally)
--compare that demographic profile with another country such as the United States.
Your assignment is to write a 12-15 page (typed, double-spaced) paper using the questions below
as guidelines. It is not necessary for you to address every question I have raised. Some may be
unanswerable or irrelevant for your country and you may think of others that seem better. In
deciding which issues to focus upon, use your own judgment or consult with me. The guidelines
for organizing your demographic profile in conjunction with the reading in Weeks, Population,
Eighth Edition, are as follows:
Chapter 1 Describe the history of population growth over time, leading to the current
demographic situation. What is the current population, and how has the population grown over
time? What is the current rate of growth? And what is the implied doubling time? What are the
crude birth and death rates, the rate of natural increase, the incidence of internal migration, and
the rate of international in- or out-migration?
28

Chapter 2 Discuss the sources of data available for your country, including census data, vital
registration data, and survey data (if it is a developing country see if any data are available from
the Demographic Health Surveys: http://www.measuredhs.com), and look for data in the UN
Demographic Yearbooks. Search the internet for country-specific sites that link to the
census/statistical agencies for that country.
Chapter 3 Do some research on the prevailing political philosophy of your chosen country.
Would this philosophy come closest to Malthus, Marx, or someone (or something) else? Where
is this nation in terms of the several parts of the demographic transition? Has the timing of
demographic events been consistent with the transition perspective? Are rates of natural increase
high in rural areas? Is there evidence of rapid rural-to-urban migration that might be consistent
with the perspective of demographic change and response?
Chapter 4 Find as much information as possible about mortality--age/sex-specific mortality
rates, life expectancy, and deaths by cause--for at least two different dates. Compare the data.
What are the mortality trends? Two sources you might consult for information, if you cannot find
official government publications, are:
http://www.census.gov/ipc/www and/or
http://www.who.int/whosis/ as well as
Murray, Christopher J.L. Murray and Alan D. Lopez, The Global Burden of Disease: A
Comprehensive Assessment of Mortality and Disability From Diseases, Injuries, and Risk Factors
in 1990 and Projected to 2020 (Cambridge, MA: Harvard University Press), 1996.
Given the prevailing cultural norms, what is the likely rank-ordering of "real" causes of death,
compared to those given in the vital statistics?
Chapter 5. Using survey data (such as http://www.measuredhs.com/ or
http://www.cyberschoolbus.un.org/infonation/index.asp or any other available source investigate
how each of the intermediate variables seems to operate to influence fertility levels (some of this
information may be gleaned from tables in the World Bank's annual World Development Report-see
http://www.worldbank.org/data/). Find or calculate as many of the different measures of
fertility as possible for at least two different dates (the U.S. Bureau of the Census's International
Database is particularly useful for this: http://www.census.gov/ipc/www). What changes have
been occurring over time? Do different measures of fertility yield somewhat different
interpretations of trends?
Chapter 6 Referring again to the data you found above (related to Chapter 5), draw as many
conclusions as you can about the probable underlying motivations for the observed fertility levels
and trends over time. Which theories of the fertility transition seem to best explain the data that
you have acquired for this country? You may wish to do a literature review on fertility in that
country by visiting the Population Index online at: http://popindex.princeton.edu/.
Chapter 7 What are the patterns of internal migration, especially rural-to-urban migration? What
are the patterns of migration from or to other countries? Are there any studies available relating
29

migration to other demographic (such as fertility) or socioeconomic (such as labor force
participation) variables? Are the data available to calculate migration rates by age and/or to
calculate the migration ratio? Which of the various theories of migration seem best able to
explain patterns of migration within, to, and/or from this country? A good resource for
information is Migration News, which is online at: http://migration.ucdavis.edu.
Chapter 8 Construct age/sex pyramids for two different dates (go to: http://www.census.gov/
ipc/www/idbpyr.html), and for urban and rural populations, if such data are available. If such data
are available, they will be published in the United Nations Demographic Yearbook and should be
available on the International Database of the U.S. Bureau of the Census:
http://www.census.gov/ipc/www. Also calculate the average age and the dependency ratio for
those two dates. "Read" the age structure, discussing the implied history of population growth,
and the implications for the future of the current cohort structure.
Chapter 9 What is the number and proportion of older people in the population, and how have
those figures been changing over time? How are older people treated? Are there differences in
sociodemographic characteristics between the young and old in society that would suggest a
source of future social change as new cohorts flow into the older ages? What is the sex ratio at
the older ages, and how do you account for it?
Chapter 10 Describe the trends over time in family and household structure. Are they related to
changes in age at marriage and/or to changes in gender roles? How do the population
characteristics of women compare with those of men? Have there been recent changes in
education and labor force participation, for example, that might suggest a rise in the status of
women? Note that most of these data will probably have to come from a source such as the
United Nations Demographic Yearbook. Has fertility yet been affected by the status of women?
What evidence can you bring to bear on that question? Are husbands typically several years older
than their wives? What are the implications of such findings?
Chapter 11 What have been the changes between two recent dates in the sizes of the rural and
urban populations? Are data available on rural and urban differences in rates of natural increase?
What are the long-run historical changes in the percent urban? Do urban places tend to have
relatively high or low population densities? What is the density of the rural population? Search
the internet (start with the Alexandria Digital Library, listed above) to see if there are any satellite
images or aerial photographs of the urban and rural areas of the country, so that you can visually
contrast the differences. Are there any studies available of rural or village life, with which you
can contrast the human condition in the cities?
Chapter 12 Using resources such as the United Nations Yearbook of National Accounts Statistics
or the World Bank's most recent World Development Report (http://www.worldbank.org/data/),
estimate the level of economic development and assess changes over time for the same dates for
which you have demographic data. Are there any discernible trends in the relationship between
population changes and economic changes in the country? What is the government position with
respect to economic development and population growth? Can you assess the influence of the
current age/sex structure on the future development prospects? Using a resource such as the
World Bank World Development Report to evaluate the likely environmental impact of
30

population growth in this country. Describe the specific kinds of environmental changes known
to have occurred during at least the last 10 years. Using the United Nations Food and
Agricultural Organization's Production Yearbook (http://www.fao.org), determine the level of
food production, and trends over time. What are the principal products grown? What are the
levels of imports and exports of major agricultural products? Has per person production been
increasing? Has the number of tractors been increasing? Has the use of fertilizers, pesticides,
and other concomitants of the Green Revolution been increasing over time? Has the amount of
arable land been increasing or decreasing? Has the acreage devoted to forest been declining or
increasing?
Chapter 13 Place yourself in the role of prime minister of this country. What would be your
desired social and economic goals, and what kind of population policy would most likely help to
achieve that goal or set of goals? Is this the same as or different than the population policy (if
any) currently being pursued? For the latest information on national population policies go to:
http://www.un.org/esa/population/publications/npp2001/doc/AboutNPP.htm. (Note that this will
involve downloading files onto your computer.)
Chapter 14 Focus on health and education planning. Given the population projections for the
country, what kinds of health and educational resources must be planned for during the next 10 or
20 years? Since data are most apt to be available to you from United Nations sources, go to:
http://www.cyberschoolbus.un.org/infonation/index.asp. What might be the social, economic, and
demographic consequences of failing to provide adequate personnel and facilities to meet the
health and education needs of the population?
Summary Summarize your findings and draw whatever you think are the important conclusions
regarding the demographic future of the country you have profiled.
31

Undergraduate Demography Exercises
32

STATE DEMOGRAPHIC PROFILE
Susan D. Stewart, University of Richmond
Purpose:
The goal of this assignment is for you to get acquainted with the basic demography of your
chosen state, in terms of the “static” variables (size, composition, distribution). This exercise will
help you to put the demographic measures you calculate in future projects into their proper
historical context, aid in your interpretation of these measures, and provide you with clues about
future trends. This project is the first component of a semester long demographic profile of a
state in the United States.
The ‘Introduction and Background’ section of your paper should be approximately 3-4 pages long
(not counting tables, maps, charts, etc.). If appropriate, create tables using Excel to present your
demographic data, and refer to any tables (ones you have created or downloaded) in the text as
you discuss them. Be sure to cite all sources of information, and list these sources in a References
section at the end of your paper, including web addresses (use APA style). Drawing comparisons
to national figures (if available) will help you interpret your data.
When preparing your Introduction and Background section, consider including the
following:
Brief history of your state
Location and geography (you may include maps)
Population size
Population distribution and density (Where is the population of your state concentrated? Is your
state predominantly urban, rural?)
Population composition (race/ethnicity, median age, etc.)
Main industries, labor force, employment information
Measures of well-being (poverty rate, unemployment rate, literacy, % single-mother families,
etc.)
Other (whatever else you find interesting to report)
The following information is also required (retain data in an Excel spreadsheet for use):
Population in five-year age groups, by sex and race/ethnicity (white vs. minority group of your
choice)
10 steps for obtaining census data for your state (buttons to click are in bold):
Go to homepage of U.S. Census Bureau (www.census.gov)
Click on Census 2000
Go to Census 2000 Data Releases and Click on Summary File 1
Scroll down and click on detailed tables
Choose selection method list
Select state for type of area
Select your state for one or more geographic areas
Click Add
33

Click Next
For search click Show all tables
Select Sex by Age (Total Population)
Select Sex by Age (White Alone, Not Hispanic or Latino)
Select Sex by Age (whatever is your most meaningful minority group)
Click Add
Click Show Table
Go to Print/Download and click Download
Format will default to comma delimited-spreadsheet format, click OK (open to current location
or save to disk to view results in an Excel spreadsheet)
34

MEASURES OF MORTALITY
Susan D. Stewart, University of Richmond
Purpose:
The goal of this assignment is for you to calculate, interpret, and evaluate basic demographic
measures of mortality. Because we are in transition period (i.e., 2000 death data is not yet
available), certain assumptions must be made. Foremost, we will assume that the number of
deaths in the U.S. is relatively stable from year to year. Thus we will use 1997-1999 deaths (the
most recent mortality data available) as rough estimates of the number of deaths in 2000. This
project is the second component of a semester long demographic profile of a state in the United
States.
Data Needs*:
1997-1999 Vital Statistics Data (deaths/births)
1997-1999 Deaths in 10-year age groups, by sex (male/female) and race/ethnicity
(white/minority)
1997-1999 Total deaths by cause by sex (male/female) and race/ethnicity (white/minority)
1997 Total infant deaths (under 1 year), by race (white/black)
1997 Total births, by race (white/black)
2000 Census Data (population)
Population in 10-year age groups, by sex (male/female) and race/ethnicity (white/minority)
*All data pertain to your assigned state. 10-year age groups include 25-44, 45-54, 55-64, 65-74,
65-84, 85+. See attached instructions to download your data.
Instructions:
Calculate the following rates (to 3 decimal places) and answer the accompanying questions.
Show all data and calculations.
Calculate the Crude Death Rate (CDR) for the white and minority populations of your state.
Interpret these rates. What do the data suggest about your minority versus Whites’ risk of death?
In an Excel spreadsheet (hand in to me), calculate Age Specific Death Rates (ASDRs) by
race/ethnicity and sex for your state (i.e., white males, white females, minority males, minority
females). Interpret these rates. What patterns do you observe? If the CDR you calculated above
lead you to a different conclusion with respect to a race differential, how do you account for these
findings?
Calculate the Infant Mortality Rate (IMR) for Whites and Blacks in your state. Interpret these
rates. What racial differences do you observe? Can you speculate as to some potential factors that
may help explain these results?
35

In an Excel spreadsheet (hand in to me), calculate the Cause Specific Death Rate for the White
and the minority population of your state, by sex (male and female), for heart disease (Diseases of
the heart), cancer (Malignant neoplasms, all), stroke (Cerebrovascular diseases), motor vehicle
accidents, homicide, suicide, and other causes of your choice.** Interpret these rates. What race
differentials in these causes of death do you observe? What is the difference between endogenous
and exogenous causes of death? Which of the causes listed above are endogenous and which are
exogenous?
**Use 100,000 as your constant (k) rather than 1,000.
Instructions For Downloading Data From the NCHS Website:
Deaths in 10-year age groups and deaths by cause:
Go to the National Center for Health Statistics (NCHS) website (www.cdc.gov/nchs)
Click on Tabulated State Data, then Healthy Women: State Trends in Health and Mortality
The “Overview” will give to a link to the Beyond 20/20 Browser. Click on browser
Download the Browser
Click open when you get to the question, “Would you like to open the file or save it to your
computer?”
Click next when you get to the InstallShield® Wizard, license agreement (accept), and customer
information, and complete set-up.
Click install and then finish
Click on tables and then Mortality tables
Select Cause Specific Mortality
Click on the “eye” icon for Cause specific mortality
Open the program from its current location
Use arrow keys on either side of the window to select your desired categories (underlined in
blue): Age (no change), State (your state), Sex (men/women), Race (White/Minority), Year
(1997-1999), Cause of Death (no change), Mortality (Count)
Once you have your desired settings, save each as an Excel Worksheet with the following names:
Deaths by Age (White Males), Deaths by Age (White Females), Deaths by Age (Minority Males),
and Deaths by Age (Minority Females). Save to your desktop or a floppy/zip disk.
Create one new Excel spreadsheet for your data, with 10-year age groups (25-85+) in the first
column, followed by columns for White Males, White Females, Minority Males, Minority
Females (All causes)
Because counts comprise 3 years of data (1997-1999), divide all figures by 3.
Use All (2000-Adjusted) figures for calculation of the CDRs and CSDRs, not the total of your 10year
age groups (because these do not include persons under 25)
1997 infant deaths, by race
Go to the National Center for Health Statistics (NCHS) website (www.cdc.gov/nchs)
Click on Tabulated State Data, then Deaths
Scroll down to GMIII_1_97 (627 pages)
Click View/Download PDF (directly underneath)
Copy down the number of deaths under age 1 from all causes for your state, for Blacks and
Whites (males and females are recorded separately, you must add these together)
36

1997 births, by race
Go to the National Center for Health Statistics (NCHS) website (www.cdc.gov/nchs)
Click on Tabulated State Data, then Births
Go to Statistical Tables on Births, and click on the link to Tables from Vital Statistics of the U.S.,
1997, Part I, Natality
Scroll down to 1-13. Live births by age of mother, race and Hispanic origin of mother: Each
State, 1997 (released 4/2000)
Click View/Download PDF (directly underneath)
Copy down the total number of births for your state, for Black and Whites
Save this PDF file on a disk for later use
37

MEASURES OF FERTILITY
Susan D. Stewart, University of Richmond
Purpose:
The goal of this assignment is for you to calculate, interpret, and evaluate basic demographic
measures of fertility. Because we are in transition period (i.e., 2000 birth data is not yet
available), certain assumptions must be made. Foremost, we will assume that the number of
births in the U.S. is relatively stable from year to year. Thus we will use 1997 births (the most
recent natality data available) as rough estimates of the number of births in 2000. This project is
the third component of a semester long demographic profile of a state in the United States.
Data Needs:
1997 Vital Statistics Data
Total births, by race/ethnicity (white/minority)
Births in five-year age groups by race (white/minority)
Note: Include births to women under age 15 in 15-19 category, and births to women age 45+ in
40-44 category.
2000 Census Data
Total population, by race/ethnicity (white/minority group)
Female population age 15 to 44 in five-year age groups, by race/ethnicity (white/minority group)
Population aged 0-4, by race/ethnicity (white/minority group)
Instructions:
Calculate the following rates (to 3 decimal places) and answer the accompanying questions.
Include all your data and show your calculations.
Calculate the Crude Birth Rate (CBR) for the white and minority populations of your state.
Interpret these rates. What do the data suggest about the fertility of these two groups?
Calculate the General Fertility Rate (GFR) for the white and minority populations of your state.
Interpret these rates. What is the main advantage of the GFR over the CBR? Does this advantage
make any difference with respect to your interpretation of the fertility of whites versus minority
women?
Calculate the Child-Woman Ratio (CWR) for the white and minority populations of your state.
Interpret these rates. In what situation might you choose to use the CWR rather than the GFR?
What limitations do you see with the CWR? Are any of these limitations apparent from your
data?
38

In an Excel spreadsheet, calculate Age Specific Fertiliy Rates (ASFRs) by race/ethnicity
(white/minority group) for your state. Interpret these rates. Compare the ASFRs of whites to
your minority group. What age differences do you observe in the fertility patterns of these two
groups of women?
Calculate the Total Fertility Rate (TFR) for the white and minority populations of your state.
Interpret each of these rates. What are the major assumptions of this rate? Do you think these are
safe assumptions for these two groups of women? Why or why not?
Directions for obtaining 1997 births, by race/ethnicity:
Go to the National Center for Health Statistics (NCHS) website (www.cdc.gov/nchs)
Click on Tabulated State Data, then Births
Go to Statistical Tables on Births, and click on the link to Tables from Vital Statistics of the U.S.,
1997, Part I, Natality
Scroll down to 1-13. Live births by age of mother, race and Hispanic origin of mother: Each
State, 1997 (released 4/2000)
Click View/Download PDF (directly underneath)
Save this PDF file on a disk or print-out a copy (or copy down the figures you need)
39

POPULATION POLICY
Susan D. Stewart, University of Richmond
Purpose and Instructions:
For this exercise, pretend you are a policy maker in charge of formulating an official population
policy for your state. First, on the basis of your previous exercises, review the current
demographic situation in your state. Second, “stick your neck out” and predict the demographic
future of your state. Based on your state’s current patterns of fertility, mortality, and migration,
discuss what you expect your state’s population to look like 50 years from now (i.e., size,
composition, and distribution) and identify some potential social issues and/or problems that are
likely to have arisen from these patterns. Third, establish one or more demographic and/or social
goals for your state (what you would like to see changed in the future). Finally, create your own
population policy—a clear strategy for achieving these goals. This may include direct or indirect
manipulation of the dynamic variables—births, deaths, and migration—as well as other social
and/or economic interventions. Be creative and idealistic—assume limitless time and resources.
Cite all references in the text using the format specified in the ASA Style Guide. Provide a list of
references at the end of your paper using the format specified by the ASA Style Guide.
40

YOUR STATE’S ENVIRONMENT
Susan D. Stewart, University of Richmond
Purpose and Instructions:
An important effect of rapid population growth and our current consumption patterns is
environmental destruction and depletion of natural resources. We are probably exceeding our
ecosystem’s carrying capacity already. Write a 4 to 5 page paper highlighting what you perceive
to be the main environmental issues facing your state. You may discuss several issues or do an
in-depth investigation of a single issue. Topics include damage to the atmosphere (air pollution,
acid rain, etc.), hydrosphere (water pollution, overfishing, etc.), and lithosphere (toxic waste,
deforestation, loss of biodiversity, pesticide use, etc.), water and energy shortages, or other
environmental problems. Although this is an academic exercise, you may use newspapers,
magazine articles, and Internet sources to augment your paper (but do not rely solely upon these
resources). You may consider contacting Lisa Scott or Keith Weimer for assistance.
Cite all references in the text using the format specified in the ASA Style Guide. Provide a list of
references at the end of your paper using the format specified by the ASA Style Guide.
41

GEOGRAPHIC INFORMATION SYSTEMS (GIS) EXERCISE*
Susan D. Stewart, University of Richmond
David R. Bowne, University of Richmond
Purpose:
The goal of this assignment is to familiarize students with the demographic applications of GIS
software ArcView 8.1. Students will formulate a research question, analyze data, and interpret
their findings.
Instructions:
Using ArcView 8.1, pose and answer a question for your state with the supplied U.S. Census
2000 data and either hospital or school locations. The question may be similar but not identical to
the example reviewed in class (see example below).
Complete and hand-in the following:
State your research question & briefly explain why it is worth answering (Social Significance).
Provide a summary of your results, including statistics relevant to your question (e.g. 19.4% of
married couples in Virginia live within 1 mile of a hospital). Also include a map that visually
conveys the results of your analysis.
Provide a brief explanation and discussion of the results. You should offer reasons for the results
and discuss possible implications for social policy. Also suggest other analyses or information
that are needed to more thoroughly address the issue, including at what scale (local, city, county,
state, federal) the issue should be examined.
42

Step-by-Step instructions for GIS Example
Prepared by Dr. David Bowne
The question: In Virginia, do single mother households (expressed as % of total) live farther from
hospitals than married couples with children (expressed as % of total)?
1) Start ArcView 8.1 ArcMap
2) Accept the “Start ArcMap with a new empty map” default – hit OKAY.
3) Under File, select ADD NEW DATA.
Select CONNECT TO FOLDER
Select Zip Drive (Drive D).
Then, navigate to where your data is saved on your zip disk.
ADD vablckgrp.shp
ADD Hospitals.lyr.
4) You should see the list of data in the table of contents section of ArcMap.
The data files display as listed, so “Hospitals” is on top of “vablkgrp” and hiding it. Click on
“vablkgro” and drag it above “Hospitals”. “vablkgrp’ is now on top but you may not see it
because it is of Virginia only, while the hospital data are for the entire country.
Zoom in on Virginia by using the magnifying glass with the + symbol.
Now switch the two layers again, so that “Hospital” is on top.
5) Our goal is to calculate and then display, the density of single mother households and married
with children households in the state. Let’s work on the display of single mother households first.
Highlight “vablkgrp”, then right click on PROPERTIES. Then click on SYMBOLOGY. On the
left window, select QUANTITIES, then GRADUATED COLORS. Under FIELDS, select as the
VALUE, FHH_CHILD. Then NORMALIZE by AREA. This gives the density (number of single
mother households divided by area of the census block). Click APPLY, then OKAY.
Zoom in on the city of Richmond. You will see that the map is now shaded with different colors.
6) Now determine the number of single mother households (FHH_CHILD) within 1 mile of a
hospital. Select the SELECTION menu item, then choose SELECT BY LOCATION. A box will
appear with many items. You want to “Select features from” the following layer “vablkgrp” that
“are within a distance of” the features in this layer “Hospitals”. Check the box next to Apply
buffer - Choose 1 mile buffer. Click APPLY, then CLOSE.
A bunch (1356 to be exact) of census blocks should be highlighted in light blue.
On the Table of Contents, highlight “vablkgrp”, right click, then select OPEN ATTRIBUTE
TABLE. You will see a large table with a few rows shaded light blue. At the bottom of the table,
hit the Show: SELECTED button. You will now see a table of all the selected census blocks.
Scroll over to the column headed FHH_CHILD and click on the header – the column will turn
yellow.
Right click on the column and select STATISTICS. The computer will compute basic descriptive
statistics, including the SUM of all the selected census blocks. Write down that number.
43

With the STATISTICS table still open, change the FIELD to MARHH_CHILD. The computer
will calculate the same statistics for the Married with Children field. Write down its SUM.
We now know the number of single mother and married with children households in census
blocks within 1 mile of a hospital. We still need the total number of each household regardless of
proximity to hospitals.
Close the STATISTICS box, go to the SELECTION menus item, and choose CLEAR
SELECTED FEATURES.
In the open attribute table, select SHOW: ALL. The table with no shaded rows will appear. Now
repeat the STATISTICS for the same two fields (FHH_CHILD and MARHH_CHILD). The
numbers will change because no specific blocks are selected. Record the SUM for each.
Now calculate the percentage of each household type that live in a census block within 1 mile of a
hospital. I got 19.5% of married w/ children households and 32.2% of single mother households
live in a census block located within 1 mile of a hospital.
What might be the reason for the differences? You can redo this analysis with varying distances.
7) For a printed map, it would be nice to show what a 1-mile buffer around each hospital looks
like. Close the ATTRIBUTE TABLE to return to the map. Under TOOLS, select BUFFER
WIZARD.
Follow the instructions to create 1-mile buffers around HOSPITALS. Select NO for dissolve
barriers (you can choose yes but it’ll take longer to process).
Tell the computer where to save the buffer coverage and what to name it.
Circles around each hospital should appear. Highlight your new buffer coverage and select
PROPERTIES, SYMBOLOGY to change its appearance.
Under VIEW, choose LAYOUT view. A layout is the term for a printed map. The computer now
shows you what will be printed on paper or saved as an image, but first you need to add a legend,
title, scale bar, your name, and north arrow. On the menu, select INSERT, then LEGEND. A box
will appear to ask which layers you want to show and how to format them. Just hit NEXT until
FINISH. A legend is now on your map. You can move or resize it. Do the same procedure to add
a title, scale bar, and north arrow. Make sure the units of the scale bar are MILES. Add your name
and contact information using INSERT, TEXT. Double clicking on most items on the map will
allow you to format them.
To print the map, go to FILE, PRINT PREVIEW. After you are satisfied with it, hit PRINT.
44

SSDAN.NET EXERCISES:
The SSDAN Project makes available hundreds of datasets (mostly Census Bureau based), and has
compiled dozens of modules for public dissemination and use in college courses. The exercises
below pertain to children’s data available within SSDAN, but there are increasingly diverse data
sets available to be used in demographic analyses. The children’s exercises showcase how these
data may be used with respect to projects focused on children, but they are readily adaptable to
other research areas at both the undergraduate and graduate levels.
Focused on Children using Decennial Census Data
Demographic Analysis of Children Using SSDAN
SSDAN is working with professors to introduce Kids Count data into social science courses.
Professors have developed exercises that provide demographic analysis of issues pertinent to
children. These exercises use the Kids Count on-line data resource and help students develop
analysis skills. Brief descriptions of demographic exercises for undergraduate students are
provided below and the complete modules are available at www.ssdan.net/kidscount.
Status of Children & Children in Crisis
Elizabeth Osborn, St. Mary's College of Maryland
Social indicators are variables that reflect social condition, that is, that "indicate" something about
the nature and quality of life in a society. Kids Count data are used to assess the available
indicators of the status of children in the United States and comparing across states. Kids Count
data may also be used to focus on factors related to death rates for children and teens.
Education, Children in Poverty, Infant Mortality, and Social Stratification
Theodore Fuller, Virginia Tech
Detailed directions inform students how to use Kids Count data to analyze educational issues,
children in poverty, and aspects of social stratification. Exercises are available that allow
students to analyze children who have problems with the educational process. Exercises are
available that allow students to examine the percent of children in poverty and some of the factors
related to child poverty. Exercises show students how to examine Infant Mortality Rates (IMR)
and the factors related to infant mortality. On-line exercises also allow students to examine
income stratification and its consequences, such as the quality and quantity of education, health
care, housing, and life expectancy.
Education, Outcomes of Poverty, and Family and Child Well-Being
Lisa Waldner-Haugrud, University of St. Thomas (MN)
Exercises allow students to develop skills that will allow them to analyze education and child
well-being and the outcomes for kids living in poverty. Exercises available on-line also explore
how family structure and financial resources impact indicators of child well-being.
45

Introduction to Kids Count Data Project
Kathy Rowell, Sinclair Community College (OH)
This module provides exercises that help students to develop a report to inform the Governor¹s
office about the state of young people in their state compared with national-level statistics. If you
would like to get involved in the Kids Count in the Classroom project or use the Analysis Tools
in your classes, contact the SSDAN staff (e-mail: ssdan-staff@umich.edu).
46

Graduate Level
General Courses
47

INTRODUCTION TO POPULATION STUDIES
John Knodel, University of Michigan
Course Objectives:
This course is a graduate-level survey of population studies. An overview of the content is given
in the course outline below. The primary emphasis is on demographic behavior as a dependent
variable. In addition to examining substantive issues, considerable emphasis is given to basic
demographic concepts and measurement.
Course Outline:
I. Introduction
A. Defining Demography
B. World Demographic Overview
C. Population Growth
II. Sources of Demographic Data
III. Mortality
A. Concepts, Measurement and Overview
B. Mortality Trends, Differentials and Determinants
IV. Reproductive Behavior
A. Concepts, Measurement and Frameworks
B. Fertility Transitions
C. Post-transition reproductive patterns
V. Age-Sex Structure and Population Projections
VI. Migration and Population Distribution
Course Format:
While this is primarily a lecture course, we will also devote some time to seminar-style class
discussions. Since the lectures build upon assigned readings, it is important to pace your reading
to keep up with the lectures. For those of you unfamiliar with demographic measures, it is
particularly crucial to read the appropriate sections of the Palmore-Gardner mini-text (see below)
prior to lectures on measures.
Exercises, Exams, and Grading:
Grades will be based on the following with the relative weights indicated in parentheses:
Population Growth Exercise Set (5%)
Mortality Exercise Set (10%)
Midterm Exam (35%)
Fertility Exercise Set (10%)
Final Exam (40%)
All exercises and exams will be graded and the course grade will be based on a weighted average
of the series of grades. In some cases a course grade may be raised based on class participation.
The exercises on population growth, mortality and fertility measures are "open book" and "take
48

home". They are designed to help you master basic technical material that permeates the
literature represented in the reading list. They will be distributed in class one week in advance of
their due dates. You are encouraged to consult with each other in doing these exercise sets.
However, answers must be submitted individually and all calculations and steps involved in
arriving at answers must be shown. The midterm and final exams are "closed book" and "in
class", but for each you are permitted to consult one sheet (double sided) of hand-written original
notes that you can make up for the purpose. The final exam covers all topics covered during the
entire semester but will give disproportionate emphasis to material covered after the midterm.
The exercise sets on population growth, mortality and fertility measurement are based on material
covered in a mini-text by Palmore and Gardner and discussion of this material in class. Since the
exercises on population growth and mortality measurement are given early in the semester, you
are advised to start reading the mini-text immediately. The mini-text provides exercises and
answers for practice.
Obtaining Course Material:
The required readings for this course are divided into
1) A short text book that you need to purchase;
2) A course pack you need to purchase and
3) a series of documents you need to print out from the course web site.
Material to purchase
1) James Palmore and Robert Gardner, Measuring Mortality, Fertility and Natural Increase: A
Self Teaching Guide to Elementary Measures, 1994.
2) A Course-pack.
Material to print out from the course web site
Note: To access the course website go to: and
login. You will see all the courses for which you are officially registered. Follow the direct links
for Sociology 530 (i.e. the URL associated with it). Click on Resources.
1) print out all articles in the folder “Course Readings”. These are required reading. Most are PDF
files; a few are Word documents. They should be put together with the course pack. Some of
these files are large so you probably want to access and print them from a University site (rather
than to download from a modem or print at home). All of these articles are available to registered
students on line through the library website. When given a choice, I have downloaded the lower
quality (lower resolution) versions to keep file sizes down. If you find the resolution quality
unsatisfactory, you can access the online articles yourself and print the higher resolution version.
2) Print our a set of lecture notes (in a Word file) in the folder “Lecture Notes”. Please bring
these notes to class as I will refer to them during lectures. They should save you time taking your
49

own notes. I recommend that your print them out single-sided so that you have room on the back
to write your own comments. Note that they are not exhaustive and only some lecture topics have
corresponding notes available. Still they should help.
Reading List:
The reading list is arranged by topic in the order that they will be covered in the course. The
dates of the classes to which they relate are indicated.
** indicates items that are available through the course web site and are not included in the course
pack. All items, however, are required reading.
I. Introduction
John C. Caldwell, “Demography and Social Science.” Population Studies 50(3), Nov. 1996,
excerpts from pp. 305-333.
**Yu Xie, “Demography: Past, Present, and Future.” Journal of the American Statistical
Association 95(450), June 2000, pp. 670-673.
Harriet Presser, “Demography, Feminism, and the Science-Policy Nexus.” Population and
Development Review 23(2), June 1997, excerpts from pp. 295-331.
A.J. Coale, “The History of the Human Population.” Scientific American, Sept 1974 (reprinted).
**Joseph Chamie, “World Population in the 21st Century” Paper presented at the XXIV General
Population Conference of the IUSSP, Salvador, Brazil, 18-24 August 2001.
Jason Finkle and C. Alison McIntosch. “United Nations Conferences: Shaping the Policy Agenda
for the Twenty First Century.” Studies in Family Planning 33(1), March 2002, pp. 11-23.
Palmore and Gardner, pp. 1-10; 66-72; 131-132.
II. Sources of Demographic Data
David Yaukey and Douglas Anderton, Demography. 2nd edition, Chapter 2, “Demographic
Data,” pp.17-38.
Prewitt, Kenneth, “The US Decennial Census: Political Questions, Scientific Answers.”
Population and Development Review 26(1), March 2000, pp. 1-16.
**J. Gregory Robinson, Kirsten K. West, and Arjun Adlakha, “Coverage of the population in
Census 2000: Results from Demographic Analysis.” Population Research and Policy Review 21
(2002), pp. 19-38.
50

