University of Colorado at Boulder
Department of Sociology
Spring 2010
SEMINAR IN SOCIAL PSYCHOLOGY
SOCY 7131
Mondays 3:30-6:20 Ketchum 33
Dr. Leslie Irvine
irvinel@colorado.edu
Ketchum 223
Office hours by appointment
Social psychology is an interdiscipline situated between psychology, which examines
inner lives and selves, and sociology, which examines the relationships between
collectivities and organizations. Sociological social psychologists examine how the self
and the social interpenetrate, as well as how individuals influence one another. In many
ways, social psychology looks at the micro-macro link, also known as the relationship
between structure and agency.
This seminar will introduce you to the major approaches, topics, and debates
within sociological social psychology. The overall goals of the seminar include
improving your skills in reading, analyzing, and evaluating research, and motivating your
thinking about your own research.
COURSE MATERIALS
You will find the majority of the required readings on CU Learn. I have marked some as
“required” and others as “recommended.” If you plan to use social psychology in your
research, plan to read the recommended readings along with those required. In addition,
please obtain the following books:
Blumer, Herbert. 1969. Symbolic Interactionism. Berkeley: University of California
Press.
Goffman, Erving. 1959. The Presentation of Self in Everyday Life. Garden City NY:
Anchor Books.
Hochschild, Arlie Russell. 2003. The Managed Heart: The Commercialization of Human
Feeling (20th Anniversary edition). Berkeley: University of California Press.
Howard, Judith A., and Jocelyn Hollander. 1997. Gendered Situations, Gendered Selves:
A Gender Lens on Social Psychology. Thousand Oaks: Sage.
Irvine, Leslie. 1999. Codependent Forevermore: The Invention of Self in a Twelve Step
Group. Chicago: University of Chicago Press.
Mead, George Herbert. 1934. Mind, Self & Society from the Standpoint of a Behaviorist
(Works of Mead, vol. 1). Chicago: University of Chicago Press.
NOTE: also available online through The Mead Project, linked to CU Learn.
You must also see the feature film “Oleanna” in preparation for our discussion on week
14. This will be available as streaming media a few weeks after the start of the semester.
You can also rent the video on your own. You can borrow the library’s copy (call #97261) once the conversion to streaming media is complete. Note that the library copy is in
VHS format.
COURSE REQUIREMENTS
Reading
You must read the material before the assigned dates and come to class prepared to
contribute to the discussion. I have tried to keep the reading load manageable by
separating it into “required” and “recommended” readings.
Participation and discussion leadership
The seminar format works only with participation. Your presence in class and active
participation in discussions is mandatory. You can miss one class without penalty.
Missing two classes will lower your grade by one letter. I will make exceptions if
extenuating circumstances such as serious illness or a death in the immediate family
cause you to miss class. If your find yourself in this situation, please inform me as early
as possible.
You will write two short papers, one at the beginning of the semester, and one at
the end, assessing your discussion goals and skills. I will use these papers to help me
evaluate your participation.
Each of you will be responsible for signing up to lead the class discussion twice
during the course of the semester. Depending on enrollment, you may do this in groups of
two or three. Leading the discussion entails posting questions or comments on CULearn
by noon on the Friday before the designated class meeting and leading the class in
discussion (for approximately 45 minutes) on the day of the seminar. Other members of
the seminar should come prepared to discuss these questions/comments.
Experience suggests that students leading discussions should: 1. limit the number
of questions you write (perhaps no more than 5), and 2. think creatively about the
discussion you will lead (e.g., to incorporate current events, group activities, and so on).
Writing
You are required to do several kinds of writing, as described below. Due dates for writing
assignments are marked with  on the schedule.
a) Thought papers
You will submit two thought papers over the course of the semester. These papers should
be informal writing (no references) in which you record your reactions to particular
readings. As a guideline, these should be between one and three pages, double-spaced. I
suggest that you proceed through two stages. First, take notes as you read, marking things
you might want to come back to and explore more deeply. You will not turn in these
notes. Rather, you’ll use them for the second stage, in which you’ll explore some of the
points that have intrigued you once you’ve finished the reading.
b) Summary/commentary papers
In these assignments, you will provide both a summary and a brief commentary of one of
the assigned readings (or for a section of a longer reading, such as a book). This writing
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should be somewhat more formal than the thought papers. These assignments have two
objectives. First, summarize the main argument(s) in 3-5 sentences (no more). Because
most of the readings are theoretical works, the summary will often require that you
explain the kind of argument the author is trying to make (what question is the author
trying to answer?). You will probably need to draft and revise the summary several times
before you produce a satisfactory version. Second, provide a brief (4-5 sentences)
commentary on the reading. Comments may include critiques, connections to other
course readings, or research questions suggested by the author’s argument and findings.
