Department of Sociology

SOC 302 • Intro To Study Of Society-Hon

45115 • Haghshenas, Hossein
Meets TTH 11:00AM-12:30PM CLA 0.120
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Course Description

This course will closely examine how social forces in society shape our behavior and penetrate our being. After all, we are all the product of our society and vice versa. Our identities, hopes, fears, grievances and satisfactions derive from the patterns of socialization orchestrated within human groups. In this class, students will be introduced to the basic concept of sociological imagination and principles of sociological reasoning. Many societal issues will be examined through the practice of classical theories and sociological perspectives. As we journey through the course, students will become more familiar with the nature of sociology, social construction of reality, micro and macro sociological analysis, and concepts such as culture, socialization, social structures, self and society, stratification, gender inequality, love, marriage, and divorce. Finally, the course will explore the sociology of health, medicine, and the mind-body connection.

Grading Policy

Research paper 24% Three exams 60%Cass project and participation 8%Quiz 8 %

Texts

James M. Henslin, Sociology: A Down to Earth Approach (eighth or ninth edition), 2008Reading packet available at Paradigm (407 W. 24th St.)


SOC 302 • Intro To The Study Of Society

45250-45275 • Green, Penny
Meets MW 1:00PM-2:00PM MEZ 1.306
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Description:  

This course introduces the science of Sociology by focusing on five broad topics: (1) What is Sociology? (2) The Individual and Society, (3) Social Institutions, (4) Social Inequality, and (5) Globalization and Social Change.  In the process, we’ll examine important concepts, theories, and methodologies used by sociologists working on both the micro and macro levels.  We’ll look at interconnections between social institutions (i.e., the family, education, the economy), as well as the way in which institutional change has caused widening income inequality in the U.S. and around the world.  Widening inequality has had particularly negative consequences for men of color and women of all races and ethnicities.  Finally, we’ll examine the process of globalization and some of its economic, political, and cultural consequences.  Much of the data that we look at will focus on the U.S., but given our increasingly interconnected world, other societies will be considered as well.  Class format will be primarily lecture, due to class size.  We’ll try to demonstrate Sociology’s relevance to everyday life, as well as public policy making.

 Required Readings: 

Introduction to Sociology (2014, 9th ed., Seagull) by Giddens, Duneier, Appelbaum, and Carr. W.W. Norton.

Any additional readings will be made available in a packet and/or on Blackboard

Attendance Policy:

Good academic performance requires regular attendance and punctuality.  Students are allowed three (3) non-penalized absences during the semester (excluding our introductory class meeting), regardless of whether these absences are from lecture or lab.  These non-penalized absences are intended to cover such circumstances as illness, family emergencies, university scheduled events, etc.  Students who miss more than three classes, regardless of the reason, will have their semester grades reduced by one full percentage points for each absence beyond the three allowed.  The one exception to this policy concerns absences for religious reasons, assuming advance, written notification is given. 

Grading Policy:

Exams (3-4)      70%               

Pop Quizzes:        15%               

Paper (2-3 pages)         15%                                                       


SOC 302 • Intro To The Study Of Society

45120-45155 • Fulton, Kelly
Meets TTH 9:30AM-10:30AM BUR 106
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Course Description

How are our individual choices shaped by society? How do our choices help shape society? These are two primary questions we will address in Introduction to the Study of Society. The sociological imagination will be one of our primary tools as we explore society and our place within it. Since we are studying society and therefore ourselves, opportunities to use our sociological imaginations are all around us - in our everyday interactions, in institutions such as education or our families, and in global events.

The first part of the course explores some of the ways sociologists view society, and also how we study the social world. In addition, we will examine culture, socialization, and deviance. The second part of the course focuses on inequalities. Stratification takes many forms; we will explore social class, race and ethnicities, and gender.

Grading Policy

Three in-class multiple choice, short answer and essay tests 45% (15% each)

Sociological exercises - several short written assignments 20%

Sociological perspective (group project) – 20%

Class participation, including individual and group activities during lecture and discussion sections 15%

 Texts

Conley, Dalton, You May Ask Yourself: An Introduction to Thinking Like a Sociologist, 

Third Edition, 2013.  New York: W.W. Norton and Company.

McIntyre, Lisa J., The Practical Skeptic: Readings in Sociology, Sixth Edition, 2013.

Boston: McGraw-Hill.

Nathan, Rebekah, My Freshman Year: What a Professor Learned by Becoming a

Student, Ithaca: Cornell University Press, 2006. Penguin Books.

