SO 132 ISSUES & INVESTIGATIONS IN SOCIOLOGYFall 2013 / Wednesday & Friday 9:55 / 11:10 - Smith 203

Max GreenbergOffice Hours:mgreenberg@bentley.eduWed: 12p-2p or by apptMorison 107

COURSE DESCRIPTION

This introductory course explores how sociology can be applied to real-world issues. We work to connect, as C. Wright Mills put it, personal troubles with public issues. Each week we will unpack a contemporary social problem using sociological methods and theory and explore how that issue impacts real peoples lives. Because of this applied angle, the course is messy and almost always deals with intersecting problems, concepts and theories just like life.

The course is split into two equally important components Case Study Wednesdays and Applied Fridays. Each Wednesday we will discuss a particular social issue through the lens of the theories and sociological concepts covered in that weeks readings and lecture. We will use different theories to study different aspects of social life (from face-to-face interactions, to social institutions, to systems of inequality, to global commerce). Fridays we will think about the methods used to study that issue, what the findings might mean for policy and how you might construct your own pilot study and white paper report. We will examine what kinds of questions sociologists ask, what sorts of methods they use to answer them, and what kinds of theories structure their questions.

READING LIST The course materials will be distributed online or in hard copies throughout the semester. Apologies to all you go-getters who will be slowed down by this - it helps keep your costs down.

COURSE GOALS

Re-think the taken for granted assumptions and existing orthodoxy about social issues Design and conduct your own qualitative sociological research Understand the roles that American economic, political, educational, and cultural institutions play in perpetuating and solving various social issues Talk in front of others about issues that matter with confidence and thoughtfulness Synthesize a variety of research evidence to support a coherent intellectual position Apply what you learn to specific real world problems and come up with creative solutions Develop a sociological toolkit that you can draw upon in your daily personal, political and professional life.ASSIGNMENTS & GRADINGLeading Discussion & Participation (20%): Each Wednesday a small group of students will lead the discussion on that weeks issue and readings highlighting central concepts, asking pertinent questions and just generally running things. I will provide a worksheet to help guide your group. Beyond your one-time role as a presider, simply put: do the reading on time, show up and contribute. Computer use is allowed for class-related purposes. Please do not use your computer for other purposes; if you are found out, you will lose laptop privileges. Responses (30%): On eight Fridays throughout the semester, I will provide a prompt designed to put that weeks ideas into action. You are responsible for submitting a 1-2 page response to four of the prompts of your choice, due one week from the day the prompt was given. I will drop your lowest grade of the four. You may not answer the prompt on the week that your group is presenting. Late responses will not be accepted.

Midterm White Paper Sketch (15%): The midterm paper is a thorough 6-8 page sketch for your white paper project, supporting materials, future questions and empirical research plan. Midway through the semester, you will submit a sketch and we will meet one-on-one to talk about it. We will work together in class leading up to this point to develop your projects. Some things you might consider writing about: materialism, drones, doping in sports, GMO food, etc.

Final White Paper (25%): Your final paper is a 10-12 page white paper outlining the current state of thinking on a particular social issue of your choice as well as your own pilot research. As we move through the semester, you will select a social issue, develop a reading list, and outline the current theoretical perspectives and empirical research on that issue. You will also design and conduct your own empirical pilot research. Lastly, you will describe where you think future efforts should go, including policy changes, campaigns, protests, etc.

White Paper Presentation (10%): During the final two weeks of class, you will present on your white paper research to the class. This presentation should be aimed at an audience of your peers, not academic experts.

WHAT DO THE GRADES MEAN?

A rangeSuperior work, exhibits originality, clarity, precision, and depth

B rangeGood work, contents of course firmly in control and handled with some mark of distinction

C rangeCompetent work, control of most of the content of course evident

D rangeLess than competent

FFailure to meet requirements

COURSE POLICIES

Late Work: If you will not be able complete the midterm or final for the specified date, you must notify me before hand. Unexcused late assignments will be marked down by10% for each calendar day late.

Grade Inquiries: If you wish to petition for a grade change on an assignment or your final grade, you must submit your disagreements in written form, presenting your case thoroughly. Unless you think I just messed up, in which case come ask me about it.

