Sociology 328: Sociology of Sport
Winter 2010
MWF 10:00-10:50am
B032 JFSB
Professor Mikaela Dufur mikaela_dufur@byu.edu
422-1720
Office Hours: 2:00-4:00pm W, or by appt. (2037 JFSB)
Objectives: This class will introduce you to sociological theories, ideas, and research concerning sport as a social institution. The majority of the course will focus on sport in the US, although we will examine some sports institutions in other countries. Course readings and discussions should help you critically assess the current state of research on sport, sporting organizations, athletes, and spectators. By the end of the course, you should be able to critique current research and synthesize the literature to propose additional research on a topic of your choice related to sport. You will demonstrate this by producing a research project in which you propose a testable hypothesis, support it with previous literature, and describe how you would use data to test the hypothesis.
Readings:
Coakley, Jay. 2009. Sports in Society: Issues and Controversies . New York, NY: McGraw-Hill.
Articles and readings as described below in schedule
Please note that one or more of the readings may contain harsh language. If this will be an issue for you, it is your responsibility to approach the instructor for an alternate assignment of equal length.
Students with Disabilities: If you have a disability that may affect your performance in this course, you should get in touch with the office of Services for Students with Disabilities (1520 WSC). This office can evaluate your disability and assist the professor in arranging for reasonable accommodations.
Grading:
Final Exam—100 points
Final Research Paper—100 points
Group Presentation –50 points
Grammar and Usage Quiz—25 points
Diagramming Assignment—50 points
Assessments of Classmate’s Paper Draft—25 points
Advertising Analysis Assignment—75 points
Live/Televised Event Assignment—75 points
A: 95-100
A-: 90-94.5
B+: 87-89.5
B: 84-86.5
B-: 80-83.5
C+: 77-79.5
C: 74-76.5
C-: 70-73.5
D+: 67-69.5
D: 64-66.5
D-: 60-63.5
E: below 60
Total=500 points
Attendance and Participation: Missing group presentation days will affect your grade. The roll will be passed around at 10am on the nose on those days; you will not be able to sign the roll after that time. Exam questions will be drawn from class discussion, so absences will hurt grades through examinations. Finally, I expect that you will prepare the assigned readings before coming to class for the express purpose of including insights from those readings in your discussion. If this does not appear to be happening, I reserve the right to give pop quizzes on the reading material, with the impact of said quizzes on your grade to be left to my discretion.

