INTRODUCTION TO SOCIOLOGY Tufts University Sociology 1 … · · 2016-08-16INTRODUCTION TO SOCIOLOGY Tufts University Sociology 1 Fall 2016 ... Sociology is the systematic study

INTRODUCTION TO SOCIOLOGY

Tufts University Sociology 1 Fall 2016

Professor: Dr. Helen B. Marrow Email: [email protected] Phone: 617-627-2140 Office: Eaton Hall 112 (in the basement) Office hours: Th 12-2pm (a weekly signup sheet is posted on my office door) Course time: Tuesdays/Thursdays 3:00-4:15pm (J/J+ Block) Course location: Eaton 201 Prerequisites: None Course TA: Rebecca Tapscott, PhD Candidate, Fletcher School [email protected]

Course Description Sociology is the systematic study of human social behavior. Sociologists examine not only how social structures shape our daily interactions, but also how society constructs social categories and cultural meanings. While there is no way that a single semester can expose you to the entire discipline of sociology, this course will introduce you to the major theoretical perspectives, concepts, and methodologies used in contemporary sociology to observe and analyze interaction in large and small groups. For instance, we will examine important issues such as how societies maintain social control, set up stratification systems based on race, class and gender, and regulate daily life through institutions such as families, education, and labor markets.

The single overarching purpose of this course is to make you more interested in and critical of the world around you. A secondary purpose is to inspire you to take more sociology courses while you are here at Tufts, so you can focus on some of the specific sociological topics you like most in greater depth. Ones that we will cover (in order) include culture and media; socialization; networks and organizations; crime and deviance; social class, race, gender, and health inequalities; family; education; politics and authority; and work. Course Objectives In keeping with the learning objectives outlined by the Department of Sociology, the primary objectives for this course are that all students:

• Become broadly familiar with the basic theories, concepts, and methodologies in the discipline of Sociology

• Develop an ability to examine social structures analytically, critically, and comparatively; and to examine how social structures, categories, and meanings shape people’s social positions and organize people’s daily lives

• Develop and hone critical your thinking skills by reading and discussing original research published by sociologists

• Cultivate your critical writing skills through a take-home video assignment, personal reading logs responding to the assigned readings, and short essay questions included on in-class exams

Cross-Listing for American Studies Course Credit While Sociology is not limited in its focus to the United States, I do happen to teach this particular version of Introductory Sociology with a primary focus on the United States. As such, this course now counts as an American Studies foundation course. For students interested in pursuing an American Studies concentration, this course will support your exploration of how and why societies set up stratification systems based on race, class, gender and other variables, as well as how economic, social, and political distinctions shape key social institutions (e.g., family, education, labor markets). Most writing assignments already focus on the United States, but to the degree you are able, please orient writing to the American experience to supplement your study.

Course Format This is an introductory course, broken down into two 75-minute classes per week. Each class will involve some combination of lecture presentation, discussion of the readings, in-class activities, and the occasional video and multimedia presentation. Assignments include two in-class exams (a midterm and a final); 5 4-page personal reading logs; and two short (one individual, one group) applied writing assignments.

Course Website on Trunk / Keeping Your Email Address Current Your very first responsibility for this course is to visit our course website on Trunk (http://trunk.tufts.edu) and browse the content areas. If you do not check your Tufts University email account very regularly, be sure that you are having its mail forwarded to an account that you do. I will periodically send messages to your email address not only via regular email but also via the “Mailtool” and “Messages” features on the Trunk course website, and I will always assume that you receive them. Other students may also try to contact you via Trunk or your Tufts email account, and it is not their fault if they cannot reach you. Note: All students who register for the course via SIS will be automatically granted access to our course website on Trunk by a Tufts system administrator. Access is updated daily through the first four weeks of the semester; therefore, you should not need to contact me personally to obtain access to the course website. Course Textbooks The following 4 required textbooks can be purchased in the Tufts University Bookstore or in used form online or at used bookstores. Copies of each have also been placed on reserve in the Tisch library; if you access them there, just be sure to plan in advance, since demand for them may run high at times they are assigned. You are even welcome to access the Ferguson reader there and photocopy its assigned chapters as you see fit: 1. Ferguson, Susan (Ed.). 2012. Mapping the Social Landscape: Readings in Sociology [7th Ed.].

Boston: McGraw Hill. *Note: Make sure to purchase the correct edition of this text, since some readings in it change with the publication of each new edition.

2. Venkatesh, Sudhir. 2008. Gang Leader for a Day: A Rogue Sociologist Takes to the Streets.

New York: Penguin Books. 3. Lareau, Annette. 2011. Unequal Childhoods: Class, Race, and Family Life [2nd Ed.].

Berkeley: University of California Press.

*Note: Make sure to purchase the correct edition of this text, since the first edition from 2003 does not have the follow-up study chapter.