John Cleland, “Demographic Data Collection in Less Developed Countries.” Population Studies
50(3), November 1996, pp. 433-450 (abridged).
John Knodel, “A Case for Nonanthropological Qualitative Methods for Demographers.”
Population and Development Review 23(4), Dec. 1997, pp. 847-853.
III. Mortality
A. Concepts, Measurement and Overview
Palmore and Gardner, pp. 10-61, 131-133, 135-137.
John C. Caldwell, “Health Transition.” In A. Kuper and J Kuper, eds., The Social Science
Encyclopedia, 1996, pp. 357-358.
Joshua Salomon and Christopher Murray, “The Epidemiologic Transition Revisited: Causes of
Death by Age and Sex.” Population and Development Review 28(2): June 2002, pp. 205-227.
B. Trends, Differentials, and Determinants
Roger Schofield and David Reher, “The decline of mortality in Europe.” Chapter 1 in Roger
Schofield and David Reher (eds.), The Decline of Mortality in Europe, 1991, pp. 1-17.
William McNeill. “Transoceanic exchanges of disease.” In S. Menard and E. Moen (eds.),
Perspectives on Population, 1987, pp. 16-22.
**Eileen Crimmins, Yasuhiko Saito and Dominique Ingegneri, “Trends in Disability-free Life
Expectancy in the United States: 1970-90.” Population and Development Review 23(3), Sept.
1997, pp. 555-572 (no need to read appendices).
**John Wilmoth. “The Future of Human Longevity: A Demographer's Perspective." Science 280
(17 April 1998), pp. 395-397.
S. Jay Olshansky, Bruce Carnes and Aline Desesquelles, “Prospects for Human Longevity.”
Science 291, 23 Feb. 2001, pp. 1491-1492.
Jim Oeppen and James Vaupel, “Broken Limits to Life Expectancy.” Science 296, 103 May 2002,
pp. 1029, 1031.
Alaka Basu, “Gender in population research: Confusing implications for health policy.”
Population Studies 54(1), March 2000, pp. 19-28.
Fred Pampel, “Cigarette use and the narrowing sex differential in mortality.” Population and
Development Review 28(1), March 2002, pp. 77-104.
51

United Nations. World Population Prospects - The 2000 Revision: Highlights. 28 Feb. 2001, “The
demographic impact of HIV/AIDS,” pp. 9-13.
**John Knodel and Mark VanLandingham. “The impact of the AIDS epidemic on older persons”
AIDS 2002, Volume 16 (Supplemnt 2).
IV. Reproductive Behavior
A. Concepts, Measurement and Frameworks
Palmore and Gardner, pp. 62-119, 134.
John Bongaarts and Griffith Feeney, “On the Quantum and Tempo of Fertility,” Population and
Development Review 24(2), June 1998, excerpts from pp. 271-291.
**John Bongaarts “Demographic consequences of declining fertility.” Science 282 (16 Oct.
1998), pp. 419-20.
John Knodel “Deconstructing Population Momentum.” Population Today 27(3):1-2,7, March
1999, (manuscript version).
Kingsley Davis and Judith Blake, “Social Structure and Fertility.” Economic Development and
Cultural Change 4, 1956, (abridged and reprinted).
John Bongaarts, “Fertility Determinants: Proximate Determinants.” in John Ross (ed.),
International Encyclopedia of Population (1982), Vol. 1, pp. 275-279.
Richard Easterlin and Eileen Crimmins, “Theoretical Framework.” Chapter 2 in The Fertility
Revolution (1985), pp. 12-31.
John Knodel, “Natural Fertility: Age Patterns, Levels and Trends.” Chapter 3 in R. Bulatao and
R. Lee (eds.), Determinants of Fertility in Developing Countries, 1983, Vol. 1, pp. 61-70 only.
**Warren Robinson “The Economic Theory of fertility Over Three Decades.” Population Studies
51(1), March 1997, pp. 63-74.
John Casterline, “Diffusion processes and fertility transition: Introduction” in John Casterline
(ed.), Diffusion Processes and Fertility Transition, 2001, pp. 1-16 only.
B. Fertility Transitions
John Cleland, “The Effects of Improved Survival on Fertility: A Reassessment” in R. Bulatao
and John Casterline (eds.) Global Fertility Transition, supplement to Population and
Development Review, Vol. 27, 2001, pp. 60-92.
52

Karen Oppenheim Mason. “Gender and Family Systems in the Fertility Transition” in R. Bulatao
and John Casterline (eds.) Global Fertility Transition, supplement to Population and
Development Review, Vol. 27, 2001, pp. 160-176.
John Haaga, “Comment: The Pace of Fertility Decline and the Utility of Evolutionary
Approaches” in R. Bulatao and John Casterline (eds.) Global Fertility Transition, supplement to
Population and Development Review, Vol. 27, 2001, pp. 43-59.
**John Knodel and Etienne van de Walle, “Lessons from the Past: Policy Implications of
Historical Fertility Studies.” Population and Development Review 5, 1979, pp. 217-245.
Peter McDonald, “Gender Equity in Theories of Fertility Transition.” Population and
Development Review 26(3), Sept. 2000, pp.427-439.
**Karen Oppenheim Mason, “Explaining Fertility Transitions.” Demography 34(4), Nov. 1997,
pp. 443-454.
John Cleland, “Potatoes and Pills: An Overview of Innovation-diffusion Contributions to
Explanations of Fertility Decline” in John Casterline (ed.), Diffusion Processes and Fertility
Transition, 2001, pp. 39-65.
**John Knodel, Napaporn Havanon, and Anthony Pramualratana, “Fertility Transition in
Thailand: A Qualitative Analysis.” Population and Development Review 10(2), June 1984, pp.
297-328.
C. Post Transition Reproductive Patterns
Leon Bouvier and Carol De Vita. “The Baby Boom - Entering Midlife.” Population Bulletin
46(3), Nov. 1991, pp. 1-13 only.
S. Philip Morgan. “Fertility in the United States: Current Features and Future Trends.”
Population Bulletin of the United Nations (40/41), 1999, pp. 334-348.
National Research Council (U.S.). Chapter 4. “Posttransition Fertility” In National Research
Council, Beyond 6 Billion, 2000, pp. 83-107 (abridged).
John Bongaarts, “Fertility and Reproductive Preferences in Post-Transitional Societies” in R.
Bulatao and John Casterline (eds.) Global Fertility Transition, supplement to Population and
Development Review, Vol. 27, 2001, pp. 260-281.
Caroline Foster. “The Limits to Low Fertility: A Biosocial Approach.” Population and
Development Review 26(2), June 2000, pp. 209-234.
Larry Bumpass. “The Changing Significance of Marriage in the United States.” In Karen Mason
(ed.), The Changing Family in Comparative Perspective, 1998, pp. 63-79.
53

V. Age-Sex Structure, Vital Processes and Population Projections (2 weeks)
Brian O’Niell and Deborah Balk, “World Population Futures.” Population Bulletin 56(3),
September 2001, pp. 3-13 only.
**Kevin Kinsella. “Demographic Dimensions of Global Aging.” Journal of Family Issues 21 (5),
July 2000, pp. 541-58.
Ansley Coale, “How a Population Ages or Grows Younger.” in K. Kammeyer, Population
Studies, 2nd edition (1975), pp. 33-41.
Peter Uhlenberg, “Population Aging and Social Policy.” Annual Review of Sociology 18, 1992,
pp. 450-463 only.
Samuel H. Preston, "Cohort Succession and the Future of the Oldest Old.” Chapter 3 in Richard
Suzman, David Willis and Kenneth G. Manton, The Oldest Old (1992), pp. 50-57.
VI. Migration and Population Distribution
David Yaukey and Douglas Anderton, Demography. 2nd edition, Chapter 9, “Migration,” pp.271-
312.
Douglas Massey, "The Social and Economic Origins of Immigration.” The Annals 510, July 1990,
pp. 60-72.
C. Guilmoto and F. Sandron, “Internal Dynamics of Migration Networks in Developing
Countries” Population: An English Selection 13(2), 2001, pp.135-164.
Martin Brockerhoff, “An urbanizing world”. Population Bulletin 55(3), Sept. 2000, pp. 3-18 only.
54

DEMOGRAPHIC ANALYSIS
Craig St. John, University of Oklahoma
Course Objectives:
This course is designed to provide students with an introduction to the data, statistics, and
substantive matter of demography. The latter includes, but is not limited to, mortality, family
formation and fertility, migration, immigration, population composition, population distribution,
and population growth. Frequently, we will cover these topics from a “social inequality”
perspective. For example, we will consider racial/ethnic differences in mortality and family
formation, the effects of non-marital childbearing on the well-being of families, and the
importance of residential segregation in creating the urban underclass.
Reading Materials:
There are five books and a packet of readings for this course. The books are:
Douglas S. Massey & Nancy A. Denton. 1993. American Apartheid: Segregation & the Making
of the Underclass. Cambridge, MA: Harvard University Press.
Stewart E. Tolnay. 1999. The Bottom Rung: African American Family Life on Southern Farms.
Urbana, IL: University of Illinois Press.
Lynne M. Casper and Suzanne M. Bianchi. 2002. Continuity and Change in the American
Family.
Thousand Oaks, CA: Sage Publications.
Richard G. Rogers, Robert A. Hummer, and Charles B. Nam. 2000. Living and Dying in the USA.
San Diego, CA: Academic Press.
Mary C. Waters. 1999. Black Identities: West Indian Immigrant Dreams and American Realities.
New York: Russell Sage Foundation.
Course Requirements:
There will be two exams in the course (one mid-term exam and a final exam). Both are takehome
exams. Each of these exams will be worth 25% of your course grade. You will have to
write one paper for the course. This paper will be a literature review on a demographic topic that
covers in-depth some issue we discuss in class. You will present this paper in class at the end of
the semester. The paper/presentation is worth 20% of the course grade. There will be frequent
homework assignments that involve the calculation of demographic statistics. These assignments
are worth 20% of your grade. The final 10% of your grade will be based on class participation,
which means completing reading assignments on schedule and contributing to the class
discussion.
55

Reading assignments:
Introduction
Kenneth Prewitt. 2000. “The U. S. decennial census: Political questions, scientific
answers.” Population and Development Review 26: 1-16.
Karen Mason. 1997. “Explaining fertility transitions.” Demography 34: 443-454.
John Caldwell. 1999. “The delayed western fertility decline: An examination of English-
speaking countries.” Population and Development Review 25: 479-513.
Tolnay, Stewart. The Bottom Rung. Chapters 1-2.
Mortality
Rogers, Hummer, and Nam. Living and Dying in the USA.
Robert Hummer et al. 1999. “Race/ethnicity, nativity, and infant mortality in the United
States.” Social Forces 77: 1083-1118.
Arline T. Geronimus et al. 2001. “Inequality in life expectancy, functional status, and active
lives across selected black and white populations in the United States.” Demography 38:
227-251.
Felicia B. LeClere et al. 1997. “Ethnicity and mortality in the United States: Individual and
community correlates.” Social Forces 76: 169-198.
Yolanda C. Padilla et al. 2002. “Is the Mexican American ‘epidemiologic paradox’
advantage at birth maintained through early childhood?” Social Forces 80: 1101-1123.
Fred C. Pampel. 2002. “Cigarette use and the narrowing sex differential in mortality.”
Population and Development Review 28: 77-104.
Richard G. Rogers et al. 2001. “Black-white differentials in adult homicide mortality in the
United States.” Social Science Quarterly 82: 435-452.
John Caldwell. 2000. “Rethinking the African AIDS epidemic.” Population and
Development Review 26: 117-135.
Family formation and fertility
Casper and Bianchi. Continuity and Change in the American Family.
Tolnay. The Bottom Rung. Chapters 3-5.
Philip Morgan & Ronald Rindfuss. 1999. “Reexamining the link of early childbearing to marriage
& subsequent fertility.” Demography 36: 59-75.
R. Kelly Raley. 2001. “Increasing fertility in cohabiting unions: Evidence for the second
demographic transition in the United States?” Demography 38: 59-66.
Scott J. South and Eric P. Baumer. 2000. “Deciphering community and race effects on
adolescent premarital childbearing.” Social Forces 78: 1379-1408.
Dawn M. Upchurch et al. 2002. “Nonmarital childbearing: Influences of education,
marriage, and fertility.” Demography 39: 311-329.
Susan K. Lewis and Valerie K. Oppenheimer. 2000. “Educational assortative mating across
56

marriage markets: Non-Hispanic whites in the United States.” Demography 37: 29-40.
Marin Clarkberg. 1999. “The price of partnering: The role of economic well-being in young
adults’ first union experience.” Social Forces 77:945-968.
Pamela Smock et al. 1999. “The effect of marriage and divorce on women’s economic
well-being.” American Sociological Review 64: 794-812.
Migration and immigration
Tolnay. The Bottom Rung. Chapters 6-7.
Waters. Black Identities: West Indian Immigrant Dreams and American Realities.
Douglas Massey et al. 1993. “Theories of international migration: A review and appraisal.”
Population and Development Review 19: 431-463.
Alberto Palloni et al. 2001. “Social capital and international migration: A test using
information on family networks.” American Journal of Sociology 106: 1262-1298.
William Kandel and Douglas S. Massey. 2002. “The culture of Mexican migration: A
theoretical and empirical analysis.” Social Forces 80: 981-1004.
John Logan et al. 2002. “Immigrant enclaves and ethnic communities in New York and Los
Angeles.” American Sociological Review 67: 299-322.
Cynthia Feliciano. 2001. “The benefits of biculturalism: Exposure to immigrant culture and
dropping out of school among Asian & Latino youths.” Social Science Quarterly 82: 865-
879.
Ted Mouw and Yu Xie. 1999. “Bilingualism and the academic achievement of first and
second-generation Asian Americans: Accommodation with or without assimilation?
American Sociological Review 64: 232-252.
Kathryn Harker. 2001. “Immigrant generation, assimilation, and adolescent psychological
well-being.” Social Forces 79: 969-1004.
Gretchen Livingston and Joan R. Kahn. 2002. “An American dream unfulfilled: The limited
mobility of Mexican Americans.” Social Science Quarterly 83: 1003-1012.
Alejandro Portes et al. 2002. “Transnational entrepreneurs: An alternative form of
immigrant adaptation.” American Sociological Review 67: 278-298.
Population composition – aging
F. Landis McKellar. 2000. “The predicament of population aging: A review essay.”
Population and Development Review 26: 365-397.
Documents. 1998. “Population Aging and the U. S. Federal Budget.” Population and
Development Review 24: 885-890.
Ronald Lee. 2000. “Long-term population projections and the U. S. social security
system.” Population and Development Review 26: 137-143.
Tim Miller. 2001. “Increasing longevity & medicare expenditures.” Demography 38: 215-226.
John Bongaarts and Rudolfo A. Bulatao. 1999. “Completing the demographic transition.”
Population and Development Review 25: 515-529.
57

Population distribution - segregation
Massey and Denton. American Apartheid.
Tolnay. The Bottom Rung. Chapter 8.
Reynolds Farley and William Frey. 1994. “Changes in the segregation of whites from blacks
during the 1980s: Small steps toward a more integrated society.” ASR 59: 23-45.
Craig St. John and Robert Clymer. 2000. “Racial residential segregation by level of
socioeconomic status.” Social Science Quarterly 81: 701-715.
Stewart Tolnay. 2002. “Race, regional origin, and residence in northern cities at the
Beginning of the great migration.” American Sociological Review 67: 456-475.
Michael O. Emerson et al. 2001. “Does race matter in residential segregation? Exploring the
preferences of white Americans.” American Sociological Review 66: 922-935.
Maria Krysan and Reynolds Farley. 2002. “The residential preferences of blacks: Do they
explain persistent segregation?” Social Forces 80: 937-980.
Douglas Massey. 1996. “The age of extremes: Concentrated affluence and poverty in the
twenty-first century.” Demography 33: 395-412.
Lincoln Quillian. 1999. “Migration patterns and the growth of high poverty neighborhoods,
1970-1990.” American Journal of Sociology 105: 1-37.
Ted Mouw. 2000. “Job relocation and the racial gap in unemployment in Detroit and
Chicago, 1980 to 1990.” American Sociological Review 65: 730-753.
Bruce H. Rankin and James M. Quane. 2000. “Neighborhood poverty and the social
isolation of Inner-city African American families.” Social Forces 79: 139-164.
Catherine Ross et al. 2001. “Powerlessness and the amplification of threat: Neighborhood
disadvantage, disorder, and mistrust.” American Sociological Review 66: 568-591.
Population growth
Documents. 2000. “The Census Bureau on prospects for U. S. population growth in the
Twenty-first century.” Population and Development Review 26: 197-200.
Documents. 2001. “Demographic prospects 2000-2050 according to the 2000 revision of the
United Nations population projections.” Population & Devp Review 27: 389-391.
Brian O’Neill and Deborah Balk. 2001. “World population futures.” Population Bulletin
56(3):1-40.
58

SOCIAL DEMOGRAPHY
Gordon De Jong, Pennsylvania State University
Course Goals:
This course is a survey of major themes and topics in social demography. We will focus on the
causes as well as the consequences of demographic developments in the United States while
including comparative analysis of demographic trends in developing countries.
The objectives of the course are:
1. To develop an understanding of the demographic perspective to the analysis of social
structure and social change.
2. To explore opposing viewpoints about world and national population problems, and what
policies (if any) should be pursued.
3. To document major population trends in the United States and the world and identify
some of the major social and political factors associated with current population
developments.
4. To explore explanatory theories and frameworks of social-demographic
interrelationships.
5. To acquaint students with some of the more important research literature in social
demography.
6. To share what you have learned in your research paper through an oral presentation.
Required Readings:
1. Lori S. Ashford. 2001. New Population Policies. Population Reference Bureau,
Population Bulletin, Vol.56, No. 1.
2. Scott C. Ratzan, et al. 2000. Attaining Global Health. Population Reference Bureau,
Population Bulletin, Vol.55, No. 1.
3. Philip Martin and Elizabeth Midgley. 1999. Immigration to the United States.
Population Reference Bureau, Population Bulletin, Vol.54, No. 2.
4. Kelvin M. Pollard and William P. O’Hare. 1999. America’s Racial and Ethnic
Minorities. Population Reference Bureau, Population Bulletin, Vol.54, No. 3.
5. Suzanne M. Bianchi and Lynne M. Casper. 2000. American Families. Population
Reference Bureau, Population Bulletin, Vol.55, No. 4.
6. Christine L. Hines. 2001. Elderly Americans. Population Reference Bureau, Population
Bulletin, Vol.56, No. 4.
59

7. Social Demography Readings. Available through electronic reserves, Pattee Library
Reserve List.
8. Graduate Students-Supplementary assigned readings from original source books and
journals in the PRI and Pattee Libraries.
Grading:
Undergraduates:
1. 10%: Quiz
2. 25%: 1 st Midterm Exam
3. 25%: 2 nd Midterm Exam
4. 30%: Research Paper. The topic will be developed in consultation with your instructor.
Student will present a report on his/her research paper in class during regular class
sessions.
5. 10%: Class Participation: Daily contributions and a brief presentation on your research
paper results. Attendance is required during student presentations. Daily attendance is
expected and will be monitored for the final grade.
Graduate Students:
1. 25%: 1 st Midterm Exam
2. 25%: 2 nd Midterm Exam
6. 40%: Research paper on a topic to be developed in consultation with your instructor.
Student will present a report on his/her research paper in class during regular class
sessions.
3. 10%: Quality of class participation: several assigned presentations of seminar reading
material and a presentation of your research paper results. Attendance is required during
student presentations.
Research Paper:
The research paper can take different forms:
1. Data Analysis of a population-related problem:
a) Study of cities or countries using data from the Census or from the County-
City Data Book.
b) Study of age, gender, race, regional trends and inequalities using the published
U.S. Census data of the Special Reports Series.
c) Study of international demographic issues using the national data from the
U.N. Demographic Yearbook or other international data sets.
d) Population studies using special purpose surveys, including the World Fertility
Survey
60

2. Research Proposal (graduate students).
3. A population-related policy paper where you review the literature from at least two different
(conflicting) perspectives and draw policy implications based on the scientific studies: i.e.
teenage fertility, characteristics of immigrants, supporting the elderly, economic
development/population growth, ghetto populations, homeless persons, ethnic population
conflicts, population control policies, etc.
4. Gaps-in-knowledge paper, which surveys a population-related topic research literature to
assess the type of information needed to address critical questions in science or in public policy.
Outline:
*Required reading for all students
**Required reading for graduate students only
I. Social Demographic Perspective
*1. Goldschneider, Calvin. (1) Sociological Demography: The Challenge (2) Dilemmas in
Sociological Demography in Population, Modernization and Social Structure. Boston: Little
Brown & Co.
2. Preston, Samuel H. 1989. “The Social Sciences and the Population Problem” in J. Stycos
(ed.), Demography as an Interdiscipline.
3. Presser, Harriet B. 1997. “Demography, Feminism, and the Science-Policy Nexus.”
Population and Development Review, 23:295-331.
**4. Lockward, Matthew. 1995. “Structure and Behavior in the Social Demography of Africa.”
Population and Development Review, 21:1-32.
**5. Firebaugh, Glenn. 1992. “Where does Social Change Come From? Estimating the
Relative Contributions of Individual Change and Population Turnover.” Population Research
and Policy Review, 11:1-20.
6. Demeny, Paul. 1988. “Social Science and Population Policy.” Population and Development
Review, 14:451-480.
7. Hammel, E.A. 1990. “A Theory of Culture for Demography.” Population and Development
Review, 16:455-485.
8. McNicoll, Geoffrey. 1992. “The Agenda of Population Studies.” A Commentary and
Complaint.” Population and Development Review, 18:399-420.
61

II. World Population and Public Policy
*1. Ashford, Lori. 2001. New Population Policies. Population Reference Bureau, Population
Bulletin, Vol.56, No. 1.
*2. “What Population Policies should be Pursued?” from Population: Opposing Viewpoints.
**3. John B. Casterline and Steven W. Sinding. 2000. “Unmet Need for Family Planning in
Developing Countries and Implications for Public Policy.” Population and Development
Review, 26:691-724.
III. Sociology of Fertility and Family Planning
*1. “A Framework for the Study of Fertility Determinants,” pp 1-26 in R.A. Bulatao and R.D.
Lee (eds.), Determinants of Fertility in Developing Countries. Vol. 1. New York: Academic
Press.
**2. Schoen, Robert, et al. 1997. “Why do Americans Want Children?” Population and
Development Review. 23:333-358.
*3. Friedman, Debra; Hechter, Michael; and Satoshi Kanazawa. 1994. “A Theory of the Value
of Children.” Demography, 31:375-401.
**4. Pollack, Robert A. and Susan Watkins. 1993. “Cultural and Economic Approaches to
Fertility.” Population and Development Review, 19:467-496.
*5. S. Ventura, et al. 1998. “Declines in Teen Birth Rates, 1991-1998.” National Vital
Statistics Reports, Vol. 47 No. 12 .
**6. S. Singh and J. Darroch. 2000. “Adolescent Pregnancy and Child-Bearing: Levels and
Trends in Developed Countries.” Family Planning Perspectives, 32:14-23.
*7. Mosher, William; Williams, Linda, and David Johnson. 1992. “Religion and Fertility in the
U.S.: New Patterns.” Demography, 30:353-360.
**8. Tsui, Amy. 2001. “Population Policy, Family Planning Programs, and Fertility: The
Record.” Global Fertility Transition. Population & Development Review, vol 27.
*9. Mason, Karen Oppenheim. 1989. “The Impact of Women’s Position on Fertility in
Developing Countries.” In J. Stycos (ed.) Demography as an Interdiscipline.
*10. Chesnais, Jean-Claud. 1996. “Fertility, Family, and Social Policy in Western Europe.”
Population and Development Review, 22:729-740.
62

**11. McDonald, Peter. 2000. “Gender Equity in Theories of Fertility Transitions.”
Population and Development Review, 26:426-40.
**12. Gertler, Paul J. and John W. Molyneaux. 1994. “How Economic Development and
Family Planning Programs Combine to Reduce Indonesian Fertility.” Demography, 31:33-63.
13. Pritchett, Lance H. 1994. “Desired Fertility and the Impact of Population Policies.”
Population and Development Review, 20:1-56.
14. Bongaarts, John. 1978. “A Framework for Analyzing the Proximate Determinants of
Fertility.” Population and Development Review, 4:105-32.
15. Thomson, Elizabeth. 1997. “Couple Childbearing Desires, Intentions, and Births.”
Demography, 34:343-54.
16. Westoff, Charles F. and Akininola Bankole. 2000. “Trends in the Demand for Family
Limitation in Developing Countries.” International Family Planning Perspectives, 26:56-62.
17. Foster, Caroline. 2000. “The Limits to Low Fertility: A Biosocial Approach.” Population
and Development Review, 26:209-340.
18. Upchurch, Dawn M., et al. 2002. “Nonmarital Childbearing.” Demography, 39:311-29.
IV. Demography of the Family
*1. Bianchi, Suzanne M. and Lynne M. Casper. 2000. American Families. Population
Reference Bureau, Population Bulletin Vol 55, No 4.
*2. Cherlin, Andrew J. 1999. “Going to Extremes: Family Structure, Children’s Well-Being
and Social Science.” Demography, 36:421-28.
**3. Lloyd, Cynthia B. and Ann R. Blanc. 1996. “Children’s Schooling in Sub-Saharan Africa:
The Role of Fathers, Mothers, and Others.” Population and Development Review, 22:265-98.
*4. Waite, Linda J. 1995. “Does Marriage Matter?” Demography, 32:483-507.
**5. Smock, Pamela J. 1993. “The Economic Costs of Marital Disruption for Young Women
Over the Past Two Decades.” Demography, 30:353-372.
*6. Axinn, William G. and Arland Thornton. 1992. “The Relationship Between Cohabitation
and Divorce: Selectivity or Causal Influence?” Demography, 29:357-374.
*7. Manning Wendy. 2000. “The Implications of Cohabitation for Children’s Well-Being.”
Pp. 121-152 in A. Booth and A.C. Crouter (eds.) Just Living Together. Mahwah, NJ: Lawrence
Erlbaum Assoc. Publishers.
63

**8. Berrington, Ann and Ian Diamond. 1999. “Marital Dissolution Among the 1958 British
Birth Cohort: The Role of Cohabitation.” Population Studies, 53:19-38.
*9. Casper, Lynne M., Sara S. McLanahan, and Irwin Garfinkel. 1994 “The Gender-Poverty
Gap: What We Can Learn from Other Countries.” American Sociological Review, 59:594-605.
10. Oppenheimer, Valerie. 1994. “Women’s Rising Employment and the Future of the Family
in Industrial Societies.” Population and Development Review, 20:293-342.
11. Rindfuss, Ronald R., Karen Brewster, and Andrew L. Ravee. 1996. “Women, Work and
Children: Behavior and Attitude Change in the U.S.” Population and Development Review,
22:457-82.
12. Axinn, William G. and Arland Thornton. 1993. “Mothers, Children, and Cohabitation: The
Intergenerational Effects of Attitudes and Behavior.” American Sociological Review, 58:233-
246.
13. Manning, Wendy D. and Pamela J. Smock. 1995. “Why Marry? Race and the Transition to
Marriage among Cohabiters.” Demography, 32:509-520.
14. Astone, Nan Marie, et al. 1999. “Family Demography, Social Theory, and Investment in
Social Capital.” Population and Development Review, 25:1-32.
15. Arnold, Fred, et al. 1998. “Son Preference, the Family-Building Process, and Child
Mortality in India.” Population Studies, 52:301-15.
16. Martin, Linda. 1990. “Changing Intergenerational Family Relations in East Asia.” The
Annals, 510(July):102-11.
V. Demographic and Sociological Aspects of Mortality and Survival
*1. Ratzan, Scott C., et al. 2000. “Attaining Global Health.” Population Bulletin, Vol. 34, No 1.
*2. Mosley, Henry and Lincoln Chen. 1984. “An Analytic Framework for the Study of Child
Survival in Developing Countries.” In Child Survival: Strategies for Research. Supplement to
Vol. 10 of Population and Development Review.
*3. Omran, A.R. 1982. “Epidemiologic Transition.” Pp. 172-83 in J. Ross (ed.) International
Encyclopedia of Population. NY: Free Press.
**4. Caselli, Graziella, et al. 2002. “Epidemiologic Transition Theory Exception.” Genus,
58:9-51.
64

*5. Hummer, Robert A., et al. 1999. “Religious Involvement and U.S. Adult Mortality.”
Demography, 36:273-85.
**6. Lillard, Lee A. and Linda J. Waite. 1995. “Till Death Do Us Part: Martial Disruption and
Mortality.” American Journal of Sociology, 100:1131-56.
**7. Cramer, James C. 1995. “Racial and Ethnic Differences in Birth weight: The Role of
Income and Financial Assistance.” Demography, 32:231-47.
*8. Riley, James C. 1990. “The Risk of Being Sick: Morbidity Trends in Four Countries.”
Population and Development Review, 16:403-32.
**9. Williamson, John A. 1997. “Child Mortality, Women’s Status, Economic Dependency
and Strength: A Cross-National Study of Less Developed Countries.” Social Forces, 76:667-
700.
10. Caldwell, John C. 2000. “Rethinking the African AIDS Epidemic.” Population and
Development Review, 26:117-36.
11. Shkolnikov, V., F. Mesle, and J. Vallin. 1996. “Health Crisis in Russia: Recent Trends
from 1970-1993.” Population (English Selections), 8:123-154.
12. Christenson, Bruce A. and Nan E. Johnson. 1995. “Educational Inequality in Adult
Mortality.” Demography, 32:215-29.
13. Manton, Kenneth G., Eric Stafford, and H. Dennis Tolley. 1991. “Limits to Human Life
Expectancy: Evidence, Prospects, and Implications.” Population and Development Review,
17:603-38.
14. Hummer, Robert A., Richard G. Rogers, and Isaac W. Eberstein. 1998. “Sociodemographic
Differentials in Adult Mortality: A Review of Analytic Approaches.” Population and
Development Review, 24:553-578.
VI. Demography of Aging and Age Structure
*1. Himes, Christine. L. 2001. Elderly Americans. Population Reference Bureau, Population
Bulletin, Vol. 56, No. 4.
*2. Kimsella, Kevin and Victoria A. Velkoff. 2001. “An Aging World.” Pp 7-22 in The
Demography of Aging, US Bureau of the Census, Series P 95/01. Washington, DC.
*3. Preston, Samuel H. 1984. “Children and the Elderly: Divergent Paths for America’s
Dependents.” Demography, 21:435-57.
65

