appendix e: course outlines - Vancouver Island University [PDF]

APPENDIX E: COURSE OUTLINES

Vancouver Island University Sociology Department Fall 2008

Instructor: Karl Goodwin Home Phone: 1-250-335-0653 Office: Bldg. 356, Room 372

SOCIOLOGY 111 INTRODUCTION TO SOCIOLOGY COURSE EXPECTATIONS and TIMELINE Subject to Revision COURSE DESCRIPTION:

An introduction to the basic concepts, perspectives and findings of the discipline. Topics include sociological theories – how sociologists view societies and how societies are “put together” and “work”, social stratification, culture, socialization, sex and gender, culture, deviance and social control, social interaction, race and ethnicity.

TEXT:

Sociology – The Points of the Compass Robert Brym, John Lie

CLASS FORMAT:

Lectures and discussion

GRADING GUIDELINES:

TEST #1 TEST #2 – covers all work to date TEST #3 – covers all work to date ATTENDANCE, PARTICPATION

OFFICE HOURS:

MONDAY & WEDNESDAY 9:00 – 10:00 Bldg 356 Office 372 Outside of office hours, please feel to call me at home if you require academic assistance. (Leave your name and phone number if I’m not home. I’ll get back to you.)

20% 30% 40% 10%

EXPECTATIONS: Regular and punctual attendance. Please inform me if you anticipate prolonged absences from class. Assigned readings and related handout material should be completed prior to attending class. Informed, courteous and respectful course participation is welcomed. No food is to be consumed in the class. In keeping with current departmental policy, please shut off all pagers, cell phones and other electronic technologies, including laptops, prior to entering the classroom. (Exceptions may be made for students requiring electronic assistance, subject to the documented approval of Student Services.)

Y:\Program Review\Review Files by Faculty\Social Sciences\Sociology\Appendix Materials\Course Outlines\Sociology 111 and 112\SOCI 111 F08N01 Course Outline GOODWIN.docx

Please inform instructors if you have special needs. We may be able to assist you in your learning experience. Please do not hesitate to ask questions or seek assistance as soon as possible if you feel you are having difficulty understanding course material. TESTS: All tests may be written ONLY on assigned dates. Students are advised NOT to make travel plans conflicting with test dates. All tests contain three types of questions. a) True and False b) Fill in the blanks with the correct term(s). c) Explanation of selected terms or concepts in detailed paragraph form. Each of the above categories contains a selection of questions from which students are required to choose a specified number. *Some questions on tests are taken directly from handouts. Other questions involve materials from reading and lectures. GRADING:

A+ A AB+ B BC+ C CD F

95 – 100 90 – 94 85 – 89 80 – 84 75 – 79 70 – 74 65 – 69 60 – 64 55 – 59 50 – 54


Vancouver Island University Fall 2008

Instructor: Karl Goodwin

SOCIOLOGY 111 INTRODUCTION TO SOCIOLOGY COURSE TIMELINE Subject to Revision Sept. 3

Introduction to the course. Expectations and grading procedures.

Sept. 8 & 15

What sociology means. Early sociologists. Research methods used to obtain data.

CHAPTER 1 A Sociological Compass

Sept. 17 & 22

Origins, components, theoretical perspectives.

CHAPTER 2 Culture

Sept. 24 & 29

Becoming human, capacity development agents of socialization.

CHAPTER 3 Socialization

Oct. 1

TEST #1 (covers all work to date) 20% of final grade

Oct. 6, 8 & 15

CHAPTER 4 From Social Interaction to Social Organization

Oct. 20, 22 & 27

CHAPTER 5 Deviance and Crime

Oct. 29 & Nov 3

CHAPTER 6 Social Stratification: Canadian and Global Perspectives

Nov. 5

TEST #2 (covers all work to date) 30% of final grade

Nov. 10, 12 & 17

CHAPTER 7 Race and Ethnicity

Nov. 19, 24 & 26

CHAPTER 8 Sexuality and Gender

Dec. 1

Last day of class

Dec. ______ (date TBA)

TEST #3 (covers all work from the start of the semester) 40% of final grade


Sociology 111 – Introduction to Sociology Fall 2010 – Section F10N01 · Tuesday/Thursday 1:00-2:30 Bldg 356, Room 109

TR

Professor: Dr. Linda Derksen Office: Room 376, Building 356 E-mail: [email protected] Phone: 250-753-3245, local 2796 Office Hours: Tuesday & Thursday, 2:30-4:30. Other times by appointment. For those of you who are new to university, “office hours” are a time that you can drop in on your professors, usually without an appointment, to talk to them. You can ask questions about course materials, about university in general, or ask for where to go for help with other kinds of issues. Contacting me outside of class time: E-mail is the quickest way to reach me: Please put “Soci 111” in the subject line, and if I don’t respond, it may be because your e-mail got caught by our campus spam catcher. If I haven’t responded within 24 hours, please send another e-mail, or leave a telephone message, or speak to me in person. Please do not expect responses late at night, or on the weekends. Receiving e-mails from VIU: If you have a Hotmail e-mail account, Hotmail may route mail from VIU into your Junk Mail folder. To prevent this from happening, go to http://viuonline.ca/students/hotmail_account.php to add VIU to your Safe List. Required Texts: Brym, Robert and John Lie. (2008). Sociology: Points on the Compass. Toronto: Nelson Education Ltd. Brym, Robert J. 2009. Sociology as a Life or Death Issue. Toronto: Nelson Education Ltd. (Any edition of this book will do just fine – it does not have to be this one. There are some used copies floating around with a different cover.)

Copies of the text on reserve in the library: There are several copies of the “Sociology: Points on the Compass” textbook on reserve in the library in Nanaimo, and one at the Cowichan campus. Course description: Almost everything in the world around us is social – even the way we experience the natural world is conditioned by the society in which we live. Sociology studies meaningful human interaction, which ranges from issues such as poverty, globalization, international trade, to environmental issues, genetic engineering, and popular culture including television, literature, leisure activities and professional sports, and the media. We all have a taken-for-granted understanding of how the world around us works, or why particular events happen. In this course you will learn to link what you may have thought are personal or private problems with wider social issues and events (this is taking on “the Sociological Imagination”). You will also learn how to analyze social events from a variety of theoretical perspectives, and see that there are often very complex reasons for seemingly simple events – causes which spring out of the ways in which we organize ourselves as a society. Important note: In order that the needs of each particular class are best accommodated, the course content, schedule and requirements are subject to change. Any changes will be announced in class. It is each student’s responsibility to keep up to date about any changes. If you miss a class please ask a classmate (not me) for information about what you missed. YOU are responsible for keeping yourself informed. Changes will be announced in class and when possible, posted on the course Moodle site.

2 Course requirements: Class participation (Includes in-class writing assignments and exercises, speaking (appropriately) in class, and self-assessment (due on Moodle by December 9th)

5%

Moodle (online) Written Assignments (minimum of 10) Due every Tuesday on Moodle by 1:00 pm. Remember, you can do these before class, but not after!

15%

Moodle (online) quizzes (all)

10%

Midterm exam – October 21st Compass Chapters 1, 2, 3, 4 & SLDI Ch. 1, 2 & 5

30%

Short autobiographical paper – Due in class Thursday, December 2nd

10%

Final exam - Date to be announced –(possibly a take-home final due on December 9th)

30%

Grades: This year, Vancouver Island University has adopted a common grading scale: Percentage (%) 90-100 85-89 80-84 76-79 72-75 68-71 64-67 60-63 55-59 50-54 0-49

Letter Grade

Grade Point


4.33 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.00 0.00

Exams: Exams may be multiple choice, short answer, essay questions, or a combination of all three. Exams will be based on the assigned readings, in-class discussions, and the films we view in class. Make up examinations will be given only in the case of a medically documented illness or other catastrophic occurrence (i.e., show me a very large , towtruck bill for the time class occurs). Moodle quizzes (online): For each chapter in the textbook (Sociology: Points on the Compass) and each chapter covered in the Sociology as a Life or Death Issue text, there will be a quiz available online. These quizzes consist of approximately ten questions from the assigned chapter for that class. You will have until Saturday at 11:55 pm of the week of class to complete the quiz (in some weeks, this will be two quizzes). You get two attempts at each quiz, and Moodle will record your highest score. Moodle requires you to wait 30 minutes between attempts at the quiz – so do not leave this until the last minute. The quizzes will not be available again after they are closed. Try to work ahead of the deadline. Online “Deep Thoughts”: (on Moodle) To earn credit for this, each Tuesday before class (by 1:00 pm) you will make a Moodle entry with a “deep thought” about that week’s chapter or reading. Some weeks I will ask a specific question, or ask about a specific reading. Other weeks, you are free to comment on whatever it is you find

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3 interesting in the readings. You might find a concept interesting, or one of the “boxes” in the textbook that is meant to get you thinking. You should write two to three paragraphs (about 15 sentences). You may write more if you wish. In the first few weeks I will suggest things that you can write about, but you are always free to write about whatever you find most interesting. This is a credit/non-credit assignment. As long as you write seriously about something in the reading that provoked your thinking, or a question that arose while you were doing your reading, you’ll get credit. You need to do a minimum of 10 entries for 15% (I have been known to give extra credit, where it is earned!). NOTE: Your last Moodle entry does not count as one of the ten required entries. It will be a self-assessment of your learning during this class, and will be part of your class participation grade. Autobiographical Essay: Write a short essay explaining how, during this course, you have come to understand how some aspect of your life is shaped by society, and how your actions relate to the larger cultural and social system. Write about an idea or topic that has affected or interested you the most in this class, framing it with the materials and ideas presented in the book, in class, and in the readings. Your essay will show that you understand the “sociological imagination” – the critical awareness of the dynamic connection between public issues, and what appear to be private concerns. Your essay should: 1. Be between 750 and 1000 words (three to four pages), typed, double spaced, using either 12 point Times New Roman or 10 point Arial, with 1” margins all around, page numbers, and your name on each page. 2. Draw on personal experience. If you are not comfortable speaking of personal experience, then use an example from the newspaper or other media to illustrate your understanding of the sociological imagination. 3. Use at least THREE concepts from the textbook or readings. Make sure to put your concepts in BOLD UNDERLINED type, and cite the page numbers of the concepts and the text in which they appear. For example “blah blah blah assimilation (page 209, Compass) blah blah blah blah.” (You will, of course, replace the “blah blah blahs” with actual words in sentences!) You may also use class materials, and other readings handed out in class (such as the readings on Oppression and White Privilege). Assessing Class Participation: 1. In-Class writing. Generally after showing a video, I will ask you to write briefly about the video. You will hand this in, and receive credit towards class participation. Normally these will not be returned to you, but will be kept as a record of your attendance/participation in class that day. 2. Classroom discussion and group activities: All students, shy or not, are expected to contribute something to class discussions, and to participate fully in class exercises. When we do a class exercise, each student will sign their name to a copy of the exercise, and hand it in to me as a record of their participation. 3. Learning statement and self-assessment: Your last Moodle entry of the term will be a thoughtful, two to three page statement of what you have learned over the course of the semester. It will also include a selfassessment of your class participation, and what grade you think you deserve for class participation. 4. Attendance – you cannot participate if you are not here. I know that we all get busy, and sick, and personal and family crises happen. As I said above, if something big is going on, let me know – you don’t have to tell me what is going on, but I can only help you if I know that something important is happening. 5. Extra participation: One thing that REALLY helps to liven up the class is if you bring in things that you find that are related to the class topics, and we can talk about them. This could be a newspaper article, a picture you saw, a video from YouTube – almost anything that helps to liven the discussion.

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4 Course Moodle Site (online course component): Moodle is an online system used by Vancouver Island University for the delivery of online components of courses. Throughout the course you will need to access the Moodle site to complete quizzes, your “Deep Thought” assignments, as well as class announcements. To get into Moodle, you will first need to activate your Discovery account, which requires your student number. There are instructions for creating a Discovery account on every computer on campus, and there are people in the library who can help, if you have problems. You can access this site from Vancouver Island University’s home page (www.viu.ca) or directly at: http://moodle.viuonline.ca/

SOCI 111 F10N01 I will e-mail the class the “course key” to gain access to the Moodle site.

Som eone please rem ind m e on the first day to announce the key in class! Important note: Please IGNORE your “grade” in Moodle. The system thinks that it is giving you a grade for the entire course, when it is not. You can check your Quiz grades, and whether or not you have completed your Deep Thoughts, but the percentage grade that Moodle shows is NOT your grade in the course, so do NOT freak out if it shows you a low grade!

Access to Computer Labs on campus: I realize that not everyone has internet access from home. However, there are many, many computers available for your use across campus, as well as at the Cowichan campus. The computer in the library commons are often very busy, as are those in the 2nd floor atrium of Bldg. 356. See the list below for all the other places you can go to work on a computer.  Bldg 180 Room 248 (includes Simply Accounting) - 20 workstations 

Bldg 205 - 1st Floor Open Area*



Bldg 250 - Room 110 - 24 workstations + 1 Instructor station



Bldg 250 - Room 115 (includes SPSS & Simply Accounting) - 36 workstations + 1 Instructor station



Bldg 250 - 2nd Floor Open Area* (includes Simply Accounting) - 12 workstations



Bldg 255 Room 105 - 22 workstations + 1 Instructor station






Bldg 255 - 1st Floor Open Area* - 32 workstations



Bldg 305 (Library), Malaspina Commons* (includes SPSS and ArcGIS)



Bldg 305 Room 508* (available during Library open hours when not being used for library instruction)



Bldg 315 Room 112 (includes Simply Accounting) - 35 workstations + 1 Instructor station



Bldg 315 Room 113 (includes GIS software) - 24 workstations + 1 Instructor station



Bldg 356 Room 340 (includes SPSS) - 20 workstations + 1 Instructor station



Bldg 356 - 2nd Floor Atrium* (includes SPSS) - 19 workstations 

Note: As a VIU student, you have access to a secure space to store your papers and your work, called your “U:” drive. You can even set up your computer to give you access to this from any computer in the world. Please see the helpful folks at the IT Helpdesk, located on the first floor of the Library (Bldg 305).

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5 Getting Help: Life happens, without any regard for the academic calendar. It may happen that during this semester someone will get seriously ill, die, have break-ups or family problems – all of which can interfere with your ability to complete your schoolwork. Student Services (Bldg 200) is a good source of information and support, and they can help you contact your professors if you need help doing this. If you are in crisis, Student Services has walk-in hours on Monday to Friday. If you’re feeling overwhelmed, please talk to someone – at Student Services, or e-mail me, or come see me, and we’ll get you some assistance. Student Services (Counselling, Financial Services, Registrar, Scholarships, Bursaries…everything you need) is in Building 200, 900 Fifth Street, Mondays to Fridays, 8:30 am - 3:30 pm, in person; 8:30 am - 4 pm by telephone. Tel. 250-740-6416. Special needs: If you have a documented disability and you need a special chair, an interpreter, extra time or other accommodation for exams or assistance with note-taking in class, please contact Disability Services in Building 200, or call 250-740-6416. I’m more than happy to help with any accommodation that will increase your ability to learn. There are lots of services available at VIU that will help me to help you to thrive and succeed. If you know that you have a disability, but have not accessed the resources available to help you, I encourage you to seek out the support available at Disability Services. Transferable skills: The four theoretical perspectives that you will learn to use to analyze social events are foundational to most of the social sciences (criminology, political science, economics, anthropology, geography, Global Studies), and so learning how to use them is likely to help you excel in many other courses. In this course you will gain experience and learn skills that will help you throughout your university career including critical thinking, writing, library skills and public speaking. All of the assignments in the course are designed to use different methods to help you learn the subject matter, and to fit with a variety of learning styles. Ground rules: 1. Talking in class: We all share responsibility for creating a classroom environment that accords fundamental respect to each participant, where each of you feels free to ask questions and express your ideas. Talking, whispering, or writing notes to each other is extremely distracting to me and to your fellow classmates. Many students are working full or part-time to pay for school, and they want an environment where they can concentrate on what is going on in the classroom. I know that many of your whispered questions to a classmate may be just to clarify something I’ve said – but I would prefer that you raise your hand and ask me to repeat myself (I can guarantee that if you missed it, many others did too!). If you talk when I am speaking, or when another student is speaking, I will ask you to stop. If the behavior recurs, I will ask you to leave the class. 2. Cell phones, texting, Ipods or other communication devices or noise making machines: Please turn your cell phone off in class or set it to silent. If you are a parent or might need to be reached urgently, set your phone to silent or vibrate, sit near the door, and leave the class if you need to talk. Please DO NOT TEXT MESSAGE while in class. This is a course about social interaction, and during the course, you will be restricting your social interaction to me and other students in the class! If you feel the urge to text, please leave the classroom and do what is most important to you. 3. No laptop computers in class, unless you have a special need for a laptop, or if you are taking notes for a classmate with a disability. Please see me to discuss your needs.

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6 TENTATIVE Course Schedule – (Subject to (and most likely will) change)

Week 1

DATE

READING

OTHER THINGS that might happen!

September 7 & 9

Introduction to the “Sociological Imagination” Port Hardy • Reading: Brym Chapter 1 in Sociology as a Video Life or Death Issue (hereafter called SLDI)

Week 2

September 14 & 16

Reading: Textbook Sociology: Points on the Compass (hereafter called “Compass”) – Chapter 1 and handout, “The Development of Sociology” Functionalism Conflict theory

Sept 18 – quiz on SLDI Chapter 1 due on Moodle

Week 3

September 21 & 23

Chapter 1 + handout continued: Symbolic Interactionism Feminism Compass Chapter 1: section on Research Methods READ: Chapter 5 in SLDI

Moodle quiz on Compass Chapter 1 & “Development of Sociology” handout due Sept. 25, 11:55 pm SLDI Quiz Chapter 5 – closes Sept. 25, 11:55 pm

Week 4

September 28 & 30

READING: Compass, Chapter 2 - Culture

MOODLE QUIZ on Compass Chapter 2 due October 2nd, 11:55 pm Where the Spirit Lives

Week 5

October 5 & 7

Reading: Compass Chapter 3 (Socialization)

Killing us Softly 3 Gwynne Dyer: Anybody’s son will do

Week 6

October 12 & 14

READING: SLDI Chapter 2 (Hip Hop, from Caps to Bling) READING: Compass Chapter 4: From Social Interaction to Social Structure

Class activity on music lyrics

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7 Week 7

October 19

continue: Compass Chapter 4: From Social Interaction to Social Structure

October 21

Midterm exam includes: Compass: Chapters 1 to 4 SLDI – Chapters 1, 2 & 5 All handouts given in class, all activities and films watched in class

Stanford Prison Experiment

Week 8

October 26 & 28

Note: For the next few weeks we will be studying different types of inequality, and how they intersect. We will focus especially on inequality based on class, race and gender. READING: SLDI – Chapter 4: Hurricane Katrina Begin reading COMPASS Chapter 6: Social Stratification, Canadian & Global

Strat Class activity

Week 9

November 2 & 4

Continue reading COMPASS Chapter 6: Social Stratification, Canadian & Global

No Place Called Home Grameen Bank

Week 10

November 9

READING: Compass: Chapter 7 – Race & Ethnicity

The Angry Eye

November 11th

University closed – Remembrance Day

Week 11

November 16 & 18

Continue: Compass: Chapter 7 – Race & Ethnicity Handout: “White Privilege” by Peggy McIntosh

Week 12

November 23 & 25

Chapter 8 Compass – Sexuality and Gender Handout: “Oppression” by Marilyn Frye

He Said, She Said Rosie the Riveter

Week 13

November 30 & December 2

Start reading: Compass Chapter 5 – Deviance and Crime

The Corporation Children of Leningradsky

Final Exam

Date TBA. The final might be a take home exam. If it is, it will be due by 4:00 pm on December 9th.

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8 Thoughts about teaching and Learning: • Research shows that the least productive way to learn is to listen to a “talking head” – that is, the professor talks, and you write notes. Some people love this style of teaching and learning, and sometimes it is necessary. However, people tend to learn the most, and retain the information the longest, when they become engaged with the material themselves. • This is called “active learning” and means that you have to take responsibility for your learning, and put some energy into getting involved. In this course I will try to help you to engage as many different modalities of learning as possible: talking, reading, writing, working with others. • The focus in class will be on group discussions, in-class individual and group activities, and together we will apply what you’re learning to things that are going on in the “real world.” To this end, active participation will help you to learn the material, and help you to succeed in this course. • You must be present to participate, and you are responsible for all the information shared during class times, whether you are here or not. You are also responsible for all material assigned in the textbook, whether or not it is covered in class. • You are responsible for your own learning. I am here to facilitate your learning. You are not an empty vessel into which I “pour” knowledge. You are expected to be an active learner, and take charge of your own education. • You will be tested on materials that are not covered in class. You can help yourself to learn by reading the textbook, by accessing the FREE support materials online that come with your textbook, and by coming to class with questions about concepts that you do not understand.

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SOCIOLOGY 111

INTRODUCTION

TO

SOCIOLOGY

Fall 2010 (Section F10N02)

Instructor: Office: Office Hours: Class Time / Location: E-mail: Web Site: Phone:

Dr. Jerry Hinbest Building 356, Office 370 Friday, 1:30 - 2:30, Tuesday, 4:30 - 5:30 p.m., or by appointment Wednesday, 6:00 - 9:00 p.m.; Bldg. 356, Classroom 325 [email protected] (best way to reach me!) http://web.viu.ca/hinbestj/ (with links to Moodle) 250-753-3245, local 2798 OR 1-888-920-2221, local 2798

TEXTS: 1. Brym, Robert & Lie, John. (2009). Sociology: The points of the compass. Toronto: Nelson. 2. Selected articles on reserve in the library, distributed in class, or available on Moodle.

COURSE DESCRIPTION

AND

REQUIREMENTS:

This course provides an introduction to the basic concepts, perspectives and findings of the discipline. Topics include the nature of social groups, social processes, culture, socialization, deviance, and social control. The course offers an opportunity to learn about Sociology and develop new ways of looking at our society and your social world. It is a foundation course for understanding the discipline, and for taking future courses in the department. The class format will be a combination of lecture and seminar style discussion of issues and examples, using class participation and small group work. I expect you to participate in class and group discussions. This will constitute part of your grade, so regular attendance and preparing for each class are important. You will also need to make every effort to keep up-todate with the assigned reading, as our weekly discussions will assume that you have read the material prior to class, and the topics and discussion will be represented in exam questions. We will not be discussing every topic presented in the text, but you will be responsible for this content, so bring your questions about your reading to class each week.

COURSE EVALUATION: • • • • •

Library Research In-term in-class exam Film Review Final examination Participation

15% 25% 15% 35% 10%

Oct. 6th, Oct. 13th October 27th November 17th to be determined throughout the course

A+ A AB+ B B-

Grading Scheme 90-100 C+ 64-67 85-89 C 60-63 80-84 C- 55-59 76-79 D 50-54 72-75 F 0-49 68-71

SOCI 111 / F10N02 Course Outline — Fall 2010 — p. 2 of 4.

CLASS SCHEDULE: Week / Date

Topics of Discussion

Assigned Readings

Week 1 September 8th

INTRO & OVERVIEW • Introduction to the course: Discussion of outline, getting acquainted, expectations. • What is Sociology? What is theory?

Sociology: The Points of the Compass Chapter 1


SOCIOLOGICAL THEORY • What is the Sociological Imagination? • Macro: Functionalist, Conflict, Feminist • Micro: Interactionist, Feminist • Library instruction / discuss library assignment

Week 3 September 22nd


Week 5 October 6th Week 6

Chapter 1 & Handouts: Mills “The Sociological Imagination” + Berger “Invitation to Sociology

CULTURE • What is culture? Why is it important? Chapter 2 • Culture and globalization, cultural diversity • Elements of culture: norms, values, language Video: Mickey Mouse Monopoly (I may substitute a different film) SOCIALIZATION • The development of one's sense of self, how values and culture are passed down • Agents of socialization; influence of the media Video: Something on Media DRAFT LIBRARY ASSIGNMENT DUE OCT. 6 SOCIAL INTERACTION • Status, role, dramaturgical analysis, social construction of reality

October 13th

LIBRARY RESEARCH ASSIGNMENT DUE OCT. 13 GROUPS & SOCIAL ORGANIZATIONS • Social networks, gemeinschaft & gesellschaft • Group dynamics, group types • Formal organizations and how they evolve Video: Obedience – Stanley Milgram

Week 7 October 20th

REVIEW • Summarizing key ideas from Chapters 1-4 • Catch up / discuss film review assignment

Week 8 October 27th

MIDTERM EXAM OCTOBER 27TH • Watch sample video for film review Sample film clips to watch for the film review

Chapter 3

Chapter 4

Chapter 4

Chapters 1-4

Chapters 1-4

SOCI 111 / F10N02 Course Outline — Fall 2010 — p. 3 of 4.

Week / Date


Assigned Readings

Week 9 November 3rd

DEVIANCE & SOCIAL CONTROL Chapter 5 • Deviance, criminality, social control Online Article by Zimbardo • Theoretical approaches to deviance Video: Quiet Rage: the Stanford Prison Experiment

Week 10 November 10th

SOCIAL STRATIFICATION • Stratification and power, social mobility • Some discussion of globalization

Chapter 6

FILM REVIEW DUE – NOVEMBER 17TH RACE & ETHNICITY • Racial & Ethnic Inequality • The concept of Race Video: Frontline – A Class Divided

Chapter 7


SEXUALITY & GENDER • Gender Relations & Stratification • The construction of gender, feminism

Chapter 8

Week 13 December 1st

REFLECTION ON RESEARCH METHODS • Basics of research design, ethics of research, research in action, academic research. • CATCH UP, SUMMARIZE & REVIEW • Preview of Sociology 112


Chapter 1 (pp. 22-33) Chapters 1 to 8

Final Exams Begin — December 9th Exam date will be set by the registrar (likely the 15th)

EXAMS: The mid-term exam will consist of some objective (such as multiple-choice or matching), short answer based on specific readings and class discussion, and one or two essay questions in which you will be applying the four theoretical perspectives. You will have three hours to write the in-class final exam, although in my experience few people need more than two hours. The final will consist of objective, short answer and essay type questions. A make-up exam will not be given unless you provide a medical excuse signed by a physician.

WRITTEN ASSIGNMENTS: You will be doing two written assignments for the course, each worth 15% of your mark. The first will be a library research assignment that will involve going to the library and outlining a possible research project. The second assignment will be a sociological ‘film review,’ for which a sample will be provided. Detailed instructions for each assignment will be provided in the second class of the term.

SOCI 111 / F10N02 Course Outline — Fall 2010 — p. 4 of 4. USING MOODLE TO ACCESS COURSE RESOURCES AND INFORMATION: Moodle is an on-line learning environment used by instructors at Vancouver Island University. I am using Moodle to share articles and basic information with students. The course Moodle site may be accessed through my VIU web site, which can be found at: http://web.viu.ca/hinbestj/ Note that I also have another Sociology Moodle site, so choose SOCI 111 F10. In order to access the Moodle site for the course, you will need to obtain a discovery account from Information Technology (IT) services, and an access key (password), which you will get from me in class. The access key may change after the course roster is set, so if you find that you can’t access the site, e-mail me to obtain the current key. Links to the page for creating your discovery account and to IT services are available through my web site. The direct link to the course Moodle site is: http://moodle.viuonline.ca/course/view.php?id=811 COMPUTER SKILLS: You will need to have the computer skills required of all students attending Vancouver Island University. See the computer literacy expectations for VIU students at: http://www.viu.ca/calendar/GeneralInformation/computerliteracy.asp You must have basic computer skills for using the Internet for browsing and searching with Internet Explorer 6.x or later (or alternatives such as Firefox). You should be knowledgeable in using the Windows™ operating systems (or equivalent alternatives such as the Linux or the Mac OS) for opening and saving files, attaching files to e-mail, exploring the file structures on a hard disk or remote server, creating folders, installing programs, etc. If you do not have these skills, be prepared to spend time early in the course to become familiar with them. There are online tutorials for a variety of software that you can access from any lab at: http://www.viu.ca/technology/general/help.asp#Tutorials

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SOCIOLOGY 111 Fall 2010 N04 Vancouver Island University Tuesday and Thursday 8:30am to 9:50am Building 356 Room 325 Instructor: Office Location: Office Hours: Telephone: Email:

Gillian Anderson Building 356, Room 378 Monday 11:30am to 12:30pm; Tuesday 10:00am to 11:00am (250) 753-3245, extension 2237 [email protected]

Course Description and Objectives Sociological explanations challenge ‘commonsensical’ interpretations of the social world and offer more complex analyses of social relations. Sociologists explore the historical and present day relationships between what C.W. Mills referred to as ‘personal troubles’ and ‘social problems’. More specifically, sociologists seek to understand the impact social structures and institutions have on individual’s material realities; the pervasiveness of social inequalities (including for example inequalities related to gender, race, class, ability, sexual orientation) across time and space; and the role of social change. This course will introduce students to a variety of sociological perspectives, methods and analyses. These concepts will inform our exploration of culture, socialization, and deviance. We will also study the impact social structures, organizations, social control, and systems of stratification have on individuals lived experiences. The course encourages students to develop their ‘sociological imagination’, improve critical thinking skills, challenge dominant societal discourses, and deconstruct ‘taken for granted’ knowledge. In short, students should expect to learn how to think ‘sociologically’ about contemporary social issues.

Required Reading Materials: Textbooks and Reserve Readings 1.

Brym, Robert and John Lie. 2009. Sociology. The Points of the Compass. Toronto: Nelson Education Ltd.

Method of Evaluation Assignment First Midterm Exam Second Midterm Exam Registrar Scheduled Exam Class Participation, Debate and Discussion TOTAL

Tentative Date October 12th, 2010 November 9th, 2010 TBA entire term

Weight 30% 35% 25% 10% 100%

2

Tentative Lecture and Assigned Reading Outline Tentative Dates

Topic and Corresponding Readings

September 7th

Introduction to the Course

September 9th, 14th

SOCIAL THEORIES AND RESEARCH What is Sociology? Reading: Brym and Lie Chapter 1, pages 1-13

September 16th, 21st, 23rd, 28th

SOCIOLOGICAL PERSPECTIVES Reading: Brym and Lie Chapter 1, pages 13-22

September 30th

SOCIOLOGICAL RESEARCH METHODS Reading: Brym and Lie Chapter 1, pages 22-37

October 5th, 7th

CULTURE Reading: Brym and Lie Chapter 2

October 12th

First Midterm Exam Worth 30% of Final Grade

October 14th, 19th

SOCIAL INEQUALITIES Social Stratification Reading: Brym and Lie Chapter 8

October 21st, 26th, 28th

Sexuality and Gender Reading: Brym and Lie Chapter 6

November 2nd, 4th

Race and Ethnicity Reading: Brym and Lie Chapter 7

November 9th

Second Midterm Exam Worth 35% of Final Grade

November 11th

NO CLASSES

November 16th, 18th

SOCIAL PROCESSES Deviance and Crime Reading: Brym and Lie Chapter 5

November 23rd, 25th

Socialization Reading: Brym and Lie Chapter 3

November 30th, December 2nd

Social Interaction and Organizations Reading: Brym and Lie Chapter 4

NOTE: The Registrar Scheduled Final Exam (date TBA), will include all materials covered from November 9th, 2010 onward and is worth 25% of your final grade.

3 Grade Scale Grades will be converted to a letter grade as indicated in the following university wide grade scale: Percentage (%) 90-100 85-89 80-84 76-79 72-75 68-71 64-67 60-63 55-59 50-54 0-49

Letter Grade A+ A AB+ B BC+ C CD F

Grade Point 4.33 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.00 0.00

Midterms and Exams There will be two midterm exams during the course of the term and one registrar scheduled final exam. The first midterm exam is worth 30% of your final grade and is tentatively scheduled for October 12th, 2010. The second midterm exam is worth 35% of your final grade and is tentatively scheduled for November 9th, 2010. The final exam is worth 25% of your final grade and will be scheduled by the Registrar during the December exam period. The exams will not be cumulative. The exam format may include: multiple choice questions, fill in the blank, concepts definitions, short answer and or essay questions. Academic Honesty and Misconduct Students are responsible for familiarizing themselves with the Student Code of Conduct as outlined in the course calendar (p. 32). In particular, students should recognize the penalties for plagiarism and other forms of academic dishonesty. Attendance and Participation Students are responsible for all lecture material, films, handouts, reserve and assigned readings. Students must come to class having read and reflected on the assigned readings. You will learn more if you have read the material before you come to class. Students must also be prepared to be called on in class, and to contribute to classroom discussion. Attending class, participating in class discussions, and understanding alternative points of view are important aspects of this course. To do so, students must attend regularly. Students are encouraged to raise questions, share insight, and comments related to the course materials and are expected to respond to other students and the instructor in a respectful and professional manner. Students will be evaluated based on their class participation including involvement in debate, discussion, group work, and by raising questions and comments that demonstrate their engagement with the course materials. Participation is worth 10% of your final grade. Participation entails active learning, it involves

4 attending class and arriving prepared to contribute to classroom discussion. Students will not only be evaluated on how often they participate, but the quality of their contributions will also be assessed. Office Hours If you have any course related questions or concerns please do come and see me during my office hours, Monday and Wednesday from 11:30 to 12:30pm and Tuesday from 10:00am to 11:00am. I am available after class too. If you need assistance or just want to chat and share your thoughts and ideas, please drop by and see me. I am interested in hearing from you and am here to help.

Welcome to SOCIOLOGY 111, enjoy the course.

Image by tommy_rockets. http://media.photobucket.com/image/sociology/tommy_rockets/soc_image2.gif?o=125

DEPARTMENT OF SOCIOLOGY VANCOUVER ISLAND UNIVERSITY Fall 2010 Sociology 111: Introduction to Sociology Section F10N05 Professor: Richard Fredericks Time: Friday 10 am to 1 pm Building: 356 Room: 313

Office: Bldg 356, Room 368 Hours: Thurs 4 pm to 5 pm e-mail: [email protected]

Course Description: This is a basic survey course in Sociology, designed in part to prepare the student for Sociology 112 and later courses, and more generally to prepare the student for a lifetime of engaged and aware citizenship. In several important ways, this course could be aptly renamed Reality 111. Through Sociology 111, we will explore some of the many issues, controversies, and conflicts that make-up and animate our society and hence the sociological enterprise. In short, Sociology may be defined as the systematic study of how we form societies and how societies in turn form us; this is known as the agency vs. structure dilemma. We will start this course with the most basic of sociological basics: the nature of sociological inquiry, its history, and its modes of inquiry will be briefly examined, followed by a more sustained emphasis on sociology’s four main perspectives. We will then, over the next few months, examine the basic social processes of culture, socialization, social interaction and social organizations, deviance and crime, followed by a look at issues related to social stratification, race and ethnicity, and sexuality and gender. How these processes and issues reach out and link up to form Canadian society, on the one hand, and our individual lived experiences, on the other, will be of particular interest. That is, we will endeavour to create a fuller appreciation of structure and agency as this course unfolds. This course draws from the first eight chapters of the main textbook (Brym’s Sociology: the Points of the Compass) insofar as we will use these eight chapters as the course’s skeletal framework or thematic bases. Each chapter will act as our departure point, our springboard for inquiry and investigation up-and-above the chapter’s specific content. What his means is this: Sociology 111 will not be a stock reiteration of the textbook followed by rote memorization and regurgitation from you; this course involves the textbook but is not reducible to it. You are nonetheless responsible for reading each assigned chapter, but in class we will seek to move beyond the chapters toward the illustrative and applicative. By the end of the course, you will be able to work with sociology and think sociologically, rather than merely parrot a handful of sociology’s multitudinous ideas and insights.

Sociology will serve you best as a practical discipline that encourages you to develop particular habits of thought and inquiry which are readily transferable to all other areas of your life. Thus, I could not care less if by the end of Sociology 111 you remain unable to articulate the differences between Durkheimian and Mertonian formulations of deviance. Accordingly, the abiding and unifying theme of this course concerns an emphasis on “personalizing” the sociological. We will explore the varied terrain of sociology through the lens of personal experience; we will attempt to make sociology “real.” The hope is to show where possible the relevancy of sociology to the conduct of everyday life, and develop within each of you an abiding “practical sociology.” Together, we will attempt to foster a fuller understanding of the myriad of ways (many of which go unnoticed) in which society shapes, structures and even determines the courses of our lives and, in so doing, explore the ways in which we may take greater control over our lives and exercise greater personal agency. We shall endeavour to become less simple products of our society, and more sophisticated producers of our society. This course will cohere around a sustained emphasis on issues related to education and the educational process (perhaps better termed “schooling”). Inasmuch as the primary socializing institution most of you here have just emerged from (and returned to) is the school, we will undertake a sustained analysis of this institution and its fundamental tendencies. Education (or schooling) will offer us a crucible in which we may explore some of the many dilemmas and dynamics associated with structure vs. agency. Finally, we will attend to the process and mechanics of being students, and hopefully foster a more collaborative collegial, and co-creative learning environment. This course will rely on multiple modes of exploration: lectures, academic readings, films/documentaries, in-class exercises, discussion groups, and (perhaps most of all) personal experiences.

Required Readings: Martin, James “The Transition Generation,” Chapter One of The Meaning of the 21st Century: A Vital Blueprint for Ensuring Our Future. (this will be handed out first class) Brym, Robert and John Lie Sociology: The Points of the Compass Gatto, John Taylor Weapons of Mass Instruction Both books are available in the VIU Bookstore. The total reading load for this course is 504 pages, an average of 38 pages per week (or no more than 2 to 3 hours of weekly reading).

Course Requirements: Attendance/Engagement: 5% Logical Song Essay: 10% Mid-term Exam: 20% Life on Mars essay: 15% Guided Critical Analysis: 25% Final Exam: 25% NOTE: ALL components of the course must be completed to achieve a final grade. Grading Scheme: 90 to 100 = A+ 85 to 89 = A 80 to 84 = A76 to 79 = B+ 72 to 75 = B 68 to 71 = B64 to 67 = C+ 60 to 63 = C 55 to 59 = C50 to 54 = D 0 to 49 = Fail

It is highly recommended that you endeavour to attend all of the classes as well as complete the assigned readings before each class. Our pace will be brisk and a great deal of material supplementary to the assigned readings will be covered in class. Catching up should you fall behind will not be easy. And, as this class meets once per week and thus each day represents two sessions, missing any one class is doubly detrimental. Accordingly, at random times, an attendance sheet will be sent around. Frequent absences could result in a significant grade penalty of up to 10%. On the other hand, up to 5%, perhaps more, may be earned through full attendance and active engagement. Assignments: Logical Song Essay: During the first session we will listen to one of my favourite rockand-roll tunes, Supertramp’s Logical Song. A transcription of the lyrics will be provided. You are to interpret the lyrics and relate them, where possible, to your own lives. Pay particular attention to the socializing forces of the School as they relate to the message of the song. This assignment represents our first effort in applying sociological analysis to aspects of popular/mainstream culture, and then back again onto our own lives. Your essay should be around 5 to 6 double-spaced pages (1000 words). As it is primarily an autobiographical essay, you should find it straightforward enough. DUE: Week 2, September 17; Value: 10%.

Mid-term Exam: This will consist of True/False and Multiple Choice questions as well as one essay question, and will take 1.5 hours to complete. The questions can and will be drawn from anything and everything covered in the class, including assigned readings, films, and lectures. It will, however, draw especially from the assigned readings, and is designed to ensure the readings are being read. Week 7, October 22; Value 20%. Life On Mars Essay: Over a five week period, we will listen to five half-hour segments of a strange Sci-fi story written and published in the 1920s. It offers a very prescient critique of our present society as well as a host of recommendations as to where we should strive to evolve our society, should we wish to survive the 21st Century. Your task will be to undertake an exercise in on-the-fly analysis and articulation, a most useful and readily transferable job skill and one that employers will expect from Social Science grads. The guiding questions for this assignment are: What critique of our present society (or way of life) does the author offer? What vision of an “ideal society” does he provide? Your final product, due the week following the last segment of the audio book is aired, should be around 5 to 6 double-spaced pages (1000 words). DUE: Week 10, November 12; Value 15%. Guided Book Analysis/Final Essay: Greater detail will be furnished later. You are to read and analyse Gatto’s short but interesting Weapons of Mass Instruction. On the basis of the guidelines I will provide later, and utilizing your newly acquired tools of sociological analysis, you will write a 6 to 8 page, double-spaced essay, using appropriate style (whether APA or MLA). DUE: Week 13, December 3 (Absolutely NO later); Value 25% (I recommend that you consider purchasing a Style Guide. The Bookstore has available at a nominal cost of $8.95 numerous copies of Canada’s College Style Sheet, 5th edition, by Jon Furberg and Richard Hopkins. You may find such a Style Guide useful for the rest of your academic career, especially once you advance into upper level course, where failure to abide by correct style will cost you marks very heavily). Final Exam: This will be based on material covered since the Mid-term, and will mirror its format except for the inclusion of two essay questions, which you will receive ahead of time, to help you better prepare quality responses. You will have 3 hours in which to complete the exam. It will occur during the scheduled exam period (December 9 through 20) and I will let you know exactly when once the schedule is set. Value 25%.

Weekly Schedule Date

Topic

Assignment(s)

Week 1, Sept 10

Introduction and Orientation

Read: None

Week 2, Sept 17

Context

Read: Martin DUE: Logical Song Essay

Week 3, Sept 24

A Sociological Compass

Read: Brym Ch. 1

Week 4, Oct 1

Culture

Read: Brym Ch. 2

Week 5, Oct 8

Socialization

Read: Brym Ch. 3 Listen: Mars

Week 6, Oct 15

From Social Interaction to Social Organizations


Week 7, Oct 22

Mid-term Exam

Read: None Listen: Mars

Week 8, Oct 29

Deviance and Crime


Week 9, Nov 5

Social Stratification


Week 10, Nov 12

Race and Ethnicity

Read: Brym Ch. 7 DUE: Mars Essay Start Gatto

Week 11, Nov 19

Sexuality and Gender

Read: Brym Ch. 8 Really start Gatto

Week 12, Nov 26

Weapons of Mass Instruction

Read: Gatto!!!

Week 13, Dec 3

Open

DUE: Guided Book Analysis

Final Exam: Sometime during the period December 9 through 20.

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Sociology 111: Introduction to Sociology – F10N06 Course Director: D r. Laura Suski Office Location: Building# 355, Office# 328, Ex. 2253 Office Hours: Mondays and Wednesdays 1 0am to 1 1 am , and by appointment Email: [email protected] (the best way to reach me) A. Course Overview:

T he overallgoals of the course are to introduce you to the discipline of sociology, and the development of the analyticaltools to become a sociologicalthinker. In this course you willbe challenged to systematically and creatively explore sociallife. Using a sociologicalperspective, we can begin to see how our lives are products of social construction, and how we are active agents in socialchange. In this course w e focus on building a basic understanding of the production of sociologicalknowledge. We ask questions such as: How is an individualsocialized in a particular society? How does socialinequality impact our lives? How and why do societies change? Why do gender differences persist? We also explore the ideas of classicaland contemporary sociologicalthinkers and use these theoreticalperspectives to analyze sociallife. I see my role as a teacher as facilitating a dialogue between students and a set of ideas. To this end, I strive to present a variety of viewpoints and a range of material. As an introductory leveluniversity course, the course is also designed to help students develop the skills required to engage with socialscientific research and writing.

B. Required Texts: 1 . The following course text must be purchased from the bookstore: Brym, Robert, and John Lie. 2009. Sociology: Points of the Compass . Toronto: Nelson. There are also two copies of this text on reserve in the library. One copy can circulate for one week, the other for 2 hours. 2. Any additional readings will be provided online or will be photocopied and handed out to you in class.

C. Contact Information:

I check my emaildaily during the work week so emailis the best way to reach me. Please feelfree to discuss your own progress or any aspect of the course with me. It is always a good idea to talk with me as soon as you experience any kind of an obstacle in your course progress. It is much more difficult to adjust for problems at the end of the course than it is to dealwith them as they occur. I may also be able to put you in touch with other members of the VIU community who may be able to help you. Students with documented disabilities requiring academic and or exam accommodation should

2 contact D isability Services, B uilding 200, or call740-6446.

D. Evaluations:

1 . In-Class Participation Assignments – 1 0% 2. Two In-Class Tests: Test #1 (20% ), Test #2 (25% ) 3. Writing Assignment – 1 5% 4. FinalExam in the Exam Period - 30%

Bonus Optional Assignments: Three Research Skills Assignments – Possible 2 bonus marks added to each of the

tests in the course.

E. Grading Scheme:

Although allassignments and tests willbe calculated in terms of numerical/percentage points, students willreceive their finalgrade in the form of letter grades. The following equivalency scale willbe used: A+ (91-100)= exceptional (work is creative, thorough, well organized, well presented and demonstrates exceptional skill in critical analysis and an exceptional understanding of the course material) A (85-90)/A-(80-84) = excellent (work is thorough, well organized, well presented and demonstrates skill in critical analysis and a very strong understanding of the course material) B+ (76-79)/B (72-75)/ B- (68-71)=good, very good (work is thorough, well organized, well presented and demonstrates ability in critical analysis and a good understanding of the course material) C+ (64-67)/C (60-63) /C- (55-59) = satisfactory (work demonstrates a competent understanding of the course material) D(50-54)= marginal (work demonstrates a slightly better than minimal knowledge of and understanding of the course material) F (0-49) = failure (work is below the undergraduate standard)

F. Explanation of Evaluations: (i) In-Class Participation Assignments: There is a 10% participation grade which willcome from six in class assignments which willbe graded on a pass/failscale. Each mini-assignment is worth 2% . The assignments are not scheduled. Given that there are six assignments, you can miss one without any penalty. As these assignments evaluate participation and attendance, they cannot be made up. To reiterate, if you miss class on the day of a participation assignment, even if it is due to illness, the participation assignment cannot be made up. Since there are six chances to get 1 0/1 0, I have already allowed for a situation in which a student may be illor face some kind of obstacle to attending class. The highest participation score you can obtain is 1 0/1 0.

3 The assignments could range from writing a short answer to a discussion question to doing some group work. They are not designed to test your memory of the readings or lecture material. Instead, they are designed to stimulate criticalreflection on the course material. If you put in the minimaleffort required for these assignments, this ten percent should be easy to obtain. (ii) In-Class Tests: These two tests willconsist of some combination of multiple choice, fill-in-the blank, true/false, matching, short answer, and possibly essay questions. The tests willcover the lecture and reading materialcovered in the specified amount of time. There willbe reviews before each test.. Note that each test is worth a little more than the previous test. As we move through the course, the tests willinclude more written components so that by the time your write the finaltest you willbe answering some essay questions. The increased weighting of the tests also allows you to get used to the testing requirements in the course. (iii) Writing Assignment: The writing assignment willbe a short assignment (approximately 3-4 pages) on a topic related to Chapter 5 (Crime and D eviance). You willnot be tested on Chapter 5 as it is the focus of your writing assignment. D etails of this assignment willbe provided to you closer to the due date. Some outside research willbe required. When writing your essay you must use a recognized referencing format (e.g. MLA , Chicago, APA ). If you are considering a major or minor in Sociology, I recommend you become familiar with either APA (the standard for Psychology) or ASA (the American SociologicalAssociation Style Guide). A brief but usefulreference guide for the ASA referencing format is available at the ASA ’s website: http://www .asanet.org/. (see the “Sociology D epartments” subheading). (iv.) Final Exam: In addition to multiple choice, fill-in-the blank, true/false, and matching type questions, the finalexam willrequire students to write answers to short and/or long essay type questions. I willprovide a study guide for the finalexam . The finalexam is not cumulative. (v.) Bonus Optional Assignments: These assignments are designed to help you develop some of the skills you willneed to write SocialScience research papers, particularly papers in the discipline of Sociology. These assignments willrequire you to practice and develop research skills such as finding research sources, evaluating sources, and citing sources. There willbe three assignments and three opportunities to earn two bonus marks. The assignments willbe graded on a pass/failbasis. A passing grade earns you two marks bonus on the next upcoming test. These assignments are optional.

4

G. Make-Up Policy:

The opportunity to write a make-up test is not automatically granted in this course. Should you miss a test or assignment due to illness or some equivalent serious emergency, you must provide some documentation to write a make-up. In order to write a make-up, you must be in contact with me on or before the day of the test. In other words, do not wait to report your absence. Please note that make-ups may not follow the same format of the originalassignment. For example, should you miss an in-class test, you may be required to write a make-up test which includes essay questions. Also note that make-ups are unlikely to occur the next day after a test or even the same week of the test. I cannot arrange make-ups according to student’s individualschedules. I am limited by my own teaching schedule and by classroom availability. I cannot arrange make-ups for students who decide to take extended holidays or who decide to go home early at the end of term . Please note that students will not be permitted to write more than one make-up test in the course.

H. What to do if you miss class: If you are going to miss class on a regular lecture day (i.e. no test is scheduled or an assignment is due), you can send me an emailto alert me of your absence. This is not a requirement. I cannot assess whether it is “okay” for you to miss a class or leave early so please do not ask me. Having said that, I appreciate it when students tellme that they are illor have an important appointment that requires them to leave class early. It is important to keep in touch with me via emailwhen you are missing class for an extended amount of time or if you are missing a test or the submission of an assignment (see Section G “Make-Up Policy” above). Again, if you miss a participation assignment, these cannot be made up, even if your absence is due to illness. While this class does not have an accompanying moodle site, I willbe sending out lecture outlines and any accompanying handouts to allmembers of the class via email at the end of each week. If you do have to miss a class, you willhave a good sense of what was covered in your absence.

I. Cancellation of Classes: The class willbe cancelled when the university is closed. D ecisions to close the university because of bad weather are made by the university administration. Read announcements carefully as sometimes the university is closed during the day but opened for night classes, or vice versa. If the university is closed on a day in which a test is scheduled, be prepared to write the test when we return to class. If I am ever ill and have to cancelclass, I willtry to send out a class emailin advance to let you know .

5

J. Classroom Etiquette: As you have now gathered from the design of this course, I value our classroom time together. The three hours we spend together is our only opportunity to discuss and explore the course materialas a class. When participating in class discussions, please be respectfulof the experiences and opinions of your classmates. In order to have productive discussions in class, I willask that you raise your hand to make a point. I willmake every effort to learn your names early so that I can make classroom discussions more efficient and so that I can support dialogue and debate. I encourage you to learn your classmates’ names as well. Class willend with plenty of time for you to make it to your next class or meeting. Please do not pack up early as it disrupts the last few minutes of class. Unless you have some kind of disability that requires you to take notes with a computer, I request that you put your laptops away during class and take notes with pen and paper. I would be happy to discuss this policy should you wish to hear more about why I have implemented it in all of my classes. Students also tell me that they find their classmates’ texting and checking of cell phone messages very distracting. I will take a five minute break in the middle of class which you can use to respond to messages or texts.

K. Plagiarism: When submitting assignments, it is essentialthat there be correct attribution of authorities from which facts and opinions have been derived. If you are unsure about the referencing process, please ask me or get help at VIU ’s writing centre (www.viu.ca/writingcentre ). At VIU there are university regulations which deal with plagiarism and, prior to submitting any paper in a course, students should read the “Policy on Academic Misconduct” available online. As stated in the policy, “acts of academic misconduct may make a student subject to a range of disciplinary action – including failure for a course assignment or a course, or possible suspension by the President”.

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L. Readings, Test and Lecture Schedule The following is a schedule of lectures. Try and read the accompanying chapter before each lecture. Test and assignment dates are also listed. Wednesday September 8th – Introduction to the Course, No readings Monday September 13th – Chapter One - A SociologicalCompass Wednesday September 15th – Chapter One – A SociologicalCompass Monday September 20th – Chapter One- A SociologicalCompass – Bonus Research Skills Assignment #1 Handed Out

Wednesday September 22nd – Chapter One – A SociologicalCompass – **Bonus Research Skills

Assignment #1 Due** (Optional) Monday September 27th – Chapter Two- Culture Wednesday September 29th – Chapter Two – Culture, and Test Review Monday October 4th – **In Class Test – Chapters 1 and 2** (20%) Wednesday October 6th – Chapter Three - Socialization Monday October 11th – Thanksgiving D ay – University Closed Chapter Three - Socialization Wednesday October 13th – Chapter Three – Socialization Monday October 18th - Chapter Four – From SocialInteraction to SocialOrganization- Research Skills Assignment #2 Handed Out Wednesday October 20th – Chapter Four – From SocialInteraction to SocialOrganization- **Bonus Research Skills Assignment #2 Due** (Optional) Monday October 25th – Chapter Five – D eviance and Crime Wednesday October 27th – **In Class Test – Chapters 3 and 4** (25%) Monday November 1st - Chapter Five – D eviance and Crime **Discuss Writing Assignment** Wednesday November 3rd – Chapter Five- D eviance and Crime Monday November 8th – Finish Chapter Five and Begin Chapter Six (SocialStratification) Wednesday November 10th – Chapter Six – SocialStratifcation Monday November 15th – Chapter Six- SocialStratification Wednesday November 17th –**Writing Assignment Due** (15%) Monday November 22nd – Chapter Seven- Race and Ethnicity Wednesday November 24th – Chapter Seven – Race and Ethnicity Monday November 29th – Chapter Eight – Sexuality and Gender – **Bonus Research Skills Assignment #3 Handed Out** Wednesday December 1st - Chapter Eight – Sexuality and Gender – **Bonus Research Skills Assignment #3 Due** (Optional) Monday December 6th – Last Class, Review for FinalExam on Chapters 6, 7, and 8 Final Exam (30%): Date TBA, In the Exam Period, Chapters 6, 7 and 8 (Reminder: Do not make Christmas travel arrangements until the date of the exam is announced!)

SOCI 111

Introduction to Sociology

Instructor: Dr. Joseph (Joey) Moore Office: 374 (Building 356)

January 2009

Phone: 753-3245, local 2179 Home: 604-879-0565 E-Mail: [email protected]

Office Hours: Monday and Wednesday 10:45-11:00; 1:00-2:00 or by appointment Even amidst the flurry, excitement and pressures of our everyday lives there are few of us who do not at some point come to wonder why we do what we do. Why do some prosper while others are impoverished? Why in some places and times are we threatened by violence and danger while in others we are safe? Were the perils and opportunities faced by our grandparents and greatgrandparents different than those we now confront? How, at once, can the world offer such freedoms and constraints? This course introduces students to a powerful, and oft times provocative tool for addressing such questions – sociology. While most of us have an understanding of the world rooted in our individual life history and the views of those we are closest to, taking a sociological perspective often reveals a very different, broader and more complex idea of social life and our place in it. Sociological investigation reveals that as members of a society we both shape and are shaped by the social world. A sociological perspective, by examining the way society is organised, allows us to make connections between the everyday life and troubles of individuals and problems in the social structure itself. Most importantly, by focusing on historical trends and developments and by comparing societies across the globe, sociology demonstrates that there is nothing inevitable about the present ways of doing things – that social change is possible. First, this course will familiarise students with the basic concepts, theoretical approaches and methods of sociology investigation. Next, we will examine some of the broad areas of sociological inquiry including socialization, organizations and groups and culture. Our focus will be on the general themes of social inequality (based on gender, class, race and ethnicity), opportunity, and social change. In the end, students should expect to learn how to use sociology to think critically and analytically about some of the most pressing concerns of our time. Required Texts Brym, Robert and Jon Lie. 2008. Points of the Compass. Toronto: Nelson Education. Additional required readings will be available on our Moodle site or handed out in class. Moodle Site This course incorporates a Moodle site to deliver materials such as additional readings and exam guides. Our Moodle site is found at http://moodle.malaonline.ca On the right-hand side, near the top you will find links where you can sign up for an account. Once you have an account you need to find our course and enrol yourself using the enrolment key provided on the first day of classes. Evaluation Exam I Final Exam Participation Media Diaries

30% 30% 10% 30%

Email Communication On occasion I may need to contact the class via email. All students are required to ensure that the email account on record with Registration (see your student record) is accurate and is checked regularly. Expectations and Work Load Attendance and participation is mandatory. Success in this course will require that the student invest a significant amount of time and energy, especially in preparing for each class. Readings must be covered BEFORE each class and adequate time must be reserved to reflect upon these readings.

Exams There are two exams. Each of these exams will be composed of multiple choice, short answer and short essay questions. Make-up exams will be available only in the case of a documented medical problem. Participation This includes participation in discussions, the raising of questions, and the identification of problems you may have with the readings. While a physical presence is necessary, your mark will be based on my evaluation of how well you have demonstrated in class your critical engagement with the material. Media Diary/Critique Throughout the year I will add articles taken from current media to our Moodle site. On two dates (see schedule below) students will be required to submit a written critique of one of these articles. • Each entry will be at least 350 words in length • Each entry must analyze the issue using at least two sociological perspectives • Each entry must use specific sociological concepts in the analysis Grade Scale: 90-100 A+ 67-69 C+

85-89 A 63-66 C

80-84 A60-62 C-

77-79 B+ 50-59 D

73-76 B 0-49 F

70-72 B-

Academic Honesty and Misconduct Penalties for plagiarism and other forms of academic dishonesty can include suspension or expulsion. It is each student’s responsibility to read, understand and abide by VIU’s Student Academic Code of Conduct.

COURSE SCHEDULE (Subject to change as announced in class—keep an eye on our Moodle site) Week 1

Introduction to the Sociological Imagination Readings: Text, Ch. 1, p. 3-13; C.W. Mills: “The Promise” (Ch. 1 of The Sociological Imagination) available at http://www.lclark.edu/~goldman/socimagination.html

Week 2

Sociological Theory: Major Perspectives Readings: Text, chapter 1, p. 13-22

Week 3

Doing Sociology: The tools and techniques of sociological analysis Readings: Text, chapter 1, 22-34 Media Diary Practice Day; Readings on Moodle

Week 4

Culture and Social Life Readings: Text, chapter 2

Week 5/6

Theories of the individual in society: socialisation, roles and interaction Readings: Text, chapter 3 & 4 Week 6 Day 1 (Mon): Media Diary I Due.

Week 7

Day 1: Catch Up and Review Day 2: EXAM I

Week 8

Reading Week

Week 9/10

Social Inequality: The Sociological Investigation of Class, Status and Poverty Readings: Text, chapter 6

Week 10

Race and Ethnicity Readings: Text, chapter 7

Week 11

Sexuality and Gender Readings: Text, chapter 8

Week 12

Deviance Readings: Text, chapter 5

Week 13

Day 1: Media Diary II Due Day 2: Review

SOCI 111 Introduction to Sociology Proposed Course Outline Spring 2011 Tuesdays 6:00pm – 9:00pm PROFESSOR: Sylvie Lafrenière, PhD TELEPHONE: 753-3245 or toll-free 1-888-920-2221 (Ext. 2243) OFFICE: Bldg. 356 Room 306 E-MAIL ADDRESS: [email protected] OFFICE HOURS: Mondays and Wednesdays, 11:30am to 1:00pm… or by appointment LECTURES: Tuesdays, 6:00pm to 9:00pm (Bldg. 356, Rm. 325) Course description: Preconceived ideas and notions often colour our outlook on world events and social phenomena. Sociology, being the scientific study of human social interactions, allows us to challenge these ideas and examine and interpret events and phenomena in an objective manner. The first step is to recognize that every activity is a social activity. Even a hermit who withdraws from society is posing a social act. Actions are based in a given historical and political context, which in turn, gives those actions meaning. The second step is to look for explanatory factors for these events, in order to describe them accurately, define their meaning, and foresee—or prepare for—them. This course is a thematic introduction to the science of Sociology. We will be examining different themes (culture, race and ethnicity, crime to name a few) and how they relate to and affect Canadian society. Traditional theoretical perspectives will also be examined in order to assess how they can serve as the lenses through which social topics are analyzed.

Course calendar description: An introduction to the sociological understanding of society and an exploration of how social conditions and historical context shape the life chances of individuals and groups. Topics include theoretical perspectives, culture, socialization, groups and organizations, social structure, social class, inequality, deviance and social control, gender, race and ethnicity. Prerequisite: None. Required Text: Brym, Robert J. and John Lie (2009). Sociology: Points on the Compass. Toronto: Nelson Education.

Student assessment*: Class discussion assignments “Four Weeks In” Quiz Midterm exam Photo Essay Final exam

15% 10% 25% 20% 30%

Throughout the semester January 25th March 1st April 5th During scheduled exam period (April 14th to April 28th)

*Subject to change: The point allocation for the course requirements will be discussed and approved by the group on the second day of class, January 11th.

Class discussion assignments: After most lectures and films presented in class, you will be divided into groups for debate or to answer questions based on the material presented in class and on required readings. Each group will present their answers and comment answers provided by other groups. At the end of class, one written report will be submitted by each group. Your mark will be based on your participation in the group discussions. Make sure you sign your group’s report!

Photo Essay: You are required to prepare a photo essay as your final assignment. The essay will be eight to ten (8 to 10) pages long and contain 5 photos of objects, people, billboards, etc. that have a significant sociological meaning. Each photo must be accompanied by text describing the image and presenting its sociological significance through analysis, theoretical reference, etc. Further details will be provided in class. • • •

Late assignments will NOT be accepted under ANY circumstances; Electronic versions of this assignment will NOT be accepted under ANY circumstances; No more than ten (10) pages long!!

Exams: The quiz, the midterm and the final exam will be mostly short answer questions but will also include multiple choice and true or false questions. They will be based on all material seen in the classroom (lectures, films, discussions and debates) as well as the readings from the text book. The midterm is cumulative; the final is not.

2

TENTATIVE COURSE SCHEDULE Week 1:

Introduction to the course

January 4th

Introduction to Sociology and the Sociological Imagination The chapters for the required readings do not follow the order in the book. Be sure to check the outline carefully!!

Week 2:

Is Sociology a “Science”? Conducting sociological research

January 11th

Research methods in the social sciences Discuss and approve point allocation for course requirements Readings: Chapter 1, pp. 22 - 31

Week 3:

Theories: Marx, Durkheim, Weber and contemporary theorists (part 1)

January 18th

Readings: Chapter 1, pp. 1 – 22 and pp. 31 - 37

Week 4: Theories: Marx, Durkheim, Weber and contemporary theorists (part 2) th

January 25

Readings: Chapter 1, pp. 1 – 22 and pp. 31 - 37 “Four Weeks In” Quiz, January 25th Week 5:

Socialization: the Development of Self-Identity Through Social Interaction

February 1st

Presentation of photo essay Readings: Chapter 3

Week 6:

From Social Interaction to Social Organizations

February 8th

Readings: Chapter 4

Week 7:

Culture: Freedom or Constraint?

February 15th

Readings: Chapter 2

3

Week 8: February 22rd Reading Days --- No classes !!! Week 9: Mid-term March 1st

March 1st

Canadian Social Issues: Language Issues and Regional Distinctions No readings for lecture Week 10:

Social Stratification: Is Stratification Inevitable?

March 8th

Readings: Chapter 6

Week 11:

The Social Definition and Social Construction of Crime

March 15th

Readings: Chapter 5

Week 12:

Race and Ethnicity are Socially Constructed Labels

March 22nd

Readings: Chapter 7

Week 13:

The Social Construction of Sexuality and Gender

March 29th

Readings: Chapter 8

Week 14:

Last day of class: Recap, review and conclusion Photo Essay is due

April 5th Exam period April 14th to April 28th

Final Exam Date TBA

4

INSTRUCTOR POLICY STATEMENT 1. Unanticipated and exceptional circumstances: There are times when unanticipated and

exceptional circumstances may preclude your ability to meet the requirements of the course. This does not include for example, computer and printer problems, too many things due at the same time, forgetfulness, work obligations, etc. I am prepared to make exceptions for unanticipated and exceptional circumstances, provided that they are unanticipated and exceptional. You must however give me warning PRIOR to the exam or assignment due dates and times. It would be unacceptable, for example, for you to contact me AFTER the midterm exam to tell me that you will not be writing it. In some circumstances, I may request that you provide appropriate and detailed documentation to bear witness to the event which would keep you from completing your assignment or writing your exam. 2. Absence from class:

a. If you are ill or unable to get to class, it is your responsibility to get one of your classmates to brief you on the material seen in class; b. If you are ill or unable to get to class when the photo essay is due, get someone to drop it off for you. 3. Electronic versions of assignments will NOT be accepted under ANY circumstances. 4. Late assignments: a. There will be a one (1) percentage point per day penalty for assignments that are submitted

past the due date. That means 1% of your final grade; b. The class discussion assignments are hand-written reports that that must be handed-in at

the end of class.

5

SOCI 112 Introductory Sociology – Fall 2007 Department of Sociology Malaspina University College Friday 10:00am to 1:00pm Building 356, Room 319 Instructor: Office Location: Office Hours: Telephone: Email:

Gillian Anderson Building 356, Room 378 Wednesdays 2:00pm to 4:00pm (250) 753-3245, extension 2237 [email protected]

Course Description This course introduces students to a variety of sociological perspectives and concepts that demonstrate the pervasiveness of social inequalities; the impact social structures and institutions have on individual’s daily lives; and the role of social change in society. These ideas will inform the examination of gender and race relations, aging, families, governments, education, religion, the environment and social movements. This course encourages students to develop their ‘sociological imagination’ and critical thinking skills. In short, students will learn how to think more ‘sociologically’ about contemporary social issues. Required Reading Materials: Textbook 1.

Schaefer, Richard T., Richard Floyd and Bonnie Haaland. 2006. Sociology: A Brief Introduction (Second Canadian Edition). Toronto: McGraw-Hill Ryerson Ltd.

2.

Additional required readings may be distributed in class.

Note: Students are responsible for all lecture material, films, handouts, reserve and assigned readings. Students must come to class having read and reflected on the assigned readings. You will learn more if you have read the material before you come to class. Students must also be prepared to be called on in class, and to contribute to classroom discussion. Method of Evaluation

Tentative Date

Weight

First in class test Written Assignment

October 12th, 2007 September 28th, 2007 or November 2nd, 2007 November 9th, 2007 TBA

25%

15% Second in class test 30% Registrar Scheduled Final Exam 20% Class Participation 10% ______________________________________________________________________ TOTAL 100%

2 Tentative Lecture and Assigned Reading Outline Tentative Dates


September 7th

Introduction: What is Sociology?

September 14th

SOCIAL INEQUALITY Gender Relations Reading: Schaefer Chapter 10, Gender Relations

September 21st

Gender Relations Continued

*September 28th

Race Relations Reading: Schaefer Chapter 9, Racial and Ethnic Inequality

**********Written Assignment on Gender Representations in Print Advertising********* DUE September 28th!!! Worth 15% of Final Grade October 5th

Aging and Gerontology Reading. Schaefer Chapter 14, Population, Aging, and Health

*October 12th


October 19th

SOCIAL INSTITUTIONS Families Reading: Schaefer Chapter 11, The Family and Intimate Relationships

October 26th

Government Reading: Schaefer Chapter 13, Government and the Economy

*November 2nd

Religion and Education Reading: Schaefer Chapter 12, Religion and Education

********Written Assignment on Representations of Family in Print Advertising********* DUE November 2nd!!!!! Worth 15% of Final Grade *November 9th

Second Midterm Exam Worth 30% of Final Grade

3 November 16

th

SOCIAL ISSUES AND SOCIAL CHANGE Communities Reading: Schaefer Chapter 15, Communities and the Environment

November 23rd

Social Movements Reading: Schaefer Chapter 16, Social Movements, Social Change, and Technology

November 30th

Social Movements Continued Review

*NOTE:

Registrar Scheduled Final Exam TBA Worth 20% of final grade

Exams There will be two in class exams during the course of the term and one final, registrar scheduled exam. The exams will not be cumulative. The exam format may include: multiple choice questions, fill in the blank, concepts definitions, short answer and or essay questions. Written Assignment There will be one written assignment. You will have your choice of two topics and due dates. You may choose to comment on gender representations in print media advertising, due September 28th, 2007 or on the representations of family in print advertising, due November 2nd, 2007. You may only complete one of the assignments. You decide which one. The assignment instructions are attached to the course outline. Attendance and Participation Attending class, participating in class discussions, and understanding alternative points of view are important aspects of this course. To do so, students must attend regularly. Students are encouraged to raise questions, share insight, and comments related to the course materials and are expected to respond to other students and the instructor in a respectful and professional manner. Your participation is vital both for your learning and the learning of others. Your participation is vital both for your learning and the learning of others. Students will not only be evaluated on how often they participate, but on the quality of their contributions Academic Dishonesty and Misconduct Students are responsible for familiarizing themselves with the Student Code of Conduct as outlined in the course calendar (p. 32). In particular, students should recognize the penalties for plagiarism and other forms of academic dishonesty.

4 Grade Scale Grades will be converted to a letter grade as indicated in the following scale. 93-100 A+ 86-92 A 83-85 A-

78-82 B+ 74-77 B 70-73 B-

67-69 C+ 63-66 C 60-62 C-

50-59 D 0-49 F

5 1

SOCIOLOGY 112 FALL 2007 GUIDELINES FOR WRITTEN ASSIGNMENT ON GENDER OR FAMILIAL REPRESENTATIONS IN PRINT ADVERTISING ASSIGNMENT The purpose of this assignment is to get you to see the relevance of some of the important sociological concepts and theoretical perspectives that we have been studying in class and then to apply them to an analysis of print media advertising. You have a choice of which topic you want to write on: media representations of gender and gender relations or families and intimate relations. You may only complete one assignment. Your two options are outlined below: DUE DATE FOR ASSIGNMENT ON GENDER:

September 28th, 2007

OR DUE DATE FOR ASSIGNMENT ON FAMILY: WEIGHT:

November 2nd, 2007

Worth 15% of final grade

INSTRUCTIONS Search various magazines (women’s, men’s, teen, parenting, children’s, fashion, hobby, sports, etc.) for an advertisement of your choice that you feel relates to some of the theoretical perspectives and concepts we have studied in class with respect to the topic of gender and gender relations or intimate relations and families. For this assignment you will have to:

1

•

Provide a brief description of the ad, including what caught your attention about it, but don’t spend too much time on this. Be sure to cite the date and source of the ad. Attach the ad to the back of your assignment as an appendix.

•

Explain how you can view the ad from one of the four sociological perspectives we have studied (either conflict, functionalist, symbolic interactionist, feminist). For example, explain how a conflict theorist might interpret the ad. A functionalist? A feminist? A symbolic interactionist?

•

Demonstrate your application of theoretical concepts and ideas. This is the key part of the assignment!!! Select a minimum of three concepts that you believe are

Source: Adapted from Pawluch, 2005:8.

6 evidenced in the ad. (Please refer to the attached list of concepts to help guide your analysis on either topic). Define and discuss these concepts. Your discussion should focus on making the connections between the ad and the concepts you have chosen. You need to explain the connections you see between the ad and these concepts and point out exactly where you see the connections. To do this you will need to drawn on illustrative examples from the ad. PRESENTATION Your analysis should be approximately 500-750 words that is, two (2) to three (3) double spaced, typed pages. Format the assignment as follows: include a title page with your name and student ID number; use 12 point Times New Roman font, and 1” (2.5cm) margins; and number the pages. A strong analysis will demonstrate attention to detail - grammar, spelling, and writing style. Material drawn from the textbook must be properly referenced. These components will all be evaluated in the marking. EVALUATION CRITERIA A strong analysis will do the following 1.

Summarize the ad clearly and explicitly - What is the advertisement selling? Who is the target audience/demographic? Where did the ad appear/source? What is the ad “saying, implying or promising”?

2.

Demonstrate your knowledge of a sociological perspective – Show how the subject matter can be viewed from one of the four sociological perspectives. A strong analysis will demonstrate your ability to apply a sociological theoretical perspective to a particular ad.

3.

Demonstrate the sociological relevance of the ad - explain how the ad relates to three theoretical concepts and ideas we are studying in class. Use material from the ad to support your discussion of the concepts you have chosen.

The written assignment will be marked according to the following criteria 2: Are solid connections between the concepts and the ad evident in your analysis? Are these connections well lished and explained? Is a strong understanding of a sociological perspective evident? Is a clear and accurate understanding of the concepts present? Has the ad been accurately described and summarized in the assignment? Is the assignment well written? Have the assignment instructions been followed? NOTE:

2

Please see me if you have any questions. I am here to help you! We can also discuss the assignment in class.

Source: Pawluch, 2005:8

7 Here are some possible theoretical concepts may want to incorporate into an analysis on gender: sex gender gender roles gender inequality gender roles the social construction of gender gender stratification male dominated professions gender stereotyping multiple jeopardies occupational segregation sexual harassment male/female differences sexism institutional discrimination gender role socialization functionalist view symbolic interactionist perspective

instrumental roles gender identity gender relations gender division of labour expressive roles feminism female dominated professions glass ceiling double jeopardy gender gap power objectification violence against women sex discrimination gender socialization gender norms conflict perspective

Here are some theoretical concepts your may want to incorporate into an analysis of family and intimate relations: definitions of family family types natural family single parent family extended family blended families fatherhood grandparenthood gender roles expressive roles childlessness romantic love patriarchy racist bias conservative bias the social construction of love and marriage paid labour housework functionalist view symbolic interactionist perspective

kinship relations nuclear family gay and lesbian families lone parent family dual income families motherhood parenthood gender division of labour instrumental roles functions of families courtship double day child care heterosexist bias ageist bias boomerang generation unpaid labour family violence conflict perspective

DEPARTMENT OF SOCIOLOGY VANCOUVER ISLAND UNIVERSITY FALL 2008 Sociology 112: Introduction to Sociology: Canadian Society in the Contemporary World Section F08N01 Instructor: Richard Fredericks Time: Tuesday 2:30 to 4:00 Thursday 2:30 to 4:00 Building: 356 Room: 317

Office: Bldg 356, Room 368 Hours: Tues/Thurs 4 to 5 [email protected]

Course Description: This is a basic survey course in Sociology, designed to complement Sociology 111. As such, we will explore the many issues, controversies, and conflicts that make-up and animate the sociological enterprise. We will, briefly, investigate the history of sociological thought and theory, followed by more in-depth examinations of various key concepts and concerns, such as power, stratification, social inequality, class, and poverty. We will also explore such areas of Canadian life as family, religion, education, technology, the environment, social movements, work and the economy, health, and medicine. How these concerns reach out and link up with “globalization,” on the one hand, and our individual lived experiences, on the other, will be of particular interest. Yet, in the end we will pay particular attention to the Canadian scene. The abiding and unifying theme of this course concerns an emphasis on “personalizing” the sociological. We will explore the varied terrain of sociology through the lens of personal experience; we will attempt to make sociology “real.” As such, there is an experiential component to the course. The hope is to show where possible the relevancy of sociology to the conduct of everyday life, and develop within each of you an abiding “practical sociology.” Together, we will attempt to foster a fuller understanding of the myriad of ways (many of which go unnoticed) in which society shapes, structures and even determines the courses of our lives and, in so doing, explore the ways in which we may take greater control over our lives and exercise greater personal agency. We shall endeavour to become less simple products of our society, and more sophisticated producers of our society. Of particular interest is the idea of “temporal traps,” several of which we will explore. It is our hope that through this course you will leave with a greater appreciation of such traps and will have acquired some degree of critical thinking necessary to avoid these traps. Finally, we will attend to the process and mechanics of being students, and hopefully foster a more collaborative and interactive learning environment. This course will rely on multiple modes of exploration: lectures, academic readings, films/documentaries, in-class exercises, discussion groups, and (perhaps most of all) personal experiences.

Required Reading: Sociology: The Points of the Compass by Robert Brym and John Lie (B & L) Nickel and Dimed: On (Not) Getting By in America by Barbara Ehrenreich Both books are available in the University Bookstore. In addition, there is a mandatory reading package consisting of two chapters drawn from a larger Brym textbook, also available in the Bookstore (Brym Chapters 13 and 19). Course Requirements: Attendance/Participation: 10% Logical Song Essay: 10% Mid-term Exam: 20% Final Essay: 30% Final Exam: 30% NOTE: ALL components of the course must be completed to achieve a final grade. Grading Scheme: 90 to 100 = A+ 85 to 89 = A 80 to 84 = A76 to 79 = B+ 72 to 75 = B 68 to 71 = B64 to 67 = C+ 60 to 63 = C 55 to 59 = C50 to 54 = D 0 to 49 = Fail

It is highly recommended that you endeavour to attend all of the classes as well as complete the assigned readings before each class. Our pace will be brisk and a great deal of material supplementary to the assigned readings will be covered in class. Catching up should you fall behind will not be easy. Accordingly, at random times, an attendance sheet will be sent around. Frequent absences could result in a significant grade penalty of up to 10%. As well, any student who misses 50% or more the classes, without sufficient and documented reason, shall forfeit any opportunity for an A level grade, regardless of work quality otherwise. On the other hand, up to 10% (perhaps a bit more) can be earned through full attendance and active participation.

Assignments: Logical Song Essay: During the second session we will listen to one of my favourite rock-androll tunes, Supertramp’s Logical Song. A transcription of the lyrics will be provided. You are to interpret the lyrics and relate them, where possible, to your own lives. Pay particular attention to such socializing forces as the family, public/private school, the workplace, church, and university, as they relate to the message of the song. This assignment represents our first effort in applying sociological analysis to aspects of popular/mainstream culture, and then back again onto our own lives. Your essay should be around 5 double-spaced pages (1000 words). As it is primarily an autobiographical essay, you should find it straightforward enough. DUE: Week 2, Tuesday, September 9; Value: 10%. Mid-term Exam: This will consist of True/False and Multiple Choice questions, as well as one essay question, and will take 1.5 hours to complete. The questions can and will be drawn from anything and everything covered in the class, including assigned readings, films, and lectures. It will, however, draw especially from the assigned readings, and is designed to ensure the readings are being read. Week 7, Thursday, October 16; Value 20%. Guided Book Analysis/Final Essay: Greater detail will be furnished later. You are to read and analyse Ehrenreich’s Nickel and Dimed. On the basis of the guidelines I will provide later, and utilizing your newly acquired tools of sociological analysis, you will write a 6 to 8 page, doublespaced essay, using appropriate style (whether APA or MLA). DUE: Week 13, Thursday, November 27 (Absolutely NO later); Value 30% (I recommend that you consider purchasing a Style Guide. The Bookstore has available at a nominal cost of $8.95 numerous copies of Canada’s College Style Sheet, 5th edition, by Jon Furberg and Richard Hopkins. You may find such a Style Guide useful for the rest of your academic career, especially once you advance into upper level course, where failure to abide by correct style will cost you marks very heavily). Final Exam: This will be based on material covered since the Mid-term, and will mirror its format except for two essay questions, which you will receive ahead of time, to help you better prepare quality responses. You will have 2.5 hours to complete the exam. It will occur during the scheduled exam period (December 4 to 15) and I will let you know exactly when once the schedule is set. Value 30%.

Weekly Schedule Date

Topic

Assignment(s)

Week 1, Sept 2/4

Introduction and Orientation

Read: B&L Ch.1

Week 2, Sept 9/11

Social Stratification

Read: B&L Ch. 6 DUE: Logical Song Essay (on the 9th)

Week 3, Sept 16/18

Social Stratification, cont.

Read: B&L Ch. 6

Week 4, Sept 23/25

Families

Read: B&L Ch. 9

Week 5, Sept 30/Oct 2

Religion and Education

Read: B&L Ch. 10

Week 6, Oct 7/9

Religion and Education, cont.

Read: B&L Ch. 10

Week 7, Oct 14/16

Catch-up/Mid-term Exam

Read: None

Week 8, Oct 21/23

Technology, the Environment, Social Movements

Read: B&L Ch. 11

Technology, the Environment, Social Movements, cont.

Read: B&L Ch. 11

Week 9, Oct 28/30

Week 10, Nov 4/6

Health and Medicine

Read: Brym Ch. 19 Start Ehrenreich

Week 11, Nov 13

Health and Medicine, cont.

Read: Brym Ch. 19 Cont. Ehrenreich

Week 12, Nov 18/20

Work and the Economy

Read: Brym Ch. 13 Cont. Ehrenreich

Week 13, Nov 25/27

The West

Read: Brym DUE: Book Analysis

SOCI 112

Introduction to Sociology Canadian Society in the Contemporary World

September 2010

Instructor: Dr. Joseph (Joey) Moore Office: 374, building 356 Phone: 2179 (home 604-879-0565) email: [email protected] Office Hours: M/W 1:00-2:00 In this course students will develop their sociological imagination through the study of Canadian society. By critically examining subjects such the changing world of work, health, education, the family and urban and natural environments, we will question common sense understandings of our society and develop more complex and thorough sociological perspectives. We will learn how our society shapes not only our life chances but also the very idea of who we are. Using this sociological gaze we will make connections between our personal troubles and accomplishments and the organisation of our society. Placing Canadian institutions, organisations and culture within a historical and global context will be indispensable to our task. By focusing on historical trends and developments and by comparing societies across the globe we will come to understand that present ways of doing things are neither inevitable nor immutable. In the end, we will learn not only how we are shaped by our histories but also how we each make history.

Important: In order that the needs of each particular class are best accommodated, the course content, schedule and requirements are subject to change. Any changes will be announced in class. It is each student’s responsibility to keep abreast of any changes. If you miss a class please ask me for any updates! Required Texts Brym, Robert and Jon Lie. 2008. Points of the Compass. Toronto: Nelson Education. Text Supplement (Work and Health and Medicine chapters) Additional required readings will be available on our Moodle site, sent in an email or handed out in class. Highly Recommended Reading: Globe and Mail (daily, with special attention paid to weekend edition) or other major national or international daily newspaper. Evaluation: Exam I Final Exam Participation Media Diary Assignments

30% 30% 10% 30%

Expectations and Work Load Success in this course will require students to develop a ‘sociological imagination’, a critical perspective that is often very different from popular, everyday ways of understanding the world. None of us should be under the illusion that this is a simple task. This is not a class where rote learning or memorization will suffice. To succeed you will need to invest a significant amount of time each week reflecting on our readings, preparing questions for class, writing and editing assignments and studying for exams. Please do consider whether you have, at this moment of your life, the time or energy to commit to such a course. Readings I have deliberately limited the amount of material that we will cover and in return I ask that students read each text chapter and supplementary materials carefully. Requirements: (1) Readings must be covered BEFORE each class. (2) Adequate time must be reserved to reflect upon these readings. (3) Each student must bring questions/comments about the readings to every class.

Note on films, readings and other supplementary materials: Videos, handouts, and supplementary readings will be used to both supplement the text and lectures and to promote discussion on relevant issues. Students will be responsible for this material on exams. If you are absent for a class it is your responsibility to find out if you have missed any such material. Such materials may not be available outside of class. Moodle This course will use a Moodle site to deliver additional content and for the submission of assignments. Students are responsible for signing themselves into this site. Go to http://moodle.viuonline.ca/ for details on Moodle. The enrolment key is MySOCI112. Feedback Your input into the course is not only welcome it is a crucial part of this process. This course is meant as a dialogue, as we go along I will offer you feedback on your performance, and in return I ask that you never hesitate to bring forward concerns or suggestions on how the course may better fit your needs. Exams There are two exams. Each of these exams will be composed of multiple choice, short answer and short essay questions (however the emphasis will be on short answer and essay questions). Expect one or more essay questions that will test your ability to apply a sociological perspective to material that may have been covered throughout the course. No aids of any kind will be allowed in exams. Make-up exams will be available only in

the case of a documented medical problem.

Participation Your participation mark will be based on your participation in class. This includes participation in discussions, the raising of questions, and the identification of problems you may have with the readings. While your physical presence is necessary, your mark will be based my evaluation of how well you have demonstrated through in-class participation your critical engagement with the material. This will require that each student come to class having covered the required readings, ask pertinent questions and engage in informed discussion. Assignments At various times throughout the year students will be asked to analyse one or more media articles using sociological perspectives and concepts. The articles and guidelines will be posted to our Moodle site and these assignments will be submitted online. You will be asked to address questions such as: What sociological perspective or theoretical stand is implicit (or explicit) in the report? How does the data/information inform/support/undercut a particular perspective? What sociological concepts might be used to help us better understand this issue? Does the data used by the author support the conclusions of the article? What information is missing that might help us make a sociologically informed decision about the issue in question? What is the impact of this issue on my life/life chances? Are some people more effected than others and why?

Academic Misconduct: It is each student’s responsibility to read and understand Vancouver Island University’s Student Academic Code of Conduct (found in the calendar) including the section on academic misconduct. Students found in violation of these policies face penalties that include expulsion from Vancouver Island University. Grade Scale Marks will be converted to a letter grade in accordance with VIU's common grade scale: 76-79 B+ 64-67 C+ 90-100 A+ 85-89 A 72-75 B 60-63 C 80-84 A68-71 B55-59 C50-54 D 0-49 F

COURSE SCHEDULE Additional REQUIRED readings are found on our Moodle site. The course schedule is always subject to change as announced in class! Week 1 Sept. 8

What is sociology -- Sociological analysis vs. ‘common sense’: Redux. Text, Chapter 1 (chapter 2 optional but strongly recommended)

Week 2 Sept. 13, 15

Sociological Theory: Major Paradigms and Concepts Text, Chapter 1, 12-16

Week 3 Sept. 20, 22

Day 1: M edia Assignm ent Practice Day (In-Class Exercise) Day 2: Education Text, Chapter 10

WEEK 4 Sept. 27, 29

EDUCATION (CONT.) Text, Chapter 10

Week 5 Family Oct. 4, 6 Text, Chapter 9 Assignment 1 due October 6th WEEK 6 OCT . 13

OCTOBER 11: UNIVERSITY CLOSED FOR THANKSGIVING WEDNESDAY: INEQUALITY TEXT, CHAPTER 6

WEEK 7 OCT. 18, 20

INEQUALITY TEXT, CHAPTER 6

WEEK 8 Oct. 25, 27

MONDAY OCTOBER 25TH MIDTERM EXAM

WEEK 9 Nov. 1,3

WORK Text, Chapter 13 (Supplement)

WEEK 10 Nov. 8, 10

HEALTH AND MEDICINE Text, Chapter 19 (Supplement)

Day 2: Work Text, Chapter 13 (Supplement)

WEEK 11 TECHNOLOGY AND ENVIRONMENT Nov. 15, 17 Text, Chapter 11, p.338-54 ASSIGNMENT 2 DUE NOVEMBER 17 WEEK 12 NOV. 22, 24

URBAN ENVIRONMENTS READINGS ON MOODLE

WEEK 13 SOCIAL CHANGE AND SOCIAL MOVEMENTS NOV. 29, DEC 1 TEXT, CHAPTER 11, P. 354-368 WEEK 14 DEC 6

CATCH-UP, CONCLUSIONS

EXAM II IN EXAM PERIOD

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Sociology 112: Introduction to Sociology: Canadian Society in the Contemporary World – F10N02 Course Director: Dr. Laura Suski Office Location: Bldg. 355, Room 328, Ex. 2253 Office Hours: Mondays and Wednesdays10:00-11:00. Also feel free to speak with me before or after class, or to set up a meeting at an alternate time. Email: [email protected] (The best way to reach me) A. Course Overview: The main goals of the course are to introduce you to the field of sociological inquiry from a Canadian perspective, and the development of the analytical tools to help you become a sociological thinker. In this course you will be challenged to systematically and creatively explore social life. In addition to becoming familiar with sociological perspectives and research approaches, we cover key subject areas of sociology including: social movements, health and aging, the family, work and technology. For some of you, this is a continuation of the work you completed in Sociology 111. For others, this is your first introduction to sociology. The course is designed to meet the needs of both groups of students. I see my role as a teacher as facilitating a dialogue between students and a set of ideas. To this end, I strive to present a variety of viewpoints and a range of material. As an introductory course, the course is also designed to help students develop the skills required to engage with social scientific research and writing.

B. Required Texts: The following course text AND chapter supplements must be purchased from the bookstore: Brym, Robert, and John Lie. 2009. Sociology: Points of the Compass. Toronto: Nelson. AND Chapter Supplements: Chapters 13 and 19 (these are from a larger text by Brym, Lie & Rytina)

C. Contact Information: I check my email daily during the work week so email is the best way to reach me. Please feel free to discuss your own progress or any aspect of the course with me. It is always a good idea to talk with me as soon as you experience any kind of an obstacle in your course progress. It is much more difficult to adjust for problems at the end of the course than it is to deal with them as they occur. I may also be able to put you in touch with other members of the VIU community who may be able to help you. Students with documented disabilities requiring academic and or exam accommodation should contact Disability Services, building 200, or call 740-6446.