These assignments should be short: about one double-spaced page long. You will submit
them twice during the semester.
c) Fieldnotes
You will spend at least two four-hour blocks of time making observations about a
phenomenon of interest in the field. This is required of all students, regardless of the
approach you intend to take in your research. I will post a useful reading on CULearn that
will help you take good fieldnotes. If you are writing a paper for the course, you can use
these notes as part of your paper. You will submit fieldnotes twice during the semester.
d) Final paper or essay option
You must write either three essays or a final paper.
Essay Option
You will write three essays responding to issues of your choice. Examples of
possible essay topics include the following:
 Criticism of symbolic interactionism finds fault in its insufficient attention to
social structure. Evaluate this claim using the readings in this class. Take a
position agreeing or disagreeing and use course materials to support your position.
 Describe how Goffman’s work contributes to the sociology of emotions. Using a
real-life emotional experience as an example, discuss what Goffman’s
contribution to the sociology of emotions allows you to understand. Note any
pitfalls in the perspective.
 Connect the topics of “talk” and “inequalities” using examples from social
interaction you participated in or observed.
The essays should be three to five double-spaced pages in length, using 12 point font with
1 ¼ margins at the sides. Do not make a cover page for your essay. Simply put your name
in the upper right-hand corner. You must staple all pages together. You may print on both
sides of the page. Deadlines for essays are in the schedule below.
Paper Option
If you choose this option, you will write a paper that uses social psychological
insights to advance your potential dissertation topic or some aspect of it. Ideally, your
paper can be the foundation for a dissertation chapter and/or publication. You do not have
to use data in your paper; it can be a theoretical or conceptual exploration. Whatever
approach you take, consider how you can use the course material most effectively. Think
about how what you have learned in this class affects your thinking about your own
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research. Does it raise new questions? Help you understand theoretical implications?
Affect your interpretation of your findings? Alternatively, you might want to write a
research proposal that tackles one of the issues raised in the class. Identify a question that
interests you, and think about how you might organize a research project that would lead
to possible answers.
The paper should be between 12 and 20 double-spaced pages in length, including
notes and references. Please do not try to get away with 1.5 spacing. Use 12 point font
with 1 ¼ margins at the sides. Do not make a cover page for your paper. Simply put your
name in the upper right-hand corner. Staple all pages together. You may print on both
sides of the page.
You must submit a progress report for your paper on March 1, in which you will
inform me of your topic and general plan. Your final paper is due May 3.
GRADING
Your grade for this course will be based on satisfactory completion of the required tasks.
For writing assignments a-c, I will provide comments and feedback, but no letter grade.
Please keep all assignments, with written comments, and turn them in to me in a folder at
the final seminar meeting.





Class participation and leadership 20%
Thought papers (2) 20%
Summary/commentary assignments (2) 20%
Field notes (2) 10%
Final paper/essays 30%
Late policy for writing assignments: If you must turn something in late, please inform
me of your situation by email no later than noon on the day on which the assignment is
due. For students who follow these instructions, I am generally willing to grant an
extension for up to one week. I consider this a very reasonable late policy, and I therefore
will not accept any late work from students who do not follow these instructions.
RELEVANT POLICIES
Laptops
I will allow laptops if you use them for course material. If I find that students are keeping
up with email, facebooking, and otherwise abusing the privilege, I will prohibit laptops in
the seminar.
Disabilities
If you qualify for accommodations because of a disability, please submit to me a letter
from Disability Services within the first two weeks of class so that we can address your
needs. Disability Services determines accommodations based on documented disabilities.
