ࡱ > g bjbjVV 7 < < b_ I 8 ; l + ( S 4 b b b } $ b b b b b b " } b } { ~ H i · 0 ~ $ 2 r $ $ b b b b b b b b b b b b b b $ b b b b b b b b b : INTRODUCTION TO SOCIOLOGY: SOC 200m
MW 2:00pm-3:20pm, TTH 301
University of Southern California, Spring 2011
Professor: James Thing, Ph.D. TA: Demetrios Psihopaides
Office: KAP 348 B Office: KAP 355
Phone: 213-740-4729 Phone: 213-740-4257
Email: HYPERLINK "mailto:thing@usc.edu" thing@usc.edu Email: psihopai@usc.edu
Office Hours: Monday 5:00pm-7:00pm Office Hours: TBA
Tuesday 11:00am-12 noon
Course Description:
What is sociology and how does a sociological analysis contribute to a critical understanding of ourselves, other individuals, groups, institutions and society more generally? In this class, through lectures, presentations, media, readings, discussions, and writing assignments, you will be introduced to the fundamentals of sociology, including research topics and issues, theories and methodologies. By developing what C. Wright Mills calls a sociological imagination, you will gain an understanding of how history, culture, individuals and institutions intersect in the shaping of your own experiences, life chances, and identities as well as of those of other individuals and groups in society. Throughout the semester, we will examine a number of macro and micro sociological perspectives that address people in groups. With a heavy emphasis on social inequality, we will look at the roles that variables such as race/ethnicity, gender, sexuality, social class as well as institutions such as the family, education, and the media play in shaping our own lives and the larger society in which we live. Further, we will critically examine the taken-for-granted world so as to illuminate how social norms, values, roles and large scale social structure and institutions impact the world around us, our location in society and that of other individuals and social groups.
Course Objectives:
To develop a Sociological Imagination through which to examine ourselves, others, groups and society, more generally.
To gain a comprehensive understanding of some of the major topics/issues studied by sociologists.
To learn the major theoretical models and research methodologies within sociology.
To develop a critical understanding of how large scale social institutions shape our lives and the society in which we live.
To understand social change and modern society through a sociological lens.
Required Texts:
Giddens, A., Duneier, M., Appelbaum, R. & Carr, D. 2009. Introduction to Sociology [7th edition].New York: Norton.
Sternheimer, Karen. 2010. Everyday Sociology Reader. New York: Norton.
Additional required readings are posted on Blackboard and are labeled as such on the weekly reading schedule below [Blackboard].
Course Grading
Midterm: 25%
Final: 25%
Reflection Journal: 15%
Course Research Project or JEP: 20%
Lecture Attendance and Participation: 5%
Discussion Section Attendance and Participation: 10%
*This includes coming prepared to write to each discussion section meeting!
Your grade for the course will be in the A range if 90% and above, in the B range if 80-89%, in the C range if 70-79%, in the D range if 60-69%. Below 60% is an F.
Assignments, Requirements and Expectations:
Attendance and Participation: Student participation is a vital component of creating a vibrant learning environment. Therefore attendance will be checked every class and discussion section. Students should come prepared to class and discussion section having read all of the articles and ready to discuss them. Students should not only be active participants in class discussions but also should be active and courteous listeners. We will discuss several sensitive social issues in the course, so, collegiality and respect are expected of everyone.
Please try not to arrive late or to leave early unless it is unavoidable. Also, please refrain from using your cell phones for receiving calls, texting or any other e-communication. Further, please use your computers only to take notes not to chat online or browse the web. All of these activities are disruptive and disrespectful to the professor, your TA, and your colleagues in class; so again, please try to avoid them.
Midterm and Final Exam:
The midterm (February 16th) and final (May 9th, 2-4 pm) exams will be some combination of multiple choice, definition, short answer and essay. The final is not comprehensive, but rather, covers the material after the midterm. The exams are closed book, in-class exams for which you will need a blue book and scantron form. There will be no makeup midterms or finals unless you have a documented medical reason, or some other (verifiable) emergency, or unless the dates conflict with a religious holiday, or military service. Please notify Prof. Thing two weeks in advance to reschedule if for religious holiday or military service.