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D. Grading Scheme: Although all assignments and tests will be calculated in terms of numerical/percentage points, students will receive their final grade in the form of letter grades. The following equivalency scale will be used: A+ (91-100)= exceptional (work is creative, thorough, well organized, well presented and demonstrates exceptional skill in critical analysis and an exceptional understanding of the course material) A (85-90)/A-(80-84) = excellent (work is thorough, well organized, well presented and demonstrates skill in critical analysis and a very strong understanding of the course material) B+ (76-79)/B (72-75)/ B- (68-71)=good, very good (work is thorough, well organized, well presented and demonstrates ability in critical analysis and a good understanding of the course material) C+ (64-67)/C (60-63) /C- (55-59) = satisfactory (work demonstrates a competent understanding of the course material) D(50-54)= marginal (work demonstrates a slightly better than minimal knowledge of and understanding of the course material) F (0-49) = failure (work is below the undergraduate standard)

E. Evaluations: Two In-Class Tests: Test #1 (20%), Test #2 (25%) Final Exam in the Exam Period: 30% In-Class Participation Assignments: 10% Issue Analysis Essay: 15% (roughly 3 pages) **Optional Bonus Assignments**: Possible two bonus grades on each of the three tests.

F. Explanation of Evaluations: (i.) In-Class Participation Assignments: There is a 10% participation grade which will come from six in-class assignments that will be graded on a pass/fail scale. Each mini-assignment is worth 2%. The assignments are not scheduled. Given that there are three assignments, you can miss one without any penalty. As these assignments evaluate participation and attendance, they cannot be made up. To reiterate, if you miss class on the day of a participation assignment, even if it is due to illness, the participation assignment cannot be made up. Since there are six chances to get 10/10, I have already allowed for a situation in which a student may be ill or face some kind of obstacle to attending class. The highest participation score you can obtain is 10/10. The assignments could range from writing a short answer to a discussion question to doing some group work. They are not designed to test your memory of the readings or

3 lecture material. Instead, they are designed to stimulate critical reflection on the course material. If you put in the minimal effort required for these assignments, this five percent should be easy to obtain. (ii.) In-Class Tests: These tests will consist of some combination of multiple choice, fill-in-the blank, true/false, matching, short answer, and possibly essay questions. The tests will include the lecture and reading material covered in the specified amount of time. There will be reviews before each test. Note that each test is worth a little more than the previous test. As we move through the course, the tests will include more written components so that by the time your write the final test you will be answering some essay questions. The increased weighting of the tests also allows you to get used to the testing requirements in the course. (iii.) Final Exam: In addition to multiple choice, fill-in-the blank, true/false, and matching type questions, the final exam will require students to write answers to short and/or long essay type questions. I will provide a study guide for the final exam. The final exam is not cumulative. (iv.) Issue Analysis Paper: I have assigned one short essay (approximately 3-4 pages). The topics for the essay will be based on some of the “issue analysis” discussions in the course: new reproductive technologies, education and social inequality, and environmental racism. Some minimal research will also be required. A more detailed handout on the assignment guidelines will be provided closer to the assignment deadline. When writing your essay you must use a recognized referencing format (e.g. MLA, Chicago, APA). If you are considering a major or minor in Sociology, I recommend you become familiar with either APA (the standard for Psychology) or ASA (the American Sociological Association Style Guide). A brief but useful reference guide for the ASA referencing format is available at the ASA’s website: http://www.asanet.org/. (see the “Sociology Departments” subheading). (v.) Optional Bonus Assignments: These bonus assignments are designed as an opportunity for you to contribute ideas and material to the class discussions and lectures before they occur. I will simply be asking you submit material that you think is relevant to our some of the upcoming “issue analysis” discussions (see Section L of the syllabus). The submitted material could be an excerpt from a scholarly book or journal article (just a few pages), the name and brief description of a relevant film (just a few sentences), a copy of an interesting magazine or newspaper article, or a few pages downloaded from a website. Your central goal is to find information that is relevant to the discussion. It is not necessary that the information you find be delivered from an explicitly sociological perspective. There will be three opportunities to submit these bonus contributions to the class discussions. The

4 submissions will be on three of the issue analysis discussions: popular culture and social inequality, new reproductive technologies, and environmental racism. They are due one or two classes before we have the discussion in class (see “Section L” of the syllabus). Your submissions will be graded on a pass/fail basis. A passing grade earns you two marks bonus on the next test. These assignments are optional and are due at the beginning of the class. G. Make-Up Policy: The opportunity to write a make-up test is not automatically granted in this course. Should you miss a quiz or an exam due to illness or some equivalent serious emergency, you must provide some documentation to write a make-up. There are some steps you need to follow in order to be eligible to write a make-up. Send me an email as soon as you know that you will be absent. It is important that you report your absence to me before or shortly after the time of the test. Requests to write make-ups after the date of the test may not be considered. In other words, do not wait to report your absence. I need written requests so that there is no confusion around make-ups. You do not need to submit your doctor’s note with your written requests but you will need to bring it to the make-up session. Please note that make-ups may not follow the same format of the original assignment. For example, should you miss an in class test, you may be required to write a make-up test which includes essay questions. Also note that make-ups are unlikely to occur the next day after a test or even the same week of the test. I cannot arrange make-ups according to student’s individual schedules. I am limited by my own teaching schedule and by classroom availability. Please note that students will not be permitted to write more than one make-up test in the course.

H. What to do if you miss class: If you are going to miss class on a regular lecture day (i.e. no test is scheduled and no assignment is due that day), you can send me an email to alert me of your absence. This is not a requirement. I cannot assess whether it is “okay” for you to miss a class or leave early so please do not ask me. If you are sick or have an important appointment that requires you to leave class early, I appreciate it if you simply let me know. It is important to keep in touch with me via email when you are missing class for an extended amount of time or if you are missing a test or the submission of an assignment

5 (see Section G “Make-Up Policy” above). Again, if you miss a participation assignment, these cannot be made up, even if your absence is due to illness. While this class does not have an accompanying moodle site, I will be sending out lecture outlines and any accompanying handouts to all members of the class via email at the end of each week. If you do have to miss a class, you will have a good sense of what was covered in your absence.

I. Cancellation of Classes: The class will be cancelled due to bad weather or other emergency situations if the university shuts down. Decisions to close the university are made by the university administration. If the university is closed on a day in which a test is scheduled, be prepared to write the test when we return to class. If I am ill and must cancel a class, I will send a class email to notify everyone.

J. Classroom Etiquette: As you have now gathered from the design of this course, I value our classroom time together. The three hours we spend together is our only opportunity to discuss and explore the course material as a class. When participating in class discussions, please be respectful of the experiences and opinions of your classmates. In order to have productive discussions in class, I will ask that you raise your hand to make a point. I will make every effort to learn your names early so that I can make classroom discussions more efficient and so that I can support dialogue and debate. I also encourage you to learn each other’s names. Class will end with plenty of time for you to make it to your next class or meeting. Please do not pack up early as it disrupts the last few minutes of class. Unless you have a documented disability, I request that you put your laptops away and take notes with pen and paper. I would be happy to discuss this policy should you wish to hear more about why I have implemented it in all of my classes. Students also tell me that they find their classmates’ texting and checking cell phone messages very distracting. I will take a five minute break in the middle of class which you can use to respond to messages or texts.

K. Plagiarism: When submitting assignments, it is essential that there be correct attribution of authorities from which facts and opinions have been derived. If you are unsure about the referencing process, please ask me or get help at VIU’s writing centre

6 (www.viu.ca/writingcentre ). At VIU there are University Regulations which deal with plagiarism and, prior to submitting any paper in a course, students should read the “Policy on Academic Misconduct” available online. As stated in the policy, “acts of academic misconduct may make a student subject to a range of disciplinary action – including failure for a course assignment or a course, or possible suspension by the President”.

L. Readings, Test and Lecture Schedule: The following is a schedule of lectures. Try and read the accompanying chapter before each lecture. Test and assignment dates are also listed. th

Wednesday September 8 : Introduction to the Course, Read the Syllabus th Monday September 13 : Chapter 1- Introduction to Sociology th Wednesday September 15 : Chapter 1- Introduction to Sociology th Monday September 20 : Chapter 1- Introduction to Sociology nd Wednesday September 22 : Chapter 6 – Social Stratification th Monday September 27 : Chapter 6 – Social Stratification - **Optional Bonus Assignment on Popular Culture and Social Inequality Due** th Wednesday September 29 : Issue Analysis: Popular Culture and Social Inequality- Test Review th Monday October 4 : **In-Class Test (Chapters 1 and 6)** th Wednesday October 6 : Chapter 9 - Families th Monday October 11 : Thanksgiving Day – University Closed th Wednesday October 13 : Chapter 9 - Families th Monday October 18 : Chapter 9 – Families - **Optional Bonus Assignment on New Reproductive Technologies Due** th Wednesday October 20 : Issue Analysis: New Reproductive Technologies th Monday October 25 : Chapter 10 – Religion and Education th Wednesday October 27 : Chapter 10 – Religion and Education st Monday November 1 : Issue Analysis: Education and Social Inequality, and Test Review rd Wednesday November 3 : ** In-Class Test (Chapters 9 and 10)** th Monday November 8 : Chapter 11- Social Change – Technology, Environment and Social Movements **Discuss Issue Analysis Essay Assignment** th Wednesday November 10 : Chapter 11- Social Change – Technology, Environment and Social Movements - **Hand in Optional Bonus Assignment on Environmental Racism** th Monday November 15 : Issue Analysis: Environmental Racism th Wednesday November 17 : Chapter 13 – Work and Economy nd Monday November 22 : Chapter 13 – Work and Economy th Wednesday November 24 : **Issue Analysis Essay Due** th Monday November 29 : Chapter 19 – Health and Medicine st Wednesday December 1 : Chapter 19 – Health and Medicine th Monday December 6 : LAST Class Chapter 19, Review for Final Exam Final Exam: December, Date TBA, Chapters 11, 13, and 19 Reminder: Do not make Christmas travel arrangements until the date of the exam is announced!

Vancouver Island University

SOCI 112 Introduction to Sociology: Canadian Society in the Contemporary World Summer 2010 Monday and Wednesday 9h00 – 12h00 PROFESSOR: Sylvie Lafrenière, PhD TELEPHONE: 753-3245 or toll-free 1-888-920-2221 (Ext. 2240) OFFICE: Bldg. 356 Room 308 E-MAIL ADDRESS: [email protected] OFFICE HOURS: Mondays - 1pm to 2:00pm Wednesdays - 1pm to 2:30pm … or by appointment Course description: Preconceived ideas and notions often colour our outlook on world events and social phenomena. Sociology, being the scientific study of human social interactions, allows us to challenge these ideas and examine and interpret events and phenomena in an objective manner. The first step is to recognize that every activity is a social activity. Even a hermit who withdraws from society is posing a social act. Actions are based in a given historical and political context, which in turn, gives those actions meaning. The second step is to look for explanatory factors for these events, in order to describe them accurately, describe their meaning, and foresee—or prepare for—them. This course is a thematic introduction to the science of Sociology. We will be examining different themes (family, religion, culture and ethnicity, to name a few) and how they relate to and affect Canadian society. Various theoretical perspectives will also be examined in order to assess how they can serve as the lenses through which social topics are analyzed.

Course calendar description: An introduction to Sociology through the study of Canadian society and its global context. In addition to theoretical perspectives, social class and inequality, topics may include education, family, religion, science and technology, environment, globalization, work, economy, politics, health and medicine, social movements and social change. (3:0:0) Prerequisite: None. Required Texts: Brym, Robert J. and John Lie (2009). Sociology: Points on the Compass. Toronto: Nelson Education. Brym, Robert J., John Lie & Steven Rytina (2010). Chapters 13 and 19 of Sociology: Your Compass to a New World, Third Canadian Edition. Toronto: Nelson Education.

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Course requirements: Class participation

10% - changed to 15%

Quiz

15%

Photo Essay

20%

Midterm

25% - changed to 20%

Final exam

30%

Exams: The quiz, the midterm and the final exam will be multiple choice and short answer questions based on all material seen in the classroom (lectures, films, discussions and debates) as well as the readings from the text book. All are cumulative.

Photo Essay: You are required to prepare a photo essay as your final assignment. The essay will be no more than five (5) pages long and contain 4 or 5 photos of objects, people, billboards, etc. that have a significant sociological meaning. Each photo must be accompanied by text describing the image and presenting its sociological significance through analysis, theoretical reference, etc. Further details will be provided in class. • • •

There will be a penalty of 2 points per day for late assignments; Electronic versions of this assignment will NOT be accepted under ANY circumstances; No more than five (5) pages long!!

Class Participation: Class participation points will be based on your participation in class discussion and debates. After major lectures and films presented in class, you will be divided into groups for debate or to answer questions based on the material presented in class and on required readings. Every group will present the answers to the questions and comment answers provided by the other groups. One written report will be submitted by each group at the end of class.

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PROPOSED COURSE SCHEDULE Week 1:

Introduction to the course

June 21st and June 23rd

Introduction to Sociology and the Sociological Imagination Is Sociology a “Science”? Research methods in the social sciences Theories: Marx, Durkheim, Weber and contemporary theorists (part 1) Brym and Lie: Chapter 1

Week 2:

Theories: Marx, Durkheim, Weber and contemporary theorists (part 2)

June 28th and June 30th

Inequality, Social Stratification, Work and the Economy (part 1) Quiz (June 30th) Brym and Lie: Chapter 6

Week 3:

Inequality, Social Stratification, Work and the Economy (part 2)

July 5th and July 7th

Brym, Lie and Retina: Chapter 13

Week 4:

Institutions: the family, religion, education


Mid-term exam (July 14th) Brym and Lie: Chapters 9 and 10

Week 5:

Canadian Social Issues (Part 1): Immigration, Culture and Ethnicity; Language Issues and Regional Distinctions

July 19th and July 21st Brym and Lie: Chapter 7 Week 6:

Canadian Social Issues (Part 2): the Environment; Health and Medicine


Recap, review and conclusion Photo essay is due on Monday July 26st Brym and Lie: Chapter 11 AND Brym, Lie and Retina: Chapter 19

Week 7:

No class on Monday August 2nd (statutory holiday).

August 2nd and August 4th

Final exam is on Wednesday August 4th. 3

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INSTRUCTOR POLICY STATEMENT EXCEPTIONAL AND UNANTICIPATED CIRCUMSTANCES In this document, you have all of the relevant due dates and exam times. Therefore, you have been given sufficient warning to be able to meet all of the requirements on those dates and times. I expect you to meet all the requirements as set out above. Yet, there are at times unanticipated and exceptional circumstances that may preclude your ability to meet the requirements. This does not include for example, computer and printer problems, a family wedding in July, a camping trip, too many things due at the same time, attending a concert, forgetfulness, work obligations, etc. If you organize your time and schedules, you will be able to complete the requirements for this course. I am prepared to make exceptions for unanticipated and exceptional circumstances, provided that they are unanticipated and exceptional. You must however give me warning PRIOR to the exam or assignment due dates and times. It would be unacceptable, for example, for you to contact me AFTER the midterm exam to tell me that you will not be writing it. In some circumstances, I may request that you provide appropriate and detailed documentation to bear witness to the event which would keep you from completing your assignment or writing your exam. Also… If you are ill or unable to get to class, it is your responsibility to get one of your classmates to brief you on the material seen in class. If you are ill or unable to get to class when the photo essay is due, get someone to drop it off for you.

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Vancouver Island University Sociology Department Spring 2009

Instructor: Karl Goodwin Home Phone: 1-250-335-0653 Office: Bldg. 356, Room 372 SOCIOLOGY 112 S09N01_04 CANADIAN SOCIETY COURSE EXPECTATIONS and TIMELINE Subject to Revision

COURSE DESCRIPTION: An examination of major Canadian social institutions, including the family, religion, education, and the military, and their roles in the development and maintenance of Canadian society. The course also investigates Canada’s emergence as a nation and a political player in a globalized world, regional diversity and social change. TEXT:

SOCIOLOGY: THE POINTS OF THE COMPASS, ROBERT BRYM and JOHN LIE. OTHER READINGS AS ASSIGNED.

CLASS FORMAT:

Lectures and discussion

GRADING GUIDELINES:

TEST #1 TEST #2 TEST #3 ATTENDANCE, PARTICPATION

20% 30% 40% 10%

OFFICE HOURS:

MONDAY & WEDNESDAY 2:30 – 3:30 Bldg 356 Office 372 Outside of office hours, please feel to call me at home if you require academic assistance. (Leave your name and phone number if I’m not home. I’ll get back to you.)

EXPECTATIONS: Regular and punctual attendance. Please inform me if you anticipate prolonged absences from class. Assigned readings and related handout material should be completed prior to attending class. Informed, courteous and respectful course participation is welcomed. No food is to be consumed in the class. In keeping with current departmental policy, please shut off all pagers, cell phones and other electronic technologies, including laptops, prior to entering the classroom. (Exceptions may be made for students requiring electronic assistance, subject to the documented approval of Student Services. Please inform instructors if you have special needs. We may be able to assist you in your learning experience.

Y:\Program Review\Review Files by Faculty\Social Sciences\Sociology\Appendix Materials\Course Outlines\Sociology 111 and 112\SOCI 112 S09N01 Course Outline GOODWIN.docx

Please do not hesitate to ask questions or seek assistance as soon as possible if you feel you are having difficulty understanding course material. TESTS: Each test may be written ONLY on assigned dates. Students are advised NOT to make travel plans conflicting with test dates. All tests contain three types of questions. a) True and False b) Fill in the blanks with the correct term(s). c) Explanation of selected terms or concepts in detailed paragraph form. GRADING:


95 – 100 90 – 94 85 – 89 80 – 84 75 – 79 70 – 74 65 – 69 60 – 64 55 – 59 50 – 54


Vancouver Island University Sociology Department Spring 2009

Instructor: Karl Goodwin

SOCIOLOGY 112 S09N01_04 CANADIAN SOCIETY COURSE TIMELINE Subject to Revision JAN

FEB

5

20%

12

14 REGIONALISM – POLITICS - POPULATION DISTRIBUTION

19

21 ECONOMY - WORK

26

28 FAMILY

2 9

MAR

30%

40%

7 COURSE INTRODUCTION EXPECTATIONS MEANING OF SOCIETY SOCIAL STRUCTURE (THEORY)

4 RELIGION

18 MILITARY - WARFARE AND TECHNOLOGY

2

4 GLOBALIZATION - GLOBAL ECONOMICS & POPULATION MOVEMENT 11

16

18 NATIONAL & GLOBAL SOCIAL STRATIFICATION

23

25 COLLECTIVE BEHAVIOUR & SOCIAL MOVEMENTS

30

CHAPTER 10

11 EDUCATION

16

9

CHAPTER 9

CHAPTER 6

CHAPTER 11

A 1 SOCIAL CHANGE

READINGS AS ASSIGNED.


SOCIOLOGY 112 Canadian Society in the Contemporary World Spring 2010 (Section S10N02)

Instructor: Office: Office Hours: Class Time / Location: E-mail: Web Site: Phone:

Dr. Jerry Hinbest Building 356, Office 370 Friday, 1:30 - 2:30, Tuesday & Thursday, 4:00-5:00, or by appointment Friday, 10:00 a.m. - 1:00 p.m.; Bldg. 356, Classroom 325 [email protected] (best way to reach me!) http://web.viu.ca/hinbestj/ (with links to Moodle) 250-753-3245, local 2798

TEXTS: 1. Brym, Robert & Lie, John. (2009). Sociology: The points of the compass. Toronto: Nelson. 2. Selected articles on reserve in the library, distributed in class, or available on Moodle. Course Description and Requirements: This course provides a study of Canadian society in a global context. The course builds on ideas examined in Sociology 111, but that course is not a prerequisite. Topics include global stratification; economic and political organization; population, family and education issues, and social change – all within a global context. This is a foundation course for understanding the discipline, and for taking future courses in the department. The class format will be a combination of lecture and seminar style discussion of issues and examples, using class participation and small group work. You are expected to participate in class and group discussions. This will constitute part of your grade, so regular attendance and preparing for class are important. You will also need to make every effort to keep up with the reading, as our weekly discussions will assume that you have read the material prior to class. Evaluation: • In-class mid-term exam

25%

- February 12th

• Written Assignments: - Photo Journal assignment - Group Presentation of photos

30% - 20% - 10%

- March 19th - March 26th

• Final examination

35% 10%

• Class participation

- To be determined

Grading Scheme A+ A AB+ B B-

95-100 90-94 85-89 80-84 75-79 70-74

C+ C CD F

65-69 60-64 55-59 50-54 0-49

SOCI 112 S10N02 – Course Outline – Spring 2010 – p. 2 of 4. WRITTEN ASSIGNMENTS: A detailed description of the requirements for the written assignments will be distributed separately. Marks will reflect the thoughtfulness and level of effort demonstrated. It is very important that you communicate your ideas clearly, so grammar and spelling will be reflected in marks. Late papers may be accepted, but are highly discouraged; marks will be deducted. •

Photography Assignment: Apply the ideas and concepts discussed in class and the text by doing a sociological activity. It represents 20% of your mark for the course. March 19th.

•

Group Project: The group project will involve working with others, making a presentation with your group, and writing a brief summary paragraph to accompany photos. March 26th.

EXAMS: The in-class mid-term exam will consist of objective, short answer and essay type questions on specific readings and the class discussion. The mid-term exam should take no longer than an hour – you will have 1-1/2 hours to write it. The final exam will be three hours in duration, will be cumulative of all topics examined in the course, and will be the same format of questions. Some essay questions may be shared with the class the week prior to the exams. Class Schedule: Week / Date Week 1 Friday January 8

Week 2 Friday January 15

Discussion Topics • Introduction to the course: discussion of outline, getting acquainted, expectations • Review of key concepts from SOCI 111 • Initial thoughts on globalization • Global Stratification & Inequality • Modernization & Dependency Theories

Assigned Readings

Sociology: The Points of the Compass Chapters One & Six

Chapter Six Articles: Eglitis, or Fishman & Greenhouse & Wilson

Film: Life & Debt Week 3 Friday January 22

• Finish discussion on global stratification • The Family: • Intimate relationships, marriage & divorce

Chapter Nine

Week 4 Friday January 29

• Religion: The changing role of religion • Begin topic of Education

Chapter Ten (to P. 319)

Week 5 Friday February 5

• Education • Schools and schooling

Chapter Ten (Pp. 320-336) Articles: Gatto & Kohn

Week 6 Friday Feb. 12

MID-TERM IN-CLASS EXAM • Film plus discussion - tba

Chapters 1, 6, 9, 10

Article: Bernard

SOCI 112 S10N02 – Course Outline – Spring 2010 – p. 3 of 4. Week / Date

Discussion Topics

Week 7 Friday February 19

• Work and the economy • The global economy

Assigned Readings

Chapter Thirteen Article: Ritzer

STUDY WEEK: February 22nd – 26th Week 8 Friday March 5

• Health and Medicine • Demography, health & aging

Week 9 Friday March 12

• Communities & the Environment • Community development, urbanization

Chapter Nineteen Article: Foot

Chapter Eleven


• PHOTO JOURNAL DUE • Social Movements, Social Change & Chapter Eleven Technological Change Film(s): An Inconvenient Truth / The Corporation


• GROUP PROJECTS – PRESENTATIONS • Photos, presentations, linking topics

Week 12 Friday April 9

• Catch up, Summary and Review

Catch up on reading!

Chapters 1, 6, 8-11, 13 & 19 + articles

Final Exams Begin April 14th

Exam date will be set by the registrar (likely April 16th or 23rd) ARTICLES AVAILABLE THROUGH MOODLE OR ON RESERVE IN THE LIBRARY: 1. Bernard, Jessie. (2004). “His and her marriage,” pp. 127-132 in Seeing Ourselves, edited by J. Macionis, N. Benokraitis, & B. Ravelli. Toronto: Pearson / Prentice Hall. 2. Eglitis, Daina. (2004). “The uses of global poverty: How economic inequality benefits the west,” pp. 365-372 in Seeing Ourselves, edited by J. Macionis, N. Benokraitis, & B. Ravelli. Toronto: Pearson / Prentice Hall. 3. Fishman, Charles. (2003). “The Wal-mart You Don’t Know,” pp. 69-80 in Fast Company. December. 4. Foot, David. (1996). Boom, Bust & Echo (Pages 1-25). Toronto: Macfarlane, Walter & Ross, 1996. nd

5. Gatto, John. (2002). Dumbing us down: The hidden curriculum of compulsory schooling, 2 Edition (Chapter One: The seven lesson schoolteacher). Gabriola Island: New Society Publishers. 6. Greenhouse, Stephen. (2005). “How Costco became the anti-Wal-mart,” New York Times on-line edition, July 17, 2005. 6p. 7. Hedley, R. Alan. (2004). “Running out of control: Understanding globalization,” Pp. 480-493 in Seeing Ourselves, edited by J. Macionis, N. Benokraitis, & B. Ravelli. Toronto: Pearson / Prentice Hall. 8. Ritzer, George. (2004). “McJobs: McDonaldization and the workplace,” Pp. 377-381 in Seeing Ourselves, edited by J. Macionis, N. Benokraitis, & B. Ravelli. Toronto: Pearson / Prentice Hall.

SOCI 112 S10N02 – Course Outline – Spring 2010 – p. 4 of 4. USING MOODLE TO ACCESS COURSE RESOURCES AND INFORMATION: Moodle is an on-line learning environment used by instructors at Vancouver Island University. I am using Moodle to share articles and basic information with students. The course Moodle site may be accessed through my VIU web site, which can be found at: http://web.viu.ca/hinbestj/ Note that I also have another Sociology Moodle site, so choose SOCI 112 S10. In order to access the Moodle site for the course, you will need to obtain a discovery account from Information Technology (IT) services, and an access key (password), which you will get from me in class. The access key may change after the course roster is set, so if you find that you can’t access the site, e-mail me to obtain the current key. Links to instructions for creating your discovery account and to IT services are available through my web site. The direct link to the course Moodle site is: http://moodle.viuonline.ca/course/view.php?id=561&edit=1&sesskey=N5h4bRmKUt COMPUTER SKILLS: You will need to have the computer skills required of all students attending Vancouver Island University. See the computer literacy expectations for VIU students at: http://www.viu.ca/calendar/GeneralInformation/computerliteracy.asp You must have basic computer skills for using the Internet for browsing and searching with Internet Explorer 6.x or later (or alternatives such as Mozilla). You should be knowledgeable in using the Windows™ operating systems (or equivalent alternatives such as the Linux or the Mac OS) for opening and saving files, attaching files to e-mail, exploring the file structures on a hard disk or remote server, creating folders, installing programs, etc. If you do not have these skills, be prepared to spend time early in the course to become familiar with them. There are online tutorials for a variety of software that you can access from any lab at: http://www.viu.ca/technology/general/help.asp#Tutorials

SOCI 112

Introduction to Sociology Canadian Society in the Contemporary World

January 2011

Instructor: Dr. Joseph (Joey) Moore Office: 374, building 356 Phone: 2179 (home 604-879-0565) email: [email protected] Office Hours: M/W 1:00-2:00; 7:00PM In this course students will develop their sociological imagination through the study of Canadian society. By critically examining subjects such the changing world of work, health, education, the family and urban and natural environments, we will question common sense understandings of our society and develop more complex and thorough sociological perspectives. We will learn how our society shapes not only our life chances but also the very idea of who we are. Using this sociological gaze we will make connections between our personal troubles and accomplishments and the organisation of our society. Placing Canadian institutions, organisations and culture within a historical and global context will be indispensable to our task. By focusing on historical trends and developments and by comparing societies across the globe we will come to understand that present ways of doing things are neither inevitable nor immutable. In the end, we will learn not only how we are shaped by our histories but also how we each make history.

Important: In order that the needs of each particular class are best accommodated, the course content, schedule and requirements are subject to change. Any changes will be announced in class. It is each student’s responsibility to keep abreast of any changes. If you miss a class please ask me for any updates! Required Texts Brym, Robert and Jon Lie. 2008. Points of the Compass. Toronto: Nelson Education. Text Supplement (Work and Health and Medicine chapters) Additional required readings will be available on our Moodle site, sent in an email or handed out in class. Highly Recommended Reading: Globe and Mail (daily, with special attention paid to weekend edition) or other major national or international daily newspaper. Evaluation: Exam I Final Exam Participation MEDIA DIARY ASSIGNMENT

30% 35% 15% 20%

Expectations and Work Load Success in this course will require students to develop a ‘sociological imagination’, a critical perspective that is often very different from popular, everyday ways of understanding the world. None of us should be under the illusion that this is a simple task. This is not a class where rote learning or memorization will suffice. To succeed you will need to invest a significant amount of time each week reflecting on our readings, preparing questions for class, writing and editing assignments and studying for exams. Please do consider whether you have, at this moment of your life, the time or energy to commit to such a course. Readings I have deliberately limited the amount of material that we will cover and in return I ask that students read each text chapter and supplementary materials carefully. Requirements: (1) Readings must be covered BEFORE each class. (2) Adequate time must be reserved to reflect upon these readings. (3) Each student must bring questions/comments about the readings to every class.

Note on films, readings and other supplementary materials: Videos, handouts, and supplementary readings will be used to both supplement the text and lectures and to promote discussion on relevant issues. Students will be responsible for this material on exams. If you are absent for a class it is your responsibility to find out if you have missed any such material. Such materials may not be available outside of class. Moodle This course will use a Moodle site to deliver additional content and for the submission of assignments. Students are responsible for signing themselves into this site. Go to http://moodle.viuonline.ca/ for details on Moodle. The enrolment key is MySOCI112. Feedback Your input into the course is not only welcome it is a crucial part of this process. This course is meant as a dialogue, as we go along I will offer you feedback on your performance, and in return I ask that you never hesitate to bring forward concerns or suggestions on how the course may better fit your needs. Exams There are two exams. Each of these exams will be composed of multiple choice, short answer and short essay questions (however the emphasis will be on short answer and essay questions). Expect one or more essay questions that will test your ability to apply a sociological perspective to material that may have been covered throughout the course. No aids of any kind will be allowed in exams. Make-up exams will be available only in the

case of a documented medical problem.

Participation Your participation mark will be based on your participation in class. This includes participation in discussions, the raising of questions, and the identification of problems you may have with the readings. While your physical presence is necessary, your mark will be based my evaluation of how well you have demonstrated through in-class participation your critical engagement with the material. This will require that each student come to class having covered the required readings, ask pertinent questions and engage in informed discussion. Assignments Towards the end of the course students will be asked to analyse one or more media articles using sociological perspectives and concepts. The articles and guidelines will be posted to our Moodle site and this assignment will be submitted online. You will be asked to address questions such as: What sociological perspective or theoretical stand is implicit (or explicit) in the report? How does the data/information inform/support/undercut a particular perspective? What sociological concepts might be used to help us better understand this issue? Does the data used by the author support the conclusions of the article? What information is missing that might help us make a sociologically informed decision about the issue in question? What is the impact of this issue on my life/life chances? Are some people more effected than others and why?

Academic Misconduct: It is each student’s responsibility to read and understand Vancouver Island University’s Student Academic Code of Conduct (found in the calendar) including the section on academic misconduct. Students found in violation of these policies face penalties that include expulsion from Vancouver Island University. Grade Scale Marks will be converted to a letter grade in accordance with VIU's common grade scale: 76-79 B+ 64-67 C+ 90-100 A+ 85-89 A 72-75 B 60-63 C 80-84 A68-71 B55-59 C50-54 D 0-49 F

COURSE SCHEDULE Additional REQUIRED readings are found on our Moodle site. The course schedule is always subject to change as announced in class! Week 1 Jan. 5

What is sociology -- Sociological analysis vs. ‘common sense’: Redux. Text, Chapter 1 (chapter 2 optional but strongly recommended)

Week 2 Jan. 10, 12

Sociological Theory: Major Paradigms and Concepts Text, Chapter 1, 12-16

Week 3 Jan. 17, 19

Day 1: Media Assignment Practice Day (In-Class Exercise: Submit your draft on Moodle) Day 2: Education Text, Chapter 10

Week 4 Jan. 24, 26

Education (cont.) Text, Chapter 10

Week 5 Family Jan. 31, Feb. 2 Text, Chapter 9 Week 6 Feb. 7, 9

Inequality Text, Chapter 6

Week 7 Feb. 14 Feb 16

Exam Week Catch-up and Review EXAM I

Week 8

Reading Break

Week 9/10 Feb 28, Mar 2, 7

Work Text, Chapter 13 (Supplement)

Week 10/11 Health and Medicine Mar. 9, 14, 16 Text, Chapter 19 (Supplement) Week 12 Technology and Environment Mar. 21, 23 Text, Chapter 11, p.338-54 Media Diary Assignment Due Mar.23 Week 13 Mar. 28, 30

Urban Environments Readings on Moodle

Week 14 Social Change and Social Movements Apr.4, 6 Chapter 11, p.354-368 Wednesday Evening Class Ends Apr. 6th! Week 15 Apr. 11

Catch-up, Conclusions

Exam II TBA (in exam period)

SOCIAL INTERACTION SOCIOLOGY 204 Spring 2006 (Section S0601) Instructor: Office: Office Hours: Class Time / Location: E-mail: Web Site: Phone:

Dr. Jerry Hinbest Building 356, Office 370 Friday, 1:30 - 2:30, Tuesday & Thursday, 4:00-5:00, or by appointment Tuesday & Thursday, 2:30 a.m. - 4:00 p.m.; Bldg. 356, Room 325 [email protected] (best way to reach me!) http://web.viu.ca/hinbestj/ (with links to Moodle) 250-753-3245, local 2798

TEXTS: 1. Charon, Joel M., Symbolic interactionism: An introduction, an interpretation, an integration, Upper Saddle River, NJ: Pearson / Prentice Hall, Ninth Edition, 2007. 2. SOCI - 204 Custom Courseware Packages – Will arrive in a few weeks. 3. Selected articles on reserve in the library, distributed in class, or available on Moodle. Course Description and Requirements: In this course we will examine the ways in which individuals relate to and communicate with one another, and how people give meaning to relationships. We will look at empirical studies and theoretical perspectives concerned with the relationship between self and society. The course represents an examination of social psychology from the perspective of sociology, focusing on the social context of human action. The class format will be a seminar style discussion of issues and examples, using class participation and some small group work. You are expected to participate in class and group discussions. This will constitute part of your grade, so regular attendance and preparing for class are important. You will also need to make every effort to keep up with the reading, as our weekly discussions will assume that you have read the material prior to class. EVALUATION: • Mid-term exam (open-book) 20% • Written Assignments: - Course Journal - 1 - Course Journal - 2 - Presentation / poster

Grading Scheme

February 13th

40%


- 25% - 15% 10%

- February 20th - April 2nd - late March - throughout

• Final exam (open book)

30%

- April

A+ A AB+ B B-

95-100 90-94 85-89 80-84 75-79 70-74

C+ C CD F

65-69 60-64 55-59 50-54 0-49

SOCI-204 Course Outline - Spring 2009 - p. 2 of 6. CLASS SCHEDULE: Week / Date Week 1 Tuesday January 6 Thursday January 8

Discussion Topics • Introduction to the course: discussion of outline, getting acquainted, expectations • The nature of perspectives • How to read challenging material

Assigned Readings

Course Outline, handouts Charon, Chapter 1 (1-13)

Week 2 Tuesday January 13

Charon, Chapters 2 & 3 • The perspective of social science (14-27 & 28-42) • Symbolic interactionism as a perspective • Constructing reality – what does it mean? Charon, Chapters 1-3 (1-42) Thursday January 15 Article: Milgram or Zimbardo • Video; time for group discussion / prep Videos: Obedience (Milgram) or Quiet Rage: the Stanford Prison Experiment (Zimbardo) Week 3 Tues. Jan. 20 Thurs. Jan. 22

Week 4 Tues. Jan. 27

• Language, the meaning of the symbol • Symbols & Symbolic Interaction • The symbolic nature of human behaviour • The nature of the self

Charon, Chapter 4 (43-58) Charon, Chapter 5 (59-70) Article: Mead (BASS)

Charon, Chapter 6 (71-92) Articles: Meddin, Blumer #1

• The human mind Video: Monkey in the Mirror

Charon, Chapter 7 (93-103)

Week 5 Tues. Feb. 3 Thurs. Feb. 5

• Taking the role of the other • Human action and agency; freedom

Charon, Ch. 8 (104-115) Charon, Ch. 9 (116-139)


• Review discussion and catching up • MID-TERM EXAM (OPEN BOOK, IN CLASS)

Charon, Chapters 1-9

Thurs. Jan. 29


• Social Interaction • Self vs. identity

Charon, Ch. 10 (140-153) Article: Blumstein

COURSE JOURNAL DUE – INSTALMENT # 1 STUDY WEEK — Feb 23rd – 27th

Week 8 Tues. Mar. 3 Thurs. Mar. 5

• Presentation of self (Goffman) • Dramaturgical analysis

Charon, Ch. 12 (174-188) Articles: Goffman, Derber (X2)

SOCI-204 Course Outline - Spring 2009 - p. 3 of 6. Week / Date Week 9 Mar. 10 & 12

Week 10 Mar. 17 & 19

Week 11 March 24 March 26 Week 12 March 31 April 2

Discussion Topics

Assigned Readings

• Extrapolating on Goffman’s insights • Labelling & deviance

Articles: Fox, Waskul, Henley, Rosenhan, Frank

• Defining professionalism • Reflexivity & emotions, humour

Articles: Beagan, Paules, Rosenberg, Francis

• CLASS PRESENTATIONS • Presentations or poster session COURSE JOURNAL DUE – INSTALMENT #2 • Micro to Macro issues • The construction of society • Conclusions – putting it all together

Charon, Ch. 11 (154-173) Article: Blumer #2

Charon, Ch. 13 (189-216)

FINAL EXAMS BEGIN APRIL 8 – QUESTION – OPEN BOOK OR TAKE-HOME? COMPUTER SKILLS: You will need to have the computer skills required of all students attending Vancouver Island University. See the computer literacy expectations for VIU students at: http://www.viu.ca/calendar/GeneralInformation/computerliteracy.asp You must have basic computer skills for using the Internet for browsing and searching with Internet Explorer 6.x or later (or alternatives such as Mozilla). You should be knowledgeable in using the Windows™ operating systems (or equivalent alternatives such as the Linux or the Mac OS) for opening and saving files, attaching files to e-mail, exploring the file structures on a hard disk or remote server, creating folders, installing programs, etc. If you do not have these skills, be prepared to spend time early in the course to become familiar with them. There are online tutorials for a variety of software that you can access from any lab at: http://www.viu.ca/technology/general/help.asp#Tutorials USING MOODLE TO ACCESS COURSE RESOURCES AND INFORMATION: Moodle is an on-line learning environment used by instructors at Vancouver Island University. I am using Moodle to share articles and basic information with students. The course Moodle site may be accessed through my VIU web site, which can be found at: http://web.viu.ca/hinbestj/ Note that I also have another Sociology Moodle site, so choose SOCI 112 S09. In order to access the Moodle site for the course, you will need to obtain a discovery account from Information Technology (IT) services, and an access key (password), which you will get from me in class. The access key may change after the course roster is set, so if you find that you can’t access the site, e-mail me to obtain the current key. Links to instructions for creating your discovery account and to IT services are available through my web site. The direct link to the course Moodle site is: http://moodle.viuonline.ca/course/view.php?id=1297

SOCI-204 Course Outline - Spring 2009 - p. 4 of 6. WRITTEN ASSIGNMENTS FOR SOCI 204: A brief description of the requirements for the written assignments is included below, and a longer description is provided in the pages that follow. Marks will reflect the thoughtfulness and level of effort demonstrated. As clarity of your communication of ideas is very important, grammar and spelling will be reflected in marks. I encourage you to use a recognized style manual for your written work, including take-home exams (I recommend MLA or APA styles). Late papers may be accepted, but are highly discouraged; marks will be deducted. JOURNAL (25%) Each participant is required to keep a learning journal during the course. This journal is meant to help you voice your responses to assigned readings and class discussions, AND to help you develop as a critical thinker, moving from experience to critical reflection on ideas and issues. I recommend that you use a binder, and write or type in your journal at least once a week. The journal may be hand or typewritten, and must be submitted on February 19th and April 2nd. We will be discussing a variety of articles in class over the term, and one of your assignments will be to read and discuss one of the articles in more detail. For this article, you will need to prepare a summary (approximately two or three pages in length) of the article’s key ideas, and include that article summary in your journal. MID-TERM EXAM (OPEN BOOK) / FINAL EXAM (OPEN BOOK OR TAKE-HOME) (20% / 30%) The mid-term exam will consist of two or three essay type questions on specific readings and the class discussion, chosen from several options. For the final we will choose either an openbook exam or a take-home one. For the latter, you would have two or three weeks to answer three of perhaps eight questions; maximum 4-5 pages each. GROUP PROJECT / PRESENTATION (15%) This project will be an opportunity to explore one topic in more detail. Groups will coordinate a presentation linking several individual topics, and either make a presentation to the class, or do a poster that can be discussed in another class. You will then write about it in your journal. o o

Group project / presentation précis for instructor feedback; devote one journal entry to this so that I can comment on it when you hand in your journal on February 19th. Group project / presentation summary (maximum 3 pages) in journal, April 2nd.

SOCI-204 Course Outline - Spring 2009 - p. 5 of 6. JOURNAL & PORTFOLIO Due: February 19th & April 2nd 25% of your course evaluation Each participant is required to keep a learning journal and portfolio during the course. I suggest using a binder and that you include personal reflections on the lectures and class discussions and short essays or reviews on topics assigned in class. Specific questions will be assigned for the journal as the course progresses. Try to write in your journal every week. Journals are a learning tool, a powerful way for you to clarify your own experiences and connect them to new ideas. This journal is “first-draft”; an opportunity to explore your own hunches, halfformed thoughts, questions, and associations without worrying about meeting the polished standards of formal writing. Please write in paragraphs rather than point form, as paragraphs encourage a flow of thought. The journal may be typed or hand-written. You should not need to revise or rewrite your journal, as long as I can read your writing. This journal is meant to help you voice your responses to readings and class discussions, connecting your own experiences with the course materials. It should also help you develop as a critical thinker. Begin with your reactions and experiences, but then explore different perspectives, critically reflect on new concepts, and assess your assumptions and beliefs. Here are some starting points for personal responses: o o o o o o o o

An example from my own experience of one of the key points here is . . . Some questions raised for me are . . . A quotation that is important for me is . . . because . . . A new insight I had in this reading is . . . Some implications of this article for issues I care about are . . . A pattern I notice is . . . It’s ironic that . . . Some things I didn’t understand in this reading are . . .

Here are some starting points for critical responses: o o o o o o o o

A point I particularly disagree with in this chapter / article is . . . because . . . I agree that . . . because . . . The author’s point of view is . . . My reply to the author’s point of view is . . . One assumption that the author makes is . . . evident in . . . The target audience for this article seems to be . . . Some limitations and problems I see in this article are . . . This material is similar to or different from . . . because . . .

In the journal you should refer to assigned articles, and in addition I recommend that you cite and comment on other works. Include full references for all materials cited. The journal must be submitted on February 19th and April 2nd. Your mark will be based on fluency (how often you have written, and to what extent you have addressed expectations); thoughtfulness (level of detail and creative thinking); and critical thinking (your ability to move away from experience and reflect on the assumptions and broader implications of the issues). • •

February 19th: Along with your journal reflections please include for this assignment a précis of your group project, maximum one (1) page in length. April 2nd: Along with your journal reflections please include for this assignment a summary of your group project, maximum three (3) pages in length.

SOCI-204 Course Outline - Spring 2009 - p. 6 of 6.

GROUP PROJECT / PRESENTATION Sociology 204 – Section S09N01 15% of your course evaluation Students in the course are required to undertake a group project. This project will involve a presentation to the class in small groups of three or four students in late March. The group project constitutes 15% of your mark for the course. THE FORMAT FOR THE PRESENTATIONS The presentations will provide a valuable opportunity to practice sharing your ideas about how you are dealing with the ideas in the course. You are encouraged to pick topics that engage you, and that can be summarized briefly. This means choosing well-delimited topics that focus on specific issues of interest – not whole chapters from the text. Your presentation should include library research into your topic. You may work with articles that I suggest. The presentations will involve working with three or four other students. This means that you will likely need to work together between classes, although we will have a small amount of class time devoted to working on the project. We will have at least two classes in which presentations can be made. One class may be specifically for a poster session. Each presentation should consist of: 1a) A basic presentation to the class of no more than 15 minutes, including time for discussion. If relevant and useful, consider doing some form of graphic representation of the topic – this can be a video clip, PowerPoint presentation, or some other approach. - or 1b) A presentation poster – a poster with photographs, charts, graphics and text that helps summarize and present ideas. This will be attached to the wall and used as a discussion point. People should be able to understand your main message with little input from you. 2) Preparation for questions and answers about your topic – a summary of main points, rationale for looking at this issue, key learning or ideas, the process you went through, and implications of a sociological understanding of the issue. 3) A brief (three pages max) write up about your project in your course journal. You are also required to have a brief written hand out for your classmates, about two pages is enough. I can make copies if I have them in advance, and do include properly formatted bibliographic references. The format for the posters will be similar to a poster session at a conference. You will not be presenting to the whole class at once, but rather, taking turns explaining your project to small groups of between 5 to 8 students in the class. Everyone should take their turn in answering questions on the topic. Everyone is to provide input to each aspect of the poster, summary and discussion, although each facet will require someone to take the lead in organizing one part. EVALUATION: I will provide a group mark for the presentations – everyone in the group gets the same mark, although it is only natural with projects such as this that there will be a 'division of labour' regarding tasks. The mark will reflect the overall quality of the presentation, including any written summary or graphic elements. I will provide feedback in the journals.

SOCI 205-01

Media and Messages

September 2006

Instructor: Dr. Joseph (Joey) Moore Office: 374, building 356 Phone: 2179 (home 604-879-0565) email: [email protected] Office Hours: M/W 9:30-10:30 In this course we will critically examine mass media and their relation to society. We will use sociological theory and method to study how different media are structured and the messages, images and meanings transmitted by media. As noted our stance will be critical, which is to say that our investigation will centre on the economic and political implications of mass media organization, the structural biases and ideological underpinnings of dominant messages and representations, and the means by which the biases and representations of mainstream media are resisted. While much of our attention will be directed to an analysis of the ‘problem’ of mass media communication we will also suggest alternatives and effective forms of resistance. Required Texts: Fleras, Augie. 2003. Mass Media Communication in Canada. Toronto: Thomson/Nelson. Additional Readings: Additional readings, websites etc. will appear on our Moodle throughout the course. Note on Readings: I have deliberately limited the amount of material that we will cover and in return I ask that students read each text chapter and supplementary materials carefully. Requirements: (1) Readings must be covered BEFORE each class. (2) Adequate time must be reserved to reflect upon these readings. (3) Each student must bring questions/comments about the readings to every class. Attendance, Participation and Contribution: Attendance is mandatory. This is not a course where the text is self-explanatory, nor is it a course where lectures and discussions will closely follow the text. Participation requires attendance, and active engagement in the class (raising question, making comments, drawing attention to relevant issues etc.). Contribution refers to the quality of your participation; that is the extent to which your participation is informed by preparation (reading and prior reflection on material), is insightful and is respectful. Your participation mark will reflect each of these components. NOTE: Students are asked to submit a weekly

journal and suggestions for topics to be discussed – see below.

Time Management and Course Requirements: Success in this course will require that students set aside at least 3-5 hours per week to cover the readings (this is in addition to time spent on the final paper and other course requirements). The readings for this course, while not always extensive in length can be challenging. These readings cannot be skimmed but must be read with attention to detail, some terms and obscure words will need to be looked up in the text’s glossary or in a dictionary of sociology. Moodle and Email Communication: This class will use a Moodle site to provide additional readings and links. Before classes began I sent an email to you with instructions on how to self-register/sign-in to this site. If you did not receive this email contact me immediately. It is your responsibility to ensure that you can access this site and download materials. To use this site effectively you will need a fairly recent computer and a high-speed (DSL/Cable) connection (ie. not dial-up). This equipment is available to all students on campus. Technical support can be reached at [XXXXXX]. Most materials will be in PDF format which can be read by any computer using the free ADOBE Reader, however some may be in Word (.doc). Computers on campus have this software. Note: Each student is required to provide registration with an updated/accurate email address which I may use to broadcast important messages about the course, additional readings etc. Please note that it is your responsibility to ensure that your address is correct and functioning. Note that some ‘free’ accounts (hotmail, gmail, yahoo etc.) are initially set to filter out broadcast emails; please check your settings and ensure that my mail gets through. Settings on other anti-spam software may also have to be adjusted. Again this is your responsibility but I, and better yet the helpful people in IT, can help. Please note that this site is NOT to be used to communicate with me. Please email me directly at the address found above.

Exams: Exams will be comprised of short answer and essay questions. While in the main exams are noncumulative our second exam will assume knowledge of concepts and perspectives developed throughout the course. Final Paper: The final paper, 8-10 pages, will be described in further detail in class and an outline will be placed on the Moodle site. While there will be more than one option, in each case the paper will require that concepts, theories and perspectives from the course be used to analyze media content (news, television drama, etc.) Option 1: Media Comparison and Analysis Collect at least three and preferably five accounts of a news event from two different media (television, newspaper, radio, internet etc.). Compare both the form and content of the messages. How do the accounts differ? What may account for these differences? Use theoretical perspectives, particular concepts and arguments taken from this course. Option 2: Mini Literature Review Choose a topic of personal interest. Find at least 3 academic, peer-reviewed articles on this subject. Describe the findings/argument of each work and make connections between these works. Explain these findings making reference to current media.

Paper Deadlines: A complete bibliography and 250-word outline/description of your argument for the final paper is due no later than the Wednesday class of week six. For those doing option one this entails providing the media accounts in proper reference work format. Please note that your final paper must be based on these journal articles/media accounts. Journal: In preparation for each week of class, students are required to write a short (250 word) informal reflection on the readings and/or answer my questions about these readings as posted on our Moodle site. Discussion questions will be posted by Friday evening at 8:30PM (at the latest). Each student is required to check our Moodle site for these questions and further guidance on the weekly journal. In your reflection you may draw attention to what you consider important insights, bring up contemporary examples of the issues/concepts, draw my attention to parts which you find confusing, and/or challenge the author’s position/assumptions. Evaluation: Exam I 20%, Exam II 25%, Final Paper 25% (5% bibliography/outline), Journal/weekly preparation 10%, In-Class Participation 20% Grade Scale Marks will be converted to a letter grade in accordance with the following scale: 90-100 A+ 77-79 B+ 67-69 C+ 50-59 D 85-89 A 73-76 B 63-66 C 0-49 F 80-84 A70-72 B60-62 CCourse Schedule

Important: In order that the needs of each particular class are best accommodated, the course content, schedule and requirements are subject to change. Any changes will be announced in class. It is each student’s responsibility to keep abreast of any changes. If you miss a class please ask me for any updates!

Part I: Sociological Perspectives Week 1: Media as a Social Problem: An Introduction Journal: What media do you regularly use/encounter (provide a rough sense of hours/week/media type)? Does this shape your life chances in any meaningful way? Are there any negative effects that you are aware of? Week 2: Day 1: Sociological approaches to Media Readings: Text Ch. 1 Day 2: What Are Media: Evolution of Mass Media and Society Readings: Text Chapter 2

Week 3: The Medium is the Message: Television, Technology and the Trivial Readings: Text Chapter 3, 73-5 WebCT: Selection from Neil Postman’s “Amusing Ourselves to Death” Week 4: Ownership, Media Bias and Dominant Ideology Readings: Text Chapter 1 42-47; Moodle, Chomsky and Democratic Propaganda Week 5: News and Newscasting Readings: Chapter 4 Film: Outfoxed Week 6: Media and Audiences: Readings: Text Chapter 3, 76-97; Moodle Final Paper Bibliography Due Wednesday! Week 7:

Day 1: Catch-up Day 2: Exam I

Week 8: Advertising, Media and Consumerism: Seduction and Resistance Readings: Moodle Film: TBA Week 9/10: Representing Us and Them: Gender, Race and Media Readings: Chapter 9; Moodle Film: Pocahontas Week 10: Internet: Progress, Regress, or Just a Mess Readings: Chapter 8; Moodle G&M article Week 11/12: Globalization and Media Readings: Online Week 12 and 13: Solutions? As part of your participation grade, each student is required to submit by the Wednesday of week 9 a one page discussion of a possible solution to the ‘media problem’. This should include a short description the solution, a short description of two references/readings and/or a video that speaks to this solution/issue. Possibilities include but are not limited to: Public Broadcasting and Regulation: Can a CBC/BBC/ABC/PBS etc. Save our Soul Co-op Radio Culture Jamming Pirate Radio Media of our own: ATN, WN etc.

DEPARTMENT OF SOCIOLOGY VANCOUVER ISLAND UNIVERSITY Fall 2010 Sociology 209: Social Inequality Section F10N01 Professor: Richard Fredericks Time: Thursday 6 to 9 pm Building: 356 Room: 325

Office: Bldg 356, Room 368 Hours: Thur 4:00 to 5:00 and by appointment e-mail: [email protected]

Course Description: There may be no more persistent and pervasive a phenomenon in our society than social inequality. Indeed, it can be argued that social inequality is as old as civilization itself. Whether master and slave, priest and follower, man and woman, capitalist and labourer, and so on, relations of social inequality have characterized every time and place known to us. Grabb defines social inequality thusly: “any of the differences among people (or the socially defined positions they occupy) that are consequential for the lives they lead, particularly for the rights or opportunities they exercise and the rewards or privileges they enjoy” (p.1). This understanding of social inequality will animate much of our discussion and inquiry throughout this course: How does social inequality affect your life, your life chances, your health and well-being? What might you do to avoid or mitigate the negative consequences of social inequality, while at the same time reducing the load of inequality you place upon others? Is social inequality inevitable or avoidable? We will begin our examination of social inequality with a look at the social psychological level of analysis. In particular, we will examine the very persistent tendency of humans to organize into in-groups and cliques, to establish hierarchies and rank-orderings, to compete more and cooperate less. Is this an innate tendency, some pre-potent impulse toward rank-ordering, or is it an imposed tendency, serving the designs and desires of our ideological masters? There follows a by-the-book examination of the sociological terrain as it pertains to theories and perspectives on social inequality. We will first explore the theories of the “three wise men” of sociology -- Marx, Weber and Durkheim – followed by a look at Structural-Functionalist understanding, then capped off with a overview of several more recent perspectives on social inequality. This is a text-driven course and it is imperative that you be willing to engage the assigned readings as fully as possible. Finally, we will turn our attention to the surplus population problematic, as it relates (fundamentally) to social inequality, and represents perhaps one of the most serious and ominous challenges to us, both nationally and globally. Our society has seen, for example, an unprecedented rise in its surplus and problematic populations. There are no new frontiers to open, no more Australias or New Worlds to send off the unwanted to colonize. No new world wars (for the moment) to grind up millions of surplus young men. Current estimates place our own nation’s surplus population – the single greatest source of so-defined deviants – at 30% (with predictions of surplus populations exceeding 60% by 2025). As Voltaire pointed out, the one thing the rich need is the poor

in abundance, but not too great an abundance to pose a threat. We are, at present, entering a global era where the have-nots are pressuring and threatening the haves to a level unprecedented in human history. We’ll take a hard look at many of the more salient features of late modern life and peel back their facades, pull back the curtains, to expose their inner workings as they relate to social inequality. Ultimately, this course carries an emancipatory hope, for to be forewarned is to be forearmed. Of the many social worlds available to us, the one steadily coming into focus may be among the least desired, insofar as it is based upon an ever-deepening relations of inequality. It is, ultimately, up to each of you to acquire the necessary knowledge to become producers of a better reality, rather than mere products of someone else’s reality. The role and power of free will is not to be underestimated. Required Readings: (available in the bookstore) Theories of Social Inequality, 5th edition, by Edward G. Grabb Wasted Lives: Modernity and its Outcasts, by Zygmunt Bauman There are thus a total of 350 pages of reading for this course. This represents approximately 27 pages per week or, at average reading speed, no more than 1 to 2 hours of weekly reading. Course Requirements: Attendance/Engagement: 10% Autobiographical Essay: 10% Chapter Summaries: 40% Guided Critical Analysis: 20% Final Essay Exam: 20% NOTE: ALL components of the course must be completed to achieve a final grade. Grading Scheme: 90 to 100 = A+ 85 to 89 = A 80 to 84 = A76 to 79 = B+ 72 to 75 = B 68 to 71 = B-

64 to 67 = C+ 60 to 63 = C 55 to 59 = C50 to 54 = D 0 to 49 = Fail

Assignments: Attendance/Engagement: It is highly recommended that you endeavour to attend all the classes as well as complete assigned readings before each class. Our pace will be brisk and a great deal of material supplementary to the assigned readings will be covered in class. Catching up should you fall behind will not be easy. And, as this class meets

once per week and thus each day represents two sessions, missing any one class is doubly detrimental. Accordingly, at random times, an attendance sheet will be sent around. Frequent absences could result in a significant grade penalty of up to 10%. On the other hand, up to 10% (perhaps more) may be earned through full attendance and active engagement. Autobiographical Essay: In an effort to make sociology “real,” or at least somewhat practical and useful beyond VIU, we will start with a short autobiographical essay assignment. Utilizing your present understanding of social inequality, tell me about the ways in which you have experienced it, whether as victim or victimizer, witness or intervener, powerful or powerless. It might help if you first identified the various dimensions of stratification that pertain to you, that is, the many ways you are rankordered throughout our society’s many hierarchies. As the essay is autobiographical, first person language is fine. It should be around 5 to 7 double-spaced pages. DUE: Week 2, September 16. Value: 10% Chapter Summaries: Insofar as this is a text-driven course doubling as your first substantive introduction to sociological theory, it is very important that you fully engage the text. No getting through this course on charm, good looks, or B.S. Thus, in lieu of a mid-term exam, you will be obliged to prepare chapter summaries for each of the main text’s (Grabb) seven chapters. Note that the total value of the seven summaries is 40%, which to some significant extent means you are being rewarded for doing what you are supposed to do anyway. This is a particularly useful exercise in regards to career preparation. Employers are particularly keen to hire social science graduates inasmuch as they’ve (presumably) learnt well how to read and write, to articulate and analyse, to self-direct and self-motivate. Social science grads have learned how to learn, so are particularly competent at whatever task assigned. These seven summaries will go a long ways toward encouraging in each of you the formation of transferable skills. Due dates, expected lengths, and values are as follows (NOTE: All must be completed to achieve course credit): Chapter One: Chapter Two: Chapter Three: Chapter Four: Chapter Five: Chapter Six: Chapter Seven:

1 page Value: 2.5% 3 to 5 pages Value: 5% 3 to 5 pages Value: 5% 3 to 5 pages Value: 5% 3 to 5 pages Value: 5% 10 to 15 pages Value: 15% 2 to 3 pages Value: 2.5%

Due: Due: Due: Due: Due: Due: Due:

Week 2 Week 3 Week 4 Week 5 Week 6 Week 8 Week 9

Guided Critical Analysis: Greater detail will be furnished later. You are to read and analyse Zygmunt Bauman’s Wasted Lives. On the basis of the guidelines I will furnish later (at about the mid-point in the course), and utilizing your emergent sociological imagination, you will write a 6 to 8 page, double-spaced, essay. For the moment, it must suffice to say that the assignment will ask you to more fully explore the problematic of surplus population. DUE: Week 13, December 2. Value: 20%

Final Essay Exam: This will occur sometime during the exam period and once I know when I’ll let you know. The exam will consist of 2 essay questions (chosen from several) and will test for comprehension rather than memorization or regurgitation. As such, the exam will be open book and open text. Inasmuch as real social scientists seldom memorize, regurgitate, then forget large bodies of disparate facts, this exam assignment will ask you to work with the materials given to you over the course to form cogent analyses and arguments. The material you will be provided with is, as much as anything, a conceptual, theoretical and substantive tool-kit with which you are asked to create an interpretation. This is where the social sciences are also, or better seen as, an art. You will have 3 hours in which to write, and plenty of hints and tips and clues will be forthcoming. Value: 20% Weekly Schedule: Date

Assignment

Week 1, Sept 9

Introduction and Orientation – No readings

Week 2, Sept 16

Read: Grabb, Ch. 1

DUE: Autobio Essay Chapter Summary 1

Week 3, Sept 23

Read: Grabb, Ch. 2

DUE: Chapter Summary 2

Week 4, Sept 30

Read: Grabb, Ch. 3


Week 5, Oct 7

Read: Grabb, Ch. 4


Week 6, Oct 14

Read: Grabb, Ch. 5


Week 7, Oct 21

Read: Grabb, Ch. 6

Nothing Due

Week 8, Oct 28

Read: Cont. Grabb Ch. 6 DUE: Chapter Summary 6

Week 9, Nov 4

Read: Grabb, Ch. 7


Week 10, Nov 11

No Class

Read: Bauman, Intro/Ch. 1

Week 11, Nov 18

Read: Bauman, Chs. 2 and 3

Week 12, Nov 25

Read: Bauman, Ch. 4

Week 13, Dec 2

No readings

Final Exam Period: December 9 to 20.

DUE: Guided Analysis

Sociology 209 - Social Inequality Course Director: Dr. Laura Suski Office Location: Bldg. 356, Room 338A, Office Hours: Tuesdays and Thursdays 12:00-1:00. Also feel free to speak with me before or after class or to set up a meeting at an alternate time. Contact: [email protected] A. Course Description:

This course explores different forms of social inequality and the ideologies that work to support these forms of social inequality. We will interrogate several forms of social inequality including class, race, gender, age, sexuality inequalities. We aim to bridge micro and macro analyses of social inequality and discuss both how inequality influences our identities and the structures of our society. We will also emphasize the intersections of various inequalities and how these intersections are particularly meaningful and important for those who live them. You will note that many of the course readings address multiple forms of inequality. Our analysis of social inequality requires an in depth analysis of both power and privilege, and how some of the impacts of social stratification are invisible. The main goal of the course is to develop the analytical skills necessary to critically evaluate various forms of social inequality and to offer possibilities for change at the level of social policy, individual social relations, and collective resistance.

Some key questions of the course include:

Why do certain forms of social inequality persist? How do certain social differences become power differences? What does it mean to say a society is “ageist” or “heterosexist”? How does discrimination affect our identities? How are some social inequalities “embodied”?

B. Required Texts:

You need to purchase Edward Grabb’s “Theories of Social Inequality” from the bookstore. The remaining course material is available on reserve in the library, online, or handed out in class. I have used various sources for the required readings to reduce the cost of course materials. You can find reserve readings for the course by searching under SOCI 209 or by my name.

C. Evaluations:

In-Class Test #1: 30% In-Class Test #2: 30% 2 Theoretical Application In-Class Group Work Projects: 10% (5% each) 4 Reading Reflection Assignments: 20% (5% Each) Attendance: 10%

D. Guidelines for Assignments

Summer courses run at a fast and furious pace. I have not included a standard essay assignment as I think that six weeks does not allow enough time for you to research and develop your ideas. In general, I have designed the course to emphasize our class time together, and as such, class attendance and activities are emphasized in the evaluations. To make the class time more productive, I am also encouraging you to read the readings by completing reading reflections. So, in sum, you can increase your chances of success in this course by attending class and coming prepared by reading the assigned material. I will provide more detailed guidelines of each assignment. Below you will find some preliminary guidelines. (i) In-Class Tests #1 and #2 These tests will include some combination of multiple choice, short answer, true/false, and essay questions. I will provide reviews before each test and guide you as to how you should study the assigned material. (ii) Group Work on Theoretical Frameworks This course covers ideas from the classical sociological thinkers. These ideas are often difficult and challenging. For three of the classes in which we discuss classical theories, I will set up group work assignments. You will be working with two or three classmates of your choice on applied theoretical exercises to be completed during the class period. The exercise may be something like addressing a contemporary social issue from the perspective of one of the classical thinkers, or engaging in a debate using the thinkers’ ideas. In each case, you and your group members will have to actively work with and apply the ideas of the sociological theorists under investigation. As noted, each assignment will be worth 5% for a total of 10%. I will also conduct one “practice session” so you can get an idea of how the assignments will work. (iii) Reading Reflections These reading reflections are designed as reflections on the articles that are on reserve or handed out in class or available online. You cannot write reflections on the material from the Grabb textbook since this is the material that will form the basis of our group work in-class exercises. You can only hand in one reading reflection per class.You can choose any

four readings from the course pack but you must complete two reflections before JULY 14th. For each of the four readings, you must write a one page (12 pt. font, doublespaced, roughly 250 words) reading reflection piece. It could include: questions the reading raises for you, comments on the strengths and weaknesses of the reading, comments on the links between the reading and other course material, comments on the relevance of the reading to Canadian society. It is not necessary that you address all of these kinds of analyses in each of your reading reflections. It is quite possible, for example, to write one page on the strengths and weaknesses of the reading. You will be graded on how well your reflection illustrates an understanding of the reading, the quality of organization and writing, and the strengths of your analysis. In general, it is best to avoid writing reflection pieces that are far too general. You want to be sure to ground your reflections in a careful and specific reading of the assigned articles. All reading reflection pieces are due AT THE BEGINNING of class on the day in which the reading is scheduled to be discussed (again, only one reading reflection per class is allowed). You will receive detailed written feedback and a grade out of five on the first reflection that you hand in. The remaining three will be given brief feedback and a grade out of five. (iv.) Attendance I will pass around an attendance list at both the beginning and end of each class to sign. I will use this record to calculate your attendance grade. I will also take into account your participation in class discussions and group work.

E. Grading Scale

Course work will be evaluated using the grading system outlined below. A+ (91-100) = exceptional (work is creative, thorough, well organized, well presented and demonstrates exceptional skill in critical analysis and an exceptional understanding of the course material) A (85-90)/A-(80-84) = excellent (work is thorough, well organized, well presented and demonstrates skill in critical analysis and a very strong understanding of the course material) B+ (75-79)/B (70-74)/ B- (67-69) = good, very good (work is thorough, well organized, well presented and demonstrates ability in critical analysis and a good understanding of the course material)

C+(64-66)/C (60-64) /C- (56-59) = satisfactory (work demonstrates a competent understanding of the course material) D(50-55)= marginal (work demonstrates a slightly better than minimal knowledge of and understanding of the course material) F (0-49) = failure (work is below the undergraduate standard)

F. Plagiarism

When submitting assignments, it is essential that there be correct attribution of authorities from which facts and opinions have been derived. If you are unsure about the referencing process, please ask me or get help at the writing centre (w w w .viu.ca/ w ritingcentre ). At Vancouver Island University there are university regulations which deal with plagiarism and, prior to submitting any paper in a course, students should read the “Policy on Academic Misconduct” available online. As stated in the policy, “acts of academic misconduct may make a student subject to a range of disciplinary action – including failure for a course assignment or a course, or possible suspension by the President”.

G. Late Policy and Make-Up Policy

Any late submissions will be deducted at the rate of 5% per day and 10% per weekend (Note: You cannot submit a late paper over the weekend so 10% will be automatically deducted). You should make every effort to hand assignments in to me in person. In an emergency situation, you can put them into the assignment box outside the Dean’s office. DO NOT email me late assignments unless I have given you permission to do so. In the case of in-class assignments, make-ups will be granted only in instances of emergency and serious illness. Going on vacation, for example, is not a valid excuse for missing a test. Some form of documentation will be required to write a make-up (i.e. doctor’s note). In fairness to those students who wrote the original assignment, make-ups will be more challenging and may follow a different format than the original assignment.

H. Disability Services

Students with documented disabilities requiring academic and/or exam accommodation should contact Disability Services, Building 200 or call 740-6446 as soon as possible. Please feel free to come and discuss your needs for exam and assignment accommodations with me after class or during my office hours.

I. Classroom Etiquette

Please be respectful of the experiences and opinions of your classmates. In order to have productive discussions in class, I will ask that you raise your hand to make a point. I will make every effort to learn your names early so that I can

support class dialogue and debate. I hope that you will also make an effort to learn the names of your classmates. Unless you have a documented disability, the use of laptops is highly discouraged during the class. Also, please be sure to turn off your cell phones at the beginning of class.

Lecture and Readings Schedule: Assigned readings are available online, on reserve in the library, or from our course text. On occasion, I will also provide photocopies of the readings. It is your responsibility to make sure you get all of the required readings for the course. Tuesday June 23 rd : Introduction to the Course, No Readings Thursday June 25th : The Central Role of Social Inequality in Sociological

Analysis Readings: 1. Michael Schwalbe “Seeing Connections” and “Differences and Inequalities” from The Sociologically Examined Life: Pieces of the Conversation. (Photocopies of these chapters will be handed out at the first class)

Tuesday June 30th : Marx and the Analysis of Class

Readings: 1. Grabb (our course text), Chapter 2 On the Agenda: **Group Work on Theoretical Applications- Practice Session**

Thursday July 2 nd : Gender

Readings: 1. Jackson Katz “Eminem, Miosgyny, and the Sounds of Silence” (Available online at the Huffington Post: http://www.huffingtonpost.com/jackson-katz/eminem-misogyny-and-thes_b_211677.html) 2. Coontz, Stephanie. 2006. “How History and Sociology Can Help Today’s Families”. In The Practical Skeptic: Readings in Sociology, edited by Lisa J.McIntyre. New York: McGraw-Hill. (on reserve in the library) **R em inder : You should start thinking about handing in a reading reflection piece if you haven’t done so yet**

Tuesday July 7th : Race and Ethnicity

Readings: 1. Peggy McIntosh “White Privilege: Unpacking the Invisible Knapsack” (available online at http://www.nymbp.org/reference/WhitePrivilege.pdf or http://sascwr.org/resources/pdfs/anti-oppression/WHITE%20PRIVILEGE.pdf . Make sure you read the full version which is about five single-spaced pages). 2. Grant, Agnes, ed. 2004. “Doris Pratt”, In Finding My Talk: How Fourteen Native Women Reclaimed Their Lives after Residential School. Calgary: Fifth House (a photocopy will be handed out to you) 3. du Cille, Ann. 2005 “Dyes and Dolls: Multicultural Barbie and the Merchandizing of Difference”. In Cultural Subjects: A Popular Culture Reader. Edited by Allan Gedalof, Jonathon Boutler, Joel Faflak, and Cameron McFarlane. Toronto: Thomson-Nelson. (on reserve in the library) On the Agenda: FILM- New York: A Documentary

Thursday July 9th : The Theoretical Approach of Weber

Readings: Grabb, Chapter Three, “Max Weber and the Multiple Bases of Inequality” On the Agenda: **Group Work on Theoretical Applications** (5%) ALSO NOTE: Next class is the cut off for the first two reading reflection pieces.

Tuesday July 14th : Sexuality

Readings: 1. Savin-Williams, Ritch C. 2008. “Dating and Romantic Relationships among Gay, Lesbian, and Bisexual Youths” In The Gendered Society Reader, Canadian Edition, edited by Michael Kimmel, Amy Aronson, Amy Kaler. Toronto: Oxford. (on reserve in the library) 2. Fumia, Dorreen M. 2007. “ ‘I do’ Belong in Canada: Same-Sex Relationships and Marriage”. In Canadian Families Today: New Perspectives, edited by David Cheal. Toronto: Oxford. (on reserve in the library)

Also on the Agenda : Test Review

Thursday July 16th : **In-Class TEST #1** On all lecture

and reading material covered from June 23rd to July 9th (30%)

Tuesday July 21 st : Living Social Inequality: The Geographies and Spaces of

Difference Readings: 1. Kozol, Jonathon. 2002. “American Education: Savage Inequalities”. In The Meaning of Sociology a Reader, edited by Joel Charon. Upper Saddle River, NJ: Prentice Hall. (on reserve in the library) 2. Stephen Scharper “ Poor Bear Burden of Environmental Hazards” ( A short Toronto Star newspaper article available online at http://www.thestar.com/comment/columnists/article/154257) 3. Mantsios, Gregory. 1998. “Media Magic: Making Class Invisible”. In Race, Class and Gender in the United States: An Integrated Study, ed. Paula Rothenberg. New York: St. Martin’s Press. (a photocopy will be handed out to you)

Thursday July 23 rd : Durkheim and Social Inequality

Readings 1. Grabb, Chapters 4 and 5, “Durkheim, Social Solidarity, and Social Inequality”, and “Structural Functionalism and Social Inequality” On the Agenda: **Group Work on Theoretical Applications** (5%)

Tuesday July 28 th : The Consequences of Social Inequality: The Example of

Health and Illness Readings: 1. Gerschick, Thomas J. and Adam Stephen Miller. 2007. “Coming to Terms: Masculinity and Physical Disability”. In Men’s Lives, Seventh Edition, edited by Michael Kimmel and Michael Messner. Boston: Pearson. (on reserve in the library) 2. Listen to CBC radio Ideas program “Sick People or Sick Societies” available online (I’ll tell you how you can do this) Also on the Agenda: FILM - Unnatural Causes: Is Inequality Making Us Sick?

Thursday July 30th : Aging, Ageism, and the Multiplicities of Inequality Readings:

1. Mandell, Nancy, Ann Duffy and Susannah Wilson. 2010. “From “Little Lady” to “Little Old Lady”: Women and Aging”, In Feminist Issues: Race Class and Sexuality. 5th Edition. Edited by Nancy Mandell. Toronto: Pearson. (on reserve in the library) 2. Raby, Rebeeca.2007. “Searching, Working and Shopping: Is this Prolonged Youth?”, In Readings in Sociology: Canadian Perspectives. Toronto: Oxford. (a photocopy of this article will be handed out to you)

Tuesday August 4 th : Social Change, Revolution, Personal Change, and Activism Readings:

1. Klein, Naomi. 2005. “Bad Moon Rising: The New Anticorporate Activism”. In Power: A Critical Reader, edited by Daniel Egan and Levon Chorbajian. Upper Saddle River, New Jersey: Pearson. (on reserve in the library) 2. Nolen, Stephanie.2008. “Zackie Achmant”, In Stories of Aids in Africa. Toronto: Vintage Canada. (a photocopy of this article will be handed out to you) Also on the Agenda: Review for the Final Exam

Thursday August 6th: **I n-Class Exam #2** On all reading and lecture m aterial covered from July 14 th to August 4 th (30% )

Vancouver Island University SOCI 209 - “Social Inequality” Summer 2010 Instructor: Sean Ashley Office: 330, bldg. 356 Office Hours: Tues. and Thurs, 11:30AM - 12:30PM Phone: (250) 753-3245, Local 2410 Email: [email protected] Course Description

Over the past three decades the gap between the rich and the poor in Canada has grown dramatically. Why is this occurring? Why does this inequality exist in the first place? Is social inequality a problem or is it functional for society as a whole? In this course we will examine explanations for social inequality in its various forms. During the first part of the course we will survey classical theories of social inequality, namely the ideas of Karl Marx, Max Weber, and Emile Durkheim, and consider how later sociologists have developed their theories. In the second part of the course we will examine particular manifestations of social inequality in the contemporary world, including gender, race/ethnicity, the state, and global society. Through lectures, course readings, films, and class discussions you will develop: • An understanding of major sociological theories of inequality. • The ability to apply sociological explanations of inequality to contemporary social issues. • Skills for critically assessing explanations of social inequality.

Required Texts Grabb, Edward. 2007. Theories of Social Inequality, 5th Edition. Toronto: Thompson Nelson. Grading

Mid-Term Final Exam Final Paper Presentation Total

25% 40% 25% 10% 100%

Examinations: The course will have one mid-term and one final examination. The final exam will be cumulative and will ask you to synthesize course material, including lectures, readings, class discussions, and films.

Presentation: During Part 2 of the course you will be asked (in groups) to present the week’s supplementary readings (those which are assigned in addition to Grabb). You will also be asked to find one recent article from the news (from CBC, BBC, Globe and Mail, The Province, etc….) each that speaks to the topic you are presenting on (so that a group of 4 people would have 4 news articles). The presentation should be approximately 10-15 minutes in length and provide the class with a summary of the article, some critical comments on the piece, and how the news articles you have found relates to that week’s topic. You will than provide the class with three questions to discuss. Please bring a copy of your three questions and the news article to class with you as you will be asked to hand this in as part of your presentation. Term Paper: Each student is required to submit a final paper. •

•

• •

You may write on any topic of your choice, as long as it falls within the scope of the course. Time will be set-aside in class to discuss possible topics, and you are asked to have your final choice approved by me.

Term papers are to be 6-9 pages double spaced (maximum 11 ages/2500 words), 1 inch margins, 12 point font, and Times New Roman font. I am quite strict on this and will be changing the format of any papers I receive to meet these requirements. Please use the ASA (American Sociological Association) style guide (finding the ASA citation style is part of this assignment).

Submit your paper to me by email in MS Word (or compatible) format (if not in Word please submit one full day before due date to ensure compatibility) AND a paper copy in class. The paper is due on July 29th before class. Send me an email copy before class. Paper copies will be collected in class on July 29th. I will be marking the electronic copy, but would like a paper copy for back-up in case of disputes). Late papers will be penalized 5% per day, starting one minute after class begins.

Tips on writing a good paper •

Make an outline of your paper before you start writing. Your essay may go in a different direction then you expected, but it is a good idea to have a basic idea of where you’re heading.

2

•

Begin with an introduction that explains to the reader where your paper will take them. The body of your essay should develop your argument, indicating where you got your ideas by citing the work of others, and making connections to course material (make sure you cite course material properly). The conclusion should wrap things up, reminding the reader of the flow of the paper.

Grade Scale: A+ B+ C+ D

95-100 80-84 65-69 50-54

A B C F

90-94 75-79 60-64 0-49

A- 85-89 B- 70-74 C- 55-59

COURSE SCHEDULE PART 1 Class 1 (June 22nd): Introduction and Overview of Course. • No readings. Class 2 (June 24th): Principles of Social Inequality. • Grabb, pp. 1-15 Class 3 (June 29th): Karl Marx and Class Theory. • Grabb, pp. 16-33 • Marx, “Alienated labour.” July 1: CANADA DAY. NO CLASSES.

Class 4 (July 6): Max Weber and Causal Pluralism. • Grabb, pp. 34-65

Class 5 (July 8th): Durkheim and the Functions of Inequality • Grabb, pp. 88-113 • Gans, Herbert. “The uses of poverty: The poor pay all.”

Class 6 (July 13): IN CLASS MIDTERM

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PART 2 Class 7 (July 15): Race and Ethnicity • Grabb, pp. 199-204. • Menzies, Charles. “First Nations, inequality, and the legacy of colonialism.” • Carroll, Michael and Jerry White. “Ethnic heroes and racial villains in American social science”

Class 8 (July 20): Gender • Creese, Gillian and Brenda Beagan. “Gender at Work: Strategies for Equality in Neo-liberal times.” • Arart-Koç, Sedef. “Whose social reproduction? Transnational motherhood and challenges to feminist political economy.” Class 9 (July 22): Neo-Liberalism, Corporate Power, and Globalization • Grabb, Edward and Monica Hwang. “Corporate concentration, foreign ownership, and state involvement in the Canadian economy.” • Herman, Edward and Noam Chomsky. “Propaganda Model.” Class 10 (July 27): The Reproduction of Poverty • Bourgois, Phillipe. “Crack in Spanish Harlem.”

Class 11 (July 29): Health and Inequality • Gerry, Veenstra. “Social inequality and health.” • TERM PAPERS DUE at start of Class (Email and paper copy) Class 12 (August 3): Course Wrap-up and Review FINAL EXAM (August 5) Student Conduct at VIU: Plagiarism is a serious offence and will be treated as such. •

• •

You are not allowed to submit all or a portion of the same work you have done for credit in two different courses. You may not submit another person's work as your own (including purchasing or downloading another student's paper, or hiring someone else to write your assignment for you) You must acknowledge the sources when you quote, paraphrase, or incorporate ideas that are generated by others.

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See VIU Policy 99.01 (http://www.mala.ca/policies/policy.asp?rdPolicyNumber=99.01).

5

SOCI 209

Social Inequality

Instructor: Dr. Joseph (Joey) Moore Office: 374 (Building 356) E-Mail: [email protected]

January 2010 Phone: 753-3245, local 2179 Home: 604-879-0565

Office Hours: Monday/Wednesday 1:00-2:00; By appointment other days/times The study of social inequality is central to sociology. From the beginnings of the discipline sociologists have sought to describe, explain and address the existence of the many different forms of inequality they found around them. This is as true today as at any time. This course will introduce students to classical and contemporary sociological explanations of inequality and to contemporary literature on the persistence, sites and means of resisting inequalities. This course serves as a gateway to many other courses in sociology. Our goal is not only to address the topic at hand, but also to build key technical skills that you will use at the university and beyond. Success in this course will be gauged by each student’s ability to master the following skills: • Find, understand and critique challenging, theoretical and empirical literature (including scholarly/journal articles) • Create accurate bibliographies using standard bibliographic format • Use theoretical explanations and empirical studies of inequality to better understand contemporary events, conflicts and personal situations As you might have guessed (or discovered by skipping to the weekly schedule) this course has two distinct components. In the first half we cover ‘classical’ or foundational explanations of social inequality. While many of these explanations were developed in the late 19th and early 20th Century, each continues to inform contemporary research. Understanding these theories, and their strengths and weaknesses, will prepare you not only for more advanced (and more general) courses in classical and contemporary social theory but also for courses in virtually any substantive area of sociology (environment, family, work, etc.). The second half of our course examines contemporary issues in inequality. In this section we examine particular examples/sites of inequality paying special attention to the overlap or ‘intersection’ of inequality based on class, race and gender. This is also the part of our course when students are required to shoulder even greater classroom responsibility. Important: This is a demanding course aimed at sociology majors/minors and others who are interested in understanding a critical social issue. This course requires a significant commitment of time for reading and reflection. If you cannot commit such time please consider taking this course when your academic/paid work/family commitments are lighter. Code of Conduct: It is each student’s responsibility to read, understand and abide by Vancouver Island University's Academic Code of Conduct. Breeching this code will result in penalties that include failure of the course or expulsion from VIU. Grade Scale: 90-100 A+ 85-89 A 80-84 A67-69 C+ 63-66 C 60-62 C50-59 D 0-49

77-79 B+ F

73-76 B

70-72 B-

Required Texts: Grabb, Edward G. 2002. Theories of Inequality. Scarborough, Ontario: Thomson Nelson Learning. Naiman, Joanne. 2008. How Societies Work: Class Power and Change in a Canadian Context. Black Point, Nova Scotia: Fernwood Press.

Moodle and Email Communication: This class will use a Moodle site to provide additional readings and links. Information on how to create an account and access this material is found at http://online.viu.ca/students/MOLWelcome.php Each student is required to provide registration with an updated/accurate email address which I will use to broadcast important messages about the course, additional readings etc. Please note that it is your responsibility to ensure that your address is correct and functioning. Note that some ‘free’ accounts (hotmail, gmail, yahoo etc.) are initially set to filter out broadcast emails; please check your settings and ensure that my mail gets through. Settings on other anti-spam software may also have to be adjusted. Again this is your responsibility but I, and better yet the helpful people in IT, can help. Course Schedule (Subject to change!!!): Introduction Week 1: Introduction; Day 1: Course Skills; Organization Day 2: Thinking Sociologically About Inequality: Human Nature, Social Structure and Culture Naiman Ch. 1 and 2; Grabb Ch. 1 Part I: Theories of Inequality: Classical and Beyond Week 2: Functionalist Explanation Day 1: Davis and Moore (online), Grabb 92-96 Day 2: Durkheim, Grabb 73-84 Week 3: Marx Day 1: Exploitation and Accumulation Day 2: Alienation Grabb, 15-33, Naiman: Ch.5

Week 4: Weberian Explanation Day 1: Class, Status and Power Day 2: Rationalization and Bureaucracy Grabb 47-65 Week 5: Gender Inequality: Feminist Approaches Grabb 190-198; Hamilton (online) Week 6: Day 1: Catch-Up/Review Day 2: Exam I

Part II: Topics in the Structure and Experience of Inequality in Canada and Beyond (Weeks 7-13) Week 7: Wealth and Income Inequality in Canada Naiman 225-252; 201-210

Week 14: Conclusions: How places like Canada reduce inequality

Week 8: Reading Week Final Exam: TBA (in Exam Period) Week 9-13 Topics in Inequality: Consumerism, Education, Health, Race and Ethnicity, Gender and the Family Evaluation: Exam I Exam II Bibliography Assignment Classroom Leading Exercise Participation/Contribution

25% 25% 25% 10% 15%

Attendance, Participation and Contribution: Attendance is mandatory. This is not a course where the text is self-explanatory, nor is it a course where lectures and discussions will closely follow the text. Participation requires attendance, and active engagement in the class (raising question, making comments, drawing attention to relevant issues etc.). Contribution refers to the quality of your participation; that is the extent to which your participation is informed by preparation (reading and prior reflection on material), is insightful and is respectful. Your participation mark will reflect each of these components. Bibliography and Classroom Leading Exercise In the first week of classes students will choose to join a group corresponding to one of five topics in inequality. Each group will build a short bibliography of 7 peer-reviewed journal articles AND 7 media accounts, documentaries or other popular (non-academic) articles/podcasts/accounts on their respective topic. On day 1 of week 7 (February 15th) each group will submit an annotated bibliography with a one-page description of each journal article and popular media account. From this bibliography, I will choose readings/materials for the class as a whole to read (listen to, view etc.) in the second half of our course. During the appropriate week, on day 2 the group will be asked to lead a discussion of the materials we have read. This is not a formal presentation, rather an opportunity for the group to demonstrate their collective knowledge of, interest in and understanding of the topic in question. On March 31st, each student will submit a 7-8pg discussion of what they have learned about their subject. There are two acceptable formats: Final Paper Format A Describe in your own words at least three of the academic articles and discuss how these studies draw upon, support, or challenge one or more classical theories of inequality we have studied. OR Final Paper Format B Describe how the academic articles and popular media accounts reflect your own experience of inequality. Remember here to use a sociological imagination – one’s individual experience and the ‘common sense’ understanding that flows from this may or may not reflect broader social patterns. A detailed explanation of the final paper will be available on our Moodle site.

