Sociology
101: Introduction to Sociology (3cr.)
Spring
2003
UW-Marathon
Instructor: Dr.
Ann Herda-Rapp Meeting times:
Office: 325
North Hall sect. 2: 8:30-9:45
Office phone: 715/261-6269
sect.
3: 11:30-12:45
E-mail: aherdara@uwc.edu
Office hours: T 10:00-11:00
W 4:00-4:45
R
10:00-11:00
or by appointment
Office hours are
set up for you, so please take advantage of them. Sometimes it is hard for me to determine if students are having
difficulties; thus I hope you will
visit during office hours if you have problems or simply want to visit. My door is always open (though perhaps not
literally).
Course Overview, Objectives, and Proficiencies:
An introduction to
the basic concepts, theories and methods of sociology, emphasizing the
significance of the self and culture, social process and organization, and
forces of social stability and change.
In the course,
students will:
·
develop their “sociological imagination” and use it
to examine social issues.
·
understand how the social world and perceptions of
it and groups are socially constructed through everyday actions.
·
exercise critical thinking skills to analyze the
social world we experience and re-create on a daily basis.
Over the course of
the semester, students will develop the following proficiencies:
·
mastery of a breadth of knowledge.
·
the ability to analyze, synthesize, evaluate and
interpret data.
·
the ability to distinguish knowledge, values,
beliefs and opinions.
·
the ability to read and listen with comprehension
and critical perception.
Required Texts:
The following
materials are required reading for this course. You can purchase each at the bookstore.
(M) Ferguson,
Susan, (ed). 2002. Mapping
the Social Landscape. McGraw-Hill:
Boston, MA.
(K) Kozol,
Jonathan. 1991. Savage
Inequalities. HarperPerennial: NY.
(CP) Course packet --- I will
distribute a course packet of photocopied readings.
Course Requirements: See the course schedule (pg. 4) for all due
dates.
Total
course points = 435 pts.
·
Exams (3) --- Exam 1 =
100 pts.
Exam 2 = 100 pts.
Exam 3 = 125 pts.
Total grade = 325 pts.
Three exams, consisting of
multiple choice questions and essay components, will be administered. The exam dates are listed on the following
schedule of readings and assignments.
Exam 3 will be a comprehensive exam administered during the final exam
period.
Make-up
exams will be given only in cases of medical or other emergencies, and will
require written documentation from a physician or counselor (the latter in the
case of deaths or other personal tragedies).
There will be no exceptions. You
must notify me of your absence prior
to the scheduled exam date.
·
Content
Analysis Write-Up (1) --- Total grade = 35
pts.
We will use a sociological research
method --- the content analysis --- to analyze the local help-wanted ads. After an in-class activity (for which your
attendance is mandatory!--- see schedule for dates), each student will submit a
2-3 page write up summarizing their research findings and linking them to the
course readings and concepts. This
assignment is described in detail later in this syllabus. Any student who misses the class in which
the in-class activity is completed will get a 0 for a grade on the content
analysis.
·
Essay
on Race, Class and Gender in American
Schools (1) --- Total grade = 75 pts.
This 4-5 pg. essay is described
in depth later in this syllabus. For
this assignment, you will focus on questions related to your reading Jonathan
Kozol’s Savage Inequalities and other
course readings.
Grade Scale:
The grade scale followed for
this course is that established by the university and breaks down to the
following points.
A = 90%-100% = 392-435 pts.
B = 80%-89% = 348-391 pts
C = 70%-79% = 305-347 pts.
D = 60%-69% = 261-304 pts.
F = 59% or lower = 260 or less
[+ and – grades will be assigned
for the highest & lowest point values in each grade category]
Each assignment carries a
specific point value from which the letter grade can be determined. For instance, to receive 26 of the 35 points
available on the Content Analysis assignment would be to receive a C.
Miscellaneous Notes:
Paper format: All essays and papers should use the
following format: typed, double-spaced,
12 pt. font, 1 inch margins on all sides.
Consult the “Citing Sources” attachment for citation format. Please do not use plastic report covers ---
they are awkward, produce waste in the manufacturing process, and are not
recyclable. Simply staple the paper in
the top left corner. TURN
IN TWO COPIES OF EACH PAPER.
Academic integrity: Plagiarism in/of papers will not be
tolerated. Students who plagiarize
either by copying a paper or using sources improperly (i.e., using the author’s
words without citation) may receive a 0 for the assignment. Severe infractions may result in an F for
the course.
