Department of Sociology
Syracuse University
Semester: Fall 2011
Sociology 101:
Introduction to Sociology
Instructor:
Email:
Mrs. Murphy- Associate Professor, Sociology
amurphy@ramsey.k12.nj.us or amurphy301@gmail.com
Course Description:
“The fascination of sociology lies in the fact that its perspective makes us see, in a new
light, the very world in which we have lived all our lives.”
-Sociologist Pete Berger
In the world we have come to understand, things are not always what they seem. By
studying sociology, from a macro and micro perspective, an active imagination can be
developed; an imagination that allows us to understand the interactions of people in
groups, from the formation of identities to larger patterns in societies.
After an initial orientation to theory, methods, and sociological imagination, this course
will analyze the social world through the eyes of sociologists. In examining class, race,
gender, media, identity and other themes, we can begin to expand our sociological
imaginations and understand the complexities of the social world. We will experience
moments where we see the impact of the social world on our daily lives, as well as our
individual impact on the social world.
Through this course we can begin to answer questions about the world that surrounds us.
For instance, what impacts our paths of least resistance as we travel through life? Why are
certain social structures institutional? How do individuals impact society? How does
society impact our lives?
This course will enable you to see the world as if you were seeing it for the first time, to see
the reality that we have constructed as a species, and allow you greater understanding in
how you can impact your own path as well as the paths of others.
Text: Ferguson, Susan J. 2010. Mapping the Social Landscape, 6th Ed. New York:
McGraw-Hill.
(Selected Readings)
Henslin, James. 2008. Sociology: A Down to Earth Approach, 9th Ed. New York:
Allyn and Bacon
(Selected Chapters)
Supplemental Readings.
Required Readings:
Readings are for Marking Periods 1 & 2 ONLY (the equivalent of a one semester college
course at Syracuse University)
This Reading List Is Subject To Change!!!
SOCIAL PERSPECTIVE
“The Promise,” C. Wright Mills (pp. 1-7, Ferguson)
“The Forest, the Trees, and the One Thing,” Allan Johnson (supplemental reading)
“Teenage Wasteland: Suburbia’s Dead-End Kids,” Donna Gaines (pp. 7-19, Ferguson)
DOING SOCIAL RESEARCH
“Finding Out How the Social World Works,” Michael Schwalbe (pp. 33-43, Ferguson)
“Between a Hard Rock and Postmodernism,” Kurt Borchard (supplemental reading)
“Sidewalk,” Mitchell Duneier (pp. 53-60, Ferguson)
CULTURE, GROUPS, AND SOCIAL STRUCTURE
“Peer Power: Clique Dynamics among School Children,” Patricia A. Adler and Peter
Adler (pp. 147- 161, Ferguson)
“Interpersonal Dynamic in a Simulated Prison,” Craig Haney, W. Curtis Banks, and
Philip Zimbardo (pp.43-52, Ferguson)
“The Decline of the Date and the Rise of the College Hook Up,” Paula England and
Ruben J. Thomas (pp. 183-196, Ferguson)
“Descent into Madness: The New Mexico State Prison Riot,” Mark Colvin (pp. 194208, Ferguson)
THE POWER AND INFLUENCE OF THE MEDIA
“One World Under Business,” Charles Derber (pp. 420-432, Ferguson)
“Media Images and the Social Construction of Reality,” William Gamson et al.
(supplemental reading)
“Media Magic: Making Class Invisible,” Gregory Mantsios (pp. 433-441, Ferguson)
“Animating Youth: The Disneyfication of Children’s Culture,” Henry A. Giroux
(supplemental reading)
SELF AND IDENTITY
“Night to His Day’: The Social Construction of Gender,” Judith Lorber (pp. 96-108,
Ferguson)
“What It Means to be Gendered Me: Life on the Boundaries of a Dichotomous Gender
System,” Betsy Lucal (pp. 108-122, Ferguson)
“Anybody’s Son Will Do,” Gwynne Dyer (pp. 135- 146, Ferguson)
“On Being Sane in Insane Places,” David L. Rosenhan (pp. 197-207, Ferguson)
“Anorexia Nervosa and Bulimia: The Development of Deviant Identities,” Penelope A.
McLorg and Diane E. Taub (pp. 207-218, Ferguson)
SOCIAL INEQUALITIES: RACE, CLASS, AND GENDER
“‘New Racism, Color-Blind Racism, and the Future of Whiteness in America,” Eduardo
Bonilla-Silva (pp. 345-361, Ferguson)
“Still Separate, Still Unequal: America‘s Educational Apartheid,” Jonathan Kozol (pp.
568-580 in Ferguson)
“The Hidden Cost of Being African American: How Wealth Perpetuates Inequality,”
Thomas Shapiro (pp. 270-281, Ferguson)
“At the Slaughterhouse, Some Things Never Die,” Charlie LeDuff (pp. 361-371,
Ferguson)
“Nickel-and-Dimed: On (Not) Getting By in America,” Barbara Ehrenreich (pp. 282-295,
Ferguson)
THINKING ABOUT SOCIAL CHANGE
“American Social Trends,” Charles L. Harper and Kevin L. Leicht (pp. 627- 640,
Ferguson)
“The Atrophy of Social Life.” D. Stabley Eitzen (pp. 641- 648, Ferguson)
“What Can We Do?: Becoming Part of the Solution,” Allan Johnson (pp. 649-660,
Ferguson)
Sociology 101
Course Objectives:
Upon completion of this course students will be able to:
1. Understand basic concepts, theories, and methods that sociologists
use to analyze the world.
2. Begin to evaluate social research in academic journals and mass
media.
