INTRODUCTION TO SOCIOLOGY - SOCIOLOGY 1300
Fall, 2003
Russell L. Curtis, Jr., Ph.D.
Section 07300.
M-W-F 11-12 a.m.
106 M.
Ph: 3-3951 Off. Hrs: M-W-F 1:30-3:00 & by arrangement Office: 494 PGH rcurtis@uh.edu
TEXTS;
Susan J. Ferguson. 2002. Mapping the Social Landscape: Readings in Sociology.
Boston: McGraw-Hill. Paperback. 3rd Edition.
James M. Henslin. 2003. Sociology: A Down-To-Earth Approach. Boston: Allyn and
Bacon. 6th Edition.
Below are a listing of the subject topics and their corresponding lecture discussions and reading
assignments. Exams occur at the end of each one-third. The final or third exam covers the last
one-third of the course. A term paper is required. You are asked to analyze a
group or organization that you have observed. See "notes" at the end for clarification.
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TOPICS
READINGS
Reading and Lecture Sequence
Corresponding to lecture by author
I.
Nature of Sociology:
August 25, 27, 29, & Sept. 3, 2003
Note: September 1, 2003 is Labor Day Holiday
Discussion and Lecture Topics:
Historical Origins and Emergence of the Field. The Importance of "Context"
for the Sociological Focus. Comparisons with other Disciplines, especially with
Psychology and Biology. Social Indicators and Research Techniques - "What
Sociologists Do" - from the Research Projects of Your Lecturer (e.g. Students
in Schools, Probation Officers, etc.). Concepts and Theories; Personal
Consequences of Sociology or of Sociology as Biography.
Readings:
Henslin: Chapter 1, “The Sociological Perspective.” Chapter 5, “How
Sociologists Do Research.”
Ferguson: (1) Mills, “The Promise.” (2) Gaines, “Teenage Wasteland: Suburbia’s
Dead End Kids.” (3) Romero, “Intersection of Biography and History” (on
domestic service). (4) Babbie, “An Idea Whose Time Has Come.” (5) Haney,
Banks and Zimbardo, “Interpersonal Dynamics in a Simulated Prison.”
(6) Kaplan, “Not Our Kind of Girl” (focusing on African American teen mothers).
II.
Culture and Society
September 5 & 8, 2003)
Discussion and Lecture Topics: Fundamental Sociological Concepts. Cultures
and Subcultures as Human Constructions. Society as a Network of Persons.
Status and Role and their correspondence to Society and Culture. Comparative
Societal Perspectives - e.g. homicide and suicide rates, dating and marital
patterns. Culture and Biology and Various "Nature vs. Nurture" Questions.
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Readings:
Henslin: Chapter 2, “Culture.” Chapter 4, “Social Structure and Social
Interaction.”
Ferguson: (7) Velliquette and Murray, “The New Tattoo Subculture.” (8)
Anderson, “The Code of the Streets: An Explanation of Street Culture.” (9)
Gibson, “Warrior Dreams: Violence and Manhood in Post-Vietnam America: The
rise of Paramilitary Cultures in the United States.” (10) Trask, “Lovely Hula
Hands: Corporate Tourism and the Prostitution of Hawaiian Culture.”
III.
Socialization: Cultural Shaping: The Personality as a Social Product
A.
Settings and Processes
(September 10 & 12, 2003)
Discussion and Lecture Topics: The dynamics of "humans in society" and
"society in humans". The "person in Sociology: social construction processes
in social context. Cross-Cultural and Historical Patterns of Socialization:
Implications for learning vs. genetic acquisition. Childrearing across Income and
Educational Levels. Question: What do persons want their children to be?
Readings:
Henslin: Chapter 3, “Socialization.”
Ferguson: (13) Granfield, “Making It by Faking It: Working-Class Students in an
Elite Academic Environment.”
B.
Shaping of Sex-Roles
(September 15 & 17, 2003)
Discussion and Lecture Topics: Sex-Role Socialization from an "Exchange"
(rewards and costs) Perspective (Lynn's Propositions); Socialization to
Tokenism; Conversational Patterns and the Gender Power.
Readings:
Lindsey and Beach: Chapter 5, "Socialization," -see above
Ferguson: (11) Lorber, “Night to His Day: The Social Construction of Gender.”
(12) Messner, “Boyhood Organized Sports, and the Construction of
Masculinities.”
C.
Personal Change & Resocialization
(September 19, 2003)
Discussion and Lecture Topics: Socialization in Organizations; Socialization
throughout the Life-Cycle; Life Course Changes; "Recoveries" and Recovery
Contexts. When do people change? Why do some persons change and other
persons not change?