*4. Pifer, Alan. 1986. “The Public Policy Response to Population Aging.” Daedalus, 115:373-
95.
**5. Macunovich, Diane J., et al. 1995. “Echoes of the Baby Boom and Bust: Recent and
Prospective Changes in Living Alone Among Elderly Widows in the U.S.” Demography, 32:17-
28.
6. Bean, Frank D., et al. 1994. “Geographic Concentration, Migration, and Population
Redistribution Among the Elderly.” Pp. 319-55 in L.G. Martin and S.H. Preston (eds.)
Demography of Aging. Washington: National Academy Press.
7. Litwak, Eugene and Charles F. Longins, Jr. 1987. “Migration Patterns Among the Elderly:
A Developmental Perspective.” The Gerontologist, 27:266-72.
8. Treas, Judith and Barbara Logue. 1986. “Economic Development and the Older Population.”
Population and Development Review, 12:645-673.
9. Martin, Linda G. and Kevin Kinsell. 1994. “Research on the Demography of Aging in
Developing Countries.” Pp. 356-404 in L.G. Martin and S.H. Preston (eds.) Demography of
Aging. Washington: National Academy Press.
10. Rogers, Richard G. 1995. “Sociodemographic Characteristics of Long-Lived and Healthy
Individuals.” Population and Development Review, 21:33-58.
11. Ogawa, Nadhiro and Robert D. Rutherford. 1997. “Shifting Costs of Caring for Elderly
Back to Families in Japan: Will it Work?” Population and Development Review, 23:59-94.
VII. Sociology of Immigration, Migration, and Urban Change
*1. Martin, Philip and Elizabeth Midgley. 1999. Immigration to the United States. Population
Reference Bureau. Population Bulletin, Vol. 54, No. 2.
*2. “What are the Effects of Immigration into the U.S.?” from David Bender and Bruno Leone,
Population: Opposing Viewpoints.
**3. Espenshade, Thomas J. and Katherine Hempstead. 1996. “Contemporary American
Attitudes Toward U.S. Immigration.” International Migration Review, 30:535-70.
*4. Frey, William. 1996. “Immigration, Domestic Migration, and Demographic Balkanization
in America.” Population and Development Review, 22:741-64.
**5. Massey, Douglas. 1990. “Social Structure, Household Strategy, and the Cumulative
Causation of Migration.” Population Index, 56:3-26.
*6. Lee, Everett S. 1996. “A Theory of Migration.” Demography, 3:47-57.
66

*7. De Jong, Gordon F., et al. 1995. “Motives and the Geographic Mobility of Very Old
Americans.” Journal of Gerontology, Social Sciences 50B:5395-5404.
*8. De Jong, Gordon F., et al. 1999. “Migration as Choice Behavior.” In K. Pandit and S.D.
Withers (eds.) Migration and Restructuring in the U.S. Romen and Littlefield Press.
*9. Frey, William. 2002. “The New White Flight.” American Demographics, June:20-24.
*10. Frey, William. 2001. “Micro-Melting Pots.” American Demographics, June:20-23.
**11. Boyle, Paul, et al. 2001. “A Cross-National Comparison of the Impact of Family
Migration on Women’s Employment Status.” Demography, 38:201-13.
**12. Brockerhoff, Martin and Ellen Brennan. 1998. “The Poverty of Cities in Developing
Regions.” Population and Development Review, 24:75-114.
13. Lee, Barrett A., R.S. Orpessa, and James W. Kanan. 1994. “Neighborhood Context and
Residential Mobility.” Demography, 31:249-270.
14. Massey, Douglas S., et al. 1994. “An Evaluation of International Migration Theory: The
North American Case.” Population and Development Review, 20:699-751.
15. Donato, Katherine, Jorge Durand, and Douglas Massey. 1992. “Stemming the Tide?
Assessing the Deterrent Effects of the Immigration Reform and Control Act.” Demography,
29:139-157.
16. Espenshade, Thomas J., et al. 1997. “Implication of the 1996 Welfare and Immigration
Reform Acts for U.S. Immigration.” Population and Development Review, 23:769-802.
VIII. Demography of Minority Groups
*1. Kelvin M. Pollard and William P. O’Hare. 1999. America’s Racial and Ethnic Minorities.
Population Reference Bureau, Population Bulletin, Vol. 54, No. 3.
*2. McDaniel, Antonio. 1996. “Fertility and Racial Stratification.” Population and
Development Review, 22(Supplement):134-150.
*3. Eggebeen, David and Daniel T. Lichter. 1991. “Race, Family Structure, and Changing
Poverty Among Children.” American Sociological Review, 56:801-17.
**4. Frey, William H. and Reynolds Farley. 1996. “Latino, Asian, and Black Segregation in
U.S. Metropolitan Areas.” Demography, 33:35-50.
67

*5. Goldstein, Joshua. 1999. “Kinship Networks that Cross Racial Lines.” Demography,
36:399-407.
**6. Massey Douglas. 1995. “The New Immigration and Ethnicity in the U.S.” Population
and Development Review, 30:535-570.
7. Brewster, Karin L. 1994. “Neighborhood Context and the Transition to Sexual Activity
among Young Black Women.” Demography, 31:603-614.
8. Massey, Douglas and Nancy A. Denton. 1989. “Hyper segregation in U.S. Metropolitan
Areas: Black and Hispanic Segregation Along Five Dimensions.” Demography, 26:373-392.
9. Daymount, Thomas N. 1980. “Racial Equity or Racial Equality.” Demography, 17:379-391.
10. Hirschman, Charles, Richard Alba, and Reynolds Foley. 2000. “The Meaning and
Measurement of Race in the U.S. Census.” Demography, 37:381-393.
IX. Demographic Transition and National Development
*1. Teitelbaum, Michael. 1975. “Relevance of Demographic Transition for Developing
Countries.” Science, 188:420-25.
*2. Mason, Karen Oppenheim. 1997. “Explaining Fertility Transitions.” Demography, 34:443-
54.
**3. Hodgson, Dennis. 1983. “Demography as Social Science and Policy Science.”
Population and Development Review, 9:1-34.
**4. Kelly, Allen C. and Robert M. Schmidt. 1995. “Aggregate Population and Economic
Growth Correlates.” Demography, 32:543-55.
**5. Bongaarts, John and Susan Cotts Watkins. 1996. “Social Interactions and Contemporary
Fertility Transitions.” Population and Development Review, 22;639-682.
6. Macunovich, Diane J. 2000. “Relative Cohort Size: Source of a Unifying Theory of Global
Fertility Transition.” Population and Development Review, 26:235-62.
7. Caldwell, John C. 1976. “Toward a Restatement of Demographic Transition Theory.”
Population and Development Review, 2:321-366.
8. Stecklov, Guy. 1997. “Intergenerational Resource Flows in Cote d’Ivoire: Empirical
Analysis of Aggregate Flows.” Population and Development Review, 23:525-553.
9. Bongaarts, John. 1999. “The Fertility Impact of Changes in the Timing of Childbearing in
the Developing World.” Population Studies, 53:277-289.
68

10. Van da Kaa, Dirk. 1987. Europe’s Second Demographic Transition. Population Bulletin
42, No. 1.
11. Lavely, William and Ronald Freedman. 1990. “The Origins of the Chinese Fertility
Decline.” Demography, 27:357-68.
12. Watkins, Susan Cotts. 1990. “From Local to National Communities: The Transformation
of Demographic Regimes in Western Europe.” Population and Development Review, 16:241-72.
69

Graduate Level
Specialized Courses
70

INTERNAL AND INTERNATIONAL MIGRATION
Gordon F. De Jong, Pennsylvania State University
Course Objectives:
This course examines the concepts, frameworks, empirical patterns and policy options of
migration and immigration. With the reduction in fertility, which is part of the “demographic
transition,” the dynamics of national and local populations will increasingly be due to mobility
transitions. The seminar begins with an assessment of migration and immigration data. Then we
will examine theories, frameworks, and evidence about both the causes and consequences of
immigration and internal migration. Immigrant adjustment is a topic of special focus. We will
consider both developed and developing countries internal migration and immigration patterns
and policies. It is argued that population redistribution, through rural-to-urban migration in
developing countries and immigration patterns in the U.S. and Europe are critical elements in the
changing social structure of the U.S. and other countries. To be effective, immigration policy
measures must reflect the cause-effect patterns of scientific evidence.
Structure of the Seminar:
The first part of each seminar session will involve lecture material and a discussion of the
required readings. Everyone is expected to come prepared and participate. One of the goals of
each seminar will be the evaluation of evidence on scientific and policy principles.
The second part of most seminar sessions will be student presentations of summaries and critical
reviews of research articles. These reports should identify 1) the major objectives, 2) research
hypotheses and findings, 3) your evaluations on how well these objectives were accomplished,
and 4) alternative possible ways to enhance the work. Brief 1-2 page abstracts should be
distributed to class members.
Grading:
1. Class Participation (25%)
a. Discussion of the required readings
b. Article review presentations
c. Term paper presentation
2. Take-Home Mid-Term exam (25%)
3. Term Paper (50%)
Research Paper Options:
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A research term paper is required on a topic agreed upon through discussion with the instructor.
The term paper can take one of the following forms:
1. An empirical analysis based on an appropriate data set. This research paper should be in
journal format and be of journal article length (i.e. about 20-25 double-spaced pages,
including tables, footnotes, and references). Possible U.S. data sets include the U.S.
Bureau of the Census Current Population Survey or Public Use Microdata File;
Immigration and Naturalization yearly-published data or public use data set; the
American Housing bi-annual survey; special U.S. county-to-county migration stream data
for 1980 and 1990; and 1994 General Social Survey immigration attitude questions.
International data sets include: some Demographic and Health Survey files include
migration modules, United Nations publishes limited national comparison data on
international migration, micro-data for an increasing number of developed and
developing countries is now available through the Integrated Public Use Microdata Series
(IPUMS International, Minnesota Population Center) and selected countries make
international and internal population survey data available. Jen Darragh, Director of the
PRI Data Archive, can be helpful in identifying possible data sets for dual-degree
Demography students.
2. Preparation of a research proposal, including research problem development, literature
review, hypothesis or model formulation, development of a study design, data definitions
and sources of data, and an analysis plan.
3. Only if the above options are not appropriate can the paper take the form of an analytical
literature review focused on a particular substantive or theoretical issue.
Textbooks:
1. Barry Edmonston (ed). 1996. Statistics on U.S. Immigration: An Assessment of
Data Needs for Future Research. Washington: National Academy of Science
Press.
2. Tomas Hammar, et al. (eds). 1997. International Migration, Immobility and
Development: Multidisciplinary Perspectives. Oxford: Berg Press.
3. Josh DeWind, Charles Hirschman, and Philip Kasinitz. 1997. Special issue on
“Immigrant Adaptation and Native-Born Responses in the Making of Americans.”
International Migration Review, vol. 31, no.4.
4. Martin Brockerhoff. 2000. An Urbanizing World. Population Bulletin, vol. 55, no. 3.
5. Philip Martin and Elizabeth Midgley. 1999. Immigration to the United States.
Population Bulletin, vol. 54, no. 2.
6. Philip Martin and J. Widgren. 1996. International Migration: Global Challenge.
Population Bulletin, vol. 51, no. 1.
7. United Nations. 1993. Internal Migration of Women in Developing Countries.
ST/ESA/SER.R/127. New York: United Nations.
Course Outline:
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Part I: Migration Topic Overview and Migration Data/Methods
Jan. 9. Migration/immigration data and measurement issues
Part II: Explanations for Migration/Immigration
Jan. 16. Migration and Development
Jan. 23. Macro-level theories and frameworks
Jan. 30. Micro-level theories and frameworks
Feb. 6. Forced migration: refugee studies
Part III: International Migration
Feb. 13. International migration: patterns and policies
Feb. 20. Immigrant adaptation: economic dimensions
Feb. 27. Immigrant adaptation: families and children
Mar. 6. Spring Break
Mar. 13. Societal consequences of immigration: race, welfare, and economy
Part IV: Internal Migration
Mar. 20. Internal migration: patterns and selectivity
Mar. 27. Urbanization and world rural-urban migration
Apr. 3. Impacts of internal migration
Apr. 10. Migration and other demographic processes: fertility, mortality, HIV/AIDS,
aging, marriage
Part VI: Summary and Research Paper Presentations
Apr. 17. Research paper presentations
Apr. 24. Research paper presentations
Readings:
* Required Reading
If there is no asterisk, the reading is recommended but not required.
Topic: Migration/Immigration Data and Measurement
*Barry Edmonston (ed). 1996. Statistics on U.S. Immigration: An Assessment of Data
Needs for Future Research. National Academy of Science Press.
*Guillermina Jasso, et al. 2000. “The New Immigrant Survey Pilot: Overview and New
Findings About U.S. Legal Immigrants at Admission.” Demography, 37:127-38.
*Douglas S. Massey and Rene Zenteno. 2000. “A Validation of the Ethnosurvey: The
73

Case of Mexico-U.S. Migration.” International Migration Review, 34:766-93.
*Richard E. Bilsborrow, Hania Zlotnik. 1994. “The Systems Approach and the
Measurement of the Determinants of International Migration.” Pp. 61-76 in Rob
van der Erf and Liesbeth Heering (eds) Causes of International Migration.
Luxembourg: Eurostat.
James T. Fawcett and Fred Arnold. 1987. “Explaining Diversity: Asian and Pacific
Immigration Systems.” Pp. 453-74 in J.T. Fawcett and B.V. Carino (eds) Pacific
Bridges. Staten Island, NY: Center for Migration Research.
Richard E. Billsborrow, et al. 1997. International Migration Statistics: Guidelines for
Improving Data Collection Systems. Geneva: International Labor Organization.
Kritz, Mary. 1987. “International Migration Policies: Conceptual Problems.”
International Migration Review, 21:947-66.
White, Michael J. and Peter R. Mueser. 1988. “Implications of Boundary Choice for
the Measurement of Residential Mobility.” Demography, 25:443-59.
Fuguitt, Glenn V., Tim B. Heaton, and Daniel T. Lichter. 1988. “Monitoring the
Metropolitanization Process.” Demography, 25:115.
Long, Larry H. 1988. “Measuring Migration Distances: Self-Reporting and Indirect
Methods.” Journal of the American Statistical Association.
Hill, Kenneth. 1987. “New Approaches to the Estimation of Migration Flows from
Census and Administrative Data Sources.” International Migration Review,
21:1279-1303.
Massey, Douglas S. 1987. ‘The Ethnosurvey in Theory and Practice.” International
Migration Review, 21:1498-1522.
Topic: Migration and Development
*Hammar, Thomas, et al. 1997. International Migration, Immobility, and Development.
Oxford: Berg Press. Chapter 1 “Why Do People Go or Stay?,” Chapter 2 “Time
And Space in International Migration,” Chapter 4 ”Interdependencies Between
Development and Migration,” and Chapter 5 “The Discourse on Migration and
Development.”
*J.D. Durand and D.S. Massey. 1996. “Migradollars and Development: A Reconsideration of
the Mexican Case.” International Migration Review, 30:423-44.
*J. Edward Taylor. 1997. “International-Migrant Remittances, Savings, and
74

Development in Migrant-Sending Areas.” In IUSSP Conference Proceedings: International
Migration at Century’s End. Liege, Belgium.
*Richard E. Bilsborrow and United Nations Secretariat. 1993 “Internal Female Migration and
Development: An Overview.” Pp. 1-17. In United Nations, Internal Migration of Women in
Developing Countries. New York. ST/ESA/SER.R/127.
Ronald Skeldon. 1997. Migration and Development: A Global Perspective. Addison Wesley
Longman, LTD.
Zelinsky, Wilbur. 1971. “The Hypothesis of the Mobility Transition.” The Geographical
Review. 61:219-49.
Todaro, Michael. 1980. “Human Migration in Developing Countries: A Survey.” Pp. 361-402
in Richard Easterlin, Population and Economic Change in Developing Countries. Chicago:
University of Chicago Press.
Pedraza, Silvia. 1991. “Women and Migration: The Social Consequences of Gender.” Annual
Review of Sociology, 17:303-25.
Hugo, Graeme. 1999. Gender and Migration in Asian Countries. Liege: International Union
for the Scientific Study of Population. 37pp.
Findley, Sally E. 1999. Women on the Move: Perspectives on Gender Changes in Latin
America. Liege: International Union for the Scientific Study of Population. 40pp.
Lin Lean Lim. 1998. “Growing Economic Interdependence and its Implications for
International Migration.” Pp. 266-82 in United Nations, Population Distribution and
Migration. New York: United Nations.
United Nations. 1998. Population Distribution and Migration. New York: United Nations,
Department of Economic and Social Affairs.
Topic: Macro and Structural Theories and Frameworks
*Douglas Massey. 1993. “Theories of International Migration: A Review and Appraisal.”
Population and Development Review, 19: 431-66.
*Robert E. B. Lucas. 1997. “Internal Migration in Developing Countries.” Pp. 722-87 in M.R.
Rosenzweig and O. Stark (eds.) Handbook of Population and Family Economics. Elsevier
Science. Read policy section, pp. 775-87.
*Lichter, Daniel T. 1993. “Migration, Population Redistribution, and the New Spatial
Inequality.” In David Brown (ed.), The Demography of Rural Life.
75

*Lim, Lin Lean. 1993. “The Structural Determinants of Female Migration.” Pp. 207-22 in
United Nations, Internal Migration of Women in Developing Countries. New York.
St/ESA/SER.R/127.
*Patricia R. Pessar. 1999. “The Role of Gender, Households, and Social Networks in the
Migration Process.” Pp. 53-70 in C. Hirschman et al. (eds.), Handbook of International
Migration. New York: Russell Sage Foundation.
Greenwood, Michael J. 1997. “Internal Migration in Developed Countries.” Pp. 647-712 in
M.R. Rosenzweig and O. Stark (eds.), Handbook of Population and Family Economics. Elsevier
Science.
Zolberg, Aristide R. 1989. “The New Waves: Migration Theory for a Changing World.”
International Migration Review, 23:403-30.
Borjas, George J. 1989. “Economic Theory and International Migration.” International
Migration Review. 23:457-485.
Gurak, Douglas T. and Fe Caces. 1992. “Migration Networks and the Shaping of Migration
Systems.” Pp. 150-176 in M.M. Kritz, et al. (eds.), International Migration Systems. Clarendon
Press.
Lim, Lin Lean. 1992. “International Labor Movements: A Perspective on Economic Exchanges
and Flows.” Pp. 133-149 in 150-176 in M.M. Kritz, et al. (eds.), International Migration
Systems. Clarendon Press.
Douglas S. Massey, et al. 1994. “An Evaluation of International Migration Theory: The North
American Case.” Population and Development Review, 20:699-751.
Rogers, Andrei. 1989. “The Elderly Mobility Transition: Growth, Concentration, and Tempo.”
Research on Aging, 11:3-32.
Berry, Brian J.L. 1988. “Migration Reversals in Perspective: The Long-Wave Evidence.”
International Regional Science Review, 11:245-251.
Topic: Micro-Level Migration Theories and Frameworks
*Fisher, Peter et al. 1997. “Should I Stay or Should I Go?,” Chapter 3, and Thomas Faist, “The
Crucial Meso-Level,” Chapter 7 in T. Hammar et al. (eds.), International Migration, Immobility
and Development. Oxford: Berg Press.
*De Jong, Gordon F. 2000. “Expectations, Gender, and Norms in Migration Decision-Making.”
Population Studies, 54:307-19.
*Massey, Douglas S. et al. 1994. “Continuities in Transnational Migration: An Analysis of
Nineteen Mexican Communities.” American Journal of Sociology, 99:142-53.
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*Stark, Oded and David E. Bloom. 1985. “The New Economics of Labor Migration.”
American Economic Review, 75:173-78.
*Riley, Nancy E. and Robert W. Gardner. 1993. “Migration Decisions: The Role of Gender.”
Pp. 195-206 in United Nations, Internal Migration of Women in Developing Countries. New
York: United Nations.
*Litwak, Eugene and Charles F. Longino, Jr. 1987. “Migration Patterns Among the Elderly: A
Developmental Perspective.” The Gerontologist, 27:266-272.
Grieco, Elizabeth and Monica Boyd. 1998. “Women and Migration: Incorporating Gender into
International Migration Theory.” Florida State University, Center for the Study of Population
Working Paper.
Lee, Barrett, et al. 1994. “Neighborhood Context and Residential Mobility.” Demography,
31:249-270.
Lauby, Jennifer and Oded Stark. 1988. “Individual Migration as a Family Strategy; Young
Women in the Philippines.” Population Studies, 42:473-86.
Clark, W.A.V. 1991. “Residential Preferences and Neighborhood Racial Segregation.”
Demography, 28:1-20.
De Jong, Gordon F., et al. 1995. “Motives and the Geographic Mobility of Very Old
Americans.” Journal of Gerontology: Social Sciences, 50:S395-S404.
De Jong, Gordon F., et al. 1996. “Gender, Values, and Intentions to Move in Rural Thailand.”
International Migration Review, 30:748-70.
Stark, Oded and J. Edward Taylor. 1989. “Relative Deprivation and International Migration.”
Demography, 26:1-14.
Topic: Forced Migration: Refugee Studies
*Reed, Holly, et al. 1998. The Demography of Forced Migration: Summary. Washington:
National Academy Press.
*Sukrke, Astri. 1995. “Analyzing the Causes of Contemporary Refugee Flows.” In Rob van
der Erf and Liesbeth Heering (eds.), Causes of International Migration. Luxembourg: European
Community.
*Adelman, Howard. 2001. “From Refugees to Forced Migration: The UNHCR and Human
Security.” International Migration Review, 35:57-78.
*Black, Richard. 2001. “Fifty Years of Refugee Studies: From Theory to Policy.”
International Migration Review, 35:57-78.
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*Asian Migration listserve reports.
Coutin, Susan B. 1998. “From Refugees to Immigrants: The Legalization Strategies of
Salvadorian Immigrants and Activists.” International Migration Review, 32:901-925.
Reed, Holly and Charles B. Keely (eds.). Forced Migration and Mortality. Washington:
National Academy Press.
R. Rogers and E. Copeland. 1993. Forced Migration: Policy Issues in the Post-Cold War
World. Medford, MA: Tufts University Press.
Zolberg, Ari and Peter Benda. Global Migrants, Global Refugees. New York: Berghahn
Books.
Topic: International Migration: Patterns and Policies
*Martin, Philip and Jonas Widgren. 1996. International Migration: A Global Challenge.
Population Bulletin. vol 51, no 3.
*Ahmed, Ishtiaq. 1997. “Exit, Voice, and Citizenship.” Chapter 6 in T. Hammar, et al. (eds.),
International Migration, Immobility, and Development. Oxford, Berg Press.
*Martin, Philip and Elizabeth Midley. 1999. Immigration to the United States. Population
Bulletin, vol 54, no 2.
*Massey, Douglas S. 1998. “March of Folly: U.S. Immigration Policy after NAFTA.” The
American Prospect, no 37, March-April, 22-33.
*United Nations. 1998. “Undocumented Migration.” Pp. 207-31 in International Migration
Policies. UN Dept of Economic and Social Affairs, Population Division. ST/ESA/SER.A/161.
Teitelbaum, Michael S. and Myron Weiner. 1995. “Introduction.” Pp. 13-38 in Threatened
Peoples, Threatened Borders: Migration and U.S. Foreign Policy. NY: W.W. Norton.
Espenshade, Thomas J. 1992. “Policy Influences on Undocumented Migration to the United
States.” Proceeding of the American Philosophical Society, 136:188-207.
Kritz, Mary M. and Fe Caces. 1992. “Science and Technology Transfers and Migration Flows.”
Pp. 221-242 in M. Kritz, L.L. Lim, and H. Zlotnik, International Migration Systems. Oxford:
Clarendon Press.
Richmond, A.H. 1993. “Reactive Migration: Sociological Perspectives on Refugee
Movements.” Journal of Refugee Studies, 6:7-24.
78

Fassmann, Heinz and Rainer Munz. 1992. “Patterns and Trends of International Migration in
Western Europe. Population and Development Review, 20:871-92.
Espenshade, Thomas J. 1994. “Does the Threat of Border Apprehension Deter Undocumented
U.S. Immigration?” Population and Development Review, 20:871-892.
Donato, Katharine M., et al. 1992. “Stemming the Tide? Assessing the Deterrent Effects of the
Immigration Reform and Control Act.” Demography, 29:139-57.
Kossoudji, Sherrie A. 1992. “Playing Cat and Mouse at the U.S.-Mexican Border.”
Demography, 29:159-180.
United Nations. 1994. International Migration: Regional Processes and Responses. New
York: ECE/Economic Studies No. 7.
Topic: Immigrant Adaptation: Socio-Economic Dimensions
*Portes, Alejandro. 1995. Economic Sociology and the Sociology of Immigration. Chapter 1,
“Overview.” New York: Russell Sage.
*Alba, Richard and Victor Nee. 1997. “Rethinking Assimilation Theory for a New Era of
Immigration.” International Migration Review, 31:826-74.
*Perlman, Joel and Roger Waldinger. 1997. “Second Generation Decline? Children of
Immigrants, Past and Present.” International Migration Review, 31:893-922.
*Nee, Victor; Sanders, Jimy; and Scott Sernau. 1994. “Job Transitions in an Immigrant
Metropolis: Ethnic Boundaries and the Mixed Economy.” American Sociological Review,
59:849-872.
*Alba, Richard, et al. 2001. “How Enduring Were the Inequalities Among European Immigrant
Groups in the U.S.?” Demography, 38:349-354; and rejoinder by George Borjas, pp. 357-361.
Borjas, George J. 1994. “The Economics of Immigration.” Journal of Economic Literature,
32:1667-1717.
Reed, Deborah. 2001. “Immigration and Males’ Earnings Inequality in the Regions of the
United States.” Demography, 38:363-73.
Reitz, Jeffery G. 1998. Warmth of the Welcome: Social Causes of Economic Success for
Immigrants in Different Nations and Cities. Boulder, CO: Westview Press.
Richmond, Anthony H. 1992. “Immigration and Structural Change: The Canadian Experience,
1971-1986.” International Migration Review, 26:1200-21.
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Myers, Douglas and Seong WooLee. 1998. “Immigrant Trajectories into Homeownership:
Temporal Analysis of Residential Assimilation.” International Migration Review, 32:593-625.
Sanders, Jimy and Victor Nee. 1996. “Immigrant Self-Employment: The Family as Social
Capital and the Value of Human Capital.” American Sociological Review, 61:231-248.
Portes, Alejandro. 1996. “Self-Employment and the Earnings of Immigrants.” American
Sociological Review, 61:219-230.
Kossoudji, Sherri a. and Deborah A. Cobb-Clark. 1996. “Finding Good Opportunities Within
Unauthorized Markets: U.S. Occupational Mobility for Male Latino Workers.” International
Migration Review, 30:901-924.
Madamba, Anna B. and Gordon F. De Jong. 1997. “Job Mismatch Among Asians in the U.S.”
Social Science Quarterly, 78:525-542.
Gans, Herbert. 1997. “Toward a Reconciliation of ‘Assimilation’ and ‘Pluralism’.”
International Migration Review, 31:875-94.
Topic: Immigrant Adaptation: Families and Children
Booth, Alan; Crouter, Ann C.; and Nancy Landale. 1997. Immigration and the Family.
Lawrence Erlbaum Associates, Publishers.
*Landale, Nancy S. “Immigration and the Family.”
*Rumbaunt, Ruben G. “Ties that Bind: Immigration and Immigrant Families in
the United States.’
Buriel, Raymond and Terri De Ment. “Immigration and Sociocultural Change in
Mexican, Chinese, and Vietnamese American Families.”
Fix, Michael and Wendy Zimmerman. “Immigrant Families and Public Policy:
A Deepening Divide.”
*Zhou, Min. 1997. “Segmented Assimilation: Issues, Controversies, and Recent Research on
the New Second Generation.” International Migration Review, 31:975-1008.
*Burr, Jeff A. and Jan E. Mutchler. 1993. “Nativity, Acculturation, and Economic Status:
Explanations for Asian American Living Arrangements in Later Life.” Journal of Gerontology,
48:55-63.
*Hirschman, Charles. 2001. “The Educational Enrollment of Immigrant Youth: A Test of the
Segmented-Assimilation Hypothesis.” Demography, 38:317-336.
Oropesa, Sal and Nancy S. Landale. 2000. “From Austerity to Prosperity? Migration and Child
Poverty Among Mainland and Island Puerto Ricans.” Demography, 37:323-338.
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Oropesa, Sal and Nancy S. Landale. 1997. “Immigrant Legacies: Ethnicity, Generations, and
Children’s Familial and Economic Lives.” Social Science Quarterly, 78:399-416.
Portes, Alejandro. 1994. The New Second Generation. Special Issue of International Migration
Review, 28(4): Winter.
• Fernandez-Kelly, M. Patricia and Richard Schauffler. “Divided Fates:
Immigrant Children in a Restructured U.S. Economy.”
• Hirshman, Charles. “Problems and Prospects of Studying Immigrant Adaptation
from the 1990 Population Census.” 690-713.
• Jensen, Leif and Yoshimi Chitose. “Today’s Second Generation: Evidence from
the 1990 U.S. Census. 714-735.
• Waters, Mary C. “Ethnic and Racial Identities of Second-Generation Black
Immigrants in New York City. 795-820.
• Zhou, Min and Carl L. Bankston, III. “Social Capital and the Adaptation of the
Second Generation: The Case of Vietnamese Youth in New Orleans.” 821-845.
Fomer, Nancy. 1997. “The Immigrant Family: Cultural Legacies and Cultural Changes.”
International Migration Review, 31; 961-974.
Topic: Societal Consequences of Immigration: Race, Welfare, Economy
*Smith, James P. and Barry Edmonston (eds.). 1997. Pp. 1-19 in The New Americans:
Economic, Demographic and Fiscal Effects of Immigration. Washington, DC: National
Academy Press.
*Massey, Douglas S. 1995. “The New Immigration and Ethnicity in the United States.”
Population and Development Review, 21:631-952.
*Espenshade, Thomas and Katherine Hempstead. 1996. “Contemporary American Attitudes
Toward U.S. Immigrants.” International Migration Review, 30:535-570.
*Sanchez, George J. 1997. “Face the Nation: Race, Immigration, and the Rise of Nativism in
the Late 20 th Century America.” International Migration Review, 31;1009-30.
*Singer, Audrey. 2001. “Immigrants, their Families and Their Communities in the Aftermath of
Welfare Reform.” Research Perspectives on Migration, 3(1).
Alba, Richard, et al. 1999. Immigrant Groups in the Suburbs.” American Sociological Review,
64:466-460.
Espenshade, Thomas J. 1997. “Implications of the 1996 Welfare and Immigration Reform Acts
for U.S. Immigration.” Population and Development Review, 23:769-801.
Bean, Frank D. and Stephanie Bell-Rose. 1999. Immigration and Opportunity: Race, Ethnicity
and Employment in the U.S. New York: Russell Sage Foundation.
81