 

 

 


SOC 302 • Intro To The Study Of Society

45190-45215 • Fulton, Kelly
Meets TTH 11:00AM-12:00PM UTC 2.102A
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Course Description

How are our individual choices shaped by society? How do our choices help shape society? These are two primary questions we will address in Introduction to the Study of Society. The sociological imagination will be one of our primary tools as we explore society and our place within it. Since we are studying society and therefore ourselves, opportunities to use our sociological imaginations are all around us - in our everyday interactions, in institutions such as education or our families, and in global events.

The first part of the course explores some of the ways sociologists view society, and also how we study the social world. In addition, we will examine culture, socialization, and deviance. The second part of the course focuses on inequalities. Stratification takes many forms; we will explore social class, race and ethnicities, and gender.

Grading Policy

Three in-class multiple choice, short answer and essay tests 45% (15% each)

Sociological exercises - several short written assignments 20%

Sociological perspective (group project) – 20%

Class participation, including individual and group activities during lecture and discussion sections 15%

 Texts

Conley, Dalton, You May Ask Yourself: An Introduction to Thinking Like a Sociologist, 

Third Edition, 2013.  New York: W.W. Norton and Company.

McIntyre, Lisa J., The Practical Skeptic: Readings in Sociology, Sixth Edition, 2013.

Boston: McGraw-Hill.

Nathan, Rebekah, My Freshman Year: What a Professor Learned by Becoming a

Student, Ithaca: Cornell University Press, 2006. Penguin Books.

 

 

 


SOC 302 • Intro To The Study Of Society

45160-45185 • Brayne, Sarah
Meets MW 10:00AM-11:00AM JGB 2.324
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Description:

This course is designed to introduce students to the sociological study of society. Sociology is the systematic study of social interaction, social organizations, and social institutions. The course will introduce basic sociological concepts such as the relationship between the individual and society, the social construction of reality, and the causes and consequences of social inequality. We will examine major topics in sociological research, including but not limited to inequality, mobility, race and ethnicity, gender, family, punishment and social control, sexuality, and education. We will cover different methods sociologists use to understand the relationship between individuals and society. The course is focused on the U.S. context, but global forces will be considered as well. Class format is primarily lecture-based, but students will participate in weekly discussion groups as well. The overall goal of this class is to equip students with the analytic tools to understand structural factors that shape social life. 

 

Required Readings:

All readings will be made available in a packet and/or on Blackboard.

 

Attendance Policy:

Students are allowed three (3) absences during the semester. These absences are intended to cover unexpected events such as illnesses or family emergencies. If students miss more than three classes, their semester grades will be reduced by one percentage point for each absence beyond the three allowed. The two exceptions to this policy are religious holy days and military service, both of which require advance written notice. For details, please refer to UT-Austin Academic Policies and Procedures: http://catalog.utexas.edu/general-information/academic-policies-and-procedures/attendance/

 

Grading Policy:

Midterm Exam: 20%

Final Exam: 30%

Research Essay: 30%

Pop Quizzes: 10%

Class Participation/Discussion Groups: 10%

 


SOC 302 • Intro To The Study Of Society

45220-45245 • Haghshenas, Hossein
Meets TTH 1:00PM-2:00PM JGB 2.324
show description

Course Description

This course will closely examine how social forces in society shape our behavior and penetrate our being. After all, we are all the product of our society and vice versa. Our identities, hopes, fears, grievances and satisfactions derive from the patterns of socialization orchestrated within human groups. In this class, students will be introduced to the basic concept of sociological imagination and principles of sociological reasoning. Many societal issues will be examined through the practice of classical theories and sociological perspectives. As we journey through the course, students will become more familiar with the nature of sociology, social construction of reality, micro and macro sociological analysis, and concepts such as culture, socialization, social structures, self and society, stratification, gender inequality, love, marriage, and divorce. Finally, the course will explore the sociology of health, medicine, and the mind-body connection.

Grading Policy

Research paper 24% 

Three exams 60%

Class project and participation 8%

Quiz 8%

Texts

James M. Henslin, Sociology: A Down to Earth Approach (eighth or ninth edition), 2008Reading packet available at Paradigm (407 W. 24th St.)