4. Dr. Seuss. 1961. The Sneetches and Other Stories. New York: Random House. Course Evaluation 1) 5 4-page, double-spaced Personal Reading Logs (20 pts each=100 pts total) 20% 2) Class Participation (this includes ungraded pop-quizzes & in-class activities) 10% 3) Take-Home Video Assignment (3 pages, double spaced) 15% 4) Thanksgiving Group Assignment (4 pages, double spaced + fieldnotes) 10% 5) In-Class Midterm 20% 6) In-Class Final Exam (will include a longer essay on Unequal Childhoods) 25% TOTAL: 100%

Calculating Grades Each of your assignment grades will be assigned based on the following scale. To calculate your final course grade, all of the points that you have earned on each assignment will be tallied into a grand total, and weighted accordingly:

A+ 98-100 C 74-76 A 94-97 C- 70-73 A- 90-93 D+ 67-69 B+ 87-89 D 64-66 B 84-86 D- 60-63 B- 80-83 F 0-59 C+ 77-79

1) 5 Personal Reading Logs: These are 4-page (no more, no less) responses to the assigned readings listed for that class day (each one should be double-spaced, written in Times New Roman 12-point font, paginated, with your name clearly printed at the top of the first page). In other words, if I want to submit a log on the second class date on Thursday, September 8, I would need to submit 4 pages of double-spaced material responding to the selections by either C. Wright Mills and/or Donna Gaines, since those are the two readings that are assigned for that class day. Observe the page limits; no written material after the fourth page will be considered. In this assignment, the primary goal is for you to provide your own reflections and thoughts on the assigned readings for that day before we have a chance to engage and discuss them as a group. Do remember, however, that because these are graded, formal responses, too, I want something more than simply a personal opinion. In other words, think of these as “elevated” personal logs and situated reflections on the readings. Formalize your reflections and reactions using the sociological concepts and information you have been learning, to the extent that you can. As you progress through the course, you are welcome to draw connections from later readings back to earlier concepts and responses within your logs. Above all, remember this is your place to shine. What catches your eye in one or more of these assigned readings? What strikes you the most when reading them? How do they move you, both intellectually and emotionally? Do you agree or disagree, and why? What is sociologically relevant here? Consider the Helpful Hints on Reading (see below) as you go. I have also put a copy of my grading rubric some examples of A+ model logs from past students up on Trunk (under ResourcesàAssignments) to guide you. Remember that those models were only 1pp single spaced; you are writing fewer but longer logs this year, at 4-pages doubled spaced each. All students may decide for yourselves which 5 days/sets of assigned readings you would like to submit personal reading logs for, and you are responsible for making sure you complete them by the end of the course. Logs may be submitted electronically as an attachment prior to the beginning of the corresponding class via the Assignments Tool on Trunk, where the TA will then access and grade them; no logs will be accepted after the start of the corresponding class day, so get them in on time to avoid having to write another one. Logs will be graded along a 20-point continuum in accordance with the Personal Log Grading Rubric and returned to you on a rolling basis, such that your final grade (i.e., the sum of all 5 logs) will correspond to the main 100-point grading scale above.

• Helpful Hints for Reading: Reading is essential to your comprehension and participation in class. Some questions to ponder as you consider each assigned reading include: What methodology is employed by the author? What is the central argument of

the selection? What claims are being made by the author? What are the strengths and weaknesses of the author’s argument? Does the author make suggestions or arguments with which you disagree (and if so, why)? How does the reading relate to specific concepts, topics, theories, or methods we have been discussing? How does it relate to current events or public opinion? Thinking about and answering these questions will help prepare you for class discussions and written assignments.

2) Regular Class Participation: I have found that this course works better in two 75-minute sessions than in three 50-minute ones. However, this means we have to work creatively to facilitate student involvement and get to the “meat” of the readings and concepts within a large lecture course. So, as participants in this process, I expect all of you to attend class regularly, work seriously, and be active participants in class discussions. In general, students should complete all assigned readings before the day that they are assigned, and bring them in to class. This semester, I will also use a few different activities inside of class to spur student discussion:

• One will be the “think-pair-share” method, in which I will frequently pose you a central question of interest, allow you to think about it first individually and then in pairs, before gathering back together to discuss your findings and questions as a group. Many of my questions will relate directly to your assigned reading material (perhaps the ones assigned for that class day, but perhaps also, if our lectures are trailing the syllabus, selections that were assigned a day or two prior, so have what is relevant on hand.)

