Sociology 4999-01
Senior Seminar: The Sociology of Boston
Prof. Catherine S. Bueker
Spring 2010
Office Location: ADM 332E
Phone Number: 617-264-7771
Email: buekeca@emmanuel.edu
Office Hours: T, TR 10:45 a.m.-12:15 p.m., F
noon-1:00 p.m.
Class Meeting Times: F 9:00-11:50 a.m.
Class Location: Marian 226
Mailbox: F67
Course Description
This course is designed to pull together the many sociological theories and concepts we have covered in
various courses, through the prism of Boston. The overarching question to which we will repeatedly
return is whether Boston, Massachusetts could be Any City, U.S.A. Is there something fundamentally
different about the norms, traditions, and institutions that comprise the city, or could Boston have
developed in New York, California, Texas or some other state in the union?
What we do know is that Boston is, in many ways, a city of contradictions. It is a city of immigration
from many shores, starting with the Puritans and continuing on through today’s flows from the
Dominican Republic, Cape Verde, and Southeast Asia. At the same time, it is a city marked by history,
constancy, and some might even say, parochialism. Boston is a city built on the value of individual
freedom. We live in “the cradle of liberty.” At the same time, we have a long history of communitarian
values, often standing in opposition to individual desires. We are known for our rigid Puritanism and
“proper” behavior. We are also known for our organized crime and its intersection with elected officials.
In order to explore and better understand these various trends, we will explore the diverse institutions that
comprise Boston, both over time and in comparison with those same institutions in other settings. We
will begin by studying the early roots of Boston, including its founding by the Puritans in the 17th century,
the dual focus of this community on individuality and community, and how these factors played into
Boston’s role in the American Revolution and its early industrialization.
We will study the role of Irish migration to the city and Boston’s transition from the center of White
Anglo Saxon Protestant (“WASP”) culture to the most Irish city in America. How did the transition come
about? What were the implications for both the WASPs and the Irish? How have other, more recent
immigrant groups made their way into the social structure? Understanding the racial and ethnic hierarchy
within Boston is critical to understanding how the city has developed from its early years through today.
We will investigate various institutions within Boston to understand how they have reflected and
reinforced aspects of the city. From education to politics to sports, we will study how these institutions
have encouraged, mirrored, and at times, altered the city of Boston, and how the city has altered them.
The readings for this course are both theoretical and empirical in nature. Your completion of the assigned
readings before each Friday is absolutely essential. This is an upper-level seminar, and as such, my
expectation is that you will do most of the talking. Questions that you may have about the readings or
methodology are always welcome and appropriate. I encourage you to clarify points as we go along,
rather than waiting until the end of the class, week, month, etc.
Additionally, we will go on a series of field trips to various locations tied to the readings and discussions
throughout the course of the semester. When possible, these site visits will take place during the regular
class period.
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Course Readings:
Course readings include a range of historical documents, short excerpts from larger texts, as well as
complete books. I have provided links to the documents, as well as PDFs to the shorter excerpts. The
following books are those that you should purchase, either through the Emmanuel College Bookstore of
an online resource, as you will read them in their entirety.
All Souls. Michael Patrick MacDonald.
Urban Exodus: Why the Jews Left Boston and the Catholics Stayed. Gerald Gamm.
The Boston Irish: A Political History. Thomas O’Connor.
Faithful to Fenway. Michael Borer.
WebCT
Our course website can be accessed through WebCT. Handouts provided in class will be posted to
WebCT, as will other relevant documents. If you miss class or lose a handout, WebCT is the place to go
to get copies of what you need. Please check the course website on a regular basis.
Course Requirements
Attendance and Participation (10%)
Because this course is discussion based, class attendance and participation is critical both to your learning
and to everyone else’s. I strongly encourage everyone to attend and participate in each class. Attendance
and participation will account for 10% of your grade. More than 1 absence will result in the full loss of
attendance and participation points. Class attendance is a college-wide requirement.
Assignment #1: Boston by the Numbers (10%)
In a two to three page write-up, describe Boston and any other U.S. city with a population over 500,000.
Consider the following questions:
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What is the population of each of the cities?
What is the age distribution?
What is the racial and ethnic distribution?
What is the poverty rate?
What are the levels of segregation?
What is the average level of education?
What are the major sources of industry?
Begin by going to the U.S. Census website to their “quick facts” page. This source is a great place to start
for a “quick and dirty” overview. You will also need to use other data sources to develop this
demographic picture of Boston and its comparison city. Other sources might include the City of Boston
website.
