SC001.01-Introduction to Sociology
Spring 2014
Instructor: Emily Barko
Email: barkoe@bc.edu
Office: McGuinn 410A
Office Hours: Fri: 4-6 p.m. and by appointment
Cell Phone: 508.736.9468
Campus Mail: Box #20/Barko, 410A McGuinn
Class Email: SC00101S@bc.edu
Classroom and Time: Stokes 133S: Monday, Wednesday and Friday, 3:00-3:50 p.m.
“None are more hopelessly enslaved than those who falsely believe they are free.” –Johann Wolfgang von Goethe
"All good education does two things at the same time: it conserves the best of what we know and it questions the best of
what we know in case we were wrong." –Richard Hersh
“The sociological imagination enables us to grasp history and biography and the relations between the two within
society. That is its task and its promise.” –C. Wright Mills
COURSE CONCENTRATION
This course offers an introduction to a number of origins, perspectives, basic principles and tool concepts of
sociology with application to studies of societies and cultures deemed “American”—while simultaneously keeping a
broader global network in the periphery of our “American” lens in attention. Through critical and creative thinking
and sociologically sophisticated analyses, we will explore how (seeming) dichotomies of: structure and agency;
freedom and constraint; self and society; and individuals and institutions are not separate and static, but instead in
constant temporal and contextual communication and negotiation.
Some key topics explored in focusing a variety of sociological perspectives will include: the self and interaction;
cultural capital and consumption; social stratification and myths of meritocracy; social de/constructions of
identity; dis/ability; health and illness; epigenetics and the environment; violence; social institutions as sites of
everyday life; crime and justice; deviance and social control; activism; and social change.
The two themes that are emphasized throughout the course include the following:
1) understanding and applying a Sociological Imagination at the level of individuals, interactions, and institutions;
2) the importance of grasping an introduction to sociology while utilizing a Critical Race Feminist lens in exploring
how conceptions of self and society always intersect one’s positionality, (i.e. social position/location), e.g. as
influenced by race, class, gender, sexuality, nation—and one’s personal biography within history at large.
I. Perennial Questions:
In echoing the work of C. Wright Mills’ “promise” and noting how “[n]o social study that does not come back to the
problems of biography, of history and of their intersections within a society has completed its intellectual journey[,]”
we will continually explore the following Millsian inquiries: 1. What is the structure of this particular society as a
whole? 2. Where does this society stand in human history? 3. What varieties of men and women now prevail in this
society and in this period?
Indeed, this course will likewise emphasize some of the subsequent guiding questions: Is society and/or culture
shaped by nature, nurture, or both? How/are all wo/men created equal as self-evident truth? Is social in/equality
inevitable? Are we all equally free and/or constrained? What is meritocracy? What is “The American Dream?”
How is the personal also political? What do race, class, gender, and sexuality tell us about power relationships in
society? How do we perform or “do” “American” culture at individual, interactional and institutional levels?
How/is change possible? How do “life choices” and “life chances” alongside conceptions of “troubles” verses
“issues” matter? Who does/not benefit from change and/or greater social in/equality?
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A Critical Race Feminist Lens:
To help interrogate these topics and questions, this course will additionally be shaped by four central themes from
critical race feminism (CRF), which assert the following:
1) Social Identities are historically and culturally specific and change over time.
2) Race, class, gender, and sexuality are not separate identities that are easily distinguishable from one another.
These social identities intersect and reinforce each other. For example, once cannot talk about race without examining
its implications for gender and vice versa.
3) CRF acknowledges the importance of laws, policies and institutions in the perpetuation of inequality.
4) Finally, CRF is skeptical of concepts such as objectivity, neutrality and meritocracy. Therefore, ideas of equality
must be critically examined.
II. Historical Perspective:
In one of the first assigned readings, sociologist C. Wright Mills outlines the “sociological imagination,” which
highlights the connections between history, social structure and personal biography. This course nurtures the
sociological imagination through its socio-historical foundation, its emphasis on multiple perspectives, and an
examination on how history and social structures converge to impinge on the life chances (and influence life
choices) of different categorizations/constructed factions of people.
Further, given the broad topical scope of a course introducing the discipline and practice of sociology, we will
always situate our themes and discussions in historical context. Likewise, this course underscores how our
understandings of ourselves and our individual identities, shared relationships, societies, structures and institutions
are inescapably political, situational, socio-cultural and temporal—thus always inseparable (in construction and
connotation) from other social identity categories, (e.g. race, class, gender, sexuality, nationality, dis/ability, age,
and so forth).
Notably, we will grapple with the extent to which biological and socio-cultural re/definitions of self and society
de/stabilize taken-for-granted assumptions about ostensibly innate and fixed categories, particularly as bolstered and
re/inscribed by social “facts” that we take to be Real.
III. Methodology:
Methodologies are the theories that are used to guide research. The course materials are purposely eclectic and draw
from a wide range of sources and methods. We will utilize the work of both “positivist” scholars who often obtain
quantitative data from social surveys and controlled experiments as well as more “interpretive” researchers who
frequently derive qualitative data from fieldwork and interviewing.