• Another method will be to ask students who have written personal reading logs about the assigned readings for that class day to share some of their thoughts and findings with us as a group. This is a great way to showcase what you have been thinking about and learning as you reflect upon the readings and how they may intersect with your own personal experiences; it is also a good way to see what other students think and if they agree or disagree, or have similar or different reactions or experiences. (Keep in mind that disagreements and differences are fine—rather than signaling “right” or “wrong”, they usually offer us wonderful opportunities to see how we are often situated, as individuals, within different histories or contexts that can lead to very different experiences, interpretations, and views). Of course, regardless of whether you have written a log for that day or not, your fellow students and I are eager to hear and learn about what you are taking away from the readings, so come prepared!

• A third method will be giving you informal, ungraded “pop quizzes”—both as a way to

track your attendance on given days, as well as a way to provide you with models of sample true-false, multiple choice, or short answer exam questions that you can use for studying later.

• A final method will be showing multimedia clips or current events relevant to course

material, and discussing them. If you find a clip or current event you think is relevant to show, please email it to me. You will get participation credit for it.

3) Take-Home Video and 4) Thanksgiving Group Assignments Both of these assignments may be submitted electronically as attachments prior to the beginning of class on their due dates via the Assignments Tool on Trunk, where the TA and I will then grade them in accordance with the corresponding rubric. Unless you have been granted an extension, any assignment submitted after the start of class on that date will be docked one third

of a letter grade for each business day (M-F) that they are late (calculated in 24-hour increments). Saturdays and Sundays do not count. 5) The In-Class Midterm and 6) Final Exams: The midterm will cover only Part I of the course material (including video viewings), and the final exam will cover all of the course material (Parts I, II, and III, including all video viewings). Both in-class exams will be some combination of multiple-choice, true-false, and short answer questions. They will cover key aspects of lecture material, the assigned readings, in-class group discussions, and videos and multimedia presentations. The final exam will also have a longer essay question (2-3 pages) on Unequal Childhoods. Therefore, the best way to prepare for exams is to keep up-to-date on the information presented in all of the lectures and assigned readings, and to make sure that you know the employed research methods, central arguments being made, and strengths and weaknesses of each of the assigned readings.

• Important Exam Policies: While you are encouraged to study for these exams together, you must complete your own exams without consulting anyone else or bringing notes of any kind into the exam. Indeed, do not bring any materials related to the course, any cellphones, or any other devices into the exam room. Tufts’ Academic Integrity policies state that the mere “visibility” of such materials or devices by a course instructor will result in a low-level probationary sanction; their “use” will result in more. (I have served on the Committee for Student Life in the past and seen all kinds of disputes and misinterpretations arise, so take my advice and just leave everything behind; better to be safe than sorry. Also, be sure to visit the restroom before you arrive, as no regular bathroom breaks will be allowed for similar reasons.)

• Exam Review Sessions: I have scheduled two formal review sessions, one just before

the midterm and the other just before the final exam; they are noted in course schedule below. I will also make available to all students a set of “practice quiz questions” similar to those you will see on the midterm and final exams. Between these quiz questions, the .pdf copies of my powerpoint lectures available on the course website, your own notes from class lectures, and our in class-discussions of course material, assigned readings, and current events you should have ample material with which to review—even if you cannot attend the review sessions in person.

Getting Feedback: I am happy to meet with you to discuss the best ways to navigate your various writing assignments and preparation for the two exams. In the past, I have found it most helpful to discuss your ideas or drafts in person; therefore, I do not give feedback on your writing via email. Instead, please sign up for my usual office hours on my office door (112 Eaton) or contact me to make a face-to-face appointment, sooner rather than later. In the case that I am unavailable, I also encourage you to brainstorm your ideas with the TA, each other, or even to make use of the free studying, time management, writing, and even public speaking tutors at the Tufts’ Academic Resource Center (ARC) (http://ase.tufts.edu/arc). They are great!

Attendance, Participation, and Illness Policies No excuses! Your contract as a student enrolled in one of the leading universities in the world is to attend class regularly, work seriously, and be an active class participant. Each of these things helps us all by creating a dynamic course environment, and I will evaluate your performance accordingly. That said, I also regard you as adults who make your own choices. So:

• You Do Not Need to Ask My Permission for Missed Classes or Deadlines due to Minor Illnesses or Standard Outside Obligations: You do not need to ask my permission to miss a class, leave a class early if you have a scheduling conflict, submit an assignment late, or so forth. You do not even need to ask my permission for a minor or short-term illness, such as a cold or a weak flu. You should simply know and acknowledge that missing any class will obviously affect your in-class participation grade, especially if you miss a pop-quiz or in-class activity on that day. To compensate, you might plan to increase your participation on other class days and stay on top of any long-term written assignments. You might also find alternate ways of accessing the information you missed (e.g., you might wish to talk to one of your fellow students, review the relevant literature, see if other students will share their responses to the readings with you, access.pdf copies of any material I post on Trunk, etc.); coming to me and asking me to regurgitate to you what you missed is not appropriate. In general, you should not need extensions on any of the writing assignments for this course because of a minor or short-term illness, as you have been given enough advance notice on them that minor illness should not jeopardize your ability to complete them on time. However, do be very careful NOT to miss either of the two IN-CLASS EXAMS for a minor illness or other nonemergency. Exams are one of your highest priorities as college students, and I will not administer them again without penalty to students who do not have documentation of serious illnesses or unforeseeable and dire personal emergencies (definition below).