Johnson, James, et al. 1997. “Immigration Reform and the Browning of America: Tensions,
Conflicts and Community Instability in L.A.” International Migration Review, 31:1055-95.
Van Hook, Jennifer, et al. 1999. “Public Assistance Receipt Among Immigrants and Natives.”
Demography, 36:111-20.
Hao, Linghin and Yukio Kawano. 2001. “Immigrants’ Welfare Use and Opportunities for
Contact with Co-Ethnics.” Demography, 38:375-89.
Huber, Gregory & Thomas J. Espenshade. 1997. “Neo-Isolationism, Balanced Budget
Conservatism, & the Fiscal Impacts of Immigrants.” IMR, 31:1031-54.
Borjas, George J. & Lynette Hilton. 1996. “Immigration & the Welfare State: Immigrant
Participation in Means-Tested Entitlement Programs.” The Quarterly Journal of Econ, May.
Stolzenberg, Ross M. 1990. “Ethnicity, Geography, and Occupational Achievement of Hispanic
Men in the U.S.” American Sociological Review, 50:74-83.
Topic: Internal Migration and Urbanization
*Brockerhoff, Martin. 2000. An Urbanizing World. Population Reference Bureau, vol 55, no 3.
*Simmons, Alan B. 1993. “Government Policies, Women and Migration.” In UN, Internal
Migration of Women in Developing Countries. Pp 345-359.
*Gurak, Douglas and Mary Kritz. 2000. “The Interstate Migration of U.S. Immigrants:
Individual and Contextual Determinants.” Social Forces, 78:1017-1039.
*Frey, William and Kao-lee Liaw. 1998. “The Impact of Recent Immigration on Population
Redistribution Within the U.S.” In Smith and Edmonston (eds.), The Immigration Debate.
National Academy.
*Rayer, Stefan and David L. Brown. 2001. “Geographic Diversity of Inter-County Migration in
the U.S., 1980-1995.” Population Research and Policy Review, 20:229-52.
Reagan, Patricia and Randall Olsen. 2000. “You Can Go Home Again: Evidence from
Longitudinal Data.” Demography, 37:339-50.
Sally E. Findley and Assitan Diallo. 1993. “Social Appearances and Economic Realities of
Female Migration in Rural Mali.” In United Nations, Internal Migration of Women in
Developing Countries. Pp. 244-58.
Economic and Social Commission for Asia and the Pacific. 1992. Migration and Urbanization
in Asia and the Pacific. New York: United Nations. Asian Population Studies Series No. 111.
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Frey, William H., et al. 1996. “Interstate Migration of the U.S. Poverty Population:
Immigration ‘Pushes’ and Welfare Magnet ‘Pulls’.” Population and Environment, 17:511-36.
Goldstein, Sidney. 1990. “Urbanization in China, 1982-87: Effects of Migration and
Reclassification.” Population and Development Review, 16:703-26.
Phongaschit, Pasuk. 1993. “The Labor Market Aspects of Female Migration to Bangkok.” In
United Nations, Internal Migration of Women in Developing Countries. Pp. 178-94.
United Nations. 1998. Population Distribution and Migration. New York: United Nations
Publications.
Topic: Impacts of Internal Migration
*Hagan, John, et al. 1996. “New Kid in Town: Social Capital and the Life Course Effects of
Family Migration on Children.” American Sociological Review, 61:368-85.
*Jacobsen, J. and L. Levin. 1997. “Marriage and Migration: Gains and Losses for Couples and
Singles.” Social Science Quarterly, 78:688-709.
*Rodenburg, Janet. 1993. “Emancipation or Subordination? Consequences of Female
Migration for Migrants and their Families.” In UN, Internal Migration of Women in Developing
Countries, 273-89.
*De Jong, Gordon F., Aphichat Chamratrithirong, and Quynh-Giang Tran. 2002. “For Better,
For Worse: Life Satisfaction Consequences of Migration in Thailand.” International Migration
Review, forthcoming.
*Massey, Douglas, A.B. Gross, and K. Shibuya. 1994. “Migration, Segregation, and the
Geographic Concentration of Poverty.” American Sociological Review, 59:425-45.
Tienda, Marta and Franklin D. Wilson. 1992. “Migration and the Earnings of Hispanic Men.”
American Sociological Review, 57:661-78.
Connell, John and Richard Brown. 1995. “Migration and Remittances in the South Pacific:
Towards New Perspectives.” Asian and Pacific Migration Journal, 4:1-34.
Taylor, J. Edward, et al. 1996. “International Migration and Community Development.”
Population Index, 62:397-418.
Taylor, J. Edward, et al. 1996. “International Migration and National Development.”
Population Index, 62:181-212.
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Greenwood, Michael and Gary L. Hunt. 1984. “Migration and Interregional Employment
Redistribution in the U.S.” American Economic Review, 74:957-69.
Myers, Scott M. 1999. “Childhood Migration and Social Integration in Adulthood.” Journal of
Marriage and the Family, 61:774-89.
De Jong, Gordon F. and Marilou C. Blair. 1994. “Occupational Status and Migration: Payoffs
to Short-Term Out-Migration and Return Migration in a Developing Country.” Rural Sociology,
59:693-707.
Glasgow, Nina and Richard J. Reeder. 1990. “Economic and Fiscal Implications of Nonmetropolitan
Retirement Migration.” Journal of Applied Gerontology, 9:433-51.
South, Scott J. 1987. “Metropolitan Migration and Social Problems.” Social Science Quarterly,
68:3-18.
Topic: Migration and Fertility, Health, Immigration, Aging
*Brockeroff, Martin. 1990. “Rural-to-Urban Migration and Child Survival in Senegal.”
Demography, 27:601-16.
*Landale, Nancy S. and Susan M. Hauan. 1996. “Migration and Premarital Childbearing
Among Puerto Rican Women.” Demography, 33:429-42.
*Carter, Marion. 2000. “Fertility of Mexican Immigrant Women in the U.S.: A Closer Look.”
Social Science Quarterly, 81:1073-86.
*United Nations. 2001. Replacement Migration: Is it a Solution to Declining and Aging
Populations? New York: Population Division.
*Skeldon, Ronald. 2000. Population Mobility and HIV Vulnerability in South East Asia.
Bangkok: United Nations Development Program.
Stephen, Elizabeth H. and Frank D. Bean. 1992. “Assimilation, Disruption, and the Fertility of
Mexican-Origin Women in the United States.” International Migration Review, 26:67-88.
Schmertmann, Carl P. 1992. “Immigrants’ Age and the Structure of Stationary Populations with
Below-Replacement Fertility.” Demography, 29:595-612.
Landale, Nancy S. and Nimfa B. Ogena. 1995. “Migration and Union Dissolution Among
Puerto Rican Women.” International Migration Review, 29:671-92.
Portes, Alejandro and Ruben G. Rumbaut. 1990. “Immigration, Mental Health, and
Acculturation.” Pp. 143-79 in Immigrant America: A Portrait. Berkeley: University of
California Press.
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Ferraro, K.F. 1982. “The Health Consequences of Relocation Among the Aged in the
Community.” Journal of Gerontology, 38:90-96.
Findley, Sally E. 1988. “The Directionality and Age Selectivity of Health-Migration Relation:
Evidence from Sequences of Disability and Mobility in the United States.” International
Migration Review, 22:4-29.
85

SEMINAR IN FERTILITY
Esther Wilder, Lehman College, CUNY
Course Objectives:
This graduate seminar provides an introduction to the sociological study of fertility. We will
review theoretical explanations for fertility change and account for the persistence of high fertility
in a variety of developing countries today. This course examines the contribution of family
planning programs and economic development to fertility change. We will also discuss the role
of the state and public policy as they relate to reproductive behavior. Fertility behavior will be
examined within the context of changing gender roles and social norms. This course has an
empirical focus on both industrialized and developing societies. We will conclude the course by
examining future prospects for fertility change and the importance of social science for
understanding reproductive behavior.
This course is an advanced level seminar and therefore requires active student input and
participation. While introductory sessions will be led by the instructor, the overwhelming
majority of classes will focus on a critical reflection of the weekly readings. This course
therefore requires a very strong commitment on the part of students who opt to enroll.
Required Texts and Readings
The following books are required and may be purchased online or at the college bookstore.
• Luker, Kristin. 1996. Dubious Conceptions: The Politics of Teenage Pregnancy.
Cambridge: Harvard University Press.
• May, Elaine Tyler. 1995. Barren in the Promised Land: Childless Americans and the
Pursuit of Happiness. Cambridge: Harvard University Press.
A required reading packet is also available.
Course Requirements:
Attendance/class participation (15%)
Regular attendance and active participation in class discussions are absolutely essential for
successful completion of this course. Students are required to come to class having read the
assigned readings for the week.
Weekly reaction papers (25%)
In order to promote a critical analysis of the course readings and to facilitate class discussions,
each student is required to write six weekly reaction essays (beginning the third week of classes).
These essays should be approximately two to three pages in length (maximum length = 3 pages).
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Class Presentations (15%)
Each student is required to lead two discussions during the semester. One of the presentations
must be done individually and the second will be done with other students as part of a group
presentation. Your individual presentation counts 10%, whereas your group presentation counts
5%. Note: you may not hand in a reaction paper for those weeks you present.
In leading a discussion you are encouraged to make use of a variety of resources including handouts
(key points and/or questions for discussion), overheads, and diagrams. You should lead the
discussion in such a way that it is closely tied to the materials covered in the week's readings.
You are welcome to draw on additional sources of data to enhance your presentation (books,
journals, newspaper articles, the internet, etc.).
Your class presentation should last approximately one hour. This does not mean that you are
required to talk for one hour, rather, you should organize your presentation in such a way that you
present and/or generate discussion for this amount of time. You may want to introduce an inclass
survey or distribute questions for reflections. I encourage you to be creative! Your
presentation should NOT simply be a rehash of everything that was presented in the readings. In
addition to being evaluated by the instructor, the average grade that your peers assign you for
your presentation will also be factored into your grade.
Note: You are also expected to hand in a grade for your peer's presentation each week indicating
the strengths and weaknesses of his or her presentation. You may e-mail this to me if you wish,
but please include both your assigned grade (on a scale of 0 to 100) and indicate what you think
were the major strengths and/or weaknesses of the student's presentation (please provide
constructive feedback). When I give the student the grades for the presentation, I will simply
report the average of all the student grades and indicate the comments that were provided to me.
Final Paper (25%)
Students are required to write a 20-25 page paper on reproductive behavior/fertility on a topic of
your interest. Your research should address some issue that expands on the course readings (e.g.
women's status and reproductive behavior, the role of family planning programs, contraceptive
practices and abortion, the links between economic development and fertility, etc.). Further
information regarding this assignment will be provided in a separate hand-out. This paper will be
due at the end of the final exam period. This paper can be either a literature review and/or an
independent research paper.
Final Exam (20%)
There will be a two-hour long (on your honor) take home essay exam that will evaluate your
understanding of the course material. I encourage you to take notes on the readings to help you
prepare for the final.
Class Policies:
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• You will receive full credit for all assignments that are handed in on time. Meanwhile, late
papers will be penalized. Weekly reaction papers must be submitted on Tuesday by the beginning
of class. One third of a letter grade will be deducted for each calendar day that an assignment is
late. For example, an "A" assignment handed in on Wednesday (but due on Monday) receives a
grade of "B+." Extensions will be granted for assignments/papers only if arranged in advance of
the due date and only in cases of an emergency.
• You are encouraged to study together. All written course work, however, must be your own. If
you are concerned as to what constitutes plagiarism, please consult with me. Please provide
proper attribution when you take material directly from the readings for your weekly reaction
papers.
• Students with disabilities who will be taking this course and who need disability-related
classroom or testing accommodations are encouraged to see me as soon as possible.
Please Note:
I encourage students to come to talk to me about the course. Please feel free to stop by during my
office hours (or schedule an appointment) to discuss any concerns that you may have.
Topics and Readings for Each Week
Week 1 Introduction to Course: What is the Sociology of Human Reproduction?
Chamie, Joseph. 1994. "Trends, Variations, and Contradictions in National Policies to Influence
Fertility." In The New Politics of Population: Conflict and Consensus in Family Planning,
edited by Jason L. Finkle and C. Alison McIntosh. New York: Oxford University Press. Pp. 37-
50.
Cohen, Joel. E. 1995. "People Control the Growth of Human Populations," in How Many People
Can the Earth Support? NY: W. W. Norton & Company. Pp. 46-75.
Demeny, Paul and Geoffrey McNicoll. 1998. "Introduction" and "Part I." In The Reader in
Population and Development, edited by Paul Demeny and Geoffrey McNicoll. New York: St.
Martin's Press. Pp. ix-x; 1-4.
Kuznets, Simon. 1998. "Population Trends and Modern Economic Growth." In The Reader in
Population and Development, edited by Paul Demeny and Geoffrey McNicoll. New York: St.
Martin's Press. Pp. 5-18.
Week 2 Demographic Methods for Measuring Fertility
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Newell, Colin. 1987. Methods & Models in Demography. NY: The Guilford Press. Pp. 35-62.
Hinde, Andrew. 1998. Demographic Methods. London: Arnold. Pp. 121-149. (Skim Ch 11).
Week 3 Fertility Determinants and Decision Making
Bongaarts, John. 1993. "The Supply-Demand Framework for the Determinants of Fertility: An
Alternative Implementation." Population Studies 47(3): 437-456.
Bulatao, Rodolfo A. and Ronald D. Lee. 1983. "A Framework for the Study of Fertility
Determinants." In Determinants of Fertility In Developing Countries. New York: Academic
Press. Pp. 1-26.
Davis, Kingsley and Judith Blake. 1956. "Social Structure and Fertility: An Analytic
Framework." Economic Development and Cultural Change 4: 211-235.
Hollerbach, Paula E. 1983. "Fertility Decision-Making Processes: A Critical Essay." In
Determinants of Fertility in Developing Countries, (ed) R.A Bulatao & R.D. Lee. Pp. 340-380.
Week 4 Explanations for Fertility Change
Aries, Philippe. 1980. "Two Successive Motivations for the Declining Birth Rate in the West."
Population and Development Review 6(4): 545-650.
Caldwell, John C. 1983. Theory of Fertility Decline. New York: Academic Press. Chapters 4
(115-156) and 11 (333-352).
Coale, Ansley J. 1973. "The Demographic Transition." In Volume I, International Population
Conference, Liege. Liege: IUSSP. Pp. 53-72.
Kirk, Dudley. 1996. "Demographic Transition Theory." Population Studies 50(3): 361-387.
Mason, Karen O. 1997. "Explaining Fertility Transitions." Demography 34(4): 443-454.
McNicoll, Geoffrey. 1998. "Institutional Analysis of Fertility Transition. " In Population and
Development, edited by Paul Demeny & Geoffrey McNicoll. NY: St. Martin's Press. Pp. 165-175.
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Week 5 Economic Development, Women's Autonomy, and Fertility Change
Ashford, Lori S. 2001. "New Population Policies: Advancing Women's Health and Rights."
Population Bulletin 56(1): 1-43.
Caldwell, John C. "Mass Education and Fertility Decline." In The Reader in Population and
Development., edited by Paul Demeny & Geoffrey McNicoll. NY: St. Martin's Press. Pp. 42-56.
Mason, Karen Oppenheim. 1987. "The Impact of Women's Social Position on Fertility in
Developing Countries." Sociological Forum 2(4): 719-745.
Standing, Guy. 1983. "Women's Work Activity and Fertility." In Determinants of Fertility In
Developing Countries. New York: Academic Press. Pp. 517-546.
Week 6 Women's Reproductive Autonomy and Access to Abortion
Bankole, Akinrinola, Susheela Singh, and Taylor Haas. 1999. Characteristics of Women Who
Obtain Induced Abortion: A Worldwide Review. International Family Planning Perspectives
25(2): 68-77.
Crane, Barbara B. 1994. "The Transnational Politics of Abortion." In The New Politics of
Population: Conflict and Consensus in Family Planning. New York: Oxford University Press.
Pp. 241-264.
Rahman, Anika, Laura Katzive, and Stanley K. Henshaw. 1998. "A Global Review of Laws on
Induced Abortion, 1985-1997." International Family Planning Perspectives 24(2): 56-64.
Wilder, Esther I. 2000. "Socioeconomic and Cultural Determinants of Abortion among Jewish
Women in Israel." European Journal of Population 16: 133-162.
.
Week 7 The Contribution of Family Planning Programs to Fertility Declines
Bongaarts, John, W. Parker Mauldin, and James F. Phillips. 1990. "The Demographic Impact of
Family Planning Programs." Studies in Family Planning 21(6): 299-310.
Donaldson, Peter J. and Amy Ong Tsui. 1990. "The International Family Planning Movement."
Population Bulletin 45(3): 1-45.
Freedman, Ronald. 1997. "Do Family Planning Programs Affect Fertility Preference? A
Literature Review." Studies in Family Planning 28(1): 1-13.
Schuler, Sidney Ruth, Syed M. Hashemi and Ann Hendrix Jenkins. 1995. "Bangladesh's Family
Planning Success Story: A Gender Perspective." International Family Planning Perspectives
21(4): 132-137.
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Schuler, Sidney R & Zakir Hossain. 1998. "Family Planning Clinics Through Women's Eyes &
Voices: A Case Study from Rural Bangladesh." Int’l Family Planning Persp 24(4): 170-175.
Westoff, Charles F. and Akinrinola Bankole. 1996. "The Potential Significance of Unmet Need."
International Family Planning Perspectives 22(1): 16-20.
Week 8 Men and Reproductive Decision Making
Bankole, Akinrinola and Susheela Singh. 1998. "Couples' Fertility and Contraceptive Decision-
Making In Developing Countries: Hearing the Man's Voice." International Family Planning
Perspectives 24(1): 15-24.
Grady, William R., Koray Tanfer, John O.G. Billy, and Jennifer Lincoln-Hanson. "Men's
Perspectives Regarding Sex, Contraception and Childrearing." Family Planning Perspectives
28(5):221-226.
Ngom, Pierre. 1997. "Men's Unmet Need for Family Planning: Implications for African Fertility
Transitions." Studies in Family Planning 28(3): 192-202.
Petro-Nustas, Wasileh. 1999. "Men's Knowledge of and Attitudes Towards Birthspacing and
Contraceptive Use in Jordan. International Family Planning Perspectives 25(4): 181-185.
Wegner, Mary Nell, Evelyn Landry, David Wilkinson and Joanne Tzanis. 1998. "Men as
Partners in Reproductive Health: From Issues to Action." Int’l Family Planning Persp 24(1): 38-
42.
Week 9 Fertility, Religion, and Family Planning in Developing Countries
Davis, Kingsley. 1998. "Institutional Patterns Favoring High Fertility." In The Reader in
Population and Development, edited by Paul Demeny and Geoffrey McNicoll. New York: St.
Martin's Press. Pp. 143-149.
Kokole, Omari H. "The Politics of Fertility in Africa." In The New Politics of Population:
Conflict and Consensus in Family Planning. New York: Oxford University Press. Pp. 73-88.
Mazrui, Ali A. "Islamic Doctrine and the Politics of Induced Fertility Change: An African
Perspective." In The New Politics of Population: Conflict and Consensus in Family Planning.
New York: Oxford University Press. Pp. 121-134.
Tierney, John. 1986. "Fanisi's Choice." Science January/February. Pp. 26-42.
Week 10 Son Preferences and Fertility Policy: Examples from Asia
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Coale, Ansley J., and Judith Banister. 1994. "Five Decades of Missing Females in China."
Demography 31(3): 459-479.
Graham, Maureen J., Ulla Larsen and Xiping Xu. 1998. "Son Preference in Anhui Province,
China." International Family Planning Perspectives 24(2): 72-77.
Larsen, Ulla, Woojin Chung, and Monica Das Gupta. 1998. "Fertility and Son Preference in
Korea." Population Studies 52: 317-325.
White, Tyrene. 1994. "Two Kinds of Production: The Evolution of China's Family Planning
Policy in the 1980s." In The New Politics of Population: Conflict and Consensus in Family
Planning. New York: Oxford University Press. Pp. 137-158.
Whyte, Martin King. 1998. "Human Rights Trends and Coercive Family Planning in the PRC."
Issues & Studies 34(8): 1-29.
Wudunn, Sheryl. 1994. "Where have all the babies gone?" In The Struggle for the Soul of a
Rising Power by Nicholas D. Kristof and Sheryl Wudunn. NY: Random House. Pp. 217-240.
Week 11 Fertility and Family Planning in Low Fertility Settings
Anderson, Michael 1998. "Highly Restricted Fertility: Very Small Families in the British
Fertility Decline." Population Studies 52: 177-199.
Coale, Ansley. 1986. "Demographic Effects of Below-Replacement Fertility and Their Social
Implications." Population and Development Review 12 (Supplement): 203-216.
Jolivet, Muriel. 1997. Japan: The Childless Society? London: Routledge. Pp. 1-60.
Kitamura, Kunio. 1999. "The Pill in Japan: Will Approval Ever Come?" Family Planning
Perspectives 31(1): 44-45.
Westoff, Charles F. "Fertility in the United States." 1986. Science 234: 554-559.
Week 12 Childlessness
May, Elaine Tyler. Barren in the Promised Land: Childless Americans and the Pursuit of
Happiness. Cambridge: Harvard University Press.
Week 13 Adolescent Reproductive Behavior
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Frost, Jennifer J. and Jacqueline Darroch Forrest. "Understanding the Impact of Effective
Teenage Pregnancy Programs." Family Planning Perspectives 27(5):188-195.
Klepinger, Daniel H., Shelly Lundberg, and Robert D. Plotnik. 1995. "Adolescent Fertility
and the Educational Attainment of Young Women." Family Planning Perspectives 27(1): 23-28.
Morrison, Diane M. & Harrier Shaklee. 1990. "Poor Contraceptive Use in the Teenage Years:
Situational & Developmental Interpretations." Advances in Adolescent Mental Health 4: 51-69.
Murphy, Joseph J. and Scott Boggess. 1998. "Increased Condom Use Among Teenage Males,
1988-1996: The Role of Attitudes." Family Planning Perspectives 30(6):276-180 & 303.
Upchurch, Dawn, Lene Levy-Storms, Clea Sucoff, & Carol Aneshensel. 1998. "Gender &
Ethnic Differences in the Timing of First Sexual Intercourse." Fam Planning Persp 30: 121-127.
Week 14 The Politics of Adolescent Pregnancy
Luker, Kristin. 1996. Dubious Conceptions: The Politics of Teenage Pregnancy. Cambridge.
Harvard University Press.
Week 15 The Future: Perspectives on Human Fertility and Population
Barnett, Harold J. 1998. "Population Problems: Myths and Realities." In The Reader in
Population and Development, edited by Paul Demeny and Geoffrey McNicoll. New York: St.
Martin's Press. Pp. 244-256.
Blake, Judith. 1998. "Fertility Control and the Problem of Volunteerism." In The Reader in
Population and Development, edited by Paul Demeny and Geoffrey McNicoll. New York: St.
Martin's Press. Pp. 112-120.
Freedman, Ronald. 1987. "The Contribution of Social Science Research to Population Policy
and Family Planning Program Effectiveness." Studies in Family Planning 18(2): 57-82.
Meilaender, Gilbert. 1995. "The Meaning of the Presence of Children." In The 9 Lives of
Population Control, edited by Michael Cromartie. Grand Rapids, Michigan: William B.
Eerdmans Publishing Company.
93

SEMINAR IN THE DEMOGRAPHY OF AGING AND THE LIFE COURSE
Robert M. Hauser, University of Wisconsin
Course Objectives:
The seminar will focus on major research issues in the demography of aging and the life course.
During the initial weeks of the term, the seminar will review basic concepts and methods of aging
and the life-course research and the aging of the American population. Depending on the
background and interests of members of the seminar, the middle weeks of the course may be
spent in a selective review of current research issues, exploration of alternative data resources—
especially longitudinal surveys—or on critical reading of recent (or forthcoming) monographs
and journal articlces. Topics may include socioeconomic and gender differentials in health, wellbeing,
morbidity, or mortality; withdrawal from the labor force and retirement; intergenerational
wealth transfers; life-cycle squeezes (young adult kids and aging parents); career trajectories of
women vs. men; and variations in personality and cognitive functioning in relation to work and
aging. The content of the course will be flexible, depending on the interests and the number of
seminar participants.
Recommended Texts:
Robert H. Binstock and Linda K. George (eds). 1996. Handbook of Aging and the Social
Sciences. 4 th Ed. San Diego: Academic Press. [HASS]
Judah Matras. 1990. Dependency, Obligation, and Entitlements: A New Sociology of Aging, the
Life Course, and the Elderly. Englewood Cliffs, N.J.: Prentice Hall. [DOE]
Samuel H. Preston and Linda G. Martin (eds). 1994. The Demography of Aging (Washington,
D.C.: National Academy Press). [DOA]
Jacob S. Siegel. 1993. A Generation of Change: A Profile of America’s Older Population. (NY:
Russell Sage Foundation). [AGC]
Class Schedule:
Week 1: Organizational Meeting
Week 2: Overview of Aging and Population
DOE- Read and browse selectively
Myers, George C., “Aging and the Social Sciences: Research Directions and Unresolved Issues.”
pp.1-11 in HASS.
Chudacoff, Howard P. 1989. How Old Are You? Age Conciousness in American Culture.
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Princeton: Princeton University Press.
Christine L. Fry, “Age, Aging, and Culture.” pp. 117-36 in HASS
Matilda White Riley and John W. Riley, Jr. 1994. “Structural Lag: Past and Future.” pp. 15-36
in M.W. Riley, R.L. Kahn, and A. Foner (eds.) Age and Structural Lag: Society’s Failure to
Provide Meaningful Opportunities in Work, Family, and Leisure. New York: Wiley-
Interscience.
Week 3: A Description of Population Aging in the U.S.
AGC- Chs. 1-3. Dimensions of an aging population; Sex, race, and ethnic composition; and
geographic distribution and residential mobility.
Judith Treas and Ramon Torrecilha. 1995. “The Older Population.” pp. 47-92 in Reynolds
Farley (ed.), State of the Union: America in the 1990s. New York: Russell Sage Foundation.
Peter Uhlenberg and Sonia Miner. “Life Course and Aging: A Cohort Perspective.” pp. 208-28
in HASS.
Kyriakos S. Markides and Sandra A. Black. “Race, Ethnicity, and Aging: The Impact of
Inequality.” pp. 153-70 in HASS.
Phyllis Moen. “Gender, Age, and the Life Course.” pp. 171-87 in HASS.
Frank D. Bean, George C. Myers, Jacqueline L. Angel, and Omer R. Galle. “Geographic
Concentration, Migration, and Population Redistribution among the Elderly.” pp. 319-55
in DOA.
Week 4: A Description of Population Aging, continued.
AGC- Chs. 4-5. Longevity and health.
Alan M. Jette. “Disability Trends and Transitions.” pp.94-116 in HASS.
Linda K. George. “Social Factors and Illnees.” pp. 229-52 in HASS.
Joshua M. Wiener and Laurel Hixon Illston. “The Financing and Organization of Health Care
for Older Americans.” pp. 427-45 in HASS.
Kennth G. Manton and Eric Stallard. “Medical Demography: Interaction of Disability Dynamics
and Mortality.” pp. 217-78 in DOA.
Week 5: A Description of Population Aging, continued.
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AGC- Chs. 6-7. Marital status, living arrangements, and institutionalization; Education, work,
and retirement.
Angela M. O’Rand. “The Cumulative Stratification of the Life Course.” pp. 188-207 in HASS.
Vern Bengtson, Carolyn Rosenthal, and Linda Burton. “Paradoxes of Families and Aging.” pp.
253-82 in HAAS.
Beth J. Soldo and Vicki A Freedman. “Care of the Elderly: Division of Labor among the Family,
Market, and State.” pp. 195-216 in DOA.
Leonard I. Perlin, Carol S. Ansehensel, Joseph T. Mullan, and Carol J. Whitlatch. “Caregiving
and Its Social Support.” pp. 283-302 in HAAS.
Jill Quadagno and Melissa Hardy. “Work and Retirement.” pp. 325-45 in HAAS.
Week 6: A Description of Population Aging, continued.
AGC- Chs. 8-10. Economic status; Housing characteristics; Summary, prospects, & implications.
Stephen Crystal. “Economic Status of the Elderly.” pp. 388-409 in HAAS.
James H. Schulz. “Economic Security Policies.” pp. 410-26 in HAAS.
Jon Pynoos and Stephen Golant, “Housing and Living Arrangements for the Elderly.” pp. 303-24
in HAAS.
Richard A. Easterlin. “Economic & Social Implications of Demographic Patterns.” pp. 73-93 in
HAAS.
Week 7: Data Resources on Aging
Richard T. Campbell and Duane F. Alwin. “Quantitative Approaches: Toward an Integrated
Science of Aging and Human Development.” pp. 31-51 in HAAS.
Richard V. Burkhauser and Paul J. Gertler (eds). 1995. “The Health and Retirement Study: Data
Quality and Early Results.” The Journal of Human Resources 30 (Supplement).
Deborah Carr, Anu Pemmarazu, and Dorothy P. Rice. 1996. Improving Data on America’s
Aging Population: Summary of a Workshop. Washington, D.C.: National Academy Press.
Robert M. Hauser, Deborah Carr, Taissa S. Hauser, Jeffery Hayes, Margaret Krecker, Hsiang-
Hui,
96

Daphne Kuo, William Magee, John Presti, Diane Shinberg, Megan Sweeny, Theresa
Thompson-Colon, S.C. Noah Uhrig, and John Robert Warren. 1994. “The Class of 1957
after 35 Years: Overview and Preliminary Findings.” CDE Working Paper 93-17. (Rev. April
1994) Center for Demography and Ecology, University of Wisconsin-Madison.
George C. Myers (ed). 1997. “Asset and Health Dynamics among the Oldest Old (AHEAD):
Initial Results from the Longitudinal Study.” The Journals of Gerontology. Series B:
Psychological and Social Sciences 52B (May).
Joyce A. Post. 1996. “Internet Resources on Aging: Data Sets and Statistics.” The
Gerontologist 36 (August): 425-29.
Week 8: Socioeconomic Differentials in Health, Well-Being and Longevity
Samuel H. Preston and Paul Taubman. “Socioeconomic Differences in Adult Mortality and
Health
Status.” pp. 279-318 in DOA.
Marmot, Michael G., C. Ryff., L. Bumpass, M. Shipley, & N. Marks. 1996. “Social Inequalities
in Health—A Major Public Health Problem.” Social Science and Medicine.
Nancy Krieger, D. Williams, & N. Moss. 1997. “Measuring Social Class in U.S. Public Health
Research: Concepts, Methodologies, Guideline.” pp. 341-78 in Annual Review of Public Health
1997. Palo Alto: Annual Reviews.
James P. Smith and Raynard Kington. 1997. “Demographic and Economic Correlates of Health
in Old Age.” Demography 34 (February): 159-70.
Week 9: Increased Longevity: Theories, Possibilities, and Implications
S. Jay Olshansky and Bruce A. Carnes. 1997. “Ever Since Gompertz.” Demography 34
(February): 1-15.
James R. Carey. “What Demographers Can Learn from Fruit Fly Actuarial Models and Biology.”
Demography 34 (February): 17-30.
Kenneth G. Manton, Eric Stallard, & Larry Corder. “Changes in the Age Dependence of
Mortality & Disability: Cohort & Other Determinants.” Demography 34 (Feb): 135-57.
Kenneth G. Manton, B. Singer, & R. Suzman. 1993. “The Scientific & Policy Needs for
Improved Health Forecasting Models for Elderly Populations.” pp. 3-35 in K.G. Manton, B.H.
Singer, & R.M. Suzman (eds), Forecasting the Health of Elderly Populations. New York:
Springer-Verlag.
97