SOCI 209

Social Inequality

Instructor: Dr. Joseph (Joey) Moore Office: 374 (Building 356) E-Mail: [email protected]

January 2011 Phone: 753-3245, local 2179 Home: 604-879-0565

OFFICE HOURS: M/W 1:00-2:00PM; BY APPOINTMENT OTHER DAYS/TIMES The study of social inequality is central to sociology. From the beginnings of the discipline sociologists have sought to describe, explain and address the existence of the many different forms of inequality they found around them. This is as true today as at any time. This course will introduce students to classical and contemporary sociological explanations of inequality and to contemporary literature on the persistence, sites and means of resisting inequalities. This course serves as a gateway to many other courses in sociology. Our goal is not only to address the topic at hand, but also to build key technical skills that you will use at the university and beyond. Success in this course will be gauged by each student’s ability to master the following skills: • Find, understand and critique challenging, theoretical and empirical literature (including scholarly/journal articles • Create accurate bibliographies using standard bibliographic format • Use theoretical explanations and empirical studies of inequality to better understand contemporary events, conflicts and personal situations As you might have guessed (or discovered by skipping to the weekly schedule) this course has two distinct components. In the first half we cover ‘classical’ or foundational explanations of social inequality. While many of these explanations were developed in the late 19th and early 20th Century, each continues to inform contemporary research. Understanding these theories, and their strengths and weaknesses, will prepare you not only for more advanced (and more general) courses in classical and contemporary social theory but also for courses in virtually any substantive area of sociology (environment, family, work, etc.). The second half of our course examines contemporary issues in inequality. In this section we examine particular examples/sites of inequality paying special attention to the overlap or ‘intersection’ of inequality based on class, race and gender. This is also the part of our course when students are required to shoulder even greater classroom responsibility. Important: This is a demanding course aimed at sociology majors/minors and others who are interested in understanding a critical social issue. This course requires a significant commitment of time for reading and reflection. If you cannot commit such time please consider taking this course when your academic/paid work/family commitments are lighter. Code of Conduct: It is each student’s responsibility to read, understand and abide by Vancouver Island University's Academic Code of Conduct. Breeching this code will result in penalties that include failure of the course or expulsion from VIU. Grade Scale:

90-100 A+ 64-67 C+

85-89 A 60-63 C

80-84 A55-59 C-

76-79 B+ 50-54 D

72-75 B 0-49 F

68-71 B-

Required Texts: Grabb, Edward G. 2007. Theories of Inequality, 5th Ed. Scarborough, Ontario: Thomson Nelson Learning. Naiman, Joanne. 2008. How Societies Work: Class Power and Change in a Canadian Context. Black Point, Nova Scotia: Fernwood Press. Moodle and Email Communication: This class will use a Moodle site to provide additional readings and links. Information on how to create an account and access this material is found at http://training.viuonline.ca/course/view.php?id=4. The enrolment key is “inequality”. Note: Each student is required to provide registration with an updated/accurate email address which I may use to broadcast important messages about the course, additional readings etc. Please note that it is your responsibility to ensure that your address is correct and functioning. Note that some ‘free’ accounts (hotmail, gmail, yahoo etc.) are initially set to filter out broadcast emails; please check your settings and ensure that my mail gets through. Settings

on other anti-spam software may also have to be adjusted. Again this is your responsibility but I, and better yet the helpful people in IT, can help. Please note that this site is NOT to be used to communicate with me. Please email me directly at the address found above. Course Schedule (Subject to change!!!): Introduction: Jan. 5: Course Skills; Organization Jan. 10: Thinking Sociologically About Inequality: Human Nature, Social Structure and Culture Naiman Ch. 1 and 2; Grabb Ch. 1 Part I: Sociological Theories of Inequality Functionalist Explanation Jan 12: Davis and Moore (online), Grabb 92-96 Jan. 17: Durkheim, Grabb 73-84 Marxist Explanation Jan. 19: Exploitation and Accumulation Jan. 24: Alienation Grabb, 15-33, Naiman: Ch.5

Gender Inequality: Feminist Approaches Feb. 2, 7 Grabb 190-198; Naiman Ch. 12 Race, Ethnicity and Inequality Feb 9, 14: Naiman 253-275 Feb. 16: Exam I Week 8: Reading Week

Weberian Explanation Jan. 26: Class, Status and Power Jan. 31: Rationalization and Bureaucracy Grabb 47-65 Part II: Topics in the Structure and Experience of Inequality in Canada and Beyond (This Weeks 9-13) Week 9: Wealth and Income Inequality in Canada Naiman 225-252; 201-210, online articles/podcast. Policy proposal: Guaranteed minimum income

Week 12: First Nations Inequality Readings TBA Policy proposal: self-governance

Week 10: Work, Consumerism and Inequality: The High Cost of Buying Low Naiman 122-146 Policy proposal: living minimum wage

Week 13: Education and Inequality Naiman 148-173 Policy proposal: eliminate tuition

Week 11: Gender, Family and Inequality in Canada Naiman 278-302 Policy proposal: universal childcare

Week 14: Cities and the Reproduction of Inequality Readings TBA Policy proposal: housing for all Week 15 Wrap-up, Discussion, Review Final Exam: TBA

Evaluation: Exam I 30%; Exam II 30%; Bibliography Assignment 15%; Journal 10%; Participation 15% Attendance, Participation and Contribution: Attendance is mandatory. This is not a course where the text is self-explanatory, nor is it a course where lectures and discussions will closely follow the text. Participation requires attendance, and active engagement in the class (raising question, making comments, drawing attention to relevant issues etc.). Contribution refers to the quality of your participation; that is the extent to which your participation is informed by preparation (reading and prior reflection on material), is insightful and is respectful. Your participation mark will reflect each of these components. Journal: In preparation for each week of class, students are required to write a short (250 -500 word) informal reflections on the readings and/or answer my questions about these readings as posted on our Moodle site. Each student is required to check our Moodle site for these questions and further guidance on the weekly journal. In your reflection you may draw attention to particular insights, make connections to contemporary events, draw my attention to parts which you find confusing, and/or challenge the author’s position/assumptions. I will randomly mark a selection of these at the end of our course. Bibliography Assigment: See Moodle for details. Total paper length: 8-9 pgs (absolute maximum 11 pgs/2750 words).

Electronic Format: The paper must be submitted in paper AND MS Word, RTF or PDF format. Papers may be archived to allow for electronic plagiarism detection. Part I: 4-5 pgs (750-1250 words) Part one will review two peer-reviewed journal articles on the subject of a particular form/expression of social inequality in Canada (international examples may be considered but ONLY by permission of your instructor). This part will include a short précis of the studies and their findings, a discussion of how these studies draw upon, support, or challenge one or more theories of inequality. Part II: 3-6 pgs (750-1000 words) In part two you will provide up to four media accounts which directly relate to the issues addressed by the sociological studies in part I. These accounts should be substantial/in depth articles from newspapers, magazines or quality web-based publications. In this section you should (very briefly) describe the media stories and describe how the scholarly articles from Part I help explain this issue. Part II alternative: 3-6 pgs (750-1000 words) If you have direct experience with the form(s) of inequality discussed in your empirical studies you may use part two to describe this experience and how it relates to the academic literature. Emphasis should be placed on how the theoretical and empirical literature help you better understand and critically evaluate this experience.

Sociology 210 – Contemporary Social Theory Fall 2004 – F0401 T-R 11:30-1:00, Bldg. 356/325

Instructor: Office: E-mail: Phone:

Dr. Linda Derksen Room 376, Building 356 [email protected] 753-3245, local 2796

Office Hours:

Tuesday and Thursday, 1:00-1:30, Tuesday and Thursday, 2:30-3:30 By appointment, telephone, e-mail If these times don’t work, we can set aside another time or arrange to talk by telephone. E-mail is the quickest way to reach me. Please put “Soci 210” in the subject line of your e-mail. If I do not respond within 24 hours, it is because your e-mail has been snagged by the campus spam catcher – it has a thing about Hotmail and e-mail from “new” addresses. Just send it again, or talk to me in person. Required Text:

Wallace, Ruth A. and Alison Wolf (1999) Contemporary Social Theory. Expanding the Classical Tradition. 5th Edition. Upper Saddle River, New Jersey: Prentice Hall Inc.

Required Readings: Throughout the course there will be supplemental readings that I will hand out in class. You will be responsible for this material on exams. Course description:

This course is an introduction to contemporary social theory. However, as you can tell from the title, “contemporary” means that there is theory that came before the body of work known as “contemporary theory.” In sociology, we typically refer to this body of theory as “classical social theory.” Virtually all contemporary theory is in some way a reaction to – or a debate with – issues that were raised or not handled completely by the classical social theorists. Because of this, it is almost impossible to understand what contemporary theorists are saying unless you understand who they’re arguing with, or what they’re reacting to. For this reason, we will begin the course with a brief introduction to the major classical social theorists. This will really help you to understand what the contemporary theorists are saying. Classical (and contemporary) social theory are found in many disciplines such as political science, economics, history, literature, and anthropology, so the foundation you develop in this course will serve you in good stead in other university courses. Learning Objectives:

• •

•

After you complete this course, I hope you will have attained: A basic understanding of social theory so that you can understand what the contemporary theorists are saying. How to read academic papers and social theory – this is an acquired skill, it doesn’t come easily, but there are some tricks of the trade that will be very useful in all your courses. You will learn to investigate a writer’s biography and historical period to help you understand their writing; how to determine the audience to whom the author is writing and the people they are arguing with; and how to identify theoretical arguments and concepts. Academic writing and argumentation skills. Writing for an academic audience, and learning to integrate academic theories into your writing, is another learned skill. We will be working on writing and revising our writing to improve its flow and clarity.

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•

Transferable knowledge: Social theory is found in many disciplines such as political science, economics, history, literature, women’s studies and anthropology, so the foundation you develop in this course will serve you in good stead in other university courses.

Getting Help:

Please feel free to bring any concerns to me. Sometimes juggling many courses, or even one, can be quite overwhelming, especially when real life intrudes. However, I’ve found that there’s usually a way through most problems, if they’re caught early enough. I can try to help you, but only if I know what is going on. Come to me if you’re feeling overwhelmed, and we’ll work out a solution, or I will help you to find the resources on campus that can help you to work things out. Student Support Services in Building 200 also has people available on a walk-in basis, Monday to Friday, except during the lunch hour. Please feel free to go there and talk with someone, before your academic progress gets put into jeopardy. Special needs:

If you have any special needs or a documented disability, please let me know. There are lots of services available at Malaspina that will help me to help you to thrive and succeed. If you know that you have a disability, but have not accessed the resources available to help you, I can help you to link up with the people on campus who are there to support you. Students with documented disabilities requiring academic and or exam accommodation should contact Disability Services, Building 200, or call 740-6416.

How to learn social theory:

I am making the assumption that you are paying a lot of money to be here, and that you really want to learn the material – that you want to think deeply, and learn to use this material to help you succeed in other courses. Social theory is quite different from other courses that you may have taken, or be taking right now. Even though it is written or translated into English, social theory has its own kind of language which can be very difficult to understand -- in some ways it is like learning a foreign language. I do not expect you to know this language, but it does take some getting used to. It is unlikely that the textbook or the readings will make sense the first time through. The textbook can be quite clear, but many of the readings written by the original theorists may not make a lot of sense the first time you read them. Most take three or four attempts before you begin to get what the theorist is saying. This is not about you or your intelligence – it is partly because many theories lose something when they are translated from German or French or Italian, and it is partly because the concepts and the terms that these theorists take for granted are completely new to you, and some are extremely subtle and difficult to grasp. In fact, if you’re completely confused the first time you read something by Talcott Parsons or Ralf Dahrendorf, then you’re just like every other sociology student (and many professors) that have ever read the works of these scholars! The good news is that after reading the material a few times, and participating in lectures, and applying the material in class – it will all begin to fall together. If it doesn’t, then come see me as soon as possible! With a guide (that’s me), and with some hard work and participation on your part, you will find that social theory is a powerful tool to help you understand the world around you. In this course you will learn to analyze events and situations from different theoretical perspectives. You will probably come to see that there is no single social theory that can explain all of social life. Along the way you will hone your critical thinking skills, you will learn to explain current and historical events and trends theoretically, or conversely, you will apply social theory to increase your understanding of why things are the way they are in the world around you. Most learning takes place when people are actively involved in the subject matter – very little takes place simply by listening or reading. Therefore, your full participation in class, and your reading and engaging

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with the material outside of class, will ensure that you do well. I encourage you to find a “study buddy” or two or three, and work together. Course requirements: Class Participation and in-class reading & writing activities Written assignments (2) Mid-term Final exam

20% 30% 25% 35%

Class Participation: In an active learning environment, your participation is vital to your learning. Learning is the desired outcome, and you are in control of your own learning. It is my job to facilitate your learning by using a variety of methods to help you learn to think critically and help you to learn the course content. You are not “empty vessels” waiting to be filled up by what I say – you can learn something from almost everything that goes on in class, and I expect you to partake fully of this opportunity to learn in many different ways. I will help you to learn how to improve your ability to read and understand difficult texts, we will have in-class workshops to help you improve your writing. The goal is that you get a chance to do some work and receive feedback, and then improve your work based on the feedback. You cannot participate in class if you are not there. You will be given the chance to assess your own class participation, relative to how much you usually participate (for example, if you are very quiet, but put up your hand to comment two or three times during the course, then you are participating). If you e-mail me to discuss concepts, or come to office hours – I consider that participation. You will assess your own class participation, and make a case for what grade, out of 10, you should receive. I reserve the right to move this grade up or down, based on my own assessment of your class participation. Remember, you start at ZERO points, and gain. If you miss three or more classes in the term (without a medical note), you will lose five points from your class participation grade. A typed, one to two page self-assessment of class participation is due in the last class. Grade Distribution:

A+ A AB+ B B-


Exams: The exams will consist of identification, short answer, and essay questions. The final exam will help you to integrate the various theoretical perspectives we have covered over the semester. Examinations will not focus on “picky little details,” but on important concepts and terms, and on the similarities, differences and relationships between the theorists we examine. Make up examinations will be given only in the case of a medically documented illness. Writing Assignments: We will have two written assignments during the course. You will bring a draft of your assignments to class, and receive credit for participating in a writing workshop. These workshops are mandatory, and will count as part of your grade. Then you will revise your work, based on the

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comments received, and hand it in during the next class period. Less weight will be placed on the first assignment, partly because the material will be very new, and partly because I want you to try your hand at writing about social theory, with as little stress as possible. NOTE: Late assignments WILL NOT be accepted without a medical note. You have the schedule of due dates right now, and you need to budget your time over the semester so that you can hand your work in on time. If you care about your grade, you will not leave your work until the last minute. It is virtually impossible to try to read, understand and write about social theory at the last minute.

Tentative Course Outline (Subject to revision based on class needs) DATE Week 1

Week 2

Sept. 7 Sept. 9

Week 3

Sept. 14 Sept. 16 Sept. 21

Week 4

Sept. 23 Sept. 28

Week 5

Sept. 30 Oct. 5 Oct. 7

Week 6

Week 7

Week 8

TOPIC

Introduction What is social theory? What is modernism? The problem of order. How to read theory. Conflict Theory – The Two Traditions Marx & Weber

Westray Dahrendorf Reading Workshop Collins Neo-Marxism: World Systems Theory

READING

Wallace & Wolf (W&W), p. 3-15 W&W 67-74, 80-99 Class Partic.

exercise: Biographies on Marx and Weber

W&W 118-127 Dahrendorf handout W&W 135-151 Collins handout W&W 153-163 Wallerstein handout

Oct. 12 Oct. 14

Java Jive Writing & Revising Workshop

Oct. 19

Functionalism – American, Post WWII, Conservative Durkheim Parsons, Merton

W&W p. 16-23, 4556 Merton handout

Oct. 21

Functional Stratification

W&W 26-57 Davis & Moore handout

Oct. 26

The Functions of Conflict

W&W 128-135 Coser handout

Oct. 28 Week 9 Nov. 2 Nov. 4 Week 10 Nov. 9 Nov. 11 Nov. 16

Midterm Grameen Bank Introduction to Feminist Theory Dorothy Smith Remembrance Day – No Class Patricia Hill Collins

DUE

Biography of Dahrendorf Biography of Collins Bio of Wallerstein Draft of comment due in class #1 Social Theory Comment due Bios of Durkheim, Parsons, Merton Bio of Coser MIDTERM

Handout W&W p. 283-291, Smith handout,

Bio of Smith

W&W 239-250, Hill Collins handout

Bio of Collins

5 Week 11

Week 12

Week 13

Nov. 16

Nov. 18

Symbolic Interactionism Mead (W&W p. 196-203) Blumer (W&W p. 205-226) Goffman

Nov. 23

Writing and Revising Workshop

Nov. 25

The Sociology of the Taken for Granted -- Phenomenology Garfinkel A Taste of Post-Modern Theory

Nov. 30 Dec. 2

FINAL EXAM

TBA

W&W 189-226 Blumer handout

Bios of Blumer, Mead

W&W 227-236, Goffman handout

Bio of Goffman #2 draft due in class #2 Theory comment due in class

W&W 258-272, Art of Walking handout W&W 404 to top of Bio of Seidman 411, Steven Class Seidman handout

Participation SelfAssessment

SOCI 212 – S08D01

Race & Ethnicity in the Modern World Instructor: Office: Office Hours: Class Time / Location E-mail: Web Site: Phone:

Jerry Hinbest Office 6 in the Credit Programs Office Area ~ Nanaimo: Building 356, Office 370 Monday & Thursday, 5:00 - 6:00; or by appointment Thursday, 6:30 - 9:30; Building 602, Room 156 [email protected] (best way to reach me!) http://web.mala.bc.ca/hinbestj (with links to Moodle) 746-3565, local 3566 – during office hours only 746-3565 for messages at other times 250-753-3245, local 2798 – my office in Nanaimo (long distance)

Texts: 1. Fleras, A. & Elliott, J., Unequal Relations: An Introduction to Race, Ethnic and Aboriginal Dynamics in Canada, 5th edition, Prentice Hall, 2007. 2. SOCI 212 Custom Courseware Package – Readings by: West, Miles & Torres, McIntosh, Dubois, Blumer & Allport, Canadian Heritage, Beavon & Cooke, Derbyshire & Harris, Frideres, and Barrett. 3. Selected articles on reserve in the library, distributed in class, or available on Moodle. Course Description and Requirements: This course provides an opportunity to critically examine racism in the modern world. Topics will include the concept of “race,” racist attitudes and racist ideology, the diversity of human population, prejudice, discrimination, and the structure of ethnic inequality, with special reference to the Canadian context. The course format will be that of a seminar. I will ‘lecture’ on certain topics, but as this is a small group it will be an interactive discussion. You are expected to participate in class and group discussions. This will constitute part of your grade, so regular attendance and preparing for class are important. You will also need to make every effort to keep up with the reading, as our weekly discussions will assume that you have read the material prior to class. Although we may not be able to discuss every reading in class, you are still responsible for all of them, and they will be reflected in examinations. Evaluation: • • • • •

In-term take-home exam In-term assignments Presentation Final take-home exam Participation

20% 20% 20% 30% 10%

February 14-21 Throughout the term March 27 & April 3 April 10-24 Throughout the term

A+ A AB+ B B-

Grading Scheme 95+ C+ 65-69 90-94 C 60-64 85-89 C- 55-59 80-84 D 50-54 75-79 F 0-50 70-74

SOCI-212 Course Outline – S08D01

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Week 1 January 10

GETTING STARTED • Introduction to the course • Discussion of guidelines, expectations

Week 2 January 17

RACE • Concepts of race and ethnicity • Racial privilege • Language, political correctness

Week 3 January 24

Week 4 January 31

Week 5 February 6

Week 6 February 14

Week 7 February 21

February 28 Week 8 March 6

Week 9 March 13

RACISM • Racism & stereotyping; institutional racism • White supremacist organizations • Ethics of research and practice PREJUDICE • Prejudice & discrimination • Personality versus systemic explanation ETHNICITY • Ethnicity and identity in Canada • Ethnic identity – international dimensions INEQUALITY & STRATIFICATION • Inequality and stratification • Gender and class • MID-TERM TAKE-HOME EXAM DISTRIBUTED CANADA’S ABORIGINAL PEOPLES • First Nations issues • MID-TERM TAKE- HOME EXAM DUE STUDY WEEK! QUEBEC • Quebec sovereignty • Nationalism • Nationalism and First Nations issues MULTICULTURALISM • Strategies and priorities • Canada vs. America

Assigned Readings

Fleras & Elliot, Ch. 1

Fleras & Elliot, Chs. 1 & 2 Courseware: West, Miles & Torres, McIntosh, Dubois

Fleras & Elliot, Ch. 3 Courseware: Barrett

Fleras & Elliot, Ch. 3 Courseware: Blumer & Allport

Fleras & Elliot, Ch. 4 Courseware: Blumer & Allport

Fleras & Elliot, Chs. 5 & 6 Courseware: Canadian Heritage, Beavon & Cooke

Fleras & Elliot, Ch. 7 Courseware: Frideres, White


Fleras & Elliot, Ch. 8 Article by Pendakur?



Week / Date


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Assigned Readings

Week 10 March 20

INSTITUTIONS AT WORK • Media perspectives • Racial profiling

Week 11 March 27

CLASS PRESENTATIONS • A diversity of topics to choose from! White supremacist groups, First Nations issues, racial profiling, racism in the media, psychological perspectives, Canadian immigration policy, policing, multiculturalism vs. melting pot, anti-racist education, and more!

Week 12 April 3

CLASS PRESENTATIONS: PART TWO (IF NEEDED) • Catching up on other topics • Your suggestions???

Week 13 April 10

TAKE HOME EXAM DISTRIBUTED • Emerging issues: Internet, globalization, international relations… • Summing up

Fleras & Elliot, Ch. 11 Courseware: Derbyshire & Harris, Article on Media


Possible Videos & Films Milgrim – Obedience / Frontline – A Class Divided / Crash / Mickey Mouse Monopoly / Twelve Angry Men / Hearts of Hate TAKE HOME EXAM IS DUE APRIL 24TH WRITTEN ASSIGNMENTS: A brief description of the requirements for the written assignments is included below, and a longer description is provided in the pages that follow. Marks will reflect the thoughtfulness and effort demonstrated. Late papers may be accepted, but marks will be deducted. IN-TERM ASSIGNMENTS (20%) Throughout the term I will be assigning four brief assignments, each worth 5%. These assignments may represent a brief journal entry, article review, or problem solving exercise. MID-TERM TAKE-HOME EXAM / FINAL TAKE-HOME EXAM (20% / 30%) The mid-term exam will be an opportunity to try out the take-home exam format, answering two of about six questions, maximum 4-5 typewritten pages each, in one week. For the final you will have two weeks to answer three of perhaps ten questions, maximum 4-5 pages each. PRESENTATION (20%) This project will be an opportunity to explore one topic in more detail. This may be done as a group project, if approved by me. o o

Presentation précis for instructor feedback, February 21 Presentations & summary (max. 3 pages), to be shared with class, March 27 or April 3


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USING MOODLE TO ACCESS COURSE RESOURCES AND INFORMATION: Moodle is an on-line learning environment used by instructors at Malaspina University-College. This semester I am using Moodle to share some articles and information with students, although with a small class I will not be using it extensively. The course Moodle site may be accessed through my Malaspina web site, which can be found at: http://web.mala.bc.ca/hinbestj Note that I also have two other Sociology Moodle sites, so choose SOCI 212 S08D01. In order to access the Moodle site for the course, you will need to obtain a discovery account from Information Technology (IT) services, and an access key (password), which you will get from me in class. The access key may change after the course roster is set, so if you find that you can’t access the site, e-mail me to obtain the current key. Links to the page for creating your discovery account and to IT services are available through my web site. The direct link to the course Moodle site is: http://moodle.malaonline.ca/course/view.php?id=901 COMPUTER SKILLS: You will need to have the computer skills required of all students attending Malaspina University-College. See the computer literacy expectations for Malaspina students at: http://www.mala.bc.ca/www/crsinfo/calendar/complit.htm You must have basic computer skills for using the Internet for browsing and searching with Internet Explorer 6.x or later (or alternatives such as Mozilla). You should be knowledgeable in using the Windows™ operating systems (or equivalent alternatives such as the Linux or the Mac OS) for opening and saving files, attaching files to e-mail, exploring the file structures on a hard disk or remote server, creating folders, installing programs, etc. If you do not have these skills, be prepared to spend time early in the course to become familiar with them. There are online tutorials for a variety of software that you can access from any lab at: http://www.mala.ca/technology/students/help.asp

Sociology 212 – Fall 2010 Department of Sociology Vancouver Island University Tuesday and Thursday 11:30am to 12:50pm Building 356, Room 325 Instructor: Office Location: Office Hours: Telephone: Email:


Course Description This course is designed to introduce students to a number of sociological perspectives, concepts, and substantive issues related to the study of race; ethnicity, racialization and racism in Canadian society. The course explores the concept of democratic racism (Henry and Tator, 2010) and examines the impact of these discourses as manifested in a number of institutional and organizational contexts in Canada. It also examines how race as a social construct, intersects with other social inequalities to produce different material outcomes for many Canadians. The course concludes with highlighting strategies for social change and furthering anti-racism initiatives. A number of controversial and sensitive topics will be covered and our lived experiences will vary. Students are encouraged to think critically and are expected to engage with the course materials and one another in a respectful and reflective manner that is conducive to effective learning. Required Reading Materials 1. 2. 3.

The Colour of Democracy: Racism in Canadian Society. 4th Edition by Frances Henry and Carol Tator. 2010. Thomson Nelson: Canada. Reserve Readings available at the Library. Some also available on-line. To Be Announced: Occasionally throughout the term I will either hand out and or refer you to other academic articles, charts, reports of interest etc. that you will be responsible for reading and knowing content-wise. Please take note of these materials as they will also be included on the exams.

Note: Students are responsible for all lecture material, films, handouts, reserve and assigned readings. Students must come to class having read and reflected on the assigned readings. You will learn more if you have read the material before you come to class. Students must also be prepared to be called on in class, and to contribute to classroom discussion. Method of Evaluation

Tentative Date

Weight

Midterm Exam October 14th, 2010 30% th Written Assignment October 28 , 2010 30% Group Presentations November 16th to 23rd, 2010 20% nd In-class Final Exam December 2 , 2010 10% Class Participation entire term 10% _____________________________________________________________________ TOTAL 100%

2 Tentative Lecture and Assigned Reading Outline For SOCI 212 FALL 2010 Tentative Dates


September 7th

Introduction to the Course and Course Objectives

September 9th, 14th

Basic Concepts Reading: Henry and Tator Chapter 1 Reading: “White Privilege: Unpacking the Invisible Knapsack” by Peggy McIntosh http://www.amptoons.com/ blog/files/mcintosh.html

September 16th to 30th

Theoretical and Historical Perspectives on Racism Reading: Henry and Tator Chapters 2 and 3 Reading: “An Optical Illusion: ‘Racializing Eye Colour’” by Augie Fleras (2009) in Maria Wallis and Augie Fleras (Eds.) The Politics of Race in Canada. Oxford University Press: Don Mills, Ontario. pp. 178-180.

October 5th to 12th

Racial Inequalities Reading: Henry and Tator Chapter 4 Reading: “Theorizing Connections: Gender, Race, Ethnicity and Class” by Daiva Stasiulis (2009) in Maria Wallis and Augie Fleras (Eds.) The Politics of Race in Canada. Oxford University Press: Don Mills, Ontario. pp. 95-107.

October 14th


October 19th, 21st

Racism in Canadian Institutions Racism and the Media Reading: Henry and Tator Chapter 10

October 26th, 28th

Racism and Canadian Law Enforcement Reading: Henry and Tator Chapters 5 and 6 Reading: No More Stolen Sisters: The Need for a Comprehensive Response to Discrimination and Violence Against Indigenous Women in Canada (2009). Amnesty International. London: United Kingdom

October 28th

Written Assignment Due worth 30% of Final Grade

November 2nd, 4th, 9th

Racism in Education Reading: Henry and Tator Chapter 8 Reading: “Mandate for the Truth and Reconciliation Commission.” http://www.trc.ca/websites/ trcinstitution/index.php?p=3

November 16th, 18th, 23rd

Group Presentations Worth 20% of Final Grade Written Summaries Due November 23rd, 2010

3 November 25th, 30th

Responding to Racism: Antiracism and Strategies for Change Reading: Henry and Tator Chapter 12 Reading: “Speaking Race: Silence, Salience, and the Politics of Anti-racist Scholarship” by George Sefa Dei (2009) in Maria Wallis and Augie Fleras (Eds.) The Politics of Race in Canada. Oxford University Press: Don Mills, Ontario. pp. 230-239.

December 2nd

In-class Final Exam Worth 10% of Final Grade

NOTE on EXAMS and ASSIGNMENTS for SOCI 212 FALL 2010 EXAMS The midterm exam (30%) and final exam (10%) may be composed of multiple choice, fill in the blank, short answer and essay questions. The midterm exam will be held in Week 6 of the course, on October 14th, 2010 and the final exam will be held in class on December 2nd, 2010. The final exam will not be cumulative, it will cover all materials covered from the midterm exam up to the end of the course (including the material on group presentations). ASSIGNMENTS There are two assignments you are required to complete in this course. The first is a written assignment (newspaper analysis) that is due October 28th, 2010 and worth 30% of your final grade. The second assignment entails a group presentation on an approved topic of your choosing. The presentations will be held in class, November 16th to 23rd, 2010 and the written summary will be due on the 23rd of November. The presentation is worth 20% of your final grade. Instructions, guidelines and evaluation criteria related to these assignments are all attached. ATTENDANCE and PARTICIPATION Attending class, participating in class discussions, and understanding alternative points of view are important aspects of this course. To do so, students must attend regularly. Students are encouraged to raise questions, share insight, and comments related to the course materials and are expected to respond to other students and the instructor in a respectful and professional manner that is conducive to establishing and maintaining a positive learning environment. Students will be evaluated based on their class participation including involvement in debate, discussion, group work, and by raising questions and comments that demonstrate their engagement with the course material. Participation is worth 10% of your final grade. Participation entails active learning, it involves attending class and arriving prepared to contribute to classroom discussion. Students will not only be evaluated on how often they participate, but the quality of their contributions will also be assessed.

4 GRADE SCALE Grades will be converted to a letter grade as indicated in the following university wide scale: Percentage (%) 90-100 85-89 80-84 76-79 72-75 68-71 64-67 60-63 55-59 50-54 0-49


Grade Point 4.33 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.00 0.00

ACADEMIC HONESTY AND MISCONDUCT Students are responsible for familiarizing themselves with the Student Code of Conduct as outlined in the course calendar (p. 32). In particular, students should recognize the penalties for plagiarism and other forms of academic dishonesty.

SOCIOLOGY 212 FALL 20101 GUIDELINES FOR WRITTEN ASSIGNMENT – NEWSPAPER ARTICLE ANALYSIS ASSIGNMENT It is important to practice connecting the sociological concepts, ideas, perspectives and theories presented and discussed in both the classroom and the course readings to everyday life. Students need to be able to make the link between course content and contemporary race and ethnic relations issues in Canadian society. The purpose of this assignment is to get you to see the relevance of some of the important sociological concepts and theoretical perspectives that we have been studying in class and then to apply them to an analysis of a recent, topical news story. DUE DATE FOR ASSIGNMENT:

October 28th, 2010

WEIGHT:


INSTRUCTIONS: This assignment requires you to demonstrate your ability to define and apply the key sociological concepts, ideas and perspectives introduced in this course to everyday social issues, specifically a newspaper article of your choosing. 1


5 For this assignment you will have to: •

Search various Canadian newspapers (local and or national) for an article that you feel relates to some of the sociological perspectives and theoretical concepts we have studied in class that relate to the study of race and ethnic relations. Your article must be recent (i.e. no later than 2009) and from a Canadian news source.

•

Provide a brief description of the newspaper article, but do not spend all of your time doing this. Be sure to cite the date and source of the article. Attach the article to the back of your assignment as an appendix i.e. APPENDIX A.

•

Demonstrate your application of theoretical concepts and ideas. This is the key part of the assignment!!! Select a minimum of three sociological concepts or ideas that you believe are evidenced in the article. Define and discuss these concepts. Your discussion should focus on making the connections between the article and the concepts you have chosen. You need to explain the connections you see between the article and these concepts and point out exactly where you see the connections. To do this you will need to drawn on illustrative examples from the article.

PRESENTATION OF ANALYSIS Your analysis should be approximately a 1200 to 1500 word report, that is six to eight double spaced, typed pages in length. (Note: This is a rough guideline, a report of two pages is too short; a report of 10 pages does not reflect the parameters of the assignment). Format the assignment as follows: include a title page with your name and student ID number; use 12 point Times New Roman font, and 1” margins; and number the pages. A strong analysis will demonstrate attention to detail - grammar, spelling, and writing style. Material drawn from the textbook and or other sources (including the newspaper article) must be properly referenced. These components will all be evaluated in the marking. ANALYSIS EVALUATION CRITERIA A strong analysis will: 1. Highlight the sociological content of your article, clearly communicate the sociological relevance of the article and discuss how it relates to the course content on Canadian race and ethnic relations. 2. Explain and discuss how the article relates to the major themes and concepts of the course. It will provide a strong link between the course materials. It will define key sociological concepts and demonstrate your ability to connect and apply these ideas, perspectives and theories to perspectives to current events. 3. Be well written and carefully organized. (i.e. your thoughts and arguments are well laid out, substantiated and logically connected; your writing reflects good paragraph construction, strong topic sentences, complete sentences and includes the appropriate referencing of all secondary sources that have been drawn on; your writing is clear and focused; your analysis demonstrates critical thinking). The assignment should be a representation of your best written work (i.e. correct grammar, punctuation, spelling, typing and formatting.)

6 4. Properly referenced. You must properly reference all primary and secondary sources used in your written work. APA and MLA citation styles are permitted. Full references should appear in a bibliography at the end of your paper. References must include page numbers of each bibliographic item. All quotes must be properly cited and lengthy quotes (over four lines) must be single spaced and indented. Any information drawn from the Internet must be properly cited. Your analysis will be evaluated on the basis of logical thought, strength of argument, coherence, and depth of analysis. The written assignment will be marked according to the following criteria 2: Have the assignment instructions been followed? Are solid connections between the course concepts and the article evident in your analysis? Are these connections well established and explained? Is a clear and accurate understanding of the concepts presented? Has the article been accurately described and summarized in the assignment? Is the assignment well written? Have you properly referenced all secondary materials used in your analysis? NOTE:

Please see me if you have any questions. I am here to help you! We can also discuss the assignment more in class and or during office hours.

SOCIOLOGY 212 FALL 2010 GUIDELINES FOR GROUP PRESENTATION and WRITTEN SUMMARY ASSIGNMENT It is important to practice connecting the sociological concepts, ideas, perspectives and theories presented and discussed in both the classroom and the course readings to everyday life. Students need to be able to make the link between course content and the social problems around us. Given the importance of making these connections, you will form a group of three or four people and do a 15 minute in-class presentation, followed by a 5 minute discussion session on the sociological aspects of your chosen topic. Each group will also provide a 6 to 8 page written summary of their presentation in which you will be responsible for illustrating these connections. This assignment requires your group to demonstrate your ability to define and apply the key sociological concepts, ideas, and perspectives introduced in this course to a social problem of your choosing. Each group will select an appropriate topic that reflects and highlights the course content. Each group’s presentation topic needs to be submitted for approval by October 26th, 2010. Different groups will not be permitted to present on the same topic. Thus groups are advised to select and submit their topic for approval prior to the official due date. Some interesting topics may relate to: racism and media, representation/marginalization of minority groups; racism and arts and culture, cultural appropriation; racism and the educational 2


7 system; the racialization of crime; racial violence; racial minorities and the criminal justice system; historical or present day experiences of a particular racial or ethnic group; the Indian Act and First Nations experiences; the 1960’s “scoop” racism and social services in First Nations families; the Japanese Canadian internment and or the Japanese Canadian redress movement; discrimination in the workplace; the Chinese head-tax; anti-racism training and educational programs; multiculturalism and cultural diversity ; “White privilege”; Canada’s immigration policies, immigrant experiences; refugee experiences in Canada – the list of potential topics is endless! The group presentations will be conducted in class between November 16th and 23rd, 2010. The written analysis/summary should be six to eight typed pages in length. The written summary (for all groups) is due November 23rd, 2010. We will draw dates for the various groups to present. In addition, each group is required to submit possible final exam questions including two multiple choice questions; two fill in the blank questions; and two short answer questions and the respective answers to those questions that reflect the content of their group presentation. The group presentation is worth 20% of your final grade. Grading Criteria for Group Presentation Class presentations will be made prior to the submission of your group’s written work. In terms of the presentation, groups will be evaluated how well they meet the following criteria: 1. Have you introduced your topic clearly and explicitly? 2. Are you well prepared to discuss the topic? 3. Do you present related themes and ideas clearly? *4. Do you highlight the sociological content of your topic? Do you clearly communicate the sociological relevance of the topic and discuss how it relates to the course? Strength of your arguments and level of analysis? 5. Is the presentation well coordinated and integrated; not merely a presentation of several independent components? Delivery of the presentation - pace, organization, clarity. (Note: you should avoid reading from a paper for the whole presentation) 6. Does each group member participate equally in the presentation? 7. Is your use of visuals and resources appropriate, easy to understand and or follow? 8. Do you answer questions and participate in discussion related to your presentation in a professional manner? Generation of debate?

8 Grading Criteria for the Written Summary 1. Does the written analysis include a brief synopsis/summary of the presentation? Does the analysis identify the main points of the presentation? 2. Does the analysis relate to the themes and ideas addressed in this course? *3. Does the written analysis explain and discuss how the topic relates to the themes of the course? Does the written work relate the issues raised in the presentation to the issues discussed in the class and in the text? Does it provide a strong link between the course materials? Does it demonstrate a strong sociological analysis? Do you define key sociological concepts? Do you demonstrate your ability to apply these ideas, and perspectives, and theories in your written analysis/commentary? 4. Is the analysis well written and carefully organized? (i.e. is it well organized; are your thoughts and arguments well laid out, substantiated, and logically connected; does your writing reflect good paragraph construction, strong topic sentences, complete sentences, and include the appropriate referencing of all secondary sources that have been drawn on; is your writing clear and focused? Does your analysis demonstrate critical thinking?) Groups must properly reference all primary and secondary sources used in their written work. APA and MLA citation styles are permitted. For examples of proper referencing styles consult: http://www.liu.edu.cwis/cwp/library/workshop/citmla.htm I prefer that you place references within the text i.e. (Fox, 2001:89). Full references should appear in a bibliography at the end of your paper. References must include page numbers of each bibliographic item. All quotes must be properly cited and lengthy quotes (over four lines) must be single spaced and indented. Any information drawn from the Internet must be properly cited. 5. Is the written work a representation of your best work? (i.e. correct grammar, punctuation, spelling, typing and formatting.) Helpful hints: Please see me after class or during office hours if you have any questions and or to discuss the assignment further. I am here to help you and am interested in hearing your ideas. This assignment must be original to this course. In other words, you may not replicate an assignment you have undertaken for another course. Your analysis will be evaluated on the basis of logical thought, strength of argument, coherence, and depth of analysis. Peer Evaluation An additional note on grading. Each of the group members will be asked to evaluate the involvement, contribution and participation of all other group presentation members. These peer evaluations will be averaged to establish individual marks for the group presentation. For

9 example, a group receives a total of 80% for the group project (average of presentation and written summary). For a student who receives a 100% peer evaluation, her grade for the project will be an “80” or an A- whereas a student who receives a 50% peer evaluation will earn a “40” or a D grade. This method of peer evaluation is in place to protect groups from members who want to get a good grade without doing any of the hard work involved in putting together a quality presentation. Welcome to SOCI 212! Have a great term!

Sociology 215 – Spring 2010 Department of Sociology Vancouver Island University Monday and Wednesday 1:00pm to 2:20pm Building 356, Room 325 Instructor: Office Location: Office Hours: Telephone: Email:

Gillian Anderson Building 356, Room 378 Monday and Wednesday 11:30am to 12:30pm (250) 753-3245, extension 2237 [email protected]

Course Description This course offers a critical examination of contemporary social issues, with an emphasis on developing sociological understandings of social problems in Canada. Areas of study include problems of social inequality and unequal relations; addictions; crime and deviance and environmental crises, with an eye to highlighting the intersectional nature of these social relations and fostering an awareness of policy alternatives and solutions to social problems. Required Reading Materials 1. Diana Kendall, Vicki Nygaard and Edward Thompson. 2008. Social Problems in a Diverse Society. Second Canadian Edition. Toronto: Pearson Canada Inc. 2. To Be Announced: Occasionally throughout the term I will either hand out and or refer you to other academic articles, charts, reports of interest etc. that you will be responsible for reading and knowing content-wise. Please take note of these materials as they will also be included on the exams. Note: Students are responsible for all lecture material, films, handouts, reserve and assigned readings. Students must come to class having read and reflected on the assigned readings. You will learn more if you have read the material before you come to class. Students must also be prepared to be called on in class, and to contribute to classroom discussion. Method of Evaluation

Tentative Date

Weight

Midterm Exam February 15th, 2010 30% rd Written Assignment March 3 , 2010 25% Group Presentations March 17th to 24th, 2010 25% th In-class Final Exam April 7 , 2010 10% Class Participation entire term 10% _____________________________________________________________ TOTAL 100%

2 Tentative Lecture and Assigned Reading Outline For SOCI 215 SPRING 2010 Tentative Dates


January 4th, 6th


January 11th, 13th

“What are Social Problems?” A Sociological Perspective Reading: Kendall et al Chapter 1

January 18th, 20th, 25th

Problems of Inequality: Wealth and Poverty Reading: Kendall et al Chapter 2

January 27th, February 1st, 3rd

Problems of Inequality: Gender Inequality Reading: Kendall et al Chapter 4

February 8th, 10th

Problems of Inequality: Racial and Ethnic Inequality Reading: Kendall et al Chapter 3

*February 15th

Midterm Exam Worth 30% of Final Grade

February 17th

Substantive Issues: Crime and Deviance Reading: Kendall et al Chapter 9

February 22nd to 26th

STUDY DAYS!!! NO CLASSES!!!

March 1st

Substantive Issues: Crime and Deviance Cont’d Reading: Kendall et al Chapter 9

*March 3rd, 8th

Substantive Issues: The Sex Trade Reading: Kendall et al Chapter 7 Newspaper Analysis Due March 3rd, Worth 25% of Final Grade

March 10th, 15th

Substantive Issues: Addictions Reading: Kendall et al Chapter 8

*March 17th, 22nd and 24th

Group Presentations Worth 25% of Final Grade Written Summary of Group Presentation Due March 24th, 2010

March 29th, 31st

Substantive Issues: Environmental Issues Reading: Kendall et al Chapter 13

April 7th

In Class Final Exam worth 10% of Final Grade

3 NOTE on EXAMS and ASSIGNMENTS for SOCI 215 SPRING 2010 EXAMS The midterm exam (30%) and final exam (10%) may be composed of multiple choice, fill in the blank, short answer and essay questions. The midterm exam will be held in Week 6 of the course, February 15th, 2010 and the final exam will be held in class on Wednesday April 7th, 2010. The final exam will not be cumulative, it will cover all materials covered from the midterm exam up to the end of the course (including material on group presentations). ASSIGNMENTS There are two assignments you are required to complete in this course. The first is a written assignment (newspaper analysis) that is due March 3rd, 2010 and worth 25% of your final grade. The second assignment entails a group presentation on an approved topic of your choosing. The presentations will be held in class March 17th to 24th, 2010 and the written summary will be due on the 24th. The presentation is worth 25% of your final grade. Instructions, guidelines and evaluation criteria related to these assignments are attached. ATTENDANCE and PARTICIPATION Attending class, participating in class discussions, and understanding alternative points of view are important aspects of this course. To do so, students must attend regularly. Students are encouraged to raise questions, share insight, and comments related to the course materials and are expected to respond to other students and the instructor in a respectful and professional manner. Students will be evaluated based on their class participation including involvement in debate, discussion, group work, and by raising questions and comments that demonstrate their engagement with the course material. Participation is worth 10% of your final grade. Participation entails active learning, it involves attending class and arriving prepared to contribute to classroom discussion. Students will not only be evaluated on how often they participate, but the quality of their contributions will also be assessed. TENTATIVE GRADE SCALE Grades will be converted to a letter grade as indicated in the following scale: 93-100 A+ 86-92 A 83-85 A-

78-82 B+ 74-77 B 70-73 B-

67-69 C+ 63-66 C 60-62 C-

50-59 D 0-49 F

ACADEMIC HONESTY AND MISCONDUCT Students are responsible for familiarizing themselves with the Student Code of Conduct as outlined in the course calendar (p. 32). In particular, students should recognize the penalties for plagiarism and other forms of academic dishonesty.

4

SOCIOLOGY 215 SPRING 2010 1 GUIDELINES FOR WRITTEN ASSIGNMENT – NEWSPAPER ARTICLE ANALYSIS ASSIGNMENT It is important to practice connecting the sociological concepts, ideas, perspectives and theories presented and discussed in both the classroom and the course readings to everyday life. Students need to be able to make the link between course content and contemporary social problems in Canadian society. The purpose of this assignment is to get you to see the relevance of some of the important sociological concepts and theoretical perspectives that we have been studying in class and then to apply them to an analysis of a recent, topical news story on a particular social issue. DUE DATE FOR ASSIGNMENT:

March 3rd, 2010

WEIGHT:


INSTRUCTIONS: This assignment requires you to demonstrate your ability to define and apply the key sociological concepts, ideas and perspectives introduced in this course to everyday social issues, specifically a newspaper article of your choosing. For this assignment you will have to:

1

•

Search various Canadian newspapers (local and or national) for an article that you feel relates to some of the sociological perspectives and theoretical concepts we have studied in class that relate to the study of social problems. Your article must be recent and from a Canadian source.

•

Provide a brief description of the newspaper article, but do not spend all of your time doing this. Be sure to cite the date and source of the article. Attach the article to the back of your assignment as an appendix.

•

Demonstrate your knowledge of a sociological perspective – show that you understand and can summarize and explain the important assumptions of a theoretical framework i.e. how does the sociological perspective understand social problems, what are the key assumptions, ideas, theoretical concepts? For example, what are the main tenets of feminist theory, conflict theory, of symbolic interactionism, and or structural functionalism? What does each perspective emphasize? What is a critique of the perspective? What solutions are put forward?

•

Demonstrate your application of theoretical concepts and ideas. This is the key part


5

•

of the assignment!!! Select a minimum of three concepts or ideas that you believe are evidenced in the article. Define and discuss these concepts. Your discussion should focus on making the connections between the article and the concepts you have chosen. You need to explain the connections you see between the article and these concepts and point out exactly where you see the connections. To do this you will need to drawn on illustrative examples from the article. Provide some solutions or policy directives. How might sociologists attempt to address or alleviate the issues noted in the article?

PRESENTATION Your analysis should be approximately a 1000 to 1250 word report, that is five to six double spaced, typed pages in length. (Note: This is a rough guideline, a report of two pages is too short; a report of 10 pages does not reflect the parameters of the assignment). Format the assignment as follows: include a title page with your name and student ID number; use 12 point Times New Roman font, and 1” margins; and number the pages. A strong analysis will demonstrate attention to detail - grammar, spelling, and writing style. Material drawn from the textbook and or other sources must be properly referenced. These components will all be evaluated in the marking. EVALUATION CRITERIA A strong analysis will: 1. Highlight the sociological content of your article, clearly communicate the sociological relevance of the article and discuss how it relates to the course content on Canadian social problems. 2. Demonstrate your knowledge of a sociological perspective as it relates to a particular social problem evidenced in the newspaper article. 3. Explain and discuss how the article relates to the major themes and concepts of the course. It will provide a strong link between the course materials. It will define key sociological concepts and demonstrate your ability to connect and apply these ideas, perspectives and theories to social problems evident in Canadian society. 4. Be well written and carefully organized. (i.e. your thoughts and arguments are well laid out, substantiated and logically connected; your writing reflects good paragraph construction, strong topic sentences, complete sentences and includes the appropriate referencing of all secondary sources that have been drawn on; your writing is clear and focused; your analysis demonstrates critical thinking). The assignment should be a representation of your best written work (i.e. correct grammar, punctuation, spelling, typing and formatting.) 5. Properly referenced. You must properly reference all primary and secondary sources used in your written work. APA and MLA citation styles are permitted. Full references should appear in a bibliography at the end of your paper. References must include page numbers of

6 each bibliographic item. All quotes must be properly cited and lengthy quotes (over four lines) must be single spaced and indented. Any information drawn from the Internet must be properly cited. Your analysis will be evaluated on the basis of logical thought, strength of argument, coherence, and depth of analysis. The written assignment will be marked according to the following criteria 2: Are solid connections between the course concepts and the article evident in your analysis? Are these connections well established and explained? Is a clear and accurate understanding of the concepts presented? Has the article been accurately described and summarized in the assignment? Is the assignment well written? Have the assignment instructions been followed? NOTE:


SOCIOLOGY 215 SPRING 2010 GUIDELINES FOR GROUP PRESENTATION and WRITTEN SUMMARY ASSIGNMENT It is important to practice connecting the sociological concepts, ideas, perspectives and theories presented and discussed in both the classroom and the course readings to everyday life. Students need to be able to make the link between course content and the social problems around us. Given the importance of making these connections, you will form a group of three or four people and do a 15 minute in-class presentation, followed by a 5 minute discussion session on the sociological aspects of your chosen topic. Each group will also provide a 6 to 8 page written summary of their presentation in which you will be responsible for illustrating these connections. This assignment requires your group to demonstrate your ability to define and apply the key sociological concepts, ideas, and perspectives introduced in this course to a social problem of your choosing. Each group will select an appropriate topic that reflects and highlights the course content. Each group’s presentation topic needs to be submitted for approval by February 17th, 2010. Different groups will not be permitted to present on the same topic. Thus groups are advised to select and submit their topic for approval prior to the official due date. Some interesting topics may relate to: violence against women; prostitution; human trafficking; housing and homelessness; urban sprawl; environmental waste and pollution – the list of potential topics is endless! The group presentations will be conducted in class between March 17th and 24th, 2010. 2


7 The written analysis/summary should be six to eight typed pages in length. The written summary is is due March 24th, 2010. In addition, each group is required to submit possible final exam questions including two multiple choice questions; two fill in the blank questions; and two short answer questions and the respective answers to those questions that reflect the content of their group presentation. The group presentation is worth 25% of your final grade. Grading Criteria for Group Presentation Class presentations will be made prior to the submission of your group’s written work. In terms of the presentation, groups will be evaluated how well they meet the following criteria: 1. Have you introduced your topic clearly and explicitly? 2. Are you well prepared to discuss the topic? 3. Do you present related themes and ideas clearly? *4. Do you highlight the sociological content of your topic? Do you clearly communicate the sociological relevance of the topic and discuss how it relates to the course? Strength of your arguments and level of analysis? 5. Is the presentation well coordinated and integrated; not merely a presentation of several independent components? Delivery of the presentation - pace, organization, clarity. (Note: you should avoid reading from a paper for the whole presentation) 6. Does each group member participate equally in the presentation? 7. Is your use of visuals and resources appropriate, easy to understand and or follow? 8. Do you answer questions and participate in discussion related to your presentation in a professional manner? Generation of debate? Grading Criteria for the Written Summary 1. Does the written analysis include a brief synopsis/summary of the presentation? Does the analysis identify the main points of the presentation? 2. Does the analysis relate to the themes and ideas addressed in this course? *3. Does the written analysis explain and discuss how the topic relates to the themes of the course? Does the written work relate the issues raised in the presentation to the issues discussed in the class and in the text? Does it provide a strong link between the course materials? Does it demonstrate a strong sociological analysis? Do you define key sociological concepts? Do you demonstrate your ability to apply these ideas, and

8 perspectives, and theories in your written analysis/commentary? 4. Is the analysis well written and carefully organized? (i.e. is it well organized; are your thoughts and arguments well laid out, substantiated, and logically connected; does your writing reflect good paragraph construction, strong topic sentences, complete sentences, and include the appropriate referencing of all secondary sources that have been drawn on; is your writing clear and focused? Does your analysis demonstrate critical thinking?) Groups must properly reference all primary and secondary sources used in their written work. APA and MLA citation styles are permitted. For examples of proper referencing styles consult: http://www.liu.edu.cwis/cwp/library/workshop/citmla.htm I prefer that you place references within the text i.e. (Fox, 2001:89). Full references should appear in a bibliography at the end of your paper. References must include page numbers of each bibliographic item. All quotes must be properly cited and lengthy quotes (over four lines) must be single spaced and indented. Any information drawn from the Internet must be properly cited. 5. Is the written work a representation of your best work? (i.e. correct grammar, punctuation, spelling, typing and formatting.) Helpful hints: Please see me after class or during office hours if you have any questions and or to discuss the assignment further. I am here to help you and am interested in hearing your ideas. This assignment must be original to this course. In other words, you may not replicate an assignment you have undertaken for another course. Your analysis will be evaluated on the basis of logical thought, strength of argument, coherence, and depth of analysis. GOOD LUCK and HAVE FUN!!!!

9

SOCI 221: The Sociology of Gender Relations Mondays and Wednesdays 4:00-5:30 Course Director: Dr. Laura Suski Email: [email protected] Office Location: Building 356, Room 360 Office Hours: Mondays 2:30-3:30pm, Wednesdays 10:30-11:00am and 2:30 – 3:00 pm. I can also make appointments with those of you who cannot make these hours. A. Introduction to the Course: The central goal of the course will be to unpack the social construction of gender. Given that both men and women are “gendered”, we are interested in both masculinity and femininity, and the relationship between the two. We will explore how gender affects us at the level of identity, and how gender works as form of social inequality. Some key questions for the course include: Why are biological explanations for gendered behaviour so attractive? How do gender differences become power differences? How do we benefit from gender inequality? What is the relationship between gender and sexuality? What does it mean to be a transgendered person in contemporary Canadian society? How is gender linked to the experiences of poverty and unemployment? Is there a relationship between gender and illness? Why are men arrested for crime in Canada more often than women? How does sport contribute to the understanding of masculinity and femininity? How is gender a site for political activism and transformative politics? In addition to helping you develop your skills in writing, oral presentations, and critical analysis, the course also aims to help you develop the analytical skills necessary to conduct a gendered analysis of social problems, case studies, and issues.

B. Required Texts: You must purchase both of the following items from the bookstore: (1) Gender Relations in Canada: Intersectionality and Beyond, by Janet Siltanen and Andrea Doucet, published by Oxford (2) Sociology 221 Course Kit of Photocopied Readings entitled “The Sociology of Gender Relations”

C. Evaluations: Attendance – 5% Two In-Class Open Book Essays – 15% Each for a Total of 30% Special Topics Group Presentation – 15% Final Exam in the exam period on selected reading material and class lecture material – 30% Final Written Assignment: A gendered analysis of a contemporary self-help dating book – 20%

D. Guidelines for Assignments As the deadlines for assignments approach, I will provide more detailed information on the specific requirements for each assignment. In the meantime, listed below are some of the preliminary guidelines for each assignment. (a) Attendance: Your attendance grade will be based solely on your attendance. Starting in the second week of class, I will take attendance each class. (b) In-Class, Open-Book Essays: I have assigned in-class essays for some of the material that we are reading in this course. After introducing you to some of the key issues in the material and after some discussion of these issues, you will be given one essay question and 1.5 hours to answer it. I will select some readings for you to focus on as you prepare for the in-class essay. The essay question will require analysis of the material, not mastery of it. You will have access to the readings and your course notes as you write but it is important that you read the material in its entirety (!!) before the class. (c) Final Exam The final exam may include multiple choice, true or false, fill in the blank, matching, short answer questions, and essay questions. The final exam will cover selected material from the entire course. You will be provided with detailed guidelines for studying for the final during a review session. (d) Special Topics Group Presentation: You will be randomly divided into groups of four to five members. Half of the groups will present on topics related to gender and sport, and the other half on topics related to gender and health. We will talk more about successful group presentations and successful group work as the first presentation topic approaches. Note that the best group presentation on gender and sport and the best group presentation on gender and health will both receive 2 bonus marks. These “winning” groups have the potential to score 17/15 on this assignment. (e) Written Assignment Due at the end of the course, this assignment requires you to conduct a gendered analysis of a contemporary self-help book of your choice that tackles

the topic of dating and finding a mate. If you don’t already own one of these books , you will discover that there are hundreds available from new and used book stores. You can choose one aimed at men or women. I will provide more guidance as to the specific content and design of the analysis, but generally I will be asking you to identify, analyze, and critically evaluate the assumptions made about gender in the book. The required length is five pages. You will also be required to support your analysis with outside research.

E. Grading Scale Course work will be evaluated using the grading system outlined below. A+ (91-100) = exceptional (work is creative, thorough, well organized, well presented and demonstrates exceptional skill in critical analysis and an exceptional understanding of the course material) A (85-90)/A-(80-84) = excellent (work is thorough, well organized, well presented and demonstrates skill in critical analysis and a very strong understanding of the course material) B+ (75-79)/B (70-74)/ B- (67-69) = good, very good (work is thorough, well organized, well presented and demonstrates ability in critical analysis and a good understanding of the course material) C+(64-66)/C (60-64) /C- (56-59) = satisfactory (work demonstrates a competent understanding of the course material) D(50-55)= marginal (work demonstrates a slightly better than minimal knowledge of and understanding of the course material) F (0-49) = failure (work is below the undergraduate standard)

F. Plagiarism When submitting assignments, it is essential that there be correct attribution of authorities from which facts and opinions have been derived. If you are unsure about the referencing process, please ask me or get help at the writing centre (www.mala.ca/writingcentre ). At Vancouver Island University there are university regulations which deal with plagiarism and, prior to submitting any paper in a course, students should read the “Policy on Academic Misconduct” available online. As stated in the policy, “acts of academic misconduct may make a student subject to a range of disciplinary action – including failure for a course assignment or a course, or possible suspension by the President”.

G. Late Policy and Make-Up Policy Any late submissions will be deducted at the rate of 5% per day and 10% per weekend (Note: You cannot submit a late paper over the weekend so 10% will be automatically deducted). You should make every effort to hand essays to me in person. In an emergency situation, you can put them into the assignment box outside the Dean’s office. DO NOT email me late assignments unless I have given you permission to do so.

In the case of in-class assignments, make-ups will be granted only in instances of emergency and serious illness. Going on vacation, for example, is not a valid excuse for missing a test. Some form of documentation will be required to write a make-up (i.e. doctor’s note). In fairness to those students who wrote the original assignment, make-ups will be more challenging and may follow a different format than the original assignment.

H. Disability Services Students with documented disabilities requiring academic and/or exam accommodation should contact Disability Services, Building 200 or call 740-6446 as soon as possible. Please feel free to come and discuss your needs for exam and assignment accommodations with me after class or during my office hours.

I. Classroom Etiquette Please be respectful of the experiences and opinions of your classmates. In order to have productive discussions in class, I will ask that you raise your hand to make a point. I will make every effort to learn your names early so that I can support class dialogue and debate. I hope that you will also make an effort to learn the names of your classmates. Unless you have some kind of documented disability that requires you to take notes with a computer, Iaptop computers are NOT permitted in the classroom. Also, please be sure to turn off your cell phones at the beginning of class.

J. Readings, Assignments, and Lecture Schedule Please read the assigned readings before the lecture. On occasion, additional readings may be assigned. These additional readings will be made available from me, or from the library, or online. Also note that I have given you a few reading breaks throughout the term and have not assigned readings. Wednesday Sept. 3rd : Introduction to the Course, No Assigned Readings Monday Sept. 8th : Introduction to the Sociology of Gender Readings: Chapter One from Gender Relations in Canada Wednesday Sept. 10th : : Introduction to the Sociology of Gender - Continued Readings: Chapter One from Gender Relations in Canada Monday Sept. 15th : Learning to be Gendered – Childhood Socialization Readings: Chapter Two from Gender Relations in Canada Wednesday Sept. 17th : Learning to be Gendered –Childhood Socialization Continued Readings: Daniel Farr “Sissy Boy, Progressive Parents” from the Course Kit

**Also on the Agenda**: Assign Groups and Discuss Group Presentations

Monday Sept. 22nd : Film Presentation and Discussion, No Assigned Readings Wednesday Sept. 24th : Biology and The Gendered Body Readings: Course Kit reading - Sapolsky “Testosterone Rules” from and Ann Fausto- Sterling “The Five Sexes: Why Male and Female are Not Enough” from the Course Kit Monday Sept. 29th : ** In-CLASS ESSAY #1 ** **Remember to bring your course kit, course text, and lecture notes.** Wednesday Oct. 1st : Gender Socialization and The Transition to Adulthood Readings: Chapter Three from Gender Relations in Canada Monday Oct. 6th : Adolescence and Masculinity Readings: C.J Pascoe’s “Dude you’re a Fag”: Adolescent Masculinity and Fag Discourse” from the Course Kit Wednesday Oct. 8th: A Focus on Fashion Readings: Pam Giuntini “When Less is More” and “The Speedo a Few Brief Points” Gender and Sexualities Monday Oct. 13th: Thanksgiving – No Class – University Closed Wednesday Oct. 15th: The Multiplicities of Gendered Identities Readings: Course Kit Readings – Yen Le Espiritu “All Men are Not Created Equal: Asian Men in U.S. History” from Michael S. Kimmel and Michael S. Messner’s Men’s Lives and Yasmin Jiwani “Erasing Race: The Story of Reena Virk” from Crow and Gotel’s Open Boundaries: A Canadian Women’s Studies Reader Monday Oct. 20th: **Special Topics - Gender and Sport – Group

Presentations ** Readings: No Assigned Readings Wednesday Oct. 22nd : Family Issues Readings: Chapter 4 from Gender Relations in Canada Monday Oct. 27th : Gender and Parental Roles Readings: Scott Coltrane – “Fathering: Paradoxes, Contradictions and Dilemmas” from the Course Kit Wednesday Oct. 29th : **IN CLASS ESSAY #2** **Remember to bring your course kit, course text, and lecture notes.** Monday Nov. 3rd : Gender and Paid Labour Readings: Chapter Five from Gender Relations in Canada ALSO ON THE AGENDA: Discuss the Requirements of the Final Assignment Wednesday Nov. 5th: Gender and Paid Labour Readings: Chapter Five from Gender Relations in Canada

Monday Nov. 10th: **Special Topics - Gender and Health – Group

Presentations ** Readings: No Assigned Readings Wednesday Nov. 12th: Gender and Sexualities Readings: Margaret Anderson’s “Sexualities and Intimate Relationships” from the Course Kit Monday Nov. 17th: Gender and Sexualities Readings: Gagne, Tewksberyy and McGaughey – “Coming Out and Crossing Over” from the Course Kit Wednesday Nov. 19th : Film Presentation and Discussion Readings: No Assigned Readings

** Final Assignments Due** Monday Nov. 24th: Special Topics Discussions: Gender, Violence, Crime, and War Readings: No Assigned Readings Wednesday Nov. 26th : Conclusions about the Analysis of Gender Readings: Chapter 6 from Gender Relations in Canada Monday Dec. 1st: Last Class, Course Wrap-Up, and Review for Final Exam Final Exam: Date TBA _________________________________________________________ Full References for the Course Kit Readings: Anderson, Margaret. 2009. Sexuality and Intimate Relations. In Thinking About Women: th Sociological Perspectives on Sex and Gender,8 Edition, 77-106. Boston: Pearson. Coltrane, Scott. 2007. Fathering, paradoxes, contradictions, and dilemmas. In Shifting the Center: Understanding Contemporary Families, Susan Ferguson, ed., 416-431. New York: McGraw-Hill. Farr. Daniel. 2007. Sissy boy, progressive parents. In Men’s Lives, Seventh Edition, Michael Kimmel and Michael Messner, eds., 137-147. Boston: Pearson and Allyn and Bacon. Fausto-Sterling, Ann. 2008. The five sexes: Why male and female are not enough. In The Gendered Society Reader, Michael Kimmel, Amy Aronson and Amy Kaler, eds.,329-334. Toronto: Oxford. Gagne, Patricia, Richard Tewksbury, and Deanna McGaughey. 2008. Coming out and crossing over: Identity formation and proclamation in a Transgender community. In The Gendered Society Reader, Michael Kimmel, Amy Aronson and Amy Kaler, eds.,106-121. Toronto: Oxford. Giuntini, Parme. 2008. The Speedo. A few brief points. In Garb: A Fashion and Culture Reader, Parme Giuntini and Kathryn Hagen, eds., 259-263.Upper Saddle River, New Jersey: Pearson Giuntini, Parme.2008. When less is more. In Garb: A Fashion and Culture Reader, Parme Giuntini and Kathryn Hagen, eds., 235-240. Upper Saddle River, New Jersey: Pearson

Jiwani, Yasmin. 2009. Erasing race: The story of Reena Virk. In Open Boundaries: A Canadian Women Studies Reader, Barbar Crow and Lise Gotell, eds.,180-190. Toronto: Pearson and Prentice-Hall. Le Espiritu, Yen. 2007. All men are not created equal: Asian men in U.S. history. In Men’s Lives, Seventh Edition, Michael Kimmel and Michael Messner, eds., 21-29. Boston: Pearson and Allyn and Bacon. Pascoe, C.J. 2007. “Dude your’re a Fag”: Adolescent Masculinity and the fag discourse. In Men’s Lives, Seventh Edition, Michael Kimmel and Michael Messner, eds., 124-136. Boston: Pearson and Allyn and Bacon. Sapolosky, Robert. 2008. Testosterone rules. In The Gendered Society Reader, Michael Kimmel, Amy Aronson and Amy Kaler, eds.17-22. Toronto: Oxford.

SOCIOLOGY 221 - Sociology of Gender Relations Department of Sociology Vancouver Island University Monday and Wednesday, 8:30am – 9:50am Building 356, Room 325 Instructor: Office Location: Office Hours: Telephone: Email:

Gillian Anderson Building 356, Room 378 Tuesday and Thursday 1:00pm to 2:00pm (250) 753-3245, extension 2237 [email protected]

COURSE DESCRIPTION and OBJECTIVES This course is designed to introduce students to a number of sociological perspectives, concepts and substantive issues related to the sociology of gender, gender relations, and gender inequality. The course explores how we as individuals and as a society “do gender” (West and Zimmerman, 1987) on an everyday basis, and how “gender” as a social construct intersects with other social inequalities to produce different life experiences for women and men in Canada. These key concepts will inform and guide our sociological understanding and critical analyses of a number of relevant topics including representations of gender in the media; gender relations in families and intimate relationships; the gendered division of unpaid labour; paid work; violence; and the future of gender relations in Canada. Having completed this course students will be able to identify a number of important sociological concepts and issues including: the social construction sex, gender and sexuality; an appreciation of gender inequality and gender relations; key sociological theories associated with the study of gender acknowledging the intersection of gender with other social inequalities such as race and class based inequality; how gender relates to dimensions of social stratification, social inequalities, social structures or institutions. REQUIRED READING MATERIALS: TEXTBOOK and RESERVE READINGS 1. 2.

Nelson, Adie. 2010. Gender in Canada. Fourth Edition. Toronto: Education Canada Ltd. Reserve Readings available at the Library or on-line.

Note: Students are responsible for all lecture material, films, handouts, reserve and assigned readings. Students must come to class having read and reflected on the assigned readings. You will learn more if you have read the material before you come to class. Students must also be prepared to be called on in class, and to contribute to classroom discussion. METHOD OF EVALUATION Assignment

Due Date

Weight

First Midterm Exam Written Assignment Group Presentation In Class Final Exam Class Participation, Debate and Discussion

October 14th, 2009 November 2nd, 2009 November 16th to 18th 2009 December 7th, 2009

30% 25% 25% 10% 10%

TOTAL

100%

2 TENTATIVE LECTURE SCHEDULE AND ASSIGNED READINGS TENTATIVE DATES

TOPIC AND CORRESPONDING READINGS

September 9th


September 14th and 16th

THE SOCIAL CONSTRUCTION OF GENDER Text: Nelson Chapter 1

September 21st and 23rd

THEORETICAL EXPLANATIONS OF GENDER RELATIONS AND GENDER INEQUALITY Biological Determinist and Psychological Approaches Text: Nelson Chapter 2


Functionalist, Conflict and Feminist Theories Text: Nelson Chapter 3 Reserve Reading: “Oppression” by Frye (1983/2004); “A „Man‟s Woman‟?: Contradictory Messages in the Songs of Female Rappers, 1992-2000” by Oware (2007)

October 5th and 7th

Feminist Intersectional Theories Reserve Reading: “Intersectional Feminist Frameworks: A Primer” by CRIAW (2006); “Southern Rock Musicians‟ Construction of White Trash” by Eastman and Schrock (2009)

October 12th

Thanksgiving Day – No Classes

*October 14th

Midterm Exam worth 30% of Final Grade

October 19th

SUBSTANTIVE TOPICS Media Representations of Gender Text: Nelson Chapter 5 pages 186-217 Reserve Reading: “‟Flirt[ing] with Death‟ but „Still Alive: The Sexual Dimension of Surplus Time in Hip Hop Fantasy” by Ralph (2006)

October 21st and 26th

Unpaid Work and Domestic Labour Text: Nelson Chapter 6, pages 254-269 Reserve Reading: “Male Adolescents Contributions to Household Labor as Predictors of Later-Life Participation in Housework” by Anderson and Robson (2006)

October 28th and November 2nd

Paid Work Text: Nelson Chapter 6, pages 218--254

3 TENTATIVE LECTURE SCHEDULE AND ASSIGNED READINGS *November 2nd

Written Assignment Due, worth 25% of Final Grade

November 4th and 9th

Gender and Family Relations Reading: Nelson Chapter 8

November 11th

Remembrance Day – No Classes

*November 16th to 23rd

Group Presentations worth 25% of Final Grade Written Summary of Group Presentation is due November 23rd, 2009


Gender and Violence Text: Nelson Chapter 7 pages 311-321; Chapter 8 pages 365-368

December 2nd

The Future of Gender Relations Text: Nelson and Robinson Chapter 10

December 7th

In Class Final Exam worth 10% of Final Grade

*NOTE:

The Final Exam includes all materials covered from October 19th to December 2nd and is worth 10% of your final grade

Exams There will be one exam during the course of the term and one in class final exam. The exams will not be cumulative. The exam format may include: multiple choice questions, fill in the blank, concepts definitions, short answer and or essay questions. Assignments There are two assignments you are required to complete in this course. The first is a written assignment (song lyrics content analysis) that is due November 2nd, 2009 and worth 25% of your final grade. The second assignment entails a group presentation on an approved topic of your choosing. The presentations will be held in class November 9th to 18th and the written summary will be due on the 18th. The group presentation is worth 25% of your final grade. Instructions, guidelines and evaluation criteria related to these assignments are attached Attendance and Participation Attending class, participating in class discussions, and understanding alternative points of view are important aspects of this course. To do so, students must attend regularly. Students are encouraged to raise questions, share insight, and comments related to the course materials and are expected to respond to other students and the instructor in a respectful and professional manner. Students will be evaluated

4 based on their class participation including involvement in debate, discussion, group work, and by raising questions and comments that demonstrate their engagement with the course material. Participation is worth 10% of your final grade. Participation entails active learning, it involves attending class and arriving prepared to contribute to classroom discussion. Students will not only be evaluated on how often they participate, but the quality of their contributions will also be assessed. Academic Dishonesty and Misconduct Students are responsible for familiarizing themselves with the Student Code of Conduct as outlined in the course calendar (p. 32). In particular, students should recognize the penalties for plagiarism and other forms of academic dishonesty. Grade Scale Grades will be converted to a letter grade as indicated in the following scale. 93-100 A+ 86-92 A 83-85 A-

78-82 B+ 74-77 B 70-73 B-

67-69 C+ 63-66 C 60-62 C-

50-59 D 0-49 F

5 1

SOCIOLOGY 221 FALL 2009 GUIDELINES FOR WRITTEN ASSIGNMENT – GENDER CONTENT ANALYSIS OF SONG LYRICS ASSIGNMENT It is important to practice connecting the sociological concepts, ideas, perspectives and theories presented and discussed in both the classroom and the course readings to everyday life. Students need to be able to make the link between course content and the incidents and events taking place around us. The purpose of this assignment is to get you to see the relevance of some of the important sociological concepts and theoretical perspectives that we have been studying in class and then to apply them to an analysis of media, music and pop culture by way of analysing the gender content of the lyrics, of one of your favourite songs and or a song of your choice (rap, hip hop, pop, alternative, country, rock or otherwise). It doesn‟t necessarily have to be a song you like, but rather one that you think you can analyse for the purpose of this assignment – that is – one you think you can do something interesting with. DUE DATE FOR ASSIGNMENT: November 2nd, 2009 WEIGHT:


INSTRUCTIONS This assignment requires you to demonstrate your ability to define and apply the key sociological concepts, ideas and perspectives introduced in this course to everyday, current events, specifically a song of your choosing. For this assignment you will have to:

1



Search your IPod, Itunes or a local Top 40, College, Rock, Country, Alternative radio music list for a song that you feel lends itself to analysis, that is, a song that you think speaks to some of the theoretical perspectives and key concepts we have studied in class.



Provide a brief summary of the song, but do not spend all of your time doing this. Be sure to cite the date and source of the song lyrics. Attach the song lyrics to the back of your assignment as an appendix. If possible, also provide a link to the music video.



Demonstrate your application of theoretical concepts and ideas. This is the key part of the assignment!!! Select a minimum of three concepts or ideas that you believe are evidenced in the song. Define and discuss these concepts. Your discussion should focus on making the connections between the song lyrics and the concepts you have chosen. You need to explain the connections you see between the song lyrics and these concepts and point out exactly where you see the connections. To do this you will need to drawn on illustrative examples from the song lyrics.

Source: Adapted from Pawluch, 2005:8 and Mathews (2007:4).

6 PRESENTATION Your analysis should be approximately a 500-750 word report that is two to three double spaced, typed pages in length. Format the assignment as follows: include a title page with your name and student ID number; use 12 point Times New Roman font, and 1” margins; and number the pages. A strong analysis will demonstrate attention to detail - grammar, spelling, and writing style. Material drawn from the textbook and or other sources must be properly referenced. These components will all be evaluated in the marking. EVALUATION CRITERIA A strong analysis will: 1. Highlight the sociological content of your song lyrics, clearly communicate the sociological relevance of the song lyrics and discuss how the lyrics reflect and or relate to the course content. 2. Explain and discuss how the song lyrics relate to the major themes and concepts of the course. It will provide a strong link between the course materials. It will define key sociological concepts and demonstrate your ability to connect and apply these ideas, perspectives and theories to media, music and pop culture. 3. Be well written and carefully organized. (i.e. your thoughts and arguments are well laid out, substantiated and logically connected; your writing reflects good paragraph construction, strong topic sentences, complete sentences and includes the appropriate referencing of all secondary sources that have been drawn on; your writing is clear and focused; your analysis demonstrates critical thinking). The assignment should be a representation of your best written work (i.e. correct grammar, punctuation, spelling, typing and formatting.) 4. Properly referenced. You must properly reference all primary and secondary sources used in your written work. APA and MLA citation styles are permitted. Full references should appear in a bibliography at the end of your paper. References must include page numbers of each bibliographic item. All quotes must be properly cited and lengthy quotes (over four lines) must be single spaced and indented. Any and all information from the Internet must be properly cited. Your analysis will be evaluated on the basis of logical thought, strength of argument, coherence, and depth of analysis. The written assignment will be marked according to the following criteria2: Are solid connections between the course concepts and the song lyrics evident in your analysis? Are these connections well established and explained? Is a clear and accurate understanding of the concepts presented? Has the song been accurately described and summarized in the assignment? Is the assignment well written? Have the assignment instructions been followed? NOTE:

2



7

SOCIOLOGY 221 FALL 2009 GUIDELINES FOR GROUP PRESENTATION and WRITTEN SUMMARY ASSIGNMENT It is important to practice connecting the sociological concepts, ideas, perspectives and theories presented and discussed in both the classroom and the course readings to everyday life. Students need to be able to make the link between course content and the incidents and events taking place around us. Given the importance of making these connections, you will form a group of three or four people and do a 15 minute in-class presentation, followed by a 5 minute discussion session on the sociological aspects of your chosen topic. Each group will also provide a 4 to 5 page written summary of their presentation in which you will be responsible for illustrating these connections. This assignment requires your group to demonstrate your ability to define and apply the key sociological concepts, ideas, and perspectives introduced in this course to everyday, current events and a topic of your choosing. Each group will select an appropriate topic that reflects and highlights the course content. Each group‟s presentation topic needs to be submitted for approval by October 5th, 2009. Different groups will not be permitted to present on the same topic. Thus groups are advised to select and submit their topic for approval prior to the official due date. Some interesting topics may relate to: Gender and the law; deviance; crime; sexuality, advertising; marriage; language; reproduction; care giving; housework; work and occupations; violence; parenting; motherhood; fatherhood, love and intimacy; stereotypes; poverty; socialization; video gamers/gaming; leisure; sports. The list of potential topics is endless!!! The key is to pick a topic that is of interest to you and your group and one that you can focus on and keep manageable. The group presentations will be conducted in class between November 16th and 23rd , 2009. The written analysis/summary should be four to five typed pages in length. The written summary is is due November 23rd , 2009. In addition, each group is required to submit six (6) possible final exam questions including two (2) multiple choice questions; two (2) fill in the blank questions; and two (2) short answer questions and the respective answers to those questions that reflect the content of their group presentation. The group presentation is worth 25% of your final grade.

Grading Criteria for Group Presentation Class presentations will be made prior to the submission of your group‟s written work. In terms of the presentation, groups will be evaluated how well they meet the following criteria: 1. Have you introduced your topic clearly and explicitly?

8 2. Are you well prepared to discuss the topic? 3. Do you present related themes and ideas clearly? *4. Do you highlight the sociological content of your topic? Do you clearly communicate the sociological relevance of the topic and discuss how it relates to the course? Strength of your arguments and level of analysis? 5. Is the presentation well coordinated and integrated; not merely a presentation of several independent components? Delivery of the presentation - pace, organization, clarity. (Note: you should avoid reading from a paper for the whole presentation) 6. Does each group member participate equally in the presentation? (Note: one person should not be doing all the talking or fielding all of the questions or getting people from the audience involved – this is a group effort) 7. Is your use of visuals and resources appropriate, easy to understand and or follow? 8. Do you answer questions and participate in discussion related to your presentation in a professional manner? Generation of debate?

Grading Criteria for the Written Summary 1. Does the written analysis include a brief synopsis/summary of the presentation? Does the analysis identify the main points of the presentation? 2. Does the analysis relate to the themes and ideas addressed in this course? *3. Does the written analysis explain and discuss how the topic relates to the themes of the course? Does the written work relate the issues raised in the presentation to the issues discussed in the class and in the text? Does it provide a strong link between the course materials? Does it demonstrate a strong sociological analysis? Do you define key sociological concepts? Do you demonstrate your ability to apply these ideas, and perspectives, and theories in your written analysis/commentary? 4. Is the analysis well written and carefully organized? (i.e. is it well organized; are your thoughts and arguments well laid out, substantiated, and logically connected; does your writing reflect good paragraph construction, strong topic sentences, complete sentences, and include the appropriate referencing of all secondary sources that have been drawn on; is your writing clear and focused? Does your analysis demonstrate critical thinking?) Groups must properly reference all primary and secondary sources used in their written work. APA and MLA citation styles are permitted. For examples of proper referencing styles consult: http://www.liu.edu.cwis/cwp/library/workshop/citmla.htm

9 I prefer that you place references within the text i.e. (Fox, 2001:89). Full references should appear in a bibliography at the end of your paper. References must include page numbers of each bibliographic item. All quotes must be properly cited and lengthy quotes (over four lines) must be single spaced and indented. Any information drawn from the Internet must be properly cited. 5. Is the written work a representation of your best work? (i.e. correct grammar, punctuation, spelling, typing and formatting.) Helpful hints: As you read the assigned readings for the course, make a note of the concepts presented and how they relate to the topic you have chosen. After you have completed the assigned readings, search through the “Chapter Summary” sections of your textbook, the sections on “Key Terms”, the “Study Questions” and “Suggested Readings” for ideas. Also search through your lecture notes for ideas that relate to your topic, ideas that could inform your analysis/commentary. Please see me after class or during office hours if you have any questions and or to discuss the assignment further. I am here to help you and am interested in hearing your ideas. This assignment must be original to this course. In other words, you may not replicate an assignment you have undertaken for another course. Your analysis will be evaluated on the basis of logical thought, strength of argument, coherence, and depth of analysis. GOOD LUCK and HAVE FUN!!!!

Sociology 240 Social Resistance and Control – Fall 2007 Department of Sociology Malaspina University College Mondays 6:30pm to 9:30pm Building 356, Room 325 Instructor: Office Location: Office Hours: Telephone: Email:

Gillian Anderson Building 356, Room 378 Wednesdays 2:00pm to 4:00pm (250) 753-3245, extension 2237 [email protected]

Course Description This course introduces students to the sociology of deviance, social resistance and social control. The course will examine sociological conceptions of ‘deviance’; sociological theories that attempt to explain deviant acts and actors; and societal responses and reactions to deviance and deviants. While our focus will be largely theoretical, the practical application of these perspectives will inform our study of substantive topics including youth (sub)cultures, the body, sexuality, mental illness and religious beliefs in order to better understand how “human practices become ‘deviantized’ and socially controlled” 1 in various sociohistorical contexts. Required Reading Materials 1. Bereska, Tami, M. 2008. Deviance, Conformity, and Social Control in Canada. Second Edition. Toronto: Pearson Canada Inc. Note: Students are responsible for all lecture material, films, handouts, reserve and assigned readings. Students must come to class having read and reflected on the assigned readings. You will learn more if you have read the material before you come to class. Students must also be prepared to be called on in class, and to contribute to classroom discussion. Method of Evaluation

Tentative Date

Weight

First in class test October 1st, 2007 25% nd Written Assignment October 22 , 2007 10% Second in class test November 5th, 2007 30% Registrar Scheduled Final Exam TBA 25% Class Participation 10% _____________________________________________________________ TOTAL 100%

1

Young, 2005-6.

2



September 10th

INTRODUCTION Conceptualizing Deviance Reading: Bereska Chapter 1

September 17th

THEORETICAL EXPLANATIONS AND APPROACHES Explaining Deviance: Positivist Theories Reading: Bereska Chapter 2

September 24th

Explaining Deviance: Interpretive and Critical Approaches Reading: Bereska Chapter 3

*October 1st

First in class test, worth 25% of final grade

October 8th

Thanksgiving Day – No Classes

October 15th

PRACTICAL APPLICATION: SUBSTANTIVE TOPICS Youth Reading: Bereska Chapter 5

*October 22nd

The Body Reading: Bereska Chapter 6

*****Written Assignment Due October 22nd, 2007, worth 10% of final grade***** October 29th

Sexuality Reading: Bereska Chapter 4

*November 5th

Second in class test, worth 30% of final grade

November 12th

Remembrance Day – No Classes

November 19th

Mental Illness Reading: Bereska Chapter 7

November 26th

Religion Reading: Bereska Chapter 8

3



December 3rd

CONCLUSION AND REVIEW Reading: Bereska Chapter 10

NOTE:

Registrar Scheduled Final Exam TBA Worth 25% of final grade

Exams There will be two in class exams during the course of the term and one final, registrar scheduled exam. The exams will not be cumulative. The exam format may include: multiple choice questions, fill in the blank, concepts definitions, short answer and or essay questions. Written Assignment There will be one written assignment. The assignment instructions are attached to the course outline. The written assignment is due October 22nd, 2007 and is worth 10% of your final grade. Attendance and Participation Attending class, participating in class discussions, and understanding alternative points of view are important aspects of this course. To do so, students must attend regularly. Students are encouraged to raise questions, share insight, and comments related to the course materials and are expected to respond to other students and the instructor in a respectful and professional manner. Your participation is vital both for your learning and the learning of others. Your participation is vital both for your learning and the learning of others. Students will not only be evaluated on how often they participate, but on the quality of their contributions. Academic Dishonesty and Misconduct Students are responsible for familiarizing themselves with the Student Code of Conduct as outlined in the course calendar (p. 32). In particular, students should recognize the penalties for plagiarism and other forms of academic dishonesty. Grade Scale Grades will be converted to a letter grade as indicated in the following scale. 93-100 A+ 86-92 A 83-85 A-

78-82 B+ 74-77 B 70-73 B-

67-69 C+ 63-66 C 60-62 C-

50-59 D 0-49 F

4

SOCIOLOGY 240 FALL 20072 GUIDELINES FOR WRITTEN ASSIGNMENT – NEWSPAPER ARTICLE ANALYSIS ASSIGNMENT It is important to practice connecting the sociological concepts, ideas, perspectives and theories presented and discussed in both the classroom and the course readings to everyday life. Students need to be able to make the link between course content and the incidents and events taking place around us. The purpose of this assignment is to get you to see the relevance of some of the important sociological concepts and theoretical perspectives that we have been studying in class and then to apply them to an analysis of a recent, topical news story. DUE DATE FOR ASSIGNMENT:

October 22nd, 2007

WEIGHT:


INSTRUCTIONS This assignment requires you to demonstrate your ability to define and apply the key sociological concepts, ideas and perspectives introduced in this course to everyday, current events, specifically a newspaper article of your choosing. For this assignment you will have to:

2

•

Search various newspapers (local and or national) for an article that you feel relates to some of the theoretical perspectives and key concepts we have studied in class.

•

Provide a brief description of the newspaper article,, but do not spend all of your time doing this. Be sure to cite the date and source of the article. Attach the article to the back of your assignment as an appendix.

•

Demonstrate your application of theoretical concepts and ideas. This is the key part of the assignment!!! Select a minimum of three concepts or ideas that you believe are evidenced in the article. Define and discuss these concepts. Your discussion should focus on making the connections between the article and the concepts you have chosen. You need to explain the connections you see between the article and these concepts and point out exactly where you see the connections. To do this you will need to drawn on illustrative examples from the article.


5 PRESENTATION Your analysis should be approximately a 500-750 word report that is two to three double spaced, typed pages in length. Format the assignment as follows: include a title page with your name and student ID number; use 12 point Times New Roman font, and 1” margins; and number the pages. A strong analysis will demonstrate attention to detail - grammar, spelling, and writing style. Material drawn from the textbook and or other sources must be properly referenced. These components will all be evaluated in the marking. EVALUATION CRITERIA A strong analysis will: 1. Highlight the sociological content of your article, clearly communicate the sociological relevance of the article and discuss how it relates to the course content. 2. Explain and discuss how the article relates to the major themes and concepts of the course. It will provide a strong link between the course materials. It will define key sociological concepts and demonstrate your ability to connect and apply these ideas, perspectives and theories to current events. 3. Be well written and carefully organized. (i.e. your thoughts and arguments are well laid out, substantiated and logically connected; your writing reflects good paragraph construction, strong topic sentences, complete sentences and includes the appropriate referencing of all secondary sources that have been drawn on; your writing is clear and focused; your analysis demonstrates critical thinking). The assignment should be a representation of your best written work (i.e. correct grammar, punctuation, spelling, typing and formatting.) 4. Properly referenced. You must properly reference all primary and secondary sources used in your written work. APA and MLA citation styles are permitted. Full references should appear in a bibliography at the end of your paper. References must include page numbers of each bibliographic item. All quotes must be properly cited and lengthy quotes (over four lines) must be single spaced and indented. Any information drawn from the Internet must be properly cited. Your analysis will be evaluated on the basis of logical thought, strength of argument, coherence, and depth of analysis. The written assignment will be marked according to the following criteria 3: Are solid connections between the course concepts and the article evident in your analysis? Are these connections well established and explained? Is a clear and accurate understanding of the concepts presented? Has the article been accurately described and summarized in the assignment? Is the assignment well written? Have the assignment instructions been followed? NOTE: 3



DEPARTMENT OF SOCIOLOGY VANCOUVER ISLAND UNIVERSITY SPRING 2010 Sociology 240: Social Control and Resistance Section S10N01 Instructor: Richard Fredericks Time: Thursday 6 to 9 Building: 356 Room: 325

Office: Bldg 356, Room 368 Hours: Thurs 4 pm to 5 pm and by appointment [email protected]

Course Description: There may be no more central a concern to late-modern society than the issue of social control. We can define this as a set of purposive and reactive mechanisms that serve to regulate, motivate, reward, punish, dominate, exclude, or eradicate a nation’s citizens. Indeed, the very evolution of the nation-state can be seen as a drive to consolidate power, in large part through the effective containment, curtailment and control of a region’s population. As such, social control is interwoven throughout all facets of late-modern society. The more familiar expressions of social control found in policing, criminal law, and incarceration, while important, are but the thin edge of a wedge extending far back into the body social. Those who fail to comply with the prevailing strictures and structures of social control may well find themselves seriously at odds with the powers-that-be, the definers and designers of our world. Typically, these individuals and/or groups are labeled as problematic: deviant, sick, mentally ill, dangerous, or worse, unpatriotic and a stateenemy. The state does, after all, reserve itself the right to visit unpleasant and even dire consequences upon those who cannot or will not fit. The majority of those labeled deviant inhabit the lower socio-economic realms of our society, while those affixing and enforcing the labels tend to hail from the middle and upper class realms. Accordingly, social control also often entails a “class war” dynamic, a theme we will explore through this course. From this perspective, social control is a story of clash and conflict, with the winners in the struggle to define and control deviants and deviant acts benefiting by being imbued with an aura of goodness, normality and respectability. The losers are pushed further and further away from the social centre of goodness, fitness, rightness to the margins of society, where frequently they remain consigned to a near-permanent state of irredeemable stigmatization. The label of deviant, much like a tattoo, once affixed, is particularly difficult to remove. Thus, deviant individuals and groups are socially defined, and exist only in relation to those who attempt to control them. The stakes in the battle between those who are “different” and the agents of social control are high: winners obtain the privilege of organizing social life to fit their own vision. Losers are pushed further aside and further down in the social order to ultimately dwell only in the controlling vision of others. At the dawn of the 21st Century, the problematic of social control and resistance has taken on a new urgency. Our society has seen, for example, an unprecedented rise in its surplus and problematic populations. There are no new frontiers to open, no more Australias or New Worlds to send off the unwanted to colonize. No new world wars (for

the moment) to grind up millions of surplus young men. Current estimates place our own nation’s surplus population – the single greatest source of so-defined deviants – at 30% (with predictions of surplus populations exceeding 60% by 2025). As Voltaire pointed out, the one thing the rich need is the poor in abundance, but not too great an abundance to pose a threat. As well, and ultimately more disconcerting, there is evident today in certain parts of the world a powerful authoritarian impulse, indeed even a totalitarian temptation. As economic growth slows, global population pressures mount, resources deplete, climates change, wealth and power consolidates, and global pressures abound, the bleak world envisioned by George Orwell in 1984 and Aldous Huxley in Brave New World draws a little closer, comes frame-by-frame into focus. This, ultimately is where the course will go. We’ll take a hard look at many of the most salient features of late modern life and peel back their facades, pull back the curtains, to expose their inner workings as they relate to social control. Some topics that we may focus on in this course include: Education, the media, the politics of fear and terror, peer pressure, the effects of debt, the policing of the underclass, the surveillance society, medicalization, incarcerations and total institutions, genderization, religion and nationalism, and the creation of consumer culture. Ultimately, this course carries an emancipatory hope, for to be forewarned is to be forearmed. Of the many social worlds available to us, the one steadily coming into focus may be among the least desired. It is, ultimately, up to each of you to acquire the necessary knowledge to become producers of a better reality, rather than mere products of someone else’s reality. The role and power of free will is not to be underestimated. Required Readings: (all available in the bookstore) Social Control: An Introduction by James J. Chriss Watch Yourself: Why Safer Isn’t Always Better by Matt Hern Brave New World by Aldous Huxley There is thus a total of 633 pages of reading for this course. This represents approximately 50 pages per week or, at average reading speed, no more than 2 to 3 hours or weekly reading. Course Requirements: Attendance/Engagement: 10% Logical Song Essay: 15% Gender Analysis: 25% Guided Critical Analysis: 25% Final Essay Exam: 25% NOTE: ALL components of the course must be completed to achieve a final grade.