Moreover, we will discuss the strengths and weaknesses of particular methodologies, alongside the socio-cultural
politics at work that influence how “we” determine such demarcations (between “strong” and “weak” scientific and
social scientific methodologies), and why. We will explore how and why “we” determine particular forms of
research and corresponding metrics to confer strong or weak measures of validity and/or reliability—and
simultaneously, entertain how we might take for granted the “Truth” of research science more broadly.
Subsequently, alongside our more mainstream academic sources, as often prescriptive and more privileged within
the academy, we will simultaneously consider less-traditional social science informed research and related topics of
inquiry, as based in creative arts, literary, and popular cultural venues—as unexpected origins for social justice
movement, and as channels to potentially more subversive and expansive styles and compositions of both authorship
and audience.
IV. Cultural Diversity:
In echoing the sentiments of Dr. Martin Luther King Jr. (1963): “Injustice anywhere is a threat to justice
everywhere,” attention to cultural diversity will be a salient feature of this course. We will discuss a range of
geographical, racial and ethnic groups and their relationships to self, society and power—with heightened attention
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to how categories both stabilize and destabilize other categories. For instance, we will consider how historically
social categories (e.g. identities and institutions) are always mutable. (E.g. if all “men” are created equally—who
does/not constitute man/men? How do race, class, gender and sexuality matter in these identity re/constructions
and/or justifications for in/equality?)
Likewise, we will constantly be mindful of how all “Americans,” and/or individuals at large, have not and do not
experience in/equality in the same ways, neither historically nor contemporarily. We will always be looking at
similarities and distinctions within and across groups, while always interrogating seemingly monolithic groups of
Americans and conceptions of American society as ubiquitous, unchanging and Real.
V. Writing Component:
There is a strong writing requirement in this course. Throughout the semester you will be compelled to use your
“sociological imagination” through the completion of three exams, (including a take-home midterm essay exam)—
in tandem with regular in-class writing reflections, assignments, unannounced quizzes, and through the optional
written participation “Connections Portfolio,” where you will include weekly critical and analytical, sociologically
strong and “imaginative” written responses to the readings of the week.
Self-designed writing components presented to and approved by me, as part of your participation grade, will also
be considered.
VI. Creating a Personal Philosophy:
Introduction to Sociology, (SC00104), will encourage you to utilize your sociological imagination in developing a
personal philosophy that urges you to see connections between individuals and structures through a quality of mind
where it becomes essential to grasp the interplay of individuals and society, of biography and history, and of self and
the world (Mills 1959). Moreover, this course will challenge you to critically examine yourself within social
order/s, as well as entertain the following inquiries: how you benefit from and/or are oppressed by your social
location; your ideas of self, freedom and social justice; your vision for yourself and society in the future; and the
best ways to realize that vision considering the very Real/ “real” social constraints that bind us all, (albeit unevenly).
Likewise, we will consider the extents to which we may dis/agree with “The Thomas Theorem” (1928), which
states, that “If [wo]men define situations as real, they are real in their consequences.” As such, how/do we know
what is/not Real? Who gets to decide? Who does not get to decide?
Taken all together, my hope is that our time together will encourage working for the betterment of humankind in
both theory and practice, and within and across academic and activist arenas. Subsequently, from a more culturally
competent standpoint, informed by a sociological imagination, and as nuanced by gender, race, class, sexuality and
so forth, many of us might discover we have been forced (or further forced) out of a social somnambulism of sorts,
as we better awaken to the reverberations of social inequality in micro, meso and macro arenas in our everyday
lives—with fastidious focus on myths of meritocracy and corollary perpetuations of inequality as dependent upon
hegemonic scripts of “‘The’ American Dream.”
VII. Course Expectations and Evaluation:
1) Class participation comprises 25% of your overall grade.
This is a reading and participation intensive course. If you miss a class, you are responsible for getting notes from
a classmate. Readings are due on the date they are listed. Come to class ready to discuss them.
A strong participation grade includes the following: regular and engaged class participation in lectures, “current
events,” small and large group discussions, in-class writing assignments, short written reflections assigned alongside
course readings TBA, and unannounced in-class quizzes.
The Connections Portfolio option may also be completed to bolster your participation grade. A “Connections
Portfolio,” as another venue to show that you are actively engaged with the course readings and classes, will be an
ongoing assignment that you work on, as you incorporate critical analyses of and reflections on the readings, both
separately and taken together. Furthermore, alongside more traditional writing responses, (e.g. essay format, article
response)—less traditional forms (that highlight personal creativity and application), used to illuminate your
engagement with the course, are also greatly encouraged. (E.g. you might incorporate connections to: current events,
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popular culture, everyday activities and/or events at Boston College, art, advertisements, music lyrics, newspaper
clippings, Facebook exchanges and so forth.) The strongest Connections Portfolios will include a moderate balance
between more and less traditional response formats. More specific components, suggestions and expectations for the
“Connections Portfolio” are further detailed in an addendum at the end of the syllabus.
Please come and make an appointment by the end of Week Three (through Friday, January 31st) if you are
considering the Connections Portfolio option.