SOC 304 • Creating Sustnble Societies

45277 • Swearingen, William
Meets TTH 11:00AM-12:30PM CPE 2.214
(also listed as GRG 302P)
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Description

The course will offer students an overview of sustainability as something human beings must strive to create in an era of global warming and ever greater social inequalities; both between countries and within countries.   The focus of the course will revolve around the core issues of sustainability:  what does sustainability mean?  Why do we need to remake human societies in more sustainable ways?  And what does social equity have to do with sustainability?  One of the problems we have in teaching about sustainability today is our focus on two of the "E's" without much attention to the third.  We talk mostly about Environment, secondly about Economy, and then tend to pay short shrift to Equity.  This course will address all three, but put a greater focus on Equity than is usual.  The course will be taught from a social sciences perspective, which approaches human relationships with the natural world (Environment) in the context of their relationships with each other (Environment and Equity).  Global warming (environment) is main reason we are talking about Sustainability today, but global warming is both cause and effect of our economies and inequalities.

Required Texts

Carolan, Micheal,  Society and the Environment; Pragmatic Solutions to Ecological Issues. Westview Press, 2013.

Grading Policy

There will be three essay assignments and one group project.  Each will count 25% of the grade


SOC 307C • Amer Families Past And Present

45278 • McZeal, Corey
Meets MW 12:30PM-2:00PM CLA 0.128
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Description

This course examines sociological trends over time in specific aspects of family life, including marriage, cohabitation, mate selection, divorce, parenthood, family structure, and work-family balance. Explores how both individual actions and structural changes influence these trends.

Readings

There will be required weekly readings  of journal articles and newspaper articles.

Grading (tentative)

Two exams, two papers, and multiple in-class writing assignments as assessment

 


SOC 308D • Ethncty & Gender: La Chicana

45314 • Mena, Olivia
Meets MWF 2:00PM-3:00PM GAR 1.134
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The purpose of this course is to examine the various experiences, perspectives, and expressions of Chicanas in the United States. This involves examining the meaning and history of the term “Chicana” as it was applied to and incorporated by Mexican American women during the Chicano Movement in areas of the Southwest U.S., such as Texas and California. We will also explore what it means to be Chicana in the United States today. The course will begin with a historical overview of Mexican American women's experiences in the U.S., including the emergence of Chicana feminism. We will discuss central concepts of Chicana feminism and attempt to understand how those concepts link to everyday lived experiences. Specifically, the relationship between gender, race/ethnicity, and class will be key as we discuss issues that have been significant in the experiences and self-identification of Chicanas, such as: family, gender, sexuality, religion/spirituality, education, language, labor, and political engagement. We will engage in interdisciplinary analysis not only concerning cultural traditions, values, belief systems, and symbols but also concerning the expressive culture of Chicanas, including folk and religious practices, literature and poetry, the visual arts, and music. Finally, we will examine media representations of Chicanas through critical analyses of film and television portrayals.

 


SOC 308D • Ethncty & Gender: La Chicana

45310 • Mena, Olivia
Meets MWF 12:00PM-1:00PM GEA 127
show description

The purpose of this course is to examine the various experiences, perspectives, and expressions of Chicanas in the United States. This involves examining the meaning and history of the term “Chicana” as it was applied to and incorporated by Mexican American women during the Chicano Movement in areas of the Southwest U.S., such as Texas and California. We will also explore what it means to be Chicana in the United States today. The course will begin with a historical overview of Mexican American women's experiences in the U.S., including the emergence of Chicana feminism. We will discuss central concepts of Chicana feminism and attempt to understand how those concepts link to everyday lived experiences. Specifically, the relationship between gender, race/ethnicity, and class will be key as we discuss issues that have been significant in the experiences and self-identification of Chicanas, such as: family, gender, sexuality, religion/spirituality, education, language, labor, and political engagement. We will engage in interdisciplinary analysis not only concerning cultural traditions, values, belief systems, and symbols but also concerning the expressive culture of Chicanas, including folk and religious practices, literature and poetry, the visual arts, and music. Finally, we will examine media representations of Chicanas through critical analyses of film and television portrayals.

 


SOC 308N • Compar Relig/Politics/Culture

45317 • Swed, Ori
Meets TTH 9:30AM-11:00AM CLA 0.112
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Description

The course Comparative Religion, Politics and Culture compares and contrasts three different countries’ political systems; each represents a different culture and religion using the historical comparative method of analysis. In this course we will examine the complex interplay between politics, local religion, and culture following the similarities and dissimilarities among the three case studies, U.S., Iran and Israel. The course addresses fundamental political and societal issues on the role of the state, religion, culture, and the distribution of power. The three case studies illustrate different approaches and solutions for political questions and the dispersal of power between the secular state and religious institutions. Each political system serves as a window to the local culture, ethos, history, and identity, and presenting idiosyncratic political, religious, and cultural model.