Contact: 303-492-8671, Willard 322, and http://www.Colorado.EDU/disabilityservices"
Classroom Behavior
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Students and faculty each have responsibility for maintaining an appropriate learning
environment. Students who fail to adhere to such behavioral standards may be subject to
discipline. Faculty members have the professional responsibility to treat all students with
understanding, dignity, and respect, to guide classroom discussion and to set reasonable
limits on the manner in which they and their students express opinions. Professional
courtesy and sensitivity are especially important with respect to individuals and topics
dealing with differences of race, culture, religion, politics, sexual orientation, gender
variance, and nationalities. See polices at
http://www.colorado.edu/policies/classbehavior.html and
http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code
Academic Integrity
All students of the University of Colorado at Boulder are responsible for knowing and
adhering to the academic integrity policy of this institution. Violations of this policy may
include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and
threatening behavior. All incidents of academic misconduct shall be reported to the
Honor Code Council (honor@colorado.edu; 303-725-2273). Students who are found to
be in violation of the academic integrity policy will be subject to both academic sanctions
from the faculty member and non-academic sanctions (including but not limited to
university probation, suspension, or expulsion). For other information on the Honor
Code, see http://www.colorado.edu/policies/honor.html and
http://www.colorado.edu/academics/honorcode/
Religious Observances
Campus policy regarding religious observances requires that faculty make every effort to
reasonably and fairly deal with all students who, because of religious obligations, have
conflicts with scheduled exams, assignments or required attendance. Please notify me
early in the semester if religious observance will cause you to miss a class, test, or
assignment. See full details at http://www.colorado.edu/policies/fac_relig.html
Discrimination and Harassment
The University of Colorado at Boulder policies on Discrimination and Harassment
(http://www.colorado.edu/policies/discrimination.html) Sexual Harassment, and
Amorous Relationships apply to all students, staff and faculty. Any student who believes
s/he has been the subject of discrimination or harassment based upon race, color, national
origin, sex, age, disability, religion, sexual orientation, or veteran status should contact
the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of
Judicial Affairs at 303-492-5550. For information about the ODH and the campus
resources available to assist individuals regarding discrimination or harassment, see
http://www.colorado.edu/odh
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COURSE SCHEDULE
Subject to change. I will announce changes in class and by email.
(1) Jan 11
Introduction to the course and to sociological social psychology
Cook, Karen S. 2000. “Advances in the Microfoundations of Sociology: Recent Developments
and New Challenges for Social Psychology.” Contemporary Sociology 29(5): 685-692
Stolte, John F, Gary Alan Fine, & Karen S. Cook. 2001. “Sociological Miniaturism: Seeing the
Big Through the Small in Social Psychology.” Annual Review of Sociology 27:387–413
Recommended:
House, James. 1977. “The Three Faces of Social Psychology.” Sociometry 40(2):161-77.
(2) Jan 18
No class (Martin Luther King’s birthday)
(3) Jan 25
Mead & Cooley: The foundations of sociological social psychology
 Discussion goals writing assignment due today. See guidelines on CULearn.
Cooley, Charles Horton. [1902] 1964. “Chapter 5: The Social Self—The Meaning of ‘I’.” Pp.
168-210 in Human Nature and the Social Order. New York: Schocken.
Holstein, James A., and Jaber F. Gubrium. 1999. “Chapter 1: Formulating a Social Self.” Pp. 1737 in The Self We Live By: Narrative Identity in a Postmodern World. New York: Oxford
University Press.
Mead, George Herbert. 1913. “The Social Self.” The Journal of Philosophy, Psychology and
Scientific Methods 10(14):374-380
------. 1934. Part I, sections 1-3; Part II, sections 1-5, 10 & 11; Part III, sections 1-12, from Mind,
Self & Society from the Standpoint of a Behaviorist (Works of Mead, vol. 1). Chicago:
University of Chicago Press.
Recommended:
Blumer, Herbert. 1966. “Sociological Implications of the Thought of George Herbert Mead.”
American Journal of Sociology 71(5): 535-544
(4) Feb 1
Symbolic interactionism: The Chicago School
 Thought paper due today.
Becker, Howard S. 1999. “The Chicago School, So-Called.” Qualitative Sociology 22(1):3-12.
Blumer, Herbert. 1969. “The Methodological Position of Symbolic Interactionism.” Chapter 1
in Symbolic Interactionism: Perspective and Method. Berkeley, CA: University of
California Press.