Sociological Journal: Due April 4th
For this assignment, students will keep a journal in which they relate course reading major concepts, theories, method etc. to their daily lives. At the beginning of each discussion section students will write for about 10 minute about the readings for the week or the prior week (SO DONT BE LATE OR YOU LOOSE THE CHANCE TO WRITE). Make sure that you come prepared to write; this means, you must read the course material before your discussion section.
At the end of each learning module of The Everyday Sociology Reader there are writing and discussion questions. These, and other questions provided by your TA should be the prompts for your writing. You can use a computer for this journal or you may write in a notebook.
The weekly journal entries will not be graded, but, they will provide you with the foundation for the 3 journal entries that you will turn into your TA for a grade. These entries must move beyond the prompts provided by incorporating and dialoging with lecture material or concepts from our text book (Giddens et. al.) or readings and then relating these to your life experience or to the larger social world. This requires that you spend extra time on developing these three entries. Each journal entry must incorporate at least two separate course readings, one from the text book and one from the Everyday Sociology Reader. Each entry must be 2-2 pages, typed, double-spaced, Times New Roman 12 point font and one-inch margins all around. Although you are turning in three separate journal entries, the assignment should be turned in as one document which should be a total of 6-8 pages. Students must also turn in a bibliography for this assignment. The bibliography should clearly identify which readings you are incorporating into the journal entries. The bibliography is not included for the page requirement.
Course Project:
Option A: Research Paper: Due April 20th
For this assignment students will write a 12-15 page library based research paper. Students should rely extensively on sociological journals (e.g., American Journal of Sociology, American Sociological Review, Social Problems, Qualitative Sociology, Gender and Society etc.) or journal articles written by sociologist published in interdisciplinary journals, and books or book chapters written by sociologists to provide the major bulk of the research used in this paper. Social problems, such as some form of social inequality often provide interesting social issues to research. Our text book provides numerous examples of topics that students may want to explore for this project.
A one page project description including an introduction to the topic of study, its sociological significance and why it is important to study is due February 14th. The Final project is due April 20th.
The final research paper should contain all the components of a sociological study: including an introduction, research questions, hypothesis/thesis, a literature review, data presentation and analysis, and a conclusion. Detailed guidelines for the research project are included after the weekly reading schedule at the end of this syllabus
Option B, Joint Educational Project
JEP Key Dates
JEP sign-ups: January 10-21 (at the JEP House, open from 8:30-5:00pm) Training/Orientation: one 2-hour session during the week of January 24th Pick up assignment: February 8th or 9th.
JEP is designed to provide students the opportunity to combine academic coursework with hands-on experience in neighborhoods surrounding the university. JEP enables students to learn firsthand about critical issues facing urban communities. JEP offers an authentic service-learning experience in schools, HYPERLINK "http://college.usc.edu/trojan-health-volunteers" health-care facilities, non-profit agencies and other community partners.
Students who chose this option will be placed in various schools or agencies generally to help tutor and mentor youngsters. Students volunteer for 2 hours a week for 8 weeks at these sites. The assignment includes a reflection journal that will be turned in to JEP on a weekly basis. For this option you will receive a grade from JEP based on your performance at the site including attendance, enthusiasm, professionalism etc. This then will be your grade for the class project.
Students must sign up for JEP by the end of the second week of class. Students, then, work with JEP to be placed in an appropriate site as well as to receive training. For each of the 8 weeks students will address a Reflective Question designed to help you understand your JEP experience in relationship to this class
Written Assignments:
With the exception of the midterm and final exams, all assignments must be typed. Please use 12 point font, Times New Roman, font, double-spacing, and 1 inch margins all around on plain white paper. Carefully proofread (check spelling, grammar) and watch for spell check errors. For midterm and final exams, please bring blue books to class.
Late assignments will be marked down each day they are late (e.g. A- to B+), unless you make prior arrangements with the professor or T.A. or provide documentation of an emergency situation. NO late papers will be accepted more than 5 days after the due date. Do not email assignments to the professor or T.A. though you may email us regarding specific questions and concerns. However, when you miss class for whatever reason, it is your responsibility to find out what you missed by first asking your classmates.
Academic Integrity:
Be aware that cheating and plagiarism are severe violations of academic standards and can severely affect your grade in this class as well as your status as a student at U.S.C. Should you require assistance in writing your assignments, please contact the USC Writing Center.