Grading Scheme: 90 to 100 = A+ 85 to 89 = A 80 to 84 = A76 to 79 = B+ 72 to 75 = B 68 to 71 = B-


Assignments: Attendance/Engagement: It is highly recommended that you endeavour to attend all the classes as well as complete assigned readings before each class. Our pace will be brisk and a great deal of material supplementary to the assigned readings will be covered in class. Catching up should you fall behind will not be easy. And, as this class meets once per week and thus each day represents two sessions, missing any one class is doubly detrimental. Accordingly, at random times, an attendance sheet will be sent around. Frequent absences could result in a significant grade penalty of up to 10%. On the other hand, up to 10% (perhaps more) can be earned through full attendance and active engagement. Logical Song Essay: During the first session we will listen to one of my favourite rockand-roll tunes, Supertramp’s Logical Song. A transcription of the lyrics will be provided. You are to interpret the lyrics and relate them, where possible, to you own lives. Pay particular attention to the socializing and social control dynamics associated with schooling as they relate to the song. The abiding question: where and how did you learn to be so obedient and deferential to authority? What’s this got to do with social control? The essay is semi-autobiographical (so first person language is fine) and as such open to your own interpretation. It should be around 5 to 7 double-spaced pages. DUE: Week 2, January 14. Value: 15% Gender Analysis: A personal exploration of the prescriptive and proscriptive nature of gender. How do gender roles and identities serve as a matrix of social control? What must you daily do, and perhaps sacrifice, to maintain the pretenses of your assigned or assumed gender? Do you do gender, or does gender do you? This assignment, again semi-autobiographical, may also contain a fieldwork aspect, as you are invited to go out and observe upon gender-being-done. We will build-up to the assignment and discuss our way toward it as the class unfolds. The expected length is 8 to 12 double-spaced pages. DUE: Week 9, March 5. Value: 25% Guided Critical Analysis: Greater detail will be furnished later. You are to read and analyse Aldous Huxley’s Brave New World. On the basis of the guidelines I will furnish later (at about the mid-point in the course), and utilizing your emergent sociological imagination, you will write an 8 to 12 page, double-spaced, essay. For the moment, it must suffice to say that the assignment will ask you to draw parallels between our present world and the future, dystopian world Huxley envisioned (in 1932) while focusing on the theme of free will. DUE: Week 14, April 8. Value: 25%

Final Essay Exam: This will occur sometime during the exam period and once I know when I’ll let you know. The exam will consist of 2 essay questions (chosen from several) which will test for comprehension rather than memorization or regurgitation. As such, the exam will be open book and open text. Inasmuch as real social scientists seldom memorize, regurgitate, then forget large bodies of disparate facts, this exam assignment will ask you to work with the materials given to you over the course to form cogent analyses and arguments. The material you will be provided with is, as much as anything, a conceptual, theoretical and substantive tool-kit with which you are asked to create an interpretation. This is where the social sciences are also, or better seen as, an art. You will have 3 hours in which to write, and plenty of hints and tips and clues will be forthcoming. Value: 25% Weekly Schedule: Date

Assignment

Week 1, Jan 7

Introduction and Orientation – No readings

Week 2, Jan 14

Read: Chriss Part I

Week 3, Jan 21

Read: Chriss Part I

Week 4, Jan 28

Read: Chriss Ch. 7

Week 5, Feb 4

Read: Chriss Ch. 8

Week 6, Feb 11

Read: Chriss Ch. 6

Week 7, Feb 18

Read: Hern Chs. 1 to 4

Week 8, Feb 25

NO CLASS: (work on Gender Analysis)

Week 9, Mar 4

Read: Hern Chs. 5 to 8

Week 10, Mar 11

Read: Hern Chs. 9 and 10. Start Huxley

Week 11, Mar 18

Read: Chriss Ch. 9. Cont. Huxley

Week 12, Mar 25

Read: Chriss Ch. 9. Cont. Huxley

Week 13, Apr 1

Read: Conclude Huxley

Week 14, Apr 8

No readings

FINAL EXAM PERIOD: April 14 to 23

DUE: Logical Song Essay

DUE: Gender Analysis

DUE: Guided Analysis

SOCIOLOGY 250 Introduction to Sociological Research Fall 2007 (Section F07N01) Instructor: Office: Office Hours: Class Time / Location E-mail: Web Site: Phone:

Jerry Hinbest 356 / 370 Monday & Wednesday, 2:30-3:00, Tuesday & Thursday, 1:30-2:30, or by appointment Tuesday & Thursday, 11:30 - 1:00; 356 / 325 & 340 [email protected] (best way to reach me!) http://web.mala.bc.ca/hinbestj (with links to Moodle) 753-3245, local 2798.

TEXTS: 1. Neuman, W. Laurence. 2004. Basics of Social Research: Qualitative and Quantitative Approaches. Second Edition. Boston: Pearson / Allyn and Bacon. 2. Selected articles in the coursepack, on reserve in the library, or available on the Internet through Moodle: http://moodle.malaonline.ca/course/view.php?id=559. COURSE DESCRIPTION AND REQUIREMENTS: This course provides an introduction to concepts and strategies of social science research. We will examine current methodological issues, quantitative and qualitative data collection approaches, data analysis, and reporting results. The course will include an introduction to computer-assisted data analysis. My aim is to help students to critically evaluate the results of published research, and to begin to carry out research in a variety of contexts. The class format will be a combination of lecture and seminar style discussion of issues and examples, using class participation and small group work. You are expected to participate in class and group discussions. We have access to the computer lab on Wednesdays, and will use that at several points through the term to examine on-line data and explore SPSS TM. The course will provide you with a hands-on introduction to “doing” sociological research. In this course you will develop: • • • • • •

an understanding and appreciation of the wide variety of methods used to conduct sociological research. library skills and the ability to search databases to find empirical research literature relevant problems or issues of interest to you. your ability to write an academic literature review (A lit review of some type is required in most of the research papers you will write in university, and writing a good one should will improve your grades in other courses). skills in developing a theory and operationalizing concepts so that you can measure them. We will explore how data are coded and entered into a computer program, and we will do some simple data analysis involving one and two variables. familiarity with basic techniques in the most widely used data analysis package in the social sciences: SPSS (skills in this area are highly desirable to employers). knowledge of and skills in qualitative research methods, including participant observation, field observation, and how to take field notes.

SOCI-250 Course Outline – Fall 2007 – p. 2 of 4. EVALUATION: • In-class mid-term exam

20%

• Assignment #1 – Lit Review - Topic - Bibliography - Draft - Final

25%

• Assignment #2 – Field Research

20%

November 22nd


20%

to be determined

• Class participation *

15%

ongoing

October 16th September 20th October 4th October 18th October 23rd


95-100 90-94 85-89 80-84 75-79 70-74

C+ C CD F

65-69 60-64 55-59 50-54 0-49

* Based on such factors as regular attendance, evidence of having done the readings, the number, quality and timeliness of completed assignments, spirited participation in class discussions and submitting at least ten ‘reflective thoughts / questions’ through Moodle (10 percent!).

USING MOODLE TO ACCESS COURSE RESOURCES AND INFORMATION: Moodle is an on-line learning environment used by instructors at Malaspina University-College. This semester I am using Moodle to share articles and information with students. This is a learning process, so please be patient as I figure it out, and I’ll try to be patient with your efforts to learn how to use Moodle too. The course Moodle site may be accessed through my Malaspina web site, which can be found at: http://web.mala.bc.ca/hinbestj Note that I also have two other Sociology Moodle sites, so choose SOCI 250 F07N01. In order to access the Moodle site for the course, you will need to obtain a discovery account from Information Technology (IT) services, and an access key (password), which you will get from me in class. The access key may change after the course roster is set, so if you find that you can’t access the site, e-mail me to obtain the current key. Links to the page for creating your discovery account and to IT services are available through my web site. The direct link to the course Moodle site is: http://moodle.malaonline.ca/course/view.php?id=559 COMPUTER SKILLS: You will need to have the computer skills required of all students attending Malaspina University-College. See the computer literacy expectations for Malaspina students at: http://www.mala.bc.ca/www/crsinfo/calendar/complit.htm You must have basic computer skills for using the Internet for browsing and searching with Internet Explorer 6.x or later (or alternatives such as Mozilla). You should be knowledgeable in using the Windows™ operating systems (or equivalent alternatives such as the Linux or the Mac OS) for opening and saving files, attaching files to e-mail, exploring the file structures on a hard disk or remote server, creating folders, installing programs, etc. If you do not have these skills, be prepared to spend time early in the course to become familiar with them. In the course you will be introduced to SPSS – a Statistical Package for Social Sciences – which is available at Malaspina only on computers running Windows XP Pro. There are online tutorials for a variety of software that you can access from any lab at: http://www.mala.ca/technology/students/help.asp

SOCI-250 Course Outline – Fall 2007 – p. 3 of 4. WRITTEN ASSIGNMENTS: There are two main written assignments for the course; a Literature Review, due October 23rd, and a Field Research assignment, due November 22nd. The Literature Review will involve submitting interim or draft elements of the review – the topic, a preliminary bibliography, and a rough draft – at specific points through the term. The Field Research assignment will allow you to do some actual data collection, based on our class preparation (under absolutely no circumstances may you do this prior to discussing proper procedures, ethics and planning in advance!), and write up a summary. You will also be asked to submit your rough notes from the field research assignment. More detail about both assignments will be shared in class. EXAMS: The in-class mid-term exam will consist of objective, short answer and short essay type questions covering all material discussed in class and examined in the assigned readings. The mid-term exam should take no longer than an hour – you will have 1-1/2 hours to write it. The final exam will be three hours in duration, will be cumulative of all topics examined in the course (although it will emphasize the material covered after the mid-term), and will be the same format of questions. Some essay questions may be shared with the class the week prior to the exams and done in a take-home format. The mid-term exam is scheduled for October 16th, and represents 20% of your mark. The final exam is also worth 20% of your total course grade. CLASS SCHEDULE: In most weeks we will use Tuesday to explore topics and ideas, and Thursday to apply them. Week / Date

Discussion Topics

Assigned Readings

Week 1 Tue. Sept. 4th Thu. Sept. 6th

• Introduction to the course: discussion of outline, Neuman: Chapter 1. getting acquainted, expectations, ‘Moodle’ Bradburn, Chapter 1 • Concepts: science, ethics & politics of research (in the coursepack). • Discussion of the assignments


• The nature of social science research • Concepts: Objectivity, causality, bias, theory • Beginning in-class research project

Neuman: Chapter 2. Wysocki, Chapter 2 (in the coursepack).


• Research design & Literature Review • Concepts: Problem definition, units of analysis, ecological fallacy, triangulation, literature review • LIT REVIEW TOPIC DUE – September 20th

Neuman: Chapter 4. Article by MacDonald & Wright (coursepack)


• Operationalization and measurement • Concepts: Concepts, indicators, variables, validity, reliability, multiple indicators, scales

Neuman: Chapter 5. Wysocki, Chapter 5

Week 5 Tue. Oct. 2nd Thu. Oct. 4th

• Survey research • Concepts: questionnaire design, interviewing, telephone surveys, asking good questions • LIT REVIEW BIBLIOGRAPHY DUE – Oct. 4th

(library reserve)

Neuman: Chapter 7. Fowler, Appendix A (in the coursepack).

SOCI-250 Course Outline – Fall 2007 – p. 4 of 4.

Week / Date

Discussion Topics

Assigned Readings

Week 6 Tue. Oct. 9th Thu. Oct. 11th

• Sampling • Concepts: population & sample, random & nonrandom sampling techniques, sampling designs • REVIEW FOR THE MID-TERM


• IN-CLASS MID-TERM EXAM – 20% – Oct. 16th Neuman chapters 1-7 • On Thursday we will review draft lit reviews! • LIT REVIEW DRAFT / WORKSHOP – Oct. 18th

Week 8 Tue. Oct. 23rd Thu. Oct. 25th

• LIT REVIEW DUE – October 23rd • Field research – unobtrusive & qualitative • Concepts: participant observation, case studies, content analysis, narrative, grounded theory, ethnography, Ethics in research

Neuman: Ch. 11 & 3.

Week 9 Tue. Oct. 30th Thu. Nov. 1st

• Qualitative Interviewing & Data Analysis • Concepts: Types of interview, in-depth interviews, focus groups, oral history • Concepts: coding, verification, iterative approaches, qualitative software • FIELD RESEARCH TOPIC DUE – Nov. 1st

Neuman: Chapter 13.

Week 10 Tue. Nov. 6th Thu. Nov. 8th

• Reporting results: Reading research reports & findings, writing up research results, audiences • Evaluation research: Logic models, objectives, stakeholders, political contexts

Neuman: Chapter 14.


• Experimental & quasi-experimental design • Concepts: pre-testing & post-testing, control & comparison groups, independent & dependent variables, randomization, threats to validity • Nonreactive Research & Secondary Analysis • FIELD RESEARCH NOTES DUE – Nov. 15th

Neuman: Chapter 8 Neuman: Chapter 9.

Week 12 Tue. Nov. 20th Thu. Nov. 22nd

• Quantitative data analysis Neuman: Chapter 10. • Concepts: coding, data entry, SPSS, bivariate analysis, distributions, missing data, measures of central tendency & dispersion, continuous & discontinuous variables, statistical significance • FIELD RESEARCH DUE – Nov. 22nd


• Catching up on anything we missed. • REVIEW: Putting it all together Final Exams Begin December 6th Exam date will be set by the registrar

Neuman: Chapter 6.

Articles: Hughes, Thorne, Becker, Van den Hoonaard (library reserve – Rec.)

Articles: Whyte, Agbo, Goffman (coursepack) Articles: Morgan, Botting (library reserve)

Handouts – Moodle.

Articles: Hodder, Rose, Prosser & Schwarz (library reserve – Rec.)

Neuman: Chapters 8, 9, 10, 11, 13, 14. Articles

Sociology 250 – Fall 2010 Sections F10N01

Introduction to Research Methods Tuesday/Thursday 10:00-11:20

Professor:

Dr. Linda Derksen

Office: Room 376, Building 356 E-mail: [email protected] Phone: 753-3245, local 2796 Office Hours: Tuesday & Thursday 2:30-4:30 (subject to change), or by appointment. If these times don’t work, we can arrange another time or plan to talk by telephone. E-mail is the quickest way to reach me. Please feel free to bring any concerns to me. Sometimes, juggling many courses, or just one, can be quite overwhelming, especially when real life intrudes. However, I’ve found that there’s usually a way through most school problems, if they’re caught early enough. Come to me if you’re feeling overwhelmed with school or having problems with the course, and we’ll work out a solution, or I will help you to find the resources on campus that can help you to balance the load. Try to do this before life spins out of control. Special needs: If you have any special needs or a documented disability, please let me know. If you need accommodation for exams or assistance with note-taking, etc, please contact Disability Services in Building 200, or call 740-6416. I’m more than happy to help with any accommodation that will increase your ability to learn. There are lots of services available at Malaspina that will help me to help you to thrive and succeed. If you know that you have a disability, but have not accessed the resources available to help you, I can help you to link up with the people on campus who are there to support you.

Course Moodle Site: Moodle is VIU’s online learning environment. You will be using it in many of your courses to access course materials, to do online quizzes and assignments, and to participate in online activities. To enroll in a Moodle course, you need a a VIU Discovery account and a valid e-mail address. Please register under your correct name, as instructors use Moodle to record your grades. To obtain a Discovery account, go to any computer on campus and follow the instructions on the computer (usually a big sign taped to the screen), or you can go to the library and the staff will assist you in setting up your Discovery account. You will need your student number (on your ID card) to get your Discovery account up and running. Once that is done, you can log into your Moodle courses at: https://moodle.viuonline.ca/login/index.php Please check Moodle frequently for updates and changes.

Required Textbooks: Neuman, Lawrence W. and Karen Robson. 2009. Basics of Social Research. Qualtitative and Quantitative Approaches. Toronto: Pearson Education

2

Course Objectives. This course is designed to do the following: 1. Introduce you to the basic methods of doing social research (both quantitative and qualitative), and to give you a sense of the wide variety of research designs used in the various social sciences 2. Develop a good understanding of research ethics and how they relate to research and your own conduct in the field. 3. Understand the relationship between theory, the operationalization of concepts, and measurement. 4. Become familiar with the many databases used for finding social science articles 5. Learn to format a bibliography in ASA or APA style 6. Understand basic numerical concepts required to read and understand research articles: mean, median, mode, standard deviation, normal curve 7. Learn to read and interpret tables 8. Learn to read and summarize empirical research articles 9. Learn to critique social science research articles This will be one of the most labour intensive courses you will take in your undergraduate degree. You should count on spending three to four hours outside of class for every hour in class – in other words, I expect you to put in nine to twelve hours EACH WEEK outside the classroom – actively reading assignments, articles and working on projects. In return for your efforts, you will gain skills and knowledge that will help you with every single course you take after this, and you will also gain concrete skills that are marketable to employers. Evaluation: The latest research in education shows that people learn the most, and retain the information the longest, when as many different modalities of learning are engaged as possible: talking, hearing, reading, writing, working with others. We actually learn very little if our learning experiences are limited to reading a textbook or listening to a lecture. This course is designed to get you participating actively in sociology – in this way you will learn how to do sociological research. The focus will be on assignments, in-class individual and group activities, and together we will apply what you’re learning to things that are going on in the “real world.” To this end, active participation will help you to learn the material, and help you to succeed in this course. You must be present to participate, and you are responsible for all the information shared during class times, whether you are here or not. Grade Distribution: This year, Vancouver Island University has adopted a common grading scale, as follows: Percentage (%) 90-100 85-89 80-84 76-79 72-75 68-71 64-67 60-63 55-59 50-54 0-49

Letter Grade

Grade Point


4.33 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.00 0.00

3

Course Requirements: Midterm – Moodle Quizzes In-class assignments & participation Library/bibliography assignment Critical review Final TBA

25% 10% 10% 10% 20% 25%

Exams: Midterm & Final The midterm and final exam will be multiple-choice and short-answer. The final exam is NOT cumulative. Make-up exams will be given only for medically documented illnesses or otherwise documented catastrophes. Class Participation: We will be doing many exercises in class that are designed to give you an introduction to a wide variety of methods of sociological analysis. Some of this work will be done in groups, and some will be done individually. You should make sure that you attend class, that you are on time, and that you are paying attention and participating. You should contribute verbally to class discussions, but avoid dominating discussions. PLEASE refrain from disrupting the class by talking or whispering. Attendance will be taken periodically, either formally or through the collection of in-class exercises. 1. Attendance – you cannot participate if you are not here. I know that we all get busy, and sick, and family crises happen. As I said above, if something big is going on, let me know. NOTE: if you miss more than four classes over the term, you will find it VERY difficult to convince me that you deserve more than 5 points for class participation! 2. Classroom discussion and group activities: All students, shy or not, are expected to contribute something to class discussions, and to participate fully in Reading and Writing Workshops, as well as other classroom activities. 3. Learning statement and self-assessment: By December 9th, you will hand in (on Moodle) a two to three page statement that is a thoughtful, first person statement of what you have learned over the course of the semester. It will also include an assessment of your class participation, and you will tell me what grade, out of 10, you think you deserve for class participation. Remember that a 10 is an A+ - so be realistic in your assessment.

Your literature review must be typed, spell-checked, have one inch margins all around, page numbers, and be in a readable font of 11 or 12 point (Arial/Helvetica or Times Roman are suggested). You know your due dates right now, so even if you get sick, it should not mean that you cannot complete an assignment on time. LATE ASSIGNMENTS ARE NOT ACCEPTED unless you have medical documentation or other extenuating circumstances (also with accompanying documentation).

Tentative Course Schedule (subject to change) ***Check M oodle often for updates to schedule & readings: DATE Week 1

READING

Sept. 7

Introduction to Research Methods

Sept. 9

Reading:

Due Dates!

4

Exploring research articles Text: Chapter 1 “Doing Social Research” Moodle: Derksen & Gartrell – “Scientific Explanation” “How to read difficult materials” (online on Moodle) • Week 2

Sept. 14 & 16

Science and Social Science Research Reading: Text: Chapter 2 “Theory and Social Research” Chapter 3 - Ethics

Week 3

Sept. 21

Chapter 4 “Reviewing the Scholarly Literature and Planning a Study” Handout: Reading research articles Handout: “How to write a literature review” Writing an annotated bibliography Text: Chapter 5: Designing a Study

Sept. 23

Library lab – Prep for literature review Assignment due at end of class.

Week 4

Sept. 28, 30

Text: Chapter 6 “Qualitative and Quantitative Measurement”

Week 5

October 5

Chapter 7 – “Qualitative and Quantitative Sampling” Reading: Babbie on inference (check Moodle)

Oct. 7 Week 6

Week 7

Oct. 12

Chapter 8 – Survey Research

Oct. 14

Chapter 8 continued

Oct. 19

MIDTERM – All assigned readings and everything covered in class to this point. Multiple choice and short answer. Chapters 1, 2, 3, 4, 5, 6, 7, 8

Oct. 21

Chapter 10 – Non-reactive and Secondary Data Content analysis exercise

Midterm

5

Week 8

Oct. 26, 28

Text: Chapter 11: Analysis of Quantitative Data Standardization Possible -- Library session – finding existing data – GLST, CRIM, SOCI

Week 9

November 2

Chapter 11: Analysis of Quantitative Data

Nov. 4

Qualitative Research Designs Text: Chapter 12 – Qualitative Interviewing

Week 10

Nov. 9 Nov. 11

No Class on November 11th, in honor of Remembrance Day

Week 11

Nov. 16 & 18

Literature Review due at beginning of class

Week 12

Nov. 23, 25

Thursday – writing workshop Writing Workshop – 50 marks out of Critical Review Grade Two copies of draft of your Critical Review due at beginning of class for peer review writing workshop

Thursday, Nov. 13 Lit Review due (100 marks)

Text: Chapter 13 -- Field Observation How to “do” observation & take field notes Week 13

Nov. 30, Dec. 2

FINAL EXAM

TBA

Chapter 15 -- “Analysis of Qualitative Data” Analysing & writing up qualitative data

Dec. 1st -- Class Participation SelfAssessment & Learning Statement due on Moodle by 6:00 pm

Access to Computer Labs on campus: I realize that not everyone has internet access from home. However, there are many, many computers available for your use across campus, as well as at the Cowichan campus. The computer in the library commons are often very busy, as are those in the 2nd floor atrium of Bldg. 356. See the list below for all the other places you can go to work on a computer. 

Bldg 180 Room 248 (includes Simply Accounting) - 20 workstations



Bldg 205 - 1st Floor Open Area*

6



Bldg 250 - Room 110 - 24 workstations + 1 Instructor station



Bldg 250 - Room 115 (includes SPSS & Simply Accounting) - 36 workstations + 1 Instructor station



Bldg 250 - 2nd Floor Open Area* (includes Simply Accounting) - 12 workstations









Bldg 255 - 1st Floor Open Area* - 32 workstations



Bldg 305 (Library), Malaspina Commons* (includes SPSS and ArcGIS)



Bldg 305 Room 508* (available during Library open hours when not being used for library instruction)



Bldg 315 Room 112 (includes Simply Accounting) - 35 workstations + 1 Instructor station



Bldg 315 Room 113 (includes GIS software) - 24 workstations + 1 Instructor station



Bldg 356 Room 340 (includes SPSS) - 20 workstations + 1 Instructor station



Bldg 356 - 2nd Floor Atrium* (includes SPSS) - 19 workstations



Note: As a VIU student, you have access to a secure space to store your papers and your work, called your “U:” drive. You can even set up your computer to give you access to this from any computer in the world. Please see the helpful folks at the IT Helpdesk, located on the first floor of the Library (Bldg 305). Getting Help: Life happens, without any regard for the academic calendar. It may happen that during this semester someone will get seriously ill, die, have break-ups or family problems – all of which can interfere with your ability to complete your schoolwork. Student Services (Bldg 200) is a good source of information and support, and they can help you contact your professors if you need help doing this. If you are in crisis, Student Services has walk-in hours on Monday to Friday. If you’re feeling overwhelmed, please talk to someone – at Student Services, or e-mail me, or come see me, and we’ll get you some assistance.

Student Services (Counselling, Financial Services, Registrar, Scholarships, Bursaries…everything you need) is in Building 200, 900 Fifth Street, Mondays to Fridays, 8:30 am - 3:30 pm, in person; 8:30 am - 4 pm by telephone. Tel. 250-740-6416. Special needs: If you have a documented disability and you need a special chair, an interpreter, extra time or other accommodation for exams or assistance with note-taking in class, please contact Disability Services in Building 200, or call 250-740-6416. I’m more than happy to help with any accommodation that will increase your ability to learn. There are lots of services available at VIU that will help me to help you to thrive and succeed. If you know that you have a disability, but have not accessed the resources available to help you, I encourage you to seek out the support available at Disability Services. Ground rules: 1. Talking in class: We all share responsibility for creating a classroom environment that accords fundamental respect to each participant, where each of you feels free to ask questions and express your ideas. Talking, whispering, or writing notes to each other is extremely distracting to me and to your fellow classmates. Many students are working full or part-time to pay for school, and they want an environment where they can concentrate on what is going on in the classroom. I know that many of your whispered questions to a classmate may be just to clarify something I’ve said – but I would prefer that you raise your hand and ask me to repeat myself (I can

7

guarantee that if you missed it, many others did too!). If you talk when I am speaking, or when another student is speaking, I will ask you to stop. If the behavior recurs, I will ask you to leave the class. 2. Cell phones, texting, Ipods or other communication devices or noise making machines: Please turn your cell phone off in class or set it to silent. If you are a parent or might need to be reached urgently, set your phone to silent or vibrate, sit near the door, and leave the class if you need to talk. Please DO NOT TEXT MESSAGE while in class. This is a course about social interaction, and during the course, you will be restricting your social interaction to me and other students in the class! If you feel the urge to text, please leave the classroom and do what is most important to you. 3. No laptop computers in class, unless you have a special need for a laptop, or if you are taking notes for a classmate with a disability. Please see me to discuss your needs.

DEPARTMENT OF SOCIOLOGY VANCOUVER ISLAND UNIVERSITY Spring 2011 Sociology 280 Consumer Culture Section F09N01 Instructor: Richard Fredericks Time: Friday 10 am to 1 pm appt Building: 356 Room: 336

Office: Bldg 356, Room 368 Hours: Thurs 4 pm to 5 pm & by e-mail: [email protected]

Course Description: There are, arguably, few other socio-cultural revolutions as momentous, far-reaching and potentially disastrous as the advent of consumer culture. Predicated upon endless and evergrowing levels of material consumption, this form of culture, despite its near-global acceptance, is actually still in its relative infancy. In North American terms, consumerism as a way-of-life is scarcely five generations old, with roots only as far back as the 1880s. Yet, consumerism has come to affect all of us, globally, unlike any form of culture previously. If current estimations are to be believed, due to our levels of consumption, we have collectively exceeded the planet’s annual carrying capacity by at least 25%. That is, we are drawing down on the Earth’s principle, in terms of resources used and wastes produced, at a highly unsustainable rate. And yet the culture of consumption is an ideal towards which everyone strives, and daily more and more individuals and nations climb aboard the train of consumption. The problem is, if all 6.5 billion people on the planet lived like North Americans, we would need 4 or 5 planet Earth’s to support this level of consumption; we have one planet Earth, and this one is diminishing rapidly. This ultimate concern of limits to growth and exceeded carrying capacity shall form the main theme of this course. What will the consequences be over the next few decades as the desire to consume collides with a scarcity of resources? This course deliberately takes a counter-mainstream or contrarian tack with regards to consumerism. It can be plainly observed that we are daily barraged by images and messages and practices that propound and reinforce the mythology (as in the guiding or defining stories of our time) of consumerism, namely that it is everywhere beneficial and desirable; the height of human achievement. While this is often so, it is not always, and where it is not so we ignore at our extreme peril. The 3000+ marketing messages we each encounter every day, for example, reinforce the ethos of consumption and consumerism as the preferred way of life, indeed, as the only way of life, for all of us. Our interminable obsession with economic growth and rising GDP, to be found in every newspaper’s business section or in the pages of numerous business magazines, or that is heard from the mouth of every politician or captain of industry, does nothing but reinforce the notion that illimitable economic growth, driven by consumption, is

always good (rather than, say, past a certain point, cancerous). Our recurrent observance of rituals of mass consumption – Christmas, Halloween, Valentine’s Day, the weekend, the back-toschool binge, and so on – blinds us to any other way of social life.. These concerns we will address over the course of this course. This course will start with an examination of the history of consumerism and the culture of consumption. How was it that North American society, once grounded in thrift and frugality, was in a mere few generations, transformed completely to one of endless consumption, waste, and want? From here we will examine the onset of the disease condition known as “affluenza,” an all-consuming epidemic of ever-accelerating consumption that is rapidly reaching global proportions. Finally, we will explore the ways in which individual consumers are transformed (and transform themselves) into objects for consumption. The transformation of consumers into commodities is one of the most important features of the culture of consumption. All through this, we will ground our understanding of consumerism and especially the associated mandate of perpetual economic growth in a sustained examination of Money. Insofar as money, since the early 1970s, has come to be delinked from any commodity of value (such as gold), there now exists a potential infinitude of money just waiting actualization. The only real limit to the amount of money that can be created is the rate at which we can transform the planet and all its peoples into commodities and commercial processes (which can thus be exchanged for money). This invention, of the infinitude of money, while often misunderstood and overlooked, is probably the single most potent of humanity’s inventions. As the central actor and motivator of consumerism, the transnational corporation need bear extra attention and scrutiny. Insofar as corporations spend untold billions every year convincing us, through advertising, marketing, public relations, lobbying, and the circumvention of democratic processes, that their way is the best way, indeed the only way, it behooves us as rational social scientists to take a cold, hard look at this creature, the modern corporation. In particular, the formation of Kinderculture – the corporate colonization of childhood – will be of especial interest. We will approach the multi-faceted beast of consumer culture via a variety of means: assigned readings, lectures, films and documentaries, group discussion, guided exercises and assignments, and personal experience Objectives: 1. Develop an appreciation of the myriad concerns associated with consumerism and consumer culture, with a particular emphasis on the idea of carrying capacity and limits to growth. 2. Foster a global consciousness as well as habits of “mindfulness.” 3. Acquire an appreciation for the power of Money, and its corollary, debt. 4. Develop further one’s “job skills,” gain or re-gain greater “voice,” and build an appreciation of the avenues one may travel down as a sociology graduate.

Required Texts (in order of use): Captains of Consciousness: Advertising and the Social Roots of the Consumer Culture, by Stuart Ewen Affluenza: The All-Consuming Epidemic (2nd edition) John De Graaf, David Wann, and Thomas H. Naylor (hereafter GWN), Consuming Life, by Zygmunt Bauman All books are available in the University Bookstore While at first glance, the reading requirements for this course may appear onerous, please keep in mind that the books are relatively accessible, that this is a 2nd year course, and that the total number of pages to be read per week works out to an average of 48 (or about 2 to 3 hours of reading). Course Requirements: Attendance/Engagement: 10% In-class essay: 15% In-class Concept Presentation : 5% Consumer Log: 20% Guided Critical Analysis: 25% Final Exam (Open Book): 25% NOTE: ALL components of the course must be completed to achieve a final grade. Grading Scheme: 90 to 100 = A+ 85 to 89 = A 80 to 84 = A76 to 79 = B+ 72 to 75 = B 68 to 71 = B-


Assignments: Attendance/Engagement: It is highly recommended that you endeavour to attend all of the classes as well as complete assigned readings before each class. Our pace will be brisk and a great deal of material supplementary to the assigned readings will be covered in class. Catching up should you fall behind will not be easy. And, as this class meets once per week and thus each day represents two sessions, missing any one class is doubly detrimental. Accordingly, at random times, an attendance sheet will be sent around. Frequent absences could result in a significant grade penalty of up to 10%. On the other hand, up to 10% (perhaps more) can be earned through full attendance and active engagement.

In-Class Essay: A most important skill to develop is the ability to articulate one’s ideas or position “at a moment’s notice.” In your professional life, chances are great that you will be required to do this repeatedly. The trick is to express confidence, even if inside you feel none. A lot of professional life is “smoke and mirrors,” the projection of confidence such that others believe it and come to attribute to you ability or expertise. This exercise is in part designed to help you explore this process. So, this in-class essay asks you to first reflect upon a yet-to-bedisclosed expression of popular culture and ask yourself, “just what does this have to do with the story of consumerism”? Do you agree or disagree with the characterization? What does the story told say to you and how does it make you feel? Write as much as you feel necessary in the 30 minutes allotted, knowing full well that the time limit is strict. Quantity, however, is not necessarily a good thing. And, outside-the-box approaches are always very welcome. INCLASS: Week 2, September 18 (Value: 15%). In-Class Concept Presentation: In an effort to encourage you to develop or regain your “voice”, one perhaps muted or stunted during your previous years of schooling, we will incorporate into this course a very modest and ideally non-threatening public speaking exercise. Studies have shown that there are two things in life people fear the most: public speaking and death, in that order. For many of you, the expectation of a class presentation will unleash feelings of dread, fear and anxiety. We will work together in mutually supportive fashion to overcome this state, or at least develop a greater familiarity with this species of fear and loathing, vital to learning to live with it. You will derive from this exercise a powerful boost in confidence and hence overall life effectiveness. As well, public speaking is an excellent job skill, and soon enough, if you wish to make any kind of significant impact upon the world, it is a skill you will be called upon to develop and exercise. The same studies that show people are terrified of public speaking also show that most people respect deeply those who can public speak. In short, learning how to public speak is less about mastery and more about mindfulness, the learning to live with fear and anxiety rather than succumbing to it. So, in week 3 I will distribute amongst you chits of paper, each with a concept relevant to consumerism and a place order written upon it (for example, “sustainable development, week 7”). Your task is to generate a definition of the concept, of no more than a paragraph or two, and then, on your assigned day, deliver the definition to the class. I would suggest you use Google, Wikipedia, available textbooks, and standard dictionaries to generate your working definition. The presentation component itself should not last more than a minute. The presentations, numbering up to four per class, will commence on September 25, week 4. (Value: 10%). Consumer Log: In lieu of a mid-term exam, we will instead engage in an exercise in mindfulness. Your task is to choose a day in your life as a consumer embedded in a culture of consumption. This is a relatively wide-open assignment, which asks you to come up with a creative or innovative way of capturing the essence of your consuming self as found in some of the many goods, services and processes you consume or utilize daily. It might be helpful to view yourself, as a first worlder, as a centre of consuming activity out from which emanates concentric rings of consumer demand, of expectations and assumptions, of pressures and consequences. What does it take to sustain your lifestyle, your standard of living, no matter how modest it may be? What are some of your favourite items of consumption and what are the consequences associated with these items? What kind of struggles with consumption are you undergoing? I will be happy to discuss either in-class, face-to-face or via e-mail your ideas

around this assignment, but I also want it to be left as open as possible, both to interpretation and execution. As well, we will set aside time in class to work on this project. Creative, outside-thebox, approaches to this assignment are very welcome. I invite you to concentrate first and foremost on how best to express your unique “consumer self”, versus a mere preoccupation with what I want. But, no matter your approach, you must convince me that you understand and can utilize the concept of mindfulness. As well, as with all the assignments in this course, you are very welcome and indeed encouraged to work together with your fellow classmates. This is not a competition and as such collegial and co-learning approaches to assignments will not only improve your overall performance but will also help make the task much more pleasant and agreeable. DUE: Week 8, October 30. (Value: 20%). Guided Critical Analysis: Details by way of a handout will be forthcoming (by mid-semester). Your task will be to, on the basis of the fairly broad guidelines presented, critically analyse and engage Zygmunt Bauman’s Consuming Life. In anticipation of this assignment, you are strongly encouraged to pay very close attention to the ideas of objectification and commodification. DUE: Week 13, December 4, final class (Value: 25%). Final Exam: This will take place in-class, some time between December 10 through 21 (I’ll let you know when exactly once I know when exactly). It will be open book, and will consist of two essay questions that will ask you to pull together in an on-the-spot fashion what you’ve learnt through the course of SOCI 2--. As such, the questions will be comprehensive and will not rely on memorization and regurgitation. The best preparation for this challenge is to read and understand everything assigned, keep your notes well organized, and listen for the hints and clues that will be forthcoming. It is a challenge, but one befitting students at your level of study. You are, after all, university students now and as such represent the best your previous years of schooling could create (Value 25%).

Weekly Reading and Assignment Schedule (please do the readings in anticipation of the week in question): ______________________________________________________________________________ Week 1 – Sept 11 No readings Week 2 – Sept 18

“The Transition Generation” by Martin (hand-out) Ewen: Preface and Part One DUE/DO: In-Class Essay Week 3 – Sept 25

Ewen: Part Two

Concepts for Presentations distributed ______________________________________________________________________________ Week 4 – Oct 2 Ewen: Part Three and Consumer Report Concept Presentations begin Week 5 – Oct 9 GWN: Part ONE: Chs 1 to 7 ______________________________________________________________________________ Week 6 – Oct 16 GWN: Part ONE: Chs 8 to 14 ______________________________________________________________________________ Week 7 – Oct 23 “Making Sense of the World Differently” by Schwalbe GWN: Part TWO ______________________________________________________________________________ Week 8 – Oct 30 GWN: Part THREE: Chs 21 to 26 DUE: Consumer Log ______________________________________________________________________________ Week 9 – Nov 6 GWN: Part THREE: Chs 27 to 30 Note: Not a bad time to start thinking about the Guided Critical Analysis ______________________________________________________________________________ Week 10 – Nov 13 Bauman: Intro, Part One ______________________________________________________________________________ Week 11 – Nov 20 Bauman: Part Two Week 12 – Nov 27

Bauman: Parts Three and Four

Week 13 – Dec 4

No readings

DUE: Guided Critical Analysis

IDENTITIES AND SOCIETY SOCIOLOGY 304 Fall 2006 (Section F06N01) Instructor: Office: Office Hours: Class Time / Location E-mail: Phone:

Jerry Hinbest Building 356, Office 370 Tuesday / Thursday, 1:30 - 2:30, or by appointment Tuesday / Thursday, 4:00 – 5:30; Building 356, Classroom 325 [email protected] (best way to reach me!) Malaspina local 2798, voice-mail 7017 (Tuesday & Thursday) My off-campus office: 729-0299

TEXTS: 1. Goffman, Erving. 1986. Stigma: Notes on the management of spoiled identity, New York, NY: Simon & Schuster, Inc. (original, 1963). 2. SOCI - 304 Custom Courseware Package. 3. Selected articles on reserve in the library, distributed in class, or available on the Internet. Course Description and Requirements: In this course we will examine the ways in which social and cultural processes shape personal and group identities, and the ways that we re-invent ourselves in response to these processes. This course builds on some of the material covered in SOCI 204 – Social Interaction, but that course is not a prerequisite for this one. We will examine the concept of identity with respect to ethnicity and race, ability and disability, information technologies, and globalization. The class format will be a seminar style discussion of issues and examples, using class participation and some small group work. You are expected to participate in class and group discussions. This will constitute part of your grade, so regular attendance and preparing for class are important. You will also need to make every effort to keep up with the reading, as our weekly discussions will assume that you have read the material prior to class. EVALUATION: • Mid-term take-home exam

20%

October 17th – 24th

• Written Assignments: - Course Paper - Presentation

45% - 25% - 20%

- November 21st - to be determined


5% 30%

- throughout the term - Nov. 21st - Dec. 12th

• Final take-home exam


95-100 90-94 85-89 80-84 75-79 70-74

C+ C CD F

65-69 60-64 55-59 50-54 0-49

SOCI-304 Course Outline — Fall 2006 — p. 2 of 4. CLASS SCHEDULE: Week / Date Week 1 Tuesday September 5th Thursday September 7th

Discussion Topics • Introduction to the course: discussion of outline, getting acquainted, expectations • Review of key ideas from SOCI 204

Week 2 Start choosing topics for presentations Tuesday • Symbolic Interaction September 12th • Sociology of the self and identity Thursday September 14th Week 3 • Constructing the self and identity Tuesday September 19th Thursday • Identity and narrative September 21st Week 4 PRESENT IDEAS FOR COURSE PAPER Tuesday • Multiple identities September 26th • Stigma Thursday September 28th Week 5 Tuesday October 3rd Thursday October 5th Week 6 Tuesday October 10th Thursday October 12th Week 7 Tuesday October 17th Thursday October 19th

Assigned Readings

Course Outline Article by Blumer

Article by Denzin Articles by Callero & Howard

Blumstein McAdams

Stout Goffman

• Stigma, disability / ability

Goffman, Dyck

• Stigma

Goffman, Schmid

• Race and Ethnicity

Nakamura

• On-line identities

Cheung

MID-TERM TAKE-HOME EXAM HANDED OUT • On-line identities

Turkle

• On-line identities

Turkle

SOCI-304 Course Outline — Fall 2006 — p. 3 of 4. Week / Date

Discussion Topics

Assigned Readings

Week 8 Tuesday October 24th Thursday October 26th

MID-TERM TAKE-HOME EXAM DUE • On-line identities

Gergen

• Dialogue and Identity

To be determined

Week 9 Tuesday October 31st Thursday November 2nd

DRAFT COURSE PAPER DUE – 1-2 PAGES • Identity and Carnival

To be determined

• Identity theft

To be determined

• Organizations and identity

Putnam?

Week 10 Tuesday November 7th Thursday November 9th

• Selected additional topics

Week 11 Tuesday November 14th Thursday November 16th Week 12 Tuesday November 21st Thursday November 23rd Week 13 Tuesday November 28th Thursday November 30th

• Globalization and identity

Langman


Giddens

FINAL TAKE-HOME EXAM HANDED OUT COURSE PAPER DUE • Globalization and identity

Giddens


Agger

• Wrap up – catch up • Review & final thoughts

FINAL EXAM IS DUE ON OR BEFORE DECEMBER 12th, 2006

SOCI-304 Course Outline — Fall 2006 — p. 4 of 4.

WRITTEN ASSIGNMENTS FOR SOCI 304: A brief description of the requirements for the written assignments is included below, and a longer description will be provided in the coming week. Marks will reflect the thoughtfulness and level of effort demonstrated. As clarity of your communication of ideas is very important, grammar and spelling will be reflected in marks. I encourage you to use a recognized style manual for your written work, including take-home exams (I recommend MLA, APA or Chicago styles). Late papers may be accepted, but are highly discouraged; marks will be deducted. COURSE PAPER (25%) You are required to write a course paper on a topic of your choice, but it must be approved by me. I would like you to select your topic by the end of September, and make a brief (two minutes, max) presentation to the class, soliciting ideas and feedback. A draft of the paper is due at the end of October, and this can be a one or two page summary or outline of ideas you are working on, with a bibliography. You will need to do library research and go beyond the material in the course pack and text for this assignment. MID-TERM TAKE-HOME EXAM / FINAL TAKE-HOME EXAM (20% / 30%) The mid-term exam will be an opportunity to try out the take-home exam format, and will consist of one or two essay type questions on specific readings and the class discussion, chosen from several options. You will need to write a maximum of 4-5 typewritten pages per question. You will have one week to answer the question(s). For the final you will have three weeks to answer three of perhaps eight questions; maximum 4-5 pages each. PRESENTATION (20%) We will be discussing a variety of articles in class over the term, and one of your assignments will be to read and discuss one of the articles in more detail. For this article, you will need to prepare a summary of up to two pages, which will be shared with the class. For each article I will also have a discussant, so choose one article for to present, and one to discuss. The discussant will have read the article being presented, and offer different interpretations of the article’s ideas, and ‘friendly’ questions of the person making the presentation. I welcome students to find, get approval for, and present other articles or books not on the course list. If you would like to do this, please talk to me and suggest your article or book as early in September as possible. PARTICIPATION – BASED ON SEVERAL IN-TERM PASS/FAIL ASSIGNMENTS (5%)

DIRECTED STUDIES PROPOSAL Sociology 304 ~ Identities & Society Summer 2010   

Students: Eric Ross, Beverly Hampson, Tim Mills, Johanne Lord, Katelyn McDougall Supervisor: Jerry Hinbest Length of Study: May 1, 2010 – June 30, 2010

PURPOSE OF STUDY: Supervisor Statement: I last taught this course in 2006. This course is a follow up to a course I have taught numerous times – Sociology 204 – Social Interaction. The sociology department has not been able to fit Identities and Society into the schedule over the past few years, as I have been teaching other upper level courses, and no other faculty have expressed an interest in teaching this course. I have been approached by several students to offer the course as a directed study, as the department will not be able to offer the course prior to the 2011-2012 academic year. I can do this with a small group of students. I have set up weekly or biweekly targets to have the work completed over the next eight weeks, and we will be meeting weekly to discuss progress. Student Statement: In this course we will examine the ways in which social and cultural processes shape personal and group identities, and the ways that we re-invent ourselves in response to these processes. We will examine the concept of identity with respect to ethnicity and race, ability and disability, information technologies, and globalization. In doing this course, we will fulfill the requirements of Sociology 304 while focusing on my field of interest. We will write four brief essays in response to take-home questions for partial completion of this course. In the second part of this course, we will be focusing on a paper in a deeper exploration of one of the course themes. MEETING TIMES: Weekly; either Tuesday or Thursday (to be determined in our first meeting). ASSESSMENT:   



Weekly Meetings / Participation: Presentation on a course reading: Take home essay questions: Question 1 due Friday, May 28 Question 2 due Friday, June 4 Question 3 due Friday, June 11 Question 4 due Friday, June 18 Final Paper (40%) Topic Proposal & Outline Due Friday, June 4 Draft section (1,000 words) Due Friday, June 18 Final Paper Due Friday, June 25

10% 10% 10% 10% 10% 10%

40%

40%

IDENTITIES AND SOCIETY – SOCI 304 – Summer 2010 TENTATIVE READING LIST Overview of Interactionist thought: Blumer, Herbert. (1966). Sociological implications of the thought of George Herbert Mead. American Journal of Sociology, 71 (March): 535-544. The development of identity: Beagan, Brenda. (2001). ‘Even if I don’t know what I’m doing I can make it look like I know what I’m doing’: Becoming a doctor in the 1990s. Canadian Review of Sociology and Anthropology, 38(3): 275-292. Blumstein, Philip. (2001). The production of selves in personal relationships. In Ann Branaman (Editor), Self and society, (pp. 183-197). Malden, MA: Blackwell. Becker, Howard. (1953). Becoming a marihuana user. American Journal of Sociology, 59(3): 235-242. Meddin, Jay. (1979). Chimpanzees, symbols, and the reflective self. Social Psychology Quarterly, 42(2): 99-109. Shibutani, Tamotsu. (1955). Reference groups as perspectives. American Journal of Sociology, 60(6): 562-569. Stout, Martha. (2001). Dissociation. In The myth of sanity: Divided consciousness and the promise of awareness, (pp. 3-43). New York, NY: Penguin Books. Review articles on the nature of identity: Callero, Peter L. (2003). The sociology of the self. Annual Review of Sociology, 29: 115-133. Howard, Judith A. (2000). Social psychology of identities. Annual Review of Sociology, 26: 367-393. Identity imposed and shaped by context: Dyck, Isabel. (1999). Body troubles: Women, the workplace and negotiations of a disabled identity. In Jodi O’Brien (Editor), The production of reality, (pp. 320-332). Thousand Oaks, CA: Pine Forge Press. Goffman, Erving. (1965). Stigma: Notes on the management of spoiled identity. New York, NY: Simon & Schuster, Inc. Schmid, Thomas J. and Richard S. Jones. (2006). Suspended identity: Identity transformation in a maximum security prison. In Lisa J. McIntyre (Editor) The practical skeptic: Readings in sociology, Third edition, (pp. 224-234). New York, NY: McGraw Hill. The narratives of identity: Holstein, James A., & Gubrium, Jaber F. (2000). The self we live by: Narrative identity in a postmodern world. New York, NY: Oxford University Press. McAdams P. Dan. (1993). The Meaning of Stories. In The stories we live by: Personal myths and the making of the self, (pp. 19-37). New York, NY: Guilford. Identity and the Internet: Turkle, Sherry. (1995). Introduction: Identity in the age of the Internet. In Life on the screen: Identity in the age of the Internet, (pp.9-26). New York, NY: Simon & Schuster. Turkle, Sherry. (1999). Cyberspace and identity. Contemporary Sociology, 28(6): 643-648. Modernist and Post-Modern takes on identity: Giddens, Anthony. (1991). Introduction. In Modernity and self-Identity: Self and society in the late modern age, (pp. 1-34). Stanford, CA: Stanford University Press. Langman, Lauren. (2003). Culture, identity and hegemony: The body in a global age. Current Sociology, 51 (3/4): 223-247.

DIRECTED STUDIES PROPOSAL ~ Sociology 304 Spring 2008   

Student: Alyssa Robertson Supervisor: Jerry Hinbest Length of Study: January – April 2008

PURPOSE OF STUDY: Student Statement: I am a Sociology major, psychology minor with an interest in pursuing my knowledge in identity studies. My particular academic interest is gender studies, and through this course, I hope to gain a better understanding of the different factors that contribute to the production of the female identity. In doing this course, I will fulfill the requirements of Sociology 304 while focusing on my field of interest. I will complete four take home exam questions for partial completion of this course. In the second part of this course, I will be focusing on a paper in the area of female identities and the creation of women as “other” in our society. My hope in this course is that I will gain a better grasp of the material presented through the one on one interaction with my supervisor. This course will provide me with more experience in a supervisor setting, an experience that I aim to take with me in my pursuit of a Master’s degree and PhD in Sociology. Supervisor Statement: As I taught this course last year, I have a good sense of what I am looking for in terms of course papers and reading assignments. We will use that basic structure and use the first month to cover the broad background of readings for the course, help Alyssa refine her paper topic, and then plan and write her paper. I have set up weekly or biweekly targets to have the work completed over the course of the term, and we will be meeting weekly to discuss progress. MEETING TIMES: Weekly; either Monday or Wednesday (to be determined in advance each week). ASSESSMENT:  



Weekly Meetings / Telephone discussions / Email Take home essay questions: Question 1 due Monday, January 28 Question 2 due Monday, February 4 Question 3 due Monday, February 11 Question 4 due Monday, February 18 Final Paper (50%) Proposal Due Monday, February 4 Outline Due Monday, February 18 Draft Due Monday, March 17 Final Paper Due Monday, April 7

10%

40%

50%

Selected Sources for Reading Blumer, Herbert. 1967. “Sociological implications of the thought of George Herbert Mead.” American Journal of Sociology 71 (March 1966): 535-544. Rpt. in The substance of sociology: Codes, conduct and consequences. Ed. Ephraim H. Mizruchi. New York: Appleton-Century-Crofts. 200-213. Denzin, Norman. 1995. “Symbolic Interactionism,” Pp. 43-58 in J. Smith, R. Harre, & L. Langenhove (eds.) Rethinking Psychology. Thousand Oaks, CA: Sage. Callero, Peter L. 2003. “The sociology of the self.” Annual Review of Sociology 29: 115-133. Howard, Judith A. 2000. “Social psychology of identities.” Annual Review of Sociology 26: 367-393. McAdams P. Dan. 1993. “The Meaning of Stories,” Pp. 19-37 in The Stories We Live By: Personal Myths and the Making of the Self. New York, New York: A Division of Guilford Publications, Inc. Stout, Martha. 2001. “Dissociation,” Pp. 3-43 in The Myth of Sanity: Divided Consciousness and the Promise of Awareness. New York: Penguin Books. Blumstein, Philip. 2001. “The production of selves in personal relationships.” Excpt. and rpt. in Self and Society. Pp. 183-197. in Ann Branaman (ed.). Malden, MA: Blackwell. Dyck, Isabel. 1999. “Body Troubles: Women, the Workplace and Negotiations of a Disabled Identity,” Pp. 320-332. In Jodi O’Brien (Ed.), The Production of Reality. Thousand Oaks, California: Pine Forge Press. Schmid, Thomas J. and Richard S. Jones. 2006. “Suspended identity: Identity transformation in a maximum security prison,” Pp. 224-234 in Lisa J. McIntyre (ed.) The Practical Skeptic: Readings in Sociology, Third Edition. New York: McGraw Hill. Nakamura, Lisa. 2006. “Race In/For Cyberspace: Identity Tourism and Racial Passing on the Internet,” Pp. 141155. In Vitanza J. Victor (Ed.), CyberReader. New York: Pearson Education, Inc. Cheung, Charles. 2004. “Identity Construction and Self-Presentation on Personal Homepages,” Pp.310-320. In Jodi O’Brien (Ed.), The Production of Reality. Thousand Oaks, California: Pine Forge Press. Turkle, Sherry. 1995. “Introduction: Identity in the Age of the Internet,” Pp.9-26 in Life on the Screen: Identity in the age of the Internet. New York: Simon & Schuster. Turkle, Sherry. 1995. “Identity Crisis,” Pp.255-263 in Life on the Screen: Identity in the age of the Internet. New York: Simon & Schuster. Turkle, Sherry. 1999. “Cyberspace and Identity,” Contemporary Sociology. 28 (6): 643-648. Gergen, Kenneth J. “The saturated self.” The saturated self. 1991. Pp. 265-280, Rpt. in Self and Society. Ed. Ann Branaman. Malden, MA: Blackwell, 2001. Langman, Lauren. 2003. “Culture, Identity and Hegemony: The Body in a Global Age,” Current Sociology. 51 (3/4): 223-247. Giddens, Anthony. 1991. “Introduction,” Pp. 1-34 in Modernity and Self-Identity: Self and Society in the Late Modern Age. Stanford, CA: Stanford University Press Agger, Ben. 2004. “Adventures in Capitalism,” Pp. 98-123 in The Virtual Self: A Contemporary Sociology. Malden, MA: Blackwell.

SOCI 306- The Sociology of Popular Culture Course Director: Dr. Laura Suski Contact Information: Email - [email protected] Office Location: Building 355, Room 328 Office Hours: Mondays 11:30-12:30, Tuesdays and Thursdays 10:0011:00. I can also make appointments with those of you who cannot make these hours. A. Course Description: This course aims to explore popular culture as an object of sociological inquiry. Several broad questions will be important: What meaning can we give popular cultural objects? How is this meaning produced? Who gets to produce popular culture? Who receives it? We will approach these questions through the analysis of a variety of “cultural objects” such as music, fashion, advertising, cultural practices, technologies, subcultures and discourses. While such objects have differing positions in the constellation of societal power, we will treat them as equivalent conveyors of social and cultural meaning. We will dedicate two classes to the dynamic relationship between society and the media. In one class, we will contemplate the nature of the “social” in “social media”. In the second class, we explore Canadians’ fascination with YouTube and explore its impact on cultural politics and participatory media. Our overall challenge in this course will be to take our everyday encounter with popular culture and subject it to more rigorous analysis. To this end, we will discuss a variety of theoretical discussions to open up debates about popular cultural analysis. Popular cultural is a dynamic and fascinating area of analysis precisely because of the multiple, and often, competing ways that it can be interpreted. You must come to class prepared to discuss the material. Remember that we are a community of learners and that we all take responsibility for building a productive learning environment.

B. Required Course Texts You will need to purchase the following two books from the bookstore: (1) Popular Culture: A Users’ Guide, Susie O’Brien and Imre Szeman. 2010. Toronto: Thomson Nelson (2) YouTube, Jean Burgess and Joshua Green. 2009. Malden, MA: Polity Press. All other additional readings will be provided by me or are available through online sources. Some will require you to independently access online journal articles from the library catalogue. I provide the necessary information to do this in Section G of the syllabus.

C. Evaluations In-Class Discussion, Participation, and Attendance – 10% Two Quizzes – 15% each for a total of 30% One Cultural Object Analysis (4 pages) – 25% Short Essay on Social Media or Youtube (4 Pages) - 25% Film Clip Film Festival Submission – 10%

D. Guidelines for Assignments As the deadlines for assignments approach, I will provide more detailed information on the specific requirements for each assignment. In the meantime, listed below are some of the preliminary guidelines of each assignment. (a) Participation and Attendance As the class will be run in a seminar style, class discussion of the course material is central. Your class participation grade will be based on your contributions to class discussions and group work, attendance, and the occasional in-class assignment. To get an accurate sense of attendance, I will randomly take attendance. I will also make notes on classroom discussions after each class. Our goal as a class is to aim for a balanced discussion with a variety of participants offering a variety of analyses of the course material. Since it is much harder to participate after being silent for a long while, I highly recommend engaging in classroom discussion from the very beginning of the course. If you find in-class conversation somewhat daunting, you can submit written discussion points on the readings directly to me at the beginning of class. (b) In-Class Quizzes The quizzes are based on the lecture and course text material. They could include short answer and/or essay questions. A review will be provided before each quiz. (c) Cultural Object Analysis This assignment requires you to take a popular cultural object and analyze it. There are endless possibilities for the cultural object so you should try and come up with an object that has not been discussed in the class and that is not discussed in the textbook. You may choose to analyze a visual object like a photograph, a movie, or an advertisement. You may also choose a cultural object such as a social problem, a cultural practice, or a subcultural group. Since you will be writing another essay on social media, I ask that you do not choose a type of social media for analysis. You will be required to work with some of the course readings. In addition to citing the course material, you will be required to include at least ONE scholarly source. Essays should follow a standard referencing format and should be about 4 pages in length (12 point font, doublespaced). More information on how you should approach the analysis will be provided early in the course.

(d) Short Essay The second writing assignment is a short essay of about 4 pages (12 point font, doublespaced). You can choose to write on any form of social media or on YouTube. You will also have some choice in terms of the specific question you want to address. We will be discussing both general topics in class so you will have a sense of the kind of sociological questions that can be asked in your essays. You will be required to use at least TWO scholarly sources in addition to using the readings from the course. Essays should utilize a standard referencing format. (e) Film Clip Submission You can work on this project individually or with as many as three other people. Your task will be to find a ten to fifteen minute clip from a film that illuminates some aspect of our sociological discussions of popular culture. You will write a short (up to 250 word) commentary that situates the clip, and provides an explanation of why you chose it. You shouldn’t assume that your audience has seen the film so you will want to choose a clip that still makes sense to an audience who hasn’t seen or heard of the film. You will also want to be sure that the film is appropriate for a general audience. You can take a clip from a popular film and use it to illustrate a particular idea. The film, however, does not have to be a mainstream, “popular” film. You could also find a clip from a more obscure film to explore an aspect of popular culture. We will be watching the clips as a film festival on April 1st so come prepared to show your clips. I will be asking for your commentaries the week before so that I can compile a list of clips for the class.

E. Grading Scale All assignments and tests will be calculated in terms of numerical/percentage points. Students will receive their final grade in the form of letter grades. The common grade scale for social sciences will be used to assign letter grades: A+ (90-100) = exceptional (work is creative, thorough, well organized, well presented and demonstrates exceptional skill in critical analysis and an exceptional understanding of the course material) A (85-89)/A-(80-84) = excellent (work is thorough, well organized, well presented and demonstrates skill in critical analysis and a very strong understanding of the course material) B+ (76-79)/B (72-75)/ B- (68-71)=very good, good (work is thorough, well organized, well presented and demonstrates ability in critical analysis and a good understanding of the course material) C+ (64-67)/C (60-63) /C- (55-59) = satisfactory (work demonstrates a competent understanding of the course material) D(50-54)= marginal, poor (work demonstrates a slightly better than minimal knowledge of and understanding of the course material) F (0-49) = failure (work is below the undergraduate standard)

F. Course Policies Make-Up Policy The opportunity to write a make-up test is not automatically granted in this course. Should you miss a quiz due to illness or some equivalent serious emergency, you must provide some documentation to write a make-up. Send me an email as soon as you know that you will be absent. It is important that you report your absence to me before or shortly after the time of the test. Requests to write make-ups after the date of the test may not be considered. In other words, do not wait to report your absence. I need written requests so that there is no confusion around make-ups. You do not need to submit your doctor’s note with your written requests but you will need to bring it to the make-up session. Late Policy Any late submissions will be deducted at the rate of 5% per day and 10% per weekend (note: you cannot submit a late paper over the weekend so 10% will be automatically deducted). You should make every effort to hand essays to me in person. I will not accept email submissions of assignments unless you receive my permission prior to submitting them. Plagiarism When submitting assignments, it is essential that there be correct attribution of authorities from which facts and opinions have been derived. If you are unsure about the referencing process, please ask me or get help at VIU’s writing centre (www.viu.ca/writingcentre ). At VIU there are University Regulations which deal with plagiarism and, prior to submitting any paper in a course, students should read the “Policy on Academic Misconduct” available online. As stated in the policy, “acts of academic misconduct may make a student subject to a range of disciplinary action – including failure for a course assignment or a course, or possible suspension by the President”. Class Cancellation The class will be cancelled due to bad weather or other emergency situations if the university shuts down. Decisions to close the university are made by the university administration. If the university is closed on a day in which a test is scheduled, be prepared to write the test when we return to class. If I am ill and must cancel a class, I will send a class email to notify everyone. Classroom Etiquette As you have now gathered from the design of this course, I value our classroom time together. The three hours we spend together each week is our only opportunity to discuss and explore the course material as a class. When participating in class discussions, please be respectful of the experiences and opinions of your classmates. In order to have productive discussions in class, I will ask that you raise your hand to make a point. I will make every effort to learn your names early so that I can make classroom discussions more efficient and so that I can support dialogue and debate. I

also encourage you to learn each other’s names and to respond to or build upon your classmates’ comments. Class will end with plenty of time for you to make it to your next class or meeting. Please do not pack up early as it disrupts the last few minutes of class. Students tell me that they find their classmates’ texting and checking of cell phone messages very distracting. We will take a break in the middle of class which you can use to respond to messages or texts.

G. Readings, Lecture and Assignments Schedule All readings listed are required readings. Most assigned readings come from the course texts. I have noted how you can find the other required readings. I may also distribute additional readings as we move through the course. Note: I use the abbreviation PC to denote “Popular Culture: A Users’ Guide”

Friday January 7th: Introduction to the Course and to the Concept of Popular Culture, Readings: No Readings Friday January 14th: Introduction to the Analysis of Popular Culture Readings: Chapter 1 from PC Friday January 21st : The Production of Popular Culture Readings: Chapter 4 from PC Friday January 28th : The Consumption of Popular Culture Readings: 1. Chapter 5 from PC 2 “An Interview with Juliet Schor” (by Douglas Holt), Journal of Consumer Culture, 5(1):5-21, 2005. Available at: .: http://www.julietschor.org/wpcontent/uploads/2010/05/Holt-JCC.pdf Also on the Agenda: Discuss Cultural Object Analysis Assignment and Upcoming Test Friday February 4th : Advertising Readings: Jhally, Sut. “Image-Based Culture: Advertising and Popular Culture” Available at: http://www.units.muohio.edu/technologyandhumanities/SutJhally.pdf Second Half of Class : **In-Class Quiz (Chapters 1,4 and 5)**

Friday February 11th: Has social media transformed the social? Readings: The entire October 2010 (Volume 30, No.5) volume of the journal Bulletin of Science, Technology, and Society ( pages 309-374). It contains the following six articles: 1. Bernie Hogan and Anabel Quan-Haase. “Persistence and change in social media” 2. Sarita Yardi and Danah Boyd. “Dynamic Debates: An analysis of group polarization over time on twitter” 3. Jimmy Sanderson and Pauline Hope Cheong . “Tweeting prayer and communicating grief over Michael Jackson online” 4. Brian Carroll and Katie Landry. “Logging on and letting out: Using online networks to grieve and mourn” 5. Anabel Quan-Haase and Alyson L. Young. “Uses and gratifications of social media: A comparison of facebook and instant messaging.” 6. Guillaume Latzko-Toth. “Metaphors of synchrony: Emergence and differentiation of online chat devices.” This journal is available in full text through the library through Sage Premier. Friday February 18th : Identity and the Body Readings: Chapter 6 from PC **Cultural Object Analysis Due** Friday February 25th : No Class, Reading Week Friday March 4th : Analyzing YouTube Readings: Burgess and Green, YouTube (purchase book) Also on the Agenda: Discuss next essay assignment Friday March 11th : Subcultures and Countercultures Readings: Chapter 8 from PC Friday March 18th : The Spaces and Places of Popular Culture Readings: Chapter 9 from PC ** Social Media and YouTube Essays Due** Friday March 25th: Globalization – Is there a global popular culture? Readings: Chapter 10 from PC ** Film Clip Summaries Due** Friday April 1st: **Popular Culture Film Clip Festival**, Wrap up course and review for Final Quiz Friday April 8th: Last Class, **In-Class Quiz** (Chapters 6, 8, 9, and 10)

Sociology 310 – Classical Social Theory Spring 2010 – S10N01 T-R 1:00-2:30, Bldg. 356/325



Office Hours:

Tuesday 3-4:30 or by appointment

E-mail is the quickest way to reach me. Please put “Soci 310” in the subject line of your e-mail. If I do not respond within 36 hours, it is because your e-mail has been snagged by the campus spam catcher – it has a thing about Hotmail and e-mail from “new” addresses. Send it again, or talk to me in person. Required Texts: Allan, Kenneth. 2005. Explorations in Classical Sociological Theory. Seeing the Social World. Thousand Oaks: Pine Forge Press. Scott, John and Gordon Marshall (ed.). 2009. Oxford Dictionary of Sociology. Oxford, New York: Oxford University Press. (You can use a previous edition of this dictionary, or any good dictionary of sociology (Penguin, Blackwell, etc.). Do NOT use Wikipedia as your “dictionary.”) Additional Readings: Specific readings directed towards the chapters will be handed out in class or posted on the course Moodle site, at: http://moodle.viuonline.ca/ . To get into the online materials, you will need the course key, which is theoryrocks!

Please look on the course Moodle site for an updated schedule of each week’s readings. ONLINE RESOURCES: The VIU Library website has many resources for Sociology students. Some of the most useful are found under the “Library guides, Overview” section: http://libguides.viu.ca/content.php?pid=47137&sid=346998 •

Blackwell Encyclopedia of Sociology

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Oxford Reference Online

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A critical dictionary of sociology

Other useful websites are found at: http://www.intute.ac.uk/sociology/ Learning Objectives: After you complete this course, I hope you will have attained: • The skills to read and make sense of challenging, unfamiliar and abstract material.

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• • •

A basic understanding of classical social theory. The ability to think and write critically about the material you are reading. Transferable knowledge: Social theory is found in many disciplines such as political science, economics, history, literature, women’s studies and anthropology, so the foundation you develop in this course will serve you in good stead in other university courses.

A note about social theory: This course is an introduction to classical social theory, also known as 19th century social thought. Because many of us often associate theory with “dead white guys,” it can be tempting to write it off as a necessary evil– something to be endured in the process of getting a major or minor in sociology. The challenge is to find the ways in which this theory helps us to understand our everyday experiences of living as the people we are, and in the everyday activities that we do: raising families, going to school, seeing movies or eating in restaurants or hanging out with friends. In short, all good sociology is about how and why we do things, and how and why we experience what we do. Nothing more and nothing less. Sociology is exciting and vibrant because it provides unparalleled insight into the social world. It allows us to see the unexpected, sometimes fun, sometimes scary aspects of society that keep it together. The purpose of this course, therefore, is to help you develop subtle, sophisticated, and nuanced abilities to see the social world from different perspectives. These are pretty lofty aspirations and achieving them will not be easy. At times, they will seem downright baffling. In order to reach these goals, we will all need to do a few things. Theory courses work best, not as lecture classes, but as seminars. Seminars only work when everyone is willing to toe the line. In order for this course to work, you will need to keep up with the reading and you will need to attend class. Perhaps most importantly, however, you’ll need to be inquisitive. Theory, when it doesn’t fit with lived experience, isn’t worth much. The challenge for you will be discovering why and how these theories matter. Ultimately, they provide lenses for looking at society, but where each of you wants to focus those lenses will likely be unique. Each of us will benefit by the others’ contributions toward this end. Both students and professionals in sociology are often intimidated by theory. There are a lot of reasons for this intimidation, many of which are very valid. Most of “the classics” in theory courses were written by 19th century white men from Germany (Marx, Weber, Simmel) and France (Durkheim). These thinkers wrestled with fundamental problems of humanity’s existence. This stuff is written by men who loved really long sentences, very abstract thoughts, and who wrote in languages that do not always translate into English very easily. In short, they are a pain in the butt to read, and even more of a pain to figure out. However, their thoughts and insights continue to provide the foundation for our discipline, and in that regard, are central to our developing sociological insights of our own. How then do we approach theory in such a way that its intimidating aspects do not take the fun out of it? One way is to take reading seriously, and assess your intentions when you sit down to read anything. I will be giving you a handout on how to read difficult or challenging material, but it is very important that you realize that you will probably have to read both the text, and the assigned readings, a minimum or two or three times before they begin to make sense. I will not be telling you what the readings or the text say. If I did this, I would only be crippling you, not helping you learn to read and understand on your own. Instead, I will act as your guide to some really tough, seemingly dry material. It is my hope that you will come to see that the reason we continue to read these “dead guys” is because they raised fundamental questions with which we still wrestle. My hope is that each of you will ask yourselves, throughout the course, one simple question: Why should I care? The answer to that question will differ from day to day, as you learn to apply the ideas of these dead thinkers to contemporary issues. As it differs you will come to see that good sociological theory can be a great deal of fun to play with. I am making the assumption that you are paying a lot of money to be here, and that you really want to learn the material – that you want to think deeply, and learn to use this material to help you succeed in other courses. Social theory is quite different from other courses that you may have taken, or be taking right now. Even though it

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is written or translated into English, social theory has its own kind of language which can be very difficult to understand – in some ways it is like learning a foreign language. I do not expect you to know this language, but it does take some getting used to. It is unlikely that the textbook or the readings will make sense the first time through. The textbook can be quite clear, but many of the readings written by the original theorists may not make a lot of sense the first time you read them. Most take three or four attempts before you begin to get what the theorist is saying. This is not about you or your intelligence – it is partly because many theories lose something when they are translated from German or French or Italian, and it is partly because the concepts and the terms that these theorists take for granted are completely new to you, and some are extremely subtle and difficult to grasp. Some people spend their entire careers just trying to interpret Marx, Weber and Durkheim for other audiences!

Course requirements: Class Participation, including in-class exercises and activities Weekly Moodle questions and deep thoughts (15 total) (due each Tuesday & Thursday by 1:00 pm) Mid-term Course journal due Feb 14th Final Course journal (due Wednesday April 16)

10% 15% 30% 45%

Tentative Grade Distribution: 1

A+ A AB+ B B-


Class Participation: In an active learning environment, your participation is vital to your learning. Learning is the desired outcome, and you are in control of your learning. It is my job to facilitate your learning by using a variety of methods to help you learn to think critically and help you to learn the course content. You are not “empty vessels” waiting to be filled up by what I say – you can learn something from almost everything that goes on in class, and I expect you to partake fully of this opportunity to learn in many different ways.

Weekly Moodle “Deep Thoughts”: 2 •

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Tuesday & Thursday Deep Thoughts & Questions: Each Tuesday and Thursday, by 1:00 pm, you must post on Moodle a “Deep Thought” about the week’s readings. For the most part, this is a credit/no credit assignment, designed to help you keep up with the readings. When I read it, your Deep Thought/Question must show me that you have read the material, and are thinking deeply about it. You must do this for at least fifteen classes during the semester to receive full credit. You might find it helpful to use your Deep Thought as a starting point for your journal entry. Your entries should be two to three paragraphs long.

These are the maximum grades you will need to achieve the letter grades listed. I reserve the right to shift this scale downwards, which will always work in your favour. 2 NOTE: The weekly Moodle Deep Thoughts and Questions are NOT meant to replace attendance in class. If I notice that you are missing most classes (without a medical note), but continuing to contribute on Moodle, I reserve the right to disallow your Moodle contributions.

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NOTE: You cannot make up these assignments if you miss them. They are due by 1:00 pm on Tuesday and Thursday, no exceptions. To prevent “Moodle” problems and computers issues, do not leave your assignment until the last possible moment.  If *I* need to cancel a class, I will set Moodle to accept late Deep Thoughts for that day only.

Course journal: You will keep a journal in which you write informally (bearing in mind this is an academic assignment for a third year course). In your journal you will show your understanding and engagement with the readings. I expect at least one entry for every assigned textbook chapter, every assigned reading and every film we see.

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Textbook entries: At the back of each assigned chapter in the text, there are several exercises the author (Dr. Ken Allan) has created called “Building Your Theory Toolbox.” Minimally, your textbook entry needs to consist of responses to the questions posed in at least two of these sections. Explore the web, answer some of the questions – show me that you have, indeed, read and understood the chapter, or at least are trying very hard to understand. Make sure to cite each website that you use in your journal.

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Reading entries: Journal entries for the readings should consist of: 1) a brief summary of the main arguments in the reading; 2) links between the reading and the textbook chapter; 3) an exploration of some of the concepts that you find most interesting; 4) a few paragraphs about whether, or to what extent, you agree or disagree with the theorist; 5) an application of the theorists’ ideas/arguments to your own life or contemporary society.

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Video/Film entries: For every film we see in class, you are responsible for writing a journal entry. You should: 1) summarize the points of the film that are of relevance to the theorist we are studying; 2) write about what you found interesting and meaningful in the film; 3) link the content of the film/video to the content of the readings and the chapter. Explore – demonstrate that you are THINKING!

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Additional entries: Sometimes I will give you assignments to do in your journal – for example, I may give you questions I’d like you to think about and try to answer. Or, I may ask you to find a current event, and apply some of that day’s readings to the event. These will be given out in class. Note: This is an intensive reading and writing class. The material you read will most likely be unfamiliar to you, and you will need to read it several times. You will NOT be able to “cram” write your journals the night before they are due, and pass the course. You must allot three to four hours outside the class for every hour spent in class – in other words, to pass the course, you will need to spend a MINIMUM of nine to twelve hours EACH WEEK working on this course.

Journal evaluation criteria: Your journal will be evaluated on the following criteria:

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Entries: Do you have the required number of entries? How complete is your journal? Remember that minimal effort deserves a minimal “reward,” just like in the work place.

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Engagement: First, I want you to demonstrate that you are deeply engaged with the material. Do not simply quote the texts just to fill up space. If you use quotes, do it to illustrate your understanding, or to emphasize a point that you want to make, and make sure to cite the material, whether from the textbook, readings, dictionary, or websites. I am looking for signs that you have read the material, and that you are struggling to understand.

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Comprehension: I want you to demonstrate your comprehension, or understanding, of the material. You may show this in many ways, most often by writing in your own words a summary of what you think the author is saying. Follow this by what you think about what the author said. You can even demonstrate your comprehension by telling me about what you do not understand, about what is difficult, about what concepts evade you. I expect to see progress over the course of the semester. For example, Marx may confuse you deeply in January, but by the end of February, he has begun to make sense. I expect to see this development in your journal.

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Effort and originality: You will be rewarded for the effort and energy you put into your journal. If you take it seriously, and write it as the semester progresses, I will be able to see this progress. Please make sure that all outside materials, including those you find on the web are cited properly, included the URL (web address) where you found the material, and the date downloaded. However, do not put pages and pages of downloaded material in your journal. I am very interested in seeing what you think about what you find “out there.”

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Application: Last, you need to show me that you can apply the ideas to social life. For example, if you have a job outside of school, think about which of our theorists’ ideas might fit with your experiences on the job. For example, if you think Marx was full of poop, feel free to say so – BUT you must back it up with why Marx’s ideas do not fit your lived experience. Weber talks a lot about bureaucracy: take what he says and “test” it by applying it to a contemporary bureaucracy (have you ever tried to get a real human being at Telus?). Feel free to disagree with what you are reading, and to tell me precisely why you disagree. Show your struggles and your triumphs as you work your way through this material.

I will not be reading every single entry in your journal, and you will not know ahead of time which entries I will be reading, so it is to your benefit to be consistent in your journaling. Most students find these journals are a helpful way of keeping up with the material and help them to really learn what the different theorists are saying. A good strategy is to pretend you are writing to someone else – perhaps a friend, or one of your parents. Pretend they are intelligent and educated, but that they have not taken the course, so you have to explain things to them. Keep in mind that this is an academic assignment in a third year course. Write your thoughts and feelings and ideas about what you are reading. Each entry should be between two and four double-spaced pages. Format for journal: Journal entries should be typed, double spaced, with 1” margins. Title and date each entry with either the textbook chapter, the name of the reading, the film, or the specific assignment. If you prefer to handwrite your journal, that is fine, as long as your handwriting is legible, your entries are double spaced, and you leave room in the margins for me to write comments. Also, as with ALL assignments, you must keep a copy of your journal, in case the copy you hand in gets lost or misplaced. Do not hand in a hand-written journal without first making a photocopy of the journal. Your journal entries must be your own. If you want to include information you have found on the web, you MUST cite it, just as you would in a paper. Make sure that I can tell what you have written, from what you have found on the internet or in other source. Make sure to cite ALL outside sources properly, both in-text and at the end of your journal entry.

Getting Help: Please feel free to bring any concerns to me. Sometimes juggling many courses, or even one, can be quite overwhelming, especially when real life intrudes. However, I’ve found that there’s usually a way through most problems, if they’re caught early enough. I can try to help you, but only if I know that something is going on. I will help you to find the resources on campus that can help you to work things out. Student Support Services in Building 200 also has people available on a walk-in basis, Monday to Friday, except during the lunch hour. Please feel free to go there and talk with someone, before your academic progress gets put into jeopardy.

Special needs: If you have any special needs or a documented disability, please let me know. There are lots of services available at Malaspina that will help me to help you to thrive and succeed. If you know that you have a disability, but have not accessed the resources available to help you, I can help you to link up with the people on campus who are there to support you. Students with documented disabilities requiring academic and or exam accommodation should contact Disability Services, Building 200, or call 740-6416.

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Ground rules: 1. Talking in class: We all share responsibility for creating a classroom environment that accords fundamental respect to each participant, where each of you feels free to ask questions and express your ideas. Talking, whispering, or writing notes to each other is extremely distracting to me and to your fellow classmates. Many students are working full or part-time to pay for school, and they want an environment where they can concentrate on what is going on in the classroom. I know that many of your whispered questions to a classmate may be just to clarify something I’ve said – but I would prefer that you raise your hand and ask me to repeat myself (I can guarantee that if you missed it, many others did too!). If you talk when I am speaking, or when another student is speaking, I will ask you to stop. If the behavior recurs, I will ask you to leave the class. 2. Cell phones & other noise making machines: Please turn your cell phone off in class. If you are a parent or might need to be reached urgently, set your phone to silent or vibrate, sit near the door, and leave the class if you need to talk. Please do not text during class time. If you need to be in interaction with someone not in the class, please be polite and go into the hallway, and text to your heart’s content. 3. No laptop computers in class, unless you are a note-taker for a student with a disability, or if you have a compelling reason for needing to use a laptop in class. Please see me to discuss your needs.

Soci 310 TENTATIVE Course Schedule

The outline will change as we deal with the weather, illness, and how quickly the class moves through the material. Check the Moodle site for up to date listings after the beginning of class. DATE

READING

Week 1

January 5 January 7

Week 2

January 12

Introduction Conflict/Order paradigm Reading: Allan Chapter 1 Reading: Discovery of Society (handout) INDUSTRIAL REVOLUTION CLASS ASSIGNMENT:

January 14 Week 3 Week 4

Week 5

January 19 January 21 January 26 No Class January 28 February 2 February 4

Find at least one thing that was invented during the Industrial Revolution, and one social "event," "change," or "movement." If you can't find a social thing, then find two inventions! Bring your ideas to class. This was a pivotal period in history, and important for all our classical theorists. Reading: Allan Chapter 3 – “Engines of Change – Karl Marx” Reading: Excerpts from Marx “The German Ideology” – excerpt “Preface to the Critique of Political Economy” - handout Film: The Take Journal entry on how Marx’s ideas are illustrated in the film “The Take” Marx conclusion Reading: Allan Chapter 5 “Authority and Rationality – Max Weber” Reading: Excerpts from Weber – Bureaucracy – handout

7 Week 6

Week 7 Week 8 Week 9

February 9 Februrary 11 Feb. 16 Feb. 18 February 23, 25 March 2 March 4

Week 10

March 9

Week 11

March 11 March 16

Week 12

March 18 March 23

Week 13

March 25 March 30

Week 14

April 1 April 6

April 8 Final Journal

“Types of Legitimate Domination” - handout Film: Brazil – journal entry on how many of Weber’s ideas are illustrated in the film JOURNALS DUE AT BEGINNING OF CLASS READING WEEK – NO CLASSES! Durkheim – Chapter 5 – Allan text Reading: The Elementary forms of the religious life (excerpt, handout) Reading: The Division of Labour in Society (excerpt, handout) Simmel – Chapter 6 – Allan text Simmel readings (they are short): “Coquetry”, “Conversation” and “The Social Gathering (The Party)” Mead – Chapter 7 – Allan text Mead – excerpt from “Mind, Self & Society” - handout Chapter 8 – Martineau, Gilman, Du Bois – Allan Text Reading: Du Bois – “The Souls of Black Folk” – handout “The Souls of White Folk” – 1 page handout Excerpt from Martineau: Do not get bogged down in the positivism/neo-positivism discussion – read for contributions to sociology. Women Founders of Sociology Due Wednesday April 16th by 5:00 pm

Sociology 312 – Contemporary Social Theory

Spring 2011, Section S11N01 Monday & Wednesday, 10:00-11:30 am, Bldg. 356, Room 325

Course prerequisite: Soci 209 – The prerequisite will NOT be waived for this course. Instructor: E-mail:

Dr. Linda Derksen [email protected]

Office: Room 376, Building 356 Phone: 753-3245, local 2796

Office Hours:

Wednesday 2:30-4:30 pm and by appointment. Questions about course materials are best handled in person, either in class or in my office hours. I can only answer very short, to the point questions via e-mail.

Required Texts:

Allan, Kenneth (2011). Contemporary Social and Sociological Theory. Visualizing Social Worlds. 2nd edition. Thousand Oaks, CA: Pine Forge Press. Scott, John and Gordon Marshall (Eds.). 1998. Oxford Dictionary of Sociology. Oxford, New York: Oxford University Press. You may use any good dictionary of Sociology – including online dictionaries. The library has an online version of the Sage Dictionary of Sociology – just type those words into the catalogue’s search engine, and you can link to the book electronically. Additional Required Readings: Throughout

the course there will be supplemental readings that can be found on the course Moodle site: http://moodle.viuonline.ca/ Moodle is an online learning environment which has been adopted by Malaspina. If you have issues with computer access from home, there are computers all over campus. For a complete list of where computers live, besides the library commons and the atrium, go to: http://www.viu.ca/technology/general/labs.asp Please see the course Moodle site for the readings. It will change frequently, so check back often. I will try to send you an e-mail each time I make substantive changes to the site. http://moodle.viuonline.ca/ Course key: theoryrocks!

Course description: This course is an introduction to contemporary social theory. However, as you can tell from the title, “contemporary” means that there is theory that came before the body of work known as “contemporary theory.” In sociology, we typically refer to this body of theory as “classical social theory.” Virtually all contemporary theory is in some way a reaction to – or a debate with – issues that were raised or not addressed completely (or at all) by classical social theorists. The theorists we will cover this term are only a small slice of those called “contemporary” – there are many, many more, depending on your interests.

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Learning Objectives: After you complete this course, I hope you will have attained: • A basic understanding of what contemporary theorists are saying and thinking.

• •

A basic understanding of the main debates in the field of contemporary social theory.

•

Transferable knowledge: Social theory is found in many disciplines such as political science, economics, history, literature, women’s studies and anthropology, so the foundation you develop in this course will serve you in good stead in other university courses.

An increase in your skill at reading and applying academic social theory. This is an acquired skill, it doesn’t come easily, but there are some tricks of the trade that will be very useful in all your courses. You will learn to investigate a writer’s biography and historical period to help you understand their writing; how to determine the audience to whom the author is writing and the people they are arguing with; and how to identify theoretical arguments and concepts.

Course requirements: Class Participation, including in-class exercises and reading workshops 10% Weekly Moodle Deep Thoughts (due each Monday & Wednesday by 10:00 am) 10% th First Course journal – Due Wednesday, Feb 16 * 35% You will hand in your journals, covering the chapters and readings we have covered to this point in the course. Final Course journal -- Due Thursday, April 14th* 45% Note: I do not normally accept late assignments, except for medical reasons. If you do hand in your work late, your assignment will be subjected to a penalty of 3% per day, including weekends. Class Participation (10%): Our class time is the space for which you and I prepare, NOT a space to which you come, like an empty glass, to be filled up with knowledge and information. We share a responsibility to have completed the readings, and to be ready to engage with the material in class time. In an active learning environment, your participation is vital to your learning. Learning is the desired outcome, and you are in control of your own learning. It is my job to facilitate your learning by using a variety of methods to help you learn to think critically and help you to learn the course content. You are not “empty vessels” waiting to be filled up by what I say – you can learn something from almost everything that goes on in class, and I expect you to partake fully of this opportunity to learn in many different ways. I will help you to learn how to improve your ability to read and understand difficult texts, we will have in-class workshops to help you improve your writing. The goal is that you get a chance to do some work and receive feedback, and then improve your work based on the feedback.

Weekly Moodle “Deep Thoughts:” (15 entries for 10% of your final grade) Each Monday and Wednesday by 10:00 am, you will write a “Deep Thought” about the day’s readings and post it on the course Moodle site. These entries are visible only to you (the student), and I (other students cannot see them). These are credit/no credit assignments, as long as your Deep Thought is sufficiently thought out and well written. You should aim to write three to four paragraphs on the reading. The goal is to get you to read at least something from the day’s readings. Students report that this exercise improves their understanding, and they get much more out of the class by having to do the reading before class. You must post at least fifteen Deep Thoughts during the semester to receive full credit. Extra deep thoughts (as in more of them), will receive bonus marks. I will be randomly checking your Deep Thoughts to make sure that they do, indeed reflect that you have read, and are engaged with the readings. IMPORTANT NOTE: You cannot make these assignments up if you miss them. They are due by the start of class, no exceptions.