• You Do Need to Ask My Permission for Missed Classes/Deadlines/Exams due to Serious Illnesses or Emergencies: I care about you! If your illness is major or becomes more serious over time, or if you experience a major emergency, such that you have to miss several classes or your ability to work on a given assignment becomes compromised, please notify me of your situation immediately. In the case of serious illness, I will simply need some basic medical documentation of your situation from a medical provider (such as a “Medical Note” from Tufts’ Health Service or similar, completed before or by the date of the exam; this will be required for any extensions to be granted for the midterm and final exams). While I do not usually grant extensions without penalty for written assignments in cases of “nonemergencies” (which I define as including family obligations, sports events, or alarm clocks that have failed to ring) or even in most cases of emergencies that do not involve you personally, I do grant extensions in situations that involve serious illness or dire personal emergency and warrant them. If you are unsure whether your situation counts as “serious”, run it by me. There is never any harm in asking, and you can’t get an extension unless you ask.

Policies on Work Submitted Early or Late I expect you to submit all assignments on time. This semester, most of your writing assignments can be submitted electronically early or late via the Assignments Tool on Trunk. However, if you need to, you can also always submit any assignment in hardcopy to the Sociology department office staff (Eaton 102B, which is normally open 9AM-5PM M-F), carefully marked with your full name, the name of the assignment, my name (Professor Helen Marrow), and the name of the course (Sociology 190). Ask the staff to time-and-date stamp it for you.

Most late work will be docked one third of a letter grade for each business day (M-F) that it is late (calculated in 24-hour increments). Saturdays and Sundays do not count. The exception is the 5 personal reading logs; as mentioned above, no personal reading logs will be accepted after the start of the corresponding class. The TA will inform you if you must write another one instead. Miscellaneous Stuff Technology: Laptops, cell phones, and whatever else you have that beeps/rings/sings should be turned off during class. Why? Because it’s distracting to me and your fellow students. Because it creates a more engaged class environment. And because more and more research is showing that it lowers your grades, not to mention your learning. Of course, if you need tech to do a class presentation or for any other special reason, talk to me and we can make a specific exception. Academic Integrity: Cheating, fabrication, plagiarism, academic misconduct, dishonesty, or misuse of computing resources will not be tolerated. All such incidents will be reported directly to the Dean of Student Affairs Office to be vigorously pursued in accordance with Tufts University’s Code of Conduct on Academic Integrity. A guide to these policies is available online at http://students.tufts.edu/student-affairs/student-life-policies/code-conduct and http://students.tufts.edu/student-affairs/student-life-policies/academic-integrity-policy. It is every student’s responsibility to become familiar with these standards. Claims of ignorance, accidental error, or of academic/personal pressures do not justify violations of academic integrity. Religious Observances: I have done my best to take religious observances into account in the planning of this course; no exams or take-home assignment due dates are scheduled to fall on any of the major holy days that occur during the semester. I may, however, have missed something. If so, please let me know two weeks in advance so we can make alternative arrangements if necessary. Video Viewings: All videos for have been digitized by Tisch Media Library, which is located on the 3rd floor of Tisch Library. Links to them have been provided through the Trunk course website, so you can always view them there digitally even if you miss a viewing in class. You can also check any assigned video out from the first floor of Tisch Library in person. Student Accessibility: Tufts University values the diversity of our students, staff, and faculty, recognizing the important contribution each student makes to our unique community. Students with disabilities are assured that the Student Accessibility Services (SAS) office will work with each student individually to ensure access to all aspects of student life. Tufts is committed to providing equal access and support to all students through the provision of reasonable accommodations so that each student may access their curricula and achieve their personal and academic potential. If you have a disability that requires reasonable accommodations, please contact the Student Accessibility Services office directly at [email protected] or 617-627-4539 to make an appointment with an SAS representative to determine appropriate accommodations. SAS will then be in touch with me and your pother course instructors as needed. Please be aware that accommodations cannot be enacted retroactively, making timeliness a critical aspect for their provision. Additional Help: If you are having trouble in this course, please come see me sooner rather than later. Sooner: There is a chance we can work together to make things better. Later: There is an excellent chance that you will be stuck with a lower grade than you would like.