Email Etiquette
The best way to contact me and your T.A. is through email. Make sure to write Sociology 200m in the subject line. Please do not email your T.A. or your professor to let us know that you will be absent, unless, of course there is some sort of emergency or illness that will result in missing more than one class period, for which, you should bring documentation. Email questions should be short and to the point. As your professor and T.A. are very busy, any questions that require a lengthy response should be asked in a face-to-face conversation during our office hours or after class. Absolutely no assignments will be accepted via email.
Weekly Reading Schedule
The following illustrates the weekly subjects/topics and the required readings. Readings should be completed prior to the class lectures and discussion sections (i.e. preferably before Monday of each week so that you are prepared fully for your discussion section). All dates are approximates and subject to change. Students will be adequately informed should any scheduling changes occur.
Weeks 1 & 2: Introduction to Sociology, Theory and Research
January 10: Introduction to Class
January 12
Giddens et al. Preface and Chapter 1, What is Sociology (pp. xiv-25).
Sternheimer, K. Thinking Sociologically and Doing Sociology. Everyday Sociology Reader. (pp. 1-2).
Mills, C.W. The Promise. Everyday Sociology Reader. (pp. 3-6).
Raskoff, S. Fractals, Theories and Patterns. Everyday Sociology Reader. (pp. 7-9).
January 17: School Holiday, Martin Luther Kings Birthday
January 19
Giddens et al. Chapter 2, Asking and Answering Sociological Questions. (pp. 26-49).
Dunier, M. (1999). Sidewalk. Introduction from Duneier, M. Sidewalk. New York: FS&G. [Blackboard].
Prince Inniss, J. Matching Research Methods to Research Questions. Everyday Sociology Reader. (pp. 10-12).
Wright, B. Where to Sit: Doing Qualitative Research. Everyday Sociology Reader. (pp. 13-14).
Best, J. Scary Numbers. Everyday Sociology Reader. (pp. 15-22).
Weeks 3-5: The Individual, Groups, Culture and Society
January 24: Culture from a Sociological Perspective
Giddens et al. Chapter 3, Culture and Society, (pp.53-70).
Gaines. D. (1990). Teenage Wasteland: Suburbias Dead-End Kids. Excerpt from Teenage Wasteland: Suburbias Dead-End Kids. Chicago: University of Chicago Press. [Blackboard].
January 26
Giddens et al. Chapter 3, Culture and Society, (pp.70-83).
Veblen, T. Conspicuous Consumption. Everyday Sociology Reader. (pp. 27-30).
Schor, J. The Visible Lifestyle: American Symbols of Status. Everyday Sociology Reader. (pp. 31-37).
Sternheimer, K. Reality Life. Everyday Sociology Reader. (pp.38-39).
Sternheimer, K. Beauty Myths and Magazines. Everyday Sociology Reader. (pp. 13-14).
January 31: Socialization and the Life Course
Giddens et al. Chapter 4, Socialization and the Life Course. (pp, 85-105).
Skolnick, A. (2009). The Life Course Revolution. In Skolnick A.S. and Skolnick J.H. Family in Transition. Boston: Pearson [Blackboard].
February 2
Giddens et al. Chapter 4, Socialization and the Life Course. (pp, 85-105).
Skolnick, A. (2009). The Life Course Revolution. In Skolnick A.S. and Skolnick J.H. Family in Transition. Boston: Pearson [Blackboard].
February 7
Mintz, S. (2009). Beyond Sentimentality: American Childhood as a Social and
Cultural Construct. In Skolnick A.S. and Skolnick J.H. Family in Transition. Boston: Pearson .[Blackboard].
Thorne, Barry. (2004). Gender and Sexuality in Childrens Daily Worlds. In
Kimmel, M. S. and Plante, R.F. Sexualities: Identities, Behaviors and Society.
New York: Oxford University Press. [Blackboard].
February 9: Social Interaction and the Construction of the Self and Society
Giddens et al. Ch. 5, Social Interaction and Everyday Life in the Age of the Internet. (pp. 107-133).
Sternheimer, K. Self and Interaction. Everyday Sociology Reader. (pp. 47-48).
Goffman E. [Impression Management]. Everyday Sociology Reader. (pp. 49-56).
Raskoff, S. Stand By Our Man. Everyday Sociology Reader. (pp. 57-58).
Wright, B. Romantic Exchanges. Everyday Sociology Reader. (pp. 77-79).