Turning in Work: Work is due *at the beginning of class* on the assigned due date. It is *your responsibility* to print out your work in a timely enough fashion that should anything go amiss (your computer died, parking was bad, the bus broke down, the dog ate your copy card) *you* will be able to resolve it and turn the work in at the beginning of class. If you will not be in class when an assignment is due, it is *your responsibility* to make sure the work is turned in at the beginning of class. Papers *will not be accepted electronically*.
That means e-mail,
Blackboard dropbox, iTunes, or any other electronic method you can dream up. If you turn in work late or electronically, the instructor is likely to lose it, as she can remember who won Best Picture in 1996 (“The English
Patient.” Yuck.) but loses her car keys twice a week. Because I do not want to lose your papers, I *will not accept late work or work turned in electronically*. NO EXCEPTIONS.
Exams: There will be a final exam. The final exam is cumulative. The exam will include multiple choice, short answer, and essay questions; these questions will be drawn BOTH from readings and from classroom lecture and discussion. The final exam is worth 20% of your final grade. A study guide will be available on Blackboard. The final exam will be held on Friday, April 16, 11:00am-2:00pm in the regular classroom..
Research Paper: One of the objectives of this class is to help you more critically assess the interactions and processes in sports institutions and to ask critical questions about sociological research being done on these topics.
In addition, this class should help you to express these ideas and questions in written form. To this end, the research paper is designed to help you assess a particular topic and suggest future directions for research. The paper is a research proposal; a basic literature review is not sufficient for this assignment. The paper should be 10-15 doublespaced pages (not including references) and is due on Monday, April 12 . This paper is worth 20% of your grade.
You will select a topic pertaining to the sociology of sport that you think has not been adequately addressed and develop an hypothesis to address it. This oversight could be because your idea is a new topic or because existing research has, in your opinion, missed important explanations for phenomena or gone down the wrong explanatory path. In your research proposal, you will explain why the problem you’ve chosen is important, critically examine existing research and link said research together to lead logically to your hypothesis, and describe how a specific piece of research might be designed to address your hypothesis if you were given a grant to study it. A detailed handout describing the component parts of the paper will be provided. Examples are posted on Blackboard. Papers that do not include all of the required components will receive an automatic zero . Other writing sins that will result in an automatic zero include but are not limited to citing Wikipedia, including anecdotes, and using authors’ first names in the text. FAMILIARIZE YOURSELF WITH THE WRITING DOCUMENT PROVIDED ON
BLACKBOARD THAT OUTLINES THESE ISSUES.
Peer Paper Review: One activity that will help to improve your writing is assessing someone else’s work and learning to identify common writing problems, as well as having someone else give you comments on your own work. You will help each other to write good papers by participating in a peer review of one of your fellow students’ papers. In return, this fellow student will read and critique your paper. You must turn in BOTH the critique you wrote and the critique you received from a peer partner to receive full credit for this assignment. Because of this, I would strongly suggest downloading the peer critique sheet from Blackboard, typing in your critique, and saving an electronic copy of it. I note that if you do not allow enough time for your partner to adequately review your paper or for you to include your peer’s suggestions, you will not be giving yourself a chance to turn in your best possible work. You are responsible for planning your schedule and making arrangements with your partner that will allow you to incorporate your partner’s suggestions. You should critique the paper based on the questions included on the peer review sheet, which is posted on Blackboard. The peer reviews are due with your research paper on Monday,
April 12 .
Your peer review grade will be attached to your peer’s paper grade. I will go through the peer reviews with the paper in question to assess the quality of the peer review. If your partner’s paper is of poor quality and your peer review does not suggest that you made helpful suggestions trying to improve the quality, you will receive no credit for the peer review . If the paper is of poor quality but the peer review shows you tried to help improve it and were ignored, you will receive full credit for the peer review. If the paper is of high quality but your peer review offers no suggestion for improvement (“Great! Looks super! I laughed, I cried!”), you will receive no credit for the peer review . Every paper can benefit from suggestions; the fact that your partner is starting from higher quality does not absolve you from helping to improve the paper.

Class Presentations: You will be divided into groups. Each group will give a 20-minute presentation. The group will be teaching the class during this presentation and will be graded not only on the content and analysis of their topic but on how they disseminate this information to their fellow students. The group presentation is worth 10% of your grade. The presentations will take place April 7-12 .
Grammar and Usage Quiz:
I just can’t take it anymore. I provide you with an extensive document on Blackboard on how not to commit grammatical sin, and yet you refuse to read it. You’ll read it now. There will be a quiz on grammar and usage in the English language—and particularly in scientific writing—on Wednesday, January 13 .
This quiz will be worth 25 points.
Diagramming Assignment: Good sociological research tends to grow out of a thorough grounding in previous work. This assignment is designed to help you dissect and understand previous literature. You will break down an article into its component parts and assess how well the author(s) presented and supported their arguments. A detailed handout describing how to do the assignment is available on Blackboard. You are welcome to use an article from class for the diagramming assignment. It will be vastly to your benefit to choose a diagramming article that is an empirical piece of research (has an hypothesis and uses data to test that hypothesis). The diagramming assignment will be due at the beginning of class on Wednesday, January 20. This assignment is worth 25 points.
Advertising Analysis Assignment: Sports have pervaded many other components of society. One example of this is the way sporting images and athletes are used to sell products. In this assignment, you will examine popular magazines or newspapers and analyze the advertising in them for the ways that advertising uses sports imagery to sell products. While you may choose any popular outlet, sports-related publications may have the most material to analyze. Your analytic approach is up to you, but successful papers have in the past looked at racial composition and imagery, gendered composition and imagery, and type of product being sold, among other approaches. This assignment should be 3-5 pages in length and is worth 45 points. It is due on Wednesday, February 17. If you have questions about the appropriateness of the publications you want to examine or your analytic approach, see the instructor for approval. A detailed handout describing the assignment will be available on Blackboard. Chapter 12 in the Coakley book focuses on media; along with that, the following articles analyze sport images in advertising and may be of use to you in determining your approach:
Curry, Timothy J., Paula A. Arriagada, and Benjamin Cornwell. 2002. “Images of Sport in Popular Non-
Sport Magazines: Power and Performance Versus Pleasure and Participation.” Sociological Perspectives
45(4): 397-413.
Dufur, Mikaela J. 1997. “Race Logic and ‘Being Like Mike’: Representations of Athletes in Advertising,
1985-1994.” Sociological Focus 30(4): 60-72.
Live/Televised Sporting Activity Comparison: With the explosion of televised sports, many spectators experience almost all of their sporting participation through a television set. However, because of the expense and complexity of televising a competition, this removes the spectator from the action and requires that they experience the event through whatever filters the networks, broadcasters, etc., impose on them. To investigate how much this changes the sporting experience, you will observe one sporting event on television and one in person. You will then write a 3-5page analysis comparing those experiences, focusing on the differences you observed between those experiences and how those differences link back to sociological ideas. While you may take a number of analytic approaches, some of the sociological ideas you might incorporate include an analysis of race, class, gender, power, or institutions. A detailed handout on the assignment is available on Blackboard. This assignment is due on Monday, March 15, and is worth 45 points. PLEASE NOTE that YOU are responsible for paying attention to the calendar and planning out your viewing experiences. While there will be many televised and live sporting events available before your paper is due, it is possible there will be no events available for watching in the two days before the due date. PLAN NOW for how you will execute this assignment. If you have questions about the appropriateness of the sporting events you have selected or your analytic approach, see the instructor for approval.