In addition, alternate proposals for class participation credit, as well as exam credit, particularly via evaluative
paradigms that you estimate to be more valid measures of your knowledge and engagement with the course material,
will be considered at your request. However, do come see me to propose/discuss available options early in the
semester.)
Finally, please be aware that within class discussions there can be a tendency to over-generalize one’s own personal
experiences to the overall population. This tendency is especially striking in courses that address gender, race, and
identity politics in general. These topics seem to elicit statements such as: “Well, where I’m from it’s not like that”
or “That’s not my experience, so that’s not true.” However, keep in mind that one’s own experience alone does not
create and/or debunk socio-cultural trends at large. Consequently, and once more, this course is positioned firmly in
C. Wright Mills’ “sociological imagination,” which highlights the connections between history, social structure, and
personal biography—and relationships between (personal) ‘troubles’ and (public) ‘issues.’ Class participation
should do so as well.
2) Three writing intensive, essay and/or short-answer based exams will comprise 75% of your grade.
Exam One is worth 25% of your grade.
Exam Two, (or your Midterm Exam), is worth 25% of your grade.
Exam Three, (or your Final Exam), is worth 25% of your grade.
o Note: you will have the choice to complete two comprehensive take-home essay exams and one
short- answer based in-class exam OR two short-answer based in-class exams and one
comprehensive take-home essay exam.
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Grading Overview and Due Dates:
I. Class Participation (and writing) = 25%: including attendance and participation; quizzes; short writing assignments (in-class
and outside of class); group activities. Students may also choose to undertake the optional written participation/reflection
elective via the “Connections Portfolio” assignment.
*Please note: initial appointments to discuss the Connections Portfolio option should be made by Jan. 31st (Fri). Final
Portfolios are due April 28th (Mon); (see the end of syllabus for further details).
II. Exam One (in class) = 25% : Date: Feb. 21st (Fri).
III. Exam Two/Midterm Exam = 25%: Take-home Essay; Distributed on Mar. 14th (Fri) and Due on Mar. 31st (Mon)
IV. Exam Three/Final Exam (in class) = 25%: Date: May 8th (Wed.) 12:30pm.
-------------------------------------------------------------------------Total Score: 25% + 25% + 25% + 25% = 100%
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IIX. Academic Integrity:
Academic integrity is a standard of utmost importance in this course. Guidelines for academic integrity in written
work are posted on the Boston College website at: http://www.bc.edu/schools/cas/polisci/integrity.html
If you have any questions pertaining to the academic integrity guidelines, please come and talk with me for
clarification. If you are caught violating Boston College’s policies on academic integrity, you will receive a failing
grade for the assignment and the appropriate Dean will be notified in accordance to the rules set forth by Boston
College.
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IX. Disability Statement:
Boston College is committed to providing reasonable accommodations and integrated access for students with
disabilities to all available academic, social, and recreational programs and activities. Appropriate support and
referral services are provided by the Disability Services Office, which serves students with hearing, visual, mobility,
medical, and psychiatric disabilities.
If you are a student with a documented disability seeking reasonable accommodations in this course, please contact
Kathy Duggan, (617) 552-8093, dugganka@bc.edu, at the Connors Family Learning Center regarding learning
disabilities and ADHD, or Paulette Durrett, (617) 552-3470, paulette.durrett@bc.edu, in the Disability Services
Office regarding all other types of disabilities, including temporary disabilities. Advance notice and appropriate
documentation are required for accommodations.
X. The Classroom as a Safe Space/Ally:
Please note: Introduction to Sociology, SC001.01 is a welcoming, supportive and safe environment for
lesbian, gay, bisexual, transgender, transsexual, queer, and questioning (LGBTQ) students.
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XI. Required Readings:
1) *Ferris, Kerry and Jill Stein. 2012. The Real World: An Introduction to Sociology, 3rd Edition. New York: W.
W. Norton & Company.
2) *Karp, David. 1996. Speaking of Sadness: Depression, Disconnection, and the Meanings of Illness. New
York: Oxford University Press.
3) *Leavy, Patricia. 2013. American Circumstance, Rotterdam, Netherlands: Sense Publishers
4) *Sternheimer, Karen. 2010. Everyday Sociology Reader. New York: W.W. Norton & Company.
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In addition, please note the following:
1) Required Readings (books): these readings (listed above) are denoted with an asterisk * in the syllabus.
 These books will be available for purchase through the Boston College bookstore, as well as available
through library loan. Some sections from these books are also available through course reserve.
2) Course Reserves (articles): these readings can be obtained from Ereserve/Course Reserve or through general
online access as specified below:
 To access e-reserve readings: 1) go to the libraries course reserve sign-in page:
https://libauth.bc.edu/cas/login?service=https%3A%2F%2Flibauth.bc.edu%2FAerie%2FAerie.do%3Fservi
ce%3Dmyschedule; and 2) after logging in with your username and password, you should be able to search
for our course reserves through either my last name, “Barko,” or through our Course Number/ID:
SC.001.01.
 These readings will be denoted by the phrase “COURSE RESERVE” in the syllabus.
3) Online Access (general worldwide web): There are several sources that you are asked to obtain from the
worldwide web; for these articles the syllabus will note that these can be “Accessed Online,” and will include the
hyperlink to the article.
