Sociology 101:
Understanding Society
Fall 2009
|
Dr. Kristi McLeod Fondren |
Course Information |
|
Department of Anthropology and Sociology Office: LAB 438 Phone: 601-266-5333 Email: Kristi.Fondren@usm.edu |
Day/Time: MW 3:30-4:45pm Section: H004 Room: LAB 204 Office Hours: MW 1:00-3:00pm |
Goals and Objectives
Sociology
is a diverse social science that examines all aspects of human societies – from
childhood socialization to the workings of modern bureaucracies. During this course, students will be
introduced to many sociological concepts and their application to modern
society/social issues. At the conclusion
of the course, students will be able to:
·
demonstrate
knowledge of the methods, basic concepts, ideas, explanations, and methods of
sociology;
·
demonstrate
an understanding of contemporary social issues and concerns;
·
demonstrate
an awareness and understanding of the development and interrelationships of societies
from a global perspective;
·
better
analyze the world around them using critical thinking and reasoning skills from
a sociological perspective;
·
demonstrate
an understanding of the implications of diversity among individuals and within
and among social systems; and
·
be
able to communicate these objectives in written form.
Required Textbook
Anderson, Taylor, and Chasteen. 2008. Sociology 101: Understanding Society;
The framework for class lectures and discussions
is based on this custom edition textbook especially designed for students at
USM. This book comes with an online
Cengage component. Use of this resource
is not required; however, these materials may assist you with learning course
material. Lectures may also cover
material not found in the text. When
additional readings are required, the instructor will distribute them in class
or send them via e-mail before the lecture for which they are assigned.
Students’ Responsibilities
1.
Check
your e-mail account on a regular basis. Some assignments will be updated or announced
via e-mail. Therefore, you MUST provide
me with a valid e-mail address. You will
not be excused if you fail to keep up with the work because you cannot be
reached by e-mail.
2.
Attend class and study course material as a
participant and an observer.
3.
Prepare assignments and be prepared to participate
in class discussions and activities.
4.
Read and understand the assigned text.
5.
Ask questions about things not understood in the
text or class.
6.
Talk to the instructor about issues related to
progress in the course.
7.
Keep
all returned assignments for the duration of the semester.
Professor’s Responsibilities
1.
Maintain a classroom environment that is conducive
to learning.
2.
Show up to class on time and stay for the
duration, as is expected of students.
3.
Offer insight about sociological concepts that may
be unclear to students.
4.
Be available for students before/after class and
via e-mail.
Respect
for Other Students and Proper Classroom Conduct
Students are expected
to take personal responsibility for their conduct, to respect the rights of
others, and to have regard for the preservation of state and university
property, as well as the private property of others. Please note that
this class deals with subject matter – gender, sexuality, and race – that often
produces controversy. Given the
sensibility of such subject matter and our diverse viewpoints, I seek to create
a classroom atmosphere in which all students can participate responsibly and respectfully with one
another – including those whose views we do not share. Norms of civility and mutual respect must
govern our conversations if classroom exchanges throughout the semester are to
be fruitful. My goal is to keep
discussions intellectually focused, and to allow students to speak in a
respectful manner, doing so one at a time.
Your collaboration in the pursuit of this overall objective is
appreciated and required.
Proper classroom conduct entails one person speaking at a time and focused
attention on class discussions; inattention is cause for dismissal. Use of any electronic devices, other than
laptop computers, is prohibited…especially the use of cell phones. Failure to follow these guidelines may result
in your being asked to leave class.
Additionally, late arrivals or early departures distract everyone and
will not be tolerated. If rare
circumstances prevent you from arriving on time or remaining for the duration
of a class, speak with the instructor before that class. Note: Failure to follow these policies will
result in a deduction of points from your final grade.
Academic Misconduct
Academic misconduct includes, but is not limited
to, deceptive acts such as cheating, fabrication, falsification, multiple
submissions, plagiarism, or complicity.
Academic misconduct violates the code of student conduct and may be
grounds for probation, suspension, expulsion, or all three. Academic misconduct is taken seriously and
will be sanctioned appropriately. If you
have any questions concerning this policy, please visit the Student
Handbook website at http://www.usm.edu/union/downloads/handbook0708.pdf.
Special Services
The
Evaluation
of Student Performance
You are responsible for keeping track of your grade in this class. Final grades will be determined by dividing the
total number of points earned by the total number of points possible. The resulting percentage will be converted
into a letter grade according to the following 10-point scale: 90-100=A; 80-89=B; 70-79=C; 60-69=D; 59 and
below=F.