Samuel H. Preston. 1993. “Demographic Change in the United States, 1970-2050.” pp. 51-77
in
K.G. Manton, B.H. Singer, & R.M. Suzman (eds), Forecasting the Health of Elderly Populations.
New York: Springer-Verlag.
Week 10: Studies of the Life Course: From Youth…
Tamara K. Hareven and Kathleen J. Adams. 1982. Aging and Life Course Transitions: An
Interdisciplinary Perspective. New York: The Guildford Press.
John S. Clausen. 1991. “Adolescent Competence & the Shaping of the Life Course.” American
Journal of Sociology 96 (January): 805-842.
John S. Clausen. 1993. American Lives. New York: The Free Press.
Glen H. Elder, Jr. 1974. Children of the Great Depression: Social Change in Life Experience.
Chicago: University of Chicago Press.
M.E.J. Wadsworth. 1991. The Imprint of Time: Childhood, History, and Adult Life. Oxford:
Clarendon Press.
Glen H. Elder, Jr., John Modell, and Ross D. Parke. 1993. Children in Time and Place:
Developmental and Historical Insights. Cambridge: Cambridge University Press.
Robert B. Cairns and Beverly D. Cairns. 1994. Lifelines and Risks: Pathways of Youth in Our
Time. Cambridge: Cambridge University Press.
Week 11: Cognitive Ability and Its Correlates Across the Life Course
Robert S. Siegler and D. Dean Richards. 1982. “The Development of Intelligence.” pp. 897-971
in R.J. Sternberg (ed), Handbook of Human Intelligence. Cambridge: Cambridge Univ Press.
Paul B. Baltes and Sherry L. Willis. 1979. “Life-Span Developmental Psychology, Cognitive
Functioning, and Social Policy.” pp. 15-46 in Matilda White Riley (ed), Aging from Birth to
Death: Interdisciplinary Perspectives. AAAS Selected Symposium 30. Boulder, Colorado:
Westview Press.
Paul B. Baltes, Freya Dittman-Kohli, & Roger A. Dixon. 1984. “New Perspectives on the
Development of Intelligence in Adulthood: Toward a Dual-Process Conception & a Model of
Selective Optimization with Compensation.” pp. 33.76 in Life-Span Development & Behavior
(Vol. 6). New York: Academic Press.
Melvin L. Kohn and Carmi Schooler. 1983. “The Reciprocal Effects of the Substantive
Complexity of Work and Intellectual Flexibility: A Longitudinal Assessment” pp. 103-124 in
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Melvin L. Kohn and Carmi Schooler, Work and Personality: An Inquiry into the Impact of Social
Stratification. Norwood, N.J.: Ablex Publishing Corporation.
Melvin L. Kohn and Carmi Schooler. 1983. “Job Conditions and Personality: A Longitudinal
Assessment of their Reciprocal Effects” pp. 125-53 in Melvin L. Kohn and Carmi Schooler,
Work and Personality: An Inquiry into the Impact of Social Stratification. Norwood, N.J.:
Ablex Publishing Corporation.
Robert M. Hauser, John Robert Warren, and William H. Sewell. 1994. “Education, Occupation,
and Earnings in the Long Run: Men and Women from Adolescence to Midlife.” CDE Working
Paper 94-25. Center for Demography and Ecology, University of Wisconsin-Madison.
G.E. McClearn, B. Johannson, S. Berg, N.L.Pedersen, F. Ahern, S.A. Petrill, R. Plomin. 1997.
“Substantial Genetic Influence on Cognitive Abilities in Twins 80 or More Years Old.” Science
276 (June 6): 1560-63.
Week 12: Changes in Work and Retirement and their Implications
Joseph F. Quinn and Richard V. Burkhauser. “Retirement and Labor Force Behavior of the
Elderly.” pp. 50-101 in DOA.
Ronald Lee and Shripad Tuljapurkar. “Death and Taxes: Longer Life, Consumption, and Social
Security.” 1997. Demography 34 (February): 67-81.
Wise, David A. “Retirement Against the Demographic Trend: More Older People Living
Longer, Working Less, and Saving Less.” Demography 34 (February): 83-95.
Preston, Samuel H. 1984. “Children and the Elderly: Divergent Paths for America’s
Dependents.” Demography 21: 435-58.
Constance F. Citro and Eric A. Hanushek (eds). 1997. Assessing Retirement Income Policies:
Priorities for Data, Research, and Models. Washington, DC: National Academy Press.
Week 13: Intergenerational Relations
Douglas Holz-Eakin and Timothy M. Smeeding. 1994. “Income, Wealth, and the
Intergenerational Economic Relations of the Aged.” pp. 102-45 in DOA.
Douglas Wolf. 1994. “The Elderly & Their Kin: Patterns of Availability & Access.” pp. 146-94
in DOA.
Bengtson, Vern L. and Robert A. Harootyan (eds). 1994. Intergenerational Linkages: Hidden
Connections in American Society. New York: Springer.
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Bengtson, Vern L., K. Warner Schaie, and Linda M. Burton (eds). 1995. Adult Intergenerational
Relations. New York: Springer.
Mangen, David J., Vern L. Bengtson, and Pierre H. Landry, Jr. (eds). 1988. Measurement of
Intergenerational Relations. Newbury Park, CA: Sage Publications.
Bengtson, Vern L. and W. Andrew Achenbaum (eds). 1993. The Changing Contract Across
Generations. New York: Aldine de Gruyter.
100

HUMAN MORTALITY
Robert A. Hummer, University of Texas
W. Parker Frisbie, University of Texas
Course Objectives:
Mortality is one of the three core components of demographic research. Improvements in life
expectancy (or decreases in mortality) over the 20 th Century in the U.S. and around the world has
arguably been one of the most notable achievements of our time. Yet much remains to be
understood about how mortality is shaped by variables operating in the social, psychological,
geographic, and biological spheres. Further, according to many notable scientists of our day,
much potential for improvements in life expectancy remain; thus, understanding factors related
to mortality has important potential implications for health promotion and public policy.
Studied from a sociological lens (e.g., a social demographic approach), mortality analysts are
centrally concerned with how different aspects of social stratification and different variables in
the social environment are associated with risks of mortality by age and cause of death. To this
end, a mortality risk variable (often as simple as a 0,1 dichotomy) provides social demographic
researchers with a neatly measured and convenient avenue with which to study how the social
world works. Thus, the social demographic study of mortality can be defined as the study of
how social processes are associated with differentials in cause and age at death between and
among meaningful human groups. This will be our focus.
The specific aims of this seminar are:
1) To introduce the study of human mortality from the perspective of social demography.
2) To further the understanding of how social processes during life can be better understood by
investigating how and when people die.
3) To broaden the study of human mortality to health factors that are closely related to survival,
such as birth outcomes and disabilities. In many ways, this blends the social demographic
study of mortality with social epidemiology.
4) To promote the enhancement of student research skills by actively working on, and
developing, an empirical research paper on this topic during the semester of the seminar.
Course Requirements:
Beyond reading all of the assigned books and articles, you will be responsible for four other
items during the semester:
(1) Class attendance is mandatory and expected of all students. We meet only 14 times.
(2) Participation in class discussion is expected of all students. This discussion means coming to
class prepared in terms of the readings, keeping up-to-date with the progress on your paper
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(discussed below), and being willing to participate in the discussion of other student research
papers in a constructive manner.
(3) Beginning with the week of 9/12, students will report and react to the literature you are
reading for the week. These reports/reactions should be 1-2 pages in length, and no longer!!
The purpose is to highlight issues—theoretical, methodological, substantive—that you think
are especially relevant in the readings and/or focus on one or two key issues that stand out
across the set of papers. These required “papers” are to force students to read the material
for the week, and to facilitate higher-level, knowledge-based discussion. This component of
the course will make up 20 percent of your final grade.
(4) Finally, the major component of this class and of your grade will be the development of an
empirical paper, which falls somewhere under the broad rubric of “Human Mortality.” These
papers will be worked on right from the start of the course; indeed, I will assign to you the
task of creating a general outline of ideas in the first couple of weeks and, shortly after that,
you will be asked to construct a detailed outline. Writing will progress from there. Later in
the semester, you will be required to turn in a rough draft of your paper to two other class
members, who will provide feedback and editing on your paper. A final version of your
paper will be due to me by 4:00 PM on Friday, December 8th. This component of the class
will count as 80% of your grade; indeed, I consider the development of independent research
(in consultation with student and faculty colleagues) to be THE key component of graduate
education in the United States. My goal for this seminar is to provide a structure and forum
where your papers can make an eventual contribution to the literature in the form of a
meeting presentation and/or (preferably) an article to be submitted for publication.
Tentative Weekly Topics:
9/5: Introduction to the Course; Simple Mortality Measures
9/12: Historical Patterns and Changes in Mortality
9/19: Current Issues in the Social Demographic Study of Mortality: Foreshadowing the
Empirical Studies
9/26: Data and Methods
10/3: Data and Methods
10/10: Infant Mortality
10/17: Reproductive Health, Birth Outcomes, and Child Health
10/24: Adult Mortality – Race/Ethnicity and Immigration
10/31: Meet on the Progress of Your Research Papers
11/7: Adult Mortality – SES
11/14: Adult Mortality – Gender
11/21: Adult Mortality – Marital Status, Religion, and Social Support
11/28: Adult Mortality – Moving Beyond the Individual to Contextual Factors
12/5: Old Age Health and Mortality – Biodemography
Readings:
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Obviously, this set of issues includes an incredible amount of social science literature (not to
mention related literature on these issues in public health, medicine, biology, and other fields).
During this semester, we will be able to touch on only a small fraction of the relevant literature
in this area. Nonetheless, I have tried to choose readings that are important, up-to-date, and
receiving considerable attention in the scientific community. THIS READING LIST IS NOT
EXHAUSTIVE; indeed, your course papers will need to rely on much more than what is covered
in class. Nonetheless, the articles and books included here, along with the reference lists
available in each, will help in building a foundation for your continued interest in this area.
In a further effort to keep this reading list manageable and the content of the course focused,
most of our readings will focus on the United States. In large part, this is also due to the
instructors research interests and knowledge. This does not mean that you cannot do your own
research work outside of the U.S.!
Reading List:
For 9/12: Historical Patterns
Caldwell, J. 1986. “Routes to Low Mortality in Poor Countries.” Population and Development
Review 12(2): 171-220.
McKeown, T., and R. Record. 1962. “Reasons for the Decline of Mortality in England and
Wales During the 19 th Century.” Population Studies 16(2): 94-122.
McKinlay, J., and S. McKinlay. 1994. “Medical Measures and the Decline of Mortality.” Pp.
10-23 in The Sociology of Health and Illness: Critical Perspectives, edited by P. Conrad and R.
Kern. NY: St. Martin’s Press.
Olshansky, SJ, and B. Ault. 1986. “The Fourth Stage of the Epidemiologic Transition: The Age
of Delayed Degenerative Diseases.” The Milbank Quarterly 64(3): 355-391.
Olshansky, SJ, B. Carnes, R. Rogers, & L. Smith. 1997. “Epidemiologic Transition.” Box 1 in
‘Infectious Diseases – New & Ancient Threats to World Health.’ Pop’n Bulletin 52(2): 10-12.
Omran, A. 1971. “The Epidemiologic Transition: A Theory of the Epidemiology of Population
Change.” Milbank Memorial Fund Quarterly 49(4): 509-538.
Omran, A. 1977. “Epidemiologic Transition in the US.” Population Bulletin 32(2): 1-42.
Rogers, R., and R. Hackenburg. 1987. “Extending Epidemiologic Transition Theory: A New
Stage.” Social Biology 34(3-4): 234-243.
White, K., and S. Preston. 1996. “How Many Americans are Alive Because of Twentieth-
Century Improvement in Mortality?” Population and Development Review 22: 415-429.
103

For 9/19: Current Issues and Frameworks
Bongaarts, J. 1995. “Global Trends in AIDS Mortality.” Population and Development Review
22: 21-45.
Diez-Roux, A. 2000. “Multilevel Analysis in Public Health Research.” Annual Review of
Public Health 21: 171-192.
Eberstein, I. 1989. “Demographic Research on Infant Mortality.” Sociological Forum 4: 409-
422.
Elo, I., and S. Preston. 1992. “Effects of Early Life Conditions on Adult Mortality: A Review.”
Population Index 58(2): 186-212.
House, J., K. Landis, and D. Umberson. 1988. “Social Relationships and Health.” Science 241:
540-545.
http://www.health.gov/healthypeople/
Hummer, R., R. Rogers, and I. Eberstein. 1998. “Sociodemographic Differentials in Adult
Mortality: A Review of Analytic Approaches.” Population and Development Review 24(3):
553-578.
Mosley, H., and L. Chen. 1984. “An Analytical Framework for the Study of Child Survival in
Developing Countries.” Population and Development Review 10(supplement): 25-48.
Nathanson, C., and A. Lopez. 1987. “The Future of Sex Mortality Differentials in Industrialized
Countries: A Structural Hypothesis.” Population Research and Policy Review 6: 123-136.
Preston, S. 1996. “Population Studies of Mortality.” Population Studies 50: 525-536.
Rogers, R., R. Hummer, and C. Nam. 2000. Living and Dying in the USA: Behavioral, Health,
and Social Differentials of Adult Mortality. San Diego, CA: Academic Press. Chapter 1 only.
(hereafter, referred to as Rogers et al. 2000)
Thiltges, E., J. Duchene, and G. Wunsch. 1995. “Causal Theories and Models in the Study of
Mortality.” Pp. 21-36 in Adult Mortality in Developed Countries. Oxford: Clarendon Press.
Williams, D., and C. Collins. 1995. “US Socioeconomic and Racial Differences in Health:
Patterns and Explanations.” Annual Review of Sociology 21: 349-386.
For 9/26: Data and Methods
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For this week, the instructor will provide an overview of data sets that are often used in currentday
mortality analyses.
For 10/3: More on Data and Methods
Allison, P. 1984. Pp. 1-42 in Event History Analysis: Regression for Longitudinal Event Data.
Newbury Park, CA: Sage.
Demaris, A. 1992. Pp. 42-78 in Logit Modeling: Practical Applications. Newbury Park, CA:
Sage.
Mirowsky, J. 1999. “Analyzing Associations between Mental Health and Social
Circumstances.” Pp. 105-123 in Handbook of the Sociology of Mental Health, edited by C.
Aneshensel and J. Phelan. NY: Kluwer Academic/Plenum Publishers.
Murphy, SL. 2000. “Final Data for 1998.” National Vital Statistics Reports 48(11).
Hyattsville, MD: National Center for Health Statistics.
Nam, C. 1990. “Mortality Differentials from a Multiple Cause of Death Perspective.” Pp. 328-
342 in Measurement and Analysis of Mortality, edited by J. Vallin, S. D’Souza, and A. Palloni.
NY: Oxford University Press.
Nam, C. 1994. Pp. 129-154 in Understanding Population Change. Itasca, IL: FE Peacock.
Shyrock, H., J. Siegel, and Associates. 1976. Chapter 15 (but focus on pages 249-257) in The
Methods and Materials of Demography, condensed by E. Stockwell. NY: Academic Press.
Weeks, J. 1999. Pp. 109-155 in Population: An Introduction to Concepts and Issues, 7 th
Edition. Belmont, CA: Wadsworth.
For 10/10: Infant Mortality
Forbes, D., and W. Frisbie. 1991. “Spanish Surname and Anglo Infant Mortality: Differentials
Over a Half-Century.” Demography 28: 639-660.
Frisbie, W., D. Forbes, and S. Pullum. 1996. “Compromised Birth Outcomes and Infant
Mortality among Racial and Ethnic Groups.” Demography 33: 469-482.
Geronimus, Arline T. 1987. “On Teenage Childbearing and Neonatal Mortality in the United
States.” Population and Development Review 13: 245-280.
Gortmaker, S., and P. Wise. 1997. “The First Injustice: Socioeconomic Disparities, Health
Services Technology, and Infant Mortality.” Annual Review of Sociology 23: 147-170.
105

Hummer, R., M. Biegler, P. DeTurk, D. Forbes, W. Frisbie, Y. Hong, & S. Pullum. 1999. “Race/
Ethnicity, Nativity, & Infant Mortality in the United States.” Social Forces 77: 1083-1118.
Kanaiaupuni, S., and K. Donato. 1999. “Migradollars and Mortality: The Effect of Migration
on Infant Survival in Mexico.” Demography 36: 339-354.
For 10/17: Reproductive Health, Birth Outcomes, and Child Health
Conley, D., and N. Bennett. 2000. “Is Biology Destiny? Birth Weight and Life Chances.”
American Sociological Review 65: 458-467.
Geronimus, A. 1992. “The Weathering Hypothesis and the Health of African American Women
and Infants.” Ethnicity and Disease 2: 207-221.
Geronimus, A., and J. Bound. 1990. “Black/White Differences in Women’s Reproductive
Related Health Status: Evidence from Vital Statistics.” Demography 27(3): 457-466.
Hack, M., N. Klein, and H. Taylor. 1995. “Long-Term Developmental Outcomes of Low Birth
Weight Infants.” The Future of Children 5(1): 176-196.
McCarthy, J., and D. Maine. 1992. “A Conceptual Framework for the Study of Maternal
Mortality.” Studies in Family Planning 23(1): 23-33.
For 10/24: Adult Mortality: Race/Ethnicity and Immigration
Berkman, L., and J. Mullen. 1997. “How Health Behaviors and the Social Environment
Contribute to Health Differences Between Black and White Older Americans.” Pp. 163-182 in
Racial and Ethnic Differences in the Health of Older Americans, edited by L. Martin and B.
Soldo. Washington, DC: National Academy Press.
Elo, I., and S. Preston. 1997. “Racial and Ethnic Differences in Mortality at Older Ages.” Pp.
10-42 in Racial and Ethnic Differences in the Health of Older Americans, edited by L. Martin
and B. Soldo. Washington, DC: National Academy Press.
Hayward, M., and M. Heron. 1999. “Racial Inequality in Active Life among Adult Americans.”
Demography 36: 77-92.
Hummer, R., R. Rogers, S. Amir, D. Forbes, and W. Frisbie. 2000. “Adult Mortality
Differentials among Hispanic Subgroups and Non-Hispanic Whites.” Social Science Quarterly
81(1): 459-476.
Johnson, N. 2000. “The Racial Crossover in Comorbidity, Disability, and Mortality.”
Demography 37: 267-284.
106

Markides, K., and J. Coreil. 1986. “The Health of Hispanics in the Southwestern United States:
An Epidemiologic Paradox.” Public Health Reports 101: 253-265.
Rogers et al. 2000. Chapter 4.
For 10/31: Meetings with instructor on paper preparation
For 11/7: Adult Mortality: SES
Backlund, E., P. Sorlie, and N. Johnson. 1999. “A Comparison of the Relationships of
Education and Income with Mortality: the National Longitudinal Mortality Study.” Social
Science and Medicine 49: 1373-1384.
Johnson, N., P. Sorlie, and E. Backlund. 1999. “The Impact of Specific Occupation on
Mortality in the US National Longitudinal Mortality Study.” Demography 36: 355-368.
Kitagawa, E., and P. Hauser. 1973. Differential Mortality in the United States: A Study in
Socioeconomic Epidemiology. Cambridge: Harvard University Press.
Link, B., and J. Phelan. 1995. “Social Conditions as Fundamental Causes of Disease.” Journal
of Health and Social Behavior 36 (extra issue): 80-94.
Menchik, P. 1993. “Economic Status as a Determinant of Mortality among Black and White
Older Men: Does Poverty Kill?” Population Studies 47(3): 427-436.
Pappas, G., S. Queen, W. Hadden, and G. Fisher. 1993. “The Increasing Disparity in Mortality
Between Socioeconomic Groups in the United States, 1960 and 1986.” New England Journal of
Medicine 329: 103-109.
Preston, S., and I. Elo. 1995. “Are Educational Differences in Adult Mortality Increasing in the
United States?” Journal of Aging and Health 7(4): 476-496.
Preston, S., and P. Taubman. 1994. “Socioeconomic Differences in Adult Mortality and Health
Status.” Pp. 279-318 in Demography of Aging, edited by L. Martin and B. Soldo. Washington,
DC: National Academy Press.
Rogers et al. 2000. Chapters 7-9.
Sorlie, P., E. Backlund, and J. Keller. 1995. “US Mortality by Economic, Demographic, and
Social Characteristics: the National Longitudinal Mortality Study.” American Journal of Public
Health 85: 949-956.
For 11/14: Adult Mortality: Gender
107

Crimmins, E., Y. Saito, and D. Ingegneri. 1997. “Trends in Disability-Free Life Expectancy in
the US.” Population and Development Review 23(3): 555-572.
Johansson, S., and O. Nygren. 1991. “The Missing Girls of China.” Population and
Development Review 17: 35-52.
Mayer, P. 1999. “India’s Falling Sex Ratios.” Population and Devp Rev 25: 323-344.
McDonough, P., D. Williams, J. House, & G. Duncan. 1999. “Gender & the Socioeconomic
Gradient in Mortality.” Journal of Health & Social Behavior 40: 17-31.
Rogers et al. 2000. Chapter 3.
Waldron, I. 1983. “Sex Differences in Human Mortality: The Role of Genetic Factors.” Social
Science and Medicine 17(6): 321-333.
Waldron, I. 1993. “Recent Trends in Sex Mortality Ratios for Adults in Developed Countries.”
Social Science and Medicine 36: 451-462.
Wingard, D. 1982. “The Sex Differential in Mortality Rates: Demographic and Behavioral
Factors.” American Journal of Epidemiology 115(2): 205-216.
For 11/21: Adult Mortality: Marital Status, Religion, & Social Support
Hummer, R., R. Rogers, C. Nam, and C. Ellison. 1999. “Religious Involvement and US Adult
Mortality.” Demography 36: 273-285.
Idler, E., and Y. Benyamini. 1997. “Self-Rated Health and Mortality: A Review of Twenty-
Seven Community Studies.” Journal of Health and Social Behavior 38: 21-37.
Lillard, L., and L. Waite. 1995. “Til Death Do Us Part: Marital Disruption and Mortality.”
American Journal of Sociology 100(5): 1131-1156.
Musick, M., A. Herzog, and J. House. 1999. “Volunteering and Mortality among Older Adults:
Findings from a National Sample.” Journal of Gerontology: Social Sciences 54B: S173-S180.
Sloan, R., E. Bagiella, & T. Powell. 1999. “Religion, Spirituality, & Medicine.” Lancet 353:
664-667.
Smith, K., and C. Zick. 1994. “Linked Lives, Dependent Demise? Survival Analysis of
Husbands and Wives.” Demography 31: 81-93.
Strawbridge, W., R. Cohen, S. Shema, and G. Kaplan. 1997. “Frequent Attendance at Religious
Services and Mortality over 28 Years.” American Journal of Public Health 87: 957-961.
108

For 11/28: Moving Beyond the Individual to Contextual Factors
Geronimus, A., J. Bound, T. Waidmann, M. Hillemeier, & P. Burns. 1996. “Excess Mortality
among Blacks & Whites in the US.” New England Journal of Medicine 335: 1552-1558.
Guest, A., G. Almgren, & J. Hussey. 1998. “The Ecology of Race and Socioeconomic Distress:
Infant and Working Age Mortality in Chicago.” Demography 35: 23-34.
Haan, M., G. Kaplan, and T. Camacho. 1987. “Poverty and Health: Prospective Evidence from
the Alameda County Study.” American Journal of Epidemiology 125: 989-998.
LeClere, F., R. Rogers, & K. Peters. 1998. “Neighborhood Social Context & Racial Differences
in Women’s Heart Disease Mortality.” Journal of Health & Social Behavior 39: 91-107.
Waitzman, N., & K. Smith. 1998. “Phantom of the Area: Poverty-Area Residence & Mortality
in the United States.” American Journal of Public Health 88: 973-976.
For 12/5: Old Age Health and Mortality – Biodemography
Carey, J. 1997. What Demographers Can Learn from Fruit Fly Actuarial Models and Biology.”
Demography 34: 17-30.
Fries, J. 1980. “Aging, Natural Death, and the Compression of Morbidity.” New England
Journal of Medicine 303: 130-135.
Manton, K., et al. 1991. “Limits to Human Life Expectancy.” Population and Development
Review 17: 603-638.
Olshansky, S., and B. Carnes. 1997. “Ever Since Gompertz.” Demography 34: 1-16.
Rogers, R. 1995. “Sociodemographic Characteristics of Long-Lived and Healthy Individuals.”
Population and Development Review 21: 33-58.
Vaupel, J. 1997. “Trajectories of Mortality at Advanced Ages.” Pp. 17-37 in Between Zeus and
the Salmon: The Biodemography of Longevity, edited by K. Wachter and C. Finch. Washington,
DC: National Academy Press.
Wachter, K. 1997. “Between Zeus and the Salmon: Introduction.” Pp. 1-16 in Between Zeus
and the Salmon: The Biodemography of Longevity, edited by K. Wachter and C. Finch.
Washington, DC: National Academy Press.
109

DEMOGRAPHIC TECHNIQUES FOR EDUCATIONAL RESEARCH
David Bills, University of Iowa
Course Objectives:
The motivation for this course is that educational researchers could do better research if they had
clearer understandings of basic demographic concepts, techniques, and resources. I have tried to
design this course to be as practical as possible. I’d like to move fairly quickly from some
necessary theoretical and conceptual grounding in the field of demography to a usable bag of
tricks.
We will spend a lot of time reading and discussing demographic research, with the goals of
understanding why the researchers chose the methods and data that they did, how these methods
work, and how we can replicate them. We will read several expository articles on how to “do”
demographic research, and will get our hands dirty as much and as often as we can. By the end of
the semester, you should be able to read at a reasonable level of comprehension research that uses
demographic techniques and have begun to develop the ability to design and conduct your own
demographic analyses.
Projects:
The class will work in small groups on a few common projects that will permit us to examine
researchable issues in education using a variety of demographic techniques. As a class, we will
develop one or more (depending on the size of the class) demographic research projects. These
will take the form of a proposal to conduct a demographic research project. Each will contain a
problem statement, brief review of the literature, detailed methodological plan and rationale, and
some preliminary data analysis.
Possibilities for these projects include Iowa’s current “Inclusive Schools” initiative
(http://www.state.ia.us/educate/programs/inclusive/index.html), the presence or extent of “White
Flight” in Iowa, or school closure and consolidation in Iowa. There are many other possibilities
as well, and they need not be limited to Iowa. We may want to draw on existing data from such
sources as the National Center for Education Statistics, the Current Population Survey, or the
National Longitudinal Surveys (as just some examples).
Grading:
Your grade will be based on this project, your presentation of it to the class, your contribution to
the group projects, the effort you put into preparing for class each week, and a number of short
written and oral assignments.
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Required Texts:
You should purchase the following books from the Iowa Memorial Union Book Store. There will
also be a number of articles.
Davis, H. Craig . 1995. Demographic Projection Techniques for Regions and Smaller Areas.
Vancouver: University of British Columbia Press.
McFalls, Joseph A. Jr. 1998. “Population: A Lively Introduction.” Pop’n Bulletin 53 (3): 1-48.
Preston, Samuel H., Sam Preston, Patrick Heuveline, Michel Guillot, and Michelle Guillon. 2000.
Demography: Measuring and Modeling Population Processes. London: Blackwell.
Jacoby, William G. 1997. Statistical Graphics for Univariate and Bivariate Data. Thousand
Oaks, CA: Sage Publications.
Barrett, Richard E. 1994. Using the 1990 U.S. Census for Research. Thousand Oaks, CA: Sage
Publications.
Recommended Texts:
Frey, William R. and Cheryl L. First. 1997. Investigating Change in American Society: Exploring
Social Trends with U.S. Census Data and StudentChip. Belmont, CA: Wadsworth.
Class Policies:
I have listed several recommended readings on the syllabus. I think many of these will be useful
to you as you prepare your research projects, and I encourage you to pursue some of them.
I want to run this class as much as possible as a seminar. For that to work, students need to come
to class having read and thought about the material and prepared to discuss it and ask questions
about it.
If you do not have some facility with SPSS, I would strongly recommend taking a free short
course from WEEG as early in the semester as possible. There are also dozens of books on how
to use SPPS that are aimed at novice users.
I would like to hear from anyone who has a disability that may require some modification of the
seating, testing, or other class requirements so that appropriate arrangements may be made.
Please see me after class or during my office hours. Please feel free to stop in or call anytime
throughout the semester if you need additional assistance or instruction.
January 22 - Introduction to the Course
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January 29 - Overview of the Field of Demography
Preston, Samuel H., Sam Preston, Patrick Heuveline, Michel Guillot, and Michelle Guillon. 2000.
Demography : Measuring and Modeling Population Processes. London: Blackwell.
I don’t expect you at this point to understand everything that Preston and his colleagues have to
say. I’m more interested in giving us some common ground to get started. We’ll return to this
volume often throughout the course.
Recommended:
Petersen, William. 2000. From Birth to Death: A Primer In Demography For The Twenty-First
Century. New Brunswick, NJ: Transaction Publishers.
February 5 - Demographic Theory, Concepts, and Measures
A. Population structure, distribution, composition, and change
B. Standardization of rates and ratios
C. Decomposition of rates
McFalls, Joseph A. Jr. 1998. “Population: A Lively Introduction.” Pop’n Bulletin 53 (3): 1-48.
Coale, Ansley J. . 1987 (1964). "How A Population Ages or Grows Younger." Pp. 365-371 in
Scott W. Menard and Elizabeth W. Moen, eds. Perspectives on Population: An Introduction to
Concepts and Issues. New York: Oxford University Press.
O’Hare, William P. 1988. “How to Evaluate Population Estimates.” Amer Demographics 50-52.
Recommended:
Shrinivasan, K. and K. Shrinivasan. 2000. Basic Demographic Techniques and Applications.
Thousand Oaks, CA: Sage. Most of the authors’ applications and examples in this volume are
from the field of public health, and are fairly directly transferable to education.
Kintner, Hallie J. (ed.), et al. 1994. Demographics: A Casebook for Business and Government.
Boulder: Westview Press.
Menard, Scott. 1991. Longitudinal Research. Newbury Park: Sage.
Firebaugh, Glenn. 1997. Analyzing Repeated Surveys. Newbury Park: Sage.
Ryder, Norman B. 1965. “The Cohort as a Concept in the Study of Social Change.” American
Sociological Review 30: 843-861.
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Ryder, Norman B. 1964. “Notes on the Concept of a Population.” American Journal of Sociology
49: 447-463.
Farley, Reynolds (ed.). 1995. State of the Union: America in the 1990s. Volume 1: Economic
Trends. New York: Russell Sage Foundation.
Some recommended readings on causal thinking:
Davis, James A. 1985. The Logic of Causal Order. Newbury Park: Sage.
Newton, Rae R. and Kjell Erik Rudestam. 1999. Your Statistical Consultant: Answers to Your
Data Analysis Questions. Thousand Oaks, CA: Sage.
Newman, Joseph W. 1995. “Comparing Private Schools and Public Schools in the 20th Century:
History, Demography, and the Debate over Choice.” Educational Foundations 9: 5-18.
February 12 - Sources of Demographic Data (especially Educational)
Barrett, Richard E. 1994. Using the 1990 U.S. Census for Research. Thousand Oaks, CA: Sage
Publications.
Iversen, R. R., Furstenberg, Frank F., Belzer, A. A. 1999. "How Much Do We Count?
Interpretation and Error-Making in the Decennial Census." Demography 36:121-134.
Recommended:
Farley, Reynolds. 2001. “The Unexpectedly Large Census Count in 2000 and Its Implications.”
Population Studies Center, Institute for Social Research, University of Michigan. Report number
01-467. Http://www.psc.isrumich.edu/pubs.
Anderson, Margo and Stephen E. Fienberg. 2000. “Race and Ethnicity and the Controversy Over
the US Census.” Current Sociology 48: 87-110.
NCES:
Forgione, Pascal D. Jr. 1999. “Using Federal Statistics to Inform Educational Policy and
Practice: The Role of the National Center for Education Statistics.” Committee on Health,
Education Labor, and Pensions United States Senate. Washington, DC.
February 19 - Introduction to PPLS Computer Lab, SPSS, and Demography on the World
Wide Web
113

Gryn, Thomas A. 1997. “Internet Resources for Demographers.” Population Index 63
(2):189-204. You can get to this from http://popindex.princeton.edu/
Places to Start:
University of Georgia. Demographics and Census Data (Directories | Definitions | Indexes |
Periodicals l U.S. Demographics | International Demographics l Return to Internet Resources)
http://www.peachnet.edu/galileo/internet/census/demograp.html
Populations Reference Bureau
www.prb.org
PopNet - The Source for global population information.
www.popnet.org
MEASURE Communication assesses information needs and helps plan and implement
dissemination and data use. The project is implemented by the Population Reference Bureau, in
collaboration with the Academy for Educational Development, and partners in developing
countries. MEASURE Communication is funded by the U.S. Agency for International
Development.
www.measurecommunication.org
AmeriStat - One stop source for U.S. Population Data
www.ameristat.org
U.S. Bureau of the Census
http://www.census.gov/
U.S. Bureau of Labor Statistics
http://stats.bls.gov/blshome.html
Government Information Sharing Project, Oregon State University
http://govinfo.kerr.orst.edu/
American Demographics Magazine
http://www.demographics.com/
Archive of Census Related Products
http://sedac.ciesin.org/plue/cenguide.html
Demography HomePage
http://infoserver.ciesin.org/datasets/us-demog/us-demog-home.html
IDB Population Pyramids
http://www.census.gov/ipc/www/idbpyr.html
114