4) Finally, please note that the instructor reserves the right to incorporate and/or modify reading assignments
throughout the course.
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XII. Reading Schedule:
***Week 1: Introduction to the Course; The Sociological Imagination ***
Jan. 13 (Mon.): First Day of Class; Introduction to the course and to the syllabus.
Jan. 15 (Wed): Kenneth Gould and Tammy Lewis. 2014. Chapter 1: “The Sociological Imagination,” Pp.3-16
(chapter excerpt), in Ten Lessons in Introductory Sociology by Gould and Lewis. COURSE RESERVE.
AND
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Mary Rose Fissinger. 2013. “Female BC Students Report Lower Self-Confidence When Leaving College.” The
Heights. (February 25, 2013). Accessed Online: http://www.bcheights.com/news/female-bc-students-report-lowerself-confidence-when-leaving-college-1.2998110
Jan. 17 (Fri): Karen Sternheimer, Chapter 1: “Thinking Sociologically and Doing Sociology,” Pp.1-15. *
AND
Horace Miner. 1956. “Body Ritual Among the Nacirema.” American Anthropologist. Pp.503-507. Accessed Online:
http://personal-pages.lvc.edu/sayers/miner_nacirema.pdf
***Week 2: The Sociological Imagination (continued); and Self and Interaction***
Jan. 20 (Mon): NO CLASS; (MLK Day)
Jan. 22 (Wed.): Stella M. Čapek. 2014. Chapter 3: “Socialization and Culture,” Pp. 57-76 (chapter excerpt), in Ten
Lessons in Introductory Sociology by Kenneth Gould and Tammy Lewis. COURSE RESERVE.
AND
Timothy Burke and Jack Simon Davis. 2013. “Manti Te’o’s Dead Girlfriend, The Most Heartbreaking And
Inspirational Story of the College Football Season, Is a Hoax.” Deadspin. Accessed Online:
http://deadspin.com/manti-teos-dead-girlfriend-the-most-heartbreaking-an-5976517.
Jan. 24 (Fri.): In Karen Sternheimer, Chapter 3: “Self and Interaction,” Pp. 47-77. *
***Week 3: Cultural Capital: Conspicuous (and Inconspicuous) Consumption***
Jan. 27 (Mon): In Karen Sternheimer, Chapter 2: “Culture, Consumption, and Media,” Pp. 25-43. *
AND
Jessica Valenti. 2012. “The Upside of Ugly.” The Nation. Accessed Online:
http://www.thenation.com/blog/169208/upside-ugly#
Jan. 29 (Wed.): FOCUS GROUP STUDY (in-class); no new assigned reading for today.
Please Note: this focus group study will surround “research methodologies in conjunction with collecting data on the
campus culture regarding sexual violence.” (An alternate assignment can be completed for any student who does not
feel comfortable participating in this study. We will discuss this as a group in advance.)
Jan. 31 (Fri): Peggy McIntosh. 1998. “White Privilege: Unpacking the Invisible Knapsack,” Pp. 1-4. Accessed
Online: http://karenhousecw.org/documents/UndoingRacismWhitePrivilege.pdf
AND
John Larew. 1991. “Why are Droves of Unqualified, Unprepared Students Getting into our Top Colleges? Because
their Dads are Alumni.” The Washington Monthly. Pp.10-15. Accessed Online:
http://www.unz.org/Pub/WashingtonMonthly-1991jun-00010
***Week 4: Further Unpacking Privilege and Myths of Meritocracy: Class, Gender and Sexuality***
Feb. 3 (Mon): In Kerry Ferris and Jill Stein, Chapter 7: “Social Class: The Structure of Inequality,”
Pp. 185-216. *
AND
In Ferris and Stein, Chapter 9, “Constructing Gender and Sexuality,” Pp. 247-277. *
Feb. 5 (Wed): Stephanie Coontz, 2012. “The Myth of the Male Decline.” The New York Times. Accessed Online:
http://www.nytimes.com/2012/09/30/opinion/sunday/the-myth-of-male-decline.html
AND
Suzanne Venker. 2012. “The War on Men.” Fox News. Accessed Online:
http://www.nytimes.com/2012/09/30/opinion/sunday/the-myth-of-male-decline.html.