Language: As a sociologist, I believe language is
tremendously powerful in defining a situation or group of people. With that in mind, I ask that students
refrain from referring to adult women (over 18 years of age) as “girls”; rather, they are “women”. And likewise, adult men are “men”, not
“boys”.
Attendance: Attendance is not figured into the grade
explicitly, though attendance records will be kept. Since a significant portion of the material is conveyed during
class time, failure to attend will affect one’s grade. Students who miss class are responsible for
accessing the missed material; with the
exception of a few copies of assigned readings which will be handed out in
class, missed material will not be made available from the instructor. Such
responsibility for one’s own learning is the cornerstone of a university
education.
Students with special
needs: Students for whom English is a
second language and students with documented learning disabilities should see
the instructor at the start of the semester to discuss accommodations.
Cell phones: please turn them off when entering
class. Should it go off during class,
please have the courtesy to shut it off immediately; do not answer it in the classroom!
Course Organization and Schedule:
The assigned
readings will be discussed on the day they are posted unless otherwise stated
in class. Note that there are days when
no readings are assigned; this should
NOT lead one to conclude that we do not have class that day! You should come to class having read the
assigned readings and fully prepared to
discuss them. I suggest you outline
each reading --- detailing the reading’s thesis and its main points --- as you
read.
This course is
organized around Berger and Luckmann’s notion that we make the world and the world makes us. Hence, the first part of the course will look at the micro level
and ways in which individuals create the world they live in through everyday
actions. The second part will look at
the macro level and the way in which we are shaped by the institutions and
structures of social life.
|
Date |
Topic |
Assignment |
|
Tues., 1/21 |
Intro. to Course |
|
|
Thurs., 1/23 |
The Promise of
Sociology |
M1, M2, M53 |
|
Tues., 1/28 |
|
|
|
Thurs., 1/30 |
Sociological
Perspectives and the Social Construction of Reality |
“The Dynamics of
Rumor Panics …” (CP) |
|
I. We Make
the World … |
||
|
Tues., 2/4 |
Culture and
Socialization |
M7, M8, M10 |
|
Thurs., 2/6 |
|
M12, M13, M14 |
|
Tues., 2/11 |
|
|
|
Thurs., 2/13 |
The Social
Construction of Deviance |
M19, M20 |
|
Tues., 2/18 |
|
|
|
Thurs.,
2/20 |
EXAM
1 |
|
|
II. … And the World Makes Us: Social Institutions and Structures |
||
|
Tues., 2/25 |
Social
Stratification and Class |
M23, M25 |
|
Thurs., 2/27 |
Discuss
“Race, Class and Gender in American Schools” essay assignment |
K1-2 |
|
Tues., 3/4 |
Race and
Ethnicity |
M31, M32, M34 |
|
Thurs., 3/6 |
|
|
|
Tues., 3/11 |
|
K3-4 |
|
Thurs., 3/13 |
|
K5-6 |
|
3/17-3/21 |
Spring break –
no classes |
|
|
Tues.,
3/25 |
EXAM
2 |
|
|
Thurs., 3/27 |
The Economy,
Work and Globalization |
M39, M40,
“Dollars and Diplomas” (CP) |
|
Tues., 4/1 |
Complete
in-class Content Analysis ---
ATTENDANCE IS MANDATORY |
M55 |
|
Thurs., 4/3 |
|
|
|
Tues., 4/8 |
Education |
M47, M48,
“Education and the Struggle…” (CP) |
|
Thurs., 4/10 |
Content
Analysis Write-Up due (see pg. 5) |
M49 |
|
Tues., 4/15 |
|
|
|
Thurs., 4/17 |
The Mass Media |
M37 |
|
Tues., 4/22 |
Gender |
M28, M30, M52 |
|
Thurs., 4/24 |
|
|
|
Tues., 4/29 |
“Race,
Class and Gender in American Schools” essay due (see pg. 7) |
|
|
Thurs., 5/1 |
Family |
M50, M51 |
|
Tues., 5/6 |
Distribute
review sheet for comprehensive final exam |
|
|
Thurs., 5/8 |
|
|
|
|
FINAL
EXAM --- sect. 2: 5/13 8:00-10:00 sect.