Bentley Statement On Disability Services: Bentley University abides by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 which stipulate no students shall be denied the benefits of an education solely by reason of a disability. If you have a hidden or visible disability which may require classroom accommodations, please make an appointment with the Coordinator of Disability Services, Stephanie Brodeur, within the first 4 weeks of the semester. The Office of Disability Services is located in the Office of Counseling and Student Development (CSD), LaCava 166, 781.891.2274. The Coordinator of Disability Services is responsible for coordinating accommodations and services for students with disabilities.

Email Policy: I will be using email to communicate with you throughout this course. So, you need to have regular access to email to keep up with course announcements and information. Before you email me with a question, try asking a classmate or checking the syllabus first.

Bentley Honor Code: From http://www.bentley.edu/ugcatalogue/honesty/honor_code.cfm):

The students of Bentley University, in a spirit of mutual trust and fellowship, aware of the values of a true education and the challenge posed by the world, do hereby pledge to accept the responsibility for honorable conduct in all academic activities, to assist one another in maintaining and promoting personal integrity, to abide by the principles set forth in the Honor Code, and to follow the procedures and observe the policies set forth in the academic integrity system.

Violate this at your own peril. Acts of plagiarism will be dealt with severely. Dont know what plagiarism is? Go here: http://www.bentley.edu/ugcatalogue/honesty/plagiarism.cfm. Still dont know what is? Ask me. If you are unsure, cite.

SCHEDULE:

Week 1: Promises: Introductions, Paperwork (9/4; 9/6)- Mills, The Promise from The Sociological Imagination- Goffman, The Presentation of Self in Everyday Life

Week 2: What is it that is going on here? Methods, Lenses, Theories (9/11; 9/13)- Geertz, Deep Play: Notes on the Balinese Cockfight from The Interpretation of Cultures- Luker, Salsa Dancing into the Social Sciences- Collins, Learning From the Outsider Within

Week 3: Standardized Kids: Socialization, Youth, Schooling (9/18; 9/20)- Lareau, Unequal Childhoods- Messner, Barbie Girls vs. Sea Monsters: Children Constructing Gender

Week 4: The End of Men: Work, Family, Gender Inequality (10/2; 10/4)- Ridgeway, Framed by Gender- Charles & Grusky, Occupational Ghettos

Week 5: Gay Marriage: Identity, Sexuality, Relationships (9/25; 9/27)- Stacey, Unhitched- Katz, The Invention of Heterosexuality

Week 6: Stop & Frisk: Race, Crime, Moral Panics (10/9; 10/11)- Rios, V. M. (2011). Punished: Policing the Lives of Black and Latino Boys- Tatum, Why Are All the Black Kids Sitting Together in the Cafeteria?- Garfinkel, Conditions of Successful Degradation Ceremonies

Week 7: What Sort of Problem is Violence?: Institutions, Authority, Power (10/16; 10/18)- Collins, Violence: A Micro-Sociological Theory- Messner, Triad of Mens Violence in sports* White-paper sketch report due, Wednesday 10/16

Week 8: No class: White Paper one-on-one meetings (10/23; 10/25)

Week 9: Is Obesity a Disease?: Health, Bodies, Representations (10/30; 11/1)- Saguy, A. (2013). Whats Wrong with Fat?- Moss, Salt, Sugar, Fat

Week 10: There's No Such Thing as a Natural Disaster: Risk, Fear, Politics (11/6; 11/8)- Oreskes & Conway, Merchants of Doubt- Wuthnow, Be Very Afraid

Week 11: Occupy Main Street: Economic Inequality, Neoliberalism, Protest (11/13; 11/15)- Weber, Protestant Ethic and the Spirit of Capitalism- Freeland, Plutocrats- Soss, et al, Disciplining the Poor

Week 12: Global Economies: Globalization, Immigration, Jobs (11/20; 11/22)- Parrenas, Children of Global Migration- Porter, Immigration and American Jobs- The iEconomy

Thanksgiving break no class 11/27; 11/29

Week 13: In-class White Paper Presentations (12/4; 12/6)* Final White Paper due during finals week

FYI The syllabus and schedule are subject to change

LEADING DISCUSSION

Each of you willat some point be in charge of leading an in-class discussion alongside one or two of your peers. These can and should be lively and engaging conversations. You are encouraged to think creatively, challenge the reading, pull in outside sources, perform skits, write poetry, anything really so long as it pushes along a productive discussion of the issues and concepts.