Dingwall, Robert. 2001. “Notes Toward an Intellectual History of Symbolic Interactionism.”
Symbolic Interaction 24(2):237-242.
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Snow, David A. 2001. “Extending and Broadening Blumer’s Conceptualization of Symbolic
Interactionism.” Symbolic Interaction 24(3):367-377.
Recommended:
Becker, Howard S. 1953. “Becoming a Marihuana User.” American Journal of Sociology
59:235-242.
Fine, Gary Alan. 1993. “The Sad Demise, Mysterious Disappearance, and Glorious Triumph of
Symbolic Interactionism.” Annual Review of Sociology 19:61-87.
Maines, David R. 2000. “The Social Construction of Meaning.” Contemporary Sociology
29(4):577-584.
(5) Feb 8
Symbolic interactionism: The Iowa & Indiana Schools
 Fieldnotes due today.
Burke, Peter J. 2004. “Identities and Social Structure: The 2003 Cooley-Mead Award Address.”
Social Psychology Quarterly 67(1):5-15.
Cast, Alicia D. 2003. “Power and the Ability to Define the Situation.” Social Psychological
Quarterly 66(3):185-201.
Heise, David R., and Lynn Smith-Lovin. 1981. “Impressions of Goodness, Powerfulness, and
Liveliness from Discerned Social Events.” Social Psychology Quarterly 44(2): 93-106
Kuhn, Manford H., and Thomas S. McPartland. 1954. “An Empirical Investigation of Self
Attitudes.” American Sociological Review 19:68-76.
Recommended:
Burke, Peter J. 2003. “Commentary on ‘Whither Symbolic Interaction?’” Symbolic Interaction
26(1):111-118.
Hawkins, Brian, Leslie Irvine, and Patrick M. Krueger. 2001. “The Twenty Statements Test
Revisited.” Unpublished manuscript.
Stryker, Sheldon. 2003. “Whither Symbolic Interaction? Reflections on a Personal Odyssey.”
Symbolic Interaction 26(1):95-109.
(6) Feb 15
Self and Identity
 For essay option: first essay due today.
Gecas, Viktor, and Peter Burke. 1995. “Chapter 2: Self and Identity.” Pp. 41-67 in Sociological
Perspectives on Social Psychology, edited by Karen S. Cook, Gary Alan Fine, and James
House. Boston: Allyn & Bacon.
Hewitt, John P. 2000. “Chapter 3: The Self and Its Social Setting.” Pp. 79-132 in Self and
Society: A Symbolic Interactionist Social Psychology. Boston: Allyn & Bacon.
Howard, Judith A. 2000. “The Social Psychology of Identity.” Annual Review of Sociology
26:367–93.
Stryker, Sheldon, and Peter J. Burke. 2000. “The Past, Present, and Future of Identity Theory.”
Social Psychological Quarterly 63(4):284-197.
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Recommended:
Peek, Lori. 2005. “Becoming Muslim: The Development of a Religious Identity.” Sociology of
Religion 66:3 215-242.
Macke, Anne S., and Sheldon Stryker. 1978. “Status Inconsistency and Role Conflict.” Annual
Review of Sociology 4:57-90.
Turner, Ralph H. 1976. "The Real Self: From Institution to Impulse." American Journal of
Sociology 81:989-1016.
(7) Feb 22
Goffman & the dramaturgical perspective
 Summary/commentary assignment due today.
Goffman, Erving. 1956. “Embarrassment and Social Organization.” American Journal of
Sociology 62(3): 264-271
------. . 1959. The Presentation of Self in Everyday Life. Garden City, NY: Anchor Books.
------. 1963. “Stigma and Social Identity.” Chapter 1 in Stigma: Notes on the Management of
Spoiled Identity. Simon & Schuster.
Recommended:
Cahill,Spencer. 1998. “Toward a Sociology of the Person.” Sociological Theory 16(2): 131-148.
Goffman, Erving. 1982. The Interaction Order: American Sociological Association, Presidential
Address. American Sociological Review 48(1): 1-17.
West, Candace. 1996. “Goffman in Feminist Perspective.” Sociological Perspectives 39(3):353369.
