Professor Sylvester; Associate Professor Kane, Chair; Assistant Professor Johnson

Winter 2000 Sociology Addendum Notes

Short Term 2000 Sociology Addendum Notes

The curriculum in sociology is designed to introduce students to a sociological perspective, which explores social structures and their intersections with individual lives. Courses address a wide range of social phenomena, from patterns of everyday interaction to social and political revolutions. Sociology as a discipline focuses on recognizing and analyzing social determinants that shape our lives. That focus offers a unique potential not only for understanding society, but also for social action and social change.

The courses offered in sociology include a variety of 100- and 200-level courses introducing sociology and many of the specific topics and issues addressed by sociologists. Most 200-level courses are open to first-year students and have no prerequisites. The 300-level courses are more specialized, and include the core courses for the major and secondary concentration. These core courses focus on developing the skills and tools necessary for a more advanced application of a sociological perspective.

The methods and substantive areas of sociology provide an excellent background for a wide range of careers in fields such as government, public policy, law, social research, community work, social activism, human services, social work, counseling, education, business, personnel, advertising, and market research, as well as a strong foundation for graduate study in sociology and a variety of applied or related areas (including law, social work, business, public policy and public administration, urban and community planning, health care administration, education, survey research administration, and journalism).

A handbook describing the major and secondary concentration in greater detail, including additional career information, is available from the department chair.

Major Requirements. Students majoring in sociology must complete eleven courses: two courses in sociological research methods (Sociology 305 and 306); one course in sociological theory (Sociology 311 or 411); a senior thesis (Sociology 457 or 458); and any seven additional courses in the department (up to two Short Term units in the department may be substituted for up to two of these seven additional courses; one independent study course can normally be applied to the major). In addition, majors have the option of specializing in a subfield of sociology by taking at least three of their seven additional courses within one of the department's designated subfields (shown below) and completing their senior thesis on a topic related to that subfield. Majors are also welcome to design their own subfield, including at least three courses and the thesis, in consultation with their advisor and with the approval of the department.

Pass/Fail Grading Option: Pass/fail grading may not be elected for courses applied towards the major. Added 11/5/99. Effective beginning with Winter 2000 semester.

Secondary Concentration Requirements. The requirements for the secondary concentration are: one course in sociological research methods (Sociology 305 or 306); one course in sociological theory (Sociology 311 or 411); and any four additional courses in the Department of Sociology (a Short Term unit in the department may be substituted for one of these four additional courses). Students completing the secondary concentration have the option of specializing in a subfield of sociology by taking at least three of their four additional courses within one of the department's designated subfields.

Pass/Fail Grading Option: Pass/fail grading may not be elected for courses applied towards the secondary concentration. Added 11/5/99. Effective beginning with Winter 2000 semester.

Designated Subfields. The designated subfields offered by the Department of Sociology represent the teaching and research specialties of its faculty. Majors and secondary concentrators have the option of specializing in one of these subfields, designing their own subfield in consultation with department faculty, or choosing courses from across subfields for a broader overview of the discipline. The subfields currently available, and the courses associated with each, are as follows: Child and Family Studies (220, 270, 285, 380, s20), Criminology and Law (216, 217, 314, 324, s35), Political Sociology and Social Movements (140, 256, 285, 290, 304, 380, s25), Social Inequality (120, 231, 240, 242, 270, 285, 304, 325, 345, s20, s22, s25), and Social Psychology (210, 244, 245, 345).

General Education. Two options are available for completing a department-designated set: 1) any 100-level course plus one other course at the 200 level or above; or 2) any two courses (not units) within one of the designated subfields noted above. The quantitative requirement may be satisfied through Sociology 305.

Courses

101. Principles of Sociology. The course is concerned with human social behavior, social institutions, and with the characteristics of sociology as a discipline that studies such behavior and institutions. Students become familiar with the use of such basic concepts in sociology as norms, values, roles, socialization, stratification, power and authority, deviance and control, social conflict, and social change. Enrollment limited to 60. Staff.

120. Race, Gender, Class, and Society. An introduction to the sociological perspective, this course explores the basic concepts of sociology, and some of its major subfields through an examination of social inequalities. Among the topics considered are culture, socialization, social control, social movements, power and authority, the family and education as social institutions, and demography/population studies. All of these are introduced through application to issues related to inequalities of race, class, gender, and sexuality, primarily in the United States but also internationally. Enrollment limited to 40. E. Kane.