In this or any of your courses, if you ever want additional help in comprehending lecture or assigned reading material, studying for in-class exams, or writing your written assignments, free tutors are available to help improve your writing, public speaking, and time management skills at Tufts’ Academic Resource Center (ARC) (http://ase.tufts.edu/arc). I strongly encourage you to make use of this resource. Learning how to navigate ARC early on in your Tufts career can provide huge benefits down the road. Finally, if there are any other issues in your life that are not going well or that are otherwise affecting your performance in this course and elsewhere, there are a range of people and resources at Tufts designed to help you. You might try contacting your advisor, your Associate Dean, one of the College Transition Advisors, or the Dean of Student Affairs (see http://students.tufts.edu/academic-advice-and-support/academic-advising/meet-your-advising-team). Or you might seek help for managing stress and other health-related concerns at the Tufts University Counseling and Mental Health Service (http://ase.tufts.edu/counseling/). Ask me for assistance identifying places and people you might need. I am here to support you. Most of all, don’t be afraid to seek help. Whether you want improve your performance academically, socially, or emotionally, seeking out support to take care of yourself is critical. You are a budding sociologist, after all – one who is (I hope!) learning that no one goes it alone, and that complex support systems lie beneath every person’s “individual” success.

Course Schedule Part I: The Sociological Perspective: Tools of the Discipline

CLASS DATE

IN-CLASS PLAN

*** READING ASSIGNMENTS (to be completed before class begins)

*** IMPORTANT DUE DATES

Class 1 Tues. Sept. 6

Overview of the Syllabus and Course Course Requirements Reading Assignments: None – just show up! In-class Video Viewing: It’s a Mall World (2001) (47 min.) (if you enroll in the course

late or miss this video viewing for whatever reason, this video is also available for online video streaming via the Trunk course website, under “Resources”, or you can check it out directly from the first floor of Tisch Library)

Class 2 Thurs. Sept. 8

What is Sociology? The Sociological Imagination Reading Assignments: This syllabus—in its entirety! Ferguson, #1: C. Wright Mills, “The Promise” (in case you enroll in the course late, this

is also available on the Trunk course website, under “Resources”) Ferguson, #2: Donna Gaines, “Teenage Wasteland: Suburbia’s Dead-End Kids” (ditto)


Modern Sociological Theories Functionalism vs. Conflict Theory in inequality and crime

Reading Assignments: Ferguson, #23: Kingsley Davis and Wilbert E. Moore with a response by Melvin Tumin,

“Some Principles of Stratification” Venkatesh, Sudhir. 2008. Gang Leader for a Day: A Rogue Sociologist Takes to the

Streets, Chs. 1 and 2 [pp. 1-66]


Modern Sociological Theories, cntd. Symbolic Interactionism in toy shopping, situations of violent threat, and

men’s clothing styles Reading Assignments: Ferguson, #19: Christine L. Williams. “Shopping as Symbolic Interaction: Race, Class,

and Gender in a Toy Store” Anderson, Elijah. “The Code of the Streets” Pp. 79-90 in Mapping the Social Landscape

[4th Ed., 2004], edited by Susan Ferguson. Boston: McGraw Hill. (Trunk) Crane, Diana. 2000. “Men’s Clothing and the Construction of Masculine Identities.” Pp.

171-201 in Fashion and Its Social Agendas: Class, Gender, and Identity in Clothing. Chicago, IL: University of Chicago Press. (Trunk)


Research Methods Operationalization Social Experimentation

Reading Assignments on Social Experimentation: Ferguson, #8: Craig Haney et al., “Interpersonal Dynamics in a Simulated Prison” Pager, Devah, Bruce Western, and Bart Bonikowski. 2010. “Discrimination in a Low-

Wage Labor Market: A Field Experiment.” American Sociological Review 74(5): 777-799. (Trunk)

Homework Exercise #1 DUE TODAY: Please take the Class Profile Poll online via the Trunk course website – by clicking on “Polls” in the left sidebar and answering each of the questions listed – anytime before class today. **You are welcome to ask your parents or other family members for their input, since several questions pertain directly to them. All questions are voluntary and optional. That is, you do not have to answer any questions you don’t feel comfortable answering, though whatever information you provide will be helpful to our analysis later on. I will use the poll results to gain a better sense of who you are as a group and how you will relate to the various topics we will cover in this course. I will also present some of the results anonymously (in aggregate form only) during the second and third sections of the course, to give you a better sense of how our individual and collective experiences as a class compare with patterns in U.S. society that we are learning about in the aggregate.


Research Methods, cntd. Operationalization In-depth Interviews

Reading and Viewing Assignments: Roth, Wendy D. 2010. “Racial Mismatch: The Divergence Between Form and Function

in Data for Monitoring Racial Discrimination of Hispanics.” Social Science Quarterly 91(5): 1288-1311. (Trunk)

View “Episode 487: The Trouble With The Poverty Line.” 2013. NPR (September 20). (Trunk).