The course organized in five sections: Theory, US, Iran, Israel, and Integration. We will open with the theoretical framework that will guide us throughout the course and provide us with the conceptual toolkit for comparison and analyzing. The next three sections will focus on each case study and portray their history, political system, religious structure, and culture. In each the students will evaluate media reports for causality, validity and accuracy and analyze demographic data in the light of sociological theories. The last section, the integration, will juxtapose the three case studies and examine them with the theoretical toolkit we acquired. Here, the students will work both with empirical and theoretical models, appreciating their explanatory and predictive powers.

The course has two main goals. The first is to clarify the dynamics and relations between politics, religion, and culture and how this triangle influences day to day life in a given society. The second goal is to familiarize the students with the Israeli and Iranian culture from a different perspective than the one often presented by the media.

The course consists of readings with class discussion that confront theory with the case studies. Required and recommended readings are listed on canvas or can be accessed through the UT library services. The course grade will be based on two exams, four course assignments and class discussions. The midterm will focus on the theory section and the first case study and the final exam will cover the entire course material. The assignments are short essays, uploaded to the course’s blog, which requires analysis of theory with data. 

Grading Policy:

Participation – 30%

Blog Assignments (4 Assignments) – 10%

Mid-Term Exam (3/18)– 30%

Final Exam (5/3) – 30%

Grading

Letter grades will be assigned on the following scale:

A 94-100

A- 90-93

B+ 86-89

B 83-85

B- 80-82

C+ 76-79

C 73-75

C- 70-72

D+ 66-69

D 63-65

D- 60-62

F 0-59

 


SOC 308S • Intro To Health & Society

45325 • Osbakken, Stephanie
Meets MWF 11:00AM-12:00PM CLA 0.130
(also listed as H S 301)
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COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be  accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

 


SOC 308S • Intro To Health & Society

45320 • Osbakken, Stephanie
Meets MWF 10:00AM-11:00AM CLA 0.126
(also listed as H S 301)
show description

COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be  accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

 


SOC 317L • Intro To Social Statistics

45335 • Lin, Ken
Meets TTH 11:00AM-12:30PM CLA 1.404
show description

Description:

This course presents a general overview of the statistical methods used in the social sciences. While it’s important that you gain an understanding of the mathematical concepts behind the statistical analyses, it is of even greater importance that you leave this course with a conceptual and rational understanding of today’s most commonly used (and useful) statistical methods.

Truth claims made with statistics are abundant and often have the quality of facts in U.S. social and political life. Unfortunately, because many people do not understand the statistics undergirding these claims, they receive less scrutiny than they deserve. It is my primary goal to ensure that students learn the basic statistical literacy they need to be smart consumers of information. Our increasing reliance on statistics to understand the social world means that statistical and analytic skills are marketable skills. In fact statistics is one of very few classes that sociology majors take that provides them with concretely marketable skills. I believe that giving undergraduates a solid understanding of statistics is a way of democratizing knowledge and its production. In teaching statistics my goals are:

  •   To demystify statistics so that every student can be a smart consumer of quantitative information.

  •  To teach students to think sociologically with and about quantitative information.

  • To provide students with a solid foundation of quantitative and computing skills that could serve

    as assets in subsequent employment and academic settings.

  •   To demonstrate to students that learning statistics has practical applications outside of the       classroom in everyday life.

Texts:

Salkind, Neil J.. 2012. Statistics for People Who (Think They) Hate Statistics: Excel 2010 Edition. 3rd Edition. SAGE Publications. 

Grading and Reqirement:

I will use a non-competitive grading scale. In other words, the grade you receive will not depend on how well others have performed in class. You can earn a maximum of 115 points in this class. Your grade will be based on your mastery of each of the required tasks in the class. The grading scale for the final course grade is as follows: 115-94=A; 90-93=A-; 87-89=B+; 83-86=B; 80-82-B-; 77-79=C+; 73-76=C; 70-72=C-; 67- 69=D+; 63-66=D; 60-62=D-; 59 & below=F.

I do not give incomplete and will not change the final grade for whatever reason. You have plenty of opportunities to do well in this class. Use them.