3: 5/15 10:30-12:30 |
|
Content Analysis Write-Up
Due date: 4/10
Total
points: 35
This assignment and the in-class content analysis
of the help wanted ads are an exercise in doing sociology. The purposes of the assignment are laid out
below and should put this assignment into perspective. Through this content analysis and write-up,
you will:
·
Use a sociological research method to study a
social phenomenon and collect data.
·
Review the sociological literature (the course
readings are all examples of research that makes up the sociological
literature), sorting and selecting from this previous research to determine
which is relevant to your research question.
·
Interpret the data by drawing on the sociological
literature (your course readings). You
will use this literature to explain and understand the importance of what you
found. That’s what good research does.
·
Write up a (in this case, mini) research paper that
models research papers in the discipline.
That is, the paper asks a question, supplies data and discusses how it
was compiled, records findings, and interprets what those findings mean and how
they’re important for real people by drawing on the research of other
sociologists.
In your write-up, break up your essay into three
parts with the following headings and discuss each of the following questions in paragraph form:
1. The Study: The section should very briefly discuss
what you did and why. So, you will
introduce your research question: the question you hope to answer in this
research is what sorts of jobs in this
new economy are being advertised (suggesting which jobs are available) and how
does this economic reality affect different groups of people? And you will
discuss the research method used (in this case, a content analysis) and how it
was carried out. In particular, you
should describe how the various ads were categorized. This should be no longer than half a page. The
purpose of this section is to record what you did and why.
2. Findings: Record your findings (your calculations) in
the form of raw numbers and
calculations (using group totals).
In addition, you should summarize what those findings illustrate
overall. In what kinds of jobs is much
hiring (as reflected in the ads) taking place? What kinds of jobs, by contrast,
are not in demand? This section should
be at least one half but no more than one page in length. The
purpose of this section is to record what you found.
3. Implications: Given your findings and the patterns they
might reflect, discuss the implications (or impacts) of those patterns for
different social classes. In this last
section, use readings [particularly “Dollars and Diplomas” (Dudley), “When Work
Disappears” (Wilson), and “Over the Counter” (Leidner) – be sure to cite the author of the reading] and course
concepts to talk about what the economic trends in your analysis mean for
different individuals, for families, for communities, and for the US. Use the
readings to make and support points about your findings. How do your findings
reflect, build on, or contrast with what you’ve read about in your readings and
heard about in lecture? This section
should be at least one page in
length. The purpose of this section is to discuss the implications
(consequences) of the trends your study found.
Your write-up must be at least 2 pages long but should not exceed 3 pages. I want you to think about (in written form) the larger course concepts and
readings (i.e., “the literature”) we’ve talked about and the implications of
the recent economic shift. Your grade
will be based on your ability to make connections between your data and course
concepts/readings. You are using your
sociological imagination to link the micro level (what’s going on in the Wausau
area and in individuals’ lives) and the macro level (larger trends in the
global economy).
A
note on formatting: I
will deduct points for not formatting the paper properly (specifically, 12 pt.
font, 1 inch margins, and double spacing).
See syllabus.
In addition, you must include a “Works Cited” page
(see the last page, “Citing Sources”, of this syllabus). Remember that, in this bibliography, you
must list individually all of the chapters from Mapping that you cite in your paper. You should note that all of the course packet readings that I’ve
given you are from the 1996 edition
of Mapping, while the edition we are
using now is the 2002 version now published by McGraw-Hill (Boston, MA). Be sure to include the correct date and
publisher information in your bibliography.
The earlier editions were published by a different publisher (Mayfield
Press out of Mountain View, CA).
Late
papers will lose 5 points for each business day they are late.
PLEASE
TURN IN TWO COPIES OF YOUR PAPER!
Essay on Race, Class and Gender in American Schools
Due date:
4/29
Total points: 75
Overview and Purpose: In this assignment, you will write a 4-5 pg.
essay on the influence of race, class and gender on education in US
schools. In the essay, you will address
the questions below, using as the basis for your answer the course readings on
race, class, the economy, power, and education (see syllabus). Jonathan Kozol’s book, Savage Inequalities, should be integral to your essay but you are expected to incorporate other course
readings as well. This exercise
requires that students review a body of sociological research (in this case,
course readings and ideas), select pertinent parts of this literature, and
synthesize these different strands to address a specific research question.
Research Questions (you must answer both):
1. Describe
and discuss the specific
institutional practices in schools that shape the educational
experiences of American students on the basis of race, class (privilege), and
gender. That is, how do school
practices and structures create different educational opportunities and
experiences for students of different races, classes and sexes? Support your answer with examples and
quotes.