In addition to writing up this demographic picture, suggest some hypotheses to explain the similarities or
differences of the two cities. Consider the history of each of the cities—when they were founded, the
impetus behind the founding, their respective locations, etc. These types of questions might help to
explain the similarities or differences of Boston and its comparison city.
Be sure to cite all sources of information, both within the body of the text and in a list of sources at the
end of your write-up. Come prepared to discuss your findings in class.
Assignment #2: Discussion Questions (20%)
Each week, starting in Week 3, you will need to prepare a list of discussion questions based upon the
week’s readings. The list should be no shorter than three questions and no longer than five questions.
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Strive to incorporate concepts and themes from previous weeks, when possible. Remember that these
should be thought questions, as opposed to questions with clear and exact answers. You need to email me
the list of questions by 8:00 p.m. the Thursday evening of each week.
Assignments #3 & #4: Analyses of Site Visits (10% each, for a total of 20%)
Over the course of the semester, we have two group site visits planned (Faneuil Hall and the JFK
Library), as well as one independent site visit (Fenway Park). You may also attend the Thursday, April
1st site visit to the Boston Latin School with the 02 section of this class. Please see me in advance if you
would like to do so. You need to choose two of these various sites and in approximately three pages,
write up an analysis of the site. Your analysis should consider, but not be limited by, the following
questions:
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What is the history of the place, either specific or general?
What are some of the meanings behind this institution?
What role did the city of Boston play in the development of this institution?
What role has this institution played in the shaping of Boston?
Is this institution specific to Boston, or could you find a similar institution anywhere in the U.S.?
You must provide support from readings to justify your responses. Be sure to cite all sources of
information, both within the body of the text and in a list of sources at the end of your write-up. These
write-ups are due within one week of the actual site visit.
Assignment #5: Final Paper (30%) and Presentation (10%)
Over the course of the semester, we explore a range of topics (religion, politics, stratification, race and
ethnicity, crime, immigration, sports, etc.) through the prism of Boston. For your final paper, you need to
choose a topic of interest to you that grows out of something we have covered in the course. The topic
can be Boston-based, or not, but it needs to have some tie to the readings, concepts, and theories we have
discussed. For example, you might be interested in exploring issues of segregation across the United
States, the role of the Catholic Church in recent pro-immigration initiatives, or the state of public
education in Boston today.
Your final paper can take one of two forms, each of which is entirely acceptable. You might want to
conduct a small research study, collecting primary data or analyzing secondary data to explore a research
question that you have. For example, you might want to explore how public schools in Boston have
adapted to changing populations within the City over the past several decades. For a qualitative study,
you could interview principals of local schools. For a quantitative study, you might explore the racial and
ethnic distribution in the exam schools, rates of college attendance, etc. In these cases, your paper would
follow the format of a research write-up with the sections following the scientific method (an introduction
to the problem/ question, literature review, methods and data section, findings, and conclusion/policy
recommendations). NOTE: If you are planning on conducting a research study based upon primary
data collection, please see me by the end of January, as you will have to put an application into the
Institutional Review Board and obtain approval before you can begin data collection.
Alternatively, you might want to conduct an in-depth literature review of your topic. In this case, you
would explore all of the research and theory that has been conducted on your topic of interest. You
would both summarize what has been conducted on your topic already, as well as identify what holes you
see in the literature. What areas need to be explored further? Where has the research “fallen short?”
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In both instances, your papers should be 12 to 15 pages in length. The paper should be well-organized,
proof read, and have citations within the body of the text, as well as in a formal bibliography at the end of
the paper. Final papers are due on the last day of class, in class.
In addition, you will need to present a 10 to 15 minute presentation on your topic to the class. Your
presentation should be professional, well-rehearsed, and well-organized. This means appropriate dress,
language, and the utilization of power point. The last two sessions of the course will be reserved for these
presentations.
If you are writing your paper for the purposes of distinction, your paper will need to meet the distinction
requirements set forth by the Department of Sociology.
PLEASE NOTE: Write-ups must be handed in in class on the due date. Emailed assignments will not
be accepted (with the exception of the discussion questions). Late assignments without a valid excuse
will be docked ½ a grade (B > B-) for each day late. Assignments must be typed in Times New Roman
12-pt font, double-spaced, and stapled. Sources must be properly cited. If you have any questions about
how to cite works, please see the librarians. They have put together a wonderful tutorial on proper
citation. Carefully proof read your work for grammar and spelling errors. Do not simply rely on your
computer’s spell-check!