Research Methods, cntd. Ethnomethodology Surveys

Culture and Media Reading Assignments on Culture and Media: England, Paula and Reuben J. Thomas. “The Decline of the Date and the Rise of the

College Hook Up.” Pp. 69-77 in Mapping the Social Landscape [6th Ed., 2010], edited by Susan Ferguson. Boston: McGraw Hill. (Trunk)

Aronowitz, Nona Willis. 2016. “How Working-class Students get Cockblocked from Hookup Culture.” Fusion.net (May 16). Available at: http://fusion.net/story/307947/working-class-students-hookup-culture-campus/

Sabeen Sandhu, “Instant Karma: The Commercialization of Asian Indian Culture.” Pp. 78-87 in Mapping the Social Landscape [6th Ed., 2010], edited by Susan Ferguson. Boston: McGraw Hill. (Trunk)

Williams, Alex. 2011. “Quality Time, Redefined.” New York Times (April 29). (Trunk) In-class: Breaching Experiments


Culture and Media, cntd. Socialization Reading Assignments on Socialization (don’t worry, the 3 news articles are short): Maglaty, Jeanne. 2011. “When Did Girls Start Wearing Pink?” Smithsonian.com (April

8). (Trunk) Ferguson, #28: Betsy Lucal, “‘What It Means to Be a Gendered Me: Life on the

Boundaries of a Dichotomous Gender System” Paramaguru, Kharunya. 2013. “Boy, Girl, or Intersex: Germany Adjusts to a Third

Option at Birth.” Time (November 12). (Trunk) Daily Mail Reporter. 2011. “Are these the most PC parents in the world? The couple

raising a 'genderless baby'... to protect his (or her) right to choice.” Daily Mail Reporter (May 25). (Trunk)

Ferguson, #13: Emily W. Kane, “‘No Way My Kids are Going to Be Like That!’: Parents’ Responses to Children’s Gender Nonconformity”

Take-Home Video Assignment Distributed

Class 9 Mon. Oct. 3- Tues. Oct. 4 Tues. Oct. 4

Socialization, cnt’d. Rosh Hashanah (Jewish) Reading Assignments on Socialization: Khan, Shamus. 2015. “Not Born This Way.” Aeon (July 23). (Trunk) Ferguson, #15: Robert Granfield, “Making It By Faking It: Working-Class Students in

an Elite Academic Environment” Ferguson, #16: Gwynne Dyer, “Anybody’s Son Will Do”

Class 10 Thurs. Oct. 6 Fri., Oct. 7 Extra Office Hours 2-4pm

Some More Classic and Modern Sociological Theorists Resocialization Reading Assignments on Social Groups, Networks, and Organizations: Ferguson, #18: Patricia A. Adler and Peter Adler. “Peer Power: Clique Dynamics

among School Children” Venkatesh, Sudhir. 2008. Gang Leader for a Day: A Rogue Sociologist Takes to the

Streets, Chs. 3 and 4 [pp. 67-144] In addition to my regular office hours (Thursdays, 12-2pm), I have scheduled some extra

office hours on Friday in preparation for your take-home video assignment deadline next week. You may sign up for any available slot on my office door.

Class 11 Tues. Oct. 11

Social Groups, Networks, and Organizations Reading Assignments on Social Control and Deviance: David L. Rosenhan. “On Being Sane in Insane Places.” Pp. 197-206 in Mapping the

Social Landscape [6th Ed., 2010], edited by Susan Ferguson. Boston: McGraw Hill. (Trunk)

Ferguson, #20: Penelope A. McLorg and Diane E. Taub, “Anorexia Nervosa and Bulimia: The Development of Deviant Identities”

Rios, Victor. 2011. “The Labeling Hype: Coming of Age in an Era of Mass Incarceration.” Chapter 3 [pp. 43-73] in Punished: Policing the Lives of Black and Latino Boys. New York: New York University Press. (Trunk)

Part II: Social Stratification and Social Inequalities

CLASS DATE

IN-CLASS PLAN



Class 12 Thurs. Oct. 13

Social Control and Deviance Reading Assignments (looking ahead to Class and Income Inequality): Ferguson, #24: G. William Domhoff, “Who Rules America: The Corporate Community

and the Upper Class” Ferguson, #51: Mitchell L. Stevens, “How College Admissions at Elite Schools

Reinforce Social Class” In-class: Pass around Mid-term Course Evaluations for students to fill out Take-Home Video Assignment due electronically via the Assignments Tool on Trunk no later than 3:00pm.