University of Wisconsin Online Data Archive
http://dpls.dacc.wisc.edu/archive.html
DDViewer lets you create maps and calculate statistics for 220 demographic variables from the
1990 U.S.Census. DDViewer 3.0 will map states, counties, and census tracts.
http://plue.sedac.ciesin.org/plue/ddviewer/ddvJava30/index.html
The Social Science Data Analysis Network makes the latest US census surveys and demographic
trends accessible to educators, policymakers, the media, and students at all levels.
http://www.psc.lsa.umich.edu/SSDAN/
The Population Estimates Program (PEP) releases in odd-numbered years total population
estimates for places and, in selected states, county subdivisions (minor civil divisions). The most
recent release was in 1999, covering the years 1991 to 1998. The reference date for place and
county subdivision population estimates is July 1.
http://www.census.gov/population/www/estimates/citypop.html
The publications in this area are a resource guide to the programs and services of the US Census
Bureau. Each area features an introduction that will provide key information about the censuses,
surveys, and other programs that are the sources of data products.
http://www.census.gov/prod/www/titles.html
Current Population Survey
http://www.bls.census.gov/cps/cpsmain.htm
Louisiana Population Data Center
http://www.lapop.lsu.edu/
Mansfield University Library
http://www.clark.net/pub/lschank/web/census.html
University of Washington Center for Studies in Demography & Ecology
http://csde.washington.edu/
Center for Demography and Ecology Information Services, University of Wisconsin-Madison
http://www.ssc.wisc.edu/cde/library/
Microsoft Terra Server
http://terraserver.microsoft.com/default.asp
University of Buffalo National Center for Geographic Information and Analysis
http://www.geog.buffalo.edu/ncgia/
University of California Santa Barbara National Center for Geographic Information and Analysis
http://www.ncgia.ucsb.edu/
115

University of Maine National Center for Geographic Information and Analysis
http://ncgia.umesve.maine.edu/
Iowa State University Census Services
http://socserver.soc.iastate.edu/census/
Labor Market Information, Iowa Workforce Development
http://www.state.ia.us/iwd/ris/lmi/index.html
Iowa PROfiles, Information Resources:Economics and Demographics
http://www.profiles.iastate.edu/econ/
National Center for Education Statistics
http://nces.ed.gov/
Princeton University Office of Population Research
http://opr.princeton.edu/
February 26 - Conceptualizing & Measuring Educational & Demographic Indicators
We will divide up and report on several of these articles.
Ladd, Helen & Sheila Murray. 2001. “Intergenerational Conflict Reconsidered: County
Demographic Structure & the Demand for Public Education.” Economics of Education Review
20: 343-357.
Bumpass, Larry L. 1990. “What’s Happening to the Family? Interactions Between Demographic
and Institutional Change.” Demography 27: 483-498.
Rindfuss, Ronald R. 1991. “The Young Adult Years: Diversity, Structural Change, and Fertility.”
Demography 28:493-512.
Enchautegui, Maria E. 1998. "Low-Skilled Immigrants and the Changing American Labor
Market." Population and Development Review 24(4):811-824.
Perez, Sonia M. and Denise De La Rosa Salazar. 1993. “Economic, Labor Force, and Social
Implications of Latino Educational and Population Trends.” Hispanic Journal of Behavioral
Sciences 15: 188-229.
Poterba, James M. 1999. “Demographic Change, Intergenerational Linkages, and Public
Education.” American Economic Review 88: 315-320.
Hirschman, Charles, Richard Alba, and Reynolds Farley. 2000. “The Meaning and Measurement
of Race in the U.S. Census: Glimpses into the Future.” Demography 37: 381-393.
116

Recommended:
Anderson, Victor. 1991. “The Good Indicator.” Pp. 48-54 in Victor Anderson, Alternative
Economic Indicators. London (hc79 I5A5).
Ruggles, Steven. 1994. “The Transformation of American Family Structure.” American
Historical Review 20: 103-128.
Frey, William H. 1996. “Immigration, Domestic Migration, and Demographic Balkanization in
America: New Evidence for the 1990s.” Population and Development Review 22: 741-763.
Horn, Robert V. 1993. Statistical Indicators for the Economic and Social Sciences. New York:
Cambridge University Press.
Farley, Reynolds. 1991. “The New Census Question about Ancestry: What Did It Tell Us?”
Demography 28: 411-429.
Santi, Lawrence L. 1988. “The Demographic Context of Recent Change in the Structure of
American Households.” Demography 25: 509-519.
March 5 - Conceptualizing and Measuring Educational Demographic Indicators
A. Educational Attainment
Smith, Tom. 1995. “Some Aspects of Measuring Education.” Social Science Research 24: 215-
242.
Kominski, Robert and Paul M. Siegel. 1993. “Measuring Education in the Current Population
Survey.” Monthly Labor Review 116 (9): 34-38.
Frazis, Harley, Michelle Harrison Ports, and Jay Stewart. 1995. “Comparing Measures of
Educational Attainment in the CPS.” Monthly Labor Review 118 (9): 40-44.
Ureta, Manuelita and Finis Welch. 1998. Measuring Educational Attainment: The Old and New
Census and BLS Taxonomies.” Economics of Education Review 17: 15-30.
The following materials are recommended. A couple are somewhat old, but still extremely
useful.
Kominski, Robert . 1992. “Educational Attainment in the United States: Results from the 1990
Census.” Paper presented at the Annual Meetings of the American Sociological Association,
Pittsburgh, PA.
Mare, Robert D. . 1995. “Changes in Educational Attainment and School Enrollment.” Pp. 155-
213 in Reynolds Farley (ed.). The State of the Union: America in the 1990s. Volume 1: Economic
Trends. New York: Russell Sage.
117

Shryock, Henry S. and Jacob S. Siegel. 1976. “Educational Characteristics.” Chapter 11 in The
Methods and Materials of Demography. New York: Academic Press.
Duncan, Beverly . 1968. “Trends in Output and Distribution of Schooling.” Pp. 601-672 in
Eleanor Bernert Sheldon and Wilbert E. Moore (eds.). Indicators of Social Change: Concepts and
Measurement. New York: Russell Sage Foundation.
Burke, Colin B. 1982. American Collegiate Populations: A Test of the Traditional View. New
York: New York University Press.
March 19 - Conceptualizing and Measuring Demographic Indicators
B. Enrollments
Morisi, Teresa L. 1994. “Employment in Public Schools and the Student-to-Employee Ratios.”
Monthly Labor Review 117 (7): 40-44.
Recommended:
Poterba, James M. 1997. “Demographic Structure and the Political Economy of Public
Education.” Journal of Policy Analysis and Management 16: 48-66.
C. Dropouts
Pallas, Aaron M. . 1989. "Conceptual and Measurement Problems in the Study of School
Dropouts." In Ronald Corwin and K. Namboordiri, eds. Research in the Sociology of Education
and Socialization 8: 87-116. Greenwich, CT: JAI Press.
Kominski, Robert . 1990. “Estimating the National High School Dropout Rate.” Demography 27:
303-311.
Recommended:
Kaufman, Phillip, Jin Y. Kwon, Steve Klein, and Christopher Chapman. 2000. Dropout Rates in
the United States: 1999. United States Department of Education, National Center for Education
Statistics. NCES: 2001-022
D. Segregation and Desegregation
Taeuber, Karl . 1990. “Desegregation of Public School Districts: Persistence and Change.” Phi
Delta Kappan 72: 18-24.
Rivkin, Steven. 1994. “Residential Segregation & School Integration.” Soc of Educ 67: 279-292.
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Reardon, Sean F., John T. Yun, and Tamela McNulty Eitle. 2000. “The Changing Structure of
School Segregation: Measurement and Evidence of Multiracial Metropolitan-Area School
Segregation, 1989-1995.” Demography 37: 351-364.
Recommended:
Rossell, Christine H. 1987. “Does School Desegregation Policy Stimulate Residential
Integration? A Critique of the Research.” Urban Education 21: 403-420.
Orfield, Gary, Sara Schley, Diane Glass, and Sean Reardon. 1994. “The Growth of Segregation in
American Schools: Changing Patterns of Separation and Poverty Since 1968.” Equity and
Excellence in Education 27:5-8.
March 26 - Basic Demographic Techniques and Their Application: Cohort Analysis
O’Brien, Robert M. 2000. “Age Period Cohort Characteristic Models.” Social Science Research
29: 123-139.
Recommended:
Glenn, Norval D. 1977. Cohort Analysis. Sage
Bowman, Mary Jean. 1987. “Cohort Analysis.” pp. 385-390 in George Psacharopoulos (ed.),
Economics of Education: Research and Studies. Oxford: Pergamon Press.
Glenn, Norval D. . 1994. "Television Watching, Newspaper Reading, and Cohort Differences in
Verbal Ability." Sociology of Education 67: 216-230.
Firebaugh, Glenn and Brian Harley. 1995. “Trends in Job Satisfaction in the United States by
Race, Gender, and Type of Occupation.” Research in the Sociology of Work. 5:87-104.
Pampel. Fred C. and H. Elizabeth Peters. 1995. “The Easterlin Effect.” Annual Review of
Sociology 21: 163-194.
There are of course many other demographic techniques and ways of thinking that you might
want to add to your repertoire but that we do not have time to pursue in this course. Three
especially useful techniques are shift-share analysis, causal modeling, and geographic information
systems (GIS). Some good references include:
Shift-Share Analysis
Howe, Wayne J. . 1988. “Education and Demographics: How Do They Affect Unemployment
Rates?” Monthly Labor Review 111 (#1): 3-9.
Smith, Shelly A. . 1991. “Shift Share Analysis of Change in Occupational Sex Composition.”
Social Science Research 20: 437-453.
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Causal Modeling
Mare, Robert D. . 1979. “Social Background Composition and Educational Growth.”
Demography 16: 55-71.
Mare, Robert D. . 1980. “Social Background and School Continuation Decisions.” Journal of the
American Statistical Association 75: 295-305.
Fitzpatrick, Kevin M. & William C. Roels. 1992. "Policy, School Structure, &
Sociodemographic Effects on Statewide High School Dropout Rates." Sociology of Education 65:
76-93.
Chew, Kenneth S.Y. . 1992. "The Demographic Erosion of Political Support for Public
Education: A Suburban Case Study." Sociology of Education 65: 280-292.
Ross, Catherine E. and Chia-ling Wu. 1995. “The Links Between Education and Health.”
American Sociological Review 60: 719-745.
Mare, Robert D. . 1995. “Demography and the Evolution of Educational Inequality.” University
of Wisconsin Center for Demography and Ecology Working Paper 95-10.
Mare, Robert & Christopher Winship. 1984. “The Paradox of Lessening Racial Inequality &
Joblessness among Black Youth: Enrollment, Enlistment, & Empl, 1964-1981.” ASR 49: 39-55.
Geographic Information Systems
Garson, G. David. 1992. Analytic Mapping and Geographic Databases. Thousand Oaks, CA:
Sage Publications.
April 2 - Basic Demographic Techniques & Applications: Trends, Projections, & Forecasts
Davis, H. Craig . 1995. Demographic Projection Techniques for Regions and Smaller Areas.
Vancouver: University of British Columbia Press.
Saunders, Norman C. . 1993. “The U.S. Economy: Framework for BLS Projections.” Monthly
Labor Review 116 (11): 11-30.
Hollman, Frederick W., Tammany J. Mulder, and Jeffrey E. Kallen. 2000. “Methodology and
Assumptions for the Population Projections of the United States, 1999-2100.” Population
Division Working Paper #38. Washington DC: United States Bureau of the Census.
Recommended:
Rushton, Gerard, Marc P. Armstrong, & Panagiotis Lolonis. 1995. “Small Area Student
Enrollment Projections Based on a Modifiable Spatial Filter.” Socio-Economic Planning Sciences
29: 169-185.
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Chakraborty, Jayajit and Gerard Rushton. 1998. “Projecting Grade-Specific Enrollments for
School Catchment Areas.” Applied Geographic Studies 2: 157-175.
Morrison, Peter A. 2000. “Forecasting Enrollments for Immigrant Entry-Port School Districts.”
Demography 37: 499-510.
Smith, Stanley K., Jeff Tayman, and David A. Swanson. 2001. State and Local Population
Projections: Methodology and Analysis. New York: Kluwer Academic/Plenum Publishers. (Very
highly recommended).
Pearson, Robert W. . 1989. “The Advantages and Disadvantages of Longitudinal Surveys.”
Research in the Sociology of Education and Socialization 8: 177-199.
Hirschman, Charles. 1998. “Race and Ethnic Population Projections: A Critical Evaluation of
Their Content and Meaning.” University of Washington, unpublished manuscript.
Grusky, David B. and Thomas A. DiPrete. 1990. “Recent Trends in the Process of Stratification.”
Demography 27: 617-637
Moen, Elizabeth W. . 1987 (1984). "Voodoo Forecasting: Technical, Political, and Ethical Issues
Regarding the Projection of Local Population Growth." Pp. 446-460 in Scott W. Menard and
Elizabeth W. Moen, eds. Perspectives on Population: An Introduction to Concepts and Issues.
New York: Oxford University Press.
The November, 2001 issue of the Monthly Labor Review contains the latest word on the
projections of the Bureau of Labor Statistics.
April 9 - Basic Demographic Techniques and Their Application: The Life Table
Stockwell, Edward G. and Charles B. Nam. 1953. “Illustrative Tables of School Life.” Journal of
the American Statistical Association 58: 1113-1124.
Recommended:
Preston, Samuel H. 1987 (1984). "Children and the Elderly: Divergent Paths for America's
Dependents." Pp. 377-394 in Scott W. Menard and Elizabeth W. Moen, eds. Perspectives on
Population: An Introduction to Concepts and Issues. New York: Oxford University Press.
Smock, Pamela J. . 1990. “Remarriage Patterns of Black and White Women: Reassessing the Role
of Educational Attainment.” Demography 27: 467-473.
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April 16 - The Effective Presentation of Demographic Data
Jacoby, William G. 1998. Statistical Graphics for Univariate and Bivariate Data. Thousand
Oaks, CA: Sage Publications.
Recommended:
Wainer, Howard. 1997. “Improving Tabular Displays, with NAEP Tables as Examples and
Inspirations.” Journal of Educational and Behavioral Statistics 22: 1-30.
Wallgren, Anders, et al. 1996. Graphing Statistics and Data: Creating Better Charts. Thousand
Oaks, CA: SAGE Publications.
Tordella, Stephen J. 1988. “How to Create Good Graphs.” American Demographics (Oct): 40-41.
Natriello, Gary. 1997. “Table Manners: Preparing Accessible Tables.” Teachers College Record
98: 1-5.
April 23 - Student (group) Presentations
April 30 -Student (group) Presentations
122

FAMILY DEMOGRAPHY: FAMILIES AND SOCIAL CHANGE
Suzanne Bianchi, University of Maryland
Course Objectives:
This graduate seminar examines changes in family behaviors and household relationships from a
demographic perspective. Readings are drawn not only from the demographic literature on the
family but also from sociology, economics, and history. The major focus is on the post-World
War II United States. Seminar discussion will consider explanations and classical debates about
changing family forms, as well as assess implications for empirical research and public policy.
I have divided the course into four parts.
Part I: In the first three classes, we will discuss the demographic perspective on the family,
review the broad trends in family transitions and structures, and introduce theoretical perspectives
on union formation and family change.
Part II: Next, we examine the topic of union formation and its relationship to family change. This
topic has dominated U.S. family demographic work in the last decade. Is there a retreat from
marriage in the U.S., and, if so, should we be concerned? How are we to interpret the increase in
cohabitation? Are the family changes in the West relevant to family change outside the West?
Part III. I have labeled the third section “Children and Parenting “ and here we examine changes
in childbearing patterns, single parenting, father involvement in the home, and child-well being.
How are families altered as fertility is delayed and more births occur outside marriage? Is the
role of fathers changing in families? What do we know about changing family structure and child
outcomes?
Part IV. In the final weeks of the course, we take up a number of “special topics,” including
intergenerational relations and the issue of gender equity in the family. How are intergenerational
relationships and family exchanges altered as fertility declines and the population ages? As labor
force patterns of women change dramatically, how is the gender balance within and outside
marriage affected? More generally, what are the economic consequences of changing family
patterns?
Required Texts:
Casper, Lynne M. and Suzanne M. Bianchi. 2002. Continuity and Change in the American
Family. Thousand Oaks, CA: Sage Publications.
(NOTE: Lynne and I co-taught a graduate “Family Demography” seminar in the Fall of 1998 and
the discussion with students helped us write this book. Now I am looking forward to using it with
this class. The book was co-winner of the 2002 Otis Dudley Duncan Award for Excellence in
Social Demography from the Sociology of Population Section, ASA.)
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Waite, Linda J. (ed.) 2000. The Ties that Bind: Perspectives on Marriage and Cohabitation.
New York: Aldine de Gruyter.
(NOTE: This is an edited volume that grew out of an National Institutes of Child Health and
Human Development (NICHD) conference on marriage and cohabitation. The chapters are very
high quality, and, unlike journal articles which are often narrow in focus, these chapters are
designed to provide a broad overview of a topic. They are written by some of the best family
researchers in the U.S.)
Course Format:
The format of the course will consist of (limited) overview lectures and class discussion.
Students will be expected to circulate a discussion question on the readings in advance, prepare a
one-page paper each week on the question that I provide, and come to class ready to discuss the
readings.
My interest and area of expertise is U.S. family demography. My goal is to give you a
comprehensive introduction to U.S. family demographic trends, theoretical perspectives, and
issues. At the same time, I recognize that many students in the class this Fall have international
interests. I hope that we can “diversify” and “internationalize” the readings through the
questions you circulate, your short papers, and class discussion.
I am also structuring the class to take advantage of our location in the Washington DC area. We
are proximate to the federal statistical agency that has historically tracked family change in the
U.S., using the United States Census Bureau. We also have close proximity to the National
Center for Health Statistics (NCHS) that does the National Survey of Family Growth (NSFG).
Requirements:
Grades will be based on three components: class participation (30%), short weekly
papers/discussion question (30%), and a research paper (or proposal) (40%).
1) Class participation.
We will discuss and evaluate the readings in class and class discussion constitutes an important
part of the course grade. Each week, every participant in the class should e-mail 1 or 2 discussion
questions based on the readings. These questions can be on a single reading or on general issues
that crosscut the readings for the week. Students should submit their discussion questions
electronically to all other participants in the seminar (including me!) no later than 9am on
Monday, the day of the seminar (earlier if possible!). (NOTE: During the first class, we will
collect e-mail addresses and then set up a distribution list.)
2) Weekly Short Papers.
Each week during the course, you are asked to turn in a short paper (no more than 1 single-spaced
page) on the question that appears at the bottom of the readings for that week. You should draw
on class readings in answering the question but these are also “thought exercises” asking you to
formulate and defend a perspective. You are welcome to draw on your past experiences, courses,
and outside readings but it is not required that you read anything beyond that week’s readings.
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Hard copy of the paper should be given to me after class and you should be prepared to discuss
your perspective on the question in class. (No late papers accepted.)
3) Research paper/proposal.
The major project for the course is a research paper on a family topic. I would like you to work
toward a paper that you could submit for consideration for presentation at the 2003 American
Sociological Association annual meeting. The “Call for Papers” for that meeting will come out
during the Fall and the deadline for submission is usually in early January. I would like it to be
the goal of everyone in the class to develop a research question on a family topic, identify a data
set with which to answer the question, and execute at least a preliminary analysis and write up the
results by the end of the class. Ideally, the paper you complete in the class could serve as the
basis for an ASA submission when the class is over. Topic, a one page abstract, and a brief
description of the data set you will use are to be submitted to me early in the semester. For
students who do not feel prepared to execute an empirical paper, I will allow the option of a
research proposal. If you choose to write a proposal, it must include a statement of the research
question and rationale for posing the question, a review of the relevant literature, and a
description of the data and methods that you propose to use to study the question posed. The
research paper (or proposal) is due the last regular class meeting.
Overview: Topics and Schedule:
Part I: Introduction
Introduction to Family Demography
Trends and Interpretations of Family Change
Theoretical Perspectives on Family Change
Part II: Union Formation
Heterosexual and Same-Sex Cohabitation in the U.S.
Marriage: Importance and Meanings
Changing Family Patterns in Cross-National Perspective
Part III: Children and Parenting
Trends in Childbearing
Single Parenting
Father Involvement in Families
Children’s Well-Being and Family Change
Part IV: Special Topics
Intergenerational Linkages
Family Caregiving: Contested Gender Terrain?
Economic Causes and Consequences of Family Change
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Weekly Reading Assignments/Short Paper Questions:
9/9/02-- Week 1: Introduction to Family Demography
“Introduction” (Pp. xiii-xxxxv) in Casper and Bianchi (2002).
9/16/02 --Week 2: Trends and Interpretations of Changing Family Patterns
Trends in Behaviors and Attitudes
“Chapter 1: Changing Families in a Changing Society” (Pp. 1-38) in Casper and Bianchi (2002).
Thornton, Arland and Linda Young-DeMarco. 2001. “Four Decades of Trends in Attitudes
Toward Family Issues in the United States: The 1960s through the 1990s.” Journal of Marriage
and Family 63: 1009-1037.
Interpretations
Bumpass, Larry. 1990. “What’s Happening to the Family? Interactions between Demographic
and Institutional Change.” Demography 27 (November): 483-93.
Popenoe, David. 1993. “American Family Decline, 1960-1990: A Review and Appraisal.”
Journal of Marriage and the Family 55: 527-555. (Article by Popenoe, critiques by Glenn, Stacy,
Cowan, rejoinder by Popenoe.)
Also Recommended (but not required):
Giele, Janet Z. 1996. “Decline of the Family: Conservative, Liberal, and Feminist Views.”
Chapter 5 in David Popenoe, et al. Promises to Keep: Decline and Renewal of Marriage in
America. Lanham, MD: Rowman & Littlefield Publishers, Inc.
Question: This weeks’ readings present trends and interpretations of family change in
Western developed economies. To what extent do you think the patterns of the West are
being repeated (or will be repeated) in non-Western countries, many now in the process of
rapid fertility decline and economic development? What aspects of Western family change
seem least likely to be repeated in developing economies?
9/23/02--Week 3: Theoretical Perspectives on Union Formation
Demographic
Lesthaeghe, R. 1995. “The Second Demographic Transition in Western Countries: An
Interpretation.” Pp. 17-62 in Karen Oppenheim Mason and An-Magrit Jensen (eds.) Gender and
Family Change in Industrialized Countries. Oxford: Clarendon Press. (NOTE: You are welcome
to read the whole article but Pp. 17 –34 of this article are required to understand the “second
demographic transition” perspective.)
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Evolutionary
Daly, Martin and Margo I. Wilson. 2000. “The Evolutionary Psychology of Marriage and
Divorce.” Pp. 91-110 in Waite (2000).
Sociological
Cherlin, Andrew. J. 2000. “Toward a New Home Socioeconomics of Union Formation.” Pp. 126-
144 in Waite (2000).
Economic
Pollak, Robert A. 2000. “Theorizing Marriage.” Pp. 111-125 in Waite (2000).
Also Recommended (but not required):
Willis, Robert J. 1987. “What Have We Learned from the Economics of the Family?” American
Economic Review 77: 68-71.
Lundberg, Shelly and Robert A. Pollak. 1996. “Bargaining and Distribution in Marriage.”
Journal of Economic Perspectives 10 (Fall): 139-158.
Question: Take one of the above perspectives on the family/union formation and critique it.
What are its strengths and weaknesses? What unique insights does the perspective
provide? Comment on the “reach” of the perspective: E.g., Can it be equally well applied to
different race-ethnic and socioeconomic subgroups of the U.S. population? Or, could it be
used to explain family behaviors in non-Western settings as well as in Western countries?
9/30/02 --Week 4: Heterosexual and Same Sex Unmarried Partnering
“Chapter 2: Cohabitation” Pp. 39-66 in Casper and Bianchi (2002).
Raley, R. Kelly. 2000. “Recent Trends and Differentials in Marriage and Cohabitation: The
United States.” Pp. 19-39 in Waite (2000).
Smock, Pamela. 2000. “Cohabitation in the United States: An Appraisal of Research Themes,
Findings, and Implications.” Annual Review of Sociology 26: 1-20.
Jepsen, Lisa K., and Christopher A. Jepsen. 2002. “An Empirical Analysis of the Matching
Patterns of Same-Sex and Opposite-Sex Couples.” Demography 39: 435-453.
Also recommended (but not required):
Kiernan, Kathleen. 2000. “European Perspectives on Union Formation.” Pp. 40-58 in Waite
2000.
Question. Why have U.S. family demographers invested so much time in the study of
cohabitation in the last decade? If you were to pursue a future research project on
cohabitation, what would you most want to understand? That is, what is an interesting
unanswered question about cohabitation in the U.S. context? Finally, would the questions
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U.S. researchers are asking about “non-marital” partnerships make sense or be any
different in other settings (e.g., other historical settings, other cultural settings)?
10/7/02--Week 5: Marriage: Importance and Meanings
Oppenheimer, Valerie Kincade. 1988. “A Theory of Marriage Timing.” American Journal of
Sociology 94: 563-591.
Nock, Steven. 1998. “Chapter 2: Marriage as a Social Institution.” Pp. 11- 42 in S. L. Nock
Marriage in Men’s Lives. New York: Oxford University Press.
Cherlin, Andrew. 1978. “Remarriage as an Incomplete Institution.” American Journal of
Sociology 84: 634-50.
Waite, Linda J. 1995. “Does Marriage Matter?” Demography 32 (November): 483-520.
Ooms, Theodora. 2002. “Marriage and Government: Strange Bedfellows?” Center for Law and
Social Policy, Policy Brief, Couples and Marriage Series, 1 (August): 1-7.
Also recommended (but not required):
Fitch, Catherine A. and Steven Ruggles. 2000. “Historical Trends in Marriage Formation: The
United states 1850-1990.” Pp. 59-88 in Waite (2000).
Question: When Linda Waite gave her PAA address on marriage, many felt she paid too
little attention to gender differences in the benefits of marriage. Is marriage equally
beneficial for women and men? How do the costs and benefits of marriage differ for men
and women?
10/14/02--Week 6: Family Systems and Union Formation in Cross-national Perspective
Thornton, Arland. 2001. “The Developmental Paradigm, Reading History Sideways, and Family
Change.” Demography 38: 449-466.
Japan
Retherford, Robert D., Naohiro Ogawa, Rikiya Matsukura. 2001. “”Late Marriage and Less
Marriage in Japan.” Population and Development Review 27: 65-192.
Sub-Saharan Africa
Caldwell, John C., Pat Caldwell, and Pat Quiggin. 1989. “The Social Context of AIDs in Sub-
Saharan Africa.” Population and Development Review 15: 185-234.
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Comparative
Thornton, Arland and Thomas E. Fricke. 1989. “Social Change and the Family: Comparative
Perspectives from the West, China, and South Asia.” Pp. 128-161 in J. Mayone Stycos (ed.)
Demography as an Interdiscipline. New Brunswick, NY: Transaction. (Orig. Sociological Forum
2(4), Fall 1987).
Question: The Demography 2001 piece by Thornton, his PAA Presidential Address, argues
for the importance of ideology and the hegemony of the developmental paradigm. Critique
his arguments about how this paradigm influenced family change: What is his argument
and does it make sense?
10/21/02 -- Week 7: Trends in Childbearing
O’Connell, Martin. 2002. “Childbearing,” Chapter 3 (Pp. 67-94) in Casper and Bianchi (2002).
Martin, Steven P. 2000. “Diverging Fertility Among U.S. Women Who Delay Childbearing Past
Age 30.” Demography 37: 523-533.
Wu, Lawrence L. and Barbara Wolfe (eds.). 2001. Out of Wedlock New York: Russell Sage.
(Selected chapters “Introduction” Pp.xii-xxxii; Chapters 13 and 14, Pp. 383-402.)
Bumpass, Larry and Hsien-Hen Lu. 2000. “Trends in Cohabitation and Implications for
Children’s Family Contexts in the United States.” Population Studies 54: 29-41.
Mosher, William D. 1998. “Design and Operation of the 1995 National Survey of Family
Growth.” Family Planning Perspectives 30 (January/February): 43-46. (NOTE: This was a
special issue devoted to analyses of the NSFG.)
Question: The two most prominent fertility trends in the U.S. are the delay in first births
and the higher percentage of births to unmarried women than in the past. How might the
theoretical perspectives on union formation from week 3 be used to interpret these fertility
trends? (You are free to concentrate on one perspective (e.g., economic) or consider
multiple perspectives.)
10/28/02--Visit to the Census Bureau
11/04/02 --Week 8: Single Parenting
“Chapter 4: Single-Mother Families,” Pp. 95-121 in Casper and Bianchi (2002).
Bumpass, Larry L. and R. Kelly Raley. 1995. “Redefining Single-Parent Families: Cohabitation
and Changing Family Realities.” Demography 32:97-109.
Sigle-Rushton, Wendy and Sara McLanahan. 2002. “Living Arrangements of New Unmarried
Mothers.” Demography 415-433.
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Cherlin, Andrew J., Kathleen E. Kiernan, and P. Lindsay Chase-Lansdale. 1995. “Parental
Divorce in Childhood and Demographic Outcomes in Young Adulthood.” Demography 32
(August): 299-318.
Question: Recently a reporter asked me to explain why the statistics on single parenting
were so confusing. Based on this week’s readings, how would you answer such a question?
Is the single-parent, two-parent distinction still relevant for understanding family life in the
U.S.? What about elsewhere?
11/11/02 --Week 9: Father Involvement in Families
Demos, John 1986. “The Changing Faces of Fatherhood.” Chapter 3 in Past, Present, and
Personal: The Family and the Live Course in American History. New York: Oxford Univeristy
Press.
“Chapter 5: Fathering,” Pp. 123-147 in Casper and Bianchi (2002).
Pleck, Joseph H. and Jeffrey L. Stueve. 2001. “Time and Paternal Involvement.” Pp. 205-226 in
K.J. Daly (ed.) Minding the Time on Family Experience: Emerging Perspectives and Issues. New
York: JAI Press.
Yeung, W. Jean, Pamela E. Davis-Kean, John F. Sandberg, and Sandra L. Hofferth. 2001.
“Children’s Time with Fathers in Intact Families.” Journal of Marriage and Family 63: 136-154.
Question: Have fathers become more involved in the lives of their children? What evidence
would we need to amass to answer this question adequately?
11/18/02--Week 10: Intergenerational Linkages
“Chapter 6: Grandparenting,” (Pp. 149-174) in Casper and Bianchi (2002).
Bengtson, Vern L. 2001. “Beyond the Nuclear Family: The Increasing Importance of
Multigenerational Bonds.” Journal of Marriage and Family 63: 1-16.
Axinn, William G. and Arland Thornton. 1993. “Mothers, Children, and Cohabitation: The
Intergenerational Effects of Attitudes and Behavior.” American Sociological Review 58: 233-46.
Rendell, Michael S. and Raisa A. Bahchieva. 1998. “An Old-Age Security Motive for Fertility in
the United States?” Population and Development Review 24: 293-307.
Lillard, Lee A. and Robert J. Willis. 1997. “Motives for Intergenerational Transfers: Evidence
from Malaysia.” Demography 34: 115-134. (NOTE: You only have to read Pp. 115-117 of this
article which covers the theories about intergenerational transfers within families. You are of
course welcome to read the whole article.)
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Question: Bengtson argues that changes in the family in the contemporary U.S. are making
intergenerational linkages ever more important for everyone. Many would argue that
intergenerational ties are stronger in developing countries or among recent immigrant
groups to the U.S. than among the native born U.S. population, although Rendell and
Bahchieva question this assumption. What are the societal conditions that encourage strong
intergenerational linkages and why might they be weaker in the West?
11/25/02--Week 11: Children’s Well-Being
Preston, Samuel. 1984. “Children and the Elderly: Divergent Paths for America’s Dependents.”
Demography 21 (November): 435-457.
McLanahan, Sara and Gary Sandefur. 1994. Growing Up in a Single Parent Family. Cambridge,
MA: Harvard University Press. (Chapters 1 and 2,, Pp. 1-38.)
Bianchi, Suzanne M. 2000. “Maternal Employment and Time with Children: Dramatic Change or
Surprising Continuity?” Demography 37: 401-414.
“Chapter 8: Child Well-Being” (Pp. 209-247) in Casper and Bianchi (2002).
Also Recommended (but not required):
Waldfogel, Jane, Wen-Jui Han, and Jeanne Brooks-Gunn. 2002. “The Effects of Early Maternal
Employment on Child Cognitive Development.” Demography 39: 369-392.
Question: How does childhood change under a regime of lowered and later fertility, low
mortality, increased family disruption and a move to more egalitarian gender roles within
the family?
12/02/02--Week 12: Family Caregiving: Contested Gender Terrain?
“Chapter 7: Child Care” (Pp.175-207) & “Chapter 10: Work and Family” (Pp.281-309) in Casper
and Bianchi (2002).
Goode, William J. 1982. “Why Men Resist.” Pp 131-150 in B. Thorne and M. Yalom (eds.)
Rethinking the Family: Some Feminist Questions. New York: Longman.
England, Paula. 2000. “Marriage, the Costs of Children, and Gender Inequality.” Pp. 320-342 in
Waite (2000).
Pahl, Jan. “The Allocation of Money and the Structuring of Inequality within Marriage.”
Sociological Review 31: 237-262.
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Question: What are the sources of gender inequality in the family? When are gender
differences just that –differences - and when do they become gender inequities?
12/09/02--Week 13: Economics and the Family
“Chapter 9: Economic Causes and Consequences…” (Pp. 249-280) in Casper and Bianchi (2002).
White, Lynn and Stacey Rogers. 2000. “Economic Circumstances and Family Outcomes: A
Review of the 1990s.” Journal of Marriage and Family 62: 1035-1051.
Oppenheimer, Valerie Kincade. 2000. “The Continuing Importance of Men’s Economic Position
in Marriage Formation.” Pp. 283-301 in Waite (2002).
Gray, Jeffrey S. and Michael J. Vanderhart. 2000. On the Determination of Wages: Does
Marriage Matter?” Pp. 356-367 in Waite (2000)
Also recommended (but not required):
Moffit, Robert. 2000. “Female Wages, Male Wages, and the Economic Model of Marriage: The
Basic Evidence.” Pp. 302-319 in Waite (2000).
Question: There is ongoing argument about whether men’s poor labor market prospects or
women’s enhanced economic opportunities has been the “engine” of change in the family.
Based on this week’s readings, where do you come down? Is the increase in non-marital
partnerships and the high likelihood that marriages end in divorce more a function of
changes in men’s or women’s economic prospects?
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INTERNATIONAL MIGRATION
Douglas S. Massey, University of Pennsylvania
I . Theories of International Migration
Massey, Douglas S., Joaquin Arango, Graeme Hugo, Ali Kouaouci, Adela Pellegrino, and J.
Edward Taylor. 1997. Worlds in Motion: Understanding International Migration at the End of
the Millennium. Oxford: Oxford University Press. Chapters 1-2, 8-9.
II. International Migration and Globalization: 1850-1920
Kenwood, A.G., and A.L. Lougheed. 1992. The Growth of the International Economy: 1820-
1990. London: Routledge, Third Edition. Chapters 1-15.
Hatton, Timothy J. And Jeffrey G. Williamson. 1998. The Age of Mass Migration: Causes and
Economic Impact. London: Oxford University Press.
III. International Migration and Globalization: 1950-1999
Massey, Douglas S., Joaquin Arango, Graeme Hugo, Ali Kouaouci, Adela Pellegrino, & J.
Edward Taylor. 1997. Worlds in Motion: Understanding International Migration at the End of
the Millennium. Oxford: Oxford University Press. Chapters 3-7, 10
Kenwood, A.G., and A.L. Lougheed. 1992. The Growth of the International Economy: 1820-
1990. London: Routledge, Third Edition. Chapters 16-21.
IV. Case Study of Contemporary International Migration
Massey, Douglas S., Rafael Alarcon, Jorge Durand, and Humberto Gonzalez. 1987. Return to
Aztlan: The Social Process of International Migration from Western Mexico. Berkeley:
University of California Press.
V. Immigration Policy
Massey, Douglas S., Jorge Durand, and Nolan Malone. 2002 Beyond Smoke and Mirrors:
Mexican Migration in an Era of Economic Integration. New York: Russell Sage.
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APPLIED DEMOGRAPHY: PLANNING AND POLICY
Roger B. Hammer, University of Wisconsin
Course Description
This graduate-level course is an introduction to the basic techniques of demographic analysis and
their application in public and private sector planning and policy situations. Students will gain
skills appropriate to careers in research, planning, and policy development in business,
government, health, and market research. The course will emphasize practical applications of
demographic analysis and will consist of readings, lectures, guest speakers, discussions,
demonstrations, laboratory sessions, homework assignments, and a final project. Applied
demography is a dynamic field, constantly responding to changes in information technology and
consumer demand. The structure of the course will, to the extent feasible, replicate the
collaborative, collegial environment and operation of an applied demographic enterprise in
government, academia, or private consulting. As principles in this collective enterprise, students
are encouraged to share their own expertise and to recognize their own critical contribution to
overall success.
Course Goals
During the course students will:
1) Gain knowledge of key demographic concepts, data sources, measures and analytical
techniques,
2) learn to access, analyze, evaluate, and present demographic information,
3) construct population estimates and projections using a variety of data and
methodologies,
4) effectively communicate results of demographic analysis through tables, charts,
maps, and narratives
5) explore the application of demography and demographic methods in various arenas in
business and government.
Prerequisites
Competency in basic statistics and algebra are necessary for the successful completion of this
course. Students who have not completed an applied statistics course must discuss their
background with the instructor before continuing with the course. Students should be
comfortable with computers and have basic computer skills, including the use of Excel, a web
browser, and a word processing program.
Course Materials
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You will be responsible for material assigned from a set of readings. The readings from the
course will be drawn primarily from three books:
Jacob S. Siegel. 2002. Applied Demography: Applications to Business, Government, Law, &
Public Policy San Diego: Academic Press. [Referred in this syllabus as Siegel.]
Stanley K. Smith, Jeff Tayman, and David A. Swanson. 2001. State and Local Population
Projections New York: Kluwer Academic. [Referred to as Smith.]
Hallie J. Kintner, Thomas W. Merrick, Peter A. Morrison, & Paul R. Voss (eds.). 1994.
Demographics: A Casebook for Business and Government. Boulder, CO: Westview. [Referred
to as Kintner.]
Other readings will be drawn from various books, journals, and reports. All readings for the
course will be available in Adobe Acrobat (.pdf) format on the Department of Rural Sociology
homepage (www.drs.wisc.edu) and can be accessed through the online syllabus. A hard-copy
reading packet may be prepared at the request of students. The volume of reading for each class
will decline as the semester progresses, in order to give students greater opportunity to work on
their final projects. The instructor can suggest supplementary readings for students to consult
based on their individual interests.
Reading Summaries
Since there are no exams in this course, in order to ensure that students are keeping up with the
readings, a summary of each reading must be submitted weekly, and received no later than one
hour prior to the Thursday class, 3:30 pm. Reading summaries will be used to direct classroom
discussions, and should be submitted via email (rhammer@wisc.edu). The reading summary
need only be a few sentences in a one-half-page paragraph and should include:
1) title and author of the reading,
2) topic of the reading,
3) evaluation of the reading (i.e. interesting, informative, useful, incomprehensible,
forgettable, etc.),
4) three or more questions/comments.
Evaluation of the reading summaries will be based solely on their completion. They will not be
graded and returned.
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Homework Assignments
There will be a series of eight homework assignments involving the application of demographic
data and techniques. Homework will be assigned only during the first nine weeks of the course,
again in order to give students greater opportunity to work on their final projects. With few
exceptions, these are due one week after being assigned. The assignments will involve the use of
a web browser, Excel, a word processing program, and ARC/GIS. You should feel free to
discuss your assignments with other students. The assignments will be graded on a scale from 0
to 10.
Final Project
Each student will complete a final project/term paper. These projects should respond to a
potentially “client-driven” applied demography problem. Prior to spring break, each student
must submit an abstract/prospectus for the project and meet with the instructor to discuss the
topic of the project. The abstract need only include a general idea of the topic/problem you wish
to explore, identification of the “client,” and your preliminary plan for accomplishing your
objectives.
Each student will present his/her final project during one of the class periods at the end of the
semester. The presentations will be evaluated as part of the overall final project evaluation and
potentially will lower or raise the grade by one half point.
Undergraduate Students. Final projects of undergraduates should focus on a demographic
term or concept that you wish to explore in more depth and describe its potential application in a
policy or planning situation. In approximately 12 double-spaced pages, the paper should reflect
on the definition and use of the concept and its application. Final project presentations by
undergraduates should be 10 to 12 minutes with some time for questions and discussion.
Examples of issues you might address include such questions as: Why is this concept important?
Who is the client or interested party? How are data on this concept gathered and reported? Are
there any ambiguities or problems associated with gathering and reporting this information?
How are such data used and how might they be used to address a specific problem. How might
the collection of data on this topic be improved? What controversies surround this concept or
issue? What difficulties should a client consider in applying or addressing this issue?
Graduate Students. Term papers of graduate students should follow the structure for
undergraduate papers but should also address the applied analytical issue. The project should
apply demographic data, tools and perspectives to a “real” problem. What are your planning
and/or policy recommendations to the client? What’s the institutional context of the issue?
Papers should be 15 to 20 double-spaced pages. Final project presentations by graduate students
should be 15 to 20 minutes.
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Class Participation
The success of this course depends on effective student participation, just as the success of an
applied demographic enterprise depends on the success of all its members. Class participation
includes: asking questions during lectures (interruptions and tangents are encouraged),
answering questions posed to the class by the instructor and other students, preparing for and
participating in the discussion of the readings, bringing in (and discussing) course-relevant items
from newspapers or news magazines, engaging the final project presenters with questions and
comments, and class attendance. During lectures, students will be asked to discuss, interpret,
and evaluate the materials. A portion of most class periods will be dedicated to a discussion of
the application of demographic analysis from the week’s reading assignment. No classes should
be missed. The absence of exams does not reduce the imperative of attendance. If a class is
missed, the absence will have a considerable bearing on the student’s participation grade.
Students should make use of the instructor’s office hours to consult on homework assignments,
readings, the final project, etc. The class participation of undergraduate students will be assessed
separately from that of graduate students.
Evaluation and Grading
Grades will be determined by the student’s performance in the following areas:
30% Homework Assignments
40% Final Project
20% Reading Summaries
10% Class Participation
Course Outline
Jan. 21 Introduction & Introductions
• Homework 1: Census A to Z
Jan. 23 Census Concepts and Definitions
Readings:
• David A. Swanson, Thomas K. Burch, & Lucky M. Tedrow. 1996. “What is applied
demography?” Population Research & Policy Review 15 (5-6): 403-418.
• Siegel pp. 1-8
• U.S. Census Bureau Census 2000 Basics 2002 Washington DC: U.S. Government
Printing Office.
• Dowell Myers. 1992. pp. 33-55 in Analysis with Local Census Data: Portraits of
Change San Diego: Academic Press
Reading Summary due
Jan. 28 Census Data Access and Retrieval
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Guest Lecturer: Dan Veroff, Director, Applied Population Laboratory, Department of Rural
Sociology, University of Wisconsin
Readings:
• Siegel pp. 145-182
• Kintner pp. 109-128, pp. 129-143
Homework 1 due and discussed in class
Homework 2: Personal Demographic History/Profile
Jan. 30 Fundamentals of Populations Analysis
Readings:
• Siegel pp. 9-33
• Smith pp. 19-41
Reading Summary due
Feb. 4 Demographic Trends and Implications
Readings:
• Siegel pp. 34-71
• Martha Farnsworth Riche and Judith Waldrop “America’s changing demographic
tapestry.” pp. 21-33 in America’s Demographic Tapestry James W. Hughes and Joseph
J. Seneca (eds.) 1999 New Brunswick, NJ: Rutgers University Press
• Marc Perry. 2002. “Population growth in the 1990s: Patterns within the United States.”
Population Research and Policy Review 21 (1-2): 55-71.
Homework 2 due and discussed in class
Homework 3: Population Pyramid
Feb. 6 Age and Sex Structure
• Reneé E. Spraggins , Julie A. Meyer , Lisa I. Hetzel , Denise I. Smith. 2002. “Age-sex
structure of the United States in 2000: Early results from Census 2000.” Population
Research and Policy Review 21 (1-2): 73-90.
• A.H. Pollard, Farhat Yusuf, and G.N. Pollard. 1990. pp. 63-80 in Demographic
Techniques Elmsford, NY: Pergamon Press, Inc.
Reading Summary due
Feb. 11 Race and Ethnicity
• Elizabeth M. Grieco. 2002. “An evaluation of bridging methods using race data from
Census 2000.” Population Research and Policy Review 21 (1-2): 91-107.
• Betsy Guzmán, Eileen McConnell . 2002. “The Hispanic population: 1990–2000 growth
& change.” Population Research & Policy Review 21 (1-2): 109-128.
• Reynolds Farley. 2002. “Race Reporting in the Census of 2000: How Do Multiracial
Groups Compare to Monoracial Groups on Key Characteristics? PSC Research Report.
Report No. 02-516. [http://www.psc.isr.umich.edu/pubs/ by searching on the author’s
name.]
Optional Reading:
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• James P. Allen and Eugene Turner. 2002. “Bridging 1990 and 2000 census race data:
Fractional assignment of multiracial populations.” Population Research and Policy
Review 20 (6): 513-533.
Homework 3 due and discussed in class
Homework 4: Race and Ethnicity
Feb. 13 Introduction to Projections
Readings:
• Smith pp. 1-11
• Nathan Keyfitz. 1987. “The Social and Political Context of Population Forecasting,” pp.
235-258 in William Alonso and Paul Starr (eds.) The Politics of Numbers New York:
Russell Sage Foundation, for the National Committee for Research on the 1980 Census.
• Jeff Tayman. 1996. “Forecasting, growth management and public policy decision
making.” Population Research and Policy Review 15 (5-6): 491-508.
• Wolfgang Opitz and Harold Nelson. 1996 “Short-term, population-based forecasting in
the public sector: A dynamic caseload simulation model.” Population Research and
Policy Review 15 (5-6): 549-563.
Reading Summary due
Feb. 18 Projection Methods
• Siegel pp. 449-467
• Smith. pp. 43-48 and pp. 161-184
Homework 4 due and discussed in class
Homework 5: Extrapolation Projections
Feb. 20 School Enrollment Projections
Readings:
• Jerome N. McKibben. 1996. “The impact of policy changes on forecasting for school
districts.” Population Research and Policy Review 15 (5-6): 527-536, December.
• Peter A. Morrison. 2000. “Forecasting Enrollments for Immigrant Entry-Port School
Districts,” Demography, Vol. 37, No. 4, pp. 499-510.
• Robin M. Blakely and Roger B. Hammer. 2000. Wisconsin High School Graduate
Projections 2000-20015: A Report to the University of Wisconsin System. Madison:
Applied Population Laboratory.
Reading Summary due
Feb. 25 Mortality
• Smith pp. 49-72
• Kintner pp. 265-297
Homework 6: Life Tables
Feb. 27 Mortality – Life Tables
• A.H. Pollard, Farhat Yusuf, & G.N. Pollard. 1990. pp. 30-48 & pp. 139-151 in
Demographic Techniques Elmsford, NY: Pergamon Press, Inc.
• Kintner pp. 298-306 and pp. 307-326
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Reading Summary due
Mar. 4 Fertility
Readings:
• Smith pp. 73-96
• Kintner pp. 159-179
• Roger B. Hammer. 1996. Annual Birth Projections Madison: Applied Population
Laboratory.
Homework 6 due
Homework 7: Cohort Component Projections
Mar. 6 Cohort Component Projections
• Smith pp. 137-160
• Kenneth D. Smith, Irma Perez-Johnson and Judith Wooldridge. 2000. “Uncertainty and
forecasting local health professional shortages.” Population Research and Policy Review
19 (5): 477-503.
• Paul Campbell. 1997. “Population Projections: States, 1995-2025.” Current Population
Report P25-1131 Washington, DC: US Census Bureau. [Available at www.census.gov.
Select “Projections” and “State.”]
• Frederick W. Hollmann, Tammany J. Mulder, and Jeffrey E. Kallan. 2000.
“Methodology and Assessment for the Population Projections of the United States: 1999
to 2100.” Population Division Working Paper No. 38 Washington, DC: US Census
Bureau. Please read the “Assumptions and Methodology.” [Available at
www.census.gov. Select “Projections” and “National.”]
Reading Summary due
Mar. 11 Migration
• Smith pp. 97-136
• Paul R. Voss , Roger B. Hammer, & Ann M. Meier. 2001. “Migration analysis: A case
study for local public policy.” Population Research & Policy Review 20 (6): 587-603.
Homework 7 due
Mar. 13 Migration
• David A. Plane & Peter A. Rogerson. 1994. pp. 91-126 in The Geographical Analysis
of Population with Applications to Planning & Business NY: John Wiley & Sons, Inc.
• Roger B. Hammer & Robin M. Blakely. 2000. Migration & Educational Attainment in
Wisconsin and Other Midwestern States: A Report to the University of Wisconsin
System. Madison: Applied Population Laboratory.
Reading Summary due
140