Week 6: Catch-up, Review and Midterm
February 14: Catch-up Day
****************************Research Proposal Due****************************
February 16: MIDTE RM EXAM
Week 7-12: Social Inequality
February 21: School Holiday, Presidents Day
February 23: Social Class and Economic Inequality in the U.S.
Giddens et al., Ch. 8, Stratification, Class, and Inequality. (pp. 205-245).
Sternheimer, K. Stratification. Everyday Sociology Reader. (pp. 119-127).
Perrucci, R. and E. Wysong. Class in America. Everyday Sociology Reader. (pp. 135-148).
Sternheimer, K. Class Consciousness. Everyday Sociology Reader. (pp. 154-156).
Raskoff, S. The Disaster of Homelessness. Everyday Sociology Reader. (pp. 168-170).
Ehrenreich, Barbara. White-collar Downward Mobility. Everyday Sociology Reader. (pp. 257-259).
February 28:
Scott, J. and D. Leonhardt. 2010. Shadowy Lines that Still Divide. In Anderson, M. and P. Hill Collins. Race, Class and Gender: An Anthology, 6th edition. Belmont, CA: Wadsworth. [Blackboard].
Acker, J. 2010. Is Capitalism Gendered and Racialized ? In Anderson, M. and P. Hill Collins. Race, Class and Gender: An Anthology, 6th edition. Belmont, CA: Wadsworth. [Blackboard].
March 2: Economic Inequality in a Global Perspective
Giddens et al., Ch. 9. Global Inequality. (pp. 247-277).
March 7: Gender and Gender Inequality
Giddens et al., Ch. 10. Gender Inequality. (pp. 279 -315).
March 9:
Dworkin S. and F. L. Wachs. (2009). What Kinds of Subjects and Objects? Gender, Consumer Culture, and Convergence. In Body Panic: Gender, Health and the Selling of Fitness. New York: NYU Press. [Blackboard].
Sternheimer, K. Gender and Sexuality. Everyday Sociology Reader. (pp. 173-174).
West, C. and D. H. Zimmerman. Doing Gender. Everyday Sociology Reader. (pp. 175-182).
March 14 & 16: Spring Break
March 21: Socially Constructed Sexuality
Giddens et al., Ch 18. The Sociology of the Body: Health and Illness and Sexuality. (pp. 590-603). *From Ch. 18, we will only be reading the last section on sexuality.
Raskoff, S. Does Finger Size Reveal Sexual Orientation? Everyday Sociology Reader. (pp. 168-170).
March 23:
Seidman, Steven. 2003. Social Constructionism: Sociology, History, and Philosophy, In The Social Construction of Sexuality. New York: W.W. Norton & Company, Inc.
Prince Inniss, J. Class and Race. Everyday Sociology Reader. (pp. 149-153).
March 28: Race and Racism
Giddens et al. Ch. 11.Ethnicity and Race. (pp. 317-353).
Sternheimer, K. Race and Ethnicity. Everyday Sociology Reader. (pp. 209-210).
Omi, M. and H. Winant. Constructing Race. Everyday Sociology Reader. (pp. 211-224).
March 30
Rubin, L. (2007). Is this a White Country or What? In Anderson, M. and P. Hill Collins. Race, Class and Gender: An Anthology, 6th edition. Belmont, CA: Wadsworth. [Blackboard]. (Todays readings continued on the next page.)
Prince Inniss, J. Black and White or Rainbow Colors: Tiger Woods and the One-Drop-Rule. Everyday Sociology Reader. (pp. 225-226).
Le, C.N. Racial Tensions and Living in a Color-blind Society. Everyday Sociology Reader. (pp. 227-228).
Weeks 13-16: Institutional Arrangements and the Shaping of Society
April 4: Government and Social Change
**************************Sociological Journals Due****************************
Giddens et al. Ch. 13 Government, Political Power and Social Movements (pp.381-420).
April 6: The Sociology of Labor and the Economy
Giddens et al. Ch. 14. Work and Economic Life. (pp.223-259).
Wright, B. Getting a Job: Weak Social Ties and Online Connections. Everyday Sociology Reader. (pp. 260-261).
April 11: The Sociology of Family Life
Giddens et al. Ch. 15. Families and Intimate Relationships. (pp. 461-493).
April 13
Hondagneu-Sotelo, P., and E. Avila. (1997). Transnational Motherhood: "I'm Here, but I'm There." Gender and Society, 11: 548-571. [Blackboard].