Evaluation
of student performance is based on the following:
|
Examinations 1 and 2 Final Exam Written Assignments Class Participation/Attendance |
38% 19% 38% 5% |
Examinations (100
points each)
Three examinations will
be administered in this course. The
first two examinations will pertain to a particular unit of the course. The last exam in this course comes in the form
of a cumulative final exam. Examinations
will be comprised of definition, true/false, multiple choice, and/or short
answer questions designed to test your mastery of course readings and class
discussion, and your ability to synthesize the material and think critically
about it.
Written Assignments (50
points each)
There will be a total of four written assignments in this course. You may choose any four of the options
presented below. Papers are due at the
beginning of class as a hard copy or they will be considered late. You must also be in class for the entire
period. In other words, you cannot drop
your paper off and leave, nor can someone else turn your paper in for you. Assignments sent via e-mail will NOT
be accepted. I
encourage you to pay attention to the due dates of these assignments in relation
to assignments in this class, as well as those required in other classes. Manage your time wisely and do not put these
off until the end of the semester. A general grading rubric
for written assignments will be provided for your reference.
General Paper
Guidelines:
*Papers should be written in
12-font, Times New Roman style, have 1-inch margins, and be double-spaced. Each writing assignment
must be a minimum of 750 words.
*All sources
must be cited, even if you are using our textbook. Do not use Wikipedia or wiki-products as
sources. If you use an author's exact written or spoken words, you must
also identify the words by enclosing them with quotation marks or indenting the
quote on both sides of the margin (if it’s a longer quote). You MUST cite the source of the quotation
following APA, ASA, or MLA standards or this will be considered
plagiarism. You may prefer to paraphrase
someone's written or spoken words and this must also be cited. Quotation marks would not be necessary in
this case. For more information on the
consequences of plagiarizing, please see the syllabus, the student handbook, or
meet with me.
*Make sure your papers are organized and clearly written. Concentrate on an orderly presentation of
ideas and a smoothness of expression.
Don’t be too wordy or too long winded when conveying your ideas. Be as concise as possible.
Option #1: Breaching Experiment
Due: September
14
Social norms shape many facets of our life experience
– what we think, how we walk, and how we interact with others. Breaching involves going against social norms
such as taking a stuffed animal out to a restaurant and getting into an
argument with it, or talking to others on an elevator. The section in your book on ethnomethodology
may be helpful. For this exercise, you
are required to violate a cultural norm or to think back to a time in your past
when you did. You will need to describe
not only how you violated the cultural norm, but also others’ reactions to your
norm-breaking. Please be sure to also include
the following: How did the reactions of
others either reinforce or challenge the cultural system? What purpose do you think the norm serves? Note:
If you choose this option, you must have my approval before implementing
the experiment or you will receive a zero.
Option #2:
Men and Women’s Criminal Activity
Due:
September 21
Follow the daily newspaper or local news
reporting for one week paying careful attention to stories involving
criminal activity. Keep a daily log of
your findings. Use the following
questions to guide your paper: What
evidence of men’s and women’s crime do you see? What types of criminal activities are
committed by men? By women? What are the racial/ethnic categories of the
men? The women? What are the age groups of the men? Women?
What is the outcome (e.g., sentencing, punishment) for the men? The women?
Begin your paper by telling me the type of media you chose for this
project. Next, let the questions above
guide your description of men and women’s criminal activity. Conclude your paper by noting how your
anecdotal observations support, or perhaps do not support, the data on crime
reported in Chapter 6. Turn in your
daily log with your paper.
Option #3:
Gender Norm Violation
Due: October
7
Gender relations in society are complex,
variable, and deeply entrenched in society.
Gender shapes all facets of our experience – what we think, how we walk,
how we interact with others, and what opportunities are likely to be available
to us. For this exercise, you are required
to violate a gender norm or to think back to a time in your past when you
did. You will need to describe not only
how you violated the gender norm, but also others’ reactions to your
norm-breaking. Please be sure to also
include the following: In what ways
could the reactions to your gender norm violation be considered a form of
social control? How did the reactions of
others either reinforce or challenge the gender system? What purpose do you think the norm
serves?
Option #4:
Gender Stratification
Due: October
12
Choose a place of business where you can
observe people working. Describe in
detail the type of workplace – where is it located, what type of work takes
place there, is it a company or small business, retail, fast food, grocery store,
etc. Do men and women tend to do the
same or different kinds of work? What
kinds of jobs are men’s jobs, women’s jobs, or gender-neutral jobs? Are men or women supervisors? What
racial/ethnic categories are the men workers?
