SC00107: Introduction to Sociology
Spring 2010, Carney 204
Tuesdays 6:30 p.m. – 9:00 p.m.
Prof. Deborah Piatelli
millerdp@bc.edu
McGuinn 519B
Office hours:
Mondays 2:30-4:00 p.m.
Thursdays 4:30-6:00 p.m.
I am also available before and after class
Course Description and Objectives
What is the aim of sociological inquiry? What types of issues does sociology address? How does one do
sociology? This course is designed to provide you with an overview of the field of sociology as well as get you
excited about sociology! Over the course of the semester, you will become familiar with sociological theories,
methods, and key sociological concepts. We will examine the ways that our social worlds are built, the ways
they are maintained, and the ways they change. In doing so, we will consider how people create, make sense of,
reproduce, and/or challenge the meaning and experience of everyday life. The goal of this course is to provoke
thought about what we take for granted as “natural” about the social order of everyday life, in order that we may
think more critically about the ways our social interactions create, reinforce and challenge the cultural practices
and social institutions which influence our lives.
Since this is a core class, one that fulfills the university’s core requirements in the social sciences, it contains
elements common to all university core courses. In this course we will examine the perennial questions guiding
sociological inquiry. What is the relationship of the individual to society? What is the role of culture in our
lives? Why is there inequality and how can we come to understand it? What is our relationship to global
society? What is the value and purpose of sociology? How can we create a better world?
As our individual consciousness and lived experiences are shaped by our place in history, it is imperative that
we take a historical perspective. Hence, we will always examine sociological issues within the historical context
in which they are embedded. A number of readings will address the issue of cultural diversity in the 21st century
society. We will spend a significant amount of time examining how race, class, and gender are constructed and
reproduced in contemporary society. Both the class discussions and the readings are designed to encourage you
to engage with segments of society that may be very different from your own group memberships. As part of the
aim of this course is to provide you with critical thinking skills, we will also examine the various
methodological tools sociologists utilize in their research and you will undertake a mini sociological research
project.
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There is a strong writing requirement for this course. You will be asked to integrate and apply the concepts we
discuss in class to real world issues and your own life. It is my hope that the writing assignments will encourage
you to not only develop your own sociological perspective but a personal philosophy; one that will offer you
new ways of looking at the world and encourage you to use this new knowledge to influence society in ways
that will make it a better place.
Required Text (available in bookstore and on reserve)
*Ferguson, Susan J. (Ed.). (2008). Mapping the Social Landscape: Readings in Sociology. Fifth edition. New
York: McGraw-Hill.
Course Requirements
Class participation (15% of your grade)
Much of the learning will take place in the classroom through participation in class discussions. It is expected
that when you are in class you will participate.
Assignments (85% of your grade)
*Reflection Papers (25%)
You will be asked to complete six (6) reflection papers over the course of the semester. These papers should be
a maximum of three (3), double-spaced pages. I prefer that you email these papers to me, but you can hand in a
hard copy. Papers must be submitted within one week of the class session you choose to reflect upon, and at
least three (3) papers must be completed by mid-semester (on or about March 23rd). All reflection papers
must be submitted by the last day of class (May 4th).
In these papers, you may discuss how you are interacting with the course material and discussions—the ideas
presented by the authors, the way that you are integrating the readings into your thinking, and the way your
personal experiences may/may not relate to the issues raised by the readings/discussions. The writing can be
informal, but should be thoughtful and reflective. These entries should NOT simply be a summary of a reading
or film, but rather enable you to relate the readings/film/class discussion to each other, to readings from other
weeks, and/or your own life. You may also explore ideas that may not be covered in class or that you may be
hesitant to assert verbally.
Each paper will be evaluated based on its thoughtfulness, insight, and engagement with the course material, and
I may email you brief comments. While I will not compute your grade on these reflections until the end of the
semester, you can see me at any time to inquire about your grade to date.