Stacey, J. and T. Biblarz. (How) Does the Sexual Orientation of Parents Matter? American Sociological Review, 66:159-183. [Blackboard].
April 18: The Sociology of Education
Giddens et. al. Ch. 16. Education and the Mass Media. (pp.461-493).
Kozol, J. Hitting Them Hardest When Theyre Small. Everyday Sociology Reader. (pp. 262-273).
April 20: The Sociology of Religion
****************************Research Projects Due*****************************
Giddens et. al. Ch. 17. Religion in Modern Society. (pp. 527-562).
Stanczak, G. C. Bridging the Gap: The Split between Spirituality and Society. Everyday Sociology Reader (pp. 276-291).
April 25: Urbanization in a Global Society
Giddens et. al. Ch. 19. Urbanization, Population and the Environment. (pp. 609-610, 617-654)
April 27: Catch-up and Course Wrap-up
Friday, May 9
****************************FINAL EXAM, 2-4pm****************************
*The professor reserves the right to make changes to this syllabus as needed to address the educational needs of the class.
RESEARCH PAPER GUIDELINES, SOC 200m
Spring 2011; Final Project due April 20th
This 12-15 page research project is a traditional argumentative research paper for which you examine a social issue from a sociological perspective and argue a position in relation to your topic. This is a straight-forward research project that relies exclusively on library research and secondary data (data collected by researchers). Students should rely heavily on sociological journals (American Sociological Review, American Journal of Sociology, Social Problems, Sociological Perspectives, Qualitative Sociology) or journal articles written by sociologists in interdisciplinary journals (American Quarterly, Latin American Research Review, Sexualities, Media & Society.), as well as books and book chapters written by sociologists. The bulk of this paper will be your literature review/findings and discussion. This project requires extensive library research, reading, summarizing and distilling the main points of the readings and arguing a position supported by the research. Social problems such as some form of social inequality can often time lend themselves quite well to this type of project. Also, students should examine the topics in our text book or reader for ideas on what they would like to interrogate in their paper. The components and due dates of this project are as follow:
Topic Proposal, (Due Monday February 14th): Students will turn in a 1 page paper topic proposal. You should choose a topic that interests you, and one that addresses something sociological (i.e. involving groups of people, etc). The best way to get started on this assignment is to consult your textbook as it outlines many social topics/issues that can direct your focus. (Worth 5% of final paper.)
Final Research Paper: Major Sections
Introduction, Thesis (Due with Final Paper): This 2-2 page section should introduce your topic and why it is important to study. A good way to begin is to write a brief narrative that will grab your reader, and then move into a more formal discussion of the key points of your research interest. You Introduction should also include some preliminary hypotheses or a thesis statement that you intend to argue throughout the paper.
Review of the Literature (Due with the Final paper): The 7-8 page literature review (including at least 12 scholarly sources) should encapsulate what researchers have said on your subject of investigation. This section reviews the range of debates on your subject matter. This is library research involving the use of academic journal and books. Look for themes and emphasize major findings rather than trying to report every study done on the topic. The literature review should be used as the basis for your argument (thesis) and should set up the discussion and analysis section.
Discussion and Analysis (Due with your Final Paper): This 2-3 page section summarizes and discusses the major research findings from your library research and should elaborate on your thesis argument.
Conclusion (Due with Final Paper): This 1 -2 page section ends the paper with a brief summary (i.e. basically reviewing the highlights of the report). The conclusion should briefly highlight how the major themes or findings in the literature review support your thesis. The conclusion should also include a discussion of how you would gather data for an empirical sociological study of the topic if you were to conduct one in the future and discussion of why you would use the methods you propose (i.e., would you use interviews, participant observation, secondary data analysis from a statistical database, content analysis etc.?) to research your topic.
*Please number your pages. The document should use 12 point, Times New Roman font, be double spaced and should have 1 inch margins all around.
Supplements that must be included in the final version:
(These pages are not numbered and not included in the overall page requirement):
References/Bibliography: Note different styles: MLA, Chicago style, ASA and APA. Social scientists generally use the ASA and APA format. This is used to cite the work of others - their ideas as well as their direct quotations that you have used in your research paper. You may choose any style to utilize. What is important for the paper is that you are consistent with the rules and protocols of the style you choose.
Title Page In your final version, you will also include a title of your project. On the page you should also include, name, date, course name, professors name, T.A.s name.
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