Men supervisors? The women
workers? Women supervisors? Are men and women supervised by members of
their own gender or do men supervise both men and women? Are there any women supervising women and
men?
To complete this assignment, proceed in this
order. Begin your essay by describing in
detail the type of workplace you observed.
Use the above questions to guide your description. The remainder of your paper should address
the following questions: What does this exercise tell you about the
relationship between gender, work, and the division of labor? Is there a gender gap in the work conducted
in the place of business you chose to observe?
Explain. What strategies could
that business employ to have more gender equality in the workplace?
Option
#5: Male/Female Sexuality in the Media
Due:
October 19
The
goal of this project is to analyze a media product, which can include such
things as popular songs/videos, televisions shows, commercials, talk radio,
billboards, and the like. Assess how the
product of your choosing communicates male and/or female sexuality. Begin your essay by describing in detail the
type of media you have chosen. Next,
summarize how male and/or female sexuality is being presented. Be sure to look at texts from different
angles and conclude your essay by noting such things as social context (where
the text is located and what surrounds it), the audience (who consumes the text
– who is it geared towards), the author (who produces the text), the purpose
for its being, and any public responses that the text receives.
Option
#6: Family Portrayals on TV
Due:
November 4
For this assignment, you will need to select three
of your favorite television shows, not counting sports or shows that would not
include a portrayal of marriages or families; however, the shows can be
animated. Make note of how family issues
(e.g., love, lies, child-rearing, resolving problems) are portrayed in these
shows. To begin your essay, describe in
detail each of the television shows you have selected and the type of family
each portrays. Next, discuss how your
family is similar to or different from family life as it is portrayed on
television. Finally, discuss how
television images can contribute to myths about the “perfect” family. Turn in any notes with this assignment.
Option
#7: Intercollegiate Sport Experiences and the Connections between Playing
Collegiate Sports and Obtaining an Education
Due:
November 18
This is an essay on intercollegiate sports and
obtaining an education. The following
guidelines will help you conceptualize your paper. Talk with someone you know who is or was an
intercollegiate athlete (or think about your own experiences as an
intercollegiate athlete if you are one).
Now talk with someone who is not or was not an intercollegiate athlete
(or rely on your own experiences as a non-athlete. Compare the experiences of you and your
interviewee with respect to the following questions:
·
Why you chose to come to this college or
university?
·
Why you chose your major and how you select
courses?
·
How you feel about your academic experience
and performance?
·
What you are planning to do when you
graduate?
·
What factors have influenced these choices
and experiences?
To complete the assignment, proceed in this order:
First, find someone to interview that is or is not an athlete, depending on
which you are. Next, begin your essay by briefly describing your point of view
(that of an athlete or non-athlete). The remainder of your essay must address
the questions listed above from both points of view. In other words, let these questions
guide your paper. Finally, after addressing these questions and the differences
or similarities between you and the person you interviewed, conclude your paper
with the following: What would be your conclusion about intercollegiate sports
– do they contribute to education?
Option
#8: Film Analysis
Due:
November 23
Analyze a movie of your choice with regard to any
of the following: (a) racial ideologies, (b) gender ideologies, (c) class
ideologies, or (d) deviance (e.g., any movie that deals with crime, like
betting or substance abuse). To complete this assignment, proceed in this
order: (1) Choose a movie that demonstrates any one of the above sociological
concepts. Movies involving sports are a
good place to start. (2) Begin your essay by briefly describing the plot of the
movie and why you selected that particular movie to illustrate your
point(s). Often we find that stereotypes
in the media are thwarted or reinforced or some combination of the two. (3) The remainder of your essay should analyze
the movie you have chosen, discussing the way in which the sociological concept(s)
you have chosen from the list above is used in the movie. If there is a particular point in the movie that illustrates the
concept, be sure to call attention to it.
You may find that more than one concept applies so feel free to discuss
all of them.
Attendance/Class
Participation
Students are expected to be active participants in class
discussions. Students will be expected
to participate and answer discussion questions, possibly generating new
questions pertaining to the discussion and assigned readings. At this time, there are no scheduled quizzes
in the course. However, a lack of
preparedness or participation may lead to pop-quizzes (closed-book,
open-note). Classroom attendance is
mandatory, though excused absences are permitted. Notification must be given prior to the date
missed for an absence to be considered excused.