130. Mass Media: A Sociological Perspective. The course focuses on understanding the sociological perspective through its use in the study of mass media. Issues addressed include the role of mass media in society, analysis of media content, and the organization of the mass media industry. Enrollment limited to 40. Staff.

140. Social Problems. The course examines selected social problems including poverty, urban deterioration, race and gender inequality, abortion clinic violence, media censorship and control, and United States military intervention in the Third World, among others. The social construction of these problems is analyzed from several ideological perspectives in order to identify the relationship between the causes and solutions proposed by each perspective. Students are required to critically analyze the proposed causes and solutions utilizing sociological concepts and research. Enrollment limited to 40 per section. V. Johnson.

210. Social Psychology. A study of people in social settings. Topics covered include group composition and structure, conformity, self-identity, interpersonal attraction, and attitude formation and change. Theoretical principles are applied to such social phenomena as social conflict, sex-role behavior, competition, and leadership. Prerequisite(s): Psychology 101. This course is the same as Psychology 210. Open to first-year students. Enrollment limited to 50. M. Sargent.

216. Criminology I: The Analysis of Criminal Behavior. The course considers the nature of the criminal act and how some wrongs are defined and prosecuted as crimes by the legal system. It is concerned with the variety of criminal behaviors as products of individual differences and social circumstances, with the techniques available for the description and measurement of crime, and with the nature and validity of the explanations of crime provided by criminological theories. Open to first-year students. S. Sylvester.

217. Criminology II: The Treatment of Criminal Offenders. The course considers the social role of police and law enforcement, the criminal-justice system and the problems of criminal prosecution, the philosophy and effectiveness of various types of punishment and alternatives to punishment, and the scope of criminological research in testing the effectiveness of criminal policy. Prerequisite(s): Sociology 216. Open to first-year students. S. Sylvester.

220. Family and Society. This course offers an introduction to family sociology, exploring the history and structure of the family as a social institution, primarily in the United States. Attention is given to contemporary patterns of family life (e.g., patterns of marriage, divorce, cohabitation, parenting, and household labor); how the family has changed in response to social and economic change; how race, ethnicity, class, gender, and sexuality shape family structure and ideologies of family; patterns of family violence; and trends in family-related public policy. Open to first-year students. Enrollment limited to 40. E. Kane.

231. Social Stratification. An introduction to sociological theory and research on social inequality. The course examines the causes and consequences of the unequal distribution of wealth, power, and prestige in society. Classical theories on social stratification and recent developments in class theory are discussed. The course analyzes the relationships among class, race, and gender, and examines the concrete impact of class, race, and gender on people's lives. Open to first-year students. Enrollment limited to 40. V. Johnson.

236. Urban Sociology. This course focuses on cities, offering a basic introduction to urban sociology and to issues in contemporary urban planning and development. Classical theory in human ecology and various contemporary theories are explored for their value in explaining how socioeconomic forces produce urban space. The course also addresses topics such as suburbanization, housing, transportation, land-use regulation, and economic development decisions. Open to first-year students. Enrollment limited to 40. Staff.

240. Race and Ethnicity in the United States. The course examines the construction and dynamics of race and ethnicity in American life. Relevant sociological concepts are examined (e.g., assimilation, pluralism, identity, class) as well as dominant group policies toward racial and ethnic groups. Students are expected to propose and discuss solutions to problems, issues, and perceptions that have resulted from racial and ethnic differentiation. Open to first-year students. Staff.

241. Anthropological Approaches to the Study of Religion. As human societies change, so do the religious beliefs and practices these societies follow. The course examines the symbolic forms and acts that relate human beings to the ultimate conditions of their existence, against the background of the rise of science. Emphasis is upon both Western and non-Western religions. This course is the same as Anthropology 241 and Religion 262. Open to first-year students. S. Kemper.

242. Race, Cultural Pluralism, and Equality in American Education. Through historical, judicial, and philosophical lenses this course explores the question: What would equal educational opportunity look like in a multicultural society? The course compares divergent approaches to the education of distinct racial/ethnic groups within the United States ‹ namely African Americans, Asian Americans, European Americans, Hispanics, and Native Americans. In light of contextual perspectives in educational thought, the course confronts contemporary debates surrounding how the race/ethnicity of students should affect the composition, curriculum, and teaching methods of schools, colleges, and universities. Specific issues explored include bilingual education, college admissions, curriculum inclusion, desegregation, ebonics, ethnic studies, hiring practices, and tracking. A thirty-hour field experience is required. Recommended background: Education 231. This course is the same as Education 242. Open to first-year students. Enrollment limited to 25. S. Smith.