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Course journals: You will keep a journal in which you write informally, showing your understanding of the theorists’ arguments, and your engagement with their thoughts. I expect at least one entry for every chapter in the text, every assigned reading and every film we see. You may combine the textbook entries with the assigned readings, but make sure you cite the textbook and the reading throughout your entry, so that it is clear that you have read both.

•

Textbook entries: Please write an entry showing that you have read and understood the chapter. You will have the most success with the readings if you read the chapter before the assigned reading.

•

Reading entries: Journal entries for the readings should consist of a very brief summary of the main arguments in the assigned reading, a deeper exploration of one or two of the main concepts (tell me which ones you will explore in depth), and an application of these concepts to events in the world or to your own life. Explore the things that you find interesting or puzzling. You should demonstrate links between the reading and the textbook chapter. Make use of the dictionary, the online resources, and resources through the library, such as the Blackwell Encyclopedia of Sociology (online).

•

Video/Film entries: For every film we see in class, you will write a journal entry. In your journal entry, summarize the film, and link the content of the video to the content of the readings and the chapter. Explore – demonstrate that you are THINKING! Films are shown to illustrate a specific theorists’ concepts – so do not watch the film for entertainment value, but for how it can be applied to a specific theorist.

•

Additional entries: Sometimes I will give you assignments to do in your journal – for example, I may give you questions I’d like you to think about and try to answer. Or, I may ask you to find a current event, and apply some of that day’s readings to the event. These will be given out in class.

Journal evaluation: You will be evaluated on the following criteria:

•

Entries: Do you have the required number of entries? How complete is your journal? Have you demonstrated that you have read the chapters and readings?

•

Comprehension: I want you to demonstrate your comprehension, or understanding, of the material. You may show this in many ways. You do need to summarize the main arguments in the reading/chapter, and then explore two or three concepts that you find interesting. I expect to see progress in understanding over the course of the semester. For example, some concepts may confuse you deeply in February, but by the end of March, they have begun to make sense. I’d like to see this development written about in your journal. Tell me about your “ahah” moments, and your “gosh, this is hard and dull and boring” moments. This is where you demonstrate that you understand the material by discussing it clearly, or showing your movement towards clarity and understanding.

•

Application: Last, you need to show me that you can apply the ideas to the wider social world, whether that is events in the world or your own life. For example, if you have a job outside of school, think about which theorist’s ideas might fit with your experiences on the job. If you think someone is full of poop, feel free to say so – BUT you must back it up with why those ideas do not fit your lived experience. Feel free to disagree with what you are reading, and to tell me precisely why you disagree. Show your struggles and your triumphs as you work your way through this material.

Format for journal: Journal entries should be typed, double spaced, with 1” margins. Title and date each entry with either the textbook chapter, the name of the reading, the film, or the specific assignment I’ve given you. As with ALL assignments, you must keep a copy of your journal, in case the copy you hand in gets lost or misplaced. Your journal entries must be your own. If you want to include information you have found in the library, in secondary sources, or on the web, you MUST cite it, just as you would in a paper. Make sure that I can tell what you have written, from what you have found on the internet. A Few Words on Films and your Journal: We do not watch films for entertainment in this class; we watch them so that you will have an empirical setting in which you can see the theories at work. Thus, you should approach these films as “data” to which you can apply

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social theory. Treat the films not as art, nor as entertainment; treat them as though they are experiences and social action that you have witnessed; treat them as exceptionally detailed fieldnotes, field conversations, and interviews. When you use examples from them in your papers, those examples should look the way data look in an ethnographic article or book; they should be introduced the same way data are introduced in ethnographic articles and books; and you should use them in the same manner as ethnographers use their data: i.e., to illustrate the concept you are discussing. Good research uses clear and well-defined data to illustrate points; it makes a naive reader familiar with a social world of which he or she has no direct experience. In presenting your interpretation of the data in the film, you should strive to achieve the same standard. In order to achieve that standard, you should assume that your reader has not seen the film. Since people’s situated action, not the film’s plot, will be your focus, the fact that your reader has not seen the film should not present a problem. Helpful thoughts about learning social theory: I am making the assumption that you are paying a lot of money to be here, and that you really want to learn the material – that you want to think deeply, and learn to use this material to help you succeed in other courses. Social theory is quite different from other courses that you may have taken, or be taking right now. Even though it is written or translated into English, social theory has its own kind of language which can be very difficult to understand -- in some ways it is like learning a foreign language. I do not expect you to know this language, but it does take some getting used to. It is unlikely that the textbook or the readings will make sense the first time through. The textbook can be quite clear, but many of the readings written by the original theorists may not make a lot of sense the first time you read them. Most take three or four attempts before you begin to get what the theorist is saying. This is not about you or your intelligence – it is partly because many theories lose something when they are translated from German or French or Italian, and it is partly because the concepts and the terms that these theorists take for granted are completely new to you, and some are extremely subtle and difficult to grasp. In fact, if you’re completely confused the first time you read something by Pierre Bourdieu or Jurgen Habermas, then you’re just like every other sociology student (and most professors) that have ever read the works of these scholars! The good news is that after reading the material a few times, and participating in lectures, and applying the material in class – it will all begin to fall together. If it doesn’t, then come see me as soon as possible! With a guide (that’s me), and with some hard work and participation on your part, you will find that social theory is a powerful tool to help you understand the world around you. In this course you will learn to analyze events and situations from different theoretical perspectives. You will probably come to see that there is no single social theory that can explain all of social life. Along the way you will hone your critical thinking skills, you will learn to explain current and historical events and trends theoretically, or conversely, you will apply social theory to increase your understanding of why things are the way they are in the world around you. Most learning takes place when people are actively involved in the subject matter – very little takes place simply by listening or reading. Therefore, your full participation in class, and your reading and engaging with the material outside of class, will ensure that you do well. I encourage you to find a “study buddy” or two or three, and work together. Ground rules: 1. Talking in class: We all share responsibility for creating a classroom environment that accords fundamental respect to each participant, where each of you feels free to ask questions and express your ideas. Talking, whispering, or writing notes to each other is extremely distracting to me and to your fellow classmates. Many students are working full or part-time to pay for school, and they want an environment where they can concentrate on what is going on in the classroom. I know that many of your whispered questions to a classmate may be just to clarify something I’ve said – but I would prefer that you raise your hand and ask me to repeat myself (I can guarantee that if you missed it, many others did too!). If you talk when I am speaking, or when another student is speaking, I will ask you to stop. If the behavior recurs, I will ask you to leave the class.

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2. No electronic devices, including cell phones, texting, Ipods or other communication devices (or noise making machines): Please turn your cell phone off in class or set it to silent. If you are a parent or might need to be reached urgently, set your phone to silent or vibrate, sit near the door, and leave the class if you need to talk. Please DO NOT TEXT MESSAGE while in class. If you must text or go onto a social networking site, please feel FREE to do this – IN THE HALLWAY! 3. No laptop computers in class, unless you have a special need for a laptop, or if you are taking notes for a classmate with a disability. Please see me to discuss your needs.

A note about TIME: This is a third year course. At the 300 & 400 level, for every hour that you spend IN class, you should be working on the course at least three to four hours outside of class time. This means that most weeks, in addition to class time, you will put in nine to twelve hours each week working on this course. Treat your school work like you do your paid work, and schedule time for it. It sounds corny, but research shows that if you do, you will reap the rewards of your academic degree (in increased earnings potential) for the rest of your life. Tentative order of readings: Week of January 10 & 12 Chapter 1 – In the Beginning there was Modernity – chapter only (no additional reading) th Chapter 2 – Defining Moments in 20 Century Theory – (chapter only – no additional reading) Next: Chapter 3 – Herbert Blumer + reading Chapter 4 – Harold Garfinkel + Candid Camera video Chapter 5 – Erving Goffman + reading Chapter 16 – Text, Power and Women – Dorothy Smith + reading Two to three additional feminist readings Chapter 8 – Pierre Bourdieu + reading + “Learning to Labour” film Chapter 12 – Anthony Giddens + reading Chapter 9 – Immanuel Wallerstein + reading If time permits: Chapter 11 – Habermas Chapter 13 – Foucault + reading

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Getting Help: Please feel free to bring any concerns to me. Sometimes juggling many courses, or even one, can be quite overwhelming, especially when real life intrudes. However, I’ve found that there’s usually a way through most problems, if they’re caught early enough. I can try to help you, but only if I know what is going on. Come to me if you’re feeling overwhelmed, and we’ll work out a solution, or I will help you to find the resources on campus that can help you to work things out. Student Support Services in Building 200 also has people available on a walk-in basis, Monday to Friday during normal working hours. Please feel free to go there and talk with someone, before your academic progress gets put into jeopardy. Special needs: If you have a documented disability and you need a special chair, an interpreter, extra time or other accommodation for exams or assistance with note-taking in class, please contact Disability Services in Building 200, or call 250-740-6416. I’m more than happy to help with any accommodation that will increase your ability to learn. There are lots of services available at VIU that will help me to help you to thrive and succeed. If you know that you have a disability, but have not accessed the resources available to help you, I encourage you to seek out the support available at Disability Services.

Grade Distribution: This year, Vancouver Island University has adopted a common grading scale: Percentage (%)

Letter Grade

Grade Point

90-100 85-89 80-84 76-79 72-75 68-71 64-67 60-63 55-59 50-54 0-49


4.33 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.00 0.00

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Dr. Linda Derksen Grading Expectations1 Please remember that grades are assigned to WORK – never, ever to people. Many students feel that they deserve an “A” for meeting the minimum requirements of an assignment. However, just like in the outside world (i.e., at work), if you do the minimum, you get rewarded with the minimum – you pass the course (or collect your paycheque). If you want to get higher grades, you have to exceed minimum expectations, just as in the outside world, if you want to get a promotion, you have to do your work extremely well and go the extra mile, not just do your job “adequately.” Characteristics of work in the A range (A-, A, or A+): Outstanding performance and exceptional work. The content, organization and style of the work are all at a high level of comprehension of the subject, and the work demonstrates excellent writing (or verbal presentation), critical thinking, and the use of research and existing literature where appropriate. The work demonstrates sound critical thinking processes, innovative ideas and shows personal engagement with the topic. The work far exceeds minimum expectations in all areas. Grammar, writing, spelling and formatting are all excellent. Characteristics of work in the B range (B-, B or B+): The work is good and has no major weaknesses. The writing or verbal presentation is clear and explicit; coverage of the topic is good and the work demonstrations good comprehension. The work shows good use of existing knowledge on the subject, including research and existing literature. Grammar, writing, spelling and formatting are done well. The work exceeds minimum expectations in most areas. Characteristics of work in the C range (C-, C or C+) Satisfactory performance and adequate work. Shows fair comprehension of the subject but has some deficiencies in content, style and/or organization of course material. Adequate use of research and existing literature. Grammar, writing, spelling and formatting meet minimum requirements. Talk to me about what will move your work up to the next level. Characteristics of work that receives a grade of “D” Marginal performance with minimally adequate work, barely at a passing level. The work shows serious flaws in content, organization or style of written (or verbal) work. The work shows poor comprehension of the subject, and minimal involvement in required work. The work shows poor use of research and existing literature. The work may show poor use of grammar, poor spelling, incorrect formatting, and may demonstrate problems with writing. Talk to me – I’m willing to help you improve your work! Characteristics of work in the “F” range Failing work. Does not meet most, or any, of the minimum expectations. The works does not meet expectations for grammar, spelling, formatting and writing. Talk to me – it’s likely I’m willing to help you to succeed, if you are willing to put the work in as well.

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These grading criteria have been adapted from the Criminology Students’ Handbook http://web.mala.bc.ca/crim/student/Crim%20Student%20Handbook%2005-06.pdf

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SOCIOLOGY 320 Fall 2010 Vancouver Island University Monday and Wednesday 1:00pm to 2:20pm Building 356 Room 325 Instructor: Office Location: Office Hours: Telephone: Email:


Course Description Families are important social institutions. They are a major source of joy and satisfaction in our lives. Families are constantly changing and as a result face many challenges. Thus families can also be sites of tension and strain. This course explores the social construction of family life. What are some of the issues facing families today? What impact have various social forces had on family life? And how are these contemporary sociocultural changes affecting families and family members adaptive strategies? In this course, critical consideration will be given to a number of ongoing familial debates through select theoretical frameworks including structural functionalist, political economic, and feminist perspectives. This course also explores several substantive issues related to feminism and families such as trends and changes in family life, gender relations in families, family diversity, family violence, family politics and policies, “family values”, and the pro-family movement.

Required Reading Materials: Textbooks and Reserve Readings 1. 2. 3.

Families Changing Trends in Canada. Sixth Edition. 2009. Edited by Maureen Baker. Canada: McGraw Hill Ryerson. Reserve Readings available at the Library. To Be Announced: Occasionally throughout the term I will either hand out and or refer you to other academic articles, charts, reports of interest etc. that you will be responsible for reading and knowing content-wise. Please take note of these materials as they will also be included on the exams.

Note: Students are responsible for all lecture material, films, handouts, reserve and assigned readings. Students must come to class having read and reflected on the assigned readings. You will learn more if you have read the material before you come to class. Students must also be prepared to be called on in class, and to contribute to classroom discussion.

Method of Evaluation Assignment Group Movie Presentation Proposal Midterm Exam Group Movie Family Presentation “Picturing the Family” Paper Class Participation, Debate and Discussion TOTAL

Tentative Date October 4th, 2010 October 20th, 2010 November 3rd to 10th, 2010 November 29th, 2010 entire term

Weight 5% 30% 25% 30% 10% 100%

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September 8th


September 13th, 15th

Sociology of Families: “The Way We Never Were” Readings: Baker Chapter 1; Baker Chapter 3; “Conceptualizing ‘Family’” by Luxton and Fox (2009); “The Way We Weren’t” by Coontz (1995)

September 20th to 27th

Theoretical Frameworks Reading: Baker Chapter 2

September 29th to October 4th

Gender Relations in Families Reading: Baker Chapter 6; “Household Labour and the Routine Production of Gender” by Coltrane (2009) Group Movie Family Proposal Due Worth 5% of Final Grade

October 6th to 18th

Diversities in Families Reading: Baker Chapter 7; “Maintaining Identities: The Soul Work of Adoption and Aboriginal Children” by Carriere (2010)

October 20th

Midterm Exam Worth 30% of Final Grade

October 25th to November 1st

Sexualities and Families Reading: “One is Not Born a Bride: How Weddings Regulate Heterosexuality” by Ingraham (2009)

November 3rd to 10th

Group Movie Family Presentations Worth 25% of Final Grade Written Summaries Due November 10th, 2010

November 15th, 17th

Children and Parenting: Motherhood and Fatherhood Reading: Baker Chapter 5; “Ape, Chicken, Dad” and “Attica and others” by Knighton (2010); “Relationships Inside the Club and Out” by Nelson (2009)

November 22nd, 24th

Family Violence: Violence Against Women and Children Reading: Baker Chapter 9; “The Murder of Children by Fathers in the Context of Child Abuse” by Cavanagh, Dobash and Dobash (2007)

November 29th

Family Policy Readings: Baker Chapter 10 “Picturing the Family” Paper Due, Worth 30% of Final Grade

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“Family Values” Discourse and The Pro-family Movement Reading: “The New Crusade for the Old Family” by Skolnick and Rosencrantz (2000); “Pro-family Organizations in Calgary, 1998: Beliefs, Interconnections and Allies” by Anderson and Langford (2001)

December 6th

The Future of Families Reading: Baker, Chapter 12 “Picturing the Family” Photo Reception

Exams and Assignments There is one midterm exam in this course and there are three assignments.

1. Midterm Exam There will be one midterm exam during the course of the term. The midterm exam is worth 30% of your final grade and is tentatively scheduled for October 20th, 2010. The exam format may include: multiple choice questions, fill in the blank, concepts definitions, short answer and or essay questions.

2. Group Movie Family Presentation Proposal Overview: For this assignment you will need to form a group of three or four people (no more than four!) to work with on this project and throughout the term on the movie family analyses presentation and written summary. There are three main stages of the project: the proposal; the group presentation; and the written summary. The primary purpose of the movie family presentation proposal is to get students thinking and working together early in the term. This assignment requires your group to demonstrate your ability to apply key sociological concepts, ideas, and theoretical perspectives introduced in this course to a movie family of your choosing. Each group will select a movie. The list of movies is ENDLESS. Possible movies include: My Sister’s Keeper; The Stone Child; A Family Affair; In Her Shoes; The Simpson’s Movie; The Wedding Banquet; The Education of Little Tree; Bend it Like Beckham; East is East; Walk the Line; My Big Fat Greek Wedding; Mama Mia; Mambo Italiano; The Savages; Meet the Parents; Little Miss Sunshine; The Royal Tennebaums; A Single Man; Monsoon Wedding; The Secret Life of Bees; The Family Stone; About a Boy; The Pursuit of Happyness; American Beauty; An American tail; Hanging Up; Rachel Getting Married. . .These and other movies are most welcome! Be sure to pick a movie that is focused on family and one in which family relationships are key to the overall plotline. Instructions: Get your group together. Pick a movie. Make Popcorn. Watch the movie. Take notes. Then pull together a short written assignment that introduces the audience to your group and to your movie family. The proposal should articulate what is “sociologically” interesting about your movie family and illustrate the sociological

4 relevance with respect to the study of family life and family relations i.e. how the movie family relates to the course content! In a 2 to 3 double spaced, typed page proposal, each group needs to outline the following: • • • • • •

the names of all group members the title of the movie you will be presenting on a brief summary of the movie – (hint: the proposal is not meant to be a movie review, rather you need to demonstrate your ability to integrate course knowledge and begin to put together an analysis of a movie family as seen through the eyes of family sociologists) a short sociological sketch of the movie family – describe the family in the movie and this is KEY - two things about this family that would be interest to family sociologists and an explanation as to why – in other words how the movie relates to the sociological study of families a preliminary bibliography that properly cites and references the movie and (all books, journal articles, e-journal and internet resources) all other materials you consulted to draft the proposal. APA and MLA referencing styles are both acceptable.

Grading: Your proposal will be graded in relation to how well you meet the above criteria. A group mark will be assigned. The proposal is worth 5% of your final grade.

3. Movie Family Group Presentation and Summary 1 Building on the group work that came out of the movie family proposal, the second stage of the project entails putting together a 15 minute group presentation on your movie family. Presentation Instructions For the presentation portion of the project your group will need to do five things that involve moving from describing the movie family to analyzing the movie family, through a particular theoretical lens. You need to: 1. Describe the movie family. Who are members of the family and how are they related to one another? What type of family is depicted (i.e. nuclear, extended, blended, dual-worker, DINKs, single parent etc.)? Explain why you characterize this family as family? Is the movie plot realistic in the sense that real families might encounter similar issues or problems? If your only understanding of family were to be gleaned from this movie family, what would your impression of family or family life be? 2. Pick a sociological theory of family. Briefly tell the audience about the theory and identify some of the key themes and concepts related to the theory. Draw on material in the textbook and your lecture notes to do this. Explain how the theory contributes to our understanding of family, family interaction and family relations. 3. Focus on two or three scenes from the movie that your group thinks most clearly reflect the themes, concepts associated with the theory you identified above. Provide explicit examples. You may want to show clips from the movie to support and or illustrate your analysis. Remember: You need to focus on analyzing family relations from the point of view of your chosen theory. 4. End your presentation with a statement about how the theory as evidenced in the movie family is brought to life. 1

Assignment Guidelines adapted from an undated TeachSoc (December 2008) posting, author unknown.

5 5. Answer question posed by the class and or raise some questions for class discussion. Each group will be evaluated on the above criteria and will be assigned a group mark. The presentation will be marked according to the following criteria: • • • • • • • •

Are you well prepared to discuss the topic? Have you described your movie family clearly and explicitly? Do you present your chosen theory and related themes and ideas clearly? Do you analyze scenes using themes and concepts related to the theory? Is the presentation well coordinated and integrated; Delivery of the presentation (Note: you should avoid reading from a paper for the whole presentation) Does each group member participate in the presentation? Is your use of visuals and resources appropriate, easy to understand and or follow? Do you answer questions and participate in discussion related to your presentation in a professional manner? Generation of debate?

Written Summary Instructions: The third stage of the project involves each group submitting a written summary of their presentation content. For the written summary part of the project, each group will submit a six to eight page document that summarizes the material presented in class. Put the presentation into words or written format. The written summary should follow the same format as the presentation in that is should begin by describing the movie family; identify and provide an overview of a sociological theory of family, followed by some important themes and concepts that emerge from this perspective. The paper should then analyze two or three scenes from the movie that reflect important aspects of the chosen theory. For example, you may want to spend a page or two analyzing each scene. Remember you need to focus on analyzing family relations from the point of view of your chosen theory. Lastly the summary should be framed with an introduction and a conclusion. The written summary should be logical; well organized; properly referenced; free of typos, spelling and grammatical errors; formatted etc. Each group’s written summary will be evaluated and a group mark will be assigned. The written summary will be marked according to the following criteria 2: • • • • • • • •

2

Have the assignment instructions been followed? Are solid connections between the chosen theory and the movie evident in your analysis? Are these connections well established and explained? Is a clear and accurate understanding of the concepts presented? Has the movie family been accurately described and summarized in the assignment? Is the assignment well written? Have you properly referenced all secondary materials used in your analysis? Is the assignment formatted and organized properly? Free of spelling, grammatical errors etc.?


6 Grading: The mark for the presentation and the written summary will be based on the criteria outlined above. The summaries are due November 10th, 2010. The overall mark for the movie family assignment will constitute a blended mark, an average of the presentation and written summary grades. The assignment is worth 25% of your final grade.

4. “Picturing the Family” 3 Paper Overview: Photographs provide an historical record of our day to day family lives, lives that one could argue are increasingly being digitally documented. Today many of us take countless pictures of our families and ourselves on digital cameras or phones. We often share these photos with those around us near and far using an array of social media and networking album formats such as MyPhotoAlbum, Facebook and Flickr. But what do these pictures have to say about us? About family? And the stories we tell? Instructions: First you need to read Robert Zussman’s (2006) article “Picturing the Self: My Mother’s Family Photo Albums.” The article is on reserve at the VIU Library. Zussman (2006:28) would likely argue that much like the “self”, “family “is not an entity or a thing, but a story (or stories) we and others tell about ourselves”, that is, our understandings of “family” are often socially constructed or “structured” through the process of story telling In this respect, pictures and photo albums provide “a way to remember” (2006:28) and offer insight into the diversity of family lives and histories. Next you will need to choose a series of photographs (between 5 and 10 maximum) of your own family that you will assemble into your own family album. Zussman (2006:29) would argue that such a process is highly selective. Photocopies of pictures may be included. Please note that you do not need to part with invaluable, inherited photos and or family heirlooms. The photos in the your album should be numbered or otherwise identified, noted, labeled etc. so that you can easily refer to them in the context of your written analysis that will accompany the album. Following Zussman’s (2006) example, you will then write an 8 to 10 page sociological analyses of the pictures in your family album. For this assignment you will need to ask yourself a number of reflective sociological questions. The answers will form the basis of your written analysis. You need to move beyond the commomsensical storyline of the photo i.e. that it is a posed family picture; an elementary school picture; my dog; my best friend etc. Instead your written analysis should focus on a discussion of the following: • • •

3

What do these photos have to say sociologically speaking, about who and what your family is or was, both past and or present? What pictures found their way into your album and why? What pictures are missing? Lost? Excluded? Stolen? Why may that be the case?

Assignment Guidelines adapted from undated TeachSoc (December 2008) posting “Picturing the Family”. (Author and date, unknown).

7 • • • • • •

• • • •

THIS IS KEY  What story and or stories do these photos tell, that is, what stories might these photos reveal about you and your family that may be of interest to sociologists? How are your photos of family to use Zussman’s (2006) words “peopled”? Conversely, what stories may be concealed in these photos? What stories remain untold in the pictures? What aspects of your family may be absent from the story and why are they absent? What aspects of the story may not be as they appear to be in the picture? THIS IS ALSO KEY  How are social issues (i.e. issues related to race and ethnicity; social class; poverty; gender relations; work; ability; sexual orientation; religion) represented or not in the pictures? Why or why not? And what photographic evidence speaks to these sociological issues? (Hint: Think about Zussman’s (2006) idea of points at which our family stories encounter social structures.) What family dynamics (i.e. sibling rivalry; courtship; dating; parenthood); of family relationships (marital; extended family; fictive kin); and family roles (i.e. motherhood; fatherhood; parenthood; caregiver; breadwinner; family hierarchy; generations) are depicted in the photos? What family memories are captured? A special occasion or family event? Importance? Do these photos represent “idealized images of family” according to Zussman (2006)? How might these images and stories impact future generations?

Grading: Your analysis should be approximately eight to ten double spaced, typed pages in length. (Note: This is a rough guideline, an analysis of three pages is too short; one that is 15 pages also does not reflect the parameters of the assignment). Format the assignment as follows: include a title page with your name and student ID number; use 12 point Times New Roman font, and 1” margins; and number the pages. A strong analysis will demonstrate attention to detail - grammar, spelling, and writing style. Material drawn from the textbook and or other sources (including the newspaper article) must be properly referenced. These components will all be evaluated in the marking. And PLEASE, PLEASE, PLEASE GET AS CREATIVE AS YOU WANT WITH THE ALBUMS!!!! I’d like to end the course with a album reception. A strong analysis will: 1. Highlight the sociological content of your photos, clearly communicate the sociological relevance of the pictures and discuss how they relate to the course content on family sociology. 2. Explain and discuss how the stories the pictures tell relate to the major themes and concepts of the course. It will provide a strong link between the course materials and the questions posed in the assignment (please see above). Your answers to these questions include a discussion of key sociological concepts and demonstrate your ability to connect and apply these ideas, perspectives and theories to the contents of your photo album. 3. Be well written and carefully organized. (i.e. your thoughts and arguments are well laid out, substantiated and logically connected; your writing reflects good paragraph construction, strong topic sentences, complete sentences and includes the appropriate referencing of all secondary sources that have been drawn on; your writing is clear and focused; your analysis demonstrates critical thinking). The assignment should be a representation of your best written work (i.e. correct grammar, punctuation, spelling, typing and formatting.) 4. Properly referenced. You must properly reference all primary and secondary sources used in your written work. APA and MLA citation styles are permitted. Full references should appear in a bibliography at the end

8 of your paper. References must include page numbers of each bibliographic item. All quotes must be properly cited and lengthy quotes (over four lines) must be single spaced and indented. Any information drawn from the Internet must be properly cited. Your analysis will be evaluated on the basis of logical thought, strength of argument, coherence, and depth of analysis. The “picturing the family” paper will be marked according to the following criteria 4: • • • • • • • • • • • •

Have assignment instructions been followed? Are solid sociological connections drawn between your photo album and the course content i.e. course concepts, theories, perspectives, issues? Are these connections evident in your analyses? Are these connections well established and explained? Have you made connections between sociological issues and the photos in your album? Do your analyses speak to the reflective questions posed? Do your analyses offer answers to those questions? Are your stories reflective of the photos? Are the stories in your analyses well presented and discussed? Do your analyses demonstrate logical thought? Coherence? And depth? Have you referenced everything properly? Are the analyses well written and organized? Are the analyses grammatically correct, free of spelling errors, punctuated and formatted properly?

The “Picturing the Family” Paper is due November 29th, 2010 and is worth 30% of your final grade.

Grade Scale Grades will be converted to a letter grade as indicated in the following university wide grade scale: Percentage (%) 90-100 85-89 80-84 76-79 72-75 68-71 64-67 60-63 55-59 50-54 0-49


Grade Point 4.33 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.00 0.00

Office Hours If you have any course related questions or concerns please do come and see me during my office hours, Monday and Wednesday from 11:30 to 12:30pm and Tuesday from 10:00am to 11:00am. I am available after 4


9 class too. If you need assistance or just want to chat and share your thoughts and ideas, please drop by and see me. I am interested in hearing from you and am here to help.

Academic Honesty and Misconduct Students are responsible for familiarizing themselves with the Student Code of Conduct as outlined by VIU. In particular, students should recognize the penalties for plagiarism and other forms of academic dishonesty.

Attendance and Participation Attending class, participating in class discussions, and understanding alternative points of view are important aspects of this course. To do so, students must attend regularly. Students are encouraged to raise questions, share insight, and comments related to the course materials and are expected to respond to other students and the instructor in a respectful and professional manner that is conducive to establishing and maintaining a positive learning environment. Students will be evaluated based on their class participation including involvement in debate, discussion, group work, and by raising questions and comments that demonstrate their engagement with the course material. Participation is worth 10% of your final grade. Participation entails active learning, it involves attending class and arriving prepared to contribute to classroom discussion. Students will not only be evaluated on how often they participate, but the quality of their contributions will also be assessed.

Welcome to Sociology 320!

SOCI 320 - Families in Today’s World – Spring 2009 Course Director: Dr. Laura Suski Office: Bldg. 356, Room 360 Contact Information: Email [email protected] Office Hours: Mondays 11-1pm, Wednesdays 3:00-3:30pm, and by appointment

A. Course Description This course uses a sociological perspective to open up the analysis of the family. We will explore how the family is a fundamental institution in Canadian society and how it is a source of continuity and change. The course engages in various debates around the relationship between “public” and “private” family life including whether various family forms and choices have been adequately supported by social policy, whether childrearing is a social responsibility, and whether the state has intervened too heavily in the lives of some Canadian families. We will examine key relationships in the family including spousal relationships, parentchild relationships, and extended family relationships. As the title of our course text suggests, family life offers us both choices and constraints. We will explore how contemporary Canadians approach family life and how the contemporary experience of the family may differ from that of previous generations. We will also address the larger issue of whether the family is in “crisis”, as is often suggested in media accounts. I see my role as a teacher as facilitating a dialogue between students and a set of ideas. To this end, I strive to present a variety of viewpoints and a range of material on the family.

B. Required Course Texts You will need to purchase the following texts from the bookstore. All additional readings will be made available by me, online, or through the reserve system at the library. 1. Baker, Maureen. 2007. Choices and Constraints in Family Life. Oxford University Press. 2. Walls, Jeannette. 2005. The Glass Castle: A Memoir. Virago Press. (This is a novel so you may be able to find used copies around town). 3. Doucet, Andrea. 2007. Do Men Mother? University of Toronto Press.

C. Evaluations Class Attendance - 5% Class Participation - 5% Two In-Class Open Book Essays – 10% for the first one, 15% for the second for a total of 25% Midterm Test – 20% Journal Article Analysis Assignment (approximately 5 pages) - 20% Final Exam in the Exam Period – 25%

D. Guidelines for Assignments As the deadlines for assignments approach, I will provide more detailed information on the specific requirements for each assignment. In the meantime, listed below are the preliminary guidelines for each assignment. (i.) Attendance Grade I will pass around an attendance list each class for you to sign. I will use this record to calculate your attendance grade. (ii.) Class Participation Grade The class participation grade will include your participation in class discussions and in group work. While I realize that contributing to class discussions is a more daunting prospect for some of you than for others, everyone should raise discussion points/questions/issues. Our goal as a class is to aim for a balanced discussion with a variety of participants, and ideally, viewpoints. (iii.) In-Class Open-Book Essays I have assigned two in-class essays for some of the material that we are reading in this course. After introducing you to some of the key issues in the material and after some discussion of these issues, you will be given one essay question and about one hour and twenty minutes to answer it. The essay question will require analysis of the material, not mastery of it. You will have access to the readings and your course notes as you write but it will be important to read the material in its entirety (!) before the class. (iv.) Midterm Test The midterm test may include multiple choice, true or false, fill in the blank, matching, short answer questions, and essay questions. The midterm will cover the first half of the course text. You will be provided with guidelines for studying for the midterm during a review session. (v.) Journal Article Analysis Assignment This assignment will require you to review and critically analyze an assigned journal article. I have selected a few options that will be made available online. All of the journal article options focus on the global analysis of the family. The assignment will also require you to independently find a second scholarly journal article that directly dialogues with the assigned article. The total length of the assignment will be approximately 5 pages. (vi.) Final Exam The final exam will include multiple choice, true or false, fill in the blank, matching, short answer questions, and essay questions. The final exam will cover the second half of the course text. You will be provided with guidelines for studying for the final during a review session.

E. Grading System Course work will be evaluated using the grading system outlined below. A+ (91-100) = exceptional (work is creative, thorough, well organized, well presented and demonstrates exceptional skill in critical analysis and an exceptional understanding of the course material) A (85-90)/A-(80-84) = excellent (work is thorough, well organized, well presented and demonstrates skill in critical analysis and a very strong understanding of the course material) B+ (75-79)/B (70-74)/ B- (67-69) = good, very good (work is thorough, well organized, well presented and demonstrates ability in critical analysis and a good understanding of the course material) C+(64-66)/C (60-64) /C- (56-59) = satisfactory (work demonstrates a competent understanding of the course material) D(50-55)= marginal (work demonstrates a slightly better than minimal knowledge of and understanding of the course material) F (0-49) = failure (work is below the undergraduate standard)

F. Plagiarism When submitting assignments, it is essential that there be correct attribution of authorities from which facts and opinions have been derived. If you are unsure about the referencing process, please ask me or get help at VIU’s writing centre (www.viu.ca/writingcentre ). At Vancouver Island University there are university regulations which deal with plagiarism and, prior to submitting any paper in a course, students should read the “Policy on Academic Misconduct” available online. As stated in the policy, “acts of academic misconduct may make a student subject to a range of disciplinary action – including failure for a course assignment or a course, or possible suspension by the President”.

G. Late Policy and Make-Up Policy Any late submissions will be deducted at the rate of 5% per day and 10% per weekend (you cannot submit a late paper over the weekend so 10% will be automatically deducted). Please email me if you are going to hand in an assignment late and I can let you know the best method for getting the assignment to me. DO NOT put essays under my office door. You should make every effort to hand essays to me in person. If you cannot, you can hand them into the Dean’s office. In the case of in-class tests and assignments, make-ups will be granted only in cases of emergency and serious illness. Going on vacation, for example, is not a valid excuse for missing an assignment. Some form of documentation will be required to write a make-up (i.e. doctor’s note). In fairness to those students who wrote the original assignment, make-ups will be more challenging and may follow a different format than the original assignment.

H. Classroom Etiquette The analysis of the family is not an abstract issue for any of us. Please be respectful of the experiences and opinions of your classmates. In order to have productive discussions in class, I will ask that you raise your hand to make a point. I will make every effort to learn your names early so that I can support dialogue and debate. I hope that you will also make an effort to learn the names of your classmates. Unless you have some kind of disability that requires you to take notes with a computer, Iaptops are NOT permitted in the classroom.

I. Disability Services Students with documented disabilities requiring academic and/or exam accommodation should contact Disability Services, Building 200 or call 740-6446 as soon as possible. Please feel free to come and discuss your needs for exam and assignment accommodations with me after class or during my office hours.

J. Readings, Assignments, Tests and Lecture Schedule: The following is a schedule of lectures. The required readings are noted. Try and complete the required readings before each lecture. Test and assignments dates are also provided. Monday January 5th – Introduction to Course, No Readings Wednesday January 7th – Introduction to Course, Begin Reading Walls’ The Glass Castle in preparation for discussion of it in two weeks Monday January 12th – Conceptualizing Families, Read Chapter One of the Baker text Wednesday January 14th – Continue Monday’s Discussion Monday January 19th – Discussion of Jeanette Walls’ The Glass Castle Wednesday January 21st – **In Class Open-Book Essay on Jeanette Walls’ The Glass Castle** (10%) Monday January 26th – Forming Relationships, Read Chapter Two of the Baker Text Wednesday January 28th – Continue Monday’s Discussion Monday February 2nd – Cohabitation and Marriage, Read Chapter Three of the Baker Text Wednesday February 4th – Continue Monday’s Discussion Monday February 9th - Child Bearing and Child Rearing, Read Chapter Four of the Baker Text Wednesday February 11th – Continue Monday’s Discussion Monday February 16th – **Midterm Test** (Chapters 1 to 4 of the Baker Text and related lecture material) – (20%) Wednesday February 18th - Begin Discussion of Doucet’s Do Men Mother?

Monday February 23rd – Study Week, No Class, Finish Reading Doucet’s Do Men Mother? Wednesday February 25th –Study Week, No Class Monday March 2nd – Continue Discussion of Doucet’s Do Men Mother? Wednesday March 4th – **In-Class Open-Book Essay** on Do Men Mother? (15%) Monday March 9th – Family Work and Family Money, Read Chapter Four of the Baker Text, Also on the Agenda: Discuss Journal Article Analysis Assignment Wednesday March 11th – Continue Monday’s Discussion Monday March 16th – Separation Divorce and Re-Partnering, Read Chapter Five of the Baker Text Wednesday March 18th – Continue Monday’s Discussion Monday March 23rd- Families and the Welfare State – **Journal Article Analysis Assignment Due** - (20%) Wednesday March 25th – Continue Monday’s Discussion Monday March 30th – Constraints on Personal Choices Wednesday April 1st – Last Class, Final Exam Review

Community & Social Action SOCIOLOGY 325

Fall 2009 (Section F09N01) Instructor: Class Time / Location: Office: Office Hours: E-mail: Phone: My VIU web site: Course Moodle Site:

Jerry Hinbest Friday morning, 10:00 a.m. to 1:00 p.m.; Building 356, Room 325 Building 356, Office 370 Tuesday 4:00-5:30 pm, Friday 1:00–2:00 p.m., or by appointment [email protected] (best way to reach me!) 753-3245, local 2798 http://web.viu.ca/hinbestj/ http://moodle.viuonline.ca/course/view.php?id=1535

TEXTS: 1. Edwards, M. (2009). Civil society, 2nd Edition. Malden, MA: Polity press. 2. SOCI – 325 Custom Courseware Package. 3. Selected articles available on Moodle, distributed in class, or on reserve in the library. Course Description: The Canadian nonprofit sector is undergoing a sweeping transition. As in most parts of the world, the New Public Management has introduced changes to the context and circumstances in which the sector operates, and the societal roles encompassed by such organizations. Canadian nonprofit organizations represent an enormous and growing presence in the Canadian economy, with revenues in excess of $112 billion. Nonprofit organizations employ over two million people, and use over nineteen million volunteers who contribute over two billion hours of volunteer time – representing the equivalent of a million full-time jobs per year. Just under half of the funding for the sector originates directly in government grants and contracts. Nonprofit organizations and the nonprofit ‘sector’ are consistently called by such names as ‘nonprofit,’ ‘not-for-profit,’ ‘non-governmental organization’ (NGO), ‘community-based’ (CBO), ‘charitable,’ ‘voluntary,’ ‘independent,’ ‘third sector,’ and sometimes the whole sector is referred to as ‘civil society.’ What they typically have in common is that they are institutionally separate from government, and are not commercial businesses. According to Statistics Canada (2004), they are self-governing (independent and self-regulating), and voluntary (using volunteers or donations of time or resources). Given the diversity of organizations that are considered part of the nonprofit sector, this range in terminology is not surprising. As a ‘residual category’ (Warren, 2003, p. 47), the sector includes everything from hospitals and universities to arts organizations, social clubs, day-care centres, advocacy organizations, unions, places of worship and organizations delivering community level services and programs. The organizations vary in size from a few individuals to thousands of paid staff and volunteers. One of the more interesting ways to understand the nonprofit sector is as ‘civil society,’ which has been a focus of many of those writing about the devolution of programs and services to the sector. Edwards (2009) contrasts three ways of looking at civil society: 1) as associational life, 2) as the good society, and 3) as the public sphere. In this course we will reflect on the implications of these three contrasting approaches to understanding the sector’s transitions. The course will examine recent trends in marketization, privatization and devolution in Canada and globally, and their implications for democracy, the possibility of community, and the development of social capital.

SOCI-325 – Community & Social Action – Course Outline – Fall 2009 – p. 2 of 6. EVALUATION: • Course essay

30%

Oct. 30 & Nov. 20

• Journal & Portfolio

30%

Oct. 2 & 30, Dec. 4

• Group Field Project

20%

Oct. 30, Nov. 27


20%

Throughout the course


95-100 90-94 85-89 80-84 75-79 70-74

C+ C CD F

65-69 60-64 55-59 50-54 0-49

COURSE PACK READINGS: Barber, B. R. (2001). How to make society civil and democracy strong. In A. Giddens (Ed.), The global third way debate (pp. 269-279). Cambridge, UK: Polity Press. Berger, P. L. & Neuhaus, R. J. (1990). To empower people: The role of mediating structures in public policy. In D. L. Gies, J. S. Ott, & J. M. Shafritz (Eds.), The nonprofit organization: Essential readings (pp. 12-23). Belmont, CA: Wadsworth Publishing Company. Bernstein, S. R. (2001). The game of contracted services. In J.S. Ott (Ed.), Understanding nonprofit organizations: Governance, leadership, and management (pp. 267-275). Boulder, CO: Westview Press. Evans, B. M., & Shields, J. (2002). The third sector: Neo-liberal restructuring, governance, and the remaking of state-civil society relationships. In C. Dunn (Ed.), The handbook of Canadian public administration (pp. 139-158). Toronto: Oxford University Press. Etzioni, A. (1993). Back to we. In The spirit of community: Rights, responsibilities, and the communitarian agenda (pp. 116-133). New York, NY: Crown Publishers. Giddens, A. (1998). State and civil society. In The third way: The renewal of social democracy (pp. 6998). Cambridge, UK: Polity Press. Hall, M. H., & Reed, P. B. (1998). Shifting the burden: How much can government download to the nonprofit sector? Canadian Public Administration, 41 (1): 1-20. Homan, M. S. (1999). A framework for action. In Promoting community change: Making it happen in the real world (pp. 26-44). Scarborough, ON: Nelson Canada. Obama, B. (1995). Chapter Nine. In Dreams from my father: A story of race and inheritance (pp. 164186). New York, NY: Three Rivers Press. Phillips, S., & Levasseur, K. (2004). The snakes and ladders of accountability: Contradictions between contracting and collaboration for Canada’s voluntary sector. Canadian Public Administration, 47 (4): 451-474. Salamon, L. M. (2001). What is the nonprofit sector and why do we have it? In J.S. Ott (Ed.), The nature of the nonprofit sector (pp. 162-166). Boulder, CO: Westview Press. Schmid, H. (2004). The role of nonprofit human service organizations in providing social services: A prefatory essay. Administration in Social Work, 28 (3/4): 1-21. Smith, D. H. (2001). The impact of the voluntary sector on society. In J.S. Ott (Ed.), The nature of the nonprofit sector (pp. 79-87). Boulder, CO: Westview Press. ON-LINE READINGS: Alexander, J. (1999). The impact of devolution on nonprofits. Nonprofit Management and Leadership, 10 (1): 57-70. Brock, K. L. (2001). Promoting voluntary action and civil society through the state. Isuma, 2 (2): 53-61.

SOCI-325 – Community & Social Action – Course Outline – Fall 2009 – p. 3 of 6. Brooks, A. C. (2000). Is there a dark side to government support for nonprofits? Public Administration Review, 60 (3): 211-218. Burnley, C., Matthews, C., & McKenzie, S. (2005). Devolution of services to children and families: The experience of NPOs in Nanaimo, British Columbia, Canada. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 16 (1): 69-87. DeFilippis, J., Fisher, R. & Shragge, E. (2006). Neither romance nor regulation: Re-evaluating community. International Journal of Urban and Regional Research, 30 (3): 673-689. Dreessen, E. A. J. (2000). What do we know about the voluntary sector? An overview, 2000. Ottawa, ON: Statistics Canada research paper, Catalogue No. 75F0048MIE – No. 06. Eakin, L., & Richmond, T. (2004). Community service organizations at risk. . The Philanthropist, 19 (4): 261-272. Eikenberry, A. M. & Kluver, J. D. (2004). The marketization of the nonprofit sector: Civil society at risk? Public Administration Review, 64 (2): 132-140. Fry, R. E. (1995). Accountability in organizational life: Problem or opportunity for nonprofits? Nonprofit Management & Leadership, 6 (2): 181-195. Levasseur, K., & Phillips, S. D. (2004). Square pegs in round holes: Vertical and horizontal accountability in voluntary sector contracting. The philanthropist, 19 (3): 211-231. Lyons, M. (1996). Nonprofit sector or civil society: Are they competing paradigms? Working paper series, no. 35, Centre for Australian Community Organizations and Management (CACOM), University of Technology, Sydney. McKnight, J. L. (2003). Regenerating community: The recovery of a space for citizens. Northwestern University: Institute for Policy Research. Miller, C. (2005). The looking-glass world of nonprofit money: Managing in for-profits’ shadow universe. The Nonprofit Quarterly, 12 (1): 12 p. Mullett, J., Jung, K., & Hills, M. (2004). Being, becoming and belonging: Getting to ambassadorship, a new metaphor for living and cooperating in the community. Action Research, 2 (2): 145-165. Mulroy, E. A. (2003). Community as a factor in implementing interorganizational partnerships: Issues, constraints, and adaptations. Nonprofit Management and Leadership, 14 (1): 47-66. O’Connor, D. (2004). The dark side of contracting with government: The case of VHA Hamilton and the Province of Ontario. The Philanthropist, 19 (3): 201-210. Putnam, R. D. (1995). Bowling alone: America’s declining social capital. Journal of Democracy, 6 (1): 65-78. Richmond, T., & Shields, J. (2004). NGO restructuring: Constraints and consequences. Canadian Review of Social Policy, 53: 53-67. Salamon, L. M. (1999). The nonprofit sector at a crossroads: The case of America. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 10 (1): 5-23. Scott, K. (2003). Funding matters: The impact of Canada’s new funding regime on nonprofit and voluntary organizations. Ottawa: Canadian Council on Social Development. Shields, C. M., & Seltzer, P. A. (1997). Complexities and paradoxes of community: Toward a more useful conceptualization of community. Educational Administration Quarterly, 33 (4): 413-439. Smith, D. H. (1997). The rest of the nonprofit sector: Grassroots associations as the dark matter ignored in prevailing ‘flat earth’ maps of the sector. Nonprofit and Voluntary Sector Quarterly, 26 (2): 114-131. Statistics Canada. 2004. Cornerstones of community: Highlights of the national survey of nonprofit and voluntary organizations. Ottawa: Statistics Canada. Cat. no. 61-533-XPE. Warren, M. E. (2003). The political role of nonprofits in a democracy. Society, 40 (4): 46-51. Wolch, J. (1999). Decentering America’s nonprofit sector: Reflections on Salamon’s crises analysis. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 10 (1): 25-35.

SOCI-325 – Community & Social Action – Course Outline – Fall 2009 – p. 4 of 6. CLASS SCHEDULE: Week / Date

Discussion Topics

Assigned Readings

Week 1 September 11th • Introduction to the course: discussion of outline, getting acquainted, expectations

Course Outline

Week 2 September 18th • Defining the nonprofit sector • Grassroots organizations

Salamon, Miller, Statistics Canada, Dreessen, Berger & Neuhaus

Week 3 FIRST THOUGHTS ON YOUR PAPER TOPIC September 25th • History of the nonprofit sector • Role of nonprofits in society

Putnam, Eakin & Richmond, de Tocqueville, Smith, Schmid

Week 4 October 2nd

JOURNAL DUE – FIRST FEW ENTRIES • Defining Civil Society • Contrast with ‘nonprofits’

Lyons, Edwards 1, Giddens, Edwards 2

Week 5 October 9th

Group Project Topics • Defining community • Social Capital

Shields & Seltzer, Homan, DeFilippis, Fisher & Schragge, Toennies

• Community development • Community organizing

Mullett, Obama, Edwards 3, McKnight, Etzioni, Mulroy

• The nonprofit sector in crisis • Devolution: Challenges and constraints

Burnley et al., Scott, Brooks, Hall & Reed, Edwards 4, Richmond & Shields

JOURNAL DUE – PRESENTATION PREVIEW • Voluntarism and the changing context of nonprofit program & service delivery

Brock, Bernstein, Alexander, Eikenberry & Kluver

Week 6 October 16th Week 7 October 23rd Week 8 October 30th Week 9 November 6th Week 10 November 13th

• Challenges and opportunities • Shifting forms of accountability • Democracy and Trust • Changing forms of governance


COURSE PAPER DUE • International perspectives on nonprofits • International NGOs, global civil society


GROUP PROJECT PRESENTATIONS • Student group presentations

Week 13 December 4th

JOURNAL DUE – FINAL • Civil Society – synthesizing ideas • Review and final thoughts

Levasseur & Phillips, Fry, Salamon, Wolch, O’Connor

Barber, Warren, Phillips & Levasseur, Walker, Evans & Shields Edwards 5

Catch up on the reading! Edwards 6

SOCI-325 – Community & Social Action – Course Outline – Fall 2009 – p. 5 of 6. CLASS FORMAT AND REQUIREMENTS: The class format will be a seminar style discussion of issues and examples, using class participation and small group work. I will be inviting several guest speakers over the term, who will bring practical issues and concerns for our consideration and thoughtful discussion. You are expected to participate in class and group discussions. This will constitute part of your grade, so regular attendance and preparing for class are important. You will also need to make every effort to keep up with the reading, as our weekly discussions will assume that you have read the material prior to class.

WRITTEN ASSIGNMENTS FOR SOCI 325: A brief description of the requirements for the written assignments is included below, and a longer description will be provided in the second week. Marks will reflect the thoughtfulness and level of effort demonstrated. As clarity of communication of ideas is very important, grammar and spelling will be reflected in marks. I encourage you to use a recognized style manual for your written work, including references made in your course journal (I recommend APA, MLA or ASA styles). Late papers may be accepted, but are highly discouraged; marks will be deducted. COURSE PAPER (30%) You are required to write a course paper on a topic of your choice, but it must be approved by me. I would like you to select your topic by the end of September, and solicit ideas and feedback from students in a workshop setting. A two page outline of the paper with working reference list is due at the end of October, and this can included in your second journal entry. You will need to do library research and go beyond the material in the course pack, text and online resources for this assignment. The course paper may be related to the topic of your group presentation, but you will need to have a unique paper topic. COURSE JOURNAL & PORTFOLIO (30%) You are required to keep a learning journal during the course. This journal is meant to help you voice your responses to assigned readings and class discussions, AND to help you develop as a critical thinker, moving from experience to critical reflection on ideas and issues. For this journal I will be assisting you by having weekly questions to be considered. I recommend that you use a binder, and write or type in your journal at least once a week. The journal may be hand or typewritten, and must be submitted on October 2nd and 30th, and December 4th. GROUP FIELD PROJECT & PRESENTATION (20%) In studying community and nonprofit organizations, it makes sense to see for yourself what they are and how they work. You will be doing a group project in which you participate with four or five others in developing a profile of a small nonprofit, grassroots or voluntary organization. This will involve background research, visiting the organization, and reflecting on the organization’s situation using the conceptual resources covered over the term. At the end of the term, you and your group will present your profile to the class for discussion. PARTICIPATION – BASED ON WEEKLY IN-TERM & IN-CLASS ASSIGNMENTS (20%) We will be discussing a variety of articles and issues in class over the term, and each week we will have some readings assigned to all, and some that you choose, based on your interests. You will be asked to summarize the latter and present key issues based on in-class discussion each week. This will allow us to cover more material, and share our learning.

SOCI-325 – Community & Social Action – Course Outline – Fall 2009 – p. 6 of 6. USING MOODLE TO ACCESS COURSE RESOURCES AND INFORMATION: Moodle is an on-line learning environment used by instructors at Vancouver Island University. I am using Moodle to share articles and basic information with students. The course Moodle site may be accessed through my VIU web site, which can be found at: http://web.viu.ca/hinbestj/ Note that I also have another Sociology Moodle site, so choose SOCI 325 F09N01. In order to access the Moodle site for the course, you will need to obtain a discovery account from Information Technology (IT) services, and an access key (password), which you will get from me in class. The access key may change after the course roster is set, so if you find that you can’t access the site, e-mail me to obtain the current key. Links to the page for creating your discovery account and to IT services are available through my web site. The direct link to the course Moodle site is: http://moodle.viuonline.ca/course/view.php?id=1535 COMPUTER SKILLS: You will need to have the computer skills required of all students attending Vancouver Island University. See the computer literacy expectations for VIU students at: http://www.viu.ca/calendar/GeneralInformation/computerliteracy.asp You must have basic computer skills for using the Internet for browsing and searching with Internet Explorer 6.x or later (or alternatives such as Firefox). You should be knowledgeable in using the Windows™ operating systems (or equivalent alternatives such as the Linux or the Mac OS) for opening and saving files, attaching files to e-mail, exploring the file structures on a hard disk or remote server, creating folders, installing programs, etc. If you do not have these skills, be prepared to spend time early in the course to become familiar with them. There are online tutorials for a variety of software that you can access from any lab at: http://www.viu.ca/technology/general/help.asp#Tutorials

Sociology 330 Fall 2009 Sociology of Aging Department of Sociology Vancouver Island University Monday and Wednesday 11:30am to 12:50pm Building 356 Room 325 Instructor: Office Location: Office Hours: Telephone: Email:

Gillian Anderson Building 356, Room 378 Tuesday and Thursday 1:00pm to 2:00pm (250) 753-3245, extension 2237 [email protected]

COURSE DESCRIPTION and OBJECTIVES This course is designed to introduce students to a number of sociological perspectives, concepts, and substantive issues related to the study of social gerontology and the sociology of aging. The course explores the impact of ageism in Canadian society and examines how as a social construction, “old age” intersects with other social inequalities to produce different life experiences for many older Canadians. Emphasis will be placed on understanding the economic, gendered and racialized aspects of the aging process and how these unequal relations not only inform the lives of older people, but also impact social institutions and shape social policies in Canada. REQUIRED READING MATERIALS: TEXTBOOK and RESERVE READINGS 1. 2.

Chapell, Neena, Lynn McDonald and Michael Stones. 2008. Aging in Contemporary Canada. Second Edition. Toronto: Pearson Prentice Hall. Reserve readings available on reserve at the Library or on-line.

METHOD OF EVALUATION Assignment

Due Date

Weight

Midterm Exam October 14th, 2009 30% nd Written Assignment November 2 , 2009 25% Group Presentation November 9th to 18th, 2009 25% In Class Final Exam December 7th, 2009 10% Class Participation, Debate and Discussion Entire Term 10% ________________________________________________________________________ TOTAL

100%

Note: Students are responsible for all lecture material, films, handouts, reserve and assigned readings. Students must come to class having read and reflected on the assigned readings. You will learn more if you have read the material before you come to class. Students must also be prepared to be called on in class, and to contribute to classroom discussion.

2 TENTATIVE LECTURE SCHEDULE AND ASSIGNED READINGS Tentative Date


September 9th



What is Gerontology? The Study of Age and Ageism Text: Chappell, McDonald and Stones Chapter 1 Reserve Reading: “Crones, Dirty Old Men, Sexy Seniors: Representations of the Sexuality of Older Persons” by Walz (2002)

September 21st and 23rd

Sociological Perspectives on Aging Text: Chappell, McDonald and Stones Chapter 3

September 28th

The Intersection of Age and Gender Inequality Text: Chappell, McDonald and Stones Chapter 5 Reserve Readings: “Dimensions of the inequalities in quality of life in older age” by Higgs et al (2005) “Social Involvement, Aspects of gender and ethnicity” by Davidson, Warren and Maynard (2005)

October 5th and 7th

The Intersection of Age and Race and Ethnicity Text: Chappell, McDonald and Stones Chapter 6 Reserve Reading: “The Changing Well-Being of Older Adult Registered Indians: An Analysis Using the Registered Indian Human Development Index” by Cooke, Guimond and McWhirter (2008)

October 12th

NO CLASSES -THANKSGIVING DAY

*October 14th

MIDTERM EXAM Worth 30% of Final Grade

October 19th and 21st

The Intersection of Age and Class Text: Chappell, McDonald and Stones Chapter 14 Reserve Reading: “Financial circumstances and having enough money” by Bowling (2005)

October 26th and 28th

Aging and Families Text: Chappell, McDonald and Stones Chapter 11 Reserve Reading: “Canadian First Nations Grandparents Raising Grandchildren: A Portrait of Resilience by Fuller-Thomson (2005)

*November 2nd

Written Assignment Due, Worth 25% of Final Grade

November 2nd and 4th

Aging and Elder Abuse Reserve Reading: “More Than Wife Abuse That Has Gone Old: A Conceptual Model for Violence against the Aged in Canada and the US” by Se’ver (2009)


Group Presentations, Worth 25% of Final Grade, Written Summary Due November 18th, 2009

3 November 11th

NO CLASSES - REMEMBRANCE DAY

November 23rd and 25th

Aging and Policy Issues Text: Chappell, McDonald and Stones Chapter 15

November 30th and December 2nd

End of Life Issues Text: Chappell, McDonald and Stones Chapter 16 Reserve Reading: “Why Funerals?” by Kastenbaum (2004)

*December 7th

Final Exam worth 10% of Final Grade

NOTE on EXAMS and ASSIGNMENTS EXAMS The midterm exam (30%) and final exam (10%) may be composed of multiple choice, fill in the blank, short answer and essay questions. The midterm exam will be held in Week 6 of the course, October 14th, 2009 and the final exam will be held in class on Monday December 7th, 2009. The final exam will not be cumulative, it will cover all materials covered from the midterm exam up to the end of the course (including material on group presentations). ASSIGNMENTS There are two assignments you are required to complete in this course. The first is a written assignment (obituary analysis) that is due November 2nd, 2009 and worth 25% of your final grade. The second assignment entails a group presentation on an approved topic of your choosing. The presentations will be held in class November 9th to 18th and the written summary will be due on the 18th. The presentation is worth 25% of your final grade. Instructions, guidelines and evaluation criteria related to these assignments are attached. ATTENDANCE and PARTICIPATION Attending class, participating in class discussions, and understanding alternative points of view are important aspects of this course. To do so, students must attend regularly. Students are encouraged to raise questions, share insight, and comments related to the course materials and are expected to respond to other students and the instructor in a respectful and professional manner. Students will be evaluated based on their class participation including involvement in debate, discussion, group work, and by raising questions and comments that demonstrate their engagement with the course material. Participation is worth 10% of your final grade. Participation entails active learning, it involves attending class and arriving prepared to contribute to classroom discussion. Students will not only be evaluated on how often they participate, but the quality of their contributions will also be assessed. TENTATIVE GRADE SCALE Grades will be converted to a letter grade as indicated in the following scale: 93-100 A+ 86-92 A 83-85 A-

78-82 B+ 74-77 B 70-73 B-

67-69 C+ 63-66 C 60-62 C-

50-59 D 0-49 F

4 ACADEMIC HONESTY AND MISCONDUCT Students are responsible for familiarizing themselves with the Student Code of Conduct as outlined in the course calendar (p. 32). In particular, students should recognize the penalties for plagiarism and other forms of academic dishonesty.

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SOCIOLOGY 330 FALL 2009 1 GUIDELINES FOR WRITTEN ASSIGNMENT OBITUARY ANALYSIS ASSIGNMENT It is important to practice connecting the sociological concepts, ideas, perspectives and theories presented and discussed in both the classroom and the course readings to everyday life. Students need to be able to make the link between course content and the lives and deaths of people around us. The purpose of this assignment is to get you to see the relevance of some of the important sociological concepts and theoretical perspectives that we have been studying in class and then to apply them to an analysis of a newspaper obituary. DUE DATE FOR ASSIGNMENT

November 2nd, 2009

WEIGHT


INSTRUCTIONS This assignment requires you to demonstrate your ability to define and apply the key sociological concepts, ideas and perspectives introduced in this course to everyday, current events, specifically an obituary of your choosing. For this assignment you will have to: •

•

• •

1

Undertake some background reading. First you will need to locate a copy of Bill Bytheway and Julia Johnson’s (1996) article “Valuing lives? Obituaries and the life course” published in Mortality; Jul96, Vol. 1 Issue 2, p219-234, 16p. It is available on-line. This article will help contextualize the assignment and give you some ideas that you may want to think about in relation to your own analysis. Scan the obituary section from a local newspaper and or an online daily. Select an obituary that interests you and that you feel you can analyze and discuss in relation to some of the theoretical issues and key concepts we have studied in class. Pay attention to age, cause of death, occupation, gender, sexual orientation, family relationships, size of the community the deceased resided in, the size the obituary, the prestige level of the news paper etc. Provide a brief description of obituary, but do not spend all of your time doing this. Be sure to cite the date and source of the article. Attach the obituary to the back of your assignment as an appendix. Demonstrate your application of theoretical concepts and ideas. This is the key part of the assignment!!! What do obituaries tell us about the presentation of life and death of older adults? Select a minimum of three concepts, ideas or issues that you believe are evidenced in the obituary. Define and discuss these concepts. Your discussion should focus on making the connections between the obituary and the concepts you have chosen. You need to explain the connections you see between the materials presented in the obituary and

Source: Adapted from Pawluch, 2005:8 and Claver 2008:79

6 these concepts and point out exactly where you see the connections. To do this you will need to drawn on illustrative examples from the obituary. PRESENTATION Your analysis should be approximately a 500-750 word report, which is two to three double spaced, typed pages in length. Format the assignment as follows: include a title page with your name and student ID number; use 12 point Times New Roman font, and 1” margins; and number the pages. A strong analysis will demonstrate attention to detail - grammar, spelling, and writing style. Material drawn from the textbook and or other sources must be properly referenced. These components will all be evaluated in the marking. EVALUATION CRITERIA A strong analysis will: 1. Clearly communicate the sociological relevance of the presentation of life and death of individuals and discuss how the material in the obituary ties into to the course content. 2. Explain and discuss how the obituary relates to the major themes and concepts of the course. It will provide a strong link between the course materials. It will define key sociological concepts and demonstrate your ability to connect and apply these ideas, perspectives and theories to current events. 3. Be well written and carefully organized. (i.e. your thoughts and arguments are well laid out, substantiated and logically connected; your writing reflects good paragraph construction, strong topic sentences, and complete sentences and includes the appropriate referencing of all secondary sources that have been drawn on; your writing is clear and focused; your analysis demonstrates critical thinking). The assignment should be a representation of your best written work (i.e. correct grammar, punctuation, spelling, typing and formatting.) 4. Properly referenced. You must properly reference all primary and secondary sources used in your written work. APA and MLA citation styles are permitted. Full references should appear in a bibliography at the end of your paper. References must include page numbers of each bibliographic item. All quotes must be properly cited and lengthy quotes (over four lines) must be single spaced and indented. Any information drawn from the Internet must be properly cited. Your analysis will be evaluated on the basis of logical thought, strength of argument, coherence, and depth of analysis. The written assignment will be marked according to the following criteria 2: Are solid connections between the course concepts and the obituary evident in your analysis? Are these connections well established and explained? Is a clear and accurate understanding of the concepts presented? Has the obituary been accurately described and summarized in the assignment? Is the assignment well written? Have the assignment instructions been followed? NOTE:

2

Please see me if you have questions. I am here to help you! We can also talk about the assignment in class.


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SOCIOLOGY 330 FALL 2009 GUIDELINES FOR GROUP PRESENTATION and WRITTEN SUMMARY ASSIGNMENT It is important to practice connecting the sociological concepts, ideas, perspectives and theories presented and discussed in both the classroom and the course readings to everyday life. Students need to be able to make the link between course content and the incidents and events taking place around us. Given the importance of making these connections, you will form a group of three or four people and do a 15 minute in-class presentation, followed by a 5 minute discussion session on the sociological aspects of your chosen topic. Each group will also provide a 4 to 5 page written summary of their presentation in which you will be responsible for illustrating these connections. This assignment requires your group to demonstrate your ability to define and apply the key sociological concepts, ideas, and perspectives introduced in this course to everyday, current events and a topic of your choosing. Each group will select an appropriate topic that reflects and highlights the course content. Each group’s presentation topic needs to be submitted for approval by October 5th, 2009. Different groups will not be permitted to present on the same topic. Thus groups are advised to select and submit their topic for approval prior to the official due date. Some interesting topics may relate to: The group presentations will be conducted in class between November 9th and 18th, 2009. The written analysis/summary should be four to five typed pages in length. The written summary is is due November 18th , 2009. In addition, each group is required to submit possible final exam questions including two multiple choice questions; two fill in the blank questions; and two short answer questions and the respective answers to those questions that reflect the content of their group presentation. The group presentation is worth 25% of your final grade.

Grading Criteria for Group Presentation Class presentations will be made prior to the submission of your group’s written work. In terms of the presentation, groups will be evaluated how well they meet the following criteria: 1. Have you introduced your topic clearly and explicitly? 2. Are you well prepared to discuss the topic? 3. Do you present related themes and ideas clearly? *4. Do you highlight the sociological content of your topic? Do you clearly communicate the sociological relevance of the topic and discuss how it relates to the course? Strength of your arguments and level of analysis?

8 5. Is the presentation well coordinated and integrated; not merely a presentation of several independent components? Delivery of the presentation - pace, organization, clarity. (Note: you should avoid reading from a paper for the whole presentation) 6. Does each group member participate equally in the presentation? 7. Is your use of visuals and resources appropriate, easy to understand and or follow? 8. Do you answer questions and participate in discussion related to your presentation in a professional manner? Generation of debate?

Grading Criteria for the Written Summary 1. Does the written analysis include a brief synopsis/summary of the presentation? Does the analysis identify the main points of the presentation? 2. Does the analysis relate to the themes and ideas addressed in this course? *3. Does the written analysis explain and discuss how the topic relates to the themes of the course? Does the written work relate the issues raised in the presentation to the issues discussed in the class and in the text? Does it provide a strong link between the course materials? Does it demonstrate a strong sociological analysis? Do you define key sociological concepts? Do you demonstrate your ability to apply these ideas, and perspectives, and theories in your written analysis/commentary? 4. Is the analysis well written and carefully organized? (i.e. is it well organized; are your thoughts and arguments well laid out, substantiated, and logically connected; does your writing reflect good paragraph construction, strong topic sentences, complete sentences, and include the appropriate referencing of all secondary sources that have been drawn on; is your writing clear and focused? Does your analysis demonstrate critical thinking?) Groups must properly reference all primary and secondary sources used in their written work. APA and MLA citation styles are permitted. For examples of proper referencing styles consult: http://www.liu.edu.cwis/cwp/library/workshop/citmla.htm I prefer that you place references within the text i.e. (Fox, 2001:89). Full references should appear in a bibliography at the end of your paper. References must include page numbers of each bibliographic item. All quotes must be properly cited and lengthy quotes (over four lines) must be single spaced and indented. Any information drawn from the Internet must be properly cited. 5. Is the written work a representation of your best work? (i.e. correct grammar, punctuation, spelling, typing and formatting.)

9 Helpful hints: As you read the assigned readings for the course, make a note of the concepts presented and how they relate to the topic you have chosen. After you have completed the assigned readings, search through the “Chapter Summary” sections of your textbook, the sections on “Key Terms”, the “Study Questions” and “Suggested Readings” for ideas. Also search through your lecture notes for ideas that relate to your topic, ideas that could inform your analysis/commentary. Please see me after class or during office hours if you have any questions and or to discuss the assignment further. I am here to help you and am interested in hearing your ideas. This assignment must be original to this course. In other words, you may not replicate an assignment you have undertaken for another course. Your analysis will be evaluated on the basis of logical thought, strength of argument, coherence, and depth of analysis. GOOD LUCK and HAVE FUN!!!! NOTE: Please see me if you have any questions, I am interested in hearing your ideas!

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S OCI 330 – The S ociology of Aging (S 07N 01 , Tuesdays and Thursdays 2:30-4pm , Bldg. 356, Rm . 325) Course Director: Dr. Laura S uski Office: Bldg. 356, Room 378 Contact Information: [email protected], 753-3245, ex. 2237 Office Hours: Tuesdays and Thursdays 1 0:00-1 1 :1 5 and 1 :30-2:00, and by appointment Please note that I willbe going on maternity leave in the middle of March and the last section of the course willbe taught by a replacement instructor. I have designed the course so that you willbe tested by me on materialthat I have taught. The finaltest and the finalsection of the course may be adjusted at the discretion of the replacement instructor. I willwork with the replacement instructor to ensure a smooth transition and to minimize any disruptions to the course. If you have any concerns or questions about this arrangement, please feelfree to talk with me.

A. Course Description Calendar Description:

“An examination of socialprocesses of aging as they affect individuals, families, cohorts, and societies. Topics may include racial, gender and class inequalities associated with aging; the impact of socialpolicies on lives of the aged and the elderly; politics of aging; and other substantive and theoreticalissues related to aging.”

Upper-Level Sociology Prerequisites: S ociology courses numbered 300 and above may be taken if one of the following criteria is satisfied: completion of S OCI 1 1 1 or 1 1 2 and 3 additionalcredits of S ociology at the 200 levelor written permission of the instructor.

Course Description:

Canada has an aging population, and has more very old people (aged 80 and over) than ever before. Unlike previous generations, and unlike many developing countries around the world, contemporary Canadians are facing the possibility of longer lives. This demographic shift demands our attention and invites us to reflect on the social significance of aging for our society and for ourselves. As our course text notes, one of the most important questions that emerges with the promise of longer lives is how we give meaning and purpose to those added years. This is a question that we must address both at the personaland at the societallevel. While we may be living longer lives, we often remain very uneasy about growing old and can harbour prejudice against the aged. In turn, we also want to explore the kinds of socialinequalities that accompany aging, and the ageism that marks our society. The generalgoalof the course is to achieve a deepened understanding of the social construction of aging in society, and of the socialpolicy challenges that potentially accompany an aging population.

B. Required Course Texts

You willneed to purchase the following text from the bookstore. Any additionalreadings willbe made available online or through the library or handed out in class.

Aging and Society: A Canadian Perspective (5th Edition).

Novak, Mark and LoriCampbell. Thomson-Nelson Publishers.

C. Evaluations Class Participation (attendance, discussion points, participation, group work etc.) - 1 0% Midterm In-Class Test: 30% Interview (3 pages): 1 5% Contemporary Issue Analysis (3 pages): 1 5% FinalTest and/or Assignment: 30%

D. Guidelines for Assignments

As the deadlines for assignments approach, I willprovide more detailed information on the specific requirements for each assignment. In the meantime, listed below are the preliminary guidelines for each assignment.

(i) Class Participation Grades

Your class participation grade willbe based on a number of components: contributions to class discussions and group work, attendance, and in class assignments. Five percent of your participation grade is allotted to in-class assignments and the remaining 5% of your participation grade willbe calculated by assessing your attendance and class participation.

In-Class Participation Assignments:

There is a 5% participation grade which willcome from six in-class assignments which willbe graded on a pass/failscale. Each mini-assignment is worth 1 % . The assignments are not scheduled. Given that there are six assignments, you can miss one without any penalty. As these assignments evaluate participation and attendance, they cannot be made up. To reiterate, if you miss class on the day of a participation assignment, even if it is due to illness, the participation assignment cannot be made up. S ince there are six chances to get 5/5, I have already allowed for a situation in which a student may be illor face some kind of obstacle to attending class. Your five highest scores willbe used to calculate your participation grade. The highest participation score you can obtain is 5/5. The assignments could range from writing a short answer to a discussion question to doing some group work. They are not designed to test your memory of the readings or lecture material. Instead, they are designed to stimulate criticalreflection on the course material. If you put in the minimaleffort required for these assignments, this five percent should be easy to obtain.

Class Discussion:

While I realize that contributing to class discussions is a more daunting prospect for some of you than for others, everyone should raise discussion points/questions/issues. Remember that this is an upper-levelsociology class and discussion and interrogation of the materialis critical. I see my role as a teacher as facilitating a dialogue between students and a set of ideas. To this end, I strive to present a variety of viewpoints and a range of material. Our goalas a class is to aim for a balanced discussion with a variety of participants, and ideally, viewpoints. I willtake your discussion participation into account when I calculate your participation grade.

Attendance:

I willtake attendance randomly to get a generalsense of class attendance.

(ii) Midterm Test The midterm test willinclude some combination of multiple choice, true or false, fillin the blank, matching, short answer questions, and essay questions. The midterm will cover the first half of the course. You willbe provided with guidelines for studying for the midterm during a review session. (iii) Final Assignment/ Test The details on the finalassignment/test willbe provided later in the course. It could be a finaltest scheduled in the finalexam period, or a take-home or written assignment that willbe due during the finalexam period. (iv) Interview In an effort to get a sense of the experience of aging, I am going to ask you to conduct a short interview with someone that you know who is over the age of 60 (note: this is a fairly random age and is not intended to suggest that 60 is the age when we allbecome “aged”). This person could be a grandparent, a parent, or a friend. If you are over the age of 60, you cannot interview yourself. You willthen be asked to write a short interview report of approximately three pages (1 2 point font, regular margins). The main goalof the interview is to provide an account of one person’s reflections on the aging process, and of the key personaland socialchallenges and rewards that aging brings with it. This assignment is due early in the course so that we allget a chance to encounter first hand experiences of aging in Canadian society. You willbe evaluated on the quality of the interview , your ability to summarize the findings of the interview , and the quality of the finalwritten product (grammar, organization etc.). We willdiscuss some of the basic aspects of the interview process and more of the specifics of this assignment when we discuss Research Methods on January 1 8th . We willdedicate a portion of the class on January 30th to discussing your interviews so you should come prepared to talk about your research.

(v) Contemporary Issue Analysis In this course we willuse some newspaper articles to address contemporary aging issues. For this assignment, you willbegin with a newspaper article that discusses some aspect of aging and then use this article as the basis for further sociological research. For example, you could find a newspaper article on elder abuse. You will then do some preliminary research on the topic. I willask that you find AT LEA S T THREE sociologicalresearch sources, and that ONE of these sources is a recent journalarticle from a S ociologicaljournal. You willthen use this research to present a brief sociologicalanalysis of the issue. This willinclude some critique and analysis of how the issue is presented in your newspaper article, some summary of the contemporary findings in the sociologicalresearch, and some analysis of what a sociologicalperspective offers to the analysis this aging issue. You w illbe evaluated on your choice of articles, your choice of research sources, your ability to summarize research findings and apply sociologicalinsights, and the quality of the finalproduct in terms of its organization and writing. It may be a challenge to keep your analysis brief but you willneed to stay within the length restrictions. We willdedicate a class to discussing your analyses so you must also come prepared to discuss your research findings.

E. Grading System

Course work willbe evaluated using the grading system outlined below . A+ (91-100)= exceptional(work is creative, thorough, wellorganized, wellpresented and demonstrates exceptionalskillin criticalanalysis and an exceptionalunderstanding of the course material) A (85-90)/A-(80-84) = excellent (work is thorough, wellorganized, wellpresented and demonstrates skillin criticalanalysis and a very strong understanding of the course material) B+ (75-79)/B (70-74)/ B- (67-69)= good, very good (work is thorough, wellorganized, wellpresented and demonstrates ability in criticalanalysis and a good understanding of the course material) C+(64-66)/C (60-64) /C- (56-59) = satisfactory (work demonstrates a competent understanding of the course material) D(50-55)= marginal(work demonstrates a slightly better than minimalknowledge of and understanding of the course material) F (0-49) = failure (work is below the undergraduate standard)

F. Plagiarism When submitting assignments, it is essentialthat there be correct attribution of authorities from which facts and opinions have been derived. If you are unsure about the referencing process, please ask me or get help at Malaspina’s writing centre (www.mala.ca/writingcentre ). At Malaspina there are University Regulations

which dealwith plagiarism and, prior to submitting any paper in a course, students should read the “Policy on Academic Misconduct” available online. As stated in the policy, “acts of academic misconduct may make a student subject to a range of disciplinary action – including failure for a course assignment or a course, or possible suspension by the President”.

G. Late Policy and Make-Up Policy The grade of any paper handed in late will be reduced at the rate of 5% per day and 10% per weekend. You cannot hand in late papers on Saturdays or Sundays and so 10% is automatically deducted for a weekend. Please try to hand in assignments to me in person. If you cannot hand a course assignment to me in person, please drop it off in the Dean’s office. Never submit an assignment to be via email unless we have discussed this in advance. In the case of tests, make-ups willbe granted only in cases of emergency and serious illness. S ome form documentation willbe required to write a make-up (i.e. doctor’s note). In fairness to those students who wrote the originaltest, make-ups willbe more challenging and may follow a different format than the originaltest. S tudents with documented disabilities requiring academic and or exam accom modation should contact Disability S ervices, building 200, or call740-6446.

H. Classroom Etiquette

The analysis of aging is not an abstract issue for any of us. Please be respectfulof the experiences and opinions of your classmates. In order to have productive discussions in class, I willask that you raise your hand to make a point. I willmake every effort to learn your names early so that I can make classroom discussions more efficient and so that I can support dialogue and debate. S hould you feelparticularly tired, it is much better and much more comfortable to sleep in your bed rather than your desk. Class willend with plenty of time for you to make it to your next class or meeting. Please do not pack up early as it disrupts the last few minutes of class.

I. Readings, Assignments, Tests and Lecture Schedule:

The following is a schedule of lectures. The required readings follow in brackets. Try and complete the required readings before each lecture. Test dates and assignment due dates are also listed. Allreadings can be found in the course text but some additionalreadings may be assigned as we move through the course. These readings willbe made available through the library, online, or handed out in class.

J. Readings, Test and Lecture Schedule: The following is a schedule of lectures. Try and read the accompanying chapter before each lecture. Test and assignment dates are also listed.

Tuesday Jan. 9th- Introduction to the Course (Assigned Reading: Read the S yllabus) Thursday Jan. 11th- Aging Today (Chapter 1 ) Tuesday Jan. 16th- Theories and Methods (Chapter 2) Thursday Jan. 18th – Theories and Methods (Chapter 2) Tuesday Jan. 23rd - Aging Then and Now (Chapter 3) Thursday Jan. 25th - Aging Then and Now (Chapter 3) Tuesday Jan. 30th – Aging in Canada (Chapter 4) - *Interviews Due* - Class Discussion of Interviews Thursday Feb. 1st – PersonalHealth and Illness (Chapter 5) Tuesday Feb 6th - PersonalHealth and Illness (Chapter 5) Thursday Feb 8th - The S ocialPsychology of Aging (Chapter 7) Tuesday Feb 13th – Health Care (Chapter 8) Thursday Feb. 15th – Health Care (Chapter 8) Tuesday Feb. 20th - *Contemporary Issue Analyses Due* – Class Discussion of Analyses Thursday Feb. 22nd - Death and Dying (Chapter 1 4) Tuesday Feb. 27th – No Class, S tudy Break Thursday March 2nd - No Class, S tudy Break Tuesday March 6th – Death and Dying (Chapter 1 4) Thursday March 8th - In-Class Exam (Chapters 2,3,5,7,8 and 14) *Note that you will not be tested on Chapter 1* Tuesday March 13th - Topic TBA Thursday March 15th – Topic TBA Tuesday March 20th – S elected Topics from Chapter 9-1 3 Thursday March 22nd - S elected Topics from Chapters 9-1 3 Tuesday March 27th - S elected Topics from Chapter 9-1 3 Tuesday March 29th - S elected Topics from Chapter 9-1 3 Tuesday April 2nd - S elected Topics from Chapter 9-1 3 Thursday April 4th - S elected Topics from Chapter 9-1 3 th

th

(Friday April 6 and Monday April 9 – Good Friday/Easter Monday – College Closed)

Tuesday April 10th – S elected Topics from C hapter 9-1 3 Thursday April 12th- Last Day of Class, Course Wrap-Up Final Assignment and/or Test (At the Discretion of the Instructor) – 30%– Scheduled for the Final Exam Period – Date TBA

Appendix: Referencing Guidelines It willbe expected that allwritten materialsubmitted in this course follow standard referencing guidelines. Please note that allthe bibliographic information required for referencing the course materialis available in the syllabus. Do not reference the source of the article as the “ article on hold” or “ course text” . Please construct a regular and recognizable bibliographic reference. You can use MLA , APA or Chicago style in your course papers. Do not include any sources in your bibliography that you have not cited in your paper. Alldirect citations must be put in quotations. Page references must be provided in in-text citations or in footnotes for any direct quotes. If you are using a chapter from a book or an article from a collected volume, the author of the article must be cited as the primary author. The editor of the volume willbe listed in your bibliographic reference. Any website references should include the date that you accessed the site. Limit your website references to quality sites only. Of course, do not use any w ebsite references if the sites are not quality sites. A scholarly online journalarticle is not considered a “website reference” as it is a copy of an article also available in the hard copy of the journal. For assignments in this course you are asked to use specific sources. A rough guideline for the “use” of a source is two citations. In other words, it is not enough to make a quick and passing reference to a required source. If you use in-text citations, please note that the sentence punctuation comes after the bracketed in-text citations. Citations should end sentences, and therefore, they should be followed by a period. A sentence might look like this: The Frankfurt school=s discussion of culture is more developed than that of Marx (Smith 1998: 46). It should NOT look like this: The Frankfurt school=s discussion of culture is more developed than that of Marx. (Smith 1998: 46) When referring to a book in the body of your essay, italicize the book’s title (e.g. KarlMarx’s The Communist Manifesto is.....). When referring to an article or chapter of a book, place the title of the article in quotations (e.g. In “The IntellectualPossibilities of Television”, Mark Kingwellargues that....) As a generalguideline, when referring to authors in the body of your essay, use the fullname the first time you refer to them and only their last name thereafter. Never refer to them by their first name only or use titles like “Mr.” or “Miss”. If you are in the market for a good guide to essay writing you could look for Joanne Buckley=s Fit to Print published by Harcourt Canada or Margot Northey, Lorne Tepperman, and James Russel’s Making Sense: A Student’s Guide to Research and Writing published by Oxford University Press. Malaspina’s Writing Centre is a great (and free!) resource for helping you write better essays. Take advantage of it by contacting them at www.mala.ca/writingcentre or753-3245 loc. 2115.

SOCIOLOGY 350 QUALITATIVE RESEARCH METHODS SPRING 2010 (SECTION S10N01) Instructor: Class Time / Location: Office: Office Hours: E-mail: Web Site: Phone:

Dr. Jerry Hinbest Tuesday & Thursday, 2:30-4:00 p.m.; Building 356, Room 325 Building 356, Office 370 Tuesday & Thursday, 4:00-5:00 pm, or by appointment [email protected] (best way to reach me!) http://web.viu.ca/hinbestj/ (with links to Moodle) 753-3245 ext. 2798

TEXTS: 1. Bailey, Carol A. (2007). A guide to qualitative field research, 2nd Edition. Thousand Oaks, CA: Pine Forge. Required 2. SOCI 350 Custom Course Package. Required 3. Selected articles on reserve in the library, distributed in class, or available on Moodle. COURSE DESCRIPTION AND REQUIREMENTS: The course prepares students to use qualitative methods and analysis for conducting social research. Topics include qualitative interviewing, content analysis, observation, field research, and participatory action research. NOTE: Not open to students with credit in SOCI 375A, CRIM 350 or PSYC 304. Credit will only be granted for one of SOCI 350 or CRIM 350. Prerequisite: SOCI 111 or 112, and SOCI 250, CRIM 220 or PSYC 204. The class format will mix lectures and discussion of issues and examples, using class participation and some small group work. You are expected to participate in class and group discussions. This will constitute part of your grade, so attending regularly and preparing for class are important. You will also need to make every effort to keep up with the reading, as our weekly discussions will assume that you have read the material prior to class. EVALUATION: • Mid-term take-home Exam

20%

Grading Scheme

February 4-11

• Research Proposal - topic, presentation, précis - completed proposal

30%

Feb, 9, 18, March 9 April 1

• In-term assignments

20%

Throughout the term

• Final Exam

20%

April 8-22


10%

Throughout the term

A+ A AB+ B B-

95-100 90-94 85-89 80-84 75-79 70-74

C+ C CD F

65-69 60-64 55-59 50-54 0-49

Please Note: Students must complete each of the three course elements – 1) exams, 2) research proposal, and 3) in-term assignments and class participation - to pass the course.

SOCI 350 Course Outline

p. 2

CLASS SCHEDULE: Week / Date Week 1 January 5, 7

Week 2 January 12, 14



Week 5 February 2, 4


Discussion Topics INTRODUCTION • Introduction to the course: discussion of outline, getting acquainted, expectations • Why qualitative research? WHAT IS QUALITATIVE RESEARCH? • The nature of qualitative research • Issues and commitments: ethics, voice, reflexivity, participation and inclusion QUALITATIVE RESEARCH TRADITIONS • Ethnography, phenomenology, case study, grounded theory, action and participatory research, narrative QUALITATIVE RESEARCH DESIGN • Rigour, reliability, validity, authenticity • Purposeful sampling, triangulation • Developing research questions TAKE HOME MID-TERM EXAM DISTRIBUTED REPORTING & PORTRAYING • Narrative, writing, reporting • Enhancing quality and credibility

Assigned Readings CP = Course Pack; L = Library

Course Outline, handouts Bailey: Chapter 1 CP: Review please!

Bailey: Chapters 2 & 3 CP: Fine et al/ “For Whom? . . .” Recommended (R): Stoecker

Bailey: Chapter 4 CP: Creswell / “5 Approaches”; Stake/ “Case Studies”; R: Ragin

Bailey: Chapter 5 CP: Janesick / “Choreography of Qualitative Research”

Bailey: Chapter 12 CP: Richardson / “pleated text.” R: Elliott, L: Richardson, Lawler

VARIETIES OF QUALITATIVE INQUIRY Bailey: Chapter 6 • First thoughts on ‘methods’ CP: Neuman / “Lit. Review”; • Sharing initial ideas of research topics • Introduction to field work and observation Angrosino / “Naturalistic

Observation”; R: Angrosino (OL)


FIELD WORK AND OBSERVATION • Observation practice assignment • Time for research proposal work groups

February 22-26

STUDY WEEK!

Week 8 March 2, 4

Week 9 March 9, 11

INTERVIEWING • Interviewing – theory • Interviewing – practice INTERVIEWING AND FOCUS GROUPS • Interviewing strategies; focus groups • Time for research proposal work groups

CP: Shank / “Observing” R: Silverman, L: Goffman, Whyte

Bailey: Chapter 7 CP: Rubin / “Listening & hearing” L: Anderson & Jack

CP: Krueger / “Focus Groups – Developing a Questioning Route…”

SOCI 350 Course Outline Week / Date

Discussion Topics

Week 10 March 16, 18

ANALYSIS & INTERPRETATION • Coding, memoing, field notes • Grounded theory, qualitative software

Week 11 March 23, 25

WHAT NEXT? • Secondary data analysis • Representation, organization, exiting

Week 12 March 30, April 1

RESEARCH PROPOSAL DUE THE POLITICAL CONTEXT OF RESEARCH • Power in research: participation, collaboration, Program evaluation • How will you use qualitative research?