If you receive a final grade of B+ or higher, I will write a personal recommendation for you in the future, stating that you have significant quantitative and computing skills.CLASS & LAB ATTENDANCE 10 PTS

As will be addressed later in detail, you have two free absences you can choose. However, I’d recommend you to use them only for emergencies. More than two absences will affect your class attendance grades negatively.

THREE (3) EXCEL EXAMS 15 PTS (5 PTS EACH)

You will be given 3 Excel exams during the lab hours to increase your Excel proficiency. These exams should be done independently without the help from other students.

THREE (3) STATS EXAMS 65 PTS (20/20/25 PTS)

You will be given three exams (which will be cumulative). These exams will consist of multiple-choice questions as well as short-answer question.

EXTRA CREDITS #1: PODCAST 5 PTS

You have two opportunities to earn extra credits. The first opportunity is to listen and review two Radiolab podcasts:

Numbers http://www.radiolab.org/2009/nov/30/

Stochasticity http://www.radiolab.org/2009/jun/15/

To earn the extra credits, you should listen to the two podcasts carefully and write a 1-page single-space review, which talks about what you learn from the podcasts. 

EXTRA CREDITS #2: BOOK REVIEW 10 PTS

The second opportunity is to review the book Numbers rule your world: the hidden influence of probabilities and statistics on everything you do by Kaiser Fung. An electronic version of this book is available at the library, so you do not have to purchase this book or wait in line to borrow it. To earn the extra credits, you should read this book thoroughly and write a 2-page single-spaced review, which includes 1) a brief summary of the book, 2) a more in-depth discussion on your favorite chapter, and 3) a discussion on how you view certain things differently after reading the book. 


SOC 317L • Intro To Social Statistics

45330 • Powers, Daniel
Meets MWF 10:00AM-11:00AM CLA 0.118
show description

Description:

This is an introductory course in statistics for undergraduate majors in sociology.  The basics of descriptive and inferential statistics and quantitative reasoning will be covered.  Descriptive statistics involves organizing and summarizing important characteristics of the data.  Statistical inference involves making informed guesses about the unknown characteristics of a population based on the known characteristics of a sample. Students are expected to know how to carryout elementary mathematical operations.

Required Text:

R. Johnson and P. Kuby (2012) STAT, 2e. Cengage Learning ISBN-10: 0538733500  ISBN-13: 978-0-538-73841-5  (available from http://books.google.com)

Course Requirement:

Exams: There will be 3 in-class examinations graded on a 100 point scale.  Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions.  Examinations will be based entirely on topics covered in lectures. In-class examinations are non-cumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.

Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.

In-Class Assessments: There will be approximately 20 in-class exercises carried out at various points during the course to assess understanding of current topics. These will count 100 points towards the total grade.

 


SOC 317M • Intro To Social Research

45340 • Osborne, Lynette
Meets TTH 9:30AM-10:30AM CLA 1.402
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Course Description

This course will center on the topic of research methods and data analysis associated with gender and human sexual behavior for the purposes of prediction, explanation and decision-making. Students will be exposed to the process of quantitative and qualitative research including development of research questions, variables for investigation, conducting a content analysis, development of a database, and using basic statistics to answer hypotheses. 


SOC 317M • Intro To Social Research

45345 • Osborne, Lynette
Meets TTH 11:00AM-12:00PM CLA 1.402
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Course Description

This course will center on the topic of research methods and data analysis associated with gender and human sexual behavior for the purposes of prediction, explanation and decision-making. Students will be exposed to the process of quantitative and qualitative research including development of research questions, variables for investigation, conducting a content analysis, development of a database, and using basic statistics to answer hypotheses. 


SOC 317M • Intro To Social Research

45350 • Weinreb, Alexander
Meets MW 9:00AM-10:00AM CLA 0.118
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Asking questions, seeking answers: An introduction to research design and data collection

Description

This course introduces students to the core professional problem in sociology: how we go about asking and answering questions about patterns of social organization and human behavior. Spanning what are known as “qualitative” and “quantitative” approaches, it is organized into three core sections. First we deal with how to pose questions, including questions that threaten our own deeply held beliefs, as well as those of other important interests. Second, we deal with basic techniques of research design and data collection. Third, drawing on a sample of published studies from across several sociological subfields, as well as other types of social research, we critically evaluate the extent to which other researchers have navigated these methodological hurdles. By the end of the course, students should be able to both critically evaluate the methodological underpinnings of most social research, as well as design their own robust studies.

Text

H. Russell Bernard’s Social Research Methods: Qualitative and Quantitative Approaches. E-copies of other readings will be made available by the Professor.