(8) Mar 1
The Sociology of Emotions: Conceptual and Theoretical Foundations
 Paper option: progress report (one page description of your topic and approach)
Hochschild, Arlie Russell. 1979. “Emotion Work, Feeling Rules, and Social Structure.”
American Journal of Sociology 85:551-575.
------. 2003. The Managed Heart: The Commercialization of Human Feeling (20th Anniversary
edition). Berkeley: University of California Press.
Recommended:
Kemper, Theodore D. 1981. "Social Constructionist & Positivist Approaches to the Sociology of
Emotions." American Journal of Sociology 87: 336-362.
Shott, Susan. 1979. “Emotion and Social Life: A Symbolic Interactionist Analysis.” American
Journal of Sociology 84(6):1317-1334.
Thoits, Peggy. 1989. The Sociology of Emotions. Annual Review of Sociology 15:317-42.
(9) Mar 8
The Sociology of Emotions: Sampling Empirical Works
Cahill, Spencer, and Robin Eggleston. 1994. “Managing Emotions in Public: The Case of
Wheelchair Users.” Social Psychology Quarterly 57(4):300-312.
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Gottschalk, Simon. “Reli(e)ving the Past: Emotion Work in the Holocaust’s Second Generation.”
Symbolic Interaction 26(3): 355–380.
Smith-Lovin, Lynn. 2007. “The Strength of Weak Identities: Social Structural Sources of
Self,Situation, and Emotional Experience.” Social Psychology Quarterly 70(2):106-124.
Wilkins, Amy. 2008. “Happier than Non-Christians: Collective Emotions and Symbolic
Boundaries among Evangelical Christians.” Social Psychology Quarterly 71: 281-301.
Recommended:
Erickson, Rebecca J. and Christian Ritter. 2001. “Emotional Labor, Burnout, and Inauthenticity:
Does Gender Matter?” Social Psychology Quarterly 64(2):146-163.
Irvine, Leslie. 1997. “Reconsidering the American Emotional Culture: Codependency and
Emotion Management.” Innovation: The European Journal of Social Sciences 10:345359.
Meanwell, Emily, Joseph D. Wolfe, and Tim Hallett. 2008. “Old Paths and New Directions:
Studying Emotions in the Workplace.” Sociological Compass 2/2: 537-559.
Pierce, Jennifer L. 1999. “Emotional Labor among Paralegals.” The Annals of the American
Academy of Political and Social Science 561(1):127-142.
Smith, Allen C., and Sherryl Kleinman. 1989. “Managing Emotions in Medical School:
Students’ Contact with the Living and the Dead.” Social Psychology Quarterly 52(1):5669.
(10) Mar 15 Socialization
 For essay option: second essay due today.
Cahill, Spencer E. 1999. “Emotional Capital and Professional Socialization: The Case of
Mortuary Science Students (and Me).” Social Psychology Quarterly 62(2):101-116.
Corsaro, William A. 1992. “Interpretive Reproduction in Children's Peer Cultures.” Social
Psychology Quarterly 55(2):160-177.
Holmstrom, Lynda Lytle, David A. Karp, and Paul S. Gray. 2002. “Why Laundry, Not Hegel?”
Symbolic Interaction 25(4):437-462.
Lois, Jennifer. 1999. “Socialization to Heroism: Individual and Collectivism in a Voluntary
Search and Rescue Group.” Social Psychological Quarterly 62(2):117-135.
Recommended:
Arluke, Arnold. 2002. “Animal Abuse as Dirty Play.” Symbolic Interaction 25(4):205-430.
Cahill, Spencer E. 2002. "Beastly Bodies in Human Hands, Heads, and Hearts: Reflections on
Animal Abuse as Dirty Play." Symbolic Interaction 25(4):431-435.
Ellis, Colter, and Leslie Irvine. Forthcoming. “Reproducing Dominion: Emotional
Apprenticeship in the 4H Youth Livestock Program.” Society & Animals 18(1):21-39.
Simon, Robin W., Donna Eder, and Cathy Evans. 1992. "The Development of Feeling Norms
Underlying Romantic Love among Adolescent Females." Social Psychology Quarterly
55: 29-46.