Class 13 Mon.-Tues. Oct. 17-18 Tues. Oct. 18 Midterm Review Session 9:30-10:30pm tonight Eaton 201

Class and Income Inequality Sukkot (Jewish) Reading Assignments (looking ahead to Class and Income Inequality): Lareau, Annette. Unequal Childhoods: Class, Race, and Family Life, Chs. 1-3 [pp. 1-

65] Hout, Michael. 2008. “How Class Works: Objective and Subjective Aspects of Class

Since the 1970s.” Chapter 1 (pp. 25-64) in Social Class: How Does it Work?, edited by Annette Lareau and Dalton Conley. New York: Russell Sage. (Trunk)

Semuels, Ana. 2016. “Poor at 20, Poor for Life.” The Atlantic (July 14). (Trunk) In-class video viewing: People Like Us: Social Class in America (2001) (first 75 min.)


In-class Midterm (covering only material from Part I of the syllabus – i.e., everything up through readings and lectures on Deviance and Social Control) (This midterm is not designed to take the full 75 minute class session, and even students who qualify for extended time tend to finish. However, if you qualify for extended time, contact me beforehand to arrange for extra time beforehand or right afterwards.)

Class 15 Tues. Oct. 25 Tues. Oct. 25

Class and Income Inequality, cntd Simchat Torah (Jewish) Reading and Viewing Assignments: View the remainder (People Like Us: Social Class in America (2001) (additional 51

min.) (Trunk) View Part 1 (i.e., DVD #1: The Difference Between Us) of Race: The Power of an

Illusion (2002) (56 min.) (Trunk) Dr. Seuss. 1961. “The Sneetches.” Pp. 1-25 in The Sneetches and Other Stories. New

York: Random House. Homework Exercise #2 DUE TODAY: Just for fun, take the “What is your social class?” quiz at http://www.csmonitor.com/USA/Society/2013/1017/What-is-your-social-class-Take-our-quiz-to-find-out/dream-vehicle (the link is also available via Trunk). Generate your final social class category (at least according to this source) and then read through the various explanations of how each question indicates or relates to social class. Whether you agree or disagree, think of each type of question as a different “operationalization” (i.e., way to measure) social class. Come to class today prepared to discuss these questions and rationales. (You do not have to share your own result if you do not want to, but I bet you’ll find the questions interesting and provocative!) In-class: Discuss Homework Exercise #3


Racial and Ethnic Inequality Reading Assignments: Bonilla-Silva, Eduardo. “‘New Racism,’ Color-Blind Racism, and the Future of

Whiteness in America.” Pp. 345-61 in Mapping the Social Landscape [6th Ed., 2010], edited by Susan Ferguson. Boston: McGraw Hill. (Trunk)

Ferguson, #33, Katherine M. Flower Kim, “Out of Sorts: Adoption and (Un)Desirable Children”

Clement, Scott. 2015. “Millenials are Just as Racist as Their Parents.” Washington Post Wonkblog (June 23). (Trunk)

Lee, Jennifer. 2013. “From Unassimilable to Exceptional.” Society Pages (August 27). (Trunk)

Class 17 Tues. Nov. 1

Gender Inequality Reading Assignments: Ferguson, #42, Adia Harvey Wingfield, “Racializing the Glass Escalator: Reconsidering

Men’s Experiences with Women’s Work” Ronen, Shelly. 2010. “Grinding on the Dance Floor: Gendered Scripts and Sexualized

Dancing at College Parties.” Gender & Society 24(3): 355-77. (Trunk) In-class: Mapping gender inequality in students’ evaluations of professors

Class 18 Thurs. Nov. 3

Health Inequality Reading Assignment: Portes, Alejandro, Donald W. Light, and Patricia Fernández-Kelly. 2009. “The U.S.

Health System and Immigration: An Institutional Interpretation.” Sociological Forum 24(3): 487-514. (Trunk)

Part III: Social Institutions

CLASS DATE

IN-CLASS PLAN



NO CLASS Tues. Nov. 8

Substitute Friday’s Schedule on Tuesday Day


Family Reading and Viewing Assignments: Lareau, Annette. Unequal Childhoods: Class, Race, and Family Life, Chapters 4-5 [pp.

66-104] and Chapter 8 [pp. 165-181] Tavernise, Sabrina. 2011. “Adoptions by Gay Couples Rise, Despite Barriers.” New York

Times (June 13). (Trunk) View Daddy & Papa (2002) (57 min.) before coming to class (Trunk)


Family, cntd. Reading Assignments: Ferguson, #43: Arlie Hochschild, “The Time Bind: When Work Becomes Home and

Home Becomes Work” Ferguson, #54: Kathryn Edin and Maria Kefalas, “Unmarried with Children” Marche, Stephen. 2013. “The Case for Filth”. New York Times (December 7). (Trunk) Thanksgiving Group Assignment Distributed (and assign students into groups of 5)


Family, cntd. Reading Assignments: Lareau, Annette. Unequal Childhoods: Class, Race, and Family Life, Chapters 9-12

[pp. 182-258] Gibbs, Nancy. 2009. “The Growing Backlash Against Overparenting.” Time (November

20). (Trunk) Hartnett, Kevin. 2011. “The Perils of Parenting Style.” The Pennsylvania Gazette

(September/October): 53-58. (Trunk) Druckerman, Pamela. 2012. “Why French Parents are Superior.” Wall Street Journal

(February 4) (Trunk) June, Laura. 2016. “The Real Reason You’ll Never Be Able to Parent Like a French

Mom.” The Cut (June 30). (Trunk)

Class 22 Tues. Nov. 22 *Thanksgiving Break does not begin until tomorrow. You *ARE* expected to attend class today.