SOC 317M • Intro To Social Research

45355 • Regnerus, Mark
Meets MW 10:00AM-11:00AM GAR 2.112
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Description:

Spanning what are known as “qualitative” and “quantitative” approaches, the course covers basic principles in a few main areas: the meaning of variables, understanding causation, study design, basic sampling, and modes and methods in data collection. Throughout, we draw on examples from published studies in sociology and other social sciences, looking at how other researchers have navigated commonplace methodological pitfalls.

By the end of the course, students should be able to both critically evaluate the methodological underpinnings of much social research. They should also be able to construct their own study, on paper at least, without falling into the most common and destructive traps. We also hope that this course will make students more skilled consumers of information in the real world. People are enveloped in data and arguments based in data. It is important to know how to evaluate the quality of those data. Engaged citizenship demands it.

Grading and Requirements:

2 exams, 2 assignments, 1 research proposal, 1 final research paper

 Grades are A, B, C, D, F (no plus/minus)

 

 


SOC 318 • Juvenile Delinquency

45360 • Osborne, Lynette
Meets TTH 3:30PM-5:00PM UTC 4.110
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COURSE DESCRIPTION 

In this course, we will engage in an analysis of historical, economic, and social conditions affecting both difficulties in socializing youth and the evolution of the state's formal systems of control.  We will also learn about current issues in youth and delinquency as well as programs designed to aid in deterrence and rehabilitation of youth.

COURSE OBJECTIVES

At the end of this course, students will be able to

  • Describe historical trends in delinquency
  • Identify and describe current trends in youth and delinquency
  • Use sociological theories of deviance to analyze trends
  • Identify and interpret data from government sources
  • Analyze scholarly research on delinquency

Reading Expectations

The readings and assignments for this course are substantial. Please consider the workload before committing to the class. Readings will be due each class and we will used to discuss historical and current issues. 

Grading

1. Discussion Day Lead (50 points)

It is important that each student arrives on time and participates MEANINGFULLY on her/his assigned day. You will be responsible for answering questions regarding both assigned materials as well as any films that are due for that section. Come to class with a strong understanding of the materials and/or questions about items that you are unclear on. Five meaningful contributions to the day’s discussion will earn 50 points

(5=50, 4=40, 3=30, 2=20, 1=10, 0=0). If you miss your assigned day, you will either need to plan on participating on the last Discussion Day or take the zero.

2. Readings Briefs (75 points total)

Each day, students will come to class with typed summaries of the day’s readings. These summaries will include a Brief summary (bullet points are fine) of the readings as well as two critical comments or discussion questions. On 6-7 occasions, I will collect these for credit (5 will count for 15 points each). Students must be in class to be able to turn in Briefs. Briefs turned in without attendance will be considered a violation of the Academic Honor Code and will result in disciplinary action.

3. Writing Assignment (25 points)

Students will write a 1-2 page analysis of a news article related to juvenile delinquency. This paper will use concepts and theories from the class to help understand what was reported in the article. 

4. Exams (150 points total)

There will be four exams in this class; three will count for credit. Three exams are based on the preceding module; the final is cumulative. They will be in-class exams on Canvas, multiple-choice, fill in, and/or possibly short answer. No early or late exams will be offered; if you miss an exam, plan to take the final.

How to calculate your grade

Take the points you have earned and divide by the total possible points for the assignment/exam. Do this as well for your total course grade by adding up the points you have earned and dividing by the total points possible in the class.


SOC 320K • Political Sociology

45369 • Charrad, Mounira
Meets TTH 3:30PM-5:00PM CLA 0.118
(also listed as GOV 355P)
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Course Description:

This course surveys classical theories and major contemporary debates in political sociology.  It is designed to provide students with a general understanding of the different theoretical perspectives on the study of power and politics. The empirical focus of the course includes the US and other countries and the approach is comparative-historical.  We consider issues such as state building, nations, civil society, political parties, elites, social movements, protest, and democracy.  We discuss recent developments both in the US and internationally. Students use major theories and concepts in Political Sociology to make analyze these events.

Course Requirements and Grading Policy

Students are encouraged to take an active role in discussing readings and raising questions.  I expect students to attend class and to complete the assigned readings prior to coming to class.  This is a Writing Flag course that involves writing papers, revising them, and giving comments to your peers on their writing.  Course requirements include one position paper and 2 papers, a team presentation and participation in class discussions. Grading is as follows: Position Paper (500 words): 10%; Paper no. 1 (750 words):  20%; Paper no. 2 (1200 words):  40%; Team presentation: 10%; Class participation: 10 %; Peer review of papers: 10%.  