Week 13 April 6, 8

TAKE HOME FINAL EXAM DISTRIBUTED • Tensions and Transformations • Reflection on the course

p. 3 Assigned Readings

Bailey: Chapters 8 & 9

Bailey: Chapter 11 & 10 CP: Ragin / “Using qualitative…”

On-line: Constantino & Greene “Narrative & evaluation” R: House, Cheek

Course pack: Gergen & Gergen / ”Qualitative inquiry: Tensions & transformations”

WRITTEN ASSIGNMENTS: Here is a brief description of the requirements for the written assignments. A longer description of the research proposal will be provided in week two. Marks will reflect your thoughtfulness and level of effort. Late papers may be accepted, but are highly discouraged. Marks will be deducted. TAKE HOME MID-TERM AND FINAL EXAMS (20% & 20%) There will be two take-home exams. The mid-term exam will be distributed on February 4 and is due one week later, on February 11. The final exam will be distributed on April 8 and you will have two weeks to complete it, due on or before April 22. Each exam is worth 20%, and will consist of several essay type questions requiring you to apply and discuss various concepts we will be talking and reading about this term. IN-TERM ASSIGNMENTS (20%) I will be assigning a variety of short assignments throughout the term related to such topics as observation, interviewing, and other application of qualitative research knowledge and skills. Some will involve writing brief summaries. Collectively they will be worth 20% of your mark. RESEARCH PROPOSAL (30%) Your research proposal should be approximately 12 to 15 pages (double-spaced), due April 1st. Detailed requirements of this project will be distributed in the second week. This project involves working with others as a group – developing ideas for research as a team, but preparing an individual written research proposal. This project will be the focus for several class activities designed to assist you in preparing and refining your proposal: o o o o

Preliminary proposal topic / question(s) / tradition ideas, February 9. Brief class group presentation and feedback on your proposal topic(s), February 18 One page précis for instructor feedback, March 9. Group consultation and independent work time, several occasions


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COURSE PACK READINGS: Angrosino, M. V. (2007). The varieties of naturalistic observation. In Naturalistic observation (pp. 3241). Walnut Creek, CA: Left Coast Press. Cheek, J. (2005). The practice and politics of funded qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), The handbook of qualitative research (3rd ed.), (pp. 387-409). Thousand Oaks, CA: Sage. Creswell, J. (2007). Five qualitative approaches to inquiry. In Qualitative inquiry and research design: Choosing Among Five Traditions (2nd ed.), (pp. 53-81). Thousand Oaks, CA: Sage. Elliott, J. (2005). Narrative and new developments in the social sciences. In Using narrative in social research (pp. 3-13). Thousand Oaks, CA: Sage. Fine, M., Weis, L., Weseen, S., & Wong, L. (2003). For whom? Qualitative research, representations, and social responsibilities. In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitative research: Theories and issues (2nd ed.), (pp. 107-132). Thousand Oaks, CA: Sage. Gergen, M. M. & Gergen, K. J. (2003). Qualitative inquiry: Tensions and transformations. In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitative research: Theories and issues (2nd ed.), (pp. 575-610). Thousand Oaks CA: Sage. House, E. R. (2005). Qualitative evaluation and changing social policy. In N. K. Denzin & Y. S. Lincoln (Eds.), The handbook of qualitative research (3rd ed.), (pp. 1069-1081). Thousand Oaks, CA: Sage. Janesick, V. J. (2003). The choreography of qualitative research design: Minuets, improvisations, and crystallization. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (2nd ed.), (pp. 46-79). Thousand Oaks, CA: Sage. Krueger, R. A., & Casey, M. A. (2000). Developing a questioning route. In Focus groups: A practical guide for applied research (3rd ed.), (pp. 39-67). Thousand Oaks, CA: Sage. Neuman, W. L., & Robson, K. (2009). Reviewing the scholarly literature and planning a study. In Basics of social research: Qualitative and quantitative approaches (1st Canadian ed.), (pp. 66-79). Toronto: Pearson, Allyn & Bacon. Ragin, C. C. (1997). Turning the tables: How case-oriented research challenges variable-oriented research. Comparative Social Research, 16, 27-42. Ragin, C. C. (1994). Using qualitative methods to study commonalities. In Constructing social research (pp. 81-91). Thousand Oaks, CA: Pine Forge Press (Sage). Richardson, L. (2006). Skirting a pleated text: De-disciplining an academic life. In In S.N. Hesse-Biber & P. Leavy (Eds.), Emergent methods in social research (pp. 1-11). Thousand Oaks, CA: Sage. Rubin, H. J., & Rubin, I. S. (2005). Listening, hearing, and sharing social experiences. In Qualitative interviewing: The art of hearing data (pp. 1-15). Thousand Oaks, CA: Sage. Shank, G. (2001). Observing. In Qualitative research: A personal skills approach (2nd ed.), (pp. 21-33). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Silverman, D. (2007). On finding and manufacturing qualitative data. In A very short, fairly interesting and reasonably cheap book about qualitative research (pp. 37-53). Thousand Oaks, CA: Sage Publications. Stake, R. E. (2003). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative Inquiry (2nd ed.), (pp. 134-164). Thousand Oaks CA: Sage. Stoecker, R. (2005). The goose approach to research. In Research methods for community change: A project-based approach, (pp. 27-44). Thousand Oaks CA: Sage.


p. 5

LIBRARY RESERVE READINGS: Agbo, S. A. (2006). Changing school-community relations through participatory research: Strategies from First Nations and teachers. In J. Winterdyk, L. Coates, & S. Brodie (Eds.), Qualitative and quantitative research methods reader: A Canadian orientation (pp. 78-98). Toronto: Pearson. Anderson, K., & Jack, D. C. (1991). Learning to listen: Interview techniques and analyses. In S. Berger Gluck & D. Patai (Eds.), Women’s words: The feminist practice of oral history (pp.11-26). London: Routledge. Becker, H. S. (2002). The life history and the scientific mosaic. In D. Weinberg (Ed.), Qualitative research methods (pp. 79-87). Malden, MA: Blackwell. Botting, Ingrid. (2004). Understanding domestic service through oral history and the census. In S.N. Hesse-Biber & P. Leavy (Eds.), Approaches to qualitative research: A reader on theory and practice (pp. 243-262). New York: Oxford University Press. Goffman, E. (2002). On fieldwork. In D. Weinberg (Ed.), Qualitative research methods (pp. 149-153). Oxford, UK: Blackwell. Hodder, I. (2002). The interpretation of documents and material culture. In D. Weinberg (Ed.), Qualitative research methods (pp. 266-280). Malden, MA: Blackwell. Lawler, S. (2002). Narrative in social research. In T. May (Ed.), Qualitative research in action (pp. 242258). Thousand Oaks, CA: Sage. Prosser, J. & Schwartz, D. (2004). Photographs within the sociological research process. In S.N. HesseBiber & P. Leavy (Eds.), Approaches to qualitative research: A reader on theory and practice (pp. 334-349). New York: Oxford University Press. Richardson, L. (2004). Writing: A method of inquiry. In S.N. Hesse-Biber & P. Leavy (Eds.), Approaches to qualitative research: A reader on theory and practice (pp. 473-495). New York: Oxford University Press. Rose, D. (2004). Analyses of moving images. In S.N. Hesse-Biber & P. Leavy (Eds.), Approaches to qualitative research: A reader on theory and practice (pp. 350-366). New York: Oxford University Press. Thorne, B. (2004). ’You still takin’ notes?’ Fieldwork and problems of informed consent. In S.N. HesseBiber & P. Leavy (Eds.), Approaches to qualitative research: A reader on theory and practice (pp. 159-176). New York: Oxford University Press. Van den Hoonaard, W. C. (2006). Is research-ethics review a moral panic? In J. Winterdyk, L. Coates, & S. Brodie (Eds.), Qualitative and quantitative research methods reader: A Canadian orientation (pp. 63-75). Toronto: Pearson. Whyte, W. F. (1981). Appendix A: First efforts. In Street corner society: The social structure of an Italian slum (3rd edition) (pp. 288-308). Chicago, IL: University of Chicago Press

READINGS AVAILABLE ON-LINE THROUGH MOODLE: Angrosino, M. V. (1994). On the bus with Vonnie Lee: Explorations in life history and metaphor. Journal of Contemporary Ethnography, 23(1), 14-28. Constantino, T. E., & Greene, J. C. (2003). Reflections on the use of narrative in evaluation. American Journal of Evaluation, 24(1), 35-49. Smith, G. C. S., & Pell, J. P. (2003). Parachute use to prevent death and major trauma related to gravitational challenge: Systematic review of randomised controlled trials. BMJ, 327, 1459-1461.


p. 6

USING MOODLE TO ACCESS COURSE RESOURCES AND INFORMATION: Moodle is an on-line learning environment used by instructors at Vancouver Island University. I use Moodle to share articles and information with students. The course Moodle site may be accessed through my VIU web site, which can be found at: http://web.viu.ca/hinbestj Note that I am teaching other courses, so please choose SOCI 350 – S10N01. In order to access the Moodle site for the course, you will need to obtain a discovery account from Information Technology (IT) services, and an access key (password), which you will get from me in class. The access key will change after the course roster is set, so if you find that you can’t access the site, e-mail me to obtain the current key. Links to the page for creating your discovery account and to IT services are available through my web site. The direct link to the course Moodle site is: http://moodle.viuonline.ca/course/view.php?id=902 COMPUTER SKILLS: You will need to have the computer skills required of all students attending Vancouver Island University. See the computer literacy expectations for VIU students at: http://www.viu.ca/calendar/GeneralInformation/computerliteracy.asp You must have basic computer skills for using the Internet for browsing and searching with Internet Explorer 6.x or later (or alternatives such as Mozilla). You should be knowledgeable in using the Windows™ operating systems (or equivalent alternatives such as the Linux or the Mac OS) for opening and saving files, attaching files to e-mail, exploring the file structures on a hard disk or remote server, creating folders, installing programs, etc. If you do not have these skills, be prepared to spend time early in the course to become familiar with them. There are online tutorials that you can access from any lab at: http://www.viu.ca/technology/general/help.asp#Tutorials

A Note on Attendance: This course is different from most other courses at university in that it emphasizes many practical, hands-on skills. This content is virtually inaccessible simply by reading the texts and articles. Attending class provides an opportunity to hear, talk about, and try out ideas and techniques that will make research real to you. I believe that in many ways an apprenticeship approach to research is the most successful – this may be the closest you can get, short of working as a research assistant. As such, attendance is particularly important, and I expect you to attend most of the classes. If you cannot commit to attending at least 24 of the 26 classes, please consider taking this class in another semester when you will have the time.


p. 7

GRADING EXPECTATIONS 1 Many students feel that they deserve an “A” for meeting the minimum requirements of an assignment. However, just like in the outside world, if you do the minimum, you get rewarded with the minimum – you pass (or collect your pay cheque). If you want to get higher grades, you have to exceed minimum expectations, just as in the outside world, if you want to get a promotion, you have to do your work extremely well, not just “adequately.” Characteristics of work in the A range (A-, A, or A+): Outstanding performance and exceptional work. The content, organization and style of the work are all at a high level of comprehension of the subject, and the work demonstrates excellent writing (or verbal presentation), critical thinking, and the use of research and existing literature where appropriate. The work demonstrates sound critical thinking processes, innovative ideas and shows personal engagement with the topic. The work far exceeds minimum expectations in all areas. Grammar, writing, spelling and formatting are all excellent. Characteristics of work in the B range (B-, B or B+): The work is good and has no major weaknesses. The writing or verbal presentation is clear and explicit; coverage of the topic is good and the work demonstrations good comprehension. The work shows good use of existing knowledge on the subject, including research and existing literature. Grammar, writing, spelling and formatting are done well. Characteristics of work in the C range (C-, C or C+) Satisfactory performance and adequate work. Shows fair comprehension of the subject but has some deficiencies in content, style and/or organization of course material. Adequate use of research and existing literature. Grammar, writing, spelling and formatting meet minimum requirements. Talk to me about what will move your work up to the next level. Characteristics of work that receives a grade of “D” Marginal performance with minimally adequate work, barely at a passing level. The work shows serious flaws in content, organization or style of written (or verbal) work. The work shows poor comprehension of the subject, and minimal involvement in required work. The work shows poor use of research and existing literature. The work may show poor use of grammar, poor spelling, incorrect formatting, and may demonstrate problems with writing. Talk to me – I’m willing to help you improve your work! Characteristics of work in the “F” range Failing work. Does not meet most, or any, of the minimum expectations. The works does not meet expectations for grammar, spelling, formatting and writing. Talk to me – it’s likely I’m willing to help you to succeed, if you are willing to put the work in as well.

1

These grading criteria have been adapted from the Criminology Students’ Handbook: http://web.mala.bc.ca/crim/student/Crim%20Student%20Handbook%2005-06.pdf

Data Analysis… is

FUN!!!

Sociology 351 Quantitative Research Methods Fall 2006 Dr. Linda Derksen Tuesday/Thursday 10:30-12:30

Now that all of you know a little bit about statistics (more than you think you know!), and a little bit about research methods – it is time to learn how to apply that knowledge to analyzing data. Through a combination of lectures, hands-on exercises, and work in the computer lab, you will thrill and amaze yourself at how much you can learn and understand. There is a world of information out there once you learn how to access and understand it. As in all 3rd and 4th year courses, you are expected to commit at least three to fours hours OUTSIDE of class, for every hour we spend in class. This means that I expect each and every one of you to spend a MINIMUM of NINE to TWELVE hours EACH WEEK outside of class time for work on this course. If you are thinking that this course will be difficult for you, then you need RIGHT NOW to arrange your schedule so that you are able to spend MORE time than the minimum I recommend. If you cannot make this commitment right now, you might want to considering taking this course at another time. Note: This course has two pre-requisites: Math 161, Math 181 or Math 211, AND Soci 250 (or Crim 220, or Psyc 204), or the equivalent courses from another institution. Pre-requisites will be checked, and you will be de-registered if you do not have the pre-requisites. You may not take this course for credit if you have taken Soci 351 or Psyc 300A. Please see the BA Advisors if you are unsure as to whether you are qualified to take this class. You must also have the basic computer skills expected of all Malaspina students, including knowledge of how to search the Internet for articles and databases, and general Windows™ skills for accessing programs and files on remote servers, exploring file structure, installing programs, etc. If you do not have these skills, you will need to make a good start at learning them by the second class. Please see the computer literacy expectations for all Malaspina students at: http://www.mala.bc.ca/www/crsinfo/calendar/complit.htm .

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Office Hours: Wednesday 4:30-5:30, Thursday 1:30-2:30, or by appointment. Course webpage: http://web.mala.bc.ca/derksenl/Courses/Soci351/ Lecture: Labs:

Tuesday Thursdays

10:30-12:30 – Bldg. 356, Room 332 10:30-12:30 – Bdlg. 356, Room 340

Required Texts: Rowntree, Derek (2004) Statistics Without Tears. A Primer for Non-Mathematicians. Classic Edition. Boston: Pearson Education Inc. Pavkov, Thomas and Kent Pierce. (2007) Ready, Set, Go! A Student Guide to SPSS 13.0 and 14.0 for Windows. Toronto: McGraw-Hill Ryerson. Gillespie, Michael; Janet MacDonald, Lind Derksen & Charles Humphries. 2006. Social Data Analysis Lab Manual. This will be printed and available in the bookstore. The first chapter, and possibly the second, will be handed out in class. You will need a 1” 3 ring binder to hold the manual and codebooks. You will also need: A simple calculator. For exams, you will NOT be allowed to use statistical calculators that store formulas. A calculator that does all the normal functions, including square roots will be all that you need. Course website: http://web.mala.bc.ca/derksenL/courses/Soci351 NOTE: You will need your Discovery account username and password to access this site. When you try to access the course website, a dialogue box will open up, asking for your Discovery account and a password. You MUST type the entire word “discovery” followed by a backslash or a forward slash, and then your username: discovery\yourusername and hit enter Then enter your Discovery account password. This should let you on to the website. If it doesn’t, ask a fellow student for help, or contact the IT help desk ([email protected]).

Course Objectives: This course is designed to give you skills in the following areas: 1. To learn to analyze (produce and interpret) quantitative secondary data using the program SPSS (Statistical Package for the Social Sciences). 2. To gain confidence working with the computer, with data sets, and with SPSS.

3

All of the skills you will learn in this course are highly desirable in the workplace and graduate school, and they transfer easily to other fields and disciplines. This course should be an asset for all of your upper division courses that require you to engage the empirical literature. There are a lot of poorly written and analyzed articles published every day in the social sciences, including Sociology. If you do not like quantitative data analysis, you can take the power of this research away by learning to understand it and show how it is frequently very poorly done. Getting Help: Over the years, I’ve learned that life happens while we are going to school. I hope none of these things happen, but it is likely that this semester, in your life, people will get sick, die, have break ups and family problems, and all the while the academic calendar will just tick-tock away. If you experience problems that affect your ability to do your schoolwork, or to be in class, please let me know, or contact someone at Student Support Services in Building 200. They will keep your concerns confidential, and will help you to notify your professors that you may need extra time or consideration, given what’s going on in your life. Student Support Services has walk-in hours on Monday to Friday for any time that you are in crisis or need. If you’re feeling overwhelmed, please talk to someone – at Student Support, or e-mail me, or come see me, and we’ll get you some assistance. And please, try to do this before your life gets out of control – I know this is difficult to predict, but problems are so much easier to fix if they’re caught early. My ability to help you is greater before an exam or assignment is due, than after the deadline. Special needs: If you have a documented disability and you need accommodation for exams or assistance with note-taking, etc, please contact Disability Services in Building 200, or call 740-6416. I’m more than happy to help with any accommodation that will increase your ability to learn. There are lots of services available at Malaspina that will help me to help you to thrive and succeed. If you know that you have a disability, but have not accessed the resources available to help you, I can help you to link up with the people on campus who are there to support you. General Expectations: This course is designed to teach you data analysis skills which will be marketable in the workplace or in graduate school. The best way to learn research is to do research. Please be prepared to be fully committed to this course, which means: • • • •

•

Having all assigned reading completed before class on Tuesday and Thursday. Committing to a minimum of NINE to TWELVE hours each week OUTSIDE OF CLASS TIME for work on this course Regular attendance – please let me know by e-mail if you are going to be absent. Submitting work on time – late assignments will not be accepted. If you are experiencing problems in meeting course expectations, see my note above about talking to me before things get out of control so that we can problem solve. You have one week to complete your labs. Lab assignments are due on Thursdays, at the BEGINNING of the lab period.

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Course requirements: Mid-term exam #1 (Labs 1-3) 20% Mid-term exam #2 on sampling distributions & confidence intervals (Labs 4, 5, 6) 20% Lab Assignments (credit/no credit)* 10% Note: To receive credit, labs MUST be handed in on the due date. No exceptions except for documented medical illnesses. Labs are still due in the case of cancellation of class – hand them in at the Dean’s office. Class participation/activities/quizzes/extra credit♣ 10% ♦ Final paper/exam 40%

TENTATI VE Grade Distribution:

A+ A AB+ B B-

Grading Scheme 95-100 C+ 90-94 C 85-89 C80-84 D 75-79 F 70-74

66-69 62-65 58-61 50-57 0-49

Note: These grades are the lowest grades you will need to attain these marks. Any changes will be in your favour.

♣

Extra credit: If you wish, you may earn extra credit by exploring the GSS2004 dataset. If you like, in addition to the required lab exercises, you could do the same exercises that we do in labs, but substitute variables of interest to you in the 2004 data. Or, you may explore other data and research questions of interest to you. Extra credit will depend on the depth of your effort, and the quality of your work. In other words, you need to pretty much “get it right” – or at least show that you are trying very hard to understand. I am always willing to help you to explore the data, and answer questions of interest to you. ♦

If you attain an average grade of “B” or higher on the first two mid-terms, you will have the option of choosing to write a paper doing your own data analysis using the datasets we use in the course, instead of writing the final exam. You must make your decision by November 7th.

Soci 351 Fall 2007 – TENTATI VE Schedule – subject to change to suit the needs of the class Week Week 1 September 5, 7

Class Math Review Introduction to codebook Review: Levels of measurement review

Week 2 September 12, 14

Review: Descriptive Statistics: Frequencies, valid & missing values. Review: Measures of central tendency -- Mean, median, standard deviation, shape of distributions Reading: Package: Lab 1, Lab 2 Statistics Without Tears Chapter 1 Chapter 2 -- all Chapter 3 -- Page 38-48 Chapter 4 – pages 57-64 Review: The Normal Curve, the empirical rule, Z-scores Reading: Package: Lab 3, Statistics Without Tears: Chapter 3: page 48-end Chapter 4 – pages 64 to end

Week 3 September 19, 21

Week 4 September 26, 28 Week 5 October 3, 5 Week 6 October 10, 12

Week 7 October 17, 19

Lab Introduction to SPSS Download and open dataset Lab 1

Lab 2

Lab 3 Midterm 1 – October 3rd

Lab 4

Review: • Inference • Sampling Distributions, • Standard Error of the Mean, • Standard Error of the Proportion

Lab 5

Reading: Package: Lab 7-10 overview, Lab 4, Lab 5 Statistics Without Tears: Chapter 5 -- ALL Review: • Confidence Intervals for the mean • Confidence Intervals for the proportion Reading: Package: Lab 6 Statistics Without Tears: Pages 96-99

Lab 6

5

6

Week 8 October 24, 26

Week 9 October 31, Nov. 2

Week 10 November 7, 9 Week 11 November 14, 16 Week 12 November 21, 23

Week 13 November 28, 30 Final exam

Midterm #2 – Sampling distributions and inference– Labs 4, 5, 6, Lab 7-10 overview Relevant bits from Statistics Without Tears Chi-Square/crosstabs Reading: Lab package: Lab 10 Statistics Without Tears: pages 150-154 Cross-tabs

Lab 10

Cross-tabs Correlation & Regression Reading: Lab package: Lab 9 Statistics Without Tears: Chapter 8 Regression -- interpretation TBA – Cumulative ♦ Optional research papers will be due the day of the final exam.

Lab 9

SOCIOLOGY 351 Sociological Research Methods II Fall 2008 (Section F08N01/02) Instructor: Office: Office Hours: Class Time / Location: Lab Time / Location: E-mail: Web Site: Phone:

Jerry Hinbest 356 / 370 Tuesday & Thursday, 4:30-5:00, Friday, 1:30-2:30, or by appointment Tuesday, 2:30 - 4:30; 356 / 325 Thursday, 2:30 – 3:30 / 3:30 - 4:30; 356 / 340 [email protected] (best way to reach me!) http://web.viu.ca/hinbestj/ (with links to Moodle) 753-3245, local 2798.

TEXTS: 1. Salkind, N. J. (2008). Statistics for people who (think they) hate statistics (3rd ed.). Thousand Oak, CA: Sage Publications. 2. Additional articles may be assigned during the course. COURSE DESCRIPTION AND REQUIREMENTS: This course will help you develop quantitative research and data analysis skills and the ability to critique quantitative studies. Students will learn to apply statistical concepts using SPSS TM. Credit will only be granted for one of CRIM 351, PSYC 300A or SOCI 351. This course has two pre-requisites: a MATH course (161, 181, or 211), and SOCI 250 (or the equivalent CRIM 220 or PSYC 204). The content builds on these courses, and exceptions will not be possible. This is a small class, and so the format will be seminar style discussion of concepts and examples, using class participation and small group work on Tuesdays, complemented by Labs on Thursdays in which we will apply skills and build your experience. Despite the small class and informal setting, the work expectations for this course are significant – you will need to commit to keeping up with the reading and attending each class. Each week the Thursday lab will give you opportunities to apply ideas, and to hand in some work which will count towards your final grade in the course. In this course you will develop your: 1. ability to conduct statistical analysis of quantitative data; 2. understanding of the appropriate use of analytic techniques in both descriptive and inferential methods, including hypothesis testing; 3. ability to interpret statistical results involving univariate statistical analysis; 4. ability to use the statistical software SPSS; 5. experience in exploring and working with secondary data so you can conduct research; 6. understanding of some basic ideas and rationale for multivariate analysis.

SOCI-351 Course Outline – Fall 2008 – p. 2 of 4. EVALUATION: • In-class mid-term exam

20%

October 21st

• Weekly LAB Assignments - due in class each Thursday

20%

Each Lab class

• Lab Assignments - three to be done over the term

15%

to be determined


25%

to be determined

• Class participation *

10%

ongoing


95-100 90-94 85-89 80-84 75-79 70-74

C+ C CD F

65-69 60-64 55-59 50-54 0-49

* Based on such factors as regular attendance, evidence of having done the readings, the number, quality and timeliness of completed assignments, spirited participation in class discussions.

USING MOODLE TO ACCESS COURSE RESOURCES AND INFORMATION: Moodle is an on-line learning environment used by instructors at Vancouver Island University. This semester I am using Moodle to share data sets and information with students. The course Moodle site may be accessed through my VIU web site at: http://web.viu.ca/hinbestj/ Note that I also have one other Sociology Moodle site, so choose SOCI 351 F08N01/02. In order to access the Moodle site for the course, you will need to obtain a discovery account from Information Technology (IT) services, and an access key (password), which you will get from me in class. The access key may change after the course roster is set, so if you find that you can’t access the site, e-mail me to obtain the current key. Links to the page for creating your discovery account and to IT services are available through my web site. The link to the course site is: http://moodle.viuonline.ca/course/view.php?id=1116&sesskey=0Vd9FsaVWS&switchrole=5 COMPUTER SKILLS: You will need to have the computer skills required of all students attending Vancouver Island University. See the computer literacy expectations for VIU students at: http://www.viu.ca/calendar/GeneralInformation/computerliteracy.asp You must have basic computer skills for using the Internet for browsing and searching with Internet Explorer 6.x or later (or alternatives such as Mozilla). You should be knowledgeable in using the Windows™ operating systems (or equivalent alternatives such as the Linux or the Mac OS) for opening and saving files, attaching files to e-mail, exploring the file structures on a hard disk or remote server, creating folders, installing programs, etc. If you do not have these skills, be prepared to spend time early in the course to become familiar with them. In the course you will be using SPSS – a Statistical Package for Social Sciences – which is available at VIU only on computers running Windows XP Pro. There are online tutorials for a variety of software that you can access from any lab at: http://www.viu.ca/technology/general/help.asp#Tutorials

SOCI-351 Course Outline – Fall 2008 – p. 3 of 4. WRITTEN ASSIGNMENTS / LABS: There are two main types written assignments for the course: weekly labs due in class each Thursday, and three additional lab assignments involving more questions and independent work. The weekly labs are worth a total of 20%. Some will be based on questions distributed in Tuesday’s class, and some during the lab itself. Each lab will be worth 2% - 1% for simply handing it in on time (late labs will not be accepted), and 1% based on how well you do the work. I expect that everyone will be able to get the full 20% assigned for the labs. The additional three labs will cover selected topics and will each be worth 5% of your total mark. The dates for these labs will be determined in the first few weeks of the term. EXAMS: The in-class mid-term exam will consist of objective and short answer type questions covering all material discussed in class and examined in the assigned readings. You will have the full two hours to write the mid-term exam, although it should take you less time than that. The final exam will be three hours in duration, will be cumulative of all topics examined in the course (although it will emphasize the material covered after the mid-term), and will be the same format of questions. Some short essay questions may be included. Sample questions can be found at the end of each chapter in the text. The mid-term exam is scheduled for October 21st, and represents 20% of your mark. The final exam is also worth 20% of your total course grade. CLASS SCHEDULE: In each week we will use Tuesday to explore concepts and Thursday to apply them in the Lab. Week / Date

Discussion Topics

Assigned Readings

Week 1 Tue. Sept. 2nd Thu. Sept. 4th

• Introduction to the course: discussion of outline, Salkind: Chapter 1 & getting acquainted, expectations, ‘Moodle’ Appendix A. • Concepts: statistics, descriptive vs. inferential • Discussion of the assignments • LAB: Math concepts, Intro to SPSS


• • • •


• Variability • Concepts: standard deviation, variance, • LAB: I won’t be at class, but you are welcome to attend and practice with SPSS.

Salkind: Chapter 3.

Week 4 Tue. Sept. 23rd Thu. Sept. 25th

• Distributions, correlation • Concepts: Graphically portraying data, and distributions, correlation coefficients • LAB: Distributions and descriptive portrayal of data – bar, pie line charts and histograms

Salkind: Chapter 4 & 5.

Measures of Central Tendency Concepts: mean, median, mode The nature of data and data sets. LAB: Defining data: variables, labels, codes, etc.

Salkind: Chapters 1, 2 & Appendix A.

SOCI-351 Course Outline – Fall 2008 – p. 4 of 4. Week / Date

Discussion Topics

Assigned Readings

Week 5 Tue. Sept. 30th Thu. Oct. 2nd

• Review of concepts validity and reliability • Concepts: reliability, validity, levels of measurement, error • LAB: More SPSS: transform, calculate, recode

Salkind: Chapter 6.


• Hypothesis testing • Concepts: null hypothesis, research hypothesis • LAB: hypothesis testing

Salkind: Chapter 7.


• Probability and standardization • Concepts: probability, normal curve, z score • LAB: Review for the mid-term

Salkind: Chapter 8.

Week 8 Tue. Oct. 21st Thu. Oct. 23rd

• IN-CLASS MID-TERM EXAM – 20% – Oct. 21st Salkind: chapters 1-8 • Discussion of Lab assignments • LAB: Review for the mid-term


• Inferential Statistics - Significance • Concepts: inference, significance testing • LAB: t-tests

Salkind: Chapter 9.


• Tests means of different or related groups • Concepts: t-tests, • LAB: t-tests

Salkind: Chapters 10 & 11.


• Remembrance Day: No classes on Tuesday • LAB: Catching up, review of lab assignments


• Correlation coefficients, non-parametric tests Salkind: Chapters 14 & 16 • Concepts: correlation coefficients, chi square, lambda, gamma • LAB: chi square


• Linear regression • Concepts: logic of prediction • LAB: Review for the final exam Final Exams Begin December 4th Exam date will be set by the registrar

Salkind: Chapter 15.

Vancouver Island University SOCI 351 Sociological Research Methods II Proposed Course Outline Fall 2010 PROFESSOR: Sylvie Lafrenière, PhD TELEPHONE: 753-3245 or toll-free 1-888-920-2221 (Ext. 2240) OFFICE: Bldg. 356 Room 308 E-MAIL ADDRESS: [email protected] OFFICE HOURS: Tuesdays – 9:30am to 10:30am Thursdays – 9:30am to 11:00am … or by appointment LECTURE: Tuesdays – 2:30pm to 4:30pm (Bldg. 356, Rm. 325) LAB: Thursdays – 2:30pm to 4:30pm (Bldg. 356, Rm. 340)

COURSE CALENDAR DESCRIPTION Designed to develop quantitative research and data analysis skills and the ability to critique quantitative studies. Topics may include survey research, use of archival data and experimental designs. Students will learn the application of statistical concepts using SPSS for data analysis. Credit will only be granted for one of CRIM 351, PSYC 300 or SOCI 351. Prerequisite: SOCI 111 or SOCI 112; and one of SOCI 250, CRIM 220, or PSYC 204; and one of MATH 161 (preferred), MATH 181, or MATH 211.

COURSE LEARNING OBJECTIVES The course is designed to help you reach the following learning objectives, necessary for the interpretation and analysis of quantitative data: (a) Understand the logic underlying various quantitative techniques; (b) Conduct statistical procedures appropriate for the analysis of quantitative data; (c) Understand the structure and features of the SPSS program and the use of the program to conduct statistical analyses; (d) Appreciate the vital role and the practical value that the field of statistics plays in social science research. 1

REQUIRED TEXT AND MATERIAL Haan, Michael (2009). An Introduction to Statistics for Canadian Social Scientists. Don Mills: Oxford University Press. Scientific calculator: for use during class, labs, assignments and exams.

RECOMMENDED REFERENCE TEXTS Garner, Roberta (2005). The Joy of Stats. Peterborough: Broadview Press. Healey, Joseph F. (2008). Statistics. A Tool for Social Research, eighth edition. Belmont, CA: Thomson Wadsworth.

INSTRUCTIONAL METHOD Lectures, discussions, homework as well as in-class and lab exercises: students are expected to contribute to the learning format through class participation and readings. The lab component is designed to provide the skills needed for students to understand and interpret a variety of statistical techniques and to complete their assignments. Students are expected to attend all lectures and labs and to participate in class discussions. Since the readings are intended to complement the material seen in class, independent reading is crucial for success in this course. Students should be aware that a significant portion of the material covered in this course will be found exclusively in the lectures. If circumstances arise that require a student to miss a scheduled lecture, it is the student’s responsibility to obtain any missed lecture notes from their colleagues.

2

STUDENT ASSESSMENT "Practice Questions" (5 out of 10 weeks) Assignment 1 Assignment 2 Assignment 3 - Final report Mid-term Final

10% 10% 10% 20% 20% 30%

Due dates indicated in Course Schedule September 30th (end of lab) November 16th (beginning of class) December 2nd (end of lab) October 21st TBA (December 9th to 20th)

“Practice Questions”: The “Practice Questions” are practical exercises that can be found at the end of each chapter (except chapter 1) of the book. You should do them all, to help you understand and integrate the material seen in the chapter, and you are required to hand-in your work for five (5) chapters of your choice. The due dates are indicated in the Course Schedule and the answers to the questions are included in the book. Assignment 1: Assignment 1 consists of an introduction, a literature review, methodology and univariate analysis. More details will be provided in class (2 to 3 pages maximum plus tables). Assignment 2: In Assignment 2, you will resubmit your introduction along with bivariate analysis. More details will be provided in class (2 pages maximum plus tables). Assignment 3 – Final report: Assignment 3 is the final report of your analysis. It consists of the combination of assignments 1 and 2 along with three new sections: multivariate analysis, discussion and conclusion. More details will be provided in class (8 to 10 pages maximum plus tables). Midterm and final exams: Both exams are cumulative. The midterm will be in class whereas the final will be scheduled during the regular exam period.

TENTATIVE COURSE SCHEDULE Date Week 1:

Lecture Presentation of course outline and expectations

September 7 Introduction to quantitative data analysis

Lab LAB 1: A tour of SPSS – accessing the program & basic features (Defining Variables, Variable Labels, Saving Data Files)

September 9  No readings for lecture

Haan: pages 210 to 220, Lab 1: Introduction to SPSS

3

Week 2:

Presentation of GSS data base

September 14

Presentation of Assignment 1

September 16 

Univariate analysis (part 1): frequencies, ratios, percentiles

LAB 2: Presentation of the General Social Survey (GSS) and cycle on family (or victimization); Presenting data (part 1): data distributions and descriptive statistics (bar, pie, line charts, and histograms)

Readings for lecture: Chapters 1, 2 and 3 Haan: pages 221 to 225, Lab 2: Presenting Data Hand in “Practice Questions” for chapter 2 AND/OR chapter 3 Week 3: September 21st

Univariate analysis (part 2): Descriptive statistics (measures of central tendency and related measures) and the normal distribution

September 23rd 

LAB 3: Presenting data (part 2): data distributions and descriptive statistics (bar, pie, line charts, and histograms) Work on assignment 1

Readings for lecture: Chapters 6 and 7 Haan: pages 226 to 231, Lab 3: The Normal Curve Hand in “Practice Questions” for chapter 6 AND/OR chapter 7 Week 4:

Interpreting univariate results

LAB 4: Work on assignment 1;

September 28th

No readings for lecture

Assignment 1 due at the end of lab;

September 30th 

No readings for lab

Week 5:

Probabilities and the normal curve

October 5th

Readings for lecture: Chapters 4 and 5

October 7th 

LAB 5: Creating and transforming variables. Select, Recode and Compute Functions in SPSS No readings for lab Hand in “Practice Questions” for chapter 4 AND/OR chapter 5

4

Week 6:

Sampling and weights

LAB 6: Review for mid-term

October 12th


Weights in SPSS

October 14th 

Haan: pages 232 to 239, Lab 4: Generalizing from Samples to Populations Hand in “Practice Questions” for chapter 8 AND/OR chapter 9

Week 7:

Lecture - Bivariate analysis (part 1): Chisquare and correlation

Mid-term on material seen to date

October 19th Presentation of Assignment 2; October 21st Readings: Haan, Chapters 12 and 13 No lab this week

Week 8:

Bivariate analysis (part 2): Chi-square and correlation

LAB 7: Crosstabs and correlation coefficients;

Readings: Haan, Chapter 14

Work on Assignment 2

Hand in “Practice Questions” for chapter 12 AND/OR chapter 13

Haan Lab 5 Bivariate Statistics: Categorical Data and Chi-Square, pp. 240 to 244

October 26th October 28th 

Hand in “Practice Questions” for chapter 14 Week 9:

Bivariate analysis (part 3): t-test and ANOVA

November 2nd Readings: Haan, Chapters 10 and 11

LAB 8: ANOVA and t-test Haan Lab 6 Analysis of Variance, pp. 245 to 249

November 4th  Work on Assignment 2 No readings for lab Hand in “Practice Questions” for chapter 10 AND/OR chapter 11

5

Week 10:

Bivariate analysis (part 4): t-test and ANOVA

Remembrance Day, University is closed

November 9th Readings: Haan, Chapter 15 November 11th No lab this week Week 11:

Assignment 2 due at the beginning of class

November 16th November 18th 

LAB 9: Regression analysis; Multivariate analysis: linear regression (part 1) Readings: Haan, Chapter 16 Hand in “Practice Questions” for chapter 15

Week 12:

Presentation of Assignment 3

Multivariate analysis: linear regression (part 2)

November 23rd

Work on assignment 3 Haan Lab 7 Ordinary Least Squares Regression, pp. 250 to 260 Hand in “Practice Questions” for chapter 16 LAB 10: Regression analysis; Work on assignment 3

Readings: Haan, Chapter 17 November 25th 

Haan Lab 7 Ordinary Least Squares Regression, pp. 250 to 260 Hand in “Practice Questions” for chapter 17

Week 13:

Last day of class

November 30th

Final review before exam

Assignment 3 - Final report is due at the end of the lab

December 2nd  Final Exam Period December 9th to 20th

Final Exam TBA

6


exceptional circumstances may preclude your ability to meet the requirements of the course. This does not include for example, computer and printer problems, too many things due at the same time, forgetfulness, work obligations, etc. I am prepared to make exceptions for unanticipated and exceptional circumstances, provided that they are unanticipated and exceptional. You must however give me warning PRIOR to the exam or assignment due dates and times. It would be unacceptable, for example, for you to contact me AFTER the midterm exam to tell me that you will not be writing it. In some circumstances, I may request that you provide appropriate and detailed documentation to bear witness to the event which would keep you from completing your assignment or writing your exam. 2. Absence from class or lab:

a. If you are ill or unable to get to class, it is your responsibility to get one of your classmates to brief you on the material seen in class; b. If you are ill or unable to get to class when an assignment is due, get someone to drop off your assignment for you. 3. Electronic versions of assignments will NOT be accepted under ANY circumstances. 4. Late assignments:

a. There will be a one (1) percentage point per day penalty for assignments that are submitted past the due date; b. The “Practice Questions” are due on the dates indicated in the Course Schedule and will NOT be accepted if they are submitted late.

7

SOCI 360

Work in Contemporary Society

Instructor: Dr. Joseph (Joey) Moore Office: 374 (Building 356)

Fall 2010

Phone: 753-3245, local 2179 Home: 604-879-0565 E-Mail: [email protected]

Office Hours: M/W 11-11:30; 1-2:00 or by appointment Without work, all life goes rotten. But when work is soulless, life stifles and dies.

--- Albert Camus

For better or worse, work is central to our personal well-being. The conditions of our work -- the monetary rewards, the dangers, its boredom and challenges -- shape our lives as few other phenomena do. In this course we examine how work is structured in contemporary capitalist societies, how this might be changing, and what this all means for workers. Much attention will be paid to inequalities in the distribution of work and the rewards that are garnered from this work. Throughout the semester but especially in the closing weeks we will explore how our society might provide better, more equitably distributed, work. Our course will move between the ‘macro’ description of work in our society and the ‘micro’ experience of work. By putting our own experiences of work in a larger social context it is hoped that we will be able to make more informed choices about our own work and its place in our lives. It is expected that each of us will use the theoretical tools, the data and the arguments from our readings to reflect on our own experiences and/or those of family and friends. Your informed participation is central to the success of this course. Text and Additional Readings Pupo, Norene J. and Mark P. Thomas. 2010. Interrogating the New Economy: Restructuring Work in the 21st Century. Toronto: University of Toronto Press Schmidt, Conrad. 2007. Workers of the World Relax: The Simple Economics of Less Industrial Work. Independently Published: Sandhill Book Marketing Carlsson, Chris. 2008. Nowtopia. Oakland, California: AK Press. Sennett, Richard. 1998. The Corrosion of Character. New York: Norton. Additional Readings are found on the Moodle site for this course. Important: Readings may be added as we go along – all students are responsible for staying up to date with our Moodle site. Grading Exam I 25% Exam II 25% Reading Questions 25% Participation 25% Grade Scale Marks will be converted to a letter grade in accordance with VIU's common grade scale:

90-100 A+ 85-89 A 80-84 A50-54 D

76-79 B+ 72-75 B 68-71 B0-49 F

64-67 C+ 60-63 C 55-59 C-

Reading Questions: Each week students will be required to submit via Moodle a 2.55pg answer to questions based on the readings. Answers are to be in essay format and use a consistent referencing system. Note that there is no final paper in this class. It is expected that significant time and care be put into these assignments. Exams: The exams are non-cumulative and each will consist of short answer and essay questions. Prior to each exam I will provide a selection of essay questions a subset of which will appear on the exam itself. Makeup exams will only be given with a medical note. Participation: Your participation grade will reflect not simply attendance (though this is crucial) but an active engagement in classroom discussion. You can ensure a good grade by coming to class with questions that arise from our readings, making connections to readings and experiences from outside the class and otherwise contributing to our classroom discussions. Academic Misconduct: It is each student’s responsibility to read and understand Vancouver Island University’s Student Academic Code of Conduct (found in the calendar) including the section on academic misconduct. Students found in violation of these policies face penalties that include expulsion from Vancouver Island University.

Schedule (note that this schedule subject to change as announced in class): Week 1 Introduction to the Sociology of Work Day 1: What is (good) work? Rhinehart, “Identifying Work as a Social Problem” (Moodle) Week 2 The Sociological Study of Work Day 1: Alienation: Marx on Work Marx, “Estranged Labour” and Suggested: Marx, “The Labour-Process...” (Moodle) Day 2: “Theoretical Traditions in the Sociology of Work” (Moodle) Week 3 Industrial Revolutions “The Industrial Revolution and Beyond” and “The Second Industrial Revolution.”(Moodle) Additional Readings online: Taylor, Braverman, Edwards (Moodle)

The Transformation of Work: The New Economy Week 4 Defining the New Economy and Contemporary Capitalism Day 1: Fordism/Post-Fordism (Moodle) Day 2: Pupo, Chapter 1 (p.3-20) Week 5 Restructuring Day 1: Pupo, Chapter 3 (p. 43-64) Day 2: De-Industrialization and Blue Collar Work in the New Economy Week 6 Service Work in the New Economy October 11: University closed for Thanksgiving Pupo, Chapter 6 and 9 “Service Jobs: Close Encounters with Customers” (Moodle) Week 7 Exam Week Day 1 Catch-up and review Day 2 Exam Week 8: Migrant Jobs, Migrant Workers Pupo, Chapter 5 (p. 149-172) Week 9: Personal Consequences of Work in the New Capitalism Day 1: Sennet Ch. 1, 4-8

Transforming Work III: Forging Our New Economy: Work as if People Mattered Week 10 Less Work Schmidt: Please have this text read in its entirety by Monday Week 11 Do It Yourself Work: Opting Out Together Carlsson Ch. 1-3,5,6,9,10 Week 12: Renewed Resistance: Better Unions, Better Work Text Ch 11 and 12 Week 13 and 14 Catchup

Sociology 370 Environmental Sociology Instructor: Dr. Joseph (Joey) Moore Office: 374-356 Email: [email protected] Phone: 604-879-0565 (home) or loc. 2179 (office) Office Hours: Tu/Th 1:00-2:00PM or other days/times by appointment This course will introduce and provide an overview of the field of environmental sociology. We will trace the development of this relatively new field, identify its roots in classical sociology and engage current debates. Whenever possible, course material will be related to current environmental issues. While this is a sociology course, and a basic knowledge of sociological theory and methods is assumed, our topic demands an interdisciplinary approach. Our readings may be drawn from the sociology literature but also from political science, the natural sciences, natural and human geography and beyond. The course will be run as a cross between a seminar and a standard lecture course. While I will provide an overview of the most challenging theoretical works, each student must assume responsibility for presenting material and leading discussions. This way of organizing the course places a great deal of responsibility on students. Only continue in this course if you are prepared to invest substantial time preparing for each class, and carefully crafting written assignments. Readings Requirements: (1) Readings must be covered BEFORE each class. (2) Adequate time must be reserved to reflect upon these readings. (3) You must be prepared to summarize the main points of the readings (4) Most weeks will have an activity or reading assignment due Text: Hannigan, John. 2006. Environmental Sociology, Second Edition. London: Routledge. Online Readings: Additional required readings (links to academic articles, interest group reports and popular media reportage) are found on the Moodle site. Participation: Your presence in class is necessary if you are to succeed in this course. Unlike lower-level courses our lectures and discussions will not simply clarify material available in your readings. Additional material will be presented and we will critically analyse these materials in our discussions. Your participation mark will represent not only your attendance but also your informed participation in our discussions. If a student is genuinely intimidated and feels this will significantly affect their grade they must speak with me before the second week of class to arrange an alternative assignment. In any case attendance is mandatory. Moodle and Email Communication: This class will use a Moodle site to provide additional readings and links. It is your responsibility to ensure that you can access this site and download materials. Information on how to set up an account and enrol in our course is found at http://online.viu.ca/students/MOLWelcome.php. Technical support is available from the Online Development Team at: [email protected] or drop by Library - Building 305-Room 511 Email: Each student is required to provide registration with an updated/accurate email address which I may use to broadcast important messages about the course, additional readings etc. Please note that it is your responsibility to ensure that your address is correct and functioning. Note that some ‘free’ accounts (hotmail, gmail, yahoo etc.) are initially set to filter out broadcast emails; please check your settings and ensure that my mail gets through. Settings on other anti-spam software may also have to be adjusted. Again this is your responsibility but I, and better yet the helpful people in IT, can help. Please note that the Moodle site is NOT to be used to communicate with me. Please email me directly at the address found above. Note on films, readings and other supplementary materials: Videos, handouts, and supplementary readings (available on Moodle) will be used in class to both supplement the text and lectures and to promote discussion on relevant issues. Students will be responsible for this material on exams. If you are absent for a class it is your responsibility to find out if you have missed any such material.

Feedback : Finally, your input into the course is not only welcome it is a crucial part of this process. This course is meant as a dialogue, as we go along I will offer you feedback on your performance, and in return I ask that you never hesitate to bring forward concerns or suggestions on how the course may better fit your needs. Grading: Exam I 25% Exam II 25%

Participation 20% Bibliography Assignment 10%

Final Paper 20%

Grade Scale Marks will be converted to a letter grade in accordance with the following scale: 90-100 A+ 77-79 B+ 67-69 C+ 85-89 A 73-76 B 63-66 C 80-84 A70-72 B60-62 C-

50-59 D 0-49 F

Participation: Your participation grade is composed of your attendance, informed contribution to classroom discussion and your online assignments. Exams: Each exam will consist of 4-6 essay questions. Prior to the exam I will provide a list of potential questions from the exam questions will be chosen. Please suggest questions in advance. Disability Services: Students with a documented disability should contact Student Services immediately to arrange for appropriate accommodation. It is each student’s responsibility to ensure these arrangements have been made. Academic Misconduct: It is each student’s responsibility to read and understand Vancouver Island University’s Student Academic Code of Conduct including the section on academic misconduct. Students found in violation of these policies face penalties that include expulsion from VIU.

Course Schedule

Part I:

Introduction

See Moodle for complete schedule and readings

Week 1 Introduction Readings: Text, 1-10; Murphy (Moodle) Assignment Due Thursday: List the environmental problems/issues you are most interested in (see Moodle) Week 2 Environmental Sociology Day 1: Contemporary Environmental Sociology: Roots and Branches Day 2: Ecological Footprints as Social Problems Assignment Due: Calculate your environmental footprint and explain the sociological reasons for its size (see Moodle)

Part II: Week Week Week Week Week

3: 4: 5: 6: 7:

Political Ecology: Political Economy as if Environment Mattered

Marx and Metabolic Rift Society-Environment Dialectic and the Treadmill of Production Ecological Modernization Day 2: Exam I Inequality and Environment

Part III: The Social Construction of Environmental Issues

Week 8: Environmental Discourse Week 9: Media and Environmental Communication Week 10: Science, Scientists and Environmental Problems Week 11: Paper Due Weeks 11-13 Sociology of Ecologically Sustainable Cities Exam II TBA

Final Paper Early in the course you will be asked to identify an environmental issue or problem that in immediate to you. This immediacy may be geographic (i.e. the loss of a local wetland, an air pollution problem in your community) or otherwise (i.e. any issue to which you have a significant connection). If at this very moment you cannot identify such an issue find one. Do note that students are not expected to become advocates for a particular ecological cause. It is expected that students will take a critical stance, informed by the diverse perspectives found in our readings and discussions, to their chosen issue. After your research, whether you are convinced that the issue is a pressing concern or relatively ungrounded, you are expected to discuss the issue and its socio-historical context sociologically. (1) Find at least three, preferably five sociological articles on the topic. These MUST be either published in a sociology journal OR be written by a sociologist. (2) Identify the perspectives employed/discussed in each article. These might broadly fall into the categories of constructionism, ecological modernisation or political ecology and more specifically into subcategories such a risk theory (constructionist), Marxist political ecology (political ecology) etc. (3) Find another ten substantial documents from NGOs, government agencies, industry, First Nations and media accounts that explain this issue. (4) Using any standard citation method construct a bibliography from the sources above. In your own words (i.e. not those of the abstract, those of the author) explain in less than 250 words each (total 750-1250 words) what this article says. This bibliography is due on week 5 (see Moodle). (5) Write a 10-15pg paper that uses the tools of political ecology and social constructionism to explain the source of the issue/problem, the political context, and proposed solutions.

Urban Sociology

SOCI 372

September 2009

Instructor: Dr. Joseph (Joey) Moore Phone: 753-3245, local 2179 Office: 374 (Building 356) Home: 604-879-0565 E-Mail: [email protected] Office Hours: Tuesday and Thursday 1:00-2:30; 10:30-11:00 or by appointment Urbanization is a defining feature, perhaps the defining feature, of contemporary societies. The movement from rural to (sub)urban environments announces a profound social transformation in both the overdeveloped countries of the global north and the developing countries of the global south. No aspect of our lives is left untouched by this transformation. The built environment shapes our working lives, our interpersonal relations and our individual experience of everyday life. Most critically, cities mediate and reproduce inequalities rooted in class, race and gender. However, if it is true that our cities and towns shape our experience it is equally true that these built environments are human creations and subject to change. In this course we will use sociological theory and method to help us understand contemporary urban life. We will examine the city as a stage upon which the drama of our lives is played out and the social, cultural and ecological consequences of particular (sub)urban forms. Perhaps most importantly, we will examine how urban social movements, neighbourhood politics and individual behaviours can help build more humane, live-able and sustainable communities. Texts Hiller, Harry H. (Ed.). 2005. Urban Canada: Sociological Perspectives. Toronto: Oxford University Press. Jacobs, Jane. 1992. The Death and Life of Great American Cities. New York: Vintage Books. Additional online materials will be found on our Moodle site Additional materials on our Moodle site Grading Exam I Exam II Reading Questions Participation Final Paper Grade Scale:

20% 20% 20% 20% 20% 90-100 A+ 70-72 B0-49 F

85-89 A 67-69 C+

80-84 A63-66 C

77-79 B+ 60-62 C-

73-76 B 50-59 D

Reading Questions: Six times through the year students will be required to submit via Moodle a 1-3 pg answer to a question based on the readings. Each student must submit five of these. If more than one answer is missing the student will receive a grade of zero on this exercise. At the end of the year I will randomly mark three of these. Exams Exam I will consist of short answer and/or essay questions. A study guide will be available one week in advance. Exam II will be a take-home exam comprised of a short number of essay questions. Makeup exams can only be given with a medical note. Participation: Your participation grade will reflect not simply attendance, though this is crucial, but an active engagement in classroom discussion. You can ensure a good grade by coming to class with questions that arise from our readings, making connections between our readings and your experiences in your community and otherwise contributing positively to our classroom environment. Students that miss more than four (4) classes will lose one full grade from their final overall mark.

Final Paper There are three options for the final paper: (I) an annotated bibliography and lesson outline on a subject approved by me, (III) an essay describing and critiquing an approach to fixing problems of contemporary cities. Further details of these options including due dates for your proposal will be posted on our Moodle site. Code of Conduct It is each student’s responsibility to read, understand and abide by VIU’s Student Academic Code of Conduct (Policy 99.01).

Course Schedule Part I: Thinking Sociologically About Cities and Towns Week 1

How has Your City Made You? Classical Sociological Approaches: The City as a Social Problem Hiller Ch. 3

Part II: Contemporary Sociological Perspectives on the City Week 2

Analyzing the City Hiller, Ch. 3

Part III: What Makes a City Work: Jane Jacob’s Sociological Eye on the City Week 3 Week 4

Jacobs, Introduction and Part I Jacobs, Part II

Part IV: Suburbanization and Its Discontents: The Problems of Sprawling Cities Week 5 Week 6

Week 7

Day 1: A Short History and Typology of Suburbs (Hayden Ch.1-6) Day 2: Suburbs Today (Hayden Ch. 7-9) The Human Costs of Sprawl: Community Lost? Putnum, Excerpt from “Bowling Alone” (Moodle) Fung, “The Geography of Community” (Moodle) Hiller, Ch. 5 Day 1: Film: Radiant City Day 2: Exam I

Week 8

Environmental and Economic Costs of Sprawl (Moodle)

Week 9

Post Sprawl Problems in the City: Re-urbanization and Gentrification Hiller, Ch. 11 (Moodle)

Week 10

Controlling Sprawl, Controlling Populations (Moodle)

Part V: Making Better Cities – Problems and Possibilities Week 11-12 Week 13

New Urbanism, Smart Growth and Reclaiming Suburbs Traffic calming and Placemaking and DIY makeovers (Moodle)

Exam II in Exam Period

DEPARTMENT OF SOCIOLOGY VANCOUVER ISLAND UNIVERSITY Spring 2010 SOCIOLOGY 380: Globalization and Cultural Change Section S10N01 Instructor: Richard Fredericks Time: Friday 10 am to 1 pm Building 356 Room: 336

Office: Bldg 356, Room 368 Hours: Thurs 4 pm to 5 pm & by appt e-mail: [email protected]

Course Description: This is an upper-level course in Sociology, and as such will not be a survey course but rather an issues-driven course. This course assumes that you have already obtained a basic familiarization with globalization and cultural change through your lower-level courses. And, insofar as we are all, presumably, global citizens in a global age we are, literally, immersed in global culture each and every day (though where, when and how this is so will form an important part of this course). There will be, however, by way of the assigned readings and the first several sessions, some review of the basics of globalization to get everyone up to speed. Globalization refers to increasing global connectivity, integration and interdependence in the economic, social, technological, cultural, political, and ecological spheres. A working definition of globalization reads thus: “Globalization refers to a multidimensional set of social processes that create, multiply, stretch, and intensify worldwide social interdependencies and exchanges while at the same time fostering in people a growing awareness of deepening connections between the local and the distant” (Steger, p. 13, 1st edition). What this means, in a nutshell, is whatever happens in China or Africa or even the Arctic, eventually impinges upon us here. Culture is a particularly nebulous idea. It is not to be confused with, or reduced to, the level of popular usage, which sees culture as art or taste or manners or breeding. These facets of society, to be sure, are part of culture. But, sociologically speaking, culture refers to the entire “way of life” of a society, the overall, collective, cumulative strategy devised by humans to make communal life possible, and to mediate or moderate the challenges posed by the natural (non-human) world. Culture refers to those aspects of society brought about by nurture: codes of manners, dress, language, rituals, norms of behaviour, systems of belief, technology, institutions, monetary exchange networks, and so on. Sociologists stress that human behaviour is primarily the result of nurture (social determinants) rather than nature (biological determinants), which means culture refers only to those aspects of a society that are human created and transmitted. Culture is the human response to the world as each time and place understands it to be. And our world right now begs very serious and determined responses. Insofar as the world is in a state of constant flux – from the rhythm of the seasons to the effects of geologic time -- and in our global age this is more true than ever, the human use of culture to adapt and adjust must constantly change. Culture permits humans the opportunity to adapt and adjust to change, rather than perish as a victim of hardwired instinct adaptive to one set of conditions and maladaptive to another. 1

Central to this course is an analysis of the argument that we have, collectively, arrived at a fork in the cultural road. I refer to this as a cultural tendency toward predation, parasitism and peril on the one side versus a tendency in favour of promise, potential and people on the other. The first expression of culture reinforces scarcity, competition and conflict. The second expression, albeit at present yet incipient, reinforces abundance, sustainability, cooperation, and peace. These two forms of cultural change, examined in the context of very powerful and compelling global forces, shall form part one and part two of this course. Ultimately, it will be your task to explore the Culture of promise, potential and people, to become agents of cultural change, to be members of the class of folks known as the “cultural creatives,” to become the “transition generation.” We will approach the multi-faceted beast of globalization and cultural change via a variety of means: assigned readings, lectures, films and documentaries, group discussion, guided exercises and assignments, and personal experience. There will be an overarching emphasis on community building via a small-group assignment. Required Texts (in order of use): Globalization: A Very Short Introduction (2nd edition) by Manfred Steger The Shock Doctrine: The Rise of Disaster Capitalism by Naomi Klein Why Your World is About to Get A Whole Lot Smaller: Oil and the End of Globalization by Jeff Rubin. All books are available in the University Bookstore. While at first glance, the reading requirements for this course may appear onerous, please keep in mind that the books are relatively accessible, that this is an upper-level course, and that the total number of pages to be read per week works out to an average of 76 (or about 3 to 4 hours of reading). Course Requirements: Attendance/Engagement: 10% In-Class essay: 10% Book Review One (Steger): 10% Book Review Two (Klein): 15% Group Project/Presentation: 30% Final Exam: 25% NOTE: ALL components of the course must be completed to achieve a final grade. Grading Scheme: 90 to 100 = A+ 85 to 89 = A 80 to 84 = A76 to 79 = B+ 72 to 75 = B 68 to 71 = B-

64 to 67 = C+ 60 to 63 = C 55 to 59 = C50 to 54 = D 0 to 49 = Fail 2

Assignments: Attendance/Engagement: It is highly recommended that you endeavour to attend all of the classes as well as complete assigned readings before each class. Our pace will be brisk and a great deal of material supplementary to the assigned readings will be covered in class. Catching up should you fall behind will not be easy. And, as this class meets once per week and thus each day represents two sessions, missing any one class is doubly detrimental. Accordingly, at random times, an attendance sheet will be sent around. Frequent absences could result in a significant grade penalty of up to 10%. On the other hand, up to 10% (perhaps more) can be earned through full attendance and active engagement. In-Class Essay: A most important skill to develop is the ability to articulate one’s ideas or position “at a moment’s notice.” In your professional life, chances are great that you will be required to do this repeatedly. The trick is to express confidence, even if inside you feel none. A lot of professional life is “smoke and mirrors,” the projection of confidence such that others believe it and come to attribute to you ability or expertise. This exercise is in part designed to help you explore this process. So, this in-class essay asks you to respond to a yet-to-be-disclosed fundamental question (one I’ve asked in pretty much every class taught). Insofar as I’ve left off many of my courses with this question, we will use it here as our jumping off point, as our premise. Write as much as you feel necessary in the 30 minutes allotted, knowing full well that the time limit is strict. Quantity, however, is not necessarily a good thing. And, outside-the-box approaches are always very welcome. IN-CLASS: Week 2, January 15 (Value 10%). Book Reviews: The assigned texts in this course are integral to the course’s process and purpose. As such, your will be compelled to read them by way of two substantive summary assignments. This exercise is also intended to help reinforce a particularly valuable job skill social science grads are presumed to possess: the capacity to distill, summarize, and analyse substantial texts and arguments. As a bonus, this pair of reviews will take the place of a mid-term exam. And, as with all of this course’s assignments, I very much encourage you to work collaboratively, to share your ideas with one another, to lighten your individual load while also working together to enhance your own understanding of the material. Review ONE (Steger): 5 to 7 double-spaced pages. DUE: Week 4 (Value 10%) Review TWO (Klein): 10 to 12 double-spaced pages. DUE: Week 9 (Value 15%) PRINCIPLE ASSIGNMENT: Group Project I’ve noticed that almost all of you taking this course are repeat offenders, with a healthy proportion being serial offenders, and I’m afraid my bag of tricks is about empty. Thus, you folks are tasked with carrying the course. I’m just going to hang-out. So, insofar as community is a crucible of culture, and a vehicle for cultural change (as well as adaptation, innovation, and survival), your task will be to envision, formulate, and present on your own proposed sustainable intentional community. (Intentional Community is an inclusive term for ecovillages, cohousing communities, residential land trusts, communes, student co-ops, urban housing cooperatives, intentional living, alternative communities, cooperative living, and other projects where people strive together with a common vision). Our starting premise is the great anthropologist Margaret Mead’s observation: “Never doubt the ability of a small group of thoughtful and committed citizens to change the world. Indeed, it is the only thing that ever has.” Accordingly, this will be a small group (and thus incipient community) exercise. You will be randomly assigned (during week two’s session) to one of six groups, in 3

keeping with the real world where we routinely find ourselves obliged to work with people we may not know or even like. As well, as the groups will be modest in size (5 or 6 people), permitting already established unions of, say, 2 or 3 people to remain together will simply hasten the formation of dominant (or at least overly influential) factions. So, if you have great difficulties in doing sustained small group work, this course may not be for you. Drawing inspiration from the computer game SimCity, each group shall start with a modest roster of resources and parameters: 1) Your intentional community must be as sustainable as possible, and designed to survive whatever our future holds. 2) It must be able to support 20 adults and 20 children (i.e. ten families). 3) You have a starting budget of 3 million dollars of which 1 million is borrowed, amortized over 25 years at 6 percent interest. That’s it. The rest of the details, the envisioning, is up to each group to work out. You are welcome to be as creative as you like. There are many questions you may want to address, including: 1) What composition of skills and abilities would you like to see in your community? 2) Where will it be located? In a large city such as Vancouver, a smaller city such as Nanaimo, or in a more isolated area such as Denman Island or Northern BC? 3) What technologies will be used, particularly for energy generation, food production, transportation, and so on? 4) What will be the community’s premise? Spiritual evolution, as in an Ashram? Survival and mutual protection, as in a Montanan enclave? Education and cultural influence, as in Hollyhock? A cultural laboratory for innovation, as in Greensburg, Kansas? 5) What will be the economic nature of the community? How will it support itself and remain economically solvent (remember the mortgage)? How integrated with the greater economy, how self-sufficient? 6) What will be the political/organizational nature of the community? How will decisionmaking occur? 7) Very importantly, how will the community approach the education, socialization, and integration of its children? Will it home-school, rely on local schools, or set-up its own Montessori open to others (and thus also work as a source of income)? 8) What will be the physical nature of the community? What space will it occupy, what dwelling/working structures will be necessary, what forms of architecture might be utilized? 9) What resources will be necessary, as in, how will you allocate your $3 million budget? Once you have formulated your intentional community, your group will be tasked with the following: 1) Prepare a 25 page report (including diagrams, photos, maps, charts, etc) detailing your envisioned community. It will be due for the final class. 2) Prepare a 30 minute presentation and, as a group, deliver it to the class on one of the two final classes. As there will be six groups, three will deliver in each class. The order will be determined simply: I will roll a single die, whichever group’s number comes up will go first and then we will follow numerical sequence thereafter. This is the only fair 4

approach to addressing the fact that the first and last groups to present have a slight advantage over the middle groups. There will be made available quite a few resources to aid in your collective undertaking. In class, there will be discussions, enquiry seminars as well as inspiring documentaries. Out-of-class, I will put on reserve in the library a small holding of useful books and documentaries. There are also numerous websites you should visit for ideas, such as the Intentional Communities site or New Society Publishers. As for the (evil) grading part of this assignment, it will be worth 30% of your total grade. We will determine each group’s and each group member’s grade together (collaboratively). What this means in practice is this: While I get to be the Grand Poobah and shall hold final say and veto power, I will seek not to use it. So, upon completion of the written and oral components of the assignment, each group will submit two things: 1) What percentage they feel their group’s effort was worth (say, an 82% A-minus). 2) How that grade should be allocated among the group’s members, as in “all members should get the same grade,” or “these 3 members should get 100% of the grade, these 2 should get 80% of the grade, and the sixth member, who was a real slackass and did SFA, should get 20%.” Thus, we will collaborate upon what grade each and all of you end up with. You get to be responsible for your own efforts. But, a word of warning: If you are taking 8 courses, working 30 hours per week, sitting on student council, and volunteering down at the local soup kitchen, you are unlikely to earn the grade you might hope for. And, if you’ve made it this far in your academic career as an ass-kisser and skilled free rider, you will likely find your immediate peers a little less than forgiving or accepting. Finally, and there is a finally, the capstone of the intentional community assignment will come by way of the final exam. There will be on it a mandatory essay question requiring you to detail your experience (all the lessons learnt, grievances created, slights imagined) of the small group/community/crucible of culture exercise. So, this intentional community process is also a social context in which you are asked to engage in participant-observation (that is, you are asked to actually be a sociologist while doing a sociological exercise). Thus, after the process is done, you should be able to articulate your many insights regarding the perils and pitfalls as well as promises and potential of community formation and thus cultural creation. (Value 30%). Final Exam: This will occur sometime during the exam period and once I know when I’ll let you know. The exam will consist of 2 essay questions. The first question will be the above-noted mandatory question detailing your community formation/cultural creation experience. The second essay question you will choose from several options (with an emphasis on the Rubin text) and will test for comprehension rather than memorization or regurgitation. As such, the exam will be open book and open text. Inasmuch as real social scientists seldom memorize, regurgitate, then forget large bodies of disparate facts, this exam assignment will ask you to work with the materials given to you over the course to form cogent analyses and arguments. The material you will be provided with is, as much as anything, a conceptual, theoretical and substantive tool-kit with which you are asked to create an interpretation. This is where the social sciences are also, or better seen as, an art. You will have 3 hours in which to write, and plenty of hints and tips and clues will be forthcoming. (Value 25%).

5

Weekly Reading and Assignment Schedule (please do the readings in anticipation of the week in question): ________________________________________________________________________________ Week 1 – Jan 8 No readings Week 2 – Jan 15

Martin: “The Transition Generation” (handout) Steger: Chs 1, 2

DUE/DO: In-Class Essay Small group composition determined Week 3 – Jan 22 Steger: Chs 3, 4, 5 _______________________________________________________________________________ Week 4 – Jan 29 Steger: Chs 6, 7, 8 DUE: Book Review One Week 5 – Feb 5 Klein: Intro, Parts One and Two ________________________________________________________________________________ Week 6 – Feb 12 Klein: Parts Three and Four ________________________________________________________________________________ Week 7 – Feb 19 Klein: Parts Five and Six ________________________________________________________________________________ Week 8 – Feb 26 NO CLASS (catch-up on reading, start group project) ________________________________________________________________________________ Week 9 – Mar 5 Klein: Part Seven, and Conclusion DUE: Book Review Two ________________________________________________________________________________ Week 10 – Mar 12 Rubin: Intro, Chs 1 and 2 Week 11 – Mar 19

Rubin: Chs 3, 4 and 5

Week 12 – Mar 26

Rubin: Chs 6, 7, 8 and Conclusion

First set of 3 Groups to Present ________________________________________________________________________________ Week 13 – Apr 2 NO CLASS (Good Friday) ________________________________________________________________________________ Week 14 – Apr 9 No readings Second set of 3 Groups to Present DUE: Group Project Final Report

Final Exam period April 14 to 23. 6

7

DEPARTMENT OF SOCIOLOGY MALASPINA UNIVERSITY COLLEGE Fall 2006 Sociology 390: Children in a Global Context Section F06N01 Instructor: Richard Fredericks Time: Friday 1 pm to 4 pm Building: 356 Room: 336

Office: Bldg 356, Room 374 Hours: Thurs 4 pm to 5 pm e-mail: [email protected]

Course Description: A society can be seen as advanced or civilized in direct proportion to its treatment of its least advantaged or weakest members. With 1 in 5 Canadian children (and 1 in 4 BC children) living in poverty, our society in this respect is wanting. At the level of global society, our failings are much more pronounced. For example, UNICEF estimates that 29,000 children under the age of five are dying per day, most from easily and inexpensively preventable causes. Through this course we will examine our collective cruelty or tragic indifference toward children, a condition that if left unchecked can only hasten an insecure future for us all. We will organize the course around the master-theme of rationalization (that is, the transformation of the life-world in ways consonant with the modern and/or capitalist impulse), and its associated sub-themes of instrumentalization, commercialization, and commodification of children and childhood, whether by state, market or church. By way of historical antecedents we will examine the residential school system in Canada as well as the profound rationalizations represented by Nazi Germany’s Hitler Youth. Contemporaneously, we will look at the profound effects of poverty and abuse upon Canadian children, as well as the formation of kinderculture, the fullest expression of corporate commercialization and commodification of childhood. Globally, we will examine such phenomena as child soldiers as well as the effects of war on children. We will look at human trafficking, child prostitution and sex tourism, sweatshop/child labour, HIV/AIDS in Africa and the ensuing orphan crisis, street-children, and so on. We will also examine the plight of the millions of internal refugees and “wasted lives” that result when marketizing societies are unable to integrate meaningfully their entire populations. Finally, we will explore the many encouraging responses to collective child abuse, from UNICEF down through the numerous NGOs and Aid/Advocacy Organizations, to local and very personal initiatives. We will approach this course from the perspective that children are the foundation of the future, and that perhaps one of the most potent forms of activism (as well as humanitarianism) is the sending of children into the future who are whole and healthy. Brutalized, abused and disregarded children too often become, in turn, brutal, abusive and disregarding adults. How we might forestall this cycle in a world largely given over to amoral market forces will be an abiding concern. Objectives: 1. Develop an appreciation of the myriad of concerns that confront children both nationally and globally. 2. Foster a global consciousness as well as habits of “mindfulness.”

3. Acquire a conceptual fluency with regards to the master-theme of rationalization, and its widespread applicability to late-modern life. 4. Develop further one’s “job skills,” gain or re-gain greater “voice,” and build an appreciation of the avenues one may travel down as a sociology graduate. Required Readings (in order of use): Resistance and Renewal: Surviving the Indian Residential School by Celia Haig-Brown. Born to Buy by Juliet B. Schor Children of Other Worlds: Exploitation in the Global Market by Jeremy Seabrook Children in the Global Sex Trade by Julia O’Connell Davidson Children at War by P. W. Singer All books are available in the University-College Bookstore While at first glance, the reading requirements for this course may appear onerous, please keep in mind that the books are relatively accessible, that this is an upper-level course, and that the total number of pages to be read per week works out to an average of 75 (or about 3 to 4 hours of reading). Course Requirements: Attendance/Engagement: 10% In-class essay: 15% 5 Reviews: 50% Presentation: 25% NOTE: ALL components of the course must be completed to achieve a final grade. Grading Scheme: 90 to 100 = A+ 85 to 89 = A 80 to 84 = A76 to 79 = B+ 72 to 75 = B 68 to 71 = B-


Assignments: Attendance/Engagement: It is highly recommended that you endeavour to attend all of the classes as well as complete assigned readings before each class. Our pace will be brisk and a great deal of material supplementary to the assigned readings will be covered in class. Catching up should you fall behind will not be easy. And, as this class meets once per week and thus each day represents two sessions, missing any one class is doubly detrimental. Accordingly, at random

times, an attendance sheet will be sent around. Frequent absences could result in a significant grade penalty of up to 10%. On the other hand, up to 10% (perhaps more) can be earned through full attendance and active engagement. In-Class Essay: A most important skill to develop is the ability to articulate one’s ideas or position “at a moment’s notice.” In your professional life, chances are great that you will be required to do this repeatedly. The trick is to express confidence, even if inside you feel none. A lot of professional life is “smoke and mirrors,” the projection of confidence such that others believe it and come to attribute to you ability or expertise. This exercise is in part designed to help you explore this process. So, this in-class essay asks you to first reflect upon the lyrics of the Raffi song “Turn This World Around.” Then, for 30 minutes, drawing from Raffi as your “muse of inspiration,” tell me what you think he is getting at with this song. But also think about why you are in this course, and what you plan to do with the knowledge and insights gained? Why should children and childhood be an important (or more so) aspect of sociological inquiry? Is it presently important enough, within and outside of sociology? What is the relationship between children, activism and the future? Write as much as you feel necessary in the 30 minutes allotted, knowing full well that the time limit is strict. Quantity, however, is not necessarily a good thing. And, outside-the-box approaches are always very welcome. Value: 15% Five Book Reviews: Each of the five books we will read will require from you a short review/reflection/response. In strictly academic terms, you are to convince me that you’ve read the book in question, and that you can aptly apply the themes of rationalization, instrumentalization, commercialization and commodification. Not all themes will be necessarily pertinent, however. For example, Resistance and Renewal speaks most to the theme of rationalization, whereas Children at War emphasizes instrumentalization. Convince me that you can discern and apply these themes. The second aim of this assignment is to explore and practice habits of “mindfulness.” For it is that we are not simply disembodied intellects but rather embodied beings, and I would like to encourage you to explore these assigned texts with this in mind. How does the material make you feel? What might you do with these feelings? How might you reconcile the emotional with the intellectual? Do you have a spiritual response or understanding to discuss? In short, try and work through the material not only intellectually, but emotionally and, if possible, spiritually. The hope is to see develop a more nuanced and wholistic understanding of this material, a more subtle and sophisticated sense of self, and the consequent capacity to do this for later studies and endeavours (what might be called, to a certain point, emotional or spiritual intelligence). Ultimately, it is the position of this course that the kind of challenges and responsibilities confronting us (both collectively and individually) in the 21st Century are not readily subject to wishful thinking or instant remedy. They will take from many of us a life long commitment to social change, and as such represents more a marathon than a sprint, one which requires different tactics and strategies, and an ability to pace oneself. Each of the reviews is due as per the “weekly schedule” (below). They need not exceed 4 or 5 double-spaced pages. As with all aspects of this course you are very welcome, indeed encouraged, to work collaboratively, though please make sure that your submitted effort is your final product. Value: 10% each, 50% total. Class Presentation: Studies have shown that there are two things in life people fear the most: public speaking and death, in that order. For many of you, the expectation of a class presentation will unleash feelings of dread, fear and anxiety. We will work together in mutually supportive fashion to overcome this state, to help us each to regain our voices perhaps silenced or muted during

our own childhoods. You will derive from this exercise a powerful boost in confidence and hence overall life effectiveness. As well, public speaking is an excellent job skill, and soon enough, if you wish to make any kind of significant impact upon the world, it is a skill you will be called upon to develop and exercise. The same studies that show people are terrified of public speaking also show that most people respect deeply those who can public speak. Learning how to public speak is less about mastery and more about mindfulness, the learning to live with fear and anxiety rather than succumbing to it. So, starting in week 4, we will set aside three or four 10 minute slots per session for your presentations (at the start and end of each session, as in book-ends). That’s all I ask from you: 10 minutes. Your task is to present to the class an institution or organization or program or individual working on behalf of children with which you are impressed or from which you derive motivation. Drawing from personal involvement is particularly welcome. You may want to think about such things as what issue or issues are they tackling? How are they doing so? How long have they existed? What do you find to be particularly interesting, encouraging or effective with respect to their approach? How are they organized? And so on. Part of the point of this exercise is to give us all some sense of how much really important and positive work is already being done (though there is plenty room for more). But more to the point it is to give us all a better sense of the kinds of jobs if not callings people with your kind of education, skills and ideals are today performing. To level the playing field, please limit your presentation to two overhead transparencies and no more than three handouts (I will supply the transparencies). So, no PowerPoint or documentary film projects or interpretive dance displays. Let’s keep it simple and as non-threatening as possible. Starting in week 2 there will be made available a sign-up sheet, on a first come, first served basis. Please clear with me the subject and I would ask for no duplication of topics. As well, during week 2’s session, I will provide you with an example presentation concerning Foster Parent’s Plan (so that’s out). Also, UNICEF itself is off limits as well because it is not only huge but something for me to deal with later in the course. However, UNICEF inspired, affiliated, or facilitated projects, programs or initiatives are fine to go with (that’s a good place to start looking). Below are some suggested topics. Value: 25% Suggestions: Unite for Children, Unite Against Aids (UNICEF based) Go Girls! Education for Every Child (UNICEF campaign) Orphans of Rwanda, Inc (ORI) Beyond Borders (Canadian Child Advocacy Group) End Child Prostitution, Child Pornography and Trafficking of Children for Sexual Purposes (ECPAT) LibertadLatina.org (Dedicated to Ending the Sexual Oppression of Latina & Indigenous Women & Children in the Americas) Childnet International Innocence en Danger (International Child Protection Movement) Safe Schools Act or Anti-Bullying initiatives Jane Elliott (of Brown Eyes, Blue Eyes fame) Mary Gordon and her Roots of Empathy program Raffi, children’s entertainer Reggio Emilia, educator The Wiggles, bigger than AC/DC Christian Children’s Fund Focus on the Family

ChildFund International Canada’s Stephen Lewis and his work in Africa Canada’s Lloyd Axworthy and his work on banning landmines Finally, you might want to checkout CRIN (Child Rights Information Network) who support the International Union of Children’s NGOs. Weekly Schedule: Date

Topic

Assignment(s)

Week 1, Sept 8

Introduction/Hitler Youth

In-class essay

Week 2, Sept 15

Finish Hitler Youth Start Residential Schools

Read: Haig-Brown

Week 3, Sept 22

Residential Schools

Read: Haig-Brown

Week 4, Sept 29

Kinderculture

Due: Review 1 Read: Schor

Week 5, Oct 6

Kinderculture

Read: Schor

Week 6, Oct 13

Kinderculture

Due: Review 2 Read: Seabrook

Week 7, Oct 20

Global Exploitation

Read: Seabrook

Week 8, Oct 27

Global Exploitation

Due: Review 3 Read: Davidson

Week 9, Nov 3

Global Sex Trade

Read: Davidson

Week 10, Nov 10

Global Sex Trade

Due: Review 4 Read: Singer

Week 11, Nov 17

Children at War

Read: Singer

Week 12, Nov 24

Children at War

Read: Singer

Week 13, Dec 1

Children at War

Due: Review 5

Sociology 405 – Science, Technology and Society Spring 2011 – Section S11N01 Monday & Wednesday, 1:00-2:30, Bldg 356, Room 325 2011 focus:

“Controversy, Catastrophe & Complexity” Instructor: E-mail:

Dr. Linda Derksen [email protected]

Office: Room 376, Building 356 Phone: 753-3245, local 2796

Office Hours: Wednesday 2:30-4:30 or by appointment E-mail is the quickest way to reach me: Please put “Soci 405” in the subject line, and if I don’t respond, it may be because your e-mail got caught by our campus spam catcher. If I haven’t responded within 24 hours, please send another e-mail, or leave a telephone message, or speak to me in person!

Required Texts: Sismondo, Sergio. 2010. An Introduction to Science and Technology Studies. 2nd edition. Bodmin, Cornwall: Blackwell Publishing Inc. Collins, Harry and Trevor Pinch. 1998. The Golem at Large: What You Should Know about Technology. Cambridge, UK: Cambridge University Press (Canto).

Course Moodle Site:

Throughout the course you will need to access the Moodle site for your weekly “Deep Thought” assignments, as well as readings and announcements. You can access this at: http://moodle.viuonline.ca/ You will need the password to get in – it is: scitechrocks! Course description: Science and technology are dominant and defining forces in contemporary society. Even today, most sociologists, and virtually all of the general public, consider “SCIENCE” to be something that is not social, but reflects “the facts” – or the “state of affairs” in the natural world. In this course we will examine science, and to a lesser extent, technology, as human activity. We will use a combination of theoretical readings and case studies to make the material come alive. We will look at catastrophes like the 1986 Challenger explosion, and see how scientific and technical expertise is not always “enough” – the culture of NASA at the time played the defining role in determining why that space shuttle exploded early in its flight, killing seven astronauts. We will look at the development of knowledge about HIV and AIDS – and examine just how politics and social stigma affected first the identification of the disease. We will also look at how gay activists managed to change the way that the National Science Foundation scientists conducted clinical trials on AIDS medication – in other words, how lay experts changed the way scientific experts conducted their experiments. We will also look at the public understanding of science. Here, I will share some of my own research on sea lice and salmon farming, and we will also look at some of Brian Wynne’s work on the Chernobyl nuclear plant core meltdown, and its effect on sheep farmers in England. Science continues to promise changes that are both dazzling and, in some instances, worrying. Technological developments provide the promise of greater security at the same time they deliver the potential for complete erosion of privacy. Scientists are becoming multi-millionaires by patenting the genes of people they have never met, while the “donor” often gains nothing.

2

Scientific and technological developments will continue to affect all of us, even if we never read a scientific paper, do an experiment, or enter a laboratory. What drugs will be discovered in the next generation? How will our technologies impact the environment? Will—and should—humans be cloned? Perhaps one of the biggest questions facing us as individuals, and as societies, is how do we move forward in the face of uncertain, unknown, and sometimes unknowable risks? What happens to democracy when control of powerful technologies is in the hands of private enterprise, or a few individuals, or scientists – or perhaps even the government? These questions are crucially important, not just for scientists, but for everyone. Issues like these make it vitally important that we understand what science is and how it works. This course is designed to help us do so. During the course we will consider how scientific knowledge is made and what happens when such knowledge is put to use. At the same time, we will be studying people whose job it is to provide answers: experts, especially scientific authorities. We will explore how they get the authority to tell us what is true, what happens when they are in disagreement with one another, and to what extent what we do (as individuals, and as a society) depends upon what they say we should do. This is a thinking course – there are few “right answers,” and always more than one side to every issue. We will not focus on trying to find answers to controversial issues, but instead, we will try to determine what kinds of questions we should be asking as informed citizens. We will talk at length about the role of trust and credibility in producing scientific knowledge. One of our main goals will be to try to distinguish between appropriate and inappropriate ways of framing debates over truth, ethics, politics, and economics in science.

Grade Distribution: This year, Vancouver Island University has adopted a common grading scale: Percentage (%)

Letter Grade

Grade Point

90-100 85-89 80-84 76-79 72-75 68-71 64-67 60-63 55-59 50-54 0-49


4.33 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.00 0.00

3

Course requirements: Class Participation: in-class assignments, reading workshops, class discussion & other exercises Presentation in-class of the day’s/week’s readings: You will summarize (briefly) the main arguments in that week’s readings, and prepare 2 to 3 discussion questions for the class. You will introduce the reading to the class, handing out your summary and questions. Weekly Moodle Deep Thought entries

10% 5%

15%

Ten entries, each entry four to five paragraphs long, on that day/week’s readings. You must write one entry in ten different weeks (this means you can miss a few weeks). You can write on either Monday or Wednesday. Write about what intrigues you or interests you about the reading. If you are confused, write about that. You might need to look words and concepts up – show me that you are trying to make sense of the reading, in advance of class discussion. Entries are due by the beginning of class. NOTE: These are expected to more substantial than the Deep Thoughts required in other courses you might have taken from me. This is because I am not assigning journals, but I do need you to read the materials! You will receive a grade out of 3 (3 = excellent, 2 = good, 1 = acceptable) for five of these entries. I will be “spot grading” – at least four of your entries, but not all ten. You will not know ahead of time which entries I will be grading.

IMPORTANT NOTE: You cannot make these assignments up if you miss them. They are due by 1:00 pm on Monday or Wednesday, no exceptions. Critical commentary on two sets of readings – Due Feb. 17th

20%

Choose two sets of readings in the “Tentative Course Outline,” and write a thoughtful, five to eight page critical commentary on those readings. FINAL PAPER – 50% of final grade Part 1 - Thought Letter on final paper topic– Due March 13th

10%

A thought letter is a piece of exploratory writing longer and more focused than a journal entry, but less structured and revised than a formal essay. Unlike a formal essay, which typically goes through numerous drafts, a thought letter is an early exploration, aimed at a friendly audience. Its model is the kind of idea-exploring letter than a scholar might write to a trusted colleague, when wrestling with a new problem (and I know you’re all wrestling with course-related problems!). A student who usually spends an hour or two on a journal entry might devote two to three hours, or more, of thinking or writing a thought letter.

Part 2 - Paper – 40% of final grade – Due April 14th You will have options for your final paper. You might want to take a few weeks of the readings that you found particularly interesting, and explore them further. You might want to find a scientific controversy that interests you, and research it. You might want to research a technological advancement, or a technological catastrophe. In other words, you can stay close to the readings in the course, and write about those (there is a LOT of material here), or you can find a topic that interests you.

40%

4

TENTATIVE Course Schedule (Order and content of readings)

Readings for the week of January 10 & 12 1. Bloor, Barnes & Henry – Observation and Experience (handout and on Moodle) Sismondo – Chapter 1 -- The Pre-History of Science and Technology Studies Readings for the week of January 17 & 19 2. Thomas Kuhn – The Structure of Scientific Revolutions & The Route to Normal Science – (handout & on Moodle) Sismondo – Chapter 2 – The Kuhnian Revolution Guest speaker – Jerry Hinbest – The MS “Liberation Treatment” as a possible example of a paradigm shift If we have time – some excerpts from the movie “Flatland” Readings for the week of January 24 & 26 3. Merton – The Normative Structure of Science Sismondo – Chapter 3 – Questioning Functionalism in the Sociology of Science Film: “Do Scientists Cheat?” 4. Sismondo – Chapter 4 – Stratification and Discrimination [Merton – The Matthew Effect in Science (handout & on Moodle)] 5. Sismondo – Chapter 6 – Actor Network Theory Latour – Science in Action – Opening Pandora’s Box (handout & on Moodle) Collins & Pinch – The Golem “The Germs of Dissent – Louis Pasteur and the Origins of Life” (handout & on Moodle) 6. Sismondo – Chapter 16 - Expertise and Public Participation Collins & Pinch – Chapter ACTing UP – AIDS cures and lay expertise Epstein – Drugs into Bodies Movie – “And the Band Played On” 7. Sismondo – Chapter 11 – Controversies Collins & Pinch – Chapter 2- Assigning Blame for the Challenger Launch Decision Diane Vaughan – The Eve of the Launch Reconsidered (Handout & on Moodle) Movie – excerpts from interviews with NASA engineers and scientists 8. Sismondo – Chapter 15 – The Public Understanding of Science Collins & Pinch – Chapter 6 – The Science of the Lambs: Chernobyl and the Cumbrian Sheep Famers Brian Wynne – Public Understanding of Science (Handout & on Moodle) Epstein – The Critique of Pure Science (Handout & on Moodle) 9. Sismondo – Chapter 7 – Feminist Epistemologies of Science Excerpt from Evelyn Fox Keller’s “A Feeling for the Organism” As time permits we may cover other chapters in the text

5

A note on the course format: I would like this course to be an invitation to all of you to think, to write, to play with ideas. When I lecture, it will be to help guide you through particularly difficult readings. For some of you, it will be unsettling that there are no right or wrong answers. For example, many people have made a whole career out of studying and disputing (or supporting) the claims that Kuhn made in the 1960’s. There are whole schools of science studies that avidly follow Bruno Latour’s ideas, and just as many (myself included), who don’t agree with a lot of what he says. This course is not a course where you have to memorize information and spit back answers. You will be evaluated on the depth of your engagement with the material, and on the depth of your struggle to understand the issues. For this reason, coming to class prepared, and having done the reading, is absolutely essential – and to help motivate you to do this, you will receive credit for your reading, by posting your questions/deep thoughts to Moodle before class begins. Ground rules: 1. Talking in class: We all share responsibility for creating a classroom environment that accords fundamental respect to each participant, where each of you feels free to ask questions and express your ideas. Talking, whispering, or writing notes to each other is extremely distracting to me and to your fellow classmates. Many students are working full or part-time to pay for school, and they want an environment where they can concentrate on what is going on in the classroom. I know that many of your whispered questions to a classmate may be just to clarify something I’ve said – but I would prefer that you raise your hand and ask me to repeat myself (I can guarantee that if you missed it, many others did too!). If you talk when I am speaking, or when another student is speaking, I will ask you to stop. If the behavior recurs, I will ask you to leave the class. 2. No electronic devices, including cell phones, texting, Ipods or other communication devices (or noise making machines): Please turn your cell phone off in class or set it to silent. If you are a parent or might need to be reached urgently, set your phone to silent or vibrate, sit near the door, and leave the class if you need to talk. Please DO NOT TEXT MESSAGE while in class. If you must text or go onto a social networking site, please feel FREE to do this – IN THE HALLWAY! 3. No laptop computers in class, unless you have a special need for a laptop, or if you are taking notes for a classmate with a disability. Please see me to discuss your needs.

A note about TIME: This is a fourth year course. At the 300 & 400 level, for every hour that you spend IN class, you should be working on the course at least three to four hours outside of class time. This means that most weeks, in addition to class time, you will put in nine to twelve hours each week working on this course. Treat your school work like you do your paid work, and schedule time for it. It sounds corny, but research shows that if you do, you will reap the rewards of your academic degree (in increased earnings potential) for the rest of your life.