Mar. 25 Mapping and GIS
Readings:
• Jeanne G. Gobalet & Richard K. Thomas. 1996. “Demographic data and geographic
information systems for decision making: The case of public health.” Population
Research & Policy Review 15 (5-6): 537-548.
Homework Assignment 8: Mapping Demographic Data
Mar. 27 Mapping and GIS
Readings:
• Kintner pp. 203-217
Apr. 1 Estimates
• Siegel. 397-448
• Roger B. Hammer, Robin M. Blakely, & Paul R. Voss. Forthcoming. “The effects of
integrating the U.S. Census Bureau's Small Area Income & Poverty Estimates into the
Appalachian Regional Commission's designation of economically distressed counties.”
Economic Development Quarterly.
Homework Assignment 8 due
Apr. 3 Estimates
Readings:
• Methodology for Estimates of State & County Total Population. [On the web at
www.census.gov. Click on “Estimates” and, on the next page, click on “County” in the
window announcing “The latest county population estimates...” On the next page, click
on “Methodology.” This site also provides tables showing the latest population estimates
for counties in the U.S.]
• Stephen K. Happel and Timothy D. Hogan. 2002. “Counting snowbirds: The importance
of and the problems with estimating seasonal populations.” Population Research and
Policy Review 21 (3): 227-240.
Reading Summary Due
Apr. 8 Congressional Apportionment and Political Redistricting
• E. Walter Terrie. 1996. “Several recent Supreme Court decisions and their implications
for political redistricting in Voting Rights Act context.” Population Research and Policy
Review 15 (5-6): 565-578.
• Karen M. Mills. 2001. Congressional Apportionment: Census 2000 Brief .
Washington, DC: U.S. Census Bureau. [Available on the Census Bureau’s website:
http://www.census.gov/prod/2001pubs/c2kbr01-7.pdf. Or, do a search on the Bureau’s
homepage using the words “Congressional Apportionment.”]
• Dudley L. Poston, Jr. 1997. “The U.S. Census and Congressional Apportionment.”
Transaction: Social Science and Modern Society 34 (3):36-44.
Apr. 10 Health & Epidemiology: AIDS/HIV
Readings:
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• E. J. Fordyce, T. P. Singh, F. M. Vazquez, J. McFarland, P. Thomas, S. Forlenza, & M.
A. Forlenza. 1999. “Evolution of an urban epidemic: The first 100,000 AIDS cases in
New York City.” Population Research and Policy Review, 18 (6): 523-544.
• John M. Karon, Patricia L. Felming, Richard W. Steketee, and Kevin M. De Cook. 2001.
“HIV in the United States at the Turn of the Century: An Epidemic in Transition.”
American Journal of Public Health 9(7):1060-1068.
• Neil Hoxie. 2002. “The epidemic of HIV infection in Wisconsin: A review of case
surveillance data collected through 2001.” Madison: Wisconsin Dept. of Health and
Family Services.
Reading Summary Due
Apr. 15 Comprehensive Planning: Issues & Opportunities
• Brian W. Ohm. 2001. Key Points about Wisconsin’s New Comprehensive Planning and
“Smart Growth” Law Madison: Board of Regents of the University of Wisconsin
System.
• Brian W. Ohm. 2001. Required Elements of a Local Comprehensive Plan Madison:
Board of Regents of the University of Wisconsin System.
• Mike Koles. 2001. Comprehensive Planning Fundamentals Madison: Board of
Regents of the University of Wisconsin System.
• Comprehensive Planning Guidebooks [Select 1]
Apr. 17 Comprehensive Planning
Readings:
TBA
Reading Summary Due
Apr. 22 Affordable Housing & Housing Planning
Readings:
TBA
Apr. 24 Business Demography
Reading Summary due
Readings:
TBA
Apr. 29 Business Demography
Readings:
TBA
May 1 Special Topic or Final Project Presentations
No Final Exam
142