Feb. 7 (Fri): In Karen Sternheimer, Chapter 7: “Gender and Sexuality,” Pp. 173-202.*
AND
Ruth Padawer. 2012. “What’s So Bad About a Boy Who Wants to Wear a Dress.” The New York Times. Accessed
Online: http://www.nytimes.com/2012/08/12/magazine/whats-so-bad-about-a-boy-who-wants-to-wear-a-dress.html
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***Week 5: Social De/constructions of Race and Ethnicity***
Feb. 10 (Mon): Prudence Carter. 2003. “‘Black Cultural Capital, Status Positioning, and Schooling Conflicts for
Low-Income African American Youth.” Social Problems. Pp. 136-152. Accessed Online:
http://www.stanford.edu/group/scspi/_media/pdf/Reference%20Media/Carter_2003_Education.pdf
AND
Motoko Rich. 2012. “For Young Latino Readers, an Image Is Missing.” The New York Times. Accessed
Online: http://www.nytimes.com/2012/12/05/education/young-latino-students-dont-see-themselves-in-books.html
Feb. 12 (Wed): in Karen Sternheimer, Chapter 8: “Race and Ethnicity,” Pp. 209-236.*
AND
Carolyn Chen. 2012. “Asians: Too Smart for Their Own Good?” The New York Times. Accessed Online:
http://www.nytimes.com/2012/12/20/opinion/asians-too-smart-for-their-own-good.html
Feb. 14 (Fri): in Kerry Ferris and Jill Stein, Chapter 8, “Race and Ethnicity as Lived Experience,” Pp. 222-244.*
AND
Charles A. Gallagher. 2011. “Miscounting Race: Explaining Whites’ Misperception of Racial Group Size.” (The
Research Craft, Chapter 5), The Practical Skeptic: Readings in Sociology, 5th Edition. Pp. 35-49. COURSE
RESERVE.
***Week 6: “American Circumstance”; Intersectionality; and Arts Based Research ***
Feb. 17 (Mon): Patricia Leavy. 2013. American Circumstance (Part One), Pp. 1-68.*
AND
General Course Review for Friday (2/21) exam; bring your questions to class.
Feb. 19 (Wed): (No new reading assigned); Exam One Review continued.
AND
Optional In-class survey/course feedback, time-permitting.
Feb. 21 (Fri): ~EXAM ONE~ (in class).
***Week 7: Continued“American Circumstance; Intersectionality; and Arts Based Research;
& BeginHealth and Illness: Mind, Body, Culture and Environment***
Feb. 24 (Mon): Patricia Leavy. 2013. American Circumstance (Part Two), Pp. 71-149.*
[Note: we will be skyping with author, Dr. Patricia Leavy in class.
Please bring discussion questions to class.
Feb. 26 (Wed): In Kerry Ferris and Jill Stein, Chapter 14: “Health and Illness,” Pp. 411-435.*
AND
Martha Rosenberg. 2012. “Former FDA Reviewer Speaks Out About Intimidation, Retaliation and Marginalizing of
Safety.” Truthout. Accessed Online: http://truth-out.org/news/item/10524-former-fda-reviewer-speaks-out-aboutintimidation-retaliation-and-marginalizing-of-safety
Feb. 28 (Fri): Carrie Arnold. 2012. “Is Anorexia Caused by Runway Culture? New Science Says No.” Slate.
Accessed Online:
http://www.slate.com/articles/health_and_science/medical_examiner/2012/09/what_causes_anorexia_and_bulimia_ne
w_eating_disorder_research_says_it_s_not_a_cultural_disease_.html
AND
Patricia Kozicka. 2013. “A decade after Barb Tarbox’s death, her anti-smoking legacy lives on.” Global News
Canada. Accessed Online:
http://globalnews.ca/news/569896/a-decade-after-barb-tarboxs-death-her-anti-smoking-legacy-lives-on/
***Week 8: Spring Break: No Classes
Mar. 3 (Mon): NO CLASS
Mar. 5 (Wed): NO CLASS
Mar. 7 (Fri): NO CLASS
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***Week 9: ContinuedHealth and Illness: Mind, Body, Culture and Environment; & Begin “Speaking of Sadness”:
Individual, Interactional, and Institutional Intersections***
Mar. 10 (Mon.): Steve Kroll-Smith, Phil Brown, and Valerie J. Gunter. 2000. “Introduction: Environments and
Diseases in a Postnatural World” Pp.1-6. Illness and the Environment: A Reader in Contested Medicine. COURSE
RESERVE.
AND
Phil Brown, Steve Kroll-Smith, and Valerie J. Gunter. 2000. Chapter 1: “Knowledge, Citizens and Organizations:
An Overview of Environments, Diseases, and Social Conflict.” Pp.9-25. Illness and the Environment: A Reader in
Contested Medicine. COURSE RESERVE.
Mar. 12 (Wed): In David Karp, Chapters 1 & 2, “Living With Depression” and “The Dialectics of Depression,”
Pp.3-49, Speaking of Sadness. *
Mar. 14 (Fri):  In David Karp, Chapters 3: “Illness and Identity” Pp. 50-77 and Chapter 4: “The Meanings of
Medication,” Pp. 78-103, in Speaking of Sadness *
AND
Distribution of Exam #2: Take-home Sociological Autobiographical Essay; Due Monday, March 31st.
***Week 10: De/constructing and Re/constructing Violence***
Mar. 17 (Mon.): D.L. Rosenhan. 1973. “On Being Sane in Insane Places.” The Practical Skeptic: Readings in
Sociology, 5th Edition. (2011). Pp. 276-283. COURSE RESERVE.