Appeals Procedure: If you feel you have received an incorrect or unfair grade, you may file an appeal. In the case of a mathematical error ONLY (incorrect score entered on Blackboard or points incorrectly added or subtracted), you may merely show me the error. Be sure to follow up to make sure the error is rectified. For any other complaint , you must write up a minimum of a page describing the perceived error and why you think you should receive credit for the work in question; you must also provide documentation for why you think you are correct (a page copied from an article or book with the pertinent phrase highlighted, etc.). WARNING: I will consider the entire piece of work for re-grading.
Writing Disclaimer: It is only fair to warn you that my bachelor’s degree is in English, that I have taught English at a community college, and that I have copy edited for a professional journal. Although I don’t intend to draw up a grading scheme in which I take off a quarter of a point for each misplaced comma, etc., if you turn in written work that is sprinkled with misspellings, grammatical errors, malformed sentences, or illogical conclusions, you will be doing the equivalent of dragging a cheese grater across the back of my neck. If any of the above errors are present in your work, you are crippling your efforts to make your good points understood. PROOFREAD AND
SPELLCHECK YOUR WORK. It is also a good idea to ask a friend or colleague to look over your work. I am happy to meet with you if you are concerned about your writing; in addition, the BYU Reading and Writing Center
(B106 JFSB; consider also their satellite centers in dorm locations) and the College of Family, Home, and Social
Sciences Writing Lab (1051 JFSB) offer services specifically designed to improve your writing. You will also find a lengthy discourse on punctuation and usage on our Blackboard page. PLEASE TAKE ADVANTAGE OF THESE
SERVICES.
Conduct Expectations: I’d like to think that we can respect each other’s abilities and opinions and can learn from the variety of experiences we bring to class. There will be many opportunities for discussion in class, so let’s try to remember that debate is acceptable, but arguments and personal attacks are not. Homophobic, racist, sexist, and other –ist comments are not acceptable.

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. http://campuslife.byu.edu/HONORCODE/honor_code.htm
BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including plagiarism, fabrication or falsification, cheating, and other academic misconduct. Students are responsible not only to adhere to the
Honor Code requirement to be honest but also to assist other students in fulfilling their commitment to be honest. (complete version of the Academic Honesty Policy available at honorcode.byu.edu)
There is a zero-tolerance policy for cheating or academic dishonesty of any kind in this class.
Cheating is the same thing as stealing: if you turn in work that is not yours or fail to cite others’ work, you are a thief. If you commit such behavior, you are choosing to commit immoral violations against your fellow students, your instructors, the university, and the promises you have made to yourself and others. Please know that as your professor I will notice instances of cheating on exams or plagiarizing on papers; in fact, in the last year I have caught three thieves.
If you are caught committing any form of academic misconduct, you will receive a failing grade for the entire course; you will also be asked to leave the course immediately and will be reported to the Honor Code Office for any further actions they deem appropriate . These actions may include but are not limited to dismissal from the university.
If you are unsure about your citation choices, it is your obligation to consult with the instructor to make sure you are not plagiarizing. As you will note in the university statement on academic honesty cited above, inadvertent plagiarism is still plagiarism, and it will be treated as such.
Ignorance is not a sufficient defense before the law. If you plagiarize because you couldn’t manage to figure out how to cite others’ work, you are merely a lazy thief rather than an organized one. Do not cheat; you will pay for it if you choose to cheat.
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title
IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. Sexual discrimination or harassment (including student-to-student harassment) is prohibited both by the law and by
Brigham Young University policy. If you feel you are being subjected to sexual discrimination or harassment, please bring your concerns to the professor. Alternatively, you may lodge a complaint with the Equal Employment Office
(D-240C ASB) or with the Honor Code Office. Students are also expected to adhere to the Dress and Grooming
Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university’s expectation, and my own expectation in class, that each student will abide by all
Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