Data Resources
This data resources section may be useful as resources in preparing lectures and as the basis for
student assignments. Of course, these data resources are also useful in preparing manuscripts for
publication.
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Data Resources
1. General Social Survey
National Opinion Research Center, University of Chicago
Contact: Tom W. Smith, National Opinion Research Center, University of Chicago, 1155 East
60th St., Chicago, IL 60637; phone: (773) 256-6288; homepage: http://www.norc.uchicago.edu/.
The General Social Survey (GSS) of the National Opinion Research Center, University of
Chicago, monitors social change in the United States. Since 1972, the GSS has gathered data on
contemporary American society in order to monitor and explain trends and constants in attitudes,
behaviors, and attributes of the adult population. These high quality data are easily accessible to a
broad-based user community, including researchers, teachers in colleges and universities, students
at undergraduate and graduate levels, business and corporate planners, journalists, and public
officials who need to understand the pulse of our country in their work. The 23 national
probability samples include interviews of over 40,000 respondents. Of the nearly 4,000 items that
have been asked, there are time trends for over 1,000 items.
Two recent developments regarding the GSS are featured--the GSS Data and Information
Retrieval System II (GSSDIRS) and the 2000 GSS. The GSSDIRS II is a new web product that
links together code book, trends, bibliography, project reports, and other documentation; permits
on-line analysis and data sub-setting; and provides the latest information via an announcement
section, and contact with the GSS staff. The 2000 GSS contains modules on religion, sexual
behavior, internet & computer use, freedom, intergroup relations, childcare, & health & wellbeing.
2. International Social Survey
National Opinion Research Center, University of Chicago
Contact: Tom W. Smith, National Opinion Research Center, University of Chicago, 1155 East
60th Street, Chicago, IL 60637; phone: (773) 256-6288; homepage: http://www.issp.org/.
The International Social Survey Program (ISSP) is the cross between the General Social Survey
(GSS) and its counterparts in other countries. Studies have been conducted annually since 1985
dealing with such topics as the role of government, social support and networks, social inequality,
gender, family, work, the environment, national identity, and religion. Over 200 surveys with
over 250,000 respondents have been conducted. Topics are repeated every 5-8 years. This means
that both over time and cross-national comparisons are possible. There are now 37 member
countries participating in the ISSP. It is a valuable resource for researchers undertaking
comparative analysis or studying attitudes, behaviors, and attributes of adult populations in other
countries.
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3. The Panel Study of Income Dynamics
University of Michigan, Institute for Social Research
Contacts: Sandra Hofferth, Institute for Social Research, University of Michigan, Ann Arbor, MI
48106-1248; phone: (734) 936-5166 or (734) 963-5166; email: psidhelp@isr.umich.edu;
homepage: http://www.umich.edu/~psid/.
Now in its thirty-first year of data collection, the Panel Study of Income Dynamics (PSID) is a
longitudinal survey of a representative sample of U.S. men, women, and children and the families
in which they reside. Data on employment, income, wealth, health, housing and food
expenditures, transfer income, and marital and fertility behavior have been collected annually
since 1968. From 5,000 families in 1968, the study now includes over 7,000 families and over
50,000 individuals.
The study has collected high quality intergenerational data on economic capacity, income, and the
transmission of wealth, as well as information on such issues as the long-term effects of life
events (early childbearing, divorce, illness) on workers and their families, the relationship of
business cycles to economic well-being, and the interaction of labor mobility and geographic
mobility. In recent years, the value of the PSID has been further extended through matching PSID
respondents to Census geocodes, permitting the addition of valuable neighborhood characteristics
to individual files. The coverage of the PSID was expanded in 1997 with the addition of an
immigrant refresher sample and a child development supplement covering children from birth
through age 12.
The Panel Study of Income Dynamics homepage is available to Internet browsers worldwide. The
most recent versions of all PSID data and supplements can be downloaded from this site.
Documentation, errata, and a newsletter are also available.
4. The Wisconsin Longitudinal Study
Center for Demography of Health and Aging, University of Wisconsin-Madison
Contact: Robert M. Hauser, Center for Demography of Health and Aging, University of
Wisconsin-Madison, 1180 Observatory Drive, Madison, WI 53706; phone: (608) 262-2182; email:
wls@ssc.wisc.edu; homepage: http://dpls.dacc.wisc.edu/wls/wlsarch.htm.
The Wisconsin Longitudinal Study (WLS) is a 43 year-old study of the social and economic life
course among 10,000 men and women who graduated from Wisconsin high schools in 1957, and
who have been followed up at ages 25, 36, and 53-54. Data from the original respondents or their
parents from 1957 to 1975 cover social background, youthful and adult aspirations, schooling,
military service, family formation, labor market experience, and social participation. The 1992-93
surveys cover occupational histories; income, assets, and economic transfers; social and economic
characteristics of parents, siblings, and children; and mental and physical health and well-being.
Parallel interviews have been carried out with siblings in 1977 and 1993-94. WLS data and
documentation are available on the worldwide web.
Keywords of relevance to WLS are: ability, aging, alcohol, aspirations, assets, careers,
caregiving, children, cognition, college, depression, divorce, earnings, education, employment,
family, fertility, gender, health, households, income, insurance, intelligence, labor force, life
course, marriage, menopause, mental health, mid-life, mobility, morbidity, occupations, pensions,
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personality, physical health, psychological well-being, religion, retirement, siblings, social
participation, voting, and wealth.
5. National Survey of Families and Households
University of Wisconsin, Department of Sociology
Contact: Larry Bumpass, Department of Sociology, University of Wisconsin, 1180 Observatory
Drive, Madison, Wisconsin 53711; phone: (608) 262-2182.
The first wave of the 1987-88 National Survey of Families and Households interviewed 13,007
respondents including an oversample of blacks, Puerto Ricans, Mexican Americans, single-parent
families, families with stepchildren, cohabiting couples and recently married persons. Several
portions of the main interview were self-administered to facilitate the collection of sensitive
information and to ease the flow of the interview. In addition, a shorter self-administered
questionnaire was given to the spouse or cohabiting partner of the primary respondent.
A considerable amount of life-history information was collected, including the respondent's
family living arrangements in childhood, the experience of leaving the parental home, marital and
cohabitation experience, as well as education, fertility, and employment histories. Substantive
coverage has been kept broad to permit the holistic analysis of family experience from an array of
theoretical perspectives.
Re-interviews were conducted in 1992-94 with the main respondents, with current and former
spouses, and with a sample child and a sample parent. The sample child was in the parental
household at T1. A third wave is scheduled for 2000 with telephone interviews with the parentchild
dyads interviewed at T2, and with the remainder of the sample age 45 and over at the time
of interview.
6. The British Household Panel Survey
Institute for Social and Economic Research, University of Essex
Contact: David Pevalin, Institute for Social and Economic Research, Univ. of Essex, Wivenhoe
Park, Colchester, UK CO4 3SQ; phone: +44 1206 873540; e-mail: pevalin@essex.ac.uk.
The Institute for Social and Economic Research at the University of Essex, UK administers the
British Household Panel Survey (BHPS). The main objective of the survey is to further our
understanding of social and economic change at the individual and household level in Britain, to
identify, model and forecast such changes, their causes and consequences in relation to a range of
socio-economic variables.
The BHPS is designed as a research resource for a wide range of social science disciplines and to
support interdisciplinary research in many areas. The BHPS was designed as an annual survey of
each adult member of a nationally representative sample of more than 5,000 households, making
a total of approximately 10,000 individual interviews. The same individuals were re-interviewed
in successive waves and, if they split-off from original households, all adult members of their new
households were also interviewed. Children are interviewed once they reach the age of 16; there
is also a special survey of 11-15 year old household members from Wave Four onwards. Thus the
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sample should have remained broadly representative of the population of Britain through the
1990s. Eight waves of data are now available
7. The National Longitudinal Study of Adolescent Health
Carolina Population Center The University of North Carolina at Chapel Hill
Contact: Francesca Florey, The National Longitudinal Study of Adolescent Health, 123 West
Franklin Street, Suite 400A, Chapel Hill, NC 27516-3997; phone: (919) 962-8412; homepage:
http://www.cpc.unc.edu/addhealth/.
The National Longitudinal Study of Adolescent Health (Add Health) is a longitudinal study
providing data uniquely qualified to address the most important questions about adolescent health
and health behaviors today. A national sample of 7th to 12th grade students completed 90,000 inschool
questionnaires during the 1994-1995 school year. Twenty thousand students and a parent
were interviewed in their homes during the summer of 1995 (Wave I); fourteen thousand of the
adolescents were re-interviewed during the summer of 1996 (Wave II). Add Health provides a
comprehensive view of adolescent health including: (1) physical, mental, and emotional health
status, including self-reported and measured height and weight, injuries, physical disabilities,
sleep disorders, self-esteem, suicide ideation; and (2) health behaviors, including eating disorders,
substance use and abuse, weapon carrying and use, measures used to prevent HIV and other
sexually transmitted infections, sexual behavior, contraceptive use, nutrition, exercise, and use of
health services. The Add Health Study's unique design provides an unprecedented view of how an
adolescent's health is shaped by characteristics of the world in which he or she lives. As well as
the adolescent's view of his or her world, independent measures of the adolescent's social context
are available, including family context, peer influence and school context. In Wave III of the
Survey (2000-01), all eligible respondents who participated in Wave I, now young adults aged 18-
26, will be re-interviewed. A sample of 2,000 of their romantic/sex partners will also be
interviewed. This unparalleled sample will allow researchers to study the effects of adolescent
friendship networks and the characteristics of the communities and neighborhoods in which
adolescents mature on young adult employment, education, and health outcomes. Data from
Wave III will also make it possible to model the structure of social, sexual, and romantic
networks of a representative sample of young adults, a critical first step in understanding of STI
diffusion in America today.
8. The Health and Retirement Study
University of Michigan, Institute for Social Research
Contact: Heather Hewett, Institute for Social Research, University of Michigan, 426 Thompson
Street, Room 3250, Ann Arbor, MI 48104; phone: (734) 936-0314; homepage:
http://www.isr.umich.edu/.
The Health and Retirement Study is a nationally representative longitudinal study of the U.S.
population age 50 and older. Public use data sets are available free of charge via the internet.
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9. Mexican Migration Project
University of Pennsylvania, Population Center
Contact: Nolan J. Malone, Population Studies Center, University of Pennsylvania/University of
Guadalajara, 3718 Locust Walk, Philadelphia, PA 19104-6298; phone: (215) 573-9388;
homepage: http://lexis.pop.upenn.edu/mexmig/.
Each year the Mexican Migration Project surveys 4-6 Mexican communities using simple random
sampling methods, generally including 200 households. In the course of interviewing, it quickly
becomes clear where in the U.S. migrants from each community go, and several months later
interviewers are sent to these U.S. destinations to survey 10-20 out-migrants who have settled
north of the border and no longer return home frequently enough to be interviewed in the
Mexican surveys. A weighting scheme has been developed to pool the U.S. and Mexican surveys
into a single sample that accurately represents the bi-national migrant community. To date, 52
communities have been sampled and incorporated into the database, which contains seven basic
data files. PERSFILE contains basic socioeconomic information on household members,
including basic information on the first and last U.S. trips. HOUSFILE contains information on
the socio-demographic composition and economic status of households. MIGFILE contains
detailed information on the household head's border-crossing experience and last trip to the U.S.
LIFEFILE and SPOUSEFILE contains a complete life history of all household heads and their
spouses, which includes a complete migration and border-crossing history. The final two files are
at the community level: COMCROSS contains cross sectional information on the survey at the
time of the survey, and COMYEAR is an event history from 1940 to the survey year that records
the changing social and economic setting in each community. All data files are publicly available
via the internet from the Mexican Migration Project's home page.
10. Demographic and Behavioral Sciences Branch
National Institute of Child Health and Human Development
Contact: Jeffery Evans, National Institute of Child Health and Human Development, 6100
Executive Blvd., Room 8B07, Bethesda, MD 20892-7510; phone: (301) 496-1174; homepage:
http://www.nichd.nih.gov/.
The Demographic and Behavioral Sciences Branch (DBSB) of the National Institute of Child
Health and Human Development (NICHD), supports large-scale data collection activities that
contribute to research on the determinants and consequences of demographic change. Surveys
conducted in the United States with NICHD support include the National Longitudinal Survey of
Youth - Child Supplement, the National Survey of Family Growth, the Panel Study of Income
Dynamics – Child Supplement, the National Longitudinal Study of Adolescent Health (ADD
HEALTH), the Intergenerational Panel Study of Parents and Children, the National Survey of
Families and Households, the New Immigrant Survey - Pilot, several ongoing studies of the
impact of welfare reform on families and children, and more. The program also supports data
collection activities for research in international settings. Investigators supported through DBSB
are strongly encouraged to place data sets in the public domain.
11. Behavioral and Social Research Program
National Institute on Aging, National Institutes of Health
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Contact: Kristen Robinson, Behavioral & Social Research Program, National Institute on Aging,
National Institutes of Health, Gateway Building, Suite 533, 7201 Wisconsin Ave., MSC 9205,
Bethesda, MD 20892-9205; phone: (301) 458-4460; homepage:
http://www.nih.gov/nia/research/extramural/behavior/.
The Behavioral and Social Research program of the National Institute on Aging supports basic
social and behavioral research and research training on the aging process and the place of older
people in society. Links to data resources funded by NIH are available on their website.
12. Sociometrics Corporation
Contact: Michael Carley, Sociometrics Corporation, The Social Science Electronic Data Library
and Automated Dataset Development Software, 170 State Street, Suite 260, Los Altos, CA 94022;
phone: (650) 949-3282 ext. 208; homepage: http://www.socio.com/.
The Sociometrics Social Science Electronic Data Library (SSEDL) is a premium health and social
science resource that consists of seven topically focused data archives. With over 300 data sets
from 200 different studies comprising seven topically-focused collections, it is a unique source of
high quality health and social science data and documentation for researchers, educators, students,
and policy analysts. The Electronic Data Library was made available in 1999 on a set of CD-
ROMs and includes an online membership with free access to datasets for downloading by
members.
The Collections in SSEDL includes: AIDS/STD (11 Studies, 20 Data Sets, 14,400+ variables);
Disability in the U.S. (16 Studies, 29 Data Sets, 15,800+ variables); American Family (14
Studies, 36 Data Sets, 20,000+ variables); Adolescent Pregnancy & Pregnancy Prevention (150
Studies, 234 Data Sets, 60,000+ Variables); Aging (3 Studies, 22 Data Sets, 19,400+ variables);
Maternal Drug Abuse (7 Studies, 13 Data Sets, 5,000+ variables); and Contextual Data Archive
(13 geographic levels from several sources, 20,000+ variables).
Sociometrics' Automated Dataset Development Software (ADDS) is an integrated software
program that, when completed, will develop and document social science research studies. The
program will perform the following functions: 1) Instrument generation—generate a fully
formatted research instrument in print, ASCII, and other machine-readable formats. 2) Codebook
generation—generate the data set documentation in a printed codebook (also in ASCII and other
formats), flow chart (skip map), and data file map. 3) Data entry—provide for data entry from
completed questionnaires, with simultaneous error checking. 4) Program file generation—
produce a raw data file in ASCII format, and build the program statement files needed to
transform the raw data file into SPSS and/or SAS system files. The software will automate tasks
best done by computer, improve instrumentation and documentation by providing a complete,
high-quality structure and format, and reduce the post data-collection effort of documenting a
public-use data set. In addition, they are also building an item bank of high quality, commonly
used questions, scales, and interviewing tools.
13. Inter-University Consortium for Political and Social Research
Contact: James McNally, Inter-University Consortium for Political and Social Research, P.O.
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Box 1248, Ann Harbor, MI 48106-1248; phone: (734) 998-9820; homepage:
http://www.icpsr.umich.edu/.
Established in 1962, the Inter-university Consortium for Political and Social Research (ICPSR) is
a membership-based organization providing access to the world's largest archive of computerbased
research and instructional data for the social sciences. ICPSR further serves social scientists
around the world by offering training facilities in basic and advanced techniques of quantitative
social analysis and other resources that facilitate secondary analysis. ICPSR provides facilities
and services for an international community of scholars that no one college or university could
offer independently.
14. Murray Research Center
Radcliffe Institute for Advanced Study
Contact: Annemette Sorensen, Murray Research Center, Radcliffe Institute for Advanced Study,
Harvard University, 10 Garden Street, Cambridge, MA 02138; phone: (617) 495-8140;
homepage: http://www.radcliffe.edu/murray/.
The Henry A. Murray Research Center is a multi disciplinary research center focusing on the
study of lives over time. It is a national repository for social and behavioral science data on
human development and social change. The primary criteria for evaluating data sets for inclusion
in the archive are the usefulness of the data for secondary analysis, replication or longitudinal
follow-up. Issues of confidentiality and access are addressed for each data set as the study is
acquired and processed.
The data archive is unique in that it includes not only computer-accessible quantitative data, but
also qualitative materials such as case histories, open-ended interviews, responses to projective
tests, and video taped and audio taped data. The center is unique in allowing new researchers to
contact the subjects of existing data sets to obtain follow-up data.
The resources of the Murray Center are available to researchers at all levels and from all
disciplines and schools, free of charge. The Guide to the Data Resources provides an overview of
the Murray Center's data holdings. The Guide is available on line at
http://www.radcliffe.edu/murray. Hard copies of the Guide are also available.
15. Division of Science Resources Studies
National Science Foundation
Contact: Susan Hill and Monica Hill, National Science Foundation, Division of Science
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Resources Studies, 4201 Wilson Boulevard, Suite 950, Arlington, VA 22230; phone: (703) 306-
1774; homepage: http://www.nsf.gov/sbe/srs/stats.htm
The mission of the National Science Foundation's Division of Science Resources Studies (SRS) is
to produce and disseminate data and analyses related to science, engineering, and technology.
SRS focuses on the amounts of human and financial resources in the nation's science,
engineering, and technology enterprise, how persons are educated, their place in the workforce,
and the financial results of these activities. To do this, SRS collects information from 14 surveys
of the U.S. enterprise and obtains comparable international data. SRS also analyzes these data in
order to help policy-makers, administrators, and others understand the implications of the data
and their application to current issues.
At the present time, SRS maintains data on a wide range of science and engineering (S&E) issues
and promotes use of databases by researchers to examine topical issues. Examples of topics
reflected in the SRS sponsored work are S&E education at all levels with details on gender, race,
field, institutional type, financial support (including education history); S&E personnel and career
paths for both researchers and academics, citizenship, disability status, employment status, field
of study, job assignment and salaries (especially for doctorates); S&E research infrastructure at
universities and colleges, funding and expenditures for S&E research by colleges and universities;
data on industrial research and development; and public attitudes about science and engineering
issues. Micro-data are available to researchers through licensing agreements.
16. National Longitudinal Surveys
U.S. Department of Labor, Bureau of Labor Statistics
Contact: Jay Meisenheimer, The National Longitudinal Survey Program, Bureau of Labor
Statistics, Room 4945, PSB, 2 Massachusetts Avenue, NE, Washington, DC 20212; phone: (202)
691-7409; homepage: http://stats.bls.gov/nlshome.htm/.
The National Longitudinal Surveys (NLS) gather detailed information about labor market
experiences and other aspects of the lives of six groups of American men and women. Many NLS
survey members have been followed longitudinally, allowing researchers to study large panels of
men, women and children over significant segments of their lives. The surveys include data about
a wide range of events such as schooling and career transitions, marriage and fertility, training
investments, welfare recipiency, child-care usage, and drug and alcohol use.
The Original Cohorts, initiated in 1966, consist of four cohorts; "older men", "mature women",
"young men" and "young women." In 1979, a cohort of about 12,000 young men and women
aged 14 to 22 was begun (NLSY79). Data collected yearly, biennially since 1994, chronicle their
transitions from school to work, and from their parent's homes to becoming parents and
homeowners. In 1986, the NLSY79 was expanded to include surveys of the children born to
women in that cohort. In 1997 a new cohort of approximately 8,700 young people aged 12 to 16
was begun (NLSY97). This cohort is interviewed on an annual basis.
17. National Archive of Criminal Justice Data
National Institute of Justice Data Resources Program
Contact: Cynthia Mamalian, National Institute of Justice, Office of Justice Programs, US
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Department of Justice, 810 7th St. NW, Washington, DC 20531; phone: (202) 514-5981;
webpage: http://www.ojp.usdoj.gov/nij, National Archive of Criminal Justice Data, ICPSR, Univ.
of Michigan, Ann Arbor, MI 48106; ph: (734) 998-9835; webpage:
http://www.icpsr.umich.edu/NACJD/.
Data sets collected through NIJ-funded research are archived and made available to others in
order to support new research to replicate original findings or test new hypotheses. Together with
the Bureau of Justice Statistics (BJS), NIJ's Data Resources Program supports the National
Archive of Criminal Justice Data (http://www.icpsr.umich.edu/NACJD), which houses all data
from NIJ-sponsored research and makes available online, together with data dictionaries and
study abstracts. The archive is maintained by the ICPSR at the University of Michigan.
18. National Center for Education Statistics
U.S. Department of Education
Contact: Carl Schmitt, National Center for Education Statistics, U.S. Dept. of Education, 1990 K
St. NW, Washington, DC 20006; ph: (202) 502-7350; webpage: http://www.ed.gov/NCES.
The National Center for Education Statistics (NCES) disseminates large national data sets on CD-
ROM with electronic codebooks and via the Internet at its worldwide web page listed above.
Current data releases include school and institutional censuses for basic data on enrollments and
finances at the elementary, secondary, and post secondary levels of public and private education.
More detailed data are available through repeated cross-sectional surveys of teachers and faculty.
A Random Digit Dialing (RDD) household survey is used to collect population-based education
data on topics such as early childhood education, school safety, and adult education. In addition,
the NCES collection of longitudinal data on elementary, secondary, and postsecondary cohorts
continues. Longitudinal data are available from seniors in 1972, 1982, & 1992, and for students
who have just started their postsecondary education and who just finished the baccalaureate.
19. Schools and Staffing Survey
Education Statistics Services Institute, American Institutes for Research
Contact: Benjamin Cohen, Education Statistics Services Institute, AIR, 1000 Thomas Jefferson
St. NW, Washington, DC 20007; phone: (202) 944-5357; homepage: http://www.air.org/essi/.
The Schools and Staffing Survey (SASS), conducted three times since 1987-88, has been
redesigned for 1999-2000 to answer the most salient questions that face education. SASS is
representative of K-12 teachers, principals, schools, and school districts at the state and national
levels. Also, SASS provides detailed data on both the public and private sectors state-reliable
data on public schools and affiliation-reliable data on private schools. Data from charter schools
and Bureau of Indian Affairs (BIA) schools are also available.
20. Center for Electronic Records
National Archives and Records Administration
Contact: Theodore J. Hull, Center for Electronic Records, National Archives and Records
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Administration, 8601 Adelphi Road, College Park, MD 20740-6001; phone: (301) 713-6645; Email:
cer@nara.gov; homepage: http://www.nara.gov/.
The National Archives is the federal agency responsible for preservation of and access to the
permanently valuable electronic records of the federal government. The Center for Electronic
Records has custody of the permanently valuable computerized records of federal agencies
transferred to the National Archives for long-term preservation. The Center has approximately
100,000 computerized data files from over 100 federal agencies in all three branches of the
government. Topics reflected in the Center's holdings include agricultural data, attitudinal data,
demographic data, environmental data, health and social services data, international data, military
data, and scientific and technological data.
21. American Religion Data Archive
Purdue University, Department of Sociology & Anthropology
Contact: Jennifer McKinney, Matt Bahr and Roger Finke, American Religion Data Archive,
Department of Sociology and Anthropology, Purdue University, 1365 Stone Hall, West Lafayette,
IN 47907-1365; phone: (765) 494-0081; email: archive@sri.soc.purdue.edu; homepage:
http://www.arda.tm/.
The American Religion Data Archive (ARDA) is an Internet-based data archive that stores and
distributes quantitative data sets from the leading studies on American religion. Supported by the
Lilly Endowment and housed at Purdue University, ARDA strives to preserve data files for future
use, prepare the data files for immediate public use and make the data files easily accessible to all.
The ARDA website allows users to search individual files or groups of data files for topics of
interest, conduct basic analysis on-line, select questions for use in their own surveys and
download the data files to their own computers. All data files, software, and questions banks
downloaded from the ARDA are free of charge.
22. Indicators of Social Justice
American Social Indicators
Contact: Emanuel Smikun, American Social Indicators, 19620 67th Avenue, Fresh Meadows,
New York 11365; phone: (718) 454-0428; http://www.socialindicators.org/.
American Social Indicators (AMINSO) provides indicators and summary indices of distributive
justice, unfair exchange, unequal opportunity, unfair advantage, and unfair disadvantage in social
lifestyles, social statuses, attitudes, and socialization in major institutional domains - economic,
cultural, and family. Graphic charts of distributive justice are available online where they are
presented as social change. In addition, AMINSO can provide all such indicators and indices in
regional, generational, social-ecological, and occupational segmentation. Based on General Social
Survey data, individual indicators combine between two and five raw GSS variables on five
ordinal-scale levels. Stratified indicators of social justice on which summary indices are based
specify relative structural positions of social strata within numerous aspects of social behavior.
With the help of these indicators one can evaluate quantitatively unfair advantages or
disadvantages that various statistical social groups have with respect to other groups of the same
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kind and segmentation. These indicators can be effective tools in the analysis of everyday social
problems and in evaluating all forms of social intervention.
23. National Medical Expenditure Panel Survey
Agency for Healthcare Research and Quality
Contact: Gregg Taliaferro, Agency for Healthcare Research & Quality, CCFS, Suite 500, 2101 E.
Jefferson St., Rockville, MD 20852; ph: (301) 594-7077; homepage:
http://www.meps.ahcpr.gov/.
Sponsored by the Agency for Healthcare Research and Quality (AHRQ), in conjunction with the
National Center for Health Statistics (NCHS), the Medical Expenditure Panel Survey (MEPS) is a
vital resource designed to continually provide policymakers, researchers, health care
professionals, businesses and others with timely, comprehensive information about the United
States population's health, health care utilization, and costs. Through the integration of four
components, MEPS collects data on the specific health care services that Americans use, how
frequently they use them, the cost of those services and how they are paid, as well as data on the
cost, scope, and breadth of private health insurance held by and available to the U. S. population.
MEPS is unparalleled for the degree of detail in its data, as well as its ability to link health status
and health care to the demographic, employment, economic, family and other characteristics of
survey respondents. In addition, MEPS is the only national survey that provides a foundation for
estimating the impact of changes in sources of payment, insurance coverage, family status on
different economic groups or special populations such as the poor, elderly, veterans, the
uninsured, and racial and ethnic minorities. The 1996 full year data, as well as point in time
population characteristics for 1996 -1999, is available on the Internet and on CD-ROM.
24. National Hospital Discharge Survey
Division of Health Care Statistics, Hospital Care Statistics Branch
National Center for Health Statistics, Centers for Disease Control and Prevention
Contact: Jennifer Popovic, Division of Health Care Statistics, Hospital Care Statistics Branch, N
C HS, 6525 Belcrest Rd, Rm 956, Hyattsville, MD 20782; phone: (301) 458-4321; homepage:
http://www.cdc.gov/nchs/about/major/hdasd/nhds.htm/.
The National Hospital Discharge Survey (NHDS) has been conducted annually since 1965 and is
a principle source of information on characteristics of inpatients discharged from non-Federal
short-stay hospitals in the United States. In 1998, data were collected for 307,000 discharges from
478 hospitals. Data elements include patient demographics, patient medical information
(diagnoses, procedures, DRGs), month of admission, number of days of care, expected source of
payment, discharge status, geographic region of the hospital, number of hospital beds, & hospital
ownership.
25. National Nursing Home Survey and National Home and Hospice Care Survey
Division of Health Care Statistics, Long-Term Care Statistics Branch
National Center for Health Care Statistics, Centers for Disease Control and Prevention
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Contact: Barbara Haupt, Division of Health Care Statistics, Centers for Disease Control and
Prevention, 6525 Belcrest Road, Room 952, Hyattsville, MD 20782; phone: (301) 458-4263.
The National Nursing Home Survey (NNHS) is a sample survey conducted periodically since the
early 1970's, most recently in 1999. It provides data on nursing home and related care facilities,
their residents, and discharges. Facility data include ownership, certification, bed size, location,
affiliation, staffing, charges for care, and services available to residents. Resident and discharge
data include basic demographics, functional status, diagnoses, length of stay, sources of payment,
and services received. Data are weighted to provide national estimates.
The National Home and Hospice Care Survey (NHHCS) is a sample survey which been in
operation from 1992 to most recently in 1998. It provides data on home health agencies and
hospices and their current patients and discharges. Agency data include ownership, certification,
location, affiliation, and services available to patients. Patient and discharge data include basic
demographics, living arrangements, functional status, diagnoses, caregiver information, referral
source, length of stay, source of payment, services received, service providers, and reason for
discharge on all discharges.
26. Reproductive Statistics Branch: Natality Data
National Center for Health Statistics, Centers for Disease Control and Prevention
Contact: Stephanie J. Ventura, Centers for Disease Control and Prevention, NCHS, 6525 Belcrest
Rd, Rm 820, Hyattsville, MD 20782-2003; ph: (301) 458-4547; email: SVentura@cdc.gov.
The National Center for Health Statistics (NCHS) collects and publishes information on a wide
variety of demographic and health characteristics reported on the birth certificate for all births
occurring in the United States. Information from birth certificates registered in the health
departments of all states, New York City, the District of Columbia, and the territories, is provided
to NCHS through the Vital Statistics Cooperative Program. Data are collected continuously.
NCHS publishes preliminary and final data reports annually. Public-use data files are available
beginning with the 1968 data year; a compressed data file is available on CD-ROMs for data
years 1990-98. A variety of special reports is available on specific topics, including most recently,
teenage birth patterns, pregnancy rates, attendant at birth, method of delivery, obstetric
interventions, twin and triplet births, smoking during pregnancy, and Hispanic-origin births.
Demographic characteristics available in the natality file include age, race, Hispanic origin,
education, birthplace, marital status, residence, live-birth order, sex, and month and day of birth.
Health information includes month prenatal care began, number of prenatal visits, medical risk
factors, tobacco use, alcohol use, obstetric procedures, attendant at birth, place of delivery,
method of delivery, complications of labor and/or delivery, period of gestation, birthweight,
Apgar score, abnormal conditions of the newborn, congenital anomalies, and plurality.
27. Mortality Statistics Branch: Mortality Data
Division of Vital Statistics, National Center for Health Statistics
Contact: Donna L. Hoyert, Mortality Statistics Branch, Division of Vital Statistics, Centers for
Disease Control and Prevention, National Center for Health Statistics, 6525 Belcrest Road, Room
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820, Hyattsville, MD 20782; phone: (301) 458-4279; homepage:
http://www.cdc.gov/nchs/about/major/dvs/mortdata.htm/.
Selected mortality data from the National Center for Health Statistics (NCHS) will be profiled.
National, state and local mortality data from NCHS are available from vital records filed in each
of the states for deaths of all ages, including infants. Similar data is available for fetal deaths, and
the linked file combines birth and death data.
Data are released in publications, tapes, CD-ROMS, CDC WONDER (a general-purpose health
and communications system that can be accessed via the world wide web), and the Internet.
Beginning with data for 1999 deaths, the latest classification of deaths and a new standard
population will be implemented. These changes have implications for comparisons across years.
28. National Ambulatory Medical Care Survey and National Hospital Ambulatory Medical
Care Survey
Division of Health Care Statistics, Ambulatory Care Statistics Branch
National Center for Health Statistics, Centers for Disease Control and Prevention
Contact: David Woodwell, Division of Health Care Statistics, Ambulatory Care Statistics Branch,
Centers for Disease Control and Prevention, NCHS, 6525 Belcrest Rd, Rm 952, Hyattsville, MD
20782: ph: (301) 458-4592; webpage: http://www.cdc.gov/nchs/about/major/ahcd/ahcd1.htm/.
The National Ambulatory Medical Care Survey (NAMCS), conducted periodically from 1973-85
and annually since 1989, collects data on a sample of visits from a national sample of non-federal,
office-based physicians. In 1998, data were collected on approximately 23,000 visits from 2,500
physicians. The survey provides information on the characteristics of the patient, the physician
practice, and the visit. The National Hospital Ambulatory Medical Care Survey (NHAMCS),
conducted annually since 1992, collects similar data from a national sample of emergency (ED)
and outpatient departments (OPD) in general and short-stay hospitals. In 1998, data were
collected on approximately 24,000 ED visits and 29,000 OPD visits.
29. Data Dissemination Branch
National Center for Health Statistics, Centers for Disease Control and Prevention
Contact: Linda R. Washington, Data Dissemination Branch, Centers for Disease Control and
Prevention, NCHS, 6525 Belcrest Rd, Rm 1064, Hyattsville, MD 20785; ph: (301) 458-4526;
webpage: http://www.cdc.gov/nchs/.
Data are available from NCHS in published form and electronically, including public-use data
files, CD-ROMs, diskettes, and through the Internet.
30. National Survey of Family Growth
Reproductive Statistics Branch
National Center for Health Statistics, Centers for Disease Control and Prevention
Contact: Joyce Abma, Reproductive Statistics Branch, Centers for Disease Control and
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Prevention, National Center for Health Statistics, 6525 Belcrest Road, Hyattsville, MD 20782-
2003; phone: (301) 458-4058; homepage: http://www.cdc.gov/nchs/.
The 1995 The National Survey of Family Growth (NSFG) is a comprehensive data set of women's
fertility in the United States. The NSFG has been conducted 5 times since 1973, resulting in a
cross-sectional time-series for 1973, 1976, 1982, 1988, and 1995. The NSFG has always included
complete birth and pregnancy histories, and detailed information on contraceptive method use.
The 1995 cycle expanded its event-history coverage into domains of work, education,
cohabitation, and sexual partners. Computer-assisted personal interviews of 10,847 women ages
15-44 are supplemented with information collected using Audio Computer Assisted Self
Interview (ACASI) technology. The 1995 NSFG includes a rich contextual data file and other
supplementary files. The 2001 NSFG interviewed 7,200 males and 11,800 females.
31. The National Health Interview Survey
Division of Health Interview Statistics
National Center for Health Statistics, Centers for Disease Control and Prevention
Contact: J. Neil Russell, Ph.D., Div. of Health Interview Statistics, NCHS, 6525 Belcrest Rd, Rm
850 Hyattsville, MD 20782; ph: (301) 458-4470; webpage: http://www.cdc.gov/nchs/nhis.htm/.
The National Health Interview Survey (NHIS) is a multi-purpose health survey conducted by the
National Center for Health Statistics (NCHS), Centers for Disease Control and Prevention (CDC).
The NHIS is the principal source of information on the health of the civilian, non-institutionalized
household population of the United States. The NHIS has been conducted continuously since
1957. The data are used to monitor major health trends and to evaluate federal health policies. In
1997, the NHIS underwent a major questionnaire revision to improve the relevance of the data;
for example, the survey now includes annual data on expanded socio-demographics, family
relationships, income resources, health insurance, and health care access. Public use data from the
NHIS are released annually via CD-ROM and the Internet.
32. Behavioral Risk Factor Surveillance System
Division of Adult and Community Health
Centers for Disease Control and Prevention
Contact: Deborah Holtzman, Division of Adult and Community Health, Centers for Disease
Control and Prevention, Mailstop K-47, 4770 Buford Highway, NE, Atlanta, GA 30341; phone:
(770) 488-2466; homepage: http://www.cdc.gov/nccdphp.brfss/
This exhibit features the Behavioral Risk Factor Surveillance System (BRFSS), a unique, statebased
surveillance system, currently active in all 50 states, the District of Columbia, and three
U.S. territories. For almost two decades, the Centers for Disease Control and Prevention (CDC) in
collaboration with state health departments has conducted telephone surveys of U.S. adults to
estimate the prevalence of behaviors linked to specific health problems. The BRFSS was designed
to gather information on behaviors, practices, and attitudes related to issues such as, health status
and access to care, tobacco and alcohol use, dietary patterns, physical activity, injury control,
women's health, use of clinical preventive services, and HIV. Every month, a representative
sample of persons 18 years and older is selected for interview in each participating state and
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territory. The BRFSS provides data for many purposes including assessing risks for chronic
diseases, identifying sociodemographic patterns and trends in health-related behaviors, designing
and monitoring health interventions and services, addressing emerging health issues, and
measuring progress toward achieving state and national health objectives.
33. Census Data in the Classroom: The Social Science Data Analysis Network
Contact: William Frey, 2nd Floor, 1250 Fourth Street, Santa Monica, CA 90401, homepage:
www.ssdan.net/.
Workbooks, computer diskettes, Internet, and on-line access to undergraduate teaching materials
are available through the Social Science Data Analysis Network (SSDAN). Funded by the
National Science Foundation (NSF), the Network enables college teachers to introduce "userfriendly"
analysis of census data in their classes. Tailor-made data sets, from the 1950 through
1990 U.S. Censuses, and the 1999 Current Population Survey, can be used in a variety of social
science classes dealing with topics such as: race/ethnicity, immigration, gender studies, marriage,
households and poverty, income inequality, children, the elderly and others.
34. Public Data Queries, Inc.
Contact: Albert F. Anderson, Public Data Queries, Inc., 310 Depot Street, Suite C, Ann Harbor,
Michigan 48104; phone: (734) 213-4964 x309; homepage: http://www.pdq.com/.
Public Data Queries, Inc., formed in 1993 and funded in part by small business grants from the
National Institute of Child Health and Human Development (NICHD) and the National Institute
on Aging (NIA), will demonstrate PDQ-Explore, a data information system that provides
interactive access to very large micro-data files such as the Public Use Micro-data Samples
(PUMS) and Current Population Surveys (CPS) from the U.S. Bureau of the Census. Tabulations,
summary statistics, correlations, and extracts can be generated in seconds from data sets with
record counts ranging to tens of millions.
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35. Population Division Surveys
U.S. Census Bureau
Contact: U.S. Census Bureau, Population Division, Washington, DC 20233; phone: (301) 457-
2422; e-mail: pop@census.gov; homepage: http://www.census.gov/.
The Population Division of the U.S. Census Bureau provides information about five of its major
data resources: 1) The Current Population Survey, 2) the Survey of Income and Program
Participation, 3) the Survey of Program Dynamics, 4) the American Community Survey, and the
5) Population Estimates and Projections Program. Specific information about each data source are
available on-line, including: survey design, advantages of each data source, types of data files
available, and reports written from each source.
36. Consortium of Social Science Associations and Council of Professional Associations on
Federal Statistics
Contact: David Hess, Consortium of Social Science Assoc., 1522, K St, NW, Suite 836,
Washington, DC 20005; ph: (202) 842-3525; webpage;
http://members.aol.com/socscience/COSSAindex.htm/.
The Council of Professional Associations on Federal Statistics (COPAFS) is an independent
organization established to act as an advocate for the development and dissemination of highquality
federal statistics. Through COPAFS, members have an opportunity to review and have an
impact on issues including timeliness, quality, confidentiality, and relevance. One of the major
goals is to make members of the federal statistical agencies aware of the needs of data users.
COPAFS identifies areas where improvements are needed on federal statistical programs and
suggests strategies to bring about these improvements. COSSA lobbies Congress and the
Executive Branch on issues affecting the social and behavioral science portfolios of the National
Science Foundation, the National Institutes of Health, the Departments of Agriculture,
Commerce, Education, Justice, and Labor, and many other federal agencies.
37. Integrated Public Use Microdata Series
University of Minnesota, History Department
Contact: Catherine Fitch and Susan Brower, University of Minnesota, History Department, 614
Social Science Building, 267 19th Avenue South, Minneapolis, MN 55455; phone: (612) 624-
5818; homepage: http://www.ipums.umn.edu/.
The Integrated Public Use Microdata Series (IPUMS) consists of 25 high-precision samples of the
American population drawn from thirteen federal censuses, spanning 1850 to 1990. The IPUMS
assigns uniform codes across all the samples and brings relevant documentation into a coherent
form to facilitate analysis of social and economic change. All data and documentation are
available from the above website address.
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38. American FactFinder
U.S. Census Bureau
Contact: U.S. Census Bureau, Marketing Services Office, Room 3019-3, Washington, DC
20233-0800; phone: (301) 457-3110.
The American FactFinder, or AFF, is the Census Bureau's main on-line data dissemination tool.
Located on the Census Bureau homepage at http://www.census.gov, AFF is rapidly evolving to
become the one place to find all the demographic, economic, and other statistics that users need.
AFF allows the researcher to navigate through six main user areas: Community Profiles,
Population and Housing Facts, Products, Maps, Industry and Business Facts, and the Search
function.
39. Other websites with useful data in conducting research for class assignments.
United Nations Fund for Population Activities (http://www.unfpa.org) is a great source for
information on global popoulation problems and policies.
World Population Trends, run through the United Nations Population and Statistics Division,
(http://www.un.org/popin) provides access to data, estimates, and projections related to population
growth, sustainable development, the impact of HIV/AIDS, aging, and international migration.
Population Action International (http://www.populationaction.org) is another good source of
information on population growth and the efforts to control it.
The International Data Base run through the Census Bureau
(http://www.census.gov/ipc/www/idbnew.html) provides demographic and socioeconomic data and
projections from 227 countries.
Population Reference Bureau (http://www.prb.org) provides has tools for the provision of basic
demographic data for counties and regions in addition to the abundant commentaries.
World Resources Institute Earth Trends website (http://earthtrends.wri.org) provides tons of very
accessible information on environmental conditions around the world and the impact of
population conditions on the environment.
Country Epidemiologistcal Fact Sheets (http://www.who.int/emc-hiv/fact_sheets) provides the most
recent data on HIV/AIDS prevalence and incidence.
PRB’s PopNet (http://www.popnet.org) web site is also useful.
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List of Contributors
Suzanne Bianchi, University of Maryland
David Bills, University of Iowa
David R. Bowne, University of Richmond
Gordon DeJong, Pennsylvania State University
William H. Frey, University of Michigan
W. Parker Frisbie, University of Texas
Theodore Fuller, Virginia Tech
Roger B. Hammer, University of Wisconsin
Robert M. Hauser, University of Wisconsin
Robert A. Hummer, University of Texas
John Knodel, University of Michigan
Douglas Massey, University of Pennsylvania
Elizabeth Osborn, St. Mary’s College of Maryland
Nancy Riley, Bowdoin College
Kathy Rowell, Sinclair Community College (OH)
Craig St. John, University of Oklahoma
Susan D. Stewart, University of Richmond
Lisa Waldner-Haugrud, University of St. Thomas (MN)
John R. Weeks, San Diego State University
Esther Wilder, Lehman College, CUNY
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