2. In
an era of deindustrialization and growth in low-paid service sector employment,
what are the consequences of this education system for 1) low
income students, 2) middle and upper income students, 3) female students, and
4) American society overall? That is,
what does the future look like for these different groups of students once they
leave the school system, given the experiences you described in answering the
first question? This section of the paper,
perhaps included in your conclusion, should be no longer than one page in
length.
Be sure to answer
each of these questions in your essay.
And be sure to answer each part. You are advised to use your readings (“the
sociological literature”) as thoroughly
as possible, using examples, quotes, and ideas from them. You are encouraged to use personal
experiences in your essay if you wish.
Citing Sources: When you use other authors’ ideas or when
you quote them directly, be sure to cite them appropriately within the text of
your paper. Since Mapping… is an edited book, you will cite the author of the specific reading, not Ferguson (see front
page of “Citing Sources” later in this syllabus for guidelines).
You
must include a “Works Cited” (i.e., bibliography) page (not included in page
limits). For bibliography guidelines,
see the back of the “Citing Sources” page (later in this syllabus). Specifically, consult the example for
listing books (such as Kozol’s) and chapters from edited books (such as the
chapters from Mapping…).
Grading: Grading will be based on the richness of
detail, depth of the argument, use of multiple
course sources (particularly readings) and the writer’s ability to tie main
points into the essay’s overall questions with strong topic sentences.
Late
papers will lose 5 points for each business day they are
late.
A
note on formatting: I
will deduct points for not formatting the paper properly (specifically, 12 pt.
font, 1 inch margins, and double spacing).
PLEASE TURN IN TWO COPIES OF YOUR PAPER!
Citing Sources
The research paper written for this course must
draw on and appropriately cite sociological sources, including readings from
the course and/or outside sources. The
idea behind all citation formats is simple:
you want your readesr to be able to see, and then find on their own,
the sources you used to write your paper.
So, at the end of your paper (in your “Works Cited” page), you will list
all of the sources that you use directly.
Then, within the text or body of the paper, you will refer to those
sources (by the name of the author) so that the reader knows where to look (in
your Works Cited page) for the full citation, that is, for the complete
information about the source.
I require that you use the MLA format for
both. This involves using a certain
format for 1) within text citations, and 2) a Works Cited page. Here is a quick rundown of the format for
both. You are strongly encouraged to
use The New St. Martin’s Handbook as
a guide (it is sold at the bookstore and a required purchase for English
courses).
1. Within-text citation format:
Whenever using a source’s ideas, you must cite the
source. This is typically done by
including the last name of the author/s either within the sentence (such as
example A) or at the end of the sentence (such as example B). When quoting an author, the page number must
also appear (for web sources and sources obtained using a computerized library
database [i.e., Ebscohost] you will not have real page numbers; instead give the number of the paragraph in which the quote
appeared).
Example A:
Mickelson
and Smith noted that schools remain largely segregated.
Or
Evans
noted that, “women were a distinct minority within SSOC” (45).
Example B:
“Women
were a distinct minority within SSOC” (Evans 45).
When citing sources from an edited book (that is, a
book in which chapters are written by different authors), cite the author of the chapter.
Quotes longer than two lines should use a different
format. They should be indented and
single-spaced. Quotation marks are not
used. Be sure to cite the author at the
end of the quote, as you would above.
2.
Works Cited page:
Here’s a rundown of the format for the most
commonly used types of sources. Consult
the handbook for the citation format for less common kinds of sources. Note that you may use italics in place of
the underline for book/magazine/journal titles. However, all chapter and
article titles should be encapsulated by quotation marks. Sources should be listed in alphabetical
order by authors’ last names.
All citation formats share common elements: name of author/s, date,
title, city of publication, publisher.
EVERY
SOURCE THAT YOU LIST IN YOUR “WORKS CITED” PAGE MUST BE CITED IN YOUR PAPER.
1.
Books with one author:
Evans, Sara.
Personal Politics. New
York: Vintage Books, 1979.
2.
Books with more than one author:
Appleby, Joyce, Lynn Hunt, and Margaret Jacob. Telling the Truth about History. New York: Norton,
1994.
3.
Chapter in an edited book:
Gaines, Donna.
“Teenage Wasteland.” Mapping
the Social Landscape. Ed. Susan
Ferguson. Mountain View, CA: Mayfield Publishing, 1999. 7-20.