Below you will find two things to help you in this endeavor. First, is a worksheet, which I ask you to complete and email to the entire class by 6pm Tuesday, the day before your discussion. Second, is a short list of discussion ideas. Consider these a jumping off point and by no means exhaustive.

Note that it is in your best interests to be an engaged audience member so that when it is your turn to lead a discussion, your classmates do the same.

Worksheetfor Discussion Leaders- Translation: In plain, everyday English, what are the readings trying to say- Research Q: What are their research questions?- Methods:List the kinds of evidence do they use to support that point.How did they collect their data?- Forces: What are the social forces at work and how do they matter to real people?- Gaps: What might be the gaps in their perspective?- Concepts: What are the key concepts used?

Discussion Suggestions- Ask students if they have any questions, comments or critiques of the reading- Compare and contrast the reading to another author/theory/time/context from the course- Connect the issue to your own experience or a common experience- Pose a puzzle or paradox that the class can work to resolve- Apply concepts or ideas from the reading to other issues- Try to create a map of the concept or problem- Use thought experiments that take different perspectives on the same issue- Use various media (music, images, narrative, etc.)- Have students divide themselves into different sides of an issue- Have students try to develop truth statements for each case- Ask action questions - what should be done?- Ask cause and effect questions - what leads to what?

PROMPTS & RESPONSES

The prompts are designed to help you put the material we learn in class into action. Your responses will also beuseful in developing ideas for your white paper. There are eight possibleprompts; however, you are only required to turn in four. I will drop the lowest of your four grades.Youshould write 1-2 pages, typed, in 12-point Times font in response to the given prompt.Responses will be graded on a scale of 1-10.Do notanswer the prompt on the week that your group is presenting. Here are some suggestions to help you write your response:Prepare.Outline your work before you write it.Re-read and trim down. Have others read your work to make sure you are communicating the message you intend to efficiently. Spellcheck and proofread your work.

Be precise. Generalization is the enemy of analysis.Don't say "people" when you mean other Bentley students who live in your dorm.

Stay grounded. We are dealing with big, messy, ideas that have real world consequences. Be specific and real and don't get bogged down in a jumble of theory.

Engage, don't summarize.Use the course material to set up your analysis.Be thoughtful and critical. You don't have to know it all, but you should be trying to figure it out.Challenge yourself to think past theobvious, and challenge me in your interpretations. Take chances! Bebold!

Do you. Connect your response to personal experiences.Think critically about your own responses to the prompt and the themes of the week. Why do you feel the way you feel?You are not writing an essay or taking anexam here; you are developing ideas -curse, ponder, whatever.

WHITE PAPER PROJECT

A white paper isa combination of a literature review and a policy brief intended to influence the policies and practices of an organization or group of people. Throughout the semester we will work together to choose an issue, conduct a literature review for that issue, assess current policies, pilot an empirical study of your own and make suggestions for change. Below are rough descriptions of each aspect of the white paper project - I will hand out more detailed descriptions as each deadline approaches.

Midterm White Paper Sketch: During the seventh week of the course, you will each turn in a sketch of your final white paper project. In the 8th week, we will meet one-on-one to plan your next steps. Your sketch will include:- A clear description of your problem - the "stakes," for who, why, etc.- An overview of major perspectives on your issue and plan for further research- An assessment of current policies in place- A detailed plan for your pilot empirical research including research questions, methods, and a timeline- An essay connecting your white paper to at least two concepts covered in the course so far

White Paper Presentation: During the final week of class, each of you will give a 7-8 minute presentation on your white paper. These should be clear, concise and aimed at convincing your classmates of your stance. At the same time, these will serve as a final opportunity to get feedback for your final paper, which is due the following week.

Final White Paper: Your final white paper will build on the work you have done on your midterm and in your presentation. It will include:- An expanded discussion of the existing research- An analysis of the findings of your pilot empirical case study- Suggestions for policy changes

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