Learning Outcomes
Each program at BYU has developed a set of expected student learning outcomes. These will help you understand the objectives of the curriculum in the program, including this class. To learn the expected student outcomes for the programs in this department and college go to http://learningoutcomes.byu.edu
and click on the College of
Family, Home and Social Sciences and then this department. We welcome feedback on the expected student learning outcomes. Any comments or suggestions you have can be sent to FHSS@byu.edu
.
This course focuses on the following learning outcomes:

Graduates will be conversant with the substantive areas of sociology, the major controversies and debates, new developments, emerging issues, and current trends within substantive areas, and will be able to critically assess the strengths and weaknesses of current sociological theories and research relating to substantive areas.
The course readings and discussion outline recent research in and discussion about the current trends and debates.
We outline several theories and then apply the research we read to determine which of those theories best explains outcomes of interest.

Graduates know how race, class, and/or gender intersect with other social categories to create a variety of life experiences and influence the life chances of individuals and will be able to articulate the sources of social conflict and describe the relations of power in modern society.
Multiple segments of the class focus specifically on how race and gender influence life chances.

Graduates are able to estimate and interpret univariate and bivariate statistics and generalize their meaning to the appropriate population, coding and preparing quantitative data for statistical analysis and analyzing data and summarizing findings for written or oral presentation.
The research paper required in the class allows students to describe how they would derive testable hypotheses and how they would use data to examine these hypotheses.

Graduates are able to conduct electronic bibliographic searches and determine the scientific quality of the research they find, demonstrating their knowledge of substantive areas, theory, and research methodologies by developing an original sociological argument in writing (e.g. literature review, research proposal, theoretical analysis, etc.).
The required research paper allows students to construct an argument supporting their hypotheses. Such an argument requires support from previous research, allowing students to show that they can distinguish between better and lesser research and can select research from which they can construct a cogent argument.

COURSE SCHEDULE
Alternative formats of this schedule are available at the end of the syllabus and on Blackboard.
Topic: The Tools Sociologists Use to Study Sport
Readings due today:
Coakley, Ch. 1
Topic: The Tools Sociologists Use to Study Sport (cont.)
Readings due today:
Washington, Robert E. and David Karen. 2001. “Sport and Society.”
Annual Review of Sociology 27 : 187
212. http://arjournals.annualreviews.org/doi/pdf/10.1146/annurev.soc.27.1.187
Topic: The Tools Sociologists Use to Study Sport (cont.)
Assignments due today:
Grammar and usage quiz
Topic: The Tools Sociologists Use to Study Sport (cont.)
Topic: Theoretical Approaches
Assignments due today:
Article diagramming assignment (see handout)
Topic: Theoretical Approaches (continued)
Topic: Theoretical Approaches (continued)
Topic: Sport as Culture
Readings due today:
Coakley, Ch. 3

Topic: Sport as Culture (continued)
Readings due today:
Guttmann, Allen. 1981. “Sports Spectators from Antiquity to the Renaissance.” Journal of Sport History
8(2): 5-27. http://www.la84foundation.org/SportsLibrary/JSH/JSH1981/JSH0802/jsh0802b.pdf
Topic: Sport as Culture (continued)
Reading due today:
Coakley, Ch. 15
Topic: Socialization through Sport (continued)
Reading due today:
Chidester, David. 1996. “The Church of Baseball, the Fetish of Coca-Cola, and Potlatch of Rock ‘n’ Roll:
Theoretical Models for the Study of Religion in American Popular Culture.” Journal of the American
Academy of Religion 4: 743-765. http://jaar.oxfordjournals.org/cgi/reprint/LXIV/4/743
Topic: Sport as Culture (continued)
Reading due today:
Kidd, Bruce, and Peter Donnelly. 2000. “Human Rights in Sports.” International Review for the Sociology of Sport 35: 131-148. http://irs.sagepub.com/cgi/reprint/35/2/131
Topic: Socialization through Sport
Reading due today:
Coakley, Ch. 12
*AND*
Wheaton, Belinda, and Becky Beal. 2003. “`Keeping It Real': Subcultural Media and the Discourses of
Authenticity in Alternative Sport.” International Review for the Sociology of Sport 38: 155-176. http://irs.sagepub.com/cgi/reprint/38/2/155
Topic: Socialization through Sport (continued)
Reading due today:
Coakley, Ch. 4 & 5