244. The Individual and Society. The course examines how sociology has considered the relationship between individual autonomy and social control, between personal identity and cultural definition. It is concerned with the processes of socialization, social interaction, and the social presentation of self. Open to first-year students. S. Sylvester.

245. Sociological Approaches to Social Psychology. An introduction to the everyday details of how people create, maintain, and respond to social structures and social relationships. Topics considered include the social construction of the self, socialization, social structure and personality, emotions, social interaction, intergroup relations, and the role of social locations in structuring individual consciousness. Open to first-year students. Enrollment limited to 40. E. Kane.

256. Social Movements. Social movements have changed political policies, cultural values, and the way we live our everyday lives. This course examines theories of social movement emergence and various aspects of the social movement process: mobilization, strategy and tactics, ideology, organization, effects, and decline. The focus is predominantly on reform movements in the United States, including the civil rights movement, the labor movement, the women's liberation movement, Students for a Democratic Society (SDS), the religious right, and the peace movement. Open to first-year students. Enrollment limited to 40. V. Johnson.

260. Economic Sociology. Most, if not all, economic activity — whether it takes place at the level of individuals, organizations, or markets — requires rules, norms, and institutions. Efficiency alone cannot account for the existence and nature of those rules, norms, and institutions. Beliefs, values, power structures, perceptions of self-interest, political structures, history, and numerous additional factors hold explanatory potential as well. This course investigates these factors. In the process, students explore some of the most important theoretical frameworks in sociology and political science, such as rational choice theory, historical institutionalism and statist theory, and some key substantive topics in sociology, such as development and modernization. Open to first-year students. Enrollment is limited to 40. F. Duina. Subject to adoption by the Faculty. First offered Fall 2000.

270. Sociology of Gender. This course focuses on the social construction of gender through a consideration of a series of interrelated social institutions and practices central to gender stratification: family, employment, sexuality, reproduction, and beauty. Emphasis is placed on the ideologies surrounding each of these social institutions/practices and the ways in which those ideologies structure gender relations, as well as on the complex intersections between gender inequality and inequalities of race/ethnicity, class, and sexual orientation. Recommended background: one or more courses in the social sciences and/or women's studies. Open to first-year students. Enrollment limited to 40. E. Kane.

275. The Sociology of Place. From discovery through disaster, people hold intense attachments to place. Using first-person accounts, sociological ethnographies and secondary analysis, and cultural studies, the course examines the social construction of "place" (particularly though not exclusively in built environments), and then explores our attachment to such places as well as what happens when place-attachments are disrupted, prevented, or turned to other cultural uses. Open to first-year students. Staff.

285. The American Welfare State. The course examines the evolution and function of the American welfare state. The provision of social welfare is analyzed as part of larger dynamics involving the labor market, social protest, and political policies. Course goals are to 1) analyze class, race, and gender stratification in the systemic production of "surplus workers" in America; 2) understand the connections among labor market needs, periods of heightened social protest among the poor, and the expansion and contraction of the welfare state; and 3) explain why the American welfare state is underdeveloped in comparison with other industrialized nations. Open to first-year students only by written permission of the instructor. Enrollment limited to 40. V. Johnson.

290. Political Sociology. The course examines power relationships among states, elites, and popular groups through a study of the ways that states maintain legitimacy, are challenged, and are transformed. Theories of the state, political control, and mass media and political behavior are discussed. Students explore the conditions under which societies are vulnerable to popular protest, general strikes, and revolution, as well as the social, political, and economic processes that maintain state legitimacy. Prerequisite(s): one course in the social sciences. Enrollment limited to 40. V. Johnson.

304. General Strikes in Comparative Perspective. In this course comparative methods are applied to empirical case studies of general strikes ‹ a form of collective action in which a region is systematically shut down through the noncooperation of the labor force. Students examine the distinctive features of comparative sociology, especially its case-oriented tradition. Methodological issues include attention to the complexity and particularity of individual cases, an emphasis on interpretative questions and specific historical outcomes and processes, and limited data bases. Students research and compare historical and international general strikes to identify the trajectories, dynamics, and outcomes of this unusual form of collective action. Prerequisite(s): two courses in sociology, anthropology, or history. Enrollment limited to 20. V. Johnson.

305. Quantitative Research Methods. This course is a practical, "hands-on" introduction to quantitative research methods used by sociologists, especially survey research, and quantitative content analysis. Topics addressed include: the assumptions underlying various approaches to social science research; the logic of quantitative research; specific methods of quantitative data collection (including questionnaire construction, sampling, and content analysis); and methods of data analysis for quantitative data (including descriptive statistics, bivariate and multivariate analysis using contingency tables, and multiple regression). Prerequisite(s): one course in sociology. E. Kane.