6

Dr. Linda Derksen Grading Expectations1 Please remember that grades are assigned to WORK – never, ever to people. Many students feel that they deserve an “A” for meeting the minimum requirements of an assignment. However, just like in the outside world (i.e., at work), if you do the minimum, you get rewarded with the minimum – you pass the course (or collect your paycheque). If you want to get higher grades, you have to exceed minimum expectations, just as in the outside world, if you want to get a promotion, you have to do your work extremely well and go the extra mile, not just do your job “adequately.” Characteristics of work in the A range (A-, A, or A+): Outstanding performance and exceptional work. The content, organization and style of the work are all at a high level of comprehension of the subject, and the work demonstrates excellent writing (or verbal presentation), critical thinking, and the use of research and existing literature where appropriate. The work demonstrates sound critical thinking processes, innovative ideas and shows personal engagement with the topic. The work far exceeds minimum expectations in all areas. Grammar, writing, spelling and formatting are all excellent. Characteristics of work in the B range (B-, B or B+): The work is good and has no major weaknesses. The writing or verbal presentation is clear and explicit; coverage of the topic is good and the work demonstrations good comprehension. The work shows good use of existing knowledge on the subject, including research and existing literature. Grammar, writing, spelling and formatting are done well. The work exceeds minimum expectations in most areas. Characteristics of work in the C range (C-, C or C+) Satisfactory performance and adequate work. Shows fair comprehension of the subject but has some deficiencies in content, style and/or organization of course material. Adequate use of research and existing literature. Grammar, writing, spelling and formatting meet minimum requirements. Talk to me about what will move your work up to the next level. Characteristics of work that receives a grade of “D” Marginal performance with minimally adequate work, barely at a passing level. The work shows serious flaws in content, organization or style of written (or verbal) work. The work shows poor comprehension of the subject, and minimal involvement in required work. The work shows poor use of research and existing literature. The work may show poor use of grammar, poor spelling, incorrect formatting, and may demonstrate problems with writing. Talk to me – I’m willing to help you improve your work! Characteristics of work in the “F” range Failing work. Does not meet most, or any, of the minimum expectations. The works does not meet expectations for grammar, spelling, formatting and writing. Talk to me – it’s likely I’m willing to help you to succeed, if you are willing to put the work in as well.

1

These grading criteria have been adapted from the Criminology Students’ Handbook http://web.mala.bc.ca/crim/student/Crim%20Student%20Handbook%2005-06.pdf

Sociology 430

Social Movements and Social Change

Spring 2006

Dr. Joseph (Joey) G. Moore

Office: Building 356, Rm 374 Local: 2179 Email: [email protected] Home: 714-0567 Office Hours: Tu/Th 11:30-12:00; 4-4:30; Wed 1-2 or by appointment most other times Course Description History does nothing. It does not possess immense riches, it does not fight battles. It is people, real, living people who do all this, who possess things and fight battles. It is not history which uses people as a means of achieving … its own ends. History is nothing but the activity of people in pursuit of their ends -- Karl Marx Men make their own history, but they do not make it as they please; they do not make it under self-selected circumstances, but under circumstances existing already, given and transmitted from the past. The tradition of all dead generations weighs like a nightmare on the brains of the living -- Karl Marx

This is a course about social movements and much attention will be paid to sociological explanations how social movements form and how they change our world. To this end we will question how movements convince people to get involved, how they gather and use resources in their struggles and how they fashion and disseminate ideas. We do so however with the understanding that context matters, that history matters, and that the structure of existing society shapes the very social movements that come to challenge and remold this society. To this end we also will discuss what the author of our principle text labels, “the political economy and cultural construction of social activism”. We will question whether some movements or forms of organization might be more likely/possible in the current economic, cultural and political context(s) and how this context informs inter-movement cooperation and conflict. Expectations and Work Load This is a fourth-year course and the demands of the course will reflect this. My expectations for classroom discussion and for the quality of work on assignments and exams are significantly higher than for lower-level courses. If at this point in your studies you do not have the time (3 hours preparation for readings in additional to substantial time for assignments) or patience to invest in this course please consider other options. Readings Requirements: (1) Readings must be covered BEFORE each class. (2) Adequate time must be reserved to reflect upon these readings. (3) You must be prepared to summarize the main points of the readings (4) Each student must bring questions/comments about the readings to every class. Participation Your presence in class is necessary if you are to succeed in this course. Unlike some lower-level courses our lectures and discussions will not simply clarify material available in your readings. Additional material will be presented and we will critically analyse these materials in our discussions. Your participation mark will represent not only your attendance but also your informed participation in our discussions.

Final Paper A final paper of 10-15 pages in length will be submitted on a date to be determined. There three possible formats. (1) You may write a standard research paper consisting of a review of the sociological literature on a particular social movement and your critical analysis in light of social movement theory. (2) You may use social movement theory to analyse the ongoing activities of a social movement currently receiving significant attention (Things are quiet here but there are possibilities) (3) A final possibility is the critical analysis of a social movement organization of which you are/have participated in.

Important note: As this is an upper-level course I assume that students are well-versed in how to construct an academic paper (argument structure, presentation, bibliography and sourcing). Students who have little experience writing papers need to be prepared to spend considerable time on this assignment. Students who have thus far avoided university courses with a serious writing assignment may find this course extremely challenging. If you are in this situation please see me for further assistance. Note on films, readings and other supplementary materials Videos, handouts, and supplementary readings (available on reserve) will be used in class to both supplement the text and lectures and to promote discussion on relevant issues. Students will be responsible for this material on exams. If you are absent for a class it is your responsibility to find out if you have missed any such material. Feedback Finally, your input into the course is not only welcome it is a crucial part of this process. This course is meant as a dialogue, as we go along I will offer you feedback on your performance, and in return I ask that you never hesitate to bring forward concerns or suggestions on how the course may better fit your needs. Texts: Buechler, Steven M. 2000. Social Movements in Advanced Capitalism. New York: Oxford University Press. Additional Readings on WebCT Evaluation Mid-Term Exam Classroom Participation Final Exam Final Paper outline and bibliography Final Paper

25% 20% 25% 5% 25%

Course Schedule (Subject to Change)

Part I: Explaining Social Movements Week 1: Sociology and Social Movements: Introduction, Classical Theories of Social Movements Buechler 1-30 Week 2: Resource Mobilization Theory Buechler 32-40 WebCT Readings Week 3: Social Construction, Issue Framing and the Media Buechler 40-45 WebCT Readings Week 4: New Social Movement Theory Buechler 45-51 WebCT Readings Week 5: Art, Culture and Social Movements Eyerman (WebCT) Week 6: Berkeley in the 60’s Week 7: Final Paper Bibliography/Outline due, Mid-term Exam Week 8

Reading Break

Part II: Late Modern Capitalism: The Socio-historical Context of Contemporary Social Movements Week 9: The Global and National Contexts: Globalization and the Contradictions of Capitalism Beuchler 61-104 WebCT (O’Connor) Readings for presentations due Week 10: The Local Context: The politics of everyday life Buechler 145-160

Part III: Social Movements in Practice

Week 11: Re-Shaping the City: Urban Social Movements Guest Speaker: Weeks 12: Women’s Movements Guest Speaker Weeks 13 and 14 Social Movement Topics (as selected by the class)

Sociology 430

Social Movements and Social Change

Spring 2009

Dr. Joseph (Joey) G. Moore

Office: Building 356, Rm 374 Local: 2179 Email: [email protected] Home: 604-879-0565 Office Hours: Monday and Wednesday 10:30-11:00; 1:00-2:00 or by appointment History does nothing, it ‘does not possess immense riches’, it ‘does not fight battles’. It is men, real, living men, who do all this, who possess things and fight battles. It is not ‘history’ which uses men as a means of achieving – as if it were an individual person – its own ends. History is nothing but the activity of men in pursuit of their own ends. (Marx, The Holy Family)

The quote above reminds us of a truth so obvious that is oft forgotten -- social change is the result of the action and inaction of living, breathing humans. Far too readily we stumble into the fog of technological determinism (as technologies such as electric vehicles emerge we will fight global warming) and historical determinism (given enough time gender equality will happen) while overlooking the historical and contemporary struggles that bring about or resist change. This is a course about everyday people making history through their participation in social movements. Our focus will be upon sociological explanations of how and why social movements form and how political, economic and cultural contexts provide opportunities and constraints for movements. We will question whether some movements or forms of organization might be more likely/possible in the current economic, cultural and political context(s) and how this context informs inter-movement and intra-movement cooperation and conflict. Texts: Staggenborg, Suzanne. 2007. Social Movements. Toronto: Oxford University Press. Ferrell, Jeff. 2001. Tearing Down the Streets: Adventures in Urban Anarchy. New York: Palgrave. Additional readings on our Moodle site Expectations and Work Load This is a fourth-year course and the demands of the course will reflect this. Success in this course will require that students invest a significant amount of time and energy, especially in preparing for each class. If you cannot spare a reasonable amount of time EACH week seriously consider withdrawing from this course. Readings I have deliberately limited the amount of material that we will cover and in return I ask that students read each text chapter and supplementary materials carefully. Requirements: (1) Readings must be covered BEFORE each class. (2) Adequate time must be reserved to reflect upon these readings. (3) You must be prepared to summarize the main points of the readings (4) Each student must bring questions/comments about the readings to every class. Participation Your presence in class is necessary if you are to succeed in this course. Unlike some lower-level courses our lectures and discussions will not simply clarify material available in your readings. Additional material will be presented and we will critically analyse these materials in our discussions. Your participation mark will represent not only your attendance but also your informed participation

in our discussions. Presentation Students will be grouped together based on the subject area of their final paper. Each group will be responsible for identifying a selection of articles (academic, peer-reviewed) as well as websites/movement documents/other popular sources. Students will select certain of these to be assigned readings, assign a reading question (see below) and will lead a classroom discussion. Further details will be posted on Moodle. Reading Questions Each week in the second half of our course students will be required to submit a 250 word or longer reflection on the coming weeks reading(s). An attempt should be made to link the readings to your presentation/final paper topic. Final Paper The final paper will be a modified bibliographic essay. You will: (1) discuss at least four peerreviewed academic papers; and (2) relate these to articles and ideas presented by those in other groups. Your reading questions can/should be incorporated into this paper (see above). The paper should be between 2500 and 3250 words (10-13 standard pages) and be roughly divided between the two components noted above. A standard citation system must be used consistently, though students are free to choose any one that they are familiar with. Academic Honesty It is each student's responsibility to be aware of and understand VIU's student code of conduct including sections on academic dishonesty and/or plagiarism. Plagiarism and other offences will be taken very seriously and penalties up to suspension from the University enforced. Evaluation Mid-Term Exam Classroom Participation Discussion Leading Exercise Reading Questions Final Paper Grade Scale: 90-100 A+ 67-69 C+

85-89 A 63-66 C

25% 15% 20% 15% 25% 80-84 A60-62 C-

77-79 B+ 50-59 D

Course Schedule (Subject to Change) Week 1: What Are Social Movements and What Do They Do? Staggenborg, pgs 1-8, 34-36. Setting of groups and topics Week 2: The Protest Cycle of the 1960s Film: Berkeley in the 60s Staggenborg, Ch. 4 Week 3: Theories and Issues in the Study of Social Movements Staggenborg, Ch. 2 and 3

73-76 B 0-49 F

70-72 B-

Week 4: Social Construction, Issue Framing and the Media Readings on Moodle Week 5: Political Economy of Late Capitalism and Social Movements Ferrell, Ch. 1 (Chapter 2 heartily recommended) Week 6: Day 1 Review and Catch-Up Day 2: Exam I Week 7: Critical Mass – Cycling and Movements to Take Back the City Ferrell, Ch. 3 Week 8: Reading Week Week 9 – 12: Topics in Social Movements as Chosen by You All readings will be available on our Moodle site. Week 13-14: Strategies of Change Ferrell, Ch. 6 Staggenborg, Ch. 10 Other readings TBA

Sociology of Education SOCI 470 – F10N01

Instructor: Class Time / Location: Office: Office Hours: E-mail: Phone: My VIU web site: Course Moodle Site:

Jerry Hinbest Friday morning, 10:00 am to 1:00 pm / Building 356, Room 325 Building 356, Office 370 Wed. 4:00-5:00 pm, Friday 1:00–2:00 pm, or by appointment [email protected] (best way to reach me!) 753-3245, local 2798 http://web.viu.ca/hinbestj/ http://moodle.viuonline.ca/course/view.php?id=1950

TEXTS: 1. Wotherspoon, Terry. (2009). The sociology of education in Canada, 3rd Edition. Don Mills, ON: Oxford University Press. 2. SOCI 470 Custom Courseware Package. 3. Selected articles on reserve in the library, distributed in class, or available on Moodle. COURSE DESCRIPTION: This course examines how different sociological traditions explain the relationship between education and society. This will involve critically examining the roles of education and schooling in creating, mirroring, reproducing, transforming and challenging racial, gender, regional, and class inequalities. The course will examine schools as sites of both socialization and social control, contrasting the official mandates of schools to transmit culture and knowledge with some of their unintended consequences for learners, teachers and the broader society. We will examine schooling from primary to post-secondary, and education in such post-schooling contexts as workplace training, adult education and lifelong learning. Investigating schools as institutions is an excellent way to study some of the most fundamental questions of sociology. As public and private entities, schools interact with most other social institutions – such as families, the health system, the state, and the economy. Schools have historically been contested sites – the focal points of negotiation and struggle involving local and provincial politics, community power, culture, and values. As such, schools represent the intersection of institutions involved in material and ideological negotiation, conflict and change, and these pressures make schools subject to both internal and external waves of reform. The first goal of the course is to provide a solid grounding in key questions examined by the sociology of education – examining the relationship between education and society. A second goal of the course is a more practical emphasis – we will address some of the gaps between the preparation teachers receive and the dilemmas they face in classrooms – the limitations and possibilities of the teaching role in an institutional context of contradiction and change.

SOCI-470 – Sociology of Education – Course Outline – Fall 2010 – p. 2 of 5. EVALUATION: • Learning journal

30%

• Mid-term take-home exam 20%

Oct. 15th – 22nd

• Group presentation

Nov. 12th or 19th

• Final take-home exam • Class participation

15% 20% 15%

Grading Scheme

Oct. 8th & Dec. 3rd

Nov. 26th – Dec. 17th throughout the term

A+ A AB+ B B-

90-100 85-89 80-84 76-79 72-75 68-71

C+ C CD F

64-67 60-63 55-59 50-54 00-49

COURSE PACK READINGS: Attewell, Paul. (1990). What is skill? Work and Occupations, 17(4): 422-448. Freire, Paulo. (2005). Chapter 2. In Pedagogy of the oppressed (pp. 71-86). New York, NY: Continuum International Publishing Group Inc. Gaskell, Jane. (1992). Course Streaming in the School. In Gender matters from school to work (pp. 36-52). Philadelphia, PA: Open University Press. Giroux, Henry A. (2002). Children’s culture and Disney’s animated films. In Breaking in to the movies: Film and the culture of politics (pp. 100-135). Malden, MA: Blackwell Publishers Inc. Giroux, Henry A. (1992). The hope of radical education: A conversation with Henry Giroux. In Border crossings: Cultural workers and the politics of education (pp. 9-18). New York, NY: Routledge. Knapp, Michael S. & Woolverton, Sara. (2004). Social class and schooling. In James A. Banks and Cherry A. McGee Banks (Eds.), Handbook of research on multicultural education (2nd edition), (pp. 656-681). San Francisco, CA: Jossey-Bass. Kohn, Alfie. (2006). ‘Studies show…’ – Or do they? In The homework myth: Why our kids get too much of a bad thing (pp. 71-85). Cambridge, MA: Da Capo Press. Menzies, Heather. (2005). The changing nature of teaching and learning relationships. In No time: Stress and the crisis of modern life (pp. 177-202). Vancouver, BC: Douglas & McIntyre Ltd. Sears, Alan. (2003). Education for an information age? In Retooling the mind factory: Education in a lean state (pp. 59-83). Aurora, ON: Garamond Press. Willis, Paul. (1977). Introduction. In Learning to labour: How working class kids get working class jobs (pp. 1-19). New York, NY: Columbia University Press.

SOCI-470 – Sociology of Education – Course Outline – Fall 2010 – p. 3 of 5. CLASS SCHEDULE: Week / Date

Discussion Topics

Assigned Readings

Week 1 September 10th • Introduction to the course: discussion of outline, getting acquainted, expectations

Course Outline Wotherspoon, Ch. 1

Week 2 September 17th • Sociological perspectives on schooling • Critical and functionalist theories

Wotherspoon, Ch. 2 Gatto (handout)

Week 3 September 24th • The Canadian school system • History and Structure

Wotherspoon, Chs. 3 & 4 Sears

Week 4 October 1st

PRESENTATION TOPICS DUE • Schooling and de-schooling

Week 5 October 8th

LEARNING JOURNAL DUE • Schooling and inequality

Week 6 October 15th

MID-TERM TAKE-HOME EXAM HANDED OUT • Education and work • Knowledge vs. skill / education vs. training

Week 7 October 22nd

MID-TERM TAKE-HOME EXAM DUE • Education, work and social reproduction • Learning to labour

Willis, Gaskell

• Constructing the classroom • Dialogue in teaching

Wotherspoon, Chapter 6 Sidorkin (handout)

• Contemporary issues: Year-round schools, • School reform, governance, accountability

Wotherspoon, Chapter 9 Shields (moodle)


GROUP PRESENTATIONS: • Standards, retention, remediation, literacy / illiteracy, school-work transition

House (moodle)


GROUP PRESENTATIONS: • Multiple intelligence, technology, racism / sexism / classism, parents

Kohn, Giroux (Disney)


FINAL TAKE-HOME EXAM HANDED OUT • Contemporary issues: • Whatever we haven’t yet addressed

Menzies

Week 13 December 3rd

FINAL JOURNAL DUE • Democracy and education • Final thoughts

Giroux (Radical Education)

Week 8 October 29th Week 9 November 5th

Wotherspoon, Chapter 5 Freire Wotherspoon, Chapter 8 Knapp & Woolverton Wotherspoon, Chapter 7 Attewell, Gaskell (reserve)

FINAL EXAM IS DUE ON OR BEFORE DECEMBER 17th, 2010

SOCI-470 – Sociology of Education – Course Outline – Fall 2010 – p. 4 of 5. WRITTEN ASSIGNMENTS: The class format will be a seminar style discussion of issues and examples, using class participation and some small group work. You are expected to participate in class and group discussions. This will constitute part of your grade, so regular attendance and preparing for class are important. You will also need to make every effort to keep up with the reading, as our weekly discussions will assume that you have read the material prior to class. A brief description of the requirements for the written assignments is included below, and a longer description will be provided in the coming week. Marks will reflect the thoughtfulness and level of effort demonstrated. As clarity of your communication of ideas is very important, grammar and spelling will be reflected in marks. I encourage you to use a recognized style manual for your written work, including take-home exams (I recommend MLA, APA or ASA styles). Late papers may be accepted, but are highly discouraged; marks will be deducted. LEARNING JOURNAL (30%)

Each participant is required to keep a learning journal during the course. This journal is meant to help you voice your responses to assigned readings and class discussions, AND to help you develop as a critical thinker, moving from experience to critical reflection on ideas and issues. I recommend that make entries in your journal at least once a week. I will ask specific questions each week, and will provide more detailed guidelines on a separate handout. The journal may be hand or typewritten. It will be handed in on October 8th (for initial feedback) and December 3rd. MID-TERM TAKE-HOME EXAM / FINAL TAKE-HOME EXAM (20% / 20%)

The mid-term exam will be an opportunity to try out the take-home exam format, and consist of two essay type questions on specific readings and the class discussion, chosen from several options. You will need to write approximately four or five typewritten pages (1,000 words) per question. You will have one week to answer the question(s). For the final you will have three weeks to answer two of perhaps six or eight questions; again approximately five pages each. GROUP PRESENTATION (15%)

We will be discussing a variety of articles and issues in class over the term, but there are many topics we won’t have a chance to cover. So here’s your opportunity to delve into another topic of your choice, working with several other people, and present the key ideas to the class. I will provide some options for formatting and presenting the work. PARTICIPATION (15%)

Will be based on weekly participation in discussions, group work, and on several brief in-term assignments. The nature of the topic demands a higher level of participation than most courses.

SOCI-470 – Sociology of Education – Course Outline – Fall 2010 – p. 5 of 5. USING MOODLE TO ACCESS COURSE RESOURCES AND INFORMATION: Moodle is an on-line learning environment used by instructors at Vancouver Island University. I use Moodle to share articles and basic information with students. The course Moodle site may be accessed through my VIU web site, which can be found at: http://web.viu.ca/hinbestj/ Note that I also have another Sociology Moodle site, so choose SOCI 470 F10N01. In order to access the Moodle site for the course, you will need to obtain a discovery account from Information Technology (IT) services, and an access key (password), which you will get from me in class. The access key may change after the course roster is set, so if you find that you can’t access the site, e-mail me to obtain the current key. Links to the page for creating your discovery account and to IT services are available through my web site. The direct link to the course Moodle site is: http://moodle.viuonline.ca/course/view.php?id=1950 COMPUTER SKILLS: You will need to have the computer skills required of all students attending Vancouver Island University. See the computer literacy expectations for VIU students at: http://www.viu.ca/calendar/GeneralInformation/computerliteracy.asp You must have basic computer skills for using the Internet for browsing and searching with Internet Explorer 6.x or later (or alternatives such as Firefox). You should be knowledgeable in using the Windows™ operating systems (or equivalent alternatives such as the Linux or the Mac OS) for opening and saving files, attaching files to e-mail, exploring the file structures on a hard disk or remote server, creating folders, installing programs, etc. If you do not have these skills, be prepared to spend time early in the course to become familiar with them. There are online tutorials for a variety of software that you can access from any lab at: http://www.viu.ca/technology/general/help.asp#Tutorials

DIRECTED STUDIES PROPOSAL Sociology 470 ~ Sociology of Education   

Student: Jessa Smith Supervisor: Jerry Hinbest Length of Study: September 7 – December 6, 2010

PURPOSE OF STUDY: Supervisor Statement: In this directed study we will examine how different sociological traditions explain the relationship between education and society. This will involve critically examining the roles of education and schooling in creating, mirroring, reproducing, transforming and challenging racial, gender, regional, and class inequalities. The course will examine schools as sites of both socialization and social control, contrasting the official mandates of schools to transmit culture and knowledge with some of their unintended consequences for learners, teachers and the broader society. We will examine schooling from primary to post-secondary, and lifelong learning in post-schooling contexts. The first goal of the course is to provide a solid grounding in key questions examined by the sociology of education – the relationship between education and society. A second, more practical emphasis – is addressing some of the gaps between the preparation teachers receive and the dilemmas they face in classrooms – the limitations and possibilities of the teaching role in a context of institutional change. Student Statement: In this course, I will examine the key theories related to education and society. I will fulfill the requirements of Sociology 470 while focusing on my field of interest. My intention is to use the learning from this course as a base for my research course beginning in January 2011. I am unable to attend this course on campus because I will be teaching English and doing volunteer work in Puerto Vallarta, Mexico for the academic year. My work will be at a preschool and volunteer work will be in an after-school program. I am very interested in the education field, and this course will further my knowledge in broad theoretical foundations of education that will deepen my understanding of learning in the international context. I will complete five take home essay questions, and submit a learning journal at the end of the course. This will allow me to reflect and build on the theories, readings, and ideas involved with the material, while including ideas from my personal experiences teaching and volunteering.

MEETING TIMES: Weekly e-mails concerning readings and progress, as Jessa will be in Mexico for the semester.

ASSESSMENT: 



Take home essay questions: Question 1 due Monday, September 27 10% Question 2 due Tuesday, October 12 10% Question 3 due Monday, October 25 10% Question 4 due Monday, November 8 10% Question 5 due Monday, November 29 10% 50% Learning Journal (50%) Weekly entries starting the week of September 13, 2010, until December 6, 2010. E-mailed to the instructor every two weeks, and including responses to questions. Final Journal due, December 10, 2010. 50%

SOCIOLOGY OF EDUCATION – SOCI 470 – Fall 2010 READING LIST

Textbook: Wotherspoon, Terry. (2009). The sociology of education in Canada, 3rd Edition. Don Mills, ON: Oxford University Press.

Articles: Attewell, Paul. (1990). What is skill? Work and Occupations, 17(4): 422-448. Freire, Paulo. (2005). Chapter 2. In Pedagogy of the oppressed (pp. 71-86). New York, NY: Continuum International Publishing Group Inc. Gaskell, Jane. (1992). Course Streaming in the School. In Gender matters from school to work (pp. 3652). Philadelphia, PA: Open University Press. Gatto, John Taylor. (2002). The Seven-Lesson Schoolteacher. In Dumbing Us Down: The Hidden Curriculum in Compulsory Schooling (pp. 1-19). Gabriola Island, Canada: New Society Publishers. Giroux, Henry A. (2002). Children’s culture and Disney’s animated films. In Breaking in to the movies: Film and the culture of politics (pp. 100-135). Malden, MA: Blackwell Publishers Inc. Giroux, Henry A. (1992). The hope of radical education: A conversation with Henry Giroux. In Border crossings: Cultural workers and the politics of education (pp. 9-18). New York, NY: Routledge. Knapp, Michael S. & Woolverton, Sara. (2004). Social class and schooling. In James A. Banks and Cherry A. McGee Banks (Eds.), Handbook of research on multicultural education (2nd edition), (pp. 656-681). San Francisco, CA: Jossey-Bass. Kohn, Alfie. (2006). ‘Studies show…’ – Or do they? In The homework myth: Why our kids get too much of a bad thing (pp. 71-85). Cambridge, MA: Da Capo Press. Menzies, Heather. (2005). The changing nature of teaching and learning relationships. In No time: Stress and the crisis of modern life (pp. 177-202). Vancouver, BC: Douglas & McIntyre Ltd. Sears, Alan. (2003). Education for an information age? In Retooling the mind factory: Education in a lean state (pp. 59-83). Aurora, ON: Garamond Press. Willis, Paul. (1977). Introduction. In Learning to labour: How working class kids get working class jobs (pp. 1-19). New York, NY: Columbia University Press. Order of reading and discussion: Gatto, Sears, Freire, Knapp & Woolverton, Attewell, Gaskell (Moodle), Willis, Gaskell, Sidorkin (Moodle), Shields (Moodle), House (Moodle), Kohn, Giroux (Disney), Menzies, Giroux (Radical Education). Additional articles available through Moodle.

Name: Julie Snowden Course: Sociology 490, Directed Studies in Sociology Instructor: Jerry Hinbest, Department of Sociology

Course Content:

It is my intention to examine the ways in which children are socialized into consumer patterns, and the roles that family and advertisers play in that socialization. I plan to explore some of the ways in which advertisers market their products to children in order to come to an understanding of how, and to what degree, children are influenced by advertising. I also plan to investigate the level of power that children have as consumers in the marketplace, and how that power plays out in their everyday lives.

Student Assignments:

1. Comprehensive Annotated Research Bibliography of no less than twelve entries. Reviewed biweekly. 2. First draft of a literature review and research proposal. Due June 26, 2008.

Required Readings:

See “Working Bibliography” – attached.

Student Faculty Meetings: We will meet Monday mornings from 11:00am until 12:00 noon or longer when needed, from May 12 until June 30.

Evaluation/Feedback:

Evaluation and feedback will be provided through written assignments and written feedback, as well as through tutorial discussions to check on progress and to discuss any issues that may arise through the readings. The student will only move on to each new stage of the project when satisfactory completion of each assignment has taken place.

Assessment:   

Weekly Meetings / Telephone discussions / Email: Annotated Bibliography: Draft literature review / proposal:

10% 50% 40%

Working Bibliography

Dale, S. (2005). Candy from strangers: Kids and consumer culture. Vancouver: New Star Books. Ekstrom, K. M., Tanshuhaj, P. S., & Foxman, E. R. (1987). Children’s influence in family decisions and consumer socialization: A reciprocal view. Advances in Consumer Research, 14, 283-287. Klein, N. (2000). No logo: Taking aim at the brand bullies. Toronto: Vintage. Linn, S. (2004). Consuming kids: The hostile takeover of childhood. New York: The New Press. John, D. J. (1999). Consumer socialization of children: A retrospective look at twentyfive years of research. The Journal of Consumer Research, 26, 183-213. McNeal, J. (1987). Children as consumers: Insights and implications. Lexington: Lexington Books. McNeal, J. (1992). Kids as customers: A handbook of marketing to children. Toronto: Maxwell Macmillan Canada. Margerum, Eileen. (1994). The child in American advertising, 1890-1960: Reflections of a changing society. In H. Eiss (Ed.), Images of the child. Bowling Green OH: Bowling Green State University Popular Press. Peracchio, L. A. (1992). How do young children learn to be consumers? A scriptprocessing approach. Journal of Consumer Research, 18, 425-440.

Robertson, T. S. & Rossiter, J. R. (1974). Children and commercial persuasion: An

attribution theory analysis. The Journal of Consumer Research, 1, 13-20. Schor, J. B. (2004). Born to buy. New York: Scribner. Ward, S. & Wackman, D. (1972). Family and media influences on adolescent consumer learning. In J. P. Murray (Ed.), Television and social behavior (554-567). Rockville, Maryland: US Department of Health Education and Welfare. Ward, S. (1980). The effects of television advertising on consumer socialization. In R. P. Adler, G. S. Lesser, L. K. Meringoff, T.S. Robertson, J.R. Rossiter, & S. Ward (Eds.), The effects of television advertising on children (pp. 185-194). Lexington: Lexington Books. Zelizer, V. A. (1994). Pricing the priceless child: The changing social value of children. New Jersey: Princeton University Press.

DIRECTED STUDIES PROPOSAL ~ Sociology 411 Advanced Topics in Social Theory Spring 2007   

Student: Supervisor: Dr. Linda Derksen Length of Study: January 8, 2007 to end of spring term

SOCI 411 (3) Current Issues in Social Theory An examination of current issues and debates in social theory. Students explore a range of current topics, and investigate closely a particular area or theorist. (3:0:0)

PURPOSE OF STUDY: We seek permission for [student]to take Soci 411 as a directed study in order to provide her with advanced training in Social Theory. Soci 411 has not been offered during the term for many years. [student]will be attending classes in Soci 312 (Contemporary Social Theory), and doing the same reading and coursework. She cannot take this course for credit, as she has credit in Soci 210 (Contemporary Social Theory). However, the text and theorists are completely different this term. [student]will be completing all the regular coursework for Soci 312, and in addition, she will be choosing one or two theorists on which to focus in-depth. To fulfill the requirements for Soci 411, she will write a research paper focusing on a theorist (or two) of her choice. This interest will emerge over the course of the semester, as she engages with the material. MEETING TIMES:  We will meet in person each week to cover supplemental readings. ASSESSMENT:  Course journal for Soci 312 Journal due April 12th  Final Paper (50%) Draft 1 Revised Final paper due

50% 10% 40%

DIRECTED STUDIES PROPOSAL ~ Sociology 490 Fall 2006   

Student: Supervisor: Linda Derksen Length of Study: September 2006-December 2006

PURPOSE OF STUDY: I am a Sociology major, Psychology minor with an interest in studying the changing attitudes of young people. I am concerned with their attitudes toward the world they live in. My main research question is: Are the attitudes of young people in a “postglobalization” world profoundly different from those attitudes held by young people in earlier decades? Are young people more passive today, in terms of world events, than youth in the past? In essence, what are the concerns of young people today and how might these have changed over time? To address this question I will identify and read existing academic literature on young people’s attitudes that was published in different decades. I will collect empirical research studies from the 1960s through to the present that examine the youth attitudes towards …? I will write a review of this literature examining whether the research shows that youth attitudes differ across time periods. This course allow me to explore more deeply my interests in Sociology, and it will also help to improve my writing skills, as the final literature review will be revised at least once. In addition, I plan to use the literature reviewed in this course as the foundation for a Senior Project in the Spring of 2007. In my Senior Project I will use the skills learned in Soci 351 to analyze existing data on youth attitudes from the 1970s through to the present. The ultimate goal of this directed study, coupled with my Senior Project, is to produce a paper that can be submitted for publication. In addition, these courses will provide me with more in depth writing and data analysis experience, which will help to further my goals of pursuing a PhD in Sociology. Annotated Bibliography (8 sources, due xxxx) (8 sources, due xxxx) …. Course Journal … (weekly e-mail) Draft of Lit Review …. Revision … Final Lit review ….

Sociology 490: Directed Studies in Sociology Fall 2007 Curriculum Plan Student: [student], Supervisor: Dr. Linda Derksen The intent of this project is to investigate the experiences, challenges, and expectations of teachers and speech-language pathologists involved with the speechlanguage pathology services provided in the schools. This project will investigate the current struggles that both teachers and speech pathologists face when trying to help children with speech difficulties. My hope is that by learning about both teachers’ and speech-language pathologists’ experiences, I will gain multiple insights into the working dynamics that occur within the school system and therefore, a well-rounded understanding of current needs and demands placed on teachers and speech-language pathologists. This project will be carried out over the course of two semesters (semester one, Soci 490 will be a directed study and semester two, Soci 491 with be a Senior Project). During the first semester, the curriculum plan will include: 1. Development of a survey instrument (questionnaire/semi-structured interview) 2. Development of a sampling frame for teachers and speech-language pathologists (required for ethics proposal) 3. Pre-testing of questionnaire/semi-structured interview 4. Ethics approval from Malaspina and SD #68 (including consent and debriefing forms) 5. Drawing a sample of teachers and speech-language pathologists 6. Short literature review (5-10 pages) 7. Initial write-up of introduction and methods section for final paper 8. Possibly beginning to interview participants, depending on when ethics approval is obtained During the second semester the curriculum plan will include the application of survey instruments, transcription of interviews and data, analysis of interviews and data, and the writing of a final research paper. This component of the project will be proposed formally at a later date.

Grading: 1. Survey instrument (short questionnaire & semi-structured interview guide) Due September 21 to September 28 25% 2. Sampling frame of teachers & speech-language pathologists (required for ethics proposal) 10% 3. Pre-testing of questionnaire 10% 4. Preparation of ethics proposal for Malaspina and SD #68 20% 5. Literature review (5-10 pages) 25% 6. Draft of introduction and methods section for final research paper 10%

References Glogowska, M., Campbell, R. (2000). Investigating Parental Views of Involvement in Pre-School Speech and Language Therapy. International Journal of Language & Communication Disorders, 35 (3), 391-405. Hartas, D. (2004). Teacher and Speech-Language Therapist Collaboration: being equal and achieving a common goal? Child Language Teaching and Therapy, 20 (1), 33-54. Mccartney, E. (1999). Barriers to Collaboration: an analysis of systemic barriers to collaboration between teachers and speech and language therapists. International Journal of Language & Communication Disorders, 34 (4), 431-440. Miller, C. (1999). Teachers and Speech and Language Therapists: A Shared Framework. British Journal of Special Education, 26 (3), 141-146. Prelock, P. A. (2000). Multiple Perspectives for Determinin the Roles of SpeechLanguage Pathologists in Inclusionary Classrooms. Language, Speech, and Hearing Services in Schools, 31, 21-218. Sadler, J. (2005). Knowledge, Attitudes and Beliefs of the Mainstream Teachers of Children with a Preschool Diagnosis of Speech/Language Impairment. Child Language Teaching and Therapy, 21 (2), 147-163. Sanger, D. D., Hux, K., Griess, K. (1995). Educators’ Opinions About Speech-Language Pathology Services in Schools. Language, Speech, and Hearing Services in Schools. 26, 75-86. Wright, J. A., Graham, J. (1997). Where and When do Speech and Language Therapists Work with Teachers? British Journal of Special Education, 24 (4), 171-174.

Sociology 490: Directed Studies in Sociology Fall 2008 Curriculum Plan Student: Supervisor: Dr. Linda Derksen The intent of this project is to look at the development of Deaf identity. Deaf culture, in most cases is not acquired from parents; it is instead gained through peers while at school. Many deaf children, especially those in large urban areas, are sent to live-in schools, often called Deaf residential schools. I would like to look at how, historically, these institutions have shaped Deaf culture and Deaf identity. Deaf people have for a long time been regarded as deaf and dumb. Much of today’s society still believes that Deaf people are handicapped or mentally challenged. Deaf education and residential schools have slowly changed this view. A hearing man, Thomas Hopkins Gallaudet and Laurent Clerc, a Deaf Frenchman, founded the first North American school for the Deaf. Deaf schools were originally a safe haven, however, they soon turned into institutions where deaf children faced speech therapy, hearing tests, and were not permitted to use sign. The schools turned into an institution that tried to make deaf kids as “normal” as possible. The deaf children began to use the opportunity of being surrounded by like-children to develop their own identities, language, and culture. The official language of the Deaf in North America, American Sign Language (ASL) was formed on the playgrounds of early Deaf schools in the states. Oralism (teaching deaf kids to speak) was and for the most part is still the very dominant ideal when Deaf Residential schools started. Teachers and staff of Deaf schools have been predominantly

hearing. A common goal of theirs is to create children to function as they do, results in teaching them how to speak, how to read and write, and in the hidden curriculum, how to engage normally in a hearing society. Students are taught how to abide by societal values and ideals, the biggest way Deaf Residential schools push their values is by using oralism and speech training to try and make Deaf students “normal.” In the past thirty years Residential schools have been on the decline due to funding cuts, and abuse. I would like to examine how this has affected Deaf culture as a whole and the individual identity that a Deaf person associates with. Children are now put into mainstream programs, where deaf children are put into a "normal" classroom that is made up of "normal" hearing kids. This is also referred to as inclusion. When students face inclusion it is most likely because there are not enough deaf kids to form a class, this also means, "there is almost inevitably a severe lack of social interaction" (Bahan, Hoffmeister, Lane, 1996: 248). The deaf student becomes dependent on an underqualified interpreter for all social interaction. In this respect it is important to look at oralism and the influence of technology on Deaf culture. Many parents’ first response when they find that their baby is imperfect is to seek help from hearing professionals. Cochlear implants, an implanted hearing device, are more and more frequently the “best” option for hearing parents of deaf children. In the process of finding out that their child is deaf, a hearing parent rarely will look to the Deaf community for help, instead they will look to hearing professionals.

Grading: 1. 40% -- Journal a. Weekly annotations on one to two articles per week, one to two pages each. Submitted by e-mail before weekly meetings. Last one due week of October 31st. 2. 10% -- Weekly Meetings a. Thursdays at 2:30 pm 3. 50% – Research paper, minimum two drafts. a. Draft 1 due: November 14th b. Final paper due: December 2nd

Working Bibliography Bat-Chava. Y. 2000. "Diversity of Deaf Identities." American Annals of the Deaf 145(5): 420-428. Bat-Chava. Y. 1994. "Group Identification and Self-Esteem of Deaf Adults." Personality and Social Psychology Bulletin 20(5):494-502. Breivik. J. 2005. "Vulnerable but strong: Deaf people challenge established understandings of deafness." Scandinavian Journal of Public Health 33(66):1823.

Davis, L. 2007. “Deafness and the Riddle of Identity.” Chronicle of Higher Education, 53(19), B5-B8. Retrieved October 26, 2007 from the Academic Search Elite database.

Fischer, L., & McWhirter, J. 2001. “The Deaf Identity Development Scale: A revision and validation.” Journal of Counseling Psychology, 48(3), 355-358. Retrieved October 26, 2007 from the PsycARTICLES database.

Foster. S, Kinuthia. W. 2003. "Deaf Persons of Asian American, Hispanic American, and African American Backgrounds: A Study of Individual Diversity and Identity." Journal of Deaf Studies and Deaf Education 8(3):271-290.

Gallaudet University. 2008. http://www.gallaudet.edu/x228.xml

Irene W. Leigh, Patrick J. Brice & Kathryn Meadow-Orlans. 2004. “Attachment in Deaf Mothers and Their Children.” Journal of Deaf Studies and Deaf Education. 176(9):176-188.

Israelite. N, Ower. J, Goldstein. G. 2002. "Hard of Hearing Adolescents and Identity Construction: Influences of School Experiences, Peers, and Teachers." Journal of Deaf Studies and Deaf Education 7(2):135-148. Kent. B.A. 2003. "Identity Issues for Hard-of-Hearing Adolescents Aged 11, 13, and 15 in Mainstream Settings." Journal of Deaf Studies and Deaf Education 8(3):315324. Kreimeyer K., Crooke P., Drye C., Egbert V., Klein B. 2000. “Academic and Social Benefits of a Co-enrollment Model of Inclusive Education for Deaf and Hard-ofHearing Children.” Journal of Deaf Studies and Deaf Education. 5:174-185. La Sasso C., Lollis J. 2003. “Bilingual-Bicultural Programs Survey of Residential and Day Schools for Deaf Students in the United States That Identify Themselves as Bilingual-Bicultural Programs.” Journal of Deaf Studies and Deaf Education. 8:79-91. Lane, Harlan 1992. “The Mask of Benevolence: Disabling the Deaf Community.” San Diego, CA: DawnSignPress. Lane, Harlan, Hoffmeister, Robert, & Bahan, Ben. 1996. “A Journey into the DEAFWORLD”. San Diego, CA: DawnSignPress

Luey, H., Glass, L., & Elliott, H. 1995. “Hard-of-Hearing or Deaf: Issues of Ears, Language, Culture, and Identity.” Social Work, 40(2), 177-181. Retrieved October 26, 2007 from the Academic Search Elite database.

Meadow K. 2005. “Early Communication in Relation to the Deaf Child’s Intellectual, Social, and Communicative Functioning.” Journal of Deaf Studies and Deaf Education.” 10: 321-329. McKinnon C., Moran G., Pederson D. 2004. “Attachment Representations of Deaf Adults.” Journal of Deaf Studies and Deaf Education. 9:366-386. Mitchell R., Karchmer M. 2004. “When Parents Are Deaf Versus Hard of Hearing: Patterns of Sign Use and School Placement of Deaf and Hard of Hearing.” Journal of Deaf Studies and Deaf Education. 9:133-152. Nikolaraizi. M, Hadjikakou. K. 2006. "The Role of Educational Experiences in the Development of Deaf Identity." Journal of Deaf Studies and Deaf Education 11(4): 477-492. Polat F. 2003. “Factors Affecting Psychosocial Adjustment of Deaf Students.” Journal of Deaf Studies and Deaf Education. 8:325-339. Skelton. T, Valentine. G. 2003. "'It feels like being Deaf is normal': an exploration into the complexities of defining D/deafness and young D/deaf people's identities." Canadian Association of Geographers 47(4):451-464.

DIRECTED STUDIES PROPOSAL Sociology 490 Summer 2005 Student: Supervisor: Dr. Linda Derksen Length of Study: May 2/05 – August 5/05 (14 week Summer Intersession) PURPOSE OF STUDY: Last semester Sociology 390 (Sociology of Science and Technology) introduced some topics of great personal interest to me. However, due to time and course constraints, we could not look at every subject in the depth I would have preferred. Accordingly, I am requesting to do a Directed Study this summer with Dr. Linda Derksen which looks at the different ways in which DNA evidence is used and treated in the court systems of Canada and the USA. My work as a research assistant this year for Dr. Derksen has led me to believe that DNA evidence may be used and treated differently in judicial settings in the United States and Canada. I plan to explore this topic further by reading some background material on science, the law, and the intersection of DNA and the law (please see attached reading list). Then I would like to look at a small sampling of court cases in each country (approx 5-10) and compare the weight given to the DNA evidence, the beliefs/reactions of the judiciary and the jury to the DNA evidence, and the acceptance factor for further use of this and other scientific evidence within both court systems. The court cases will be drawn from a legal database to which Dr. Derksen has access because of the nature of her own research. MEETING TIMES:  Linda and I have planned to meet in person every other week during the 14-week period of study, supplemented with frequent communication via email. ASSESSMENT:  A process journal which follows my progress and looks at how the materials read and evidence gathered to date is impacting my research 20%  Short literature review of background material Due Monday, May 16 10%  Summary of case findings analysis Due Monday, June 6 20%  Final Paper (50%) Draft 1 Due Monday, June 27 10% Revision Due Monday, July 18 10% Final Paper Due Friday, August 5 30%

Proposed Background Material: Billings, Paul, R. 1992. DNA on Trial: Genetic Identification and Criminal Justice. Salem, MA.: Cold Spring Harbor Lab Press. Hageman, Cecilia, Derrill Previtt and Wayne Murray. 2002. DNA Handbook. Vancouver, B.C.: Butterworths. Jasanoff, Sheila. 1995. Science at the Bar: Law, Science, and Technology in America. Cambridge, MA: Harvard University Press. McDonald, R. Trevor. 1999. “Genetic Justice: DNA Evidence and the Criminal Law in Canada.” Manitoba Law Journal, Vol. 26, No. 1. Wyatt, S.K. and the Justice Institute of British Columbia. 2001. Forensic DNA Evidence. Investigative Procedures for Law Enforcement. Victoria, BC: Ministry of Advanced Training and Technology.

Directed Studies Proposal Sociology 490 (3 credits) – Summer Session #2 • • •

Student: Supervisor: Dr. Linda Derksen Length of Study: June 18/07 – August 06/07 (7 week summer intersession)

•

PURPOSE OF STUDY: This second directed study will build on the previous one by writing a full literature

review on clinical sociology. The ultimate goal of this directed study is to learn how, or whether clinical sociology and clinical psychology compliment each other in a therapeutic setting. The continuing goal is to improve my writing and analytical skills by doing writing and research in a substantive area in which I have a great interest. Regular coursework during the term does not afford the time to improve writing skills through extensive revising and rewriting. It is the hope of both Dr. Derksen and I that this extensive process of analysis, writing and revision will help me to improve my writing skills. For this directed study, I will use the annotated bibliographies completed in the first part of summer session, and write a maximum 20-page critical literature review. Because the goal is to improve my writing, this paper will receive at least two rounds of feedback from Dr. Derksen, and revision by me. This paper will be a critical review of the literature in clinical sociology, particularly as it applies to the world of a practicing clinical psychologist. MEETING TIMES: •

Linda and I have planned to meet every other week during the 7-week intersession of study. We will supplement these meetings with frequent communications via e-mail.

ASSESSMENT: • Weekly Meeting/email •

Research Paper (80%)

15%

•

Draft 1 due Monday, July 02/07 Revision due Monday, July 16/07 Final Paper due Monday, August 06/07

15% 20% 50%

INITIAL SOURCES FOR ANNOTATED BIBILIOGRAPHY Derlega, V. J. (1988). Self-Disclosure: Inside or Outside the Mainstream of Social Psychological Research? Journal of Social Behavior and Personality. Vol. 3, No. 2, pp. 27-34. Forte, J. A. (2002). Mead, Contemporary Metatheory, and Twenty-First-Century Interdisciplinary Team Work. Sociological Practice: A Journal of Clinical and Applied Sociology. Vol. 4, No. 4. pp. 315-334. Fritz. J. M. (2002). Teaching Sociological Practice: Starting with Something Special. Sociological Practice: A Journal of Clinical and Applied Sociology. Vol. 4, No. 2. pp. 103111. Hall. C. M. (2006). Narrative as Vital Methodology in Clinical Sociology. Journal of Applied Sociology. Vol. 23, No1. pp. 53-67. Koppel, R. (2006). Creating the Association for Applied and Clinical Sociology (AACS). Journal of Applied Sociology. Vol. 23, No. 1. pp. 1-6. Maddux, J. E. (1988). Social-Clinical-Counseling Integration Indigestion: Journal of Social Behavior and Personality. Vol. 3, No. 2, pp. 92-103. Warren, C. A. (2003). After the Interview. Qualitative Sociology. Vol. 26, No. 1. pp. 93-110. American Sociological Association. (2003). Careers in Clinical Sociology. Washington, DC.

Proposal for Directed Study: Soci 490, Spring 2006 Student: Faculty: Dr. Linda Derksen Research Question: The purpose of this directed study is to produce a manuscript for submission to an edited collection …. I will be working with materials gathered from several courses, all on the same topic. In my directed study in 2005 I wrote a 100 page paper on the “CSI Effect” and conducted an e-mail survey. In my Soci 250 research methods class, one of my projects was a content analysis of all the newspaper articles published between ?? and ?? that have mentioned the “CSI Effect.” I now, under the guidance of Dr. Derksen, would like to try to write a publication quality paper on the CSI Effect. We have been asked to submit it to an edited collection …. If it is not suitable for their purposes, we will be submitting it to a peer reviewed journal. This course will involve substantial writing, editing, and revising, as the goal is a tightly written paper no longer than 20 pages. I will need to write a short literature review, to situate the article in the relevant literature. The bulk of the primary research is completed, but the actual writing of an article that integrates the findings from all of the different projects remains to be done. That is the purpose of this directed study. Proposed Schedule: 300 word abstract of the paper Due January 30.

15%.

First draft of paper Due February 22

20%

Revisions and editing of paper Ongoing after Feb. 22

35%

Final manuscript Due April 6

30%

Directed Studies Proposal Sociology 490 (3 Credits) -- Summer Session #1 • • •

STUDENT: SUPERVISOR: Dr. Linda Derksen LENGTH OF STUDY: May 2/06 – June 16/06 (7 week summer intersession)

PURPOSE OF STUDY: In this first three credit course my goal is to become more educated on the First Nations people of Canada, specifically on residential schools. I hope to gain knowledge by finding and reading as much of the existing literature surrounding the First Nations people of Canada and the residential school experience as possible. I want to combine my interest in the First Nations people of Canada with my profound interest in the field of Sociology. I would like this opportunity to learn about the First Nations people and the sociological impact of residential schools on their culture. My supervisor will be Dr. Linda Derksen in the Sociology Department at Malaspina. To provide guidance as to First Nations content, I also will be working closely with a teacher of First Nations studies at Carihi Secondary school in Courtenay (??), and an Aboriginal counselor from Laichwiltach family life Centre in Campbell River. For my coursework, I will collect information regarding residential schools in Canada (please see attached reference list). Aside from increasing my knowledge about residential schools, one of the major goals of this directed study is to improve my reading, comprehension, analysis and summary skills by reading the sources I obtain and composing an in-depth, annotated bibliography for each source. To this end, the course will consist of: 1. Annotated bibliographies of sources: a. Early in the course I will submit two sample annotations, to make sure I am on the right track. b. The second part will consist of an extensive annotated bibliography of the first half of my sources and a 1-2 page summary of them. This will then be submitted and reviewed by Dr. Derksen, who will provide detailed feedback about how to make each summary more thorough. c. Part three will consist of the second half of sources I obtain and a summary of the work overall. d. A informal course process journal will be kept, reflecting my thoughts and reactions to the material. It is our hope that this journal can help me to process in an appropriate what might be new a disturbing information to me. This course process journal can serve as a place to write anything that I want to say, that is not appropriate to either the annotated bibliographies or a literature review. It will reflect my “journey” through the literature.

The ultimate goal of this directed study is to learn more about First Nations societies and what impact the residential school experience had upon them. I am working towards a Bachelor of Arts degree with a double minor in sociology and physical education. This knowledge will be extremely useful to me when I am teaching in the education system. I will be more knowledgeable about First Nations history and culture; and therefore, will be a better teacher for First Nations students. MEETING TIMES: •

Linda and I have planned to meet every other week during the 7 week intersession of study. We will supplement these meetings with frequent communication via email and telephone.

ASSESSMENT: • • •

Course process journal Meetings, e-mail Annotated Bibliography (75%) Part 1 (2 sources) due Monday, May 8th Part 2 (minimum 8 sources) due Tuesday, May 23 Part 3 (minimum 16 sources) due Friday, June 16

15% 10% 5% 30% 40%

INITIAL SOURCES FOR ANNOTATED BIBILIOGRAPHY Annett, K. D. (2001). Hidden from History: The Canadian Holocaust. 2nd ed. Vancouver: The Truth Commission. Annett, K. D. (2002). Love and Death in the Valley: Awakening to Hidden Histories and Forgotten Crimes on the West Coast of Canada. USA: 1st Books. Battiste, M., & Henderson-Youngblood, J. (2000). Protecting Indigenous Knowledge and Heritage. Saskatoon: Purich. Carter, C. (2004). Gathering Helps Students Move Beyond. Saskatchewan Sage. 8(11), 1-11. Furniss, E. (1995). Victims of Benevolence: The Dark Legacy of the Williams Lake Residential School. Vancouver: Arsenal Pulp Press. Grant, A. (1997). No End of Grief: Indian Residential Schools in Canada. The Canadian Journal of Native Studies. 17(2), 365-367. Hookimaw-Wit, J. (1998). Any Changes Since Residential School? Canadian Journal of Native Education. 22(2), 159-170.

Ing, R. N. (1991). The Effects of Residential Schools on Native Child Rearing Practices. Canadian Journal of Native Education. 18(supplement), 65-118. Issac, T. (1999). Aboriginal Law: Cases, Material and Commentary. 2nd ed. Saskatoon: Purich. Kelm, M. E. (1998). Colonizing Bodies: Aboriginal Health and Healing in BC 19001950. Vancouver: UBC Press. Knockwood, I. (2001). Out of the Depths. Halifax: Roseway. Nuu-chah-nulth Tribal Council. (1996). Indian Residential Schools: The Nuu-chah-nulth Experience. Canadian Cataloging in Publication Data. *Olsen, S. (2006). Just Ask Us: Conversation with First Nations Teenage Moms. Proulx, C. (2003). Reclaiming Aboriginal Justice, Identity, and Community. Saskatoon: Purich. Trevithick, S. R. (1998). Native Residential Schooling in Canada: a Review of the Liteature. The Canadian Journal of Native Studies. 18(1), 49-86. *Mission School Syndrome. Province of British Columbia Ministry of Education. B.C. Learning Connection Inc. *Nuu-chah-nulth Tribal Council. Beyond Survival. Edward L.J. Lee Video Productions. *Pittman, B. Where the Spirit Lives. The Canadian Broadcasting Corporation, Toronto. 1989. Video Archive. *Surviving the Red Brick School House *Assembly of First Nations. (1994). Breaking the Silence: An Interpretive Study of Residential School Impact on Healing as Illustrated by the Stories of First Nations Individuals. Ottawa. *Stolen From Our Embrace: the Abduction of First Nations Children and the Restoration of Aboriginal Communities. *CBC online, The red edge.

Directed Studies ProposalSociology 490 (3 credits) – Summer Session #2 • • •

STUDENT: SUPERVISOR: Dr. Linda Derksen LENGTH OF STUDY: June 19/06 – August 4/06 (7 week summer intersession)

PURPOSE OF STUDY: This second directed study will build on the previous one by writing a full research paper on the sociological impact of residential schools on First Nations culture. The continued goal is to improve my writing and analytical skills by doing research in a substantive area in which I have a great interest. Regular coursework during the term does not afford the time to improve writing skills through extensive revising and rewriting. It is the hope of both Dr. Derksen and I that this extensive process of analysis, writing and revision will help me to improve my writing skills. For this directed study, I will use the annotated bibliographies completed in the first part of summer session, and write a 20 page research paper. Because the goal is to improve my writing, this paper will receive at least two rounds of feedback from Dr. Derksen, and revision by me. This paper will be a sociological examination of the experiences of First Nations individuals -- as they are recorded in written, published materials -- in residential schools and the effects of residential schools on their culture and society. The ultimate goal of this directed study is to learn more about First Nations societies and what impact the residential school experience had upon them. I am working towards a Bachelor of Arts degree with a double minor in sociology and physical education. This knowledge will be extremely useful to me when I am teaching in the education system. I will be more knowledgeable about First Nations history and culture; and therefore, will be a better teacher for First Nations students. MEETING TIMES: •

Linda and I have planned to meet every other week during the 7 week intersession of study. We will supplement these meetings with frequent communication via email.

ASSESSMENT: • •

Weekly Meetings/email Research Paper (80%) Draft 1 due Monday, July 3 Revision due Monday, July 17 Final Paper due Friday, August 4

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INITIAL SOURCES FOR RESEARCH PAPER Annett, K. D. (2001). Hidden from History: The Canadian Holocaust. 2nd ed. Vancouver: The Truth Commission. Annett, K. D. (2002). Love and Death in the Valley: Awakening to Hidden Histories and Forgotten Crimes on the West Coast of Canada. USA: 1st Books. Carter, C. (2004). Gathering Helps Students Move Beyond. Saskatchewan Sage. 8(11), 1-11. Furniss, E. (1995). Victims of Benevolence: The Dark Legacy of the Williams Lake Residential School. Vancouver: Arsenal Pulp Press. Grant, A. (1997). No End of Grief: Indian Residential Schools in Canada. The Canadian Journal of Native Studies. 17(2), 365-367. Hookimaw-Wit, J. (1998). Any Changes Since Residential School? Canadian Journal of Native Education. 22(2), 159-170. Ing, R. N. (1991). The Effects of Residential Schools on Native Child Rearing Practices. Canadian Journal of Native Education. 18(supplement), 65-118. Issac, T. (1999). Aboriginal Law: Cases, Material and Commentary. 2nd ed. Saskatoon: Purich. Kelm, M. E. (1998). Colonizing Bodies: Aboriginal Health and Healing in BC 19001950. Vancouver: UBC Press. Knockwood, I. (2001). Out of the Depths. Halifax: Roseway. Nuu-chah-nulth Tribal Council. (1996). Indian Residential Schools: The Nuu-chah-nulth Experience. Canadian Cataloging in Publication Data. *Olsen, S. (2006). Just Ask Us: Conversation with First Nations Teenage Moms. Proulx, C. (2003). Reclaiming Aboriginal Justice, Identity, and Community. Saskatoon: Purich. Trevithick, S. R. (1998). Native Residential Schooling in Canada: a Review of the Liteature. The Canadian Journal of Native Studies. 18(1), 49-86. *Mission School Syndrome. Province of British Columbia Ministry of Education. B.C. Learning Connection Inc. (video)

*Nuu-chah-nulth Tribal Council. Beyond Survival. Edward L.J. Lee Video Productions. (video) *Where the spirit lives (video) *Surviving the Red Brick School House (video) *Assembly of First Nations. (1994). Breaking the Silence: An Interpretive Study of Residential School Impact on Healing as Illustrated by the Stories of First Nations Individuals. Ottawa. *Stolen From Our Embrace: the Abduction of First Nations Children and the Restoration of Aboriginal Communities. *CBC online, The red edge.

RESEARCH PROPOSAL “EVERYBODY IS DOING IT!!” The Social Risk Factors that Lead to Adolescent Substance Use

Dr. Linda Derksen Socio 491

TABLE OF CONTENTS

A. Introduction

3

B. Study Objectives

3

C. Background

4-6

D. Research Design

6-8

E. Timeline

9

F. Budget

10

G. References

11-13

Appendix A – Malaspina Ethics Review Form

14-18

Appendix B – Consent Form

19-20

Appendix C – Survey Instrument

21-40

2

INTRODUCTION: Substance use has become a norm among adolescents (usually defined as youth aged 1422) in the United States and Canada. Here we propose to examine substance use, defined as the behaviour of youths aged 11-18 consuming alcohol, smoking cigarettes, and taking illicit drugs. Research indicates certain social risks factors can predict whether or not an adolescent is likely to be at risk for becoming a substance user. These social risk factors include gender, family composition, family communication, parental substance use, peers, and religion (see Elgie (2005)) for an extended review of the pertinent literature). The goal of this project is to develop an instrument that helps to predict which adolescents are at risk for substance use. An instrument like this, if it works, would be of great help to parents, teachers, and community support groups. I propose to study social risk factors, knowledge of substances, and current substance use among children in grades eight and ten. The basic research question is “Do the risk factors identified in the literature actually help to predict whether or not adolescents are at risk for substance use?”

STUDY OBJECTIVES: The objectives of this study are first, to contribute further to the existing literature on adolescent substance use, and second, to determine if the social risk factors summarized in Elgie (2005) predict adolescent substance use. These are: a. Family factors: Parental substance use b. Peers: Influence and Contribution c. Religion d. Societal Norms: Media, Celebrities e. Gender Therefore, there are specific research questions that need to be addressed. These are: a. What are the emotional feelings surrounding adolescent substance use

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by adolescents themselves? b. Does the media contribute to adolescent substance use? c. What role does religion play in the use or none use of substances? d. Does parental substance use contribute to adolescent substance use? e. How do peers influence or contribute to substance use?

BACKGROUND: 1 Adolescence, generally defined as between the ages of 14 and 22, is frequently characterized by behaviours that are potentially dangerous for a person such as drugs, alcohol and sex. The lessons learned and the activities performed by adolescents can have dangerous implications that can lead into adulthood. The use of drugs, alcohol and having premarital sex may be consequential to an adolescent and could decrease the chance of success throughout his or her life. Therefore, it is a period when youth are most vulnerable for long-term consequences such as social instability and academic failure (Beman, 1995; Denton and Kampfe, 1994; Wodarski, 1990). Most of the biggest risks that adolescents face involve choices that they must make independently of parental authority, such as decisions about sexual behaviour, drug use, and peer groups (Flom, Friedman, Kottiri, Neaigus and Curtis, 2001; Koposov Ruckhin, Eisemann, and Sidorov, 2002; Tani, Chavez, and Deffenbacher, 2001). Thus, who a teenager associates with, the substances they decide to try and how promiscuous someone is with others is a choice that only the adolescent is going to be able to make. It is up to the parents to provide social guidance and encouragement for the child to make proper decisions. The most common social risk factors that contribute to adolescent substance use are: gender, family structure, parental drug use, peer influence, religion and societal norms and bonds. These six areas of study allow for a better understanding of why adolescents use illegal 1

This literature review is condensed from Elgie (2005), written for Soci 490 Spring 2005.

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substances. However, it is important to distinguish substance use from substance abuse, because for adolescents, the use of illicit drugs, cigarettes and alcohol are illegal activities. It is also important to note that most of the research reviewed here is based on American studies, which may limit the generalizability of the findings to Canadian adolescents, because the legal age is lower in Canada (18 or 19), compared to a legal age of 21 in most U.S. states. Researchers generally define substance use as the use of alcohol (Denton and Kampfe, 1994; Ruchkin, Koposov, Eisemann, and Hagglof, 2002; Vail-Smith and Knight, 1995), marijuana and other illicit drugs (Beman, 1995; Denton and Kampfe, 1994; Nicholson, Fergusson, and Horwood, 1999) and cigarettes (Secades-Villa Fernandez-Herminda, and Vallejo-Seco, 2005). The social risk factors include gender (Arthur, Hawkins, Pollard, Catalano, and Baglioni Jr, 2002; Kulis, Marsiglia, and Hecht, 2002; Moran, Vuchinich, and Hall et al, 2004), family environment (Denton and Kampfe, 1994; Scheer, Borden, and Donnermeyer, 2000; Sullivan, Farrell, and Essau, 2002), parental drug-use (Adams, Cantwell, Matheis and Essau, 2002; Beman, 1995; Ruchkin et al, 2002), influence of peers (Flom et al, 2001; Hussong, 2002; Svensson, 2003), religion (Regnerus, 2003), and societal norms and bonds (Beman, 1995; Scheer et al, 2000; Wodarski, 1990). There are several other risk factors that adolescents face that are beyond the scope of the research that I want to investigate. These include depression (Adams et al, 2002; Wodarski, 1990) and sexual and physical abuse (Gore-Felton, Koopman, McGarvey, Hernandez, and Canterbury II, 2001; Moran et al, 2004; Secades-Villa et al, 2005) which tend to be more medical in nature. Other risk factors include trouble with legal authorities, which is covered mainly in the discipline of criminology (Adams et al, 2002; Svensson, 2003; Wodarski, 1990). Therefore, to understand adolescent substance use, it is crucial that researchers understand these risk factors and the reasons that youth use and/or consume these illicit

5

materials. Many of the reasons involve an adolescent wanting to feel accepted by not only his or her peers but family members as well. Therefore, certain behaviours are commonly viewed among today’s youth in regards to breaking away from the family and performing behaviours that are viewed as reckless and dangerous. Risk-taking, thrill-seeking, and reckless behaviours by adolescents have received a great deal of attention in today’s research (Adams et al, 2002; Fergusson, Horwood, and Lynskey, 1995; Secades-Villa et al, 2005). Many adolescents have the potential to participate in risktaking behaviours, and may subsequently experience problems associated with these behaviours. Consequences can include poor academic performance (Adams et al, 2002; Secades-Villa et al, 2005; Wodarski, 1990), trouble with legal authorities (Adams et al, 2002; Svensson, 2003; Wodarski, 1990), depression (Adams et al, 2002; Wodarski, 1990), and strained relationships with family and friends (Friedman, Terras, and Glassman, 2000; Garnier and Stein, 2002; Hussong, 2002). Research shows that youth who experiment with substance use, including alcohol, tobacco, and marijuana, are more likely to engage in more risk-taking behaviours, thus putting them at a higher risk for negative consequences. Furthermore, these youth are not as socially adjusted as teenagers who refrain from substance use (Beman, 1995; Koposov et al, 2002; Tani et al, 2001). Thus, youth that are not socially adjusted are more likely to be involved with consequential behaviour such as substance use.

RESEARCH DESIGN: We propose to answer the research question by using a questionnaire with both open and close-ended questions. The questions address social risk factors, knowledge of substances, and current substance use. The research study and data collection will take place at our local Nanaimo high schools that have been chosen and approved by the teachers, parents, and

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principals. All participants will be volunteers. Therefore, a mix of ethnicities and genders could be possible however not guaranteed. Participants that do volunteer will be chosen at random, thus gender and/or ethnicity will not be a factor in choosing who will partake in this study. At the schools that have been chosen to participant, the surveys will be administered to 300 students in grades eight and ten. Participation will occur during school hours, however, this also will depend on the convenience of both the researcher and the students participating. Students will not have to complete this survey that will take time away from valuable academic studies. Therefore, the surveys are not going to be administered in the month that students will have final or provincial exams. Students that choose to volunteer will be kept completely anonymous from their classmates and teachers. The students that participate in the survey will only be known to one another; the classmates and teachers outside of the survey rooms will not be told who was involved. Data will only be obtained by the survey questions. Therefore, no data about participants will be required or obtained from outside sources such as the schools where the data is being collected. The researcher will only meet with the students at the time of that the survey is being administered. The survey should take approximately 20 minutes to complete. Once all surveys are completed, data analysis and coding will begin. This is expected to take approximately two months to complete. A professor from Malaspina University College will be hired to code and analyze the data that was obtained from the surveys. Furthermore, a research assistant (student of Malaspina University College) will be hired to help with the coding and analysis process. Once the completion of data analysis has occurred, the researcher will write up a draft report and then a final report of the findings. This is expected to take

7

approximately a month to write up a draft and a final report. At this time, once the final report is completed, the findings will be made public to the community at large. Thus, any participants of the study may have access to the findings that they contributed to. Again, nowhere within the draft and/or final reports will any participates names be mentioned. Therefore, no documentation will be given that could identify who participated in this study. Before conducting this study, approval must be obtained from Nanaimo high school teachers, principals, and parents of the students involved in the study. Approval must also be obtained from the Malaspina University-College Committee on Research Involving Human Subjects. I, as the researcher, will conduct meetings that will be held for all teachers, parents, and principals that are interested in this research. This will be an opportunity for the research to be explained, reasons why the data collected would be of interest to them as parents and teachers, and why this research needs to be done within our community. I will speak about how this research would be an asset to any teacher, parent, or councilor to know what the possible social risk factors would be to be able to notice the signs that would lead substance use in our community’s youth. At this time, the researcher will also find out if there are any possible relationships that could exist between participant of the study and the researcher herself. Therefore, if a relationship does exist (relationship referring to knowing the participant) the participant will make the decision if he/she would like to be a part of the study. Following approval of the teachers, parents, and principals my research proposal will be sent to Malaspina’s Ethics Review Board to be approved, and revised if necessary. At the completion of this research study, all documentations that were obtained will be shredded or destroyed depending on the material.

8

TIMELINE FOR PROJECT: April 2006: Meetings with Nanaimo District # 68 Principals/Teachers about my research at local high schools. Get approval from them to do this research. May 2006: Meetings with parents about my research that will possibly affect their children at the high schools I have gotten approval from. June 2006: Send away Ethics Review; wait for approval. July 2006: All photocopying and purchasing of required materials completed. August 2006: Approval from ethics – study continues. Otherwise, revise and resubmit to Ethics Board. If approval obtained, photocopy Consent Form and Questionnaire. September 2006: Issue out Consent Forms to the randomly selected students and also give out a form stating to the parents again what my research is. October 2006: Administer surveys to the selected grade eight and ten classes. November, 2006: Data Coding December 2006: Data Analysis January 2007: Writing up all reports (Draft and Final) February 2007: Completion of Research Study

9

BUDGET: Pre-Ethics Review Approval (expectancy 4 months): • Human Resources: o Meetings ($30/hr) 10 hours/month x 2 months o Researcher ($30/hr) 10 hours/week x 4 months •

Hard Costs: o Travel (Gas) o Photocopying o Incidentals

$ 600.00 $ 4800.00

$50/month x 4 months Consent Forms/Packages File Folders, Pens, etc.

$ 200.00 $ 20.00 $ 50.00 Total: $5,670

Post-Ethics Review Approval (expectancy 6 months): • Human Resources: o Data Coding ($15) 10 hours/week x 1 month o Data Analysis ($75/hr) 10 hours/week x 1 month o Research Assistant ($10/hr) 10 hours/week x 2 month o Report Writing ($30/hr) 15 hours/week x 1 months •

Hard Costs: o Travel (Gas) o Photocopying o Incidentals

$50/month x 6 months 300 surveys x 20 pages File Folders, Pens, etc.

$ 600.00 $ 3000.00 $ 800.00 $ 1800.00

$ 300.00 $ 300.00 $ 50.00

Total: $ 6,850.00 Grand Total: $12,520.00

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References Adams, Gerald., Anne-Marie Cantwell, Shawn Matheis, and Cecilia A. Essau (ed). (2002). “Substance use and adolescence.” In Substance Abuse and Dependence in Adolescence: Epidemiology, risk factors, and treatment. Brunner-Routledge: New York, NY. Arthur, Michael W., J. David Hawkins, John A. Pollard, Richard F. Catalano, and A. J. Baglioni Jr. (2002). “Measuring risk and protective factors for substance use, delinquency, and other adolescent problem behaviours: The communities that care youth survey.” Evaluation Review, Vol. 26, No. 6. pp. 575-601. Beman, Deanna Scott. 1995. “Risk Factors Leading to Adolescent Substance Abuse.” Adolescence, Spring, Vol. 30 Issue 117 pp. 201-209. Database: HealtSource: Nursing/Academic edition. 05/17/05 Denton, Rhonda E., and Charlene M. Kampfe. (1994). “The Relationship between Family Variables and Adolescent Substance Abuse: A Literature Review.” Adolescence. Summer, Vol.29 Issue 114. pp. 475-496. Elgie, Mindy. (2005). “Everybody is doing it (including your parents) so why don’t you?: Social Risk Factors in Adolescent Substance Use”. Department of Sociology. Malaspina University-College. Unpublished paper. Fergusson, David M., L. John Horwood and Michael T. Lynskey (1995). “The Prevalence and Risk Factors associated with abusive or hazardous alcohol consumption in 16-year-olds” Addiction. Vol. 90, pp 935-946. Flom, Peter L., Samuel R. Friedman, Benny J. Kottiri, Alan Neaigus, and Richard Curtis (2001). “Recalled adolescent peer norms towards drug use in young adulthood in a low-income, minority urban neighborhood” Journal of Drug Issues Vol.22 Issue.4 Pp 425-444. Friedman, Alfred S., Arlene Terras, and Kimberly Glassman (2000). “Family structure versus family relationships for predicting to substance use/abuse and illegal behavior” Journal of Child and Adolescent Substance Abuse. Vol 10. Issue.1 pp 1-16. Garnier, Helen E., and Judith A. Stein (2002). “An 18-Year model of family and peer effects on adolescent drug use and delinquency” Journal of Youth and Adolescence. Vol.31, No.1. pp. 45-56. Gore-Felton, Cheryl, Cheryl Koopman, Elizabeth McGarvey, Nicole Hernandez, and R. J. Canterbury II (2001). “Relationships of Sexual, Physical, and Emotional Abuse to Emotional and Behavioral Problems among Incarcerated Adolescents.” Journal of Child Sexual Abuse. Vol.10. pp 73-88.

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Hussong, Andrea M. (2002). “Differentiating peer contexts and risk for adolescent substance use” Journal of Youth and Adolescence. Vol.31, No.3. pp. 207-220. Koposov, Roman A., Vlahislav V. Ruchkin, Martin Eisemann, and Ravel I. Sidorov. (2002). “Alcohol Use in Adolescents from Northern Russia: The Role of the Social Context”. Alcohol & Alcoholism. Vol. 37, No. 3, pp 297-303. Kulis, Stephen., Flavio Francisco Marsiglia, and Michael L. Hecht (2002). “Gender labels and gender identity as predictors of drug use among ethnically diverse middle school students” Youth & Society. Vol. 33 No.3 pp 442-475. Moran, Patricia B., Sam Vuchinich, and Nancy K. Hall (2004). “Association between types of maltreatment and substance use during adolescence” Child Abuse & Neglect. Vol.28, pp 565-574. Nicholson, Jan M., David M. Fergusson, and L. John Horwood (1999). “Effects of later adjustment of living in a stepfamily during childhood and adolescence” Journal of Child Psychology. Vol.40, No.3, pp 405-416. Patton, Michael. (2002). Qualitative Research & Evaluation Methods. Sage: California. Regnerus, Mark D. (2003). “Linked Lives, Faith, and Behavior: Intergenerational Religious Influence on Adolescent Delinquency”. Journal for the Scientific Study of Religion. June, Vol 42, Issue 2, pp. 189-204. Ruchkin, Vladislav V., Roman A. Koposov, Martin Eisemann, and Bruno Hagglof (2002). “Alcohol use in delinquent adolescents from Northern Russia: The Role of Personality, parental rearing and family history of alcohol abuse” Personality and Individual Differences. Vol.23, pp 1139-1148. Scheer, Scott D., Lynne M. Borden, and Joseph F. Donnermeyer. (2000). “The Relationship Between Family Factors and Adolescent Substance Use in Rural, Suburban, and Urban Settings” Journal of Child and Family Studies. Vol.9, No.1, pp. 105-115. Secades-Villa, Roberto., Jose Ramon Fernandez-Hermida, and Guillermo Vallejo-Seco (2005). “Family Risk Factors for Adolescent Drug Misuse in Spain” Journal of Child & Adolescent Substance Abuse. Vol.14, Issue 3, pp.1-15. Sullivan, Terri N., Albert D. Farrell and Cecilia A. Essau (ed). (2002). “Substance use and adolescence” Substance Abuse and Dependence in Adolescence: Epidemiology, risk factors, and treatment. Brunner-Routledge: New York, NY. Svensson, Robert. (2003). “Gender differences in adolescent drug use: The impact of parental monitoring and peer deviance” Youth & Society. pp. 300-329.

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Tani, Crystal R., Ernest L. Chavez, and Jerry L. Deffenbacher (2001). “Peer Isolation and Drug use among white non-Hispanic and Mexican American Adolescents” Adolescence. Spring, Vol.36, No.141, pp-127-139. Vail-Smith, Karen and Sharon Knight. (1995). “Children of substance abusers in elementary school: A survey of counselor perceptions” ElementarySchool Guidance and Counselling. February, Vol.29, Iss 3, pp. 163, 14p. Wodarski, J.S. (1990). “Adolescent Substance Abuse: Practice Implications.” Adolescence. Fall, Vol.25, Issue 99, pp667-689.

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APPENDIX A

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Malaspina University-College Committee for Research Involving Human Subjects

Application for Ethical Review Please complete all sections and send one copy to Tiffany McLaughlin, Committee Support, by email. Email: [email protected] Date: April 11, 2006 Application status:

New X

Resubmission

Application classification:

Faculty

Student X

TITLE OF RESEARCH PROJECT: The Social Risk Factors of Adolescent Substance Use RESEARCH INVESTIGATOR(S): Name (First & Last) Mindy Elgie

Linda Derksen. Ph.D

Campus Location Malaspina University College Email [email protected] Malaspina University College (250) 753-3245 Email Ext# 2796 [email protected]

SUMMARY OF PROPOSED RESEARCH: 1. Hypotheses/research questions These are the following research topics that I want to address with my proposed research project: a. Family factors: Parental substance use, Communication, Composition, Parental Monitoring b. Peers: Influence and Contribution c. Religion d. Gender Therefore, there are specific research questions that need to be addressed. These are: e. What are the emotional feelings surrounding adolescent substance use by adolescents themselves?

15

f. How much does that family communicate about important issues? g. What role does religion play in the use or none use of substances? h. Does parental substance use contribute to adolescent substance use? i. How do peers influence or contribute to substance use? The most common social risk factors that contribute to adolescent substance use are gender, family structure/communication, parental drug use, peer influence, religion and societal norms and bonds. If we can understand these six areas of study, this will allow for a better understanding of why adolescents use illegal substances. However, it is important to distinguish substance use from substance abuse, because for adolescents, the use of illicit drugs, cigarettes and alcohol are illegal activities. Therefore, the concentration for this research would be on substance use with the understanding that the use is an illegal activity about adolescents. Through research, social risks factors have been examined that explain if an adolescent is likely to be a substance user. Gender alone of an adolescent is not a factor in substance use; both boys and girls are users. However, there are different circumstances and places that boys and girls are substance users. Boys are more likely to consume larger amounts of alcohol and take drugs when they are stressed, under parental control within the home, and during solitude. Girls are more likely to be substance users when peer pressure is a factor and peer acceptance is desired. Family composition, communication, and parental substance use are all factors that result in adolescent substance use. Family composition can have an effect on a child. Growing up in a single parent home or having divorced parents is a contributor to substance use among teenagers. Communication within the home needs to be open and expressed freely between child and parents about substance use. If substance use is viewed as acceptable behaviour and parental use is common within the home these are strong indictors of substance use among adolescents. Lastly, there is failed examination within the research of adolescent substance use. Actual research on gender differences has yet to be done, and it has not yet been stated if extra curricular activities will increase or decrease the likelihood of substance use among teens. These are areas of interest to me that I believe need to be examined. Thus, adolescent substance use research shows that most of the biggest risks that adolescents face involve choices that they must make independently of parental authority. Therefore, knowing that these social risk factors are contributing factors to adolescent substance use, I want to use this research and the survey that I have created to find out if these factors contribute to adolescent substance use in Nanaimo, British Columbia.

2. Methodology/procedures/risk/benefits Yes Does the study involve physical invasion of the body/physical distress/risk? Does the study involve mental distress/risk (stress, embarrassment)? Does the study involve social risk (loss of privacy, status, reputation, identity)? Does the study have any potential direct benefit to the participants?

No X

X X X

16

Participants will have to answer a questionnaire that will be provided for them. It should only take students about 20 minutes to answer the questionnaire. Confidentiality will be assured by not having any identifying marks on the surveys, and also by not allowing anyone other than Linda Derksen or myself to read the questionnaires or have access to the raw data. There are no direct benefits that the participants will get from answering this survey. However, by having the participants answer the questionnaire, they will provide community groups such as the local police and local schools the knowledge of the social risk factors that may result in adolescent substance use.

3. Participants/recruitment Does the study involve vulnerable populations (e.g. children, people in institutions, cultural groups)? Is there a relationship between the investigator(s) and the participants (professors and students/employer and employees)? Is there coercion exerted upon participants to participate? Will participants receive compensation for participation?

Yes X

No X X X

The sample of participants will range in the ages of 11 and 19 and both males and females will participate in the study. Participants will come from local schools and will answer the questionnaire during school hours. There is no known relationship between either investigators or the participants. However, if a relationship does exist, the participant does not have to answer the questionnaire. This questionnaire is completely voluntary and any participant may withdraw at any point during the study without penalty. To obtain permission for the school board to enter Nanaimo high schools, I will approach the Nanaimo District Superintendent with my proposed research idea. If approval is made, then I will personally speak and meet with our local high school principals and teachers that would like to know further information during meeting times set up between myself and those faculty members. There are no known harms for the participants by participating within this study. However, school counselors will be available to participants if they experience any distress from completing the survey, and they will also be given a local Crisis Line phone number. Again, it will be stressed that the participation is voluntary and that any participant may withdraw from the study at any given moment.

4. Consent process Will participants be fully informed of the nature of their involvement on a consent form? Is the purpose and/or goal of the study clearly described for participants? Do contact numbers of investigators or faculty supervisors appear on the consent form? Will participants be given a copy of the consent form? Are participants informed that they have a right to withdraw at any time during and after the research project?

Yes X

No

X X X X

17

Will the data be treated as confidential? Does the study involve concealing information or deception? Will information about your participants be obtained from third parties?

X X X

The questionnaire will be completely anonymous; nowhere will the name of the participants be written. Participants will not be identified with numbers. No information will be collected about the participants from third parties; the only information that will be obtained is what they answer on the questionnaire. It will be clearly stated to the participants on the consent form that they have the right to withdraw at any point without penalty. There is no known deception that will be used during this study on the participants. A consent form will be given to each student to take home to his or her families to be reviewed. If any family member does not allow consent of their student, the researcher will ask no questions and the student will just not participate in the study while the study is being conducted.

5. Feedback to participants Yes Will participants be given feedback about the results of the study? Will the researcher ensure that the participants will have a contact name and number that can be accessed after participation in the study? Are there plans for debriefing-especially if deception is involved?

No X

X X

There will be no debriefing with the participants other than knowing the contact name and number of the investigators. Participants will not be given feedback about the results of the study; however, they will be given the choice of contacting the investigators if they would like to know the results of the study. 6. Attachments Questionnaires, test instruments attached Recruitment ads/posters attached Consent forms attached Feedback forms attached

Yes No X

N/A X

X X

7. Feedback to the Committee This form was useful. It laid out exactly what you needed to know from me about my research. It included all aspects of what my research study is about. Therefore, no changes need to be done to this application process.

18

APPENDIX B

19

“SOCIAL RISK FACTORS OF ADOLESECNT SUBSTANCE USE” Research Consent Form – April 2006 Mindy Elgie Sociology Student Malaspina University-College

Linda Derksen, Ph.D., Supervisor Department of Sociology Malaspina University-College (250) 753-3245, local 2796

I am a student that is working with a university supervisor on a sociology senior project. With the help of the supervisor, I have created a questionnaire that looks at the social risk factors of adolescent substance use. During this study, you will be asked to complete a questionnaire that will ask about your personal experience with smoking, drugs and alcohol. You will also be asked some basic background questions (gender, age, etc). If answering any question makes you feel uncomfortable you can leave ANY question blank, or you can just stop the survey. There are no known harms associated with your participation in this research. However, some questions may be emotionally upsetting to you and therefore may cause some distress to you. If you do find this survey causes emotional distress to you, contact the Nanaimo Crisis Line at (250) 754-4447 or your school counselor. Your participation will take about 20 minutes of your time. Participation is completely voluntary. You may withdraw at any time for any reason without explanation and without penalty. Your name will never be linked to this survey and the researcher will never ask for it either. All information will be kept strictly anonymous, such that only the supervisor and research student will have access to the survey data. Information about the project will not be made public in any way that identifies individual participants. The results from this study will be analyzed and written up in a research report. If you have any questions or concerns about this survey, please feel free to contact Dr. Linda Derksen at (250) 753-3245, local 2796 (email: [email protected]) or Dr. Anne Leavitt, Dean, Faculty of Social Sciences and Management, Malaspina University-College, (250) 7406391. If you would like a copy of the report, completion should be approximately six months from now. Please e-mail Dr. Linda Derksen, at the address above. By reading this letter and filling out the survey, I am consenting to participate in this research study. I understand that I can ask questions and withdraw at any time. _____________________________ Researcher’s Signature _____________________________ Date

20

APPENDIX C

21

ADOLESCENT SUBSTANCE USE SURVEY: ** To begin this survey, these questions will ask for your basic background. 1) What is your sex?



Male



Female

2) In what year were you born? ____________________

3) Do you have any siblings (i.e. brothers or sisters)?



Yes



No

Are any of your brothers or sisters older than you?



Yes



No



Does not apply

4) Thinking about your biological or birth parents, have they ever been separated?



Yes



No



Does not apply

Have your biological parents ever been divorced?



Yes



No

5) Who are you currently living with (please include everyone in the household): (examples: brother/s, sister/s, biological parent/s, grandparent/s, adoptive parent/s, foster parent/s, neighbour, aunt and/or uncle, foster brother/s and/ or sister/s etc.) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ** For the rest of this survey, the term “parents” will refer to those you currently live with. ** These next questions have to do with communication within your family, how often communication exists and how comfortable it is to communicate within your family.

22

6) Thinking about the last year of your life, how frequently did you talk to your parents about important issues? 4-5 times a week or more

2-3 times a week



Weekly



Every couple of weeks



Monthly



Not Very Often





Never



b) These next questions deal with how comfortable you feel talking about issues with your parents. Leave your answer blank if it does not apply to you. (Please indicate the “comfort number” next to the issue) Not Comfortable 1 2

3

Neutral 4

5

Very Comfortable 6 7

i) Arguments you’ve had with a friend

___________

ii) Schoolwork

___________

iii) Teachers

___________

iv) Work

___________

v) Peer Pressure

___________

vi) Friends’ use of Drugs

___________

vii) Your use of Drugs

___________

viii) Friends use of Alcohol

___________

ix) Your use of Alcohol

___________

x) STDs

___________

xi) Smoking

___________

xii) Career Plans

___________

xiii) Sex

___________

23

7) Thinking about the last year of your life, do you feel as if there should be more communication between you and your parents?

Strongly Agree

a.

b.

c.

There should be more communication between you and your parents? Do you feel your parents want to talk to you about things that are important to you? Do you like talking to your parents about your life, and how you feel?

I don’t agree or disagree

Strongly Disagree

1

2

3

4

5

6

7

1

2

3

4

5

6

7

1

2

3

4

5

6

7

Does not apply

d. Why do you feel as if you do not want to talk to your parents about the way you feel and what is happening in your life? (Mark all that apply to you)

      

I feel comfortable talking to my parents They will not care what I have to say They will not believe me I do not have the time to talk to them They will judge me I feel nothing will change anyway if I talk to them What’s the point!

Other (please specify) ________________________________________________________________________ ________________________________________________________________________

24

8) a) Are you involved in any extra curricular activities at school? (i.e. sports, music, theatre, Leadership, Peer Tutor, Yearbook etc) 

Yes



No

b) Is one or more of your parents involved with you at school? (i.e. coach a sports team, attend PTA meetings, help out in the classroom, attend field trips etc.) 

Yes



No

** These next questions are going to ask you about smoking cigarettes and your understanding of it. 9) a) Have you ever tried smoking cigarettes? 

Yes

Answer rest of Question 9



No

Go to Question 10

b) What age were you when you smoked for the first time? (indicate in years) ________________(years) c) Why do you think you had your first smoke? __________________________________________________________ __________________________________________________________ d) Who were you with when you had your first smoke? (i.e. parents, sibling, friend, best friend, boyfriend/girlfriend etc) __________________________________________________________ __________________________________________________________ e) Do you currently smoke?

25



Yes




No

Go to Question 10

f) Thinking about the last year of your life, how often do you smoke cigarettes? 

4-5 times a week or more



2-3 times a week



Once a week






Monthly



Not Very Often

g) Do you smoke more in the presence of friends? Not at all 1 2

3

Neutral 4

5

6

Very Much 7

f) Why do you smoke? (Mark all that apply) 

I want to act cool



I feel peer pressured to



I like the feeling



I like the taste



I need it to feel good



I hang out with other people that smoke



Other (please specify)

_____________________________________________________ _____________________________________________________

** These next questions are going to ask you about alcohol and your understanding of it. Also, some questions will ask you who you know that drinks alcohol.

26

10)

a) Where did you learn about alcohol? (mark all that apply) 

I don’t know anything about alcohol



At school



At home or from a family member



From your friends



At parties



The media (TV, movies, newspapers)



At church

Other (please specify) __________________________________________________________________ ______________________________________________________ 

b) Have you ever had a drink of alcohol before? 