3. Critically read, write, and think about how structural, cultural,
historical and political contexts affect individual lives.
4. Begin to think sociologically and apply the sociological imagination
to their social worlds.
Evaluation:
Students’ understanding of the material covered in this class will be
evaluated through a variety of means. These include, but are not
limited to: individual and group projects associated with the central
themes of the units and the readings; the completion of individual
article summaries and synthesis papers (extended essays) that
integrates the material of the unit; classroom presentations;
assignments that encourage students to learn and apply research
skills; and library and field research projects completed in consultation
with the instructor. Grades will be assigned using the following
metric:
Grade
A
AB+
B
BC+
C
CD
F
Range (%)
93-100
90-92
87-89
83-86
80-82
77-79
73-76
70-72
60-69
<60
Class Attendance:
Discussion based classes will make up a large portion of advancing the
sociological imagination. Students who miss classes should be sure to get
notes and meet for study groups with students who have attended class.
Detailed Grading and Assessment:
Participation/Discussion Leadership: 20% of Grade
Students attending classes MUST participate. This includes completing all
required readings BEFORE class, listening, taking notes, raising questions
and issues as well as participating in the discussions! The content of your
comments needs to reflect that you have completed the reading
assignments and are prepared to discuss them. Students need to respect
the opinions of other, while learning to listen and to interact with people
with whom you do not necessarily agree.
Class participation grades are based on criteria including:
contributions and questions.
terested is the student in the subject matter as reflected
through their comments and questions?
over the course of the semester?
even boredom showing little, if any interest in the subject matter?
stop talking to other students about
non-Sociological topics and thus distracting the teacher and other students in
the class?
absent from class?
For discussions to be most effective, you need to see this classroom as a safe
place where you can freely express your ideas. Towards this end, please keep
in mind that all opinions are respected and accepted as long as they are
argued critically with factual evidence to support them. All members of the
class have a right to express their opinion; there is a corresponding
responsibility to respect others, regardless of differences of opinion. If you
disagree with another person, you need to state why you disagree.
Analytical Summaries: 20% of Grade
Students will be asked to examine and analyze required readings. These
analyses will most often be shared with the class during discussion. Your
analyses should include relevant and intelligent interpretations of the data
presented. Be sure to reference (quote or paraphrase) each article in the
summary, including page number. All papers must use 12 pt. font (Times
New Roman) with margins of one inch. Students should answer the
following questions before writing the summary and then include all
relevant information in the summary. Students will be graded based on
the extent to which they effectively and accurately answer these questions
(ESPECIALLY THEIR USE OF SOCIOLOGICAL VERNACULAR):
1. What is/are the central question(s) the author(s) is/are trying to
answer? Where in the article did you find the question(s)? In other
words, where are they located in the article?
2. What are the research methods used by the author(s) to answer the
question?
3. From the collected data, what are the author’s most important
arguments contained in the article? Thoroughly explain the data
used by the author(s) to support the arguments.
4. What are the author’s conclusions?
5. What is your critique of the article in terms of what it accomplished
and failed to accomplish? Why? Include your opinion about the
methodology used. How could it have been improved?
6. How does this article relate to other readings, videos, or activities
that you have experienced, discussed, seen, or read this semester?
In what way(s)? Be specific!
THIS IS ONE OF THE MOST IMPORTANT QUESTIONS- It proves your
ability to connect social concept!
(Adopted from R. Loder:2006)
* See sample analytical summary.
Quizzes: 20% of Grade
Quizzes may be announced or unannounced. They will most often be
based on the readings, videos, or activities.
Research/Synthesis Papers (mid-term/final): 20% of Grade
Using the online libraries at Ramsey High School and Syracuse University
Library, students will research two topics of interest and write a 8-10 page
literature review of relevant information. Two to three papers will be
assigned. PAPERS WILL NOT BE ACCEPTED LATE (unless extreme
circumstances have arisen, this does NOT include absence on the day the
paper is due). More information will follow.
Assignments: 20%
In addition to the above work load, other assignments (observation
reports, etc.) will be assigned. Refer to sample observation report.
ALL WRITTEN ASSIGNMENTS MUST BE TURNED IN ON TURITIN and HARD COPY.
HARD COPIES CAN BE PRINTED IN THE MORNING BEFORE SCHOOL STARTS,
BUT NOT AT THE BEGINNING OF CLASS!
Statement on Academic Dishonesty
The University’s policy on academic dishonesty states: “The submission of
any work by a student is taken as a guarantee that the thoughts and
expressions in it are the student’s own except when properly credited to
another....Plagiarism is the representation of another’s words, ideas,
programs, formulae, opinions, or other products of work as one’s own,
either overtly or by failing to attribute them to their true source” (Section
1.0, University Rules and Regulations). In your written assignments in this
class, I expect that you will adhere to university and ethical guidelines that
require that all quotations be formally demarcated with quotation marks
and complete referencing. In addition, when you are discussing
someone else’s ideas or closely paraphrase (i.e., rephrase in your own
words) something someone else has written, you must provide a reference
to identify the original source of the ideas. Students caught plagiarizing,
cheating, or otherwise engaging in activities that constitute academic
dishonesty will be punished in accordance with University policy. If you
have any questions about what is and is not plagiarism or what is or is not
acceptable academic practice, please see me or consult the various
sources of information on plagiarism and academic integrity available
through the Syracuse University webpage (www.syr.edu; search using the
keyword “plagiarism” or “academic dishonesty”).
Receiving Credit for this Course:
90% of colleges and universities in the United States accept Sociology 101
credits (3) from Syracuse University. Almost no universities will transfer
grades lower than a C. Please check with the schools that you are
applying for transfer cooperation and details.