I am under no obligation to accept late assignments or administer
make-up exams or quizzes. I require
formal written notification given prior to the date in question (e.g., due
date, exam date) before I consider doing so.
Although class participation is not weighted heavily in final grade
calculations, it is vital to successful course performance. Please
note that while attendance/class participation is a small percentage of your
grade, your grade will be affected negatively if you choose to come to class
unprepared or if you are disruptive or distracting to others.
Tentative Course Schedule*
|
Week |
Date |
Topics/Activities |
Reading
Assignment |
|
1 |
8/19 (W) |
Syllabus/Introduction to Course |
|
|
2 |
8/24 (M) |
What is Sociology? The Significance of Diversity Sociological Theory |
Supplement: Mills “The Promise of
Sociology” |
|
|
8/26 (W) |
Sociological Research |
Supplement: Best “Damned Lies and
Statistics” |
|
3 |
8/31 (M) |
What is Society? Environment and Society |
TBA |
|
|
9/2 (W) |
Social Interaction and Society Analyzing Social Interaction |
|
|
4 |
9/7 (M) |
LABOR DAY |
|
|
|
9/9 (W) |
Defining Culture Elements of Culture Cultural Diversity |
Supplements: Easterling “Mismatched” and
Reynolds “Sweating at Starbucks” |
|
5 |
9/14 (M) |
Pop Culture, Theory, and Cultural Change DUE:
Breaching Experiment |
|
|
|
9/16 (W) |
Deviance Theories and Forms of Deviance |
|
|
6 |
9/21(M) |
Crime and Criminal Justice DUE:
Men/Women’s Criminal Activity Review for Examination 1 |
|
|
|
9/23 (W) |
Exam
1 Administered |
|
|
7 |
9/28 (M) |
Race/Ethnicity and Stereotypes |
|
|
|
9/30 (W) |
Theories on Prejudice and Discrimination Diverse Groups, Diverse Histories Attaining Equality |
Supplement: Farley and Squires, “Fences
and Neighbors” |
|
8 |
10/5 (M) |
Introduction to Gender Social
Construction of Gender |
|
|
|
10/7 (W) |
Gender Socialization DUE:
Gender Norm Violation |
Supplements: Brown “Creating American
Girls” and Ladner “Emulating Barbie” |
|
9 |
10/12 (M) |
Gender Stratification DUE:
Gender Stratification Theories of Gender |
Supplement: Dull and West “Accounting or
Cosmetic Surgery” |
|
|
10/14 (W) |
Sex and Culture Sexuality and Sociological Theory Sex, Diversity, and Inequality |
Supplement: Schwarz and Rutter “The
Gender of Sexuality” |
|
10 |
10/19 (M) |
Sex and Social Issues DUE:
Male/Female Sexuality in the Media Social Stratification and Class in the |
|
|
|
10/21 (W) |
Class Structure of the Social Mobility Inequality Poverty |
Supplements: Conley “Wealth Matters” and
Pribanic “Affluence in the Aftermath of Katrina” |
|
11 |
10/26 (M) |
Global Stratification and World Poverty |
|
|
|
10/28 (W) |
Review for Examination 2 |
|
|
12 |
11/2 (M) |
Exam
2 Administered |
|
|
|
11/4 (W) |
Family Marriage and Divorce Changing Families in a Changing Society DUE:
Family Portrayals on TV |
|
|
13 |
11/9 (M) |
Family (cont.) Religion, Beliefs, and Organizations |
|
|
|
11/11 (W) |
Sports in Society/Sport as Religion |
TBA Supplement: Hartmann “The Sanctity of
Sunday Football” |
|
14 |
11/16 (M) |
Groups and Group Influence Formal Organizations and Bureaucracies |
Supplement: Marx “Alienation” |
|
|
11/18 (W) |
Schooling and Society Education and Inequality DUE:
Athletes’ Decisions on School Choice |
Supplement: Kozol “Savage Inequalities” |
|
15 |
11/23 (M) |
Health Care in the DUE:
Film Analysis |
|
|
|
11/25 (W) |
THANKSGIVING |
|
|
16 |
11/30 (M) |
Gloria Steinem video (question on this
for final) |
|
|
|
12/2 (W) |
Review for Final Exam |
|
|
|
12/7 (M) |
Final
Exam Administered from 7:00-9:00pm |
|
*Note: This is a tentative
course schedule. I reserve the right to
modify this syllabus at any time.
Changes will be announced in class and/or via email.