AND
Richard Friedman. 2012. “In Gun Debate, a Misguided Focus on Mental Illness.” The New York Times. Accessed
Online: http://www.nytimes.com/2012/12/18/health/a-misguided-focus-on-mental-illness-in-gun-control-debate.html
Mar. 19 (Wed): In Karen Sternheimer, Chapter 6: “Stratification,” Pp. 133-170. *
AND
Frank Bruni. 2012. “Pro Football’s Violent Toll.” The New York Times. Accessed Online:
http://www.nytimes.com/2012/12/04/opinion/bruni-pro-footballs-violent-toll.html
Mar. 21 (Fri): Darcia Narvaez. 2011. “Circumcision Ethics and Economics.” Psychology Today. Accessed
Online:
http://www.psychologytoday.com/blog/moral-landscapes/201109/circumcision-ethics-and-economics
AND
David Dobbs. 2013. “Clues in the Cycle of Suicide.” The New York Times. Accessed Online:
http://well.blogs.nytimes.com/2013/06/24/clues-in-the-cycle-of-suicide/?partner=rss&emc=rss&_r=0
***Week 11: Social Institutions; Stratifications of Justice***
Mar. 24 (Mon.): In Karen Sternheimer, Chapter 5: “Crime and Deviance.” Pp. 105-132. *
AND
Ta-Nehesi Coates. 2013. “Trayvon Martin and the Irony of American Justice.” The Atlantic. Accessed Online:
http://www.theatlantic.com/national/archive/2013/07/trayvon-martin-and-the-irony-of-american-justice/277782/
Mar. 26 (Wed.): Lisa Bloom. 2013. “We’re Obsessed When it’s White Women in Trouble.” CNN. Accessed
Online: http://www.cnn.com/2013/05/09/opinion/bloom-women-peril-coverage
AND
Suzy Lee Weis. 2013. “To (All) the Colleges that Rejected Me: If only I had a tiger mom or started a fake charity.” The
Wall Street Journal. Accessed Online:
http://online.wsj.com/news/articles/SB10001424127887324000704578390340064578654
Mar. 28 (Fri): Emile Durkheim. (1895, 1938 trans.) “The Normality of Crime.” The Practical Skeptic: Readings in
Sociology, 5th Edition (2011). Pp. 262-263. COURSE RESERVE.
AND
Graham Bowley. 2012. “Afghan Prosecutor Faces Criticism for Her Pursuit of ‘Moral Crimes.’” The New York
Times. Accessed Online: http://www.nytimes.com/2012/12/29/world/asia/afghan-prosecutor-faces-attacks-over-herpursuit-of-moral-crimes.html
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***Week 12: Examining Social Institutions as Sites of Everyday Life***
Mar. 31 (Mon): In Karen Sternheimer, Chapter 9: “Social Institutions,” Pp. 243-261 (only). *
AND
~Exam #2: Due In-Class Today~
April. 2 (Wed): In Kerry Ferris and Jill Stein. Chapter 10: “The Macro-Micro Link in Social Institutions: Politics,
Education and Religion. Pp. 286-319. *
AND
Melinda Henneberger. 2012. “Why I won’t be cheering for old Notre Dame.” The Washington
Post. Accessed Online: http://www.washingtonpost.com/blogs/she-the-people/wp/2012/12/04/why-i-wont-becheering-for-old-notre-dame/
April. 4 (Fri): Elizabeth A. Armstrong, Laura Hamilton, and Brian Sweeny. 2006. “Sexual Assault on Campus:
A Multilevel, Integrative Approach to Party Rape.” Accessed Online: http://wwwpersonal.umich.edu/~elarmstr/publications/Armstrong%20Hamilton%20and%20Sweeney%202006.pdf
***Week 13: ContinuedExamining Social Institutions as Sites of Everyday Life***
April. 7 (Mon.): James Loewen. 2011. “The Land of Opportunity.” The Practical Skeptic: Readings in Sociology,
5th Edition. Pp. 317-326. COURSE RESERVE.
AND
Jason DeParle. 2012. “For Poor, Leap to College Often Ends in a Hard Fall.” The New York Times.
Accessed Online: http://www.nytimes.com/2012/12/23/education/poor-students-struggle-as-class-plays-a-greater-rolein-success.html
April. 9 (Wed): Bridget O’Donnell. 2012. “Shanghai Metro tells sexily-dressed female passengers to expect
harassment.” Shanghiist. Accessed Online:
http://shanghaiist.com/2012/06/26/shanghai_metro_to_scantily_clad_wom.php
AND
Erik Eckholm. 2012. “Gay ‘Conversion Therapy’ Faces Tests in Court.” The New York Times. Accessed
Online: http://www.nytimes.com/2012/11/28/us/gay-conversion-therapy-faces-tests-in-courts.html
April 11 (Fri): Connor Ryan. 2013. “‘Joke’ Rape Confession Rocks Boston College.” USA Today. Accessed
Online: http://www.usatoday.com/story/news/nation/2013/10/03/bc-sexual-assault-confessions/2917835/
AND
Yasmin B. Kafai, Deborah A. Fields and Melissa S. Cook. 2010. “Your Second Selves: Player-Designed Avatars.
Games and Culture 5(1):23-42. Accessed Online: http://gac.sagepub.com/content/5/1/23
***Week 14: Social Change***
April 14 (Mon.): In Kerry Ferris and Jill Stein, Chapter 16: “Social Change: Looking Toward Tomorrow.”