Papers are evaluated in terms of quality of research, depth of thought, strength of argument, and clarity of expression (i.e., writing style).  Presentations are done in teams.

Text/Readings:

Karl Marx, Communist Manifesto, On line at UT Library

Tocqueville, Democracy in America.  On line at UT Library. Author’s Introduction, chs. 1, 2, 3, 4, 5, 8. 

Max Weber, The Protestant Ethic and the Spirit of Capitalism.  One Line at UT library.  Preface, Intro, chs 1, 2, 4 a.  TO CHECK AND CONSIDER SHORTENING READING.

Dan Smith, The State of the World Atlas.  8th ed. Penguin. 2008 (Atlas).

Daniel Chirot, Contentious Identities:  Ethnic, Religious and Nationalist Conflicts in Today’s World. Routledge. 2011.

M. M. Charrad, States and Women’s Rights:  The Making of Postcolonial Tunisia, Algeria and Morocco. Berkeley:  Univ of California Press, 2001 (SWR)

M. M. Charrad, “Central and Local Patrimonialism:  State-building in Kin-based Societies.” In Patrimonial Power in the Modern World.  Annals, Vol 636, July 2011. On Line at UT Library.

Audiovisuals:

Audiovisuals are an integral part of the course. They are used to cover current events.  

 

 

 


SOC 321G • Global Health Issues/Systems

45370 • Jeon, Jiwon
Meets TTH 11:00AM-12:30PM CLA 0.118
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Course Description

This course provides an overview of global health challenges in the world today. It is essential to understand the links between health and education, poverty, and development with an appreciation of the values, beliefs, and cultures of diverse groups. The first half of the course will review critical global health issues from biosocial, cultural and environmental perspectives. A biosocial approach to global health inequity is the underlying theme. The second half of the course will review various health systems in the World Health Organization geographic regions and will compare and contrast the various regions, as well as countries within regions, with regard to the specific health challenges they face.

This course carries both the Writing flag and Global Cultures flag. We will use writing to improve on critical thinking skills and understanding of global health issues as well as to improve on ability to formulate ideas with an emphasis on the ASA writing style.  In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from writing assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group. This course may be used to fulfill the social and behavioral sciences component of the university core curriculum and addresses the following four core objectives established by the Texas Higher Education Coordinating Board: communication skills, critical thinking skills, empirical and quantitative skills, and social responsibility.  ?

Course Objectives

 

  1. Describe global health issues, trends, and policies
  2. Understand how population growth, disease, environmental changes, and economic and political activities impact global health
  3. Assess and analyze global health program interventions and their impacts
  4. Compare and contrast health issues and policies between economically developed countries and developing countries
  5. Synthesize findings to highlight common patterns and unique differences in health challenges between and within major world regions

Required Text and Readings

Farmer, Paul, J.Y. Kim, A. Kleinman and M. Basilico. 2013. Reimagining Global Health: An Introduction, University of California Press

Journal Articles: In addition to above textbook, other course materials including additional readings will be posted on Canvas each week.  Readings should be completed for the week they are assigned.

Course requirements

There are three paper assignments and two quizzes. The assignments are due at the beginning of class and must be turned in as hard copies. E-mail attachments will not be accepted. Late papers will not be accepted without prior approval.

Assignment 1: Short papers (10%)

These writing assignments are intended to encourage understanding of the assigned readings, develop critical analytic skills for understanding 21st century global health issues, enhance in class discussions and refine writing skills.  Instruction and criteria for evaluation will be posted on Canvas.

 Assignment 2: Individual paper (30%)

Each student is required to write a research paper (5-6 pages) about a global health issue. This assignment should allow the student to critically examine a global health issue in depth.  There will be peer reviews as well as instructor comments on this assignment.  You will submit a memo detailing your revisions with the final draft.  Detailed instructions and criteria for evaluation will be posted on Canvas.

Assignment 3: Group project paper & presentation (25%)

Students are required to form a group to prepare a short presentation at the end of the semester and to write a research paper (not more than 10 pages). Students should work together as a team to analyze the political, social and economic determinants of health and analyze how delivery systems for preventive and curative health services might be strengthened in developing countries. Group members will conduct an evaluation of their fellow group members for the final project and presentation. Detailed instructions and criteria for the group project and criteria for evaluation will be posted on Canvas.