Topic: Socialization through Sport (continued)
Assignment due today:
Advertising analysis
Reading due today:
Landers, Melissa A., and Gary Alan Fine. 1996. “Learning Life’s Lessons in T-Ball: The Reinforcement of
Gender and Status in Kindergarten Sport.” Sociology of Sport Journal 13: 87-93.
ON BLACKBOARD—COURSE DOCUMENTS
Topic: Socialization through Sport (continued)
Reading due today:
Coakley, Ch. 14
Topic: Socialization through Sport (continued)
Reading due today:
Broh, Beckett A, 2002. “Linking Extracurricular Programming to Academic Achievement: Who Benefits and Why?” Sociology of Education 75: 65-91. http://www.jstor.org/stable/3090254
Topic: Deviance in Sport
Reading due today:
Coakley, Ch. 6 & 7
Topic: Deviance in Sport (continued)
Reading due today:
Pan, David W., and John A. W. Baker. 1998. “Perceptual Mapping of Banned Substances in Athletics:
Gender- and Sport-Defined Differences.” Journal of Sport and Social Issues 22: 170-182. http://jss.sagepub.com/cgi/reprint/22/2/170
Topic: Deviance in Sport (continued)
Reading due today:
Kreager, Derek A. 2007. “Unnecessary Roughness? School Sports, Peer Networks, and Male Adolescent
Violence.” American Sociological Review 72: 705-724. http://www.ingentaconnect.com/content/asoca/asr/2007/00000072/00000005/art00003

Topic: Deviance in Sport (continued)
Reading due today:
Forbes, Gordon B., Leah Adams-Curtis, Alexis H. Pakalka, and Kay B. White. 2006. “Dating Aggression,
Sexual Coercion, and Aggression-Supporting Attitudes Among College Men As A Function of
Participation in Aggressive High School Sports.” Violence Against Women 12: 441-455. http://vaw.sagepub.com/cgi/reprint/12/5/441
Topic: Gender and Sport
Reading due today:
Coakley, Ch. 8
Topic: Gender and Sport (continued)
Reading due today:
Eitzen, D. Stanley, and Maxine Baca Zinn. 1989. “The De-athleticization of Women: The Naming and
Gender Marking of Collegiate Sports Teams.” Sociology of Sport Journal 6: 362-370. http://jss.sagepub.com/cgi/reprint/24/1/8
Topic: Gender and Sport (continued)
Reading due today:
Dufur, Mikaela J. 2008. “Glass Ceilings and Productivity: The Effects of Ethnicity and Sex in the Presence of Agreed-Upon Productivity Measures among Collegiate Basketball Coaches.” Sociological Focus
41:137-158.
ON BLACKBOARD—COURSE DOCUMENTS
Topic: Gender and Sport (continued)
Assignments due today:
Live/televised sport comparison
Reading due today:
Davis, Nickolas W., and Margaret Carlisle Duncan. 2006. “Sports Knowledge Is Power: Reinforcing
Masculine Privilege Through Fantasy Sport League Participation.” Journal of Sport and Social Issues 30:
244-264. http://jss.sagepub.com/cgi/reprint/30/3/244
Topic: Race and Sport
Reading due today:
Coakley, Ch. 9
Topic: Race and Sport (continued)
Reading due today:
Malcolm, Dominic. 2007. “Stacking in Cricket: A Figurational Sociological Reappraisal of Centrality.”
Sociology of Sport Journal 14:263-282. http://hk.humankinetics.com/eJournalMedia/pdfs/1657.pdf