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*Discussion Session Leader and Paper (25%)
Early on in the semester, you will choose one class session where you (in partnership with another student) will
prepare discussion questions based on the assigned readings as well as serve as a discussion leader. You will
choose your discussion session by February 2nd. In addition, you will individually prepare a minimum 5-page,
double-spaced paper where you will discuss your reflections on the assigned readings as well as the class
discussion. More information on this assignment, due dates, and instructions on how to sign up for a class
session are outlined on Blackboard Vista.
*Mini Sociological Research Project (35%)
You will be asked to conduct sociological research on a sociological topic of your choice. This paper will be a
minimum of 12-pages, double-spaced due on the last day of class—May 4th. More information is outlined on
Blackboard Vista.
Late work
All assignment and papers must be turned in on the due dates noted in the syllabus and assignment sheets. If you
have extenuating circumstances that will prevent you from completing assignments on time, you must come see
me (or email me) BEFORE the due date to discuss a possible extension. Otherwise, points will be deducted for
lateness.
A Note on Academic Integrity
Sharing of information and ideas are encouraged. However, when working on individual assignments, it is
expected that you write your own papers. When using published work, you must cite the work. If there are any
questions on proper method of citing or any other matter, please see me. For more information on Boston
College’s academic integrity policy, please visit: http:// www.bc.edu/integrity.
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Course Schedule
Tuesday, January 19
Introduction and course overview
Tuesday, January 26
The sociological imagination
The call for a public sociology
Readings:
*Burawoy, Michael. (2006). “Public Sociologies: Contradictions, Dilemmas, and Possibilities.” Pp. 2733 in Readings for Sociology, edited by Garth Massey. Fifth Edition. New York: W.W. Norton &
Company. LIBRARY RESERVE
*Ferguson, Chapter 1 (C. Wright Mills, The Promise)
*Piven, Frances Fox. (2007). “From Public Sociology to Politicized Sociologist.” Pp. 158-166 in Public
Sociology: Fifteen Eminent Sociologists Debate Politics and the Profession in the Twenty-first Century,
edited by Dan Clawson, et.al. Berkeley, Calif.: University of California Press. LIBRARY RESERVE
Tuesday, February 2
Theorizing about the social world
**DISCUSSION SESSION SELECTION
DUE ON BLACKBOARD VISTA**
Film (in class): The Wire, Season 3, Episode 8 (60m)
Readings:
*Collins, Patricia Hill. (1998). “Introduction: The Politics of Critical Social Theory.” Pp. ix-xxiii in
Fighting Words: Black Women & The Search for Justice. Minneapolis, Minn.: University of Minnesota
Press. LIBRARY RESERVE
*Ferguson, Chapter 21 (Philippe Bourgois, In Search of Respect: Selling Crack in El Barrio)
*Korgen, Kathleen Odell and Jonathan M. White. (2009). “Founders and Foundations of Sociology:
Theory.” Pp. 13-26 in The Engaged Sociologist: Connecting the Classroom to the Community. Los
Angeles: Pine Forge Press. LIBRARY RESERVE
Tuesday, February 9
Research methodology
Research ethics
Readings:
*Ferguson, Chapter 4 (Michael Schwalbe, Finding Out How the Social World Works)
*Hesse-Biber, Sharlene Nagy and Patricia and Leavy. (2006). “The Ethics of Social Research.” Pp. 83116 in The Practice of Qualitative Research. Thousand Oaks, Calif.: Sage Publications. LIBRARY
RESERVE
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Tuesday, February 16
Socialization and the social construction of self
**RESEARCH TOPIC FOR FINAL
PAPER DUE**
Readings:
*Ferguson, Chapter 12 (Robert Granfield, Making It By Faking It); Chapter 15 (Patricia A. Adler and
Peter Adler, Peer Power); Chapter 49 (David A. Karp, Illness and Identity)
*Hesse-Biber, Sharlene. (2007). “Am I Thin Enough Yet?” Pp. 613-620 in Race, Class, and Gender in
the United States, edited by Paula S. Rothenberg, Seventh Edition. New York: Worth Publishers.
LIBRARY RESERVE
*Korgen, Kathleen Odell and Jonathan M. White. (2009). “Learning How To Act in Society:
Socialization.” Pp. 59-72 in The Engaged Sociologist: Connecting the Classroom to the Community.