Pp.484-505. *
AND
Joseph P. Shapiro. 1995. “The New Civil Rights: The Americans With Disabilities Act has unlocked the
door; now it's time to open it.” Accessed Online:
http://www.disabilityculture.org/course/article3.htm
April 16 (Wed): Randall Collins. 1998. “The Sociological Eye and Its Blinders.” The Practical Skeptic: Readings
in Sociology, 5th Edition (2011). Pp. 397-403. COURSE RESERVE.
AND
The Editorial Board (NYT). 2014. “The Civil Rights of Children.” The New York Times. Accessed Online:
http://www.nytimes.com/2014/01/12/opinion/sunday/the-civil-rights-ofchildren.html?rref=opinion&module=Ribbon&version=context&region=Header&action=click&contentCollection=Opi
nion&pgtype=article
April 18 (Fri): Allan G. Johnson. 1997. “What Can We Do? Becoming Part of the Solution: Social Strategies to
Deal with Privilege and Oppression.” Mapping the Social Landscape: Readings in Sociology, 6th Edition (2012). Ed.
Susan J. Ferguson. Pp. 649-660. COURSE RESERVE.
AND
Gloria Steinem. 1986. “If Men Could Menstruate” Steinem, Gloria. "If Men Could Menstruate." Everyday Acts of
Rebellion. Accessed Online: http://www.haverford.edu/psych/ddavis/p109g/steinem.menstruate.html
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***Week 15: Social Change: (continued)***
April 21(Mon): No Class; Patriots Day
April. 23 (Wed): Alina Tugend. 2014. “In Life and Business: Learning to be Ethical.” The New York Times.
Accessed Online: http://www.nytimes.com/2014/01/11/your-money/in-life-and-business-learning-to-beethical.html?action=click&contentCollection=Opinion&module=MostEmailed&version=Full&region=Marginalia&src
=me&pgtype=article
AND
Alaistair Leithead. 2011. “Stanford Prison Experiment Continues to Shock.” BBC News. Accessed Online:
http://www.bbc.co.uk/news/world-us-canada-14564182
April. 25 (Fri): Hillary Rodham Clinton. 2011. “Remarks in Recognition of International Human Rights Day.”
U.S. Department of State: Diplomacy in Action. Accessed Online:
http://www.state.gov/secretary/20092013clinton/rm/2011/12/178368.htm
***Week 16: Class Conclusions***
April 28 (Mon): No new readings; Course Review/Course Catch-up.
AND
 ~“Connections Portfolios”/Participation Portfolios are Due Today.~
April 30 (Wed): Last Day of Class; Class Wrap-Up and Final Exam Review.
~FINAL EXAMINATION~ May 8th (Wednesday), 12:30p: Cumulative In-Class Final Exam.
*********************************************************************************************************************
The Connections Portfolio, Further Addendum
*********************************************************************************************************************
From the Syllabus:
A “Connections Portfolio,” as another venue to show that you are actively engaged with the course readings and classes, will be an ongoing
assignment that you work on, as you incorporate critical analyses of and reflections on the readings, both separately and taken together.
Moreover, alongside more traditional writing responses, (e.g. essay format, article response)—less traditional forms (that highlight personal
creativity and application), used to illuminate your engagement with the course, are also greatly encouraged. (E.g. you might incorporate
connections to current events, popular culture, everyday activities and/or events at Boston College, art, advertisements, music lyrics, newspaper
clippings, Facebook exchanges and so forth.) A strong Connections Portfolio will include a moderate balance between more and less traditional
response formats.
Number of Entries:
Aim to write one to three entries per week, with one serving as an ideal minimum if you are using the Portfolio as a large portion of your
participation grade. However, both quality and quantity will be considered, with greater emphasis on the former.


Note that an entry should be in response to the readings assigned for the day.
Notwithstanding, you are welcome (and encouraged) to include and connect previous readings to a present class day response;
however, the central attention for the current entry should surround at least one of the readings assigned for that day.
I. Responses: Traditional Type:
Traditional Responses likely echo reflection responses you have submitted in your other classes.

For example, you might use the following criteria: (a) an introduction that distinctly states your topic and why it is important; (b)
responses should have a logical flow with supporting evidence from the readings and lecture; (c) a succinct critique of the pertinent
issues; (d) and all papers should be typed (12pt), double spaced, numbered and stapled.
Note: Your overarching aim should be on providing some kind of critical analysis, NOT simply a summary of what the author states.
Further note: the above is just ONE example of a traditional response format. The above criteria are used as an example for a two-page
response paper (from a different course). You might, instead, prefer to write a shorter—or—longer response. The style of your paper can also
vary as to best suit your own writing strengths.
***The only requisite criteria to traditional responses include***:
1) a thesis (what is your argument?) and
2) integration with the course material assigned for the day you are writing.
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Some Qs/topics you might address:
Highlighting limitations of the work: e.g. contradictions, reductionistic thinking and/or overgeneralizations, weak evidence or lack of
evidence. How could the author strengthen his/her work?
Highlighting strengths: does a current author bolster and/or nuance and/or challenge a previous author we’ve encountered?
How/where/why?