Education Reading Assignments: Ferguson, #50: Mary Crow Dog and Richard Erdoes, “Civilize Them with a Stick.” Lareau, Annette. Unequal Childhoods: Class, Race, and Family Life, Chapter 13 [pp.

259-311] and Chapter 15 [pp. 333-341] Kumar Warikoo, Natasha. 2013. “Who Gets Admitted to College?” Los Angeles Times

(June 20). (Trunk) Homework Exercise #3: There are two parts to this exercise due today:

(1) First, what comes immediately to mind when you hear the word “bureaucracy”? Write down a brief list of the first words, ideas, or images that come to mind for you when you hear this term and bring them to class today and Thursday. Are they negative, neutral, positive, what? What are prominent examples of bureaucracies that you can think of? A few ideas or examples is fine. And don’t be afraid to be honest – there is no right answer here. This is just an exercise to try to figure out what you and your fellow students’ most immediate connotations and thoughts about the term might be.

(2) Second, list something you would never, ever do. I don’t care what it is specifically; I only care that it is something you truly believe you would never, ever do – no matter what the circumstance, situation, or external pressure. Why wouldn’t you do this thing?

In-class: Discuss Homework Exercise #3

Happy Thanksgiving!


Education, ctnd. Politics and Authority Reading and Viewing Assignments: Jaschik, Scott. 2011. “'Academically Adrift'.” Inside Higher Ed (January 18). (Trunk) Vedder, Richard. 2011. “Academically Adrift: A Must-Read.” The Chronicle of Higher

Education (January 20). (Trunk) View Obedience (1977) (45 min.) (Trunk) View Basic Instincts – Disc 5: The Milgram Experiment Revisited (2007) (35 min.)

(Trunk) In-class: (Informal) Reports on your Thanksgiving Group Assignment Observations

Class 24 Thurs. Dec. 1

Politics and Authority, cntd. Reading Assignments: Venkatesh, Sudhir. 2008. Gang Leader for a Day: A Rogue Sociologist Takes to the

Streets, Ch. 5 [pp. 145-84] Ferguson, #36: Richard J. Zweigenhaft and G. William Domhoff, “The Ironies of

Diversity” Wolfson, Matthew. 2014. “America’s White-Collar Congress: Factory and Retail

Workers Don’t Get Elected—and That Matters, says Nicholas Carnes.” Boston Globe, Q&A (January 12). (Trunk)

Class 25 Tues. Dec. 6

Economy and Work Reading Assignments: Ferguson, #44: Max Weber, “The Protestant Ethic and the Spirit of Capitalism” Thanksgiving Group Assignment due electronically via the Assignments Tool on Trunk no later than 3:00pm.

Class 26 Thurs. Dec. 8

Economy and Work, cntd. Course Summary – and that’s a wrap! Reading Assignments: Ferguson, #41: Robin Leidner, “Over the Counter: McDonald’s” Venkatesh, Sudhir. 2008. Gang Leader for a Day: A Rogue Sociologist Takes to the

Streets, Ch. 6 [pp. 185-218] Krupka, Zoe. 2015. “No, it’s Not You: Why ‘Wellness’ isn’t the Answer to Overwork.”

The Conversation (May 25). (Trunk) Homework -- Final Course Evaluations: Please complete a final evaluation of this course online through ISIS. It shouldn’t take you more than 10 minutes, and I really value your positive as well as transformative feedback—thank you!)

Mon. Dec. 12 Classes end Tues.-Wed. Dec. 13-14 Reading Period Thurs.-Thurs. Dec. 15-22 Final Examinations

Exam Review Session Tues., Dec. 13 1:00-2:00pm Eaton 201

Exam Mon., Dec 19 7:00-9:00pm (7:00-10:00pm for students who qualify for extended time) Classroom site tba

Final Exam (covering all course material from Parts I, II, and III, and including one longer essay on Unequal Childhoods)

Documents

INTRODUCTION TO SOCIOLOGY Tufts University Sociology 1 … · · 2016-08-16INTRODUCTION TO SOCIOLOGY Tufts University Sociology 1 Fall 2016 ... Sociology is the systematic study