Topic: Race and Sport (continued)
Reading due today:
Schulz, Jamie. 2005. “Reading the Catsuit: Serena Williams and the Production of Blackness at the 2002
US Open.” Journal of Sport and Social Issues 29: 338-357. http://jss.sagepub.com/cgi/reprint/29/3/338
Topic: Race and Sport (continued)
Assignment due today:
Outline of group presentation
Reading due today:
Staurowsky, Ellen J. 2007. “’You Know, We Are All Indian’: Exploring White Power and Privilege in
Reactions to the NCAA Native American Mascot Policy.” Journal of Sport and Social Issues 31:61-76. http://jss.sagepub.com/cgi/reprint/31/1/61
Topic: Power and Money in Sport
Reading due today :
Coakley, Ch. 10 & 11
Topic: Power and Money in Sport (continued)
Reading due today:
Dufur, Mikaela J., and Seth L. Feinberg. 2007. “Artificially restricted Labor Markets and Worker Dignity in Professional Football.” Journal of Contemporary Ethnography 36: 505-536. http://jce.sagepub.com/cgi/reprint/36/5/505.pdf
Topic: Power and Money in Sport (continued)
Reading due today :
Coakley, Ch. 13
Topic: Power and Money in Sport (continued)
Reading due today:
Brown, Clyde, and David M. Paul. 2002. “The Political Scorecard of Professional Sports Facility
Referendums in the United States, 1984-2000.” Journal of Sport and Social Issues 26: 248-267. http://jss.sagepub.com/cgi/reprint/26/3/248
Topic: Hey Now, You’re an All-Star, Get Your Game On: Group Presentations
Mary Lou Fulton Mentored Research Poster Conference—location TBA

Topic: Group Presentations (continued)
Topic: Group Presentations (continued)
Assignments due today:
1) Final research paper
2) Completed peer review sheet (download from Blackboard)

CLASS SCHEDULE
See handouts on individual assignments for details on how to execute each assignment
DATE
January 4
January 6
TOPIC
Introduction
READING DUE WRITTEN ASSIGNMENTS DUE
January 8
Introduction
The Tools Sociologists
Use to Study Sport
Coakley, Ch. 1
January 11
January 13
January 15
The Tools Sociologists
Use to Study Sport
(cont.)
The Tools Sociologists
Use to Study Sport
(cont.)
The Tools Sociologists
Use to Study Sport
(cont.)
HOLIDAY
Theoretical Approaches
Washington & Karen
Grammar and usage quiz
Article diagramming assignment
January18
January 20
January 22
January 25
January 27
January 29
February 1
February 3
February 5
February 8
Theoretical Approaches
Theoretical Approaches
Sport as Culture
Sport as Culture (cont.)
Coakley, Ch. 3
Guttman
NO CLASS
Sport as Culture (cont.) Coakley, Ch. 15
Sport as Culture (cont.) Chidester
Sport as Culture (cont.) Kidd & Donnelly
February 10 Socialization through
Sport
Coakley, Ch. 12
*AND* Wheaton &
Beal
February 12 Socialization (cont.)
February 15 HOLIDAY
February 16 NO CLASS
February 17 Socialization (cont.)
February 19 Socialization (cont.)
Coakley, Ch. 4 & 5
Landers & Fine
Coakley, Ch. 14
Advertising analysis assignment
February 22 Socialization
February 24 Deviance in Sport
February 26 Deviance (cont.)
March 1 NO CLASS
March 3
March 5
March 8
March 10
Deviance (cont.)
Deviance (cont.)
Gender and Sport
Gender (cont.)
March 12
March 15
Gender (cont.)
Gender (cont.)
Broh
Coakley, Ch. 6 & 7
Pan & Baker
Kreager
Forbes, et al.
Coakley, Ch. 8
Eitzen & Baca Zinn
Dufur
Davis & Duncan
March 17
March 19
March 22
March 24
Race and sport
Race (cont.)
NO CLASS
Race (cont.)
Coakley, Ch. 9
Malcolm
Schulz
Live/televised sporting event assignment

March 26
March 29
March 31
April 2
April 5
April 7
April 8
April 9
April 12
April 16
Race (cont.)
Power and Money
Power and Money
Power and Money
Power and Money
Group Presentations--
MANDATORY
ATTENDANCE
Mary Lou Fulton
Mentored Research
Poster Conference— location TBA
Group Presentations--
MANDATORY
ATTENDANCE
Group Presentations--
MANDATORY
ATTENDANCE
FINAL EXAM
Staurowsky
Coakley, Ch. 10 & 11
Group presentation outline
Dufur & Feinberg
Coakley, Ch. 13
Brown & Paul
Final research paper and peer review
11am-2pm in regular classroom