Grading
Class attendance and participation: 10%
Boston by the numbers: 10%
Discussion questions: 20%
Analyses of site visits: 20% (10% each)
Final class presentation: 10%
Final paper: 30%
Contact
I am available to meet during my office hours, but I strongly encourage “drop ins.” I am always happy to
have a visit from a student. Beyond face to face contact, the best way to reach me is via email. I check
email regularly whether I am on or off campus. You can expect a response to your email within 24 hours.
Problems meeting a particular paper deadline must be discussed with me well in advance. I will
determine whether an extension can be arranged.
Students with Disabilities
If you are a student with a documented disability who may require accommodations in this course, please
register with the Disabilities Coordinator, Susan Mayo. Her office is located in the lower level of the
library, room 04R. She can also be reached by calling 617-935-9923, TTD 617-935-9755, or by email at
mayos@emmanuel.edu.
Plagiarism and Cheating
Copying someone else’s work on a quiz or test, having someone else complete a written assignment for
you, directly copying work from someone else and passing it off as your own, or obtaining assistance
from a disallowed source on a quiz or a test are all forms of cheating. Cheating also includes voluntary
assistance in another student’s cheating. A more complete discussion of this topic can be found in the
Emmanuel College Handbook.
Plagiarism and cheating are considered serious offenses at Emmanuel College and in this classroom.
Academic dishonesty may result in receiving an “F” in the course. Your academic advisor and the Vice
President for Academic Affairs will also be notified.
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Schedule
Readings are to be completed by the first class meeting each week.
SECTION I: THE “CULTURE” OF BOSTON: WHO WE ARE, FROM WHERE WE CAME…
Week 1- 1/15
Course overview: Is Boston really different?
Required Reading: review of syllabus
Week 2- 1/22
Boston Yesterday and Today: By the Numbers
Required Reading: U.S. Census Bureau, Boston Quick Facts (can navigate to this through the home page
of the U.S. Census Bureau: http://www.census.gov/ )
Assignment #1: Boston by the Numbers due on 1/22.
Week 3- 1/29
Puritanism and its Ongoing Influence
Required Reading: Winthrop’s “A Modell of Christian Charity” at
http://religiousfreedom.lib.virginia.edu/sacred/charity.html; Baltzell p.1-15, p. 31-55 (on WebCT).
Week 4- 2/5
Puritanism and its Ongoing Influence
Required Reading: The Massachusetts State Constitution at http://www.mass.gov/legis/const.htm ;
Weber’s The Protestant Ethic and the Spirit of Capitalism (on WebCT)
Site Visit: National Park Service Talk at Faneuil Hall on Friday, February 5th at 10:00 a.m., 2nd fl.
SECTION II: BOSTON’S TRIBES & TURF WARS: SUB-CULTURES, SEGREGATION, & SCARCE
RESOURCES
Week 5- 2/12
Intergroup Relations and the Struggle for the Top: WASP and Irish
Required Reading: The Boston Irish, pp. 3-165
Week 6- 2/19
Intergroup Relations and the Struggle at the Bottom: Irish and Black
Required Readings: All Souls
Site Visit: JFK Library on Friday, February 19th at 9:00 a.m.
Week 7- 2/26
Intergroup Relations and the Transformation of the Inner City: Irish, Black and Jew
Required Readings: Urban Exodus (read pp.1-95, skim remainder)
Week 8- 3/5
Intergroup Relations and the “New Bostonians”
Required Readings: Levitt, pp.46-53, 143-151 (on WebCT); Small, pp.15-43, 91-122 (on WebCT)
Week 9- NO CLASS (SPRING BREAK)
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SECTION III: INSTITUTIONS: REFLECTIONS AND REINFORCEMENTS
Week 10- 3/19
The System of Education: From Boston Latin to Boston Busing
Required Reading: Baltzell pp.246-280 (on WebCT); “About BLS- History” at
http://www.bls.org/podium/default.aspx?t=113646 ; “Boston: Cradle of Liberty or Separate but Equal?”