What might be larger implications of a work or series of works—e.g. in activist, academic, political and/or professional arenas?
Why might a particular thesis or idea resonate so strongly for you in this course and/or alongside your other academic/personal
pursuits; why/how—and to what, if any, ends?
How effectively does the author employ a sociological perspective and/or sociological imagination? Are the author’s politics in line
with and/or at odds with the core tenants of critical race feminism (in the syllabus)?
II. Less Traditional Response Examples:

Here you might want to link the readings assigned to Introduction to Sociology with examples/artifacts/evidence you encounter in
your everyday life, (which is everywhere!)

For example, you might cut out a magazine ad, newspaper article; print a Facebook conversation, Twitter thread, clothing label—any
artifact where in which you can express some kind of pronounced commentary and connection between the readings and your
everyday examples.

You might also take your own photographs and/or write your own ethnographic descriptions, e.g. encountering a girl/boy gender
binary in a children’s toy section that reinscribes “doing gender” scripts. (Or, perhaps you encounter subversive counter-examples to
challenge “normative” socialization?)

Conversations amongst friends/strangers (overheard)—with subsequent analysis might be another venue for you to make connections.
Here you would want to type up an informal transcript to the best of your recollection, and then provide commentary (again, as linked
to the course readings).

Personal poetry, artwork, short stories, etc. are also submission types you might entertain.
***The only requisite criteria to non-traditional responses mirror those for a traditional submission:
1) a thesis (what is your argument?) and
2) integration with the course material assigned for the day you are writing.*



*However here, your thesis/statement/main point can be less (formally) explicit. (For example, a “thesis” in a poem will
likely be much different than a thesis in an essay response.)
In addition, you want to integrate course material with non-course specific works, (i.e. your everyday
examples/artifacts/evidence).
You can also connect Introductory Sociology course readings with those from another course and/or alternate academic
sources of your choosing as yet another example of a non-traditional submission, but do give priority attention to the
current course material you are responding to for that day.
Moderate Balance of More and Less Traditional Responses:
This means that you do NOT have to submit the exact same number of traditional and non-traditional entries, but you should aim for an
approximate ratio no larger than 3:1 (in favor of the style of submission you prefer) for the most credit available from the Portfolio; i.e. for every
3 traditional responses you submit, include1 non-traditional response, or vice versa.
Feel free to also balance time/effort. For instance, if for a Monday class you write a lengthy essay (or time-consuming succinct critical retort); for
Wednesday you might write a shorter (less taxing) reflection, connecting a magazine advertisement to “white privilege” or “hegemonic
masculinity” and so forth.
The following are some questions from former students:
Q: Quick question about the Connections Portfolio. As far as the more formally structured entries are concerned, is it alright to bring in
personal experience/opinions/pronouns into the reflection? In past courses I've taken, I've been able to do this, but every course is structured
differently, so I just figured I would ask!

A: Yes, this is definitely fine to do--and encouraged. However, just be careful to do so in a sociologically informed way. E.g. I might
use my own experience growing up to relate it to what we discuss in regard to "doing gender," perhaps as an example that elucidates
or conversely challenges the reading. With this, I would want to be careful to 1) link my experience/argument to topics of our
course/readings, and 2) remember that my (perhaps contradictory) experience doesn't disprove a sociological phenomenon at large, but
might raise new questions. For instance, I might talk about playing on all boys soccer teams growing up and thus not feeling gender
discrimination. This would not prove that gender discrimination doesn't exist; instead, I might ask what variables/factors seemed to
create an alternate experience for me. Or, perhaps further reflection might allow me to realize that while overt discrimination wasn't
evident, covert instances were abound.....etc.....
Q: I just had a question about the connections portfolios. Do you want us to write an entry for each of the assigned readings?
A: I would aim to create 2-3 portfolio submissions per week. This might mean that you respond to readings for M or M &W/W&F,
etc; or MWF. For a submission, I would focus your attention on the readings assigned for that day. (However you do not have to
include all the readings for that day, and you are not limited to only those readings assigned for that day--but all/both/at least one
reading (say assigned for September 10th) should be part of a connections response for September 10th.
Feedback:
Please come to my office hours, make appointments, and/or email me with questions/sample submissions, etc.
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While I do not want to micro-manage your work production and force you to check-in with me a certain number of times throughout the
semester, I encourage you to devise a feedback/extra help schedule with me that suits your own needs as/if needed.

My mailbox is #20/Barko in 410 McGuinn Hall. This is the sociology graduate lounge, right outside my office in 410A. Handing
me hardcopies of your work (in class or in my mailbox) will likely be the most efficient method to receiving my feedback on portfolio
work—second of course to meeting with me live. You are also welcome to send me your submissions over email, but the response
rate might be slightly slower (depending upon the volume of new inbox messages).

I will aim to provide feedback within a week of receiving your work. Depending upon overall volume mass of requests (or lack there
of), it is possible I will be able to offer same day feedback—or need a bit more additional time beyond the week maximum response
aim. If your feedback request is time-sensitive and/or a week has passed (or is nearing) without my feedback, please feel free to relay
and/or remind me of these details.