306. Qualitative Research Methods. This course is a practical introduction to qualitative research methods used by sociologists, including participant observation and field research, qualitative interviewing, comparative historical research, and qualitative content analysis. The assumptions underlying various approaches to social science research, especially interpretive approaches, are considered, along with "hands-on" application of methods of data collection in qualitative research. Methods for the analysis of qualitative data are also presented, including the use of computer programs for storing and analyzing text-based data. Prerequisite(s): one course in sociology. E. Kane.

310. Advanced Topics in Social Psychology. This seminar allows students to explore particular areas of social psychology in depth. The primary goal is to help students deepen their understanding of human social behavior, through extensive study of social psychological theory and research, class discussion, and student projects. Topics vary with each offering of the course, but may include the following: the self, stigma, stereotypes, and persuasion. Prerequisite(s): Psychology 210 and either Psychology 261 or 262. Enrollment is limited to 20. This course is the same as Psychology 310. M. Sargent.

311. Social Theory and Critique. We all use social theory to make sense of the worlds in which we live. In this course students look at the evolution of sociological theory and how differing analysts have made sense of their social worlds. Students begin by studying classical social theory, then look at successive developments of new theoretical schools that both critique and build upon previous ones. Approaches include classical, multicultural, critical, postmodern, and feminist theory. Linkages among theoretical approaches and the experiences of daily life are emphasized. Recommended background: two courses in the social sciences. Enrollment limited to 20. V. Johnson.

314. Forensic Sociology. The course considers the use of sociological data and their interpretation in decisions made by courts and other agencies of the judicial system and the role of the sociologist as an expert witness. Areas considered may include profiling in law enforcement and corrections, unlawful discrimination, spousal abuse, pornography, toxic torts, and premises liability. Emphasis is given to the relationship between the standards of validity and reliability in sociology and the rules of evidence. S. Sylvester.

320. Demography. Demographic concepts, analytical methods, and issues are examined. Fertility, mortality, and migration are population processes that affect a society's growth and change. Demographic analysis examines these processes and their consequences. Whether the concern is local or global, demography provides a unique perspective on an issue. This course examines such topics as population and aging, urbanization, and the environment. Staff.

324. Sociology of Law. The course examines law as a system of behavior within a social, cultural, and historical context and as a body of knowledge within the sciences of human behavior. The course considers the relationship between the law and other institutions of contemporary society such as politics, the economy, education, and science. S. Sylvester.

325. Ethnicity, Nation, and World Community. The course explores the means by which social identities are constructed as ethnicity and nations. It focuses on how representations taken from categories of everyday life - such as "race," religion, gender, and sexuality - are deployed to give these group loyalties the aura of a natural, timeless authority. This inquiry into ethnicity and nation as cultural fabrications allows for exploration of the possibility of global community not simply in its institutional dimensions, but as a condition of consciousness. Prerequisite(s): any course in anthropology, political science, or sociology. This course is the same as Anthropology 325. C. Carnegie.

330. Cultural Sociology. Cultural analysis has had an increasing impact on the social sciences in recent years. In this course students examine the various ways that culture is understood in the social sciences and the research questions that follow from contrasting viewpoints. Students review current subjectivist, structuralist, dramaturgical, and institutional theories of culture and their application in empirical studies. Recommended background: two courses in the social sciences. V. Johnson.

345. Beliefs about Social Inequality. This course focuses on the belief systems surrounding social inequality, particularly race, class, and gender inequality, and inequality based on sexual orientation. Topics include the role of beliefs in structuring social inequality, the nature of beliefs as a social psychological construct, and an examination of the research literature on beliefs about inequality in the United States. Emphasis is on quantitative public opinion literature from sociology, psychology, and political science, though consideration is also given to qualitative studies. Recommended background: coursework in sociology, psychology, or political science. Enrollment limited to 20. E. Kane.

360. Independent Study. Designed for the student who may have particular interests in areas of study that go beyond the regular course offerings. Proposals for independent study must be approved by the faculty advisor and the chair prior to registration. Students are limited to one independent study per semester. Staff.

365. Special Topics. A course or seminar offered from time to time to small groups of students working on special topics. Written permission of the instructor is required. Staff.