at http://www.jstor.org.webadvisor.emmanuel.edu:2048/stable/1476154 ; “Affirmative Action Voided at
Public School” at http://www.nytimes.com/1998/11/20/us/affirmative-action-voided-at-publicschool.html
Week 11- 3/26
Boston Politics: Then and Now
Required Reading: The Boston Irish, pp. 166-303; “Urban Planning, Community Participation and the
Roxbury Master Plan in Boston” at
http://www.jstor.org.webadvisor.emmanuel.edu:2048/stable/pdfplus/4127691.pdf ; “Demographic Trends
of the Latino Population in Massachusetts” at http://www.gaston.umb.edu/articles/Demo_Bos_06.pdf
Speaker: Meredith Weenick, Special Assistant to the Honorable Mayor Thomas Menino
Week 12- 4/2 NO CLASS (GOOD FRIDAY)
If you would like to attend the Boston Latin School tour, please let me know in advance. We will
meet at the front entrance of BLS on Avenue Louis Pasteur at 9:30 a.m. on Thursday, April 1st.
This site can be used for a write-up. If you are attending this site visit, you must complete the
online lecture on education prior to the tour. It is found in the PowerPoint folder. The lecture is
multimedia, so you must be on your computer. I encourage you to do it in groups for the sake of
discussion.
Week 13- 4/9
The Institution of Sports: A Love-Hate Affair: Red Sox, Race and the Curse of the Bambino
Required Readings: Faithful to Fenway; listen to Juan Williams’ report on “The Boston Red Sox and
Racism” at http://www.npr.org/programs/morning/features/2002/oct/redsox/
Class on Friday, April 9th: Meet in library to work with reference librarian on final papers.
Site Visit: Independent visit to Fenway Park. Sunday, April 4th is Opening Day at Fenway, but the
independent site visit can be conducted anytime during this week.
Week 14- 4/16
Final Presentations
Week 15- 4/23 (Must Attend a Senior Distinction Presentation)
Final Presentations
This syllabus is subject to change.
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Bibliography
“About BLS- History.” Retrieved on January 3, 2010 from the Boston Latin School Website:
http://www.bls.org/podium/default.aspx?t=113646
Baltzell, E. D. (1979). Puritan Boston and Quaker Philadelphia. Boston: Beacon Press.
Borer, M. (2008). Faithful to Fenway: Believing in Boston, Baseball, and America’s Most Beloved
Ballpark. New York: New York University Press.
Constitution of the Commonwealth of Massachusetts. (1780). Retrieved on January 1, 2010 from the
Official Website of the Commonwealth of Massachusetts: http://www.mass.gov/legis/const.htm
Gamm, G. (1999). Urban Exodus: Why the Jews Left Boston and the Catholics Stayed. Cambridge:
Harvard University Press.
Jennings, J. (2004, July). “Urban Planning, Community Participation and the Roxbury Master Plan in
Boston.” Annals of the American Academy of Political and Social Science 594:12-33. Retrieved on
January 3, 2010 from: http://www.jstor.org.webadvisor.emmanuel.edu:2048/stable/pdfplus/4127691.pdf
Kala, M. & C. Jones. 2006. “Boston.” Retrieved on January 5, 2010 from the Demographic Trends of the
Latino Population of Massachusetts webpage at the Mauricio Gaston Institute for Latino Community
Development and Public Policy: http://www.gaston.umb.edu/articles/Demo_Bos_06.pdf
Levitt, P. (2001). Transnational Villagers. Berkeley: University of California Press.
Lewin, T. (1998, Nov. 10). “Affirmative Action Voided at Public School.” The New York Times, A20.
Retrieved on January 3, 2010 from the New York Times Website:
http://www.nytimes.com/1998/11/20/us/affirmative-action-voided-at-public-school.html
MacDonald, M. (1999). All Souls. Boston: Beacon Press.
O’Connor, T. (1995). The Boston Irish: A Political History. Boston: Northeastern University Press.
Small, M. (2004). Villa Victoria: The Transformation of Social Capital in a Boston Barrio. Chicago:
University of Chicago Press.
Smith, J. (1978, February). “Boston: Cradle of Liberty or Separate but Equal?” Theory into Practice
17(1):54-66. Retrieved on January 3, 2010 from:
http://www.jstor.org.webadvisor.emmanuel.edu:2048/stable/1476154
Weber, Max. ([1905]2006). “The Protestant Ethic and The Spirit of Capitalism” pp. 347-354 in Readings
for Sociology, 5th Ed. edited by Garth Massey. New York: W.W. Norton & Co.
Winthrop, John. (1630). “A Model of Christian Charity.”
University of Virginia, The Religious Freedom Website:
http://religiousfreedom.lib.virginia.edu/sacred/charity.html
Retrieved on January 3, 2010 from the
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