Readings:
Lindsey and Beach, Ch. 5, "Socialization" - see above
Ferguson: (14) Dyer, “Anybody’s Son Will Do” (resocialization in the military)
IV.
Organizations and Collective Processes
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A.
Small Groups and Networks
(September 22 & 24, 2003)
Discussion and Lecture Topics: Definitions, Concepts and Functions of Primary
vs. Secondary Groups. Leadership, Conformity, and Motivation in Groups.
Helping Behaviors and Group Size.
Readings:
Henslin: Pages 164-183, in Chapter 6, entitled “Groups Within Society.”
Ferguson: (15) Adler and Adler, “Peer Power: Clique Dynamics among School
Children.” (16) Jankowski, “Gang Business: Making Ends Meet.”
Preparatory Review for First Examination: September 24, 2003
FIRST EXAMINATION: SCHEDULED FOR SEPTEMBER 26, 2003
Discussion of Firsts Examination Results: September 29, 2003
B.
Formal and Complex Organizations
(October 1, 3, & 6, 2003)
Discussion and Lecture Topics: Max Weber and the analysis of the evolution
of bureaucracy or rational-legal organizations; Grass Roots as contrasted to
Formal Bureaucracies; Human Service Organizations (Curtis Typology); Types
of Formal Organizations: Expert, Coercive, Bureaucratic, Utilitarian, Charismatic,
and Traditional.
Readings:
Henslin: Chapter 7, “Bureaucracy and Formal Organizations.”
Ferguson: (17) Blee, “Women of the Klan: Organizing 100 Percent American
Women.” (18) Schwalbe, “The Search for Communitas in the Men’s Movement.”
(40) Leidner, “Over the Counter: McDonald’s.” (53) Ritzer, “The
McDonaldization of Society.”
C.
Communities and Cities
(October 8, 2003)
Discussion and Lecture Topics: Industrialization, Specialization, and Impacts
of Transportation on the Changes in the "Community" and the "City." The
Development of U.S. Cities: Commercial, Industrial, Corporate, and World cities.
The "Gentrification Process" and the countering move to small towns with the
increasing use of telecommunications making the home a work place.
Readings
Henslin: Chapter 20, pp. 611-631 on "Urbanization"
V.
Stratification and Inequality
A.
Theories; Comparative Stratification Systems
(October 10, 2003)
Discussion and Lecture Topics: Conservative (stratification is "natural") vs.
Radical (stratification is an "elite construction") theories; Causes: Lenski's
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model based on technological orders of societies; Consequences: who lives
the longest: the poor or the wealthy?
Readings:
Henslin: Chapter 9, “Global Stratification.”
B.
Income and Prestige Inequality
(October 13 & 15, 2003)
Discussion and Lecture Topics: Class vs. Caste systems. Relationships of the
ranks of education, occupation and income. Comparative stratification systems:
internal, emergent processes and externally induced patterns (e.g. introduction
of 1st World Health care into a 3rd World economy).
Readings:
Henslin: Chapter 10, “Social Class in the United States.”
Ferguson: (23) Comhoff, “Who Rules America? The Corporate Community and
the Upper Class.” (24) Oliver and Shapiro, “Black Wealth/White Wealth: A New
Perspective on Racial Inequality.” (25) Gans, “Positive Functions of the
Undeserving Poor.” Edin and Lein, “Making Ends Meet: How Single Mothers
Survive on a Welfare Check.” (39) Wilson, “When Work Disappears: The World
of the New Urban Poor.”
C.
Racial Minorities and Inequality
(October 17, 20, & 22, 2003)
Discussion and Lecture Topics: Prejudice and Discrimination. Ranking systems
by order of appearance in the U.S. The "new" minorities. Who is succeeding?
What is the relative costs of discrimination for various racial and ethnic groups?
Readings:
Henslin: Chapter 12, “Race and Ethnicity.”
Ferguson: (31) DuBois, “The Problem of the Twentieth Century is the Problem
of Race.” (32) Rubin “Is This a White Country, Or What?” (33) Abelmann and
Lie, “Blue Dreams: Korean Americans and the Los Angeles Riots.” (34) Feagin
and Sikes, “Navigating Public Places.”
D.
Gender, Sex-Roles, and Inequality
October 24, 2003
Discussion and Lecture Topics: Concepts and Usages of the language of
Gender. Social vs. Biological explanations (note the recent claims of Pat
Robertson pertaining to the chess abilities of women). Patterns of power and
income by gender. Conservative forces for gendered inequality.
Readings:
Henslin: Chapter 11, “Sex and Gender.”