Fine, Gary Alan. 1979. “Small Groups and Culture Creation: The Idioculture of Little League
Baseball.” American Sociological Review 44(5):733-745.
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(11) Mar 22 No class (Spring Break)
(12) Mar 29 The Role of Talk
 Fieldnotes due today.
Arluke, Arnold, and Frederic Hafferty. 1996. From Apprehension to Fascination with ‘Dog Lab’:
The Use of Absolutions by Medical Students.” Journal of Contemporary Ethnography
25(2):201-225.
Mills, C. Wright. 1940. “Situated Actions and Vocabularies of Motive.” American Sociological
Review 5: 905-013.
Scott, Marvin B. and Stanford M. Lyman. 1968. "Accounts." American Sociological Review
33:46-62.
Snow, David A., and Leon Anderson. 1987. “Identity Work among the Homeless: The Verbal
Construction and Avowal of Personal Identities.” American Journal of Sociology
92(6):1336-1371.
Recommended:
Hewitt, John P., and Randall Stokes. 1975. "Disclaimers." American Sociological Review 40:111.
Stokes, Randall, and John P. Hewitt. 1976. "Aligning Actions." American Sociological Review
41:838-849.
(13) Apr 5
Narrative and the Self
 Summary/Commentary due today.
Irvine, Leslie. 1999. Codependent Forevermore: The Invention of Self in a Twelve Step Group.
Chicago: University of Chicago Press.
Recommended:
Charmaz, Kathy. 2002. “Stories and Silences: Disclosures and Self in Chronic Illness.”
Qualitative Inquiry 8(3):302-328
Frank, Arthur W. “The Rhetoric of Self-Change: Illness Experience as Narrative.” The
Sociological Quarterly 34(1):39-52.
Loseke, Donileen R. 2001. “Lived Realities and Formula Stories of ‘Battered Women.’” Pp.
107-126 in Institutional Selves: Troubled Selves in a Postmodern World, edited by Jaber
F. Gubrium and James A. Holstein. New York: Oxford University Press.
Loseke, Donileen R. and James C. Cavendish. 2001. “Producing Institutional Selves:
Rhetorically Constructing the Dignity of Sexually Marginalized Catholics.” Social
Psychology Quarterly (64)4:347-362.
(14) Apr 12 Inequalities: A focus on gender
 For essay option: Third essay due today.
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Howard, Judith A., & Jocelyn A. Hollander. 1996. Gendered Situations, Gendered Selves: A
Gender Lens on Social Psychology. Thousand Oaks: Sage.
“Oleanna” (1994, directed by David Mamet)
(15) Apr 19 Inequalities: A focus on race
 Discussion skills assessment writing assignment due today. See guidelines on CULearn.
Blumer, Herbert. 1958. “Race Prejudice as a Sense of Group Position.” The Pacific Sociological
Review 1(1):3-7.
Hunt, Matthew O., Pamela Brayboy Jackson, Brian Powell, Lala Carr Steelman. 2000. “Color
Blind: The Treatment of Race and Ethnicity in Social Psychology.” Social Psychology
Quarterly 63(4):352-364.
Anderson, Leon, and David A. Snow. 2001. “Inequality and the Self: Exploring Connections
from an Interactionist Perspective.” Symbolic Interaction 24(4):395-406.
Harlow, Roxanne. 2003. ““Race Doesn’t Matter But…” The Effect of Race on Professors’
Experiences and Emotion Management in the Undergraduate Classroom.” Social
Psychology Quarterly 66: 348-363.
Perry, Pamela. 2007. “White Universal Identity as a “Sense of Group Position.” Symbolic
Interaction 30(3):375–393.
(16) Apr 26 Postmodern thought and response
 Thought paper due today.
Adler, Patricia A., and Peter Adler. 1999. “Transience and the Postmodern Self: The Geographic
Mobility of Resort Workers.” The Sociological Quarterly 40(1):31-58.
Dowd, James J. 1991. “Social Psychology in a Postmodern Age: A Discipline in Search of a
Subject.” The American Sociologist Fall/Winter: 188-209.
Gubrium, Jaber F., and James A. Holstein. 1994. “Grounding the Postmodern Self.” The
Sociological Quarterly 35(4):685-703.
May 1 Final papers due. Please submit hard copies by 1:00 p.m.
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