Second Edition. Los Angeles: Pine Forge Press. LIBRARY RESERVE
Tuesday, February 23
Social construction of gender
Family, gender roles and gender inequality
Readings:
*Ferguson, Chapter 11 (Judith Lorber, Night to His Day), Chapter 28 (Betsy Lucal, What it Mean to be
Gendered Me); Chapter 53 (Andrew J. Cherlin, The Deinstitutionalization of American Marriage);
Chapter 54 (Ann Crittenden, The Mommy Tax)
*Kivel, Paul. (2007). “The Act-Like-A-Man Box.” Pp. 148-150 in Men’s Lives, edited by Michael S.
Kimmel and Michael A. Messner. Boston: Allyn & Bacon. LIBRARY RESERVE
SPRING BREAK MARCH 1-5
Tuesday, March 9
Social construction of race
White privilege, racism, and racial inequality
Readings:
*Ferguson, Chapter 31 (Eduardo Bonilla-Silva, New Racism, Color-blind Racism, and the Future of
Whiteness in America); Chapter 34 (Katherin M. Flower Kim, Out of Sorts: Adoption and
[Un]Desirable Children)
*McIntosh, Peggy. (2005). “White Privilege: Unpacking the Invisible Knapsack.” Pp. 109-114 in White
Privilege: Essential Readings on the Other Side of Racism, edited by Paula S. Rothenberg. New York:
Worth Publishers. LIBRARY RESERVE
*Williams, Walter E. and Clarence Page. (1999). “Has Affirmative Action Outlived Its Usefulness?” Pp.
168-186 in Taking Sides: Clashing Views on Controversial Social Issues, edited by Kurt Finsterbusch.
Tenth edition. Guilford, Conn.: McGraw-Hill. LIBRARY RESERVE
Tuesday, March 16
Final paper discussion
Stratification and social class
**FINAL PAPER OUTLINE DUE**
Film (in class): Untold Wealth: The Rise of the Super Rich (26m)
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Tuesday, March 23
Stratification and social class (cont.)
**THREE REFLECTION PAPERS DUE**
Readings:
*Eberstadt, Nicholas and David M. Gordon. (1999). “Are the Poor Largely Responsible for Their
Poverty?” Pp. 152-167 in Taking Sides: Clashing Views on Controversial Social Issues, edited by Kurt
Finsterbusch. Tenth edition. Guilford, Conn.: McGraw-Hill. LIBRARY RESERVE
*Ferguson, Chapter 24 (G. William Dornhoff, Who Rules America?); Chapter 26 (Barbara
Ehrenreich, Nickel and Dimed); Chapter 39 (Gregory Mantsios, Media Magic)
Tuesday, March 30
Institutional inequality in education and healthcare
Film (in class): Sicko (60/123m)
Reading:
*Ferguson, Chapter 47 (Jonathan Oberlander, The U.S. Healthcare System: On a Road to Nowhere?);
Chapter 51 (Jonathan Kozol, Still Separate, Still Unequal: America’s Educational Apartheid)
EASTER BREAK APRIL 1-5
Tuesday, April 6
Healthcare (continued)
The culture of “wilding”
Readings
*Derber, Charles. (2007). “Systemic Wilding in the Corridors of Power.” Pp. 71-82 in The Wilding of
America: Money, Mayhem, and the American Dream. Fourth edition. New York: Worth Publishers.
LIBRARY RESERVE
*Ferguson, Chapter 35 (C. Wright Mills, The Power Elite) and Chapter 37 (Charles Derber, One World
Under Business)
NO CLASS TUESDAY, APRIL 13
Tuesday, April 20
The culture of wilding (continued)
Readings
*Derber, Charles. (2007). “War and Wilding: Iraq and the War Against Terrorism.” Pp. 112-134 in The
Wilding of America: Money, Mayhem, and the American Dream. Fourth edition. New York: Worth
Publishers. LIBRARY RESERVE
Tuesday, April 27
Discuss final projects
Tuesday, May 4
**FINAL PAPER DUE**
**ALL REFLECTION PAPERS DUE**
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