Ferguson: (27) Risman, “Gender as Structure.” (28) Williams, “The Glass
Escalator: Hidden Advantages for Men in the ‘Female’ Professions.” (29)
Espiritu, “The Racial Construction of Asian American Women and Men.” (30)
McIntosh, “White Privilege and Male Privilege
E.
Age and Inequality
October 27, 2003)
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Discussion and Lecture Topics: Status of aged across different societies.
Changing definitions of age as we have entered the post-industrial era.
Readings:
Henslin: Chapter 13, “The Elderly.”
Additional Coverage & Review for Second Examination: October 29, 2003
SECOND EXAMINATION: SCHEDULED FOR OCTOBER 31, 2003
Discussion of Second Examination Results: November 3, 2003
VI.
Institutions: Patterns of Social Order
A.
The Family
November 5 & 7, 2003
Discussion and Lecture Topics: Definitions and Types of Families within
industrial orders and across societies. Functions of families. Domestic
revolutions: what is real and what is myth about "family values"?
Readings:
Henslin: Chapter 16
Ferguson: (50) Stacey, “Gay and Lesbian Families Are Here.” (51) Collins, “The
Meaning of Motherhood in Black Culture.” (52) Hochschild, “The Time Bind:
When Work Becomes Home and Home Becomes Work.”
B.
Power and Political Institutions
November 10, 2003
Discussion and Lecture Topics: Types of government by societal affluence.
Thesis: The "Power Elite." Question: "Who Rules America?" Recent thesis:
do we now have an "international power elite"?
Readings:
Henslin: Chapter 15, “Politics.” Chapter 14, “The Economy.” The latter chapter
is focused on the transformations of the world order, economically. I interpret
this perspective as a global treatment of power and political institutions.
Ferguson: (35) Mills, “The Power Elite.” (36) Clawson, Neustadtl, and Weller,
“Dollars and Votes: How Business Campaign Contributions Subvert
Democracy.” (37) “The Mass Media as a Power Institution.” (38) Marx and
Engels, “Manifesto of the Communist Party.”
C.
Education and the Social Order
November 12, 2003
Discussion and Lecture Topics: Functions of Education in Societies, especially
in the historical case of the U.S. Public education as a community setting. The
functional inundation of American public education.
Readings:
Henslin: Chapter 17, “Education.”
Ferguson: (47) Dog and Erdoes, “Civilize Them with a Stick.” (48) Cookson and
Persell, “Preparing for Power: Cultural Capital and Curricula in American Elite
boarding Schools.”
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D.
Health and The Social Order.
November 14, 2003
Discussion and Lecture Topics: Ideologies of treatment (e.g. medical model)
and illness ("disease and its metaphors"). Specialization and change.
Readings:
Henslin: Chapter 19, “Medicine.”
Ferguson: (44) Navarro, “Why the U.S. Health Care System Does Not Respond
to People’s Needs.” (45) Davis, “The Rise of the Surgical Fix” (on plastic
surgery). (46) “Illness and Identity (dealing with acute, clinical depression)
NOVEMBER 17, 2003: TERM PAPERS ARE DUE
E.
Religion and the Social Order:
November 17, 2003
Discussion and Lecture Topics: the "Sociology of God." Changes and
continuities in associationalism and orthodoxy.
Readings:
Henslin: Chapter 18, “Religion.”
Ferguson: (41) Weber, “The Protestant Ethic and the Spirit of Capitalism.” (42)
Finke and Stark, “Why ‘Mainline’ Denominations Decline.” (43) Lowney,
“Baring Our Souls: TV Talk Shows and the Religion of Recovery.”
VIII.
Social Tensions and Social Forces Which Alter Social Orders
A.
Population and Ecology
(November 19 & 21, 2003)
Discussion and Lecture Topics: Concepts of Demography. Dynamics: Growth.
Density, Migrations. Ratio's: Sex, Age, Retirement, etc.
Readings:
Henslin: Chapter 20, "Population in Global Perspective" Pp. 597-609.
("Urbanization," discussion in this chapter, is assigned above)
B.
Crime, Deviance, and Social Control
(November 23 , 2003)
Discussion and Lecture Topics: Concepts of "Deviance: variously defined as:
learned, functional, socially produced, an outcome of socialization, and/or
as personally aberrant. Labeling. Which persons go to jail? To prison?
Readings:
Henslin: Chapter 8, “Deviance and Social Control.”
Ferguson: (19) Rosenhan, “Being Sane in Insane Places.” (20) McLorg and Taub,
“Anorexia Nervosa and Bulimia: The Development of Deviant Identities.” (21)
Bourgois, “In Search of Respect: Selling Crack in El Barrio.” (22) Martin and
Hummer, “Fraternities and Rape on Campus.”
Note: November 26 – 29 (Weds, Th. & Fri.) are Thanksgiving Holidays
C.