Yes




No

Go to Question 11

c) Over the past year, how often did you drink alcohol? 




2-3 times a week



Once a week






Not Very Often

d) Who were you with when you had your first drink? (i.e. family member, friend, best friend, boyfriend/girlfriend etc) _______________________________________________________________ _______________________________________________________________

27

_______________________________________________________________

e) Why did you have your first drink? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

f) Do you feel the need to drink alcohol when you are … (Mark all that apply) 

Alone



At school



Nervous



At family events



Trying to act older than you actually are



Partying



Peer Pressured to



Anxious



Looking for acceptance into a “clique” or group of friends



Stressed




___________________________________________________________ ___________________________________________________________ ___________________________________________________________

g) Do you drink more when you are with friends? Not at all 1

Neutral 2

3

4

Very much so 5

6

7

h) How often does your best friend drink alcohol?

28






2-3 times a week



Once a week



Every two weeks



Monthly



Never



Don’t have a best friend

i) Why do you drink? (Mark all that apply) 

It makes me feel “cool” or with the “in” group



I like the feeling



I feel pressured to drink



I like the taste



It relaxes me



I need it to feel good



I hang out with other people that drink




__________________________________________________________________ ______________________________________________________ 11) a) Thinking about the last year of your life, have you seen any member of your family (i.e. parents or siblings etc.) drink alcohol? 

Yes




No

Go to Question 12

c) How often do one or both parents drink alcohol in the home?

29






2-3 times a week



Once a week



Monthly



Not every often



Never



Don’t want to answer

d) How often do your siblings drink alcohol in the home? 

4-5 times a week



2-3 times a week



Once a week






Monthly



Not very often






Don’t have siblings

e) How do you feel when you see family members drinking alcohol? Not upset

Neutral

1

2

3

4

Very Upset 5

6

7

f) Does watching a family member drink make you want to drink also? 

Yes



No

30



I don’t know

** These next questions are going to ask you about illegal drugs and your understanding of them. 12)

a)

Where did you learn about illegal drugs? (Mark all that apply) 

I don’t know anything about illegal drugs



At school



At a party



The media (TV, newspapers, movies)



At home or from a family member



From your friends



At church




__________________________________________________________________ ______________________________________________________

b)

c)

Have you ever taken any illegal drugs? 

Yes



No

Answer rest of Question 12 Go to Question 13

Who were you with when you tried illegal drugs for the first time? (i.e. parents, sibling, friend, best friend, boyfriend/girlfriend) ____________________________________________________________

d)

Why did you try this illegal drug?

31

____________________________________________________________ ____________________________________________________________ ____________________________________________________________

g)

Over the past year, how often have you used drugs? 




2-3 times a week



Once a week



Every two weeks



Monthly



Never

h) Do you find yourself using drugs more when you are with friends? Not at all 1

Neutral 2

3

Very Much 4

5

6

7

i) How often does your best friend use illegal drugs? 




2-3 times a week



Once a week



Every two weeks



Monthly



Never



Don’t have a best friend

j) Do you feel the need to use illegal drugs when you are…

32

(Mark all that apply) 

Alone



At school



Nervous



At family events



Trying to act older than you actually are



Partying



Peer Pressured to



Anxious



Looking for acceptance into a “clique” or group of friends



Stressed




__________________________________________________________ __________________________________________________________

k) Why do you use drugs? (Circle all that apply) 

I want to act cool



I like the feeling



I feel peer pressured



I like the high



I hang out with other people that use drugs




__________________________________________________________________ ______________________________________________________

13) a) Thinking about the last year of your life, have you seen any member of your family (i.e. parents or siblings) use illegal drugs?

33



Yes




No

Go to Question 14

b) How often do one or both of your parents use illegal drugs? 




2-3 times a week



Once a week



Every two weeks



Monthly



Never




c) How often do your siblings use illegal drugs? 




2-3 times a week



Once a week



Every two weeks



Monthly



Never






Don’t have siblings

e) How do you feel when you see family members using illegal drugs? Not upset 1

2

Neutral 3

4

Very Upset 5

6

7

34

f) Does watching a family member use drugs make you want to use them also? 

Yes



No



I don’t know

**These next questions are going to ask you about religion and spirituality

and if you are religious or spiritual. 14)

a) Are you religious? 

Yes



No

b) Are you spiritual? 

Yes



No

c) How often do you attend church or a religious institution? 

Daily



Weekly



Monthly



Special holidays and occasions



Not very often



Never

d) Do you feel being religious/spiritual has kept your alcohol use lower than someone that is not religious or spiritual?

35



Yes



Somewhat



No



I don’t know



Not religious or spiritual

e) Do you feel being religious/spiritual has kept your away from drugs and alcohol? 

Yes



Somewhat



No



I don’t know



Not religious or spiritual

** These next questions have to do with how well your parents monitor your

activities and if they know what you are up to. 15) a)

Do your parents usually know what you are doing and what you are up to on a daily basis? 

They know everything I do



They know mostly what I do



They sometimes know what I do



They have no clue what I do

b) Do you feel you have a solid relationship with one or both of your parents that is filled with trust, honesty, and communication? Strongly Disagree 1

2

Neutral 3

Strongly Agree 4

5

6

7

36

c) Do you feel your parents are over protective of you? Strongly Disagree 1

2

Neutral 3

4

Strongly Agree 5

6

7

d) Do your parents discipline you when they think you have done something wrong? 

Always



Often



Sometimes



Not Very Often



Never

e) How do you feel when your parents discipline you? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

f) Do your parents know who you are usually hanging out with? 

Always



Often



Sometimes



Not Very Often



Never

g) What would be a reason you would not tell your parents who you were hanging out with?

37

_________________________________________________________________ _________________________________________________________________

h) Have you ever lied to your parents about where you are going? 

Yes




No

You have completed this survey.

i) How often do you lie to your parents about where you are going? 

Always



Often



Sometimes



Not very Often



Never

j) Why do you feel you need to lie to your parents about your whereabouts? ________________________________________________________________ _________________________________________________________________ k) How do you feel when you lie to one or both of your parents? ________________________________________________________________ _________________________________________________________________

Thank you for your time and participation with this survey. Your participation is greatly appreciated. Please hand in this survey now to the researcher.

38

SENIOR PROJECT PROPOSAL ~ Sociology 491  

Professor in Charge: Dr. Linda Derksen Length of Study: January 3, 2006 until April 26, 2006

PURPOSE OF STUDY:  I have a profound interest in the field of sociology and the social factors that cause drug use among adolescents 13-19yrs old within our society. Through the direction of Dr. Derksen, I have collected information and found research, then wrote a Literature Review/Research Paper on this subject matter. With this Senior Project course, I hope to use the information that I learned from my Literature Review to build a Research Proposal, write-up a Human Subjects Proposal (Ethic’s Review) and create a Survey Instrument to measure the social risk factors of adolescent substance use. MEETING TIMES:  Linda and I have planned to meet weekly during the spring semester and continual communication throughout the week via email. GRADING:  Research Proposal  Human Subjects Proposal  Survey Instrument

20% 30% 50%

FORMAT OF RESEARCH PROPOSAL: (Based on Neil J. Salkind Research Proposal format in Exploring Research: 4th ed. New Jersey: 2000. pp 238-239.) I.

Introduction  The Problem Statement  A rationale for the research  Statement of the research objectives  Hypothesis  Definitions of Terms  Summary including a restatement of the problem

II.

Literature Review  A short summary of my Literature Review that I already did on the Social Risk factors of Adolescent Substance

III.

Method  Participants (including a description and selection procedures)  Research Design  Date collection plans a. Operational definition of all variables b. Reliability and validity of instruments c. Results of pilot studies

 

Proposed analysis of the data Results of the data

SENIOR PROJECT PROPOSAL ~ Sociology 491   

Professor: Dr. Linda Derksen Students: Length of Study: January 8, 2006 until April 26, 2006

PURPOSE OF STUDY: • To build on skills and acquired knowledge from Sociology 351. To explore and statistically analyze quantitative data obtained from a data set chosen from the Data Liberation Initiative. SPSS will be used to carry out statistical analyses in order to analyze individual’s views and attitudes towards certain social issues based on their sex, religion, education level, income, and political views etc. MEETING TIMES: • We have planned to meet weekly to discuss progress and SPSS outputs. GRADING: • 10% - Research plan – Initial research questions, hypotheses, methods of analysis – Due in WEEK 2 of the semester. • 30%- SPSS Data analysis throughout the semester -- ALL commands must be shown in the log of every output the professor looks at. Students agree to save their work and bring all outputs to meetings. • 15%- Literature Review • 45%- Final research Paper

FORMAT OF RESEARCH PAPER: Plonsky, M (2006).Psychology with Style: A Hypertext Writing Guide the 5th edition of the APA Manual. http://www.uwsp.edu/psych/apa4b.htm#IIDb

Tentative Research Report Format: • • • •

Title Page Abstract Introduction Methods o Subjects/Participants Apparatus Design Procedure

o o o o

Results Discussion References Other Sections -Tables, Figure Captions, Figures

SENIOR PROJECT PROPOSAL ~ Sociology 491   

Professor: Dr. Linda Derksen Students: Length of Study: January 8, 2006 until April 26, 2006

PURPOSE OF STUDY: • To build on skills and acquired knowledge from Sociology 351. To explore and statistically analyze quantitative data obtained from a data set chosen from the Data Liberation Initiative. SPSS will be used to carry out statistical analyses in order to analyze individual’s views and attitudes towards certain social issues based on their sex, religion, education level, income, and political views etc. MEETING TIMES: • We have planned to meet weekly to discuss progress and SPSS outputs. GRADING: • 10% - Research plan – Initial research questions, hypotheses, methods of analysis – Due in WEEK 2 of the semester. • 30%- SPSS Data analysis throughout the semester -- ALL commands must be shown in the log of every output the professor looks at. Students agree to save their work and bring all outputs to meetings. • 15%- Literature Review • 45%- Final research Paper

FORMAT OF RESEARCH PAPER: Plonsky, M (2006).Psychology with Style: A Hypertext Writing Guide the 5th edition of the APA Manual. http://www.uwsp.edu/psych/apa4b.htm#IIDb

Tentative Research Report Format: • • • •

Title Page Abstract Introduction Methods o Subjects/Participants Apparatus Design Procedure

o o o o

Results Discussion References Other Sections -Tables, Figure Captions, Figures

DIRECTED STUDIES PROPOSAL ~ Sociology 491 Spring 2008   

Student: Supervisor: Linda Derksen Length of Study: January 2008 – April 2008

PURPOSE OF STUDY: I am a Sociology major, Psychology minor with an interest in studying feminist theory in order to gain further knowledge of women’s experiences in our society. For my Senior Project, I would like to design a course titled “What is this thing called Feminist Theory?” which would be aimed at third or fourth year students, and taught in a seminarstyle. In doing this, I will begin by researching the boundaries of the field in order to get a sense of the premise(s) of feminist theory. I will document my search in a course journal, which will detail my thoughts on each piece I encounter. Once I feel that I have a sufficient grasp on the field, I will begin to search for particular pieces of literature to be included in the course. I will write annotated bibliographies of each reading to be included in the course. This course will provide me with a solid foundation for a specialization area in my Masters degree, and help to further my goals of pursuing a PhD in Sociology.

Course Journal (due each Wednesday by 3:00): each week I will write a summary of my explorations of the field, and what I have learned about it, what I think about it. The first goal is to sketch the boundaries of the field, and begin to work towards specific readings. (20%) Boundaries of the field: Due February 20th – Short 4 to 5 page statement of what I think the boundaries of the field of feminist theory are (20%), including a bibliography of readings I have looked at, broken down into sections reflecting divisions in the field. Weekly meetings with Linda: Tuesday 2:30-3:30 or Wednesday 3:00-4:00 pm. Each week I will bring a list of the books and articles I have looked at, and we will discuss them. (10%) Annotated Bibliographies of each reading to be included in the course (due each week in March and April, 2008) (30%) Final course outline: Due April 30th (20%)

Selected Sources to begin Reading Calixte, Shana, Jennifer Johnson and J. Maki Motapanyane. 2005. “Liberal, Socialist, and Radical feminism: An Introduction to Three Theories about Women’s Oppression and Social Change” in Nancy Mandell (Ed.) Feminist Issues: Race, Class, and Sexuality (Fourth Edition), Toronto: Pearson Prentice Hall. Hackett, Elizabeth and Sally Haslanger. 2006. Theorizing Feminisms: A Reader. New York: Oxford University Press. hooks, bell. 1984. Feminist Theory: from margin to center. Boston: Southend Press. Lazar, Michelle M.. 2007. Feminist Critical Discourse Analysis: Articulating a Feminist Discourse Praxis. Critical Discourse Studies, Volume 4, Issue 2, pp. 141-164, August Mitchell, Allyson and Lara Karian. 2005. “Third-Wave Feminisms” in Nancy Mandell (Ed.) Feminist Issues: Race, Class, and Sexuality. Fourth Edition. Toronto: Pearson, pp. Nelson, Addie and Barrie Robinson. 2002. Gender in Canada. Second Edition. Toronto: Pearson Education Inc.

DIRECTED STUDIES PROPOSAL – SOCI 491 – Senior Project Spring 2011   

Student: Supervisor: Linda Derksen Length of Study: January 5, 2011 – April 11, 2011

PURPOSE OF STUDY: Student Statement: In the Fall of 2010 I completed Sociology 470 (Sociology of Education) as a preliminary investigation into education and its structures. I would like to study the relationship of education, wealth, and status in the context of a unique coastal Mexican community. I am currently working in an early childhood education setting in which the families are all part of a wealthy sector of the population in Puerto Vallarta. Common to all the families seems to be a concern about image and their stature in the community. The central part of this image is bilingualism; the need to ensure that their children are bilingual is seen as critical to their future. I have been reflecting on my recent experience teaching 3 and 4 year olds in this highly structured program which has a strong focus on early academic achievement, I have observed that there are very high parental expectations for young children, and I would like to see whether the pursuit of wealth and status are two major factors in these expectations, especially at it relates to the expectations of teachers and student outcomes. Do parents want their children to be more advanced than their peers at the public school levels? I am interested in why bilingualism seems to be considered such a major factor for future success of these children. I will use two main sources of information to support this study: a) research and theoretical articles that focus on bilingualism, primary education, social class, and status. The second part will be one-on-one teacher interviews. I will interview each teacher at the school. Before conducting the interviews, I will obtain ethics approval from the department of Sociology at Vancouver Island University. I will also draw on my own lived experiences working with early childhood education in the Mexican community. In this course, I will apply the key theories related to education and society, such as pedagogy in the private kindergarten setting, symbolic interactionism, and self-fulfilling prophecies of educators, to completion of a research paper.

MEETING TIMES: Weekly e-mails concerning progress, as Jessa will be in Mexico for the semester.

ASSESSMENT: 

Annotated Bibliographies (50%) Weekly to bi-weekly entries starting the week of January 21st, 2011. E-mailed to the instructor every week, and including responses to questions.

First Annotation due Friday, January 21st: Roberto M., Fernandez, and Francois Nielsen. "Bilingualism and Hispanic Scholastic Achievement: Some Baseline Results." Social Science Research. 15.1 (1986): 43-70. Web. 8 Jan 2011. Second Annotation due Friday, February 4th: Francois, Neilsen, and Steven J. Lerner. "Language Skills and School Achievement of Bilingual Hispanics." Social Science Research. 15.3 (1986): 209-240. Web. 8 Jan 2011. Third Annotation due Friday, February 11th: Barnett, Steven W., Donald J. Yarocz, Jessica Thomas, Dulce Blanco, and Kwanghee Jung. "Two-Way and Monolingual English Immersion in Preschool Education: An Experimental Comparison." Early Childhood Research Quarterly. 22.3 (2007): 277-293. Web. 8 Jan 2011. Fourth Annotation due Friday, February 17th: Lillian K., Duran, Cary J. Roseth., and Patricia Hoffman. “An Experimental Study Comparing Englishonly and Transitional Bilingual Education on Spanish-Speaking Preschoolers' Early Literacy Development”. Early Childhood Education Quarterly. 25.2 (2010): 207-217. Web. 8 Jan 2011. Subsequent annotations to be determined upon submission of extended bibliography/reference list. 

Research Paper 50% Draft 1 (due Friday, March 18, 2011) Draft 2 (due Friday April 1, 2011) Final Paper (due Friday April 15, 2011)

10% 10% 30%

SOCIOLOGY DIRECTED STUDY – SPRING 2011 STARTING BIBLIOGRAPHY

Articles: Bialystok, Ellen. 1991. Language Processing in Bilingual Children. Cambridge, UK: Press of University of Cambridge. Cambridge, UK. Web. 6 Jan 2011. Lillian K., Duran, Cary J. Roseth., and Patricia Hoffman. “An Experimental Study Comparing Englishonly and Transitional Bilingual Education on Spanish-Speaking Preschoolers' Early Literacy Development”. Early Childhood Education Quarterly. 25.2 (2010): 207-217. Web. 8 Jan 2011. Francois, Neilsen, and Steven J. Lerner. "Language Skills and School Achievement of Bilingual Hispanics." Social Science Research. 15.3 (1986): 209-240. Web. 8 Jan 2011. Barnett, Steven W., Donald J. Yarocz, Jessica Thomas, Dulce Blanco, and Kwanghee Jung. "Two-Way and Monolingual English Immersion in Preschool Education: An Experimental Comparison." Early Childhood Research Quarterly. 22.3 (2007): 277-293. Web. 8 Jan 2011. Roberto M., Fernandez, and Francois Nielsen. "Bilingualism and Hispanic Scholastic Achievement: Some Baseline Results." Social Science Research. 15.1 (1986): 43-70. Web. 8 Jan 2011.

CRIM 220 Research Methods in Criminology Spring 2011 S11N01 Proposed Course Outline PROFESSOR: Sylvie Lafrenière, PhD TELEPHONE: 753-3245 or toll-free 1-888-920-2221 (Ext. 2243) OFFICE: Bldg. 356 Room 306 E-MAIL ADDRESS: [email protected] OFFICE HOURS: Mondays and Wednesdays – 11:30am to 1:00pm … or by appointment LECTURES: Mondays and Wednesdays – 10:00am to 11:30am (Bldg. 356, Rm. 317) ____________________________________________________________________ COURSE OVERVIEW This course provides an introduction to criminological research and the methods used to collect data, focusing on scientific inquiry, theory construction, ethics, research techniques and data collection and analysis. This introduction to criminological research is intended to develop each student’s research, critical thinking and analytical skills. COURSE OBJECTIVES The primary objectives of this course are to provide students with a solid understanding of basic research methods and the ability to critically evaluate social science research. Both of these skills are essential to your further studies in criminology. We will learn how research is conducted by assessing research techniques, data collection strategies and analytical tools used by researchers. This course is designed for the student with no experience in research methodology. Therefore much of the technical language used to describe methodological and statistical strategies will be new. Class attendance, assigned readings and participation in class discussions and activities are essential in mastering the language and techniques presented in this course. REQUIRED TEXT Maxfield, M., & Babbie, E. (2009). Basics of research methods for criminal justice and criminology (2nd ed.). Belmont, CA: Wadsworth.

COURSE FORMAT The format for this course will include lectures and class discussion. The lectures given in class are not intended to review all the material upon which you will be tested. Reading your assigned chapters is essential since a portion of examinable material may not be covered in class. Independent reading is therefore crucial to success in this course. Keeping up with your readings will also prepare you for the lectures as you will likely be unfamiliar with many of the concepts discussed in class. You’ll absorb more of the lecture if you’ve already read the chapter and are familiar with the ideas.

STUDENT ASSESSMENT* Test #1 (chapters 1, 2, 3, 4)

20% February 7th

Assignment #1: Quantitative Analysis

25% February 28th

Test #2 (chapters 5, 6, 7, 9)

20% March 28th

Assignment #2: Content Analysis

25% March 30th

Test #3 (chapters 8, 10) 10% April 11th *Subject to change: The point allocation for the course requirements will be discussed and approved by the group on the second day of class, January 10th.

ASSIGNMENTS 1. Quantitative Analysis Due Date: February 28, 2011 (Monday) Working in teams of four (max.), you will conduct a small scale survey using quantitative data. You will determine the subject, prepare the research question and hypothesis, develop and administer a questionnaire. You will then submit a written group report of your method and results as well as an individual report of your observations. Further instructions will be provided in class. 2. Content Analysis

Due Date: March 30, 2011 (Wednesday)

Working in teams of four (max.), you will conduct a small scale content analysis on your choice of material that will be explained in class. You will submit a written report of your method and results as well an individual report of your observations. Further instructions will be provided in class. EXAMS •

You have three exams in this course. All three exams will be written in class. The tests are NOT cumulative … meaning once you have been tested on a chapter, material from that chapter will not appear on a later test.

•

Students who are absent for an exam will fail unless they have a documented medical illness and give prior notice of their absence. Make-up exams are not permitted, unless there are extenuating circumstances.

TENTATIVE COURSE SCHEDULE Week 1:

Introduction to the Course Presentation of course outline and expectations

January 5th The chapters for the required readings do not follow the order in the book. Be sure to check the outline carefully!!

Week 2: January 10th January 12th

Social Science and the Scientific Method General approaches to social science Purposes of research Discuss and approve point allocation for course requirements Presentation of assignment 1 Readings: Chapter 1 Criminal Justice and Scientific Inquiry


Issues in Research Fundamental principles in empirical research Causation and variations Research process Readings: Chapter 3 General Issues in Research Design


Operationalization and Measurement Conceptualization & Operationalization Levels of Measurement Work on assignment 1 Readings: Chapter 4 Concepts, Operationalization and Measurement

Week 5: January 31st February 2nd

Ethics Ethical considerations How to handle ethical issues Readings: Chapter 2 Ethics and Criminal Justice Research

Test #1 --- Chapters 1, 2, 3 and 4 Monday, February 7th

Week 6: February 7th February 9th

Survey Research Guidelines for asking good questions Survey Construction Work on assignment 1 Readings: Chapter 7 Survey Research and Other Ways of Asking Questions

Week 7: th

February 14 February 16th

T.B.A Work on assignment #1

Week 8: READING WEEK No classes!!

st

February 21 February 23rd

Week 9: February 28th March 2nd

Assignment #1 is due on Monday, February 28th

Sampling Populations and samples Probability sampling Nonprobability sampling Readings: Chapter 6 Sampling Presentation of Assignment #2

Week 10: March 7th March 9th

Secondary Sources and Existing Data & Content Analysis Use of Secondary Sources & Existing Data Content Analysis Readings: Chapter 9 Agency Records, Content Analysis and Secondary Data


Experimental and Quasi Experimental Designs Experimental approach to research Other designs Work on Assignment #2 Readings: Chapter 5 Experimental and Quasi-Experimental Designs

Week 12: st

March 21 March 23rd

Test #2 --- Chapters 5, 6, 7 and 9 Monday, March 21st Work on Assignment #2


Evaluation Research & Problem Analysis Issues and importance of conducting evaluation research Readings: Chapter 10 Evaluation Research and Problem Analysis Assignment #2 is due on Wednesday, March 30th

Week 14: April 4th April 6th

Field Research Observing life in its natural habitat How to prepare, observe and record Strengths and weaknesses Readings: Chapter 8 Field Research

Week 15: April 11th

Test #3, Chapters 8 & 10 Monday, April 11th

INSTRUCTOR POLICY STATEMENT

1. Unanticipated and exceptional circumstances: There are times when unanticipated and exceptional circumstances may preclude your ability to meet the requirements of the course. This does not include for example, computer and printer problems, too many things due at the same time, forgetfulness, work obligations, etc. I am prepared to make exceptions for unanticipated and exceptional circumstances, provided that they are unanticipated and exceptional. You must however give me warning PRIOR to the exam or assignment due dates and times. It would be unacceptable, for example, for you to contact me AFTER the midterm exam to tell me that you will not be writing it. In some circumstances, I may request that you provide appropriate and detailed documentation to bear witness to the event which would keep you from completing your assignment or writing your exam. 2. Absence from class: a. If you are ill or unable to get to class, it is your responsibility to get one of your classmates to brief you on the material seen in class; b. If you are ill or unable to get to class when an assignment is due, get someone to drop off your assignment for you; c. Assignments #1 and #2 are team assignments. If you miss a class work session with your team, it is your responsibility to contact them and to make up the missed work. 3. Electronic versions of assignments will NOT be accepted under ANY circumstances. 4. Late assignments: There will be a one (1) percentage point per day penalty for assignments that are submitted past the due date. That means 1% of your final grade.

Criminology 320 Advanced Research Topics in Criminology Fall 2003 Instructor: Dr. Linda Derksen Office: Room 376, Building 356 [email protected] E-mail: Phone: 753-3245, local 2796 Course webpage: http://web.mala.bc.ca/crim/320/Default.htm Class: Fridays, 8:30-10:30 – Bldg. 356, Room 317 Labs: Fridays, 10:30-11:30 & 1:00-2:00 pm Office Hours: Tuesday and Thursday, 12:00-1:00 pm. In general, I’ll be around the 3rd floor of Bldg. 356 on Tuesdays and Thursdays in the afternoon, before 3:30 pm – I cannot guarantee that I’ll be free, but you’re welcome to look for me. We can also arrange to talk via telephone. E-mail is the quickest way to reach me ([email protected]). Please feel free to bring any concerns to me. If you get lost or feel like you’re not “getting it,” talk to me right away – don’t let it wait. Sometimes, juggling many courses, or just one, can be quite overwhelming, especially when real life intrudes. However, I’ve found that there’s usually a way through most problems, if they’re caught early enough. Come to me if you’re feeling overwhelmed, and we’ll work out a solution, or I will help you to find the resources on campus that can help you to work things out! Course Description: This course is designed to give you skills in three main areas: 1. To read and interpret quantitative and qualitative literature in Criminology. 2. To find and analyze secondary datasets using the Internet and SPSS (Statistical Package for the Social Sciences). 3. To design and conduct quantitative research projects, and research and grant proposals. To accomplish the first two goals, you will use SPSS to produce and interpret output from a practice dataset on differences between means and proportions, analysis of variance, and bivariate and multiple regression. Your assignments will consist of reading and interpreting output and peer-reviewed, published research articles. The Rowntree text (Statistics Without Tears) is meant to be a reference book and guide to interpretation. You will learn enough so that you will be well equipped to do a quantitative data analysis for your major research paper in your 4th year if you wish. All of the skills you will learn in this course are highly desirable in the workplace and graduate school, and they transfer easily to other fields and disciplines. This course should be an asset for all of your upper division courses that require you to engage the empirical literature in a given discipline. Required Texts: Neuman, W. Lawrence, Bruce Wiegand and John A. Winterdyk (2004) Criminal Justice Research Methods. Qualitative and Quantitative Approaches. Canadian Edition. Toronto: Pearson Education Canada. Rowntree, Derek (2004) Statistics Without Tears. A Primer for Non-Mathematicians. Classic Edition. Boston: Pearson Education Inc. Criminology Student Handbook, 2003-2004. Find it online at: http://web.mala.bc.ca/Crim/Student/ .

2 Other readings will be placed on reserve in the library, online on the course web-page, or handed out in class. Special needs: If you have any special needs or a documented disability, please let me know. There are lots of services available at Malaspina that will help me to help you to thrive and succeed. Prerequisites: • CRIM 220 or SOCI 250; MATH 161 or MATH 211 or equivalent. • You must have basic computer skills, including knowledge of how to search the Internet for articles and databases, and general Windows™ skills for accessing programs and files on remote servers, exploring file structure, installing programs, etc. If you do not have these skills, you will need to make a good start at learning them by the second class meeting. Please see the computer literacy expectations for all Malaspina students at: http://www.mala.bc.ca/www/crsinfo/calendar/complit.htm . General Expectations: This course is designed to teach you advanced research skills which will be marketable in the workplace or in graduate school. The best way to learn research is to do research. Please be prepared to be fully committed to this course, which means: • Having all assigned reading completed before class on Friday. •

Coming to each class with at least two questions about that week’s course content.

•

Regular attendance – please let me know by e-mail if you are going to be absent.

•

Submitting work on time – late assignments will not be accepted. If you are experiencing problems in meeting course expectations, see my note above about talking to me before things get out of control so that we can problem solve.

Evaluation: The latest research in education shows that people learn the most, and retain the information the longest, when as many different modalities of learning are engaged as possible: talking, hearing, reading, writing, working with others. We actually learn very little if our learning experiences are limited to reading a textbook or listening to a lecture. You have made a big commitment to becoming a criminologist, and this course is designed to equip you with the research skills you will need to be part of that community of practice. It is my hope that you will all work together, in partners and in groups, cooperatively, and form your own community of practice. Your participation in class exercises, lab exercises and research assignments will help you to gain the skills you need to participate in academic and applied criminology. Course requirements: Mid-term exam Final exam Quantitative assignments

15% 20% 65%

Grade Distribution:

A+ A AB+ B B-


68-74 62-67 55-61 50-54 0-49

Exams: The midterm and final will be a combination of multiple choice and short answer questions. They will cover assigned chapters from the Neuman/Wiegand/Winterdyk text, and any

3 other assigned readings. Statistics Without Tears will not be tested in examinations – it is required reading for class, and a reference for assignments. Make up examinations will be given only in the case of a medically documented illness. Assignments: The quantitative assignments are designed to help you become intelligent, critical readers and consumers of the quantitative literature in criminology. Many quantitative studies are poorly done, and learning to read, understand and discriminate good studies from bad will be a skill that will stay with you the rest of your life. This is true even if you are a die-hard qualitative type! You will be doing some work in the lab producing the statistics on the computer but the assignments will consist of interpreting output that I produce, and interpreting (and possibly critiquing) parts of articles that use the quantitative techniques that we are studying. We will cover: Chi-square T-tests for the difference between means Analysis of variance Regression and correlation • Bivariate regression • Multiple regression

   

Quantitative assignments will focus on a) Stating the research hypothesis and the null hypothesis b) Interpreting the designated parts of the output c) Interpreting, in context, the designated parts of articles Assignment Assignment Assignment Assignment

1 2 3 4

– – – –

descriptive, z-scores & standard errors (10%) proportions & standard error of proportion (5%) t-test assignment (10%) ANOVA – interpreting output from class 5% Article Assignment 5 – Chi-square – interpreting output from class 5% Article “Murder & the ‘True Crime’ Genre” 10% Assignment 6 – Regression – interpreting bivariate output from class 5% Article “A Badge and a Baccalaureate” 10%

CRIMINOLOGY 350 QUALITATIVE RESEARCH METHODS FALL 2005 (SECTION F0501)

Class: Instructors: Offices: Office Hours: E-mail: Phone:

Tuesdays & Thursdays, 2:30-4:00 p.m.; Building 356-317; Sept. 6 – Dec. 1 2005 Jerry Hinbest Lynette Harper Building 356 – Office 308 Building 356 – Office 320 Thursday, 1-2 pm Tuesday 4-5 pm (or by appointment) [email protected] [email protected] (best way to reach us!) Malaspina local 2240, voice-mail 7017 (Tuesday & Thursday) 729-0299 — Jerry Hinbest’s off-campus office

TEXTS: 1. Patton, Michael Quinn. 2002. Qualitative research & evaluation methods. Thousand Oaks, CA: Sage Publications, Third Edition. Required 2. CRIM 350 Custom Course Package. Required 3. Wolcott, Harry F. 2001. Writing up qualitative research. Thousand Oaks, CA: Sage Publications, Second Edition. Recommended 4. Selected articles on reserve in the library, distributed in class, or available on the Internet. COURSE DESCRIPTION AND REQUIREMENTS: The course prepares students to use qualitative methods and analysis for conducting social research. Topics include qualitative interviewing, content analysis, observation, field research, and participatory action research. NOTE: Not open to students with credit in SOCI 375A, SOCI 350 or PSYC 304. Credit will only be granted for one of SOCI 350 or CRIM 350. Prerequisite: CRIM 101, CRIM 220 or SOCI 250, PHIL 465. The class format will mix lectures and discussion of issues and examples, using class participation and some small group work. You are expected to participate in class and group discussions. This will constitute part of your grade, so attending regularly and preparing for class are important. You will also need to make every effort to keep up with the reading, as our weekly discussions will assume that you have read the material prior to class. EVALUATION: • Journal (submitted 3X)

45%

Oct. 4, Nov. 1, & Dec. 1

• Research Proposal - Class presentation - Completed proposal

5% 40%

- Oct. 13, 18 or 20 - Nov. 22

10%

- Dec. 1

• Class participation self-assessment


95-100 90-94 85-89 80-84 75-79 70-74

C+ C CD F

65-69 60-64 55-59 50-54 0-49

CRIM 350 Course Outline

p. 2.


Discussion Topics

Assigned Readings

Week 1 Tuesday Sept. 6 • Introduction to the course: discussion of outline, getting acquainted, expectations • Why qualitative research? Thurs. Sept. 8

Course Outline, handouts

Week 2 Tues. Sept. 13 Thurs. Sept. 15

WHAT IS QUALITATIVE RESEARCH? • The nature of qualitative research • Qualitative research traditions

Text: Chapters 2 & 3


THE POLITICAL CONTEXT OF RESEARCH • Power in research, evaluation • Issues and commitments: ethics, voice, reflexivity, participation and inclusion


ISSUES AND COMMITMENTS • Issues and commitments, continued • Focusing your research – Initial thoughts on research design

Week 5 Tues. Oct. 4 Thurs. Oct. 6

JOURNAL DUE: PART ONE QUALITATIVE RESEARCH DESIGN • Research design experiences • Time to prepare presentation


VARIETIES OF QUALITATIVE INQUIRY • Introduction to qualitative methods • Examples and Student Presentations

Text: Chapters 3, 4 & 5


STUDENT PRESENTATIONS • Group format, with an opportunity to get feedback on your research proposal



FIELD WORK AND OBSERVATION • Introduction to field work and observation • Opportunities for practice

Text: Chapter 6

Week 9 Tues. Nov. 1 Thurs. Nov. 3

JOURNAL DUE: PART TWO INTERVIEWING • Interviewing – theory • Interviewing – practice

Text: Chapter 1

Text: Chapters 3 & 4 Course package: Fine et al/ “For Whom? . . .”

Text: Chapters 3 & 4 Course package: Janesick/ “The Choreography of Qualitative Research … ”

Text: Chapter 5

Course package: Goffman / “On fieldwork.”

Text: Chapter 7 Course package: Anderson & Jack / “Learning to listen...”


Week / Date

Discussion Topics

p. 3.

Assigned Readings


INTERVIEWING AND FOCUS GROUPS • Interviewing strategies; focus groups • Time for research proposal work groups


ANALYSIS & INTERPRETATION • A variety of approaches and considerations

Text: Chapter 8


RESEARCH PROPOSAL DUE • Writing and reporting • Enhancing quality and credibility

Text: Chapters 8 & 9

Week 13 Tues. Nov. 29 Thurs. Dec. 1

JOURNAL DUE: PART THREE • Tensions and Transformations • Summing up: What does it all mean? • PARTICIPATION SELF-ASSESSMENT DUE

Course package: Krueger / “Focus Groups – Developing a Questioning Route…”

Wolcott / Writing up Qualitative Research (Recommended)

Course package: Gergen & Gergen / ”Qualitative inquiry: Tensions & transformations”

WRITTEN ASSIGNMENTS: A brief description of the requirements for the written assignments is included below, and a longer description is provided in the pages that follow. Marks will reflect the thoughtfulness and level of effort demonstrated. Late papers will be accepted, but are discouraged. Marks will be deducted. JOURNAL (45%) Each participant is required to keep a learning journal and portfolio during the course. This journal is meant to help you voice your own responses to qualitative research, connecting your personal experiences with the course materials; AND to help you develop as a critical thinker, beginning with personal experience but gradually moving to explore different perspectives and to assess assumptions and beliefs. We recommend that you use a binder, and write in your journal at least once a week, responding to class readings, discussions, or activities. The journal may be hand or typewritten, and must be submitted on October 4, November 1 and December 1. RESEARCH PROPOSAL / PRESENTATION (40% / 5%) Your final research proposal should be approximately 15 to 20 pages (double-spaced), due November 22. Detailed requirements of this project will be distributed in the first few weeks of class. This project will be the focus for several class activities designed to assist you in preparing and refining your proposal: o o o

Class presentation and feedback on your proposal topic, Oct.13, 18 or 20 Journal précis for instructor feedback, Nov. 1 Group consultation and independent work time, Nov. 10

PARTICIPATION SELF-ASSESSMENT (10%)


p. 4.

JOURNAL & PORTFOLIO Criminology 350 – Section F0501 Due: October 4, November 1, and December 1, 2005 45% of your course evaluation Each participant is required to keep a learning journal and portfolio during the course. We suggest using a binder and that it include personal reflections on the lectures and class discussions, field notes from class activities, and short essays or reviews on topics assigned in class. Specific questions will be assigned for the journal as the course progresses. Journals are a learning tool, a powerful way for you to clarify your own experiences and connect them to new concepts. This journal is “first-draft”, an opportunity to explore your own hunches, half-formed thoughts, questions, and associations without worrying about meeting the polished standards of formal writing. Please write in paragraphs rather than point form, as paragraphs encourage a flow of thought. The journal may be typed or hand-written. You should not need to revise or rewrite your journal, as long your writing can be read by the instructor. This journal is meant to help you voice your own responses to qualitative research, connecting your personal experiences with the course materials, AND to help you develop as a critical thinker, beginning with personal experience but gradually moving to explore different perspectives and to assess assumptions and beliefs. Write in your journal at least once a week, responding to class readings, discussions, or activities. Here are some starting points for personal responses: o o o o o o o o

An example from my own experience of one of the key points here is . . . Some questions raised for me are . . . A quotation that is important for me is . . . because . . . A new insight I had in this reading is . . . Some implications of this article for issues I care about are . . . A pattern I notice is . . . It is ironic that . . . Some things I didn’t understand in this reading are . . .

Here are some starting points for critical responses: o o o o o o o o

A point I particularly disagree with in this article is . . . because . . . I agree that . . . because . . . The author’s point of view is . . . My reply to the author’s point of view is . . . One assumption that the author makes is . . . evident in . . . The target audience for this article seems to be . . . Some limitations and problems I see in this article are . . . This material is similar to or different from . . . because . . .


p. 5.

In the journal you should refer to materials recommended for the course, and in addition we recommend that you cite and comment on other works. Include full references for all materials cited. The journal must be submitted on October 4, November 1, and December 1. Your mark will be based on fluency (how often you have written, and to what extent you have addressed expectations); thoughtfulness (level of detail and creative thinking); and critical thinking (your ability to move away from personal experience and reflect on the assumptions and broader implications of the issues). October 4: Along with your journal reflections please include for this assignment a critical response to a published article about one or more qualitative research traditions, approximately one (1) page in length. Possible articles will be discussed in class. For example, you might use one of these articles from your course package: o o o

Olesen’s “Feminisms and qualitative research at and into the millennium”; Stake’s “Case studies”; or Lawler’s “Narrative in social research”.

November 1: With your journal, please include a one or two-page précis of your research proposal, including notes from your class presentation. December 1: With your journal, please include research methods notes from class activities.


p. 6.

CLASS PARTICIPATION SELF-ASSESSMENT Criminology 350 – Section F0501 Due: Last class, December 1, 2005 10% of your course evaluation Students are expected to attend all scheduled classes, and to actively participate in class discussions. If you need to miss a scheduled class, it is your responsibility to inform Jerry Hinbest – in advance if at all possible. You should come to each class prepared to discuss the assigned readings and topics explored during that class. The topics and readings are noted in detail in the course outline, but these may change depending on how far we get with each class. If you miss a class, please check with an instructor or with another student to confirm assigned readings. We are asking you to evaluate your own participation and assess your mark out of 10. This assignment is due in the very last class. Please hand in a one (1) page TYPED evaluation of your participation. The starting point for your participation mark will be your current class average – it could raise or lower your mark about a letter grade – for example from B+ to A-. Your assessment should consider the following evaluation criteria: 1. Did you come to class? Regularly? On time? 2. Did you read the assigned material and come to class prepared to discuss, question and/or summarize those readings? 3. Did you attempt to contribute to class discussion? Measure yourself against your usual inclination for “speaking up” and NOT against how much you talked in relation to how much other people talked. 4. Did you avoid dominating the discussion? All day? Every day? 5. Did you deal respectfully with others’ questions, confusion, and discussion priorities? 6. In group work, did you work with and help your fellow students? Did you do your share of the work? 7. Did you refrain from chatting, whispering or writing notes to your classmates while the instructors or other students were speaking? 8. Did you use class discussion, regardless of whether you spoke, as an opportunity to expand your understanding of the topics explored? NOTE: Try to have some fun with this – think about the class, think about your participation, but don’t get bogged down with it. Be creative, stick up for yourself, and if you didn’t talk a lot, let us know what you got out of discussions!


p. 7.

COURSE PACK READINGS: These readings are listed in the order in which they may be found in the course pack. Janesick, Valerie J. 2003. “The choreography of qualitative research design: Minuets, improvisations, and crystallization.” Pp. 46-79 in Norman K. Denzin & Yvonne S. Lincoln (eds.), Strategies of qualitative Inquiry, Second edition. Thousand Oaks CA: Sage. Fine, Michelle; Weis, Lois; Weseen, Susan; and Wong, Loonmun. 2000. “For Whom? Qualitative research, representations, and social responsibilities,” Pp. 107-132 in Norman K.Denzin & Yvonne S. Lincoln (eds.), The landscape of qualitative research: Theories and issues, Second edition. Thousand Oaks CA: Sage. Anderson, Kathryn and Jack, Dana C. 1991. “Learning to listen: Interview techniques and analyses.” Pp.11-26 in Sherna Berger Gluck & Daphne Patai (eds.), Women’s words: The feminist practice of oral history. London: Routledge. Olesen, Virginia L. 2000. “Feminisms and qualitative research at and into the millennium.” Pp. 215 - 255 in Norman K. Denzin & Yvonne S. Lincoln (eds.), Handbook of qualitative research, Second edition. Thousand Oaks CA: Sage. Goffman, Erving. 2002. “On fieldwork,” Pp. 149-153 in Darin Weinberg (ed.), Qualitative research methods. Oxford, UK: Blackwell. Stake, Robert E. 2002. “Case studies,” Pp. 134-164 in Norman K. Denzin & Yvonne S. Lincoln (eds.), Strategies of qualitative Inquiry, Second edition. Thousand Oaks CA: Sage. Lawler, Steph. 2002. “Narrative in social research,” Pp. 242-258 in Tim May (ed.), Qualitative research in action. Thousand Oaks, CA: Sage. Krueger, Richard A. and Casey, Mary Anne. 2000. “Developing a questioning route,” Pp. 39-67 in Focus groups: A practical guide for applied research, Third edition. Thousand Oaks, CA: Sage. Gergen, Mary M. & Gergen, Kenneth J. 2002. “Qualitative inquiry: Tensions and transformations.” Pp. 575-610 in Norman K.Denzin & Yvonne S. Lincoln (eds.), The landscape of qualitative research: Theories and issues, Second edition. Thousand Oaks CA: Sage.

Data Analysis… is FUN!!!

Repeat this 10 to 20 times a day until April 6th!

Criminology 351 Quantitative Research Methods Spring 2005 Dr. Linda Derksen

Now that all of you know a little bit about statistics (more than you think you know!), and a little bit about research methods – it is time to learn how to apply that knowledge to the reading and interpretation of quantitative literature, as well as how to produce and interpret your own data analysis. Through a combination of lectures, hands-on exercises, and work in the computer lab, you will thrill and amaze yourself at how much you can learn and understand. There is a world of information out there once you learn how to access and understand it. Very Important Note: This course has two pre-requisites: Math 161 with a grade of C+ or higher (Statistics for the Social Sciences), and Crim 220 or Soci 250, or the equivalent courses from another institution. Pre-requisites will be checked, and you will be de-registered if you do not have the prerequisites. You may not take this course for credit if you have taken Soci 351 or Psyc 300. Please see Maureen Hill if you are unsure as to whether you are qualified to take this class. Instructor: Office: E-mail: Phone:


Office Hours: Tuesday and Thursday, 2:30-3:30 pm or by appointment. Course webpage: http://web.mala.bc.ca/derksenl/Courses/Crim351/index.htm Lecture: Labs:

Tuesday Thursdays

10:00-12:00 -- Bldg. 356, Room 317 S0501 10-11:00 am Room 340, S0502 11-12:00 am Room 340

Lab Assistant/Tutor: Kim Van Herk E-mail: [email protected] Office Hours: Tuesday & Thursday, 12:00-1:00 pm, Room 311 (Bldg. 356)

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Required Texts: Dowdall, George W., Kim A. Logio, Earl Babbie and Fred Halley. 2004. Adventures in Criminal Justice Research. 3rd Edition. Thousand Oaks, London, New Delhi: Sage Publications. Criminology Student Handbook, 2004-2005. Find it online at: http://web.mala.bc.ca/Crim/Student/ . Course Objectives: This course is designed to give you skills in the following areas: 1. To read and interpret quantitative literature in Criminology. 2. To learn to analyze secondary data using the program SPSS (Statistical Package for the Social Sciences). 3. To gain confidence working with the computer, with data sets, and with SPSS. All of the skills you will learn in this course are highly desirable in the workplace and graduate school, and they transfer easily to other fields and disciplines. This course should be an asset for all of your upper division courses that require you to engage the empirical literature. There are a lot of poorly written and analyzed articles published every day in the social sciences, including Criminology. If you do not like quantitative data analysis, you can take the “power” of this research away by learning to understand it and show how it is poorly done. Special needs: If you have a documented disability and you need accommodation for exams or assistance with note-taking, etc, please contact Disability Services in Building 200, or call 740-6416. I’m more than happy to help with any accommodation that will increase your ability to learn. There are lots of services available at Malaspina that will help me to help you to thrive and succeed. If you know that you have a disability, but have not accessed the resources available to help you, I can help you to link up with the people on campus who are there to support you. Prerequisites: •

CRIM 220 or SOCI 250; MATH 161 with a C+ or higher, OR MATH 211 or equivalent.

•

You must have basic computer skills, including knowledge of how to search the Internet for articles and databases, and general Windows™ skills for accessing programs and files on remote servers, exploring file structure, installing programs, etc. If you do not have these skills, you will need to make a good start at learning them by the second class meeting. Please see the computer literacy expectations for all Malaspina students at: http://www.mala.bc.ca/www/crsinfo/calendar/complit.htm .

General Expectations: This course is designed to teach you advanced research skills which will be marketable in the workplace or in graduate school. The best way to learn research is to do research. Please be prepared to be fully committed to this course, which means: • • • •

Having all assigned reading completed before class on Tuesday and Thursday. Coming to each class with at least two questions about that week’s course content. Regular attendance – please let me know by e-mail if you are going to be absent. Submitting work on time – late assignments will not be accepted. If you are experiencing problems in meeting course expectations, see my note above about talking to me before things get out of control so that we can problem solve.

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Evaluation: The latest research in education shows that people learn the most, and retain the information the longest, when as many different modalities of learning are engaged as possible: talking, hearing, reading, writing, working with others. We actually learn very little if our learning experiences are limited to reading a textbook or listening to a lecture. You have made a big commitment to becoming a criminologist, and this course is designed to equip you with the research skills you will need to be part of that community of practice. It is my hope that you will all work together, in partners and in groups, cooperatively, and form your own community of practice. Your participation in class exercises, lab exercises and research assignments will help you to gain the skills you need to participate in academic and applied criminology. Course requirements: Mid-term exam #1 Mid-term exam #2 Final exam Assignments (lab & class) Class participation

15% 20% 35% 20% 10%

Grade Distribution:

A+ A AB+ B B-


67-69 63-66 60-62 50-59 0-49

Tentative Course Schedule (subject to change)

This is a tentative schedule, NOT a contract! Readings will be added, and topics may be changed or dropped to better meet the needs of the class.

DATE Week 1

Jan. 4

TOPIC

READING

DUE DATES

Introduction to the course Students should review on their own: 1) Levels of measurement (nominal, ordinal, interval, ratio). 2) Measures of central tendency (mean, median, mode) 3) Measures of dispersion (variance, standard deviation) 4) Normal distribution, Z-scores 5) Standard error of the mean 6) Confidence intervals for means and proportions

Week 2

Jan. 6

Getting to know your data

Chapter 1, 2 & 3 before the lab.

Jan. 11

Univariate data analysis: describing your data

Chapter 4

Chapter 3 exercises due by 1 pm Thursday

4

Jan. 13 Week 3

Week 4

Chapter 4 exercises

Jan. 18 Jan. 20

Working with variables

Jan. 25

Creating composite measures

Chapter 5 Chapter 5 exercises Chapter 6

Jan. 27 Week 5

Chapter 6 exercises

Feb. 1 Feb. 3

MIDTERM #1 First exam on descriptive statistics Chapter 7

Week 6

Feb. 8

PRE measures & measures of association

Chapter 7 exercises Chapter 8, EXCEPT for Chapter 7 “r” and regression exercises

Week 7

Feb. 10 Feb. 15

Bivariate statistics – Chisquare

Chapter 9 – Chi-square section, extra reading

Feb. 17 Week 8

Chi-square exercise

Feb. 22 Feb. 24

READING WEEK – NO CLASSES

Tentative Course Schedule to end of term This is a tentative schedule, NOT a contract!

Course website: http://web.mala.bc.ca/derksenl/Courses/Crim351/ Week 9

March 1 Lecture

March 3 Lab

W hat to do if you’re not “norm al?” Bivariate (two variable) data analysis – Cross-tabs with Chi-square test of independence (also called “contingency table analysis”)



Read the white sheets handed out in class on “Simple analysis of Contingency tables and the chi-square test of independence.”



Read Chapter 7 in the text



Read Chapter 9 in the text, page 139 to middle of page 144.

 

Do exercises in Chapter 7 of the text Follow through the exercises in the white sheets handed out in class (instructions on website, and handout) (Note: the text calls the percent difference between two columns “epsilon,” while in the white sheets it is called the “form” of the relationship. It’s the same thing).





Work on: Crosstab Assignment #1 (Due Tuesday, March 8th at beginning of class)

5 Week 10

March 8 Lecture

What to do if all your variables are not normal? Multi-variate analysis – Cross-tabs with control variables.

  

Read and bring printout to class: Gender differences in definitions of Date Rape (.pdf file is on website) Read text: Chapter 10, Section 10.1 to 10.4 Read Text Chapter 11 – all

First Crosstab assignment due at beginning of class

Week 11

March 10 Lab

  

March 15 Lecture

Interpreting t-tests for the differences between two means

March 17 Lab

Do exercises in Chapter 10, up to section 10.4 Do exercises in Chapter 11. Work on Cross-tab Assignment #2 – Crosstabs with control variables



Read: White sheets on “The Difference Between Two Sample Means”



Read and bring printout to class: “An examination of sex differences in delinquency” (.pdf file is on website)

Due at 1 pm: Second cross-tab assignment  

Week 12

Week 13

March 22

Optional: Do exercises on t-tests in Chapter 9: Section 9.2 Follow through white sheets on t-tests and do exercises, to increase your understanding Mid-term Exam #2  Reading and interpreting Cross tabs, with chi-square tests  Hypothesis testing  T-tests for the difference between two means  Things from the first exam you need to know…

March 24

No Lab

March 29 Lecture

Real prediction… Two variable analysis, with interval/ratio level variables Bivariate regression, Part 1  Reading: White sheets: “Regression Analysis with two variables”  Reading in text: Chapter 8, Section 8.4 and 8.5

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Week 14

FINAL EXAM

March 31 Lab

Bivariate regression  Exercises in text, Chapter 8, section 8.4  Exercises in white sheets

April 5 Lecture

Bivariate regression  Read and bring printout to class: “Crime among the provinces article”  Article handed out (TBA)

April 7 Lab

Bivariate regression assignment due by 1 pm, Linda’s office.

Thursday, April 14th -- 9:00 am -- 356/317

CRIM 351 Quantitative Research Methods Proposed Course Outline Spring 2011 PROFESSOR: Sylvie Lafrenière, PhD TELEPHONE: 753-3245 or toll-free 1-888-920-2221 (Ext. 2243) OFFICE: Bldg. 356 Room 306 E-MAIL ADDRESS: [email protected] OFFICE HOURS: Mondays and Wednesdays – 11:30am to 1:00pm … or by appointment LECTURE: Mondays – 2:30pm to 4:30pm (Bldg. 250, Rm. 120) S11N01: Tuesdays – 11:30pm to 1:00pm (Bldg. 356, Rm. 340)  S11N02: Tuesdays – 2:30 to 4:30 pm (Bldg. 356, Rm. 340)

COURSE CALENDAR DESCRIPTION An examination of quantitative methods for conducting research. Topics include conceptualization, literature reviews, developing testable hypotheses, operationalizing variables, and data analysis using bivariate and multivariate techniques with Statistical Package for the Social Sciences (SPSS). Credit will only be granted for one of SOCI 351, PSYC 300A or CRIM 351.

COURSE LEARNING OBJECTIVES The course is designed to help you reach the following learning objectives, necessary for the interpretation and analysis of quantitative data: (a) Understand the logic underlying various quantitative techniques; (b) Conduct statistical procedures appropriate for the analysis of quantitative data; (c) Understand the structure and features of the SPSS program and the use of the program to conduct statistical analyses; (d) Appreciate the vital role and the practical value that the field of statistics plays in social science research. 1

REQUIRED TEXT AND MATERIAL Haan, Michael (2009). An Introduction to Statistics for Canadian Social Scientists. Don Mills: Oxford University Press. Scientific calculator: for use during class, labs, assignments and exams.

RECOMMENDED REFERENCE TEXTS Garner, Roberta (2005). The Joy of Stats. Peterborough: Broadview Press. Healey, Joseph F. (2008). Statistics. A Tool for Social Research, eighth edition. Belmont, CA: Thomson Wadsworth.

INSTRUCTIONAL METHOD Lectures, discussions, homework as well as in-class and lab exercises: students are expected to contribute to the learning format through class participation and readings. The lab component is designed to provide the skills needed for students to understand and interpret a variety of statistical techniques and to complete their assignments. Students are expected to attend all lectures and labs and to participate in class discussions. Since the readings are intended to complement the material seen in class, independent reading is crucial for success in this course. Students should be aware that a significant portion of the material covered in this course will be found exclusively in the lectures. If circumstances arise that require a student to miss a scheduled lecture, it is the student’s responsibility to obtain any missed lecture notes from their colleagues.

2

STUDENT ASSESSMENT* 5 Lab Assignments

10% Due dates indicated in the Course Schedule

Assignment 1

10% January 25th (end of lab)

Assignment 2

10% March 22nd (end of lab)

Assignment 3 - Final report 20% April 11th (end of class) Mid-term Final

20% February 28th 30% TBA - April 14th to April 28th

*Subject to change: The point allocation for the course requirements will be discussed and approved by the group on the second day of class, January 10th.

Lab Assignments: You are required to submit - or demonstrate the completion of - five (5) lab assignments: two are the lab assignments from the text book, whereas the other three will be provided in the lab. The due dates are indicated in the Course Schedule. Assignment 1: Assignment 1 consists of an introduction, a literature review, methodology and univariate analysis. More details will be provided in class. Assignment 2: In Assignment 2, you will resubmit your introduction along with bivariate analysis and a discussion. More details will be provided in class. Assignment 3 – Final report: Assignment 3 is the final report of your analysis. It consists of the combination of assignments 1 and 2 along with two new sections: multivariate analysis and conclusion. More details will be provided in class (8 to 10 pages maximum plus tables). Midterm and final exams: Both exams are cumulative. The midterm will be in class whereas the final will be scheduled during the regular exam period.

3

TENTATIVE COURSE SCHEDULE Date Week 1:

Lecture January 3rd : New Year’s Day observed, University closed

Lab  Presentation of course outline and expectations

January 4th  LAB 1: A tour of SPSS – accessing the program & basic features (Defining Variables, Variable Labels, Saving Data Files) Week 2:

Introduction to quantitative data analysis

January 10th

Presentation of the General Social Survey (GSS) data base

January 11th  Discuss and approve point allocation for course requirements Presentation of Assignment 1

LAB 2: Presentation of the General Social Survey (GSS) cycle on victimization; Presenting data (part 1): data distributions and descriptive statistics (bar, pie, line charts, and histograms) Haan: pages 210 to 220, Lab 1: Introduction to SPSS

Readings for lecture: Chapters 1 and 2 Haan: pages 221 to 225, Lab 2: Presenting Data Lab assignment #1: “Assignment 1” (p. 220) AND “Assignment 2” (p. 225) Week 3:

Univariate analysis, part 1

January 17th

Descriptive statistics: frequencies, percentages, measures of central tendency and measures of dispersion, and the normal distribution

January 18th 

LAB 3: Creating and transforming variables. Select, Recode and Compute Functions in SPSS Haan: pages 226 to 231, Lab 3: The Normal Curve


Work on assignment 1;

Week 4:

Univariate analysis, part 2


January 24th

Probabilities and the normal curve

No readings for lab

January 25th 

Interpreting univariate results

Assignment 1 due by 4:30pm;


4

Week 5:

Sampling and weights

LAB 5: Weights in SPSS

January 31st


Haan: pages 232 to 239, Lab 4: Generalizing from Samples to Populations

February 1st 

Lab assignment #2: “Assignment 4” (pp. 238-239)

Week 6:

Bivariate analysis, part 1

LAB 6: Chi-square and crosstabs;

February 7th

Chi-square and crosstabs (part 1)

February 8th 

Presentation of Assignment 2;

Haan: pages 240 to 244, Lab 5 Bivariate Statistics: Categorical Data and ChiSquare


Work on assignment 2

Week 7:


LAB 7: Review for mid-term

February 14th

Crosstabs and chi-square (part 2)

Lab assignment #3: “Chi-square” hand-out sheet

February 15th 


Week 8: February 21st

STUDY DAYS --- NO CLASSES!!!

February 22nd Week 9:

Mid-term on material seen to date

February 28th

LAB 8: Select if Lab assignment #4: “Select if” hand-out sheet

March 1st  Week 10:



March 7th

Anova and t-test

No readings for lab

March 8th 

Readings: Haan, Chapters 10, 11 and 15

Assignment 2 due by 4:30pm

5

Week 11:


March 14th

Correlation

March 15th 

Presentation of assignment 3

Haan: pages 245 to 249, Lab 6 Analysis of Variance



Week 12:


LAB 11: Research question, hypotheses and tests

March 21st

Interpreting bivariate results

March 22 

No readings for lecture

Week 13:

Multivariate analysis, part 1

March 28th

Trivariate crosstabs

March 29th 

Multivariate regression

nd

LAB 10: ANOVA and t-test, correlation matrix

Lab assignment #5: Worksheet on hypotheses and tests LAB 12: Trivariate crosstabs and Regression analysis; Work on assignment 3

Readings: Haan, Chapters 16 and 17

Week 14:

Multivariate analysis, part 2

April 4th

Multivariate regression

Haan: pages 250 to 260, Lab 7 Ordinary Least Squares Regression

LAB 13: Trivariate crosstabs and Regression analysis (cont’d); Work on assignment 3

April 5 


Week 15:

Last day of class

April 11th

Assignment 3 due at the end of class

Final Exam Period April 14th to April 28th

Final Exam date TBA

th

6


exceptional circumstances may preclude your ability to meet the requirements of the course. This does not include for example, computer and printer problems, too many things due at the same time, forgetfulness, work obligations, etc. I am prepared to make exceptions for unanticipated and exceptional circumstances, provided that they are unanticipated and exceptional. You must however give me warning PRIOR to the exam or assignment due dates and times. It would be unacceptable, for example, for you to contact me AFTER the midterm exam to tell me that you will not be writing it. In some circumstances, I may request that you provide appropriate and detailed documentation to bear witness to the event which would keep you from completing your assignment or writing your exam. 2. Absence from class or lab:

a. If you are ill or unable to get to class, it is your responsibility to get one of your classmates to brief you on the material seen in class; b. If you are ill or unable to get to class when an assignment is due, get someone to drop off your assignment for you. 3. Electronic versions of assignments will NOT be accepted under ANY circumstances. 4. Late assignments: There will be a one (1) percentage point per day penalty for assignments

that are submitted past the due date. That means 1% of your final grade.

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DEPARTMENT OF SOCIOLOGY VANCOUVER ISLAND UNIVERSITY Fall 2009 Global Studies 210 Introduction to Global Studies Section F09N01 Instructor: Richard Fredericks Time: Friday 10 am to 1 pm Building: 356 Room: 336

Office: Bldg 356, Room 368 Hours: Thurs 4 pm to 5 pm & by appt e-mail: [email protected]

Course Description: This is an introductory course in Global Studies, and as such will act both as a survey course and as an issues-driven course. This course assumes that you have already obtained a basic familiarization with globalization insofar as we are all, presumably, global citizens in a global age. We are, literally, awash in global processes each and every day (though where, when and how this is so will form an important part of this course). Globalization refers to increasing global connectivity, integration and interdependence in the economic, social, technological, cultural, political, and ecological spheres. A working definition of globalization, as per Steger, reads thus: “Globalization refers to a multidimensional set of social processes that create, multiply, stretch, and intensify worldwide social interdependencies and exchanges while at the same time fostering in people a growing awareness of deepening connections between the local and the distant” (p. 13). This course deliberately takes a counter-mainstream or contrarian tack with regards to globalization. It can be plainly observed that we are daily barraged by images and messages and practices that propound and reinforce the mythology (as in the guiding or defining stories of our time) of globalization, namely that it is everywhere beneficial, necessary, and inevitable. While this is often so, it is not always, and where it is not so we ignore at our extreme peril. The 3000+ marketing messages we each encounter every day, for example, reinforce the ethos of consumption and consumerism as the preferred way of life, indeed, as the only way of life, for all of us. Our interminable obsession with economic growth and rising GDP, to be found in every newspaper’s business section or in the pages of numerous business magazines, or that is heard from the mouth of every politician or captain of industry, does nothing but reinforce the notion that illimitable growth is always good (rather than, say, past a certain point, cancerous). Our recurrent observance of rituals of mass consumption – Christmas, Halloween, Valentine’s Day, the weekend, the back-toschool binge, and so on – blinds us to any other way of social life. And our repeated attempts to modernize, develop, democratize, bring progress to everyone everywhere who is not us, is unimpeachable in its benevolence, even when it fails miserably. These concerns we will address over the course of this course. As the central actor and motivator of globalization, the transnational corporation need bear extra attention and scrutiny. Insofar as corporations spend untold billions every year convincing us, through advertising, marketing, public relations, lobbying, and the circumvention of democratic processes, that their way is the best way, indeed the only way, it behooves us as rational social scientists to take a cold, hard look at this creature, the modern corporation. 1

Beyond this, we will spend some time looking at other key topographical features of globalization: mass consumerism, new information technology, cultural diffusion and imperialism, climate change, the Peak Oil problematic, and, as the main way which the developing world is “administered,” debt (which, of course, applies greatly to us as well). Accordingly, through this course, we will attempt to inhabit the multiple alternative, marginal, excluded, ignored, and otherwise silenced perspectives arrayed around and against globalization. As mainstream and hegemonic understandings and espousals of globalization are, to say the least, everywhere and literally a-dime-a-dozen, we will offer a counter or antidote-of-sorts to the deafening clang and clamour wrought by dominant voices on globalization: the mainstream media, transnational corporations, politicians, trade bodies, compliant academics, uncritical consumers and the like. We will approach the multi-faceted beast of globalization via a variety of means: assigned readings, lectures, films and documentaries, group discussion, guided exercises and assignments, and personal experience. In particular, we will examine various aspects of popular culture as they pertain to, reflect, and reinforce aspects of globalization. Objectives: 1. Develop an appreciation of the myriad concerns associated with globalization and global studies, in particular climate change, peak oil, debt, underdevelopment, and consumerism. 2. Foster a global consciousness as well as habits of “mindfulness.” 3. Acquire a conceptual fluency with regards to the core concepts of progress, development, modernization, and westernization. 4. Develop further one’s “job skills,” gain or re-gain greater “voice,” and build an appreciation of the avenues one may travel down as a global studies graduate. Required Texts (in order of use): Globalization: A Very Short Introduction (2nd edition) by Manfred B. Steger Affluenza: The All-Consuming Epidemic (2nd edition) John De Graaf, David Wann, and Thomas H. Naylor (hereafter GWN), Confessions of an Economic Hit Man by John Perkins All books are available in the University-College Bookstore While at first glance, the reading requirements for this course may appear onerous, please keep in mind that the books are relatively accessible, that this is a 2nd year course, and that the total number of pages to be read per week works out to an average of 49 (or about 2 to 3 hours of reading). Course Requirements: Attendance/Engagement: 10% In-class essay: 15% In-class Concept Presentation : 10% Consumerism Log: 20% Guided Critical Analysis: 25% Final Exam (Open Book): 25% 2

NOTE: ALL components of the course must be completed to achieve a final grade. Grading Scheme: 90 to 100 = A+ 85 to 89 = A 80 to 84 = A76 to 79 = B+ 72 to 75 = B 68 to 71 = B-


Assignments: Attendance/Engagement: It is highly recommended that you endeavour to attend all of the classes as well as complete assigned readings before each class. Our pace will be brisk and a great deal of material supplementary to the assigned readings will be covered in class. Catching up should you fall behind will not be easy. And, as this class meets once per week and thus each day represents two sessions, missing any one class is doubly detrimental. Accordingly, at random times, an attendance sheet will be sent around. Frequent absences could result in a significant grade penalty of up to 10%. On the other hand, up to 10% (perhaps more) can be earned through full attendance and active engagement. In-Class Essay: A most important skill to develop is the ability to articulate one’s ideas or position “at a moment’s notice.” In your professional life, chances are great that you will be required to do this repeatedly. The trick is to express confidence, even if inside you feel none. A lot of professional life is “smoke and mirrors,” the projection of confidence such that others believe it and come to attribute to you ability or expertise. This exercise is in part designed to help you explore this process. So, this in-class essay asks you to first reflect upon a yet-to-be-disclosed expression of popular culture and ask yourself, “just what the hell does this have to do with the story of globalization”? Do you agree or disagree with the characterization? What does the story told say to you and how does it make you feel? Write as much as you feel necessary in the 30 minutes allotted, knowing full well that the time limit is strict. Quantity, however, is not necessarily a good thing. And, outside-the-box approaches are always very welcome. IN-CLASS: Week 2, September 18 (Value: 15%). In-Class Concept Presentation: In an effort to encourage you to develop or regain your “voice”, one perhaps muted or stunted during your previous years of schooling, we will incorporate into this course a very modest and ideally non-threatening public speaking exercise. Studies have shown that there are two things in life people fear the most: public speaking and death, in that order. For many of you, the expectation of a class presentation will unleash feelings of dread, fear and anxiety. We will work together in mutually supportive fashion to overcome this state, or at least develop a greater familiarity with this species of fear and loathing, vital to learning to live with it. You will derive from this exercise a powerful boost in confidence and hence overall life effectiveness. As well, public speaking is an excellent job skill, and soon enough, if you wish to make any kind of significant impact upon the world, it is a skill you will be called upon to develop and exercise. The same studies that show people are terrified of public speaking also show that most people respect deeply those who can public speak. In short, learning how to public speak is less about mastery and more about mindfulness, the learning to live with fear and anxiety rather than succumbing to it. So, in week 3 I will distribute amongst you chits of paper, each with a concept relevant to global studies and a place order written upon it (for example, “sustainable development, week 7”). Your task is to generate a definition of the concept, of no more than a paragraph or two, and then, on your assigned 3

day, deliver the definition to the class. I would suggest you use Google, Wikipedia, available textbooks, and standard dictionaries to generate your working definition. The presentation component itself should not last more than a minute. The presentations, numbering up to four per class, will commence on September 25, week 4. (Value: 10%). Consumer Log: In lieu of a mid-term exam, we will instead engage in an exercise in mindfulness. Your task is to choose a day in your life and then chronicle the full range of goods, services and processes you consume or utilize that day. It might be helpful to view yourself, as a first worlder, as a centre of consuming activity out from which emanates concentric rings of consumer demand, of expectations and assumptions, of pressures and consequences. What does it take to sustain your lifestyle, your standard of living, no matter how modest it may be? I will be happy to discuss either in-class, face-to-face or via e-mail your ideas around this assignment, but I also want it to be left as open as possible, both to interpretation and execution. Creative, outside-the-box, approaches to this assignment are very welcome. I invite you to concentrate first and foremost on how best to express your unique “global and globalized self”, versus a mere preoccupation with what I want. But, no matter your approach, you must convince me that you understand and can utilize the concept of mindfulness. As well, as with all the assignments in this course, you are very welcome and indeed encouraged to work together with your fellow classmates. This is not a competition and as such collegial and co-learning approaches to assignments will not only improve your overall performance but will also help make the task much more pleasant and agreeable. DUE: Week 8, October 30. (Value: 20%). Guided Critical Analysis: Details by way of a handout will be forthcoming (by mid-semester). Your task will be to, on the basis of the fairly broad guidelines presented, critically analyse and engage John Perkins’ Confessions of an Economic Hit Man. In anticipation of this assignment, you are strongly encouraged to pay very close attention to the problematic of debt. DUE: Week 13, December 4, final class (Value: 25%). Final Exam: This will take place in-class, some time between December 10 through 21 (I’ll let you know when exactly once I know when exactly). It will be open book, and will consist of one essay question that will ask you to pull together in an on-the-spot fashion what you’ve learnt through the course of GLST 210. The best preparation for this challenge is to read and understand everything assigned, keep your notes well organized, and listen for the hints and clues that will be forthcoming. It is a challenge, but one befitting students at your level of study. You are, after all, university students now and as such represent the best your previous years of schooling could create (Value 25%).

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Weekly Reading and Assignment Schedule (please do the readings in anticipation of the week in question): ________________________________________________________________________________ Week 1 – Sept 11 No readings Week 2 – Sept 18

“The Transition Generation” by Martin (hand-out) Steger: Ch. 1 “Globalization: A Contested Concept” Ch. 2 “Globalization and History: Is Globalization a New Phenomenon?”

DUE/DO: In-Class Essay Week 3 – Sept 25

Steger: Ch. 3 “The Economic Dimension of Globalization” Ch. 4 “The Political Dimension of Globalization” Ch. 5 “The Cultural Dimension of Globalization”

Concepts for Presentations distributed _______________________________________________________________________________ Week 4 – Oct 2 Steger: Ch. 6 “The Ecological Dimension of Globalization” Ch. 7 “Ideologies of Globalization” Ch. 8 “Assessing the Future of Globalization” Concept Presentations begin Week 5 – Oct 9 GWN: Part ONE: Chs 1 to 7 ________________________________________________________________________________ Week 6 – Oct 16 GWN: Part ONE: Chs 8 to 14 ________________________________________________________________________________ Week 7 – Oct 23 “Making Sense of the World Differently” by Schwalbe GWN: Part TWO ________________________________________________________________________________ Week 8 – Oct 30 GWN: Part THREE: Chs 21 to 26 DUE: Consumer Log ________________________________________________________________________________ Week 9 – Nov 6 GWN: Part THREE: Chs 27 to 30 Note: Not a bad time to start thinking about the Guided Critical Analysis ________________________________________________________________________________ Week 10 – Nov 13 Perkins: Part One, Part Two ________________________________________________________________________________ Week 11 – Nov 20 Perkins: Part Three Week 12 – Nov 27

Perkins: Part Four

Week 13 – Dec 4

No readings

DUE: Guided Critical Analysis 5

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MALASPINA UNIVERSITY COLLEGE

GLOBAL STUDIES 390

GLOBALIZATION: AN INTERDISCIPLINARY INQUIRY Instructors: Dr. Susan Nelson, Sociology Department Office: Bldg. 356, Rm. 368 Contact: 753-3245, ext. 2403 [email protected] Office Hours: Monday, Wed. 3-4 p.m. Thursday, 2:30-4 p.m. Other times by appointment

Dr. Joseph Moore, Sociology Department Office: Bldg. 356, Rm. 374 Contact: 753-3245, ext. 2179 [email protected] Office Hours: Tuesdays, 2:30-3:30 (or by appointment)

Calendar Description: An examination of the causes and consequences of globalization view from a multidisciplinary perspective. The focus will be placed on the impact of globalization on the economic, political, social, and natural environments of nations, regions and the world. Text:

Robert Jackson (ed), Global Issues 03/04 (Annual Editions), McGraw-Hill/Dushkin, 2003 Additional readings will be provided or placed on reserve in the library

Prerequisites: Third Year standing or permission of Chair. Evaluation: Readings We have deliberately limited the amount of material that we will cover and in return we ask that students read each chapter or article carefully. Requirements: (1) Readings must be covered BEFORE each class. (2) Adequate time must be reserved to reflect upon these readings. (3) You must be prepared to summarize the main points of the readings (4) Each student must bring questions/comments about the readings to every class.

Schedule: Date

Topic

Sept 2 Sept 9

Introduction and class discussion Explanations of global inequality

Sept 16

Oct. 14 Oct. 21 Oct. 28 Nov. 7 Nov. 18

Global Issues in the 21st C: An overview Population and Food Production Global Environment and Natural Resource Utilization Political Economy: Globalization Debate Mid-Term Exam Globalization Case Studies Conflict Human Rights Culture and Globalization

Nov. 25

Review

Sept. 23 Sept. 30 Oct. 7

Readings Due Laxer, Gordon. 2001. “Perspectives on Development” (handout) Unit 1 readings Unit 2 readings Unit 3 readings plus additional readings TBA Unit 4 Part A Unit 4 Part B Unit 5 Unit 7 Ritzer, George. 2000. The McDonaldization of Society [Ch. 1 and 9 on reserve]

Plagiarism 1 Failure to acknowledge the sources of your information may leave you open to a charge of plagiarism, a very serious form of academic dishonesty. Penalties for plagiarism and other forms of academic dishonesty can include suspension or expulsion. It is your responsibility to be familiar with the Student Conduct Policy as outlined in your course calendar (p. 32). Here are some general guidelines to ensure that your work is correctly done: 1.

2. 3.

You cannot use another writer's exact words without using "quotation marks" and giving a citation to where your reader can locate the exact words you've cited (i.e., include the page number of the book where you found it). See Joanne Buckley's (1992) Fit to Print, Chapters 9 and 16. It is not acceptable to put another author's words into your own and present the revised version as being original work. Use the ideas of others if you wish but give them credit. Using another student's paper by editing it and submitting it as your work is cheating.

The paragraph below is found in a business text 2 and following it are listed acceptable and unacceptable methods of quoting this author. Although the formal planning system of a company will be of key importance in terms of the long-term direction setting, there will naturally also be other management systems that support decision making in the company. For instance, the management control system, which typically includes the one-year budget, will help assure that long-term policies and strategic decisions are being effectively implemented. Systems for operational control, such as inventory control systems or production line balancing systems, will assure that specific tasks are carried out effectively. Management information systems will facilitate the process of collecting, manipulating and transmitting information. Since all these systems, then, in fact will be parts of an overall corporate management system, an overall decision-support system (DSS), it becomes essential that the systems be so designed that they will function in an integrated way. Acceptable 1. A formal planning system "will be of key importance in terms of long-term direction setting . . . " (Lorange, 1977:42) 2. Lorange highlights the fact that other major elements such as MIS and management and inventory control systems are critical to effective policy implementation and decision-making. (1977:42) 3. One author argues that these several vital elements make it essential that management systems be designed in an integrated way. (Lorange, 1977)

Unacceptable I think that a formal planning system will be of key importance in terms of long-term direction setting although there will naturally be other management systems. There are other major elements such as MIS and management and inventory control systems that are critical to support policy decision-making. This paper will argue that these several elements make it essential that management systems be designed in an integrated way.

1Most

of the following information was taken from Earl Babbie, The Practice of Social Research, Belmont Ca.: Wadsworth (1989), Appendix B.

2Lorange,

P., Strategic Planning Systems, Englewood Cliffs, N.J.: Prentice-Hall, 1977, pp. 42.

COURSE SYLLABUS

GLST 390 – GLOBALIZATION: AN INTERDISCIPLINARY INQUIRY Malaspina University College – Fall 2006

INSTRUCTORS

Larry D.S. Wolfe, PhD Tel: 250-754-9181 Office Tel: Please call home number above. Email: [email protected] Office: Building 356, Room 368 Office Hours: Wednesdays 2:00 to 3:00 pm, Fridays 1:00 to 2:00 pm, or by prior appointment Laura Suski, PhD Office Tel: 753-3245 Office: Building 356, Room 366 Office Hours: Tuesdays 12:00 to 1:00 pm and 3:00 to 4:00 pm, Wednesdays 2:30 to 3:30pm, or by prior appointment

CLASS

Lectures: Wednesday, 3:30 to 5:30 pm Building 355, Room 203 Discussion Groups# Group 1: Friday 2:00 to 3:00 pm (Bldg 355, Rm 102) Group 2: Thursday 2:30 to 3:30 pm (Bldg 355, Rm 102) Group 3: Wednesday 5:30 to 6:30 pm (Bldg 355, Rm 109)

PREREQUISITES

Third year standing or permission of Chair

COURSE MATERIALS

Textbook: Lechner, Frank J. and John Boli. 2003. The Globalization Reader, Second Edition. Blackwell Publishing. Additional readings may be assigned to supplement the text and lectures. These will be available either online from various websites, on reserve at the library, or handed out in class.

Global Studies 390 Malaspina

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Fall 2006 Suski and Wolfe

TABLE OF CONTENTS 1. COURSE OVERVIEW ........................................................................................................................... 2 COURSE DESCRIPTION................................................................................................................................. 2 Catalogue Description ........................................................................................................................... 2 Course Description ................................................................................................................................ 2 COURSE OBJECTIVES .................................................................................................................................. 3 2. COURSE APPROACH AND EVALUATION...................................................................................... 3 COURSE STRUCTURE ................................................................................................................................... 3 COURSE REQUIREMENTS ............................................................................................................................. 3 Readings ................................................................................................................................................ 4 Attendance, Participation, and Assignments ......................................................................................... 5 Tests ....................................................................................................................................................... 5 Case Analysis Paper .............................................................................................................................. 6 EVALUATION AND GRADING ....................................................................................................................... 6 Evaluation of Course Components ........................................................................................................ 6 Course Grading ..................................................................................................................................... 7 ADVISING .................................................................................................................................................... 7 ACADEMIC MISCONDUCT............................................................................................................................ 7 3. CASE ANALYSIS PAPER ASSIGNMENT ......................................................................................... 7 TOPICS ........................................................................................................................................................ 8 Choosing a Topic ................................................................................................................................... 8 Examples of Topics ................................................................................................................................ 9 DIGITAL DOCUMENTS AND EMAIL PROTOCOLS ........................................................................................ 10 PROPOSAL GUIDELINES ............................................................................................................................. 10 PAPER GUIDELINES ................................................................................................................................... 11 Format ................................................................................................................................................. 11 Style...................................................................................................................................................... 11 Sources and Referencing...................................................................................................................... 12 PAPER MARKING CRITERIA ....................................................................................................................... 13 4. COURSE OUTLINE AND TENTATIVE SCHEDULE .................................................................... 14

1. COURSE OVERVIEW Course Description Catalogue Description “GLST390 Globalization: An Interdisciplinary Inquiry. An examination of the causes and consequences of globalization viewed from a multi-disciplinary perspective. Focus is placed on the impact of globalization on the economic political, social and natural environments of nations, regions, and the world.” Course Description Globalization is a multidimensional set of economic, political, social, cultural, and technological processes that is transforming contemporary human and other life around the world. While globalization affects nearly everyone, it is controversial and poorly understood. The study of globalization is a relatively new field. This course will consider the various emerging theories and controversies in globalization, and provide an opportunity to ‘ground’ your understanding in specific case studies and discussions. This course will be of interest to anyone wishing to work in Global Studies 390 Malaspina

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international relations, international development, and international social and environmental programs. This is the first in a two course series. GLST 390 (this course) examines the phenomenon of globalization and its various causes, characteristics, and impacts. GLST 391 – Global Interdependence, the second course in this series, will build on GLST 390 and look at ways to respond to globalization and achieve sustainability.

Course Objectives Upon successful completion of this course, you should be able to do the following: 1. Describe and discuss the following content with citizens and relevant professionals in an informed, accurate, questioning, and credible manner: a. Major concepts, definitions terminologies, issues, complexities, pressures and trends related to globalization b. Key causal factors promoting and/or hindering globalization trends c. Key consequences and impacts of globalization on political, economic, social, cultural, technological, and environmental systems both locally and globally d. Key lessons that can be learned from experience coping with globalization 2. Analyze specific, concrete cases of globalization in a local context of other countries, including identification of globalization influences, impacts, and emerging trends 3. Become inspired to learn more about globalization and ways you can respond. 4. Consider how your citizen roles and career options are affected by emerging globalization trends

2. COURSE APPROACH AND EVALUATION Course Structure This course addresses the broad reach of globalization as a foundation for further study. The course outline is based on the text. Specifically, it will cover the following topic areas: 1. Debating globalization 2. Explaining globalization 3. Experiencing globalization 4. Economic globalization 5. Political globalization 6. Cultural globalization 7. Environmental and Social Changes

Course Requirements Course requirements include assigned readings, class participation, in-class and take home assignments, a case analysis paper, and two tests. More details will be provided on these requirements below and/or in class. These activities will help students develop a critical


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understanding of the trends, causes, and issues associated with globalization in the emerging century. This course will emphasize use of electronic technology. This saves paper and the climate, and enhances feedback from your instructors. Some readings may be assigned from the Internet. Case papers and assignments will be submitted and returned by email. Email will be used for some essential communications. Be sure to check your email before class for late instructions or information. Please be sure that you have registered your correct email address by sending an email to [email protected] and [email protected] as soon as possible. Readings The Lechner and Boli text includes diverse viewpoints on globalization. It reflects the ongoing debate over the nature of globalization. Additional readings may be assigned in class or by email. Students should read assignments before class and be ready to discuss in class. The topic of this course can only be learned from an exchange and testing ideas through discussing ideas in class, which you cannot do that if you have not read the readings! This is particularly important for seminar groups which will focus on discussing the assigned readings. As noted below in the course outline (see Section 4), each week we will ground our seminar discussions by focusing on one country. In order for you to effectively participate in the seminar discussions, you should consult at least two of the websites listed below and read the relevant “country briefs”. Some country briefs may be better than others and some countries are covered in some websites but not others. The briefs are short and review basic facts and statistics about the country’s geography, politics, history, and social conditions. We do not expect you to become “experts” on the countries (nor indeed, are we experts) but we do expect that you come to the seminar with a basic familiarity with the country so that we can collectively explore how the week’s topics relate to the country’s experiences of globalization. Note that the suggested websites represent a range of ideological interests so it is necessary to consult at least two. You can email us to get a digital copy of the list. Asian Development Bank: http://www.adb.org/Countries/ British Broadcasting Corporation (BBC): http://news.bbc.co.uk/2/hi/country_profiles/default.stm Canadian International Development Agency (CIDA): http://www.acdicida.gc.ca/cidaweb/acdicida.nsf/En/NIC-5482847-GN3 Economist Magazine: http://www.economist.com/countries/index.cfm Global Edge (Created by the Center for International Business Education and Research at Michigan State University): http://globaledge.msu.edu/ibrd/countryintro.asp?CountryID=106 Inter-American Development Bank: http://www.iadb.org/countries/index.cfm?language=English Organization for Economic Cooperation and Development (OECD): http://www.oecd.org/countrieslist/0,3025,en_33873108_33844430_1_1_1_1_1,00.html Reuters News Service: http://www.alertnet.org/thefacts/countryprofiles/152478.htm UK Department of International Development: http://www.dfid.gov.uk/countries/allcountries.asp?view=region United Nations Development Programme: http://www.undp.org/


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US Agency for International Development (USAID): http://www.usaid.gov/locations/ US Central Intelligence Agency (CIA): https://www.cia.gov/cia/publications/factbook/geos/ag.html World Bank: http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/0,,pagePK:180619~theSi tePK:136917,00.html (Note: You may also some of the United Nations organizations useful. These include: United Nations Children’s Fund (UNICEF), the World Food Programme (WFP), United Nations Environment Programme (UNEP), United Nations Population Fund (UNPFA), and the various UN country offices (http://www.undp.org/countries/)/. You can also search for development banks, such as the African Development Bank, Arab Development Bank, etc.) Attendance, Participation, and Assignments An important objective of this course is engaging others in discussing globalization issues. So, attendance and participation are obviously important. You are expected to take an active role in researching and discussing the subject matter. Anyway, this is a lot more interesting this way! The issues we will discuss in this course are inherently political and divisive. Students are encouraged to voice their concerns and viewpoints, but also to understand and respect opposing positions. Respectful and reasoned debate is a very necessary and valuable tool for learning new ideas and developing critical thinking The overall participation grade in this course is divided into two: 5% for participation in seminars, and 5% for participation in the lecture sessions. The Seminar Participation Grade: The 5% seminar participation grade will come from six in-class assignments which will be graded on a pass/fail scale. Each mini-assignment is worth 1%. The assignments are not scheduled. Given that there are six assignments, you can miss one without any penalty. As these assignments evaluate participation and attendance, they cannot be made up. To reiterate, if you miss a seminar, on the day of a participation assignment, even if it is due to illness, the participation assignment cannot be made up. Since there are six chances to get 5/5, we have already allowed for a situation in which a student may be ill or face some kind of obstacle to attending class. Your five highest scores will be used to calculate your participation grade. The highest participation score you can obtain is 5/5. The assignments could range from writing a short answer to a discussion question, to reporting on group work, to analyzing a case study. They are not designed to test your memory of the readings or lecture material. Instead, they are designed to stimulate critical reflection on the course material. The Lecture Participation Grade: The 5% lecture participation grade will be calculated by assessing your contributions to lecture discussions and your attendance. Attendance will be taken each week. Your discussion contributions will be evaluated by us at the end of term. In calculating this component of your grade, we will take into account both the quantity and the quality of your contributions. Tests There will be a mid-term and final exam in this course. Prior to each test, the instructors will provide a brief preview of what to expect on the test. Tests will likely involve a mix of short answer and essay questions, but could include some multiple choice and matching questions. More on this before each test… Global Studies 390 Malaspina

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The tests will focus on your ability to discuss and analyze globalization trends, issues and causes. Typically this may involve applying what you have learned from the readings, lectures, and inclass discussions of real world problems and analysis of mini-cases. You also need to be able to define and explain key concepts and terms, causal factors, and consequences and effects. Students are responsible the material in the readings, whether or not it is covered in class. Makeup tests assignments are inherently unfair to other students who take tests on schedule. Therefore, all tests must be taken at the scheduled time, except in cases of illness or tragedy as defined in Malaspina’s regulations and supported by proper documentation. If you do not have a valid excuse, makeup tests are at the instructors’ discretion and are invariably much more difficult and time consuming. An automatic percentage may be deducted from the score for lateness. Case Analysis Paper Each student will submit a case analysis proposal and case analysis paper. Section 3 below provides detailed instructions for content, structure and style of the proposal and paper. Note that this case paper is not a policy paper. Rather, it focuses on analysis of a case situation, especially in terms of causes and other factors influencing the issue. Responses to globalization will be investigated in GLST 391. Topic Approval: Only one person per topic, first come first served. If you have an interesting idea, please email us immediately to reserve the idea. Don’t put a lot of work into your paper before you do this!! Please feel free to discuss or email us with any concerns, questions, or ideas on your topic and/or paper early or at any time. Part of our role is to coach you on this assignment!! Due Dates Topic Approval: Proposals: Final Papers:

ASAP Wednesday, Oct. 11, 2006 at 9:00 pm Wednesday, November 22, 2006 at 9:00 pm

Case analysis proposals and papers must be turned in when due. Your mark will be penalized for all late papers and assignments.

Evaluation and Grading Evaluation of Course Components Attendance, Participation, Assignments: - 5% for seminar participation - 5% for lecture participation

10%

Paper Proposal

5%

Case Analysis Paper

35%

Mid Term

25%

Final

25%

Total

100%


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Course Grading A+ 90-100% A 85-89% A– 80-84%

B+ 76-79% B 72-75% B– 69-71%

C+ 65-68% C 61-64% C– 57-60%

D 50-56% F