380. Education, Reform, and Politics. The United States has experienced nearly two centuries of growth and change in the organization of private and public education. The goals of this course are to examine 1) alternative educational philosophies, practices, and pedagogies and 2) contemporary issues and organizational processes in relation to the constituencies of schools, learning, research, legal decisions, planning, and policy. The study of these areas includes K-12, postsecondary, graduate, vocational schools, and home schooling. Examples of specific areas of study are school choice (e.g., charter schools, magnet schools, and vouchers), school funding, standards and assessment, teacher effectiveness and accountability, and parental involvement. A research-based field component is required. Recommended background: one or more courses in education and sociology. This course is the same as Education 380. Enrollment limited to 15. Written permission of the instructor is required. Not open to students who have received credit for African American Studies 280, Education 280, or Sociology 280. S. Smith.

411. History of Sociological Theory. The development of sociology as a discipline within the context of Western social, political, and intellectual history. Analysis and comparison of the major schools of sociological theory. S. Sylvester.

457, 458. Senior Thesis. Individual and group conferences in connection with the writing of the senior thesis. Students register for Sociology 457 in the fall semester and for Sociology 458 in the winter semester. Sociology 457 or 458 is required of all majors. Staff.

Short Term Units

s20. Gender and Childhood. Research has documented that adult observers often perceive gender differences in newborn babies even when no such differences exist. This unit explores the social construction of gender from infancy through the childhood years. The unit examines physical, cognitive, and emotional differences that actually exist between boys and girls but focuses more on differences that are constructed through social interaction and social influences. How does the process of constructing these differences take place? What social institutions and social actors are involved? How do children work to accommodate and resist gendered social expectations? Recommended background: one or more courses in the social sciences and/or women's studies. Open to first-year students. E. Kane.

s22. Race, Gender, Class, and Popular Culture. This unit offers an exploration of popular culture through the lens of race, gender, sexuality, and class. Students are introduced to sociological approaches to these interlocking forms of social inequality, as well as to popular culture. After this introduction, the unit focuses on how television - as one particular form of popular culture - represents, shapes, and is shaped by inequalities of race, gender, sexuality, and class. These issues are explored through class readings, as well as individual case studies completed by students. Recommended background: at least one course or unit in the social sciences addressing issues of race, class, gender, and/or sexuality. Open to first-year students. Enrollment limited to 20. E. Kane.

s23. Cultural Sociology: Analyzing the Workplace. What beliefs and values legitimate the organization of the workplace? How are power relations communicated through language, clothing, and spatial arrangements? Why are daily rituals enacted in the workplace? To answer these questions, students examine the various ways that culture is understood in the social sciences and the research questions and empirical data that result from contrasting viewpoints. The unit reviews different theories of culture, which students apply to an analysis of the workplace. To obtain data it is necessary that students are either 1) working part time or 2) participating in an internship during the Short Term. Prerequisite(s): two courses in sociology, anthropology, political science, and/or the humanities. Enrollment limited to 30. V. Johnson.

s25. Cultures of Labor Protest. The United States has a history of militant, protracted, and often violent labor struggles. The economic and political conditions leading to many of these strikes have been analyzed by historians and sociologists. But less attention has been paid to the political cultures out of which these strikes emerged. This unit studies the political cultures of several of the most militant labor organizations in American history: the Knights of Labor, the Industrial Workers of the World, and the International Longshoremen and Warehousemen's Union. Students identify the political culture out of which the 1937 Lewiston strike emerged, searching for primary and secondary historical sources in the Lewiston community. Approaches include interviews, going to local historical societies, visiting factories, and analyzing old newspapers and other archival documents. Recommended background: one course in sociology or labor history. V. Johnson.

s27. Studies in Crime Prevention. Current efforts to deal with crime consist principally of law enforcement and punishment. Punishable offenses increase and punishments become more severe with, some argue, little effect on the overall state of crime. An alternative effort is to prevent crimesÕ happening. The unit explores the variety of crime prevention practices, from those which direct attention to offendersÕ behavior to those which - realizing that most crimes involve not only an offender but also a victim and a situation surrounding both - seek to alter that critical situation. Major topics include community policing, crime analysis, and crime prevention through environmental design. Open to first-year students. Enrollment is limited to 20. S. Sylvester.

s35. Research in Criminology. Directed research in selected areas of the analysis of criminal behavior and the treatment of offenders. Prerequisite(s): Sociology 216 and 217. S. Sylvester.

s50. Individual Research. Registration in this unit is granted by the department only after the student has submitted a written proposal for a full-time research project to be completed during the Short Term and has secured the sponsorship of a member of the department to direct the study and evaluate results. Students are limited to one individual research unit. Staff.

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