Collective Behavior and Social Movements:
December 1, 2003
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Discussion and Lecture Topics: Types of Collective Behavior and Movements
(as Collective Behavior). Causes and Outcomes of Movements. "Moral Panics":
Satanic Cults, Missing Children, Hidden Memories, Halloween Atrocities, etc.
Readings:
Henslin: Chapter 21, “Collective Behavior and Social Movements.”
D.
Social and Cultural Change
December 3, 2003
Discussion and Lecture Topics: Population and technology in the First and
Third Worlds. Potential future revolutions. Technological revolutions "information highway." The new that is the old: returning to home to work.
Readings:
Henslin: Chapter 22, “Social Change and the Environment.”
Ferguson: (54) Kanagy and Kraybill, “How Will the Internet Change Society?
(55) Greider, “One World, Ready or Not: The Manic Logic of Global
Capitalism.” (56) Johnson, “What Can We Do? Becoming Part of the Solution.”
Dec. 5, 2003: Last Day and Review for Third or Final Examination
FRIDAY, DECEMBER 12, 2003, 11 - 2 P.M.: FINAL EXAMINATION
POLICIES AND PROCEDURES
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1.
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3.
4.
5.
6.
Student-Professor Communications: My Office Hours for Fall Semester, 2003, are MW-F, 1:30 – 3:00, and by arrangement. Every attempt is made to see or communicate
with students. Because of the large percent of students at UH who work, I invite office
calls – 713-743-3951 – and email communications – rcurtis@uh.edu.
Exams
A.
Each exam will have 50+ questions; four options (A,B,C.D), in sentence form.
B.
Cover one-third (1/3) of the course for each exam. Final is non-cumulative.
C.
Make-Up Exams: given only under extenuating circumstances. No early exams.
Attendances, Registration, and Participation
A.
Regular, consistent and committed attendance are necessary for a good grade.
B.
Important: Continual, unexcused tardiness is disrupting and will not be tolerated.
Class Handouts: are distributed throughout the course. In the event of absence, you
will need to arrange to obtain these materials from a member of the class.
Reading Materials: consist of approximately 900 total pages or 15 pages per day, M-F.
Grade Distributions: 90-100=A, 88-89=B, 70-70=C, 60-69=D, and below 60=F.
A Term Paper is Required: The purpose and content are to be centered on your role as a
participant observer in a group or organization. In essence, your paper is a report of your
ongoing, nonobtrusive research in a group or organization of which you hafve been a
member or a close observer. In essence, you are reporting a “research case” (e.g. a small
work group, your family, etc.) in which you have already gathered the data.
A.
I suggest two different strategies (or a combination of them), below.
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Strategy One: elaborate changes for one specific dimension: – e.g.
leaders; addition(s) or loss(s) of member(s) (e.g. death of a family
member); external attacks, geographical moves; procedural changes (new
rules at a bank or restaurant, etc.) – and document these changes impacted
on the group(s).
Strategy Two: a comparative organization analysis. Examples: two
sororities; two different athletic teams; two work organizations; two or
more families.
B.
Important analytical tools for your paper will be the variables covered in the
discussions and readings on groups and organizations, especially the handout on
bureaucratic vs. non-bureaucratic organizations. These dimensions are:
authority (the types of leadership - autocratic, democratic, laissez faire), -rules (Few? Many?), controls (How are persons expected or forced to
conform?)
social relations (personal or impersonal?)
recruitment and advancement (Was it non-personal or was it personal as is
the case in a family owned business?)
incentive or reward structure, stratification (the ranks and status of
persons)
and role specialization (Were the role performances clear or vague?)
size or changing size: effects of member decline & growth; differences
between larger and smaller organizations.
C.
Examples from previous papers: a student's own family (especially
before and after a divorce or some other change), a student's observations of
someone else's family, a restaurant, a bank, a summer camp, a scuba diving
group; a high school clique; a friendship group spanning several years.
D.
Note: I grade all papers. Failure to do your own work will result in an "F" on the
paper, an "F" in the course, and referral for potential suspension.
E.
A minimum length would be seven (7), double spaced pages, prepared on PC
or a typewriter. Most “B” and “A” papers are 10 or more pages. No handwritten
copies. No binders or covers. Prepare a cover page: name, name of course,
instructor, title of paper, identifiers (SS#, etc.) of the author, etc. Retain a backup
copy for your own records: papers not in hand are treated as papers NEVER
submitted.
F.
Format style: American Sociological Association (ASA): obtain style sheets from
major journals (American Sociological Review, etc.), library, or ASA web site.
Due date: November 17, 2003. Late papers will not be accepted with exception of
documented, extenuating circumstances.
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G.