 Two quizzes (20%)

 Class participation (15%)

There will be weekly small group discussions. Each group member will be required to participate and contribute substantially to small group discussions. Students are strongly encouraged to participate in in-class discussions as well.

Course policies

 Attendance: 

You are allowed three non-penalized absences during the semester.  Students who miss more than three classes, regardless of the reason, will have their semester grades reduced by one grade.

Make-up quizzes:

I will allow make-up quizzes for pre-approved reasons (e.g., observing religious holidays) or in the case of documented medical or other emergencies (death of significant others, job interviews, etc.). If you anticipate missing a quiz, please make an arrangement with me at least two weeks in advance. Students who miss quizzes without prior approval or without a documented emergency will receive zero points on that exam.

Student conduct:

Every student will be actively involved in classroom discussions. In order for everyone to feel comfortable voicing opinions or asking questions, a climate of tolerance and respect is essential.

Use of laptops in class for taking notes:  Use of laptops and cell phone in class is not permitted.

 Grading Scale

 

A         93-100  %        B+        87-89.9 %        C+        77-79.9 %        D+       67-69.9%

A-        90-92.9 %        B          83-86.9 %        C          73-76.9 %        D         63-66.9%

                                  B-        80-82.9 %         C-        70-72.9 %        D-        60-62.9%

 

            


SOC 321K • Economic Sociology Of Hlth

45373 • Palmo, Nina
Meets MW 1:00PM-2:30PM PAR 304
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Description   This course provides a look at the economics of health and health care through a sociological lens. In neoclassical economics, rational behavior and market transactions provide an efficient allocation of goods and services. From a sociological perspective, markets are social institutions that are shaped by the cultural, political, and historical environments in which they operate.   This course will examine how the multidimensional nature and distribution of health and health care are shaped by a variety of social and economic factors. Throughout the course, students will gain an understanding of the power of incentives, markets, and cost-benefit analysis, as well as the limits of these tools, in creating effective health care policy.     The first part of the course will examine how social environment shapes health and health behaviors and how health disparities are viewed from sociological and economic standpoints. The second part of the course will focus on the institutions that regulate access to health care and the historical developments that led to these arrangements.   Topics include:   - Gender, race, and class differences in health - The creation and reproduction of health disparities - Health behavior and externalities - The demand and supply of health care - Moral hazard, adverse selection, and health care insurance - Health insurance and the labor market - Problems of uninsurance - History of health care reform - Comparative health policies

 


SOC 321K • US Immigration

45385 • Rodriguez, Nestor
Meets MWF 12:00PM-1:00PM CLA 1.106
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Description

Immigration patterns have significantly affected the development of U.S. society since its inception.  In the 1990s, the United States experienced a record number of new immigrants admitted into the country, and the last decade (2000-2009) recorded even a larger number of immigrants admitted.  This course uses a sociological perspective to address various impacts of immigration in U.S. society.

Course Aims and Objectives

Aims

 This course is designed to provide a sociological understanding concerning the nature of immigration in U.S. society, including an understanding of how immigration affects large (macro) and small (micro) social units in the society.

Specific Learning Objectives

  • Gain background information on the development of immigration patterns in U.S. society and discuss the social forces that affect these patterns from the perspective of historical and recent immigration trends.
  •  Review and discuss different perceptions about immigration patterns.
  •  Review and analyze government statistical reports concerning annual immigration conditions and characteristics.
  • Develop an awareness of the significance of immigration for the development of U.S. society.

 Review major laws affecting migration patterns to U.S. society

Grading

a) Three regular exams (40 multiple-choice items and a take-home essay question for each):

100 points per exam x 3 regular exams = 300 points

b) Total possible points = 300

 

 


SOC 321K • War And Health

45387 • Swed, Ori
Meets TTH 2:00PM-3:30PM MEZ 1.210
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Course description

We will explore the direct and indirect impact of wars on the health and well-being of populations. Conditions of health and disease are inherently linked to states of peace and war. War and violence have direct effects on human health including physical and mental trauma, injuries, and death. War also has indirect effects on physical and mental health through the disruption of the economic and social systems through which healthcare is delivered. Both combatants and civilians are at risk of morbidity and mortality associated with short-term loss of food, clean water, shelter, social support, or healthcare infrastructure. More long term, societies at war also lose important infrastructure investments (schools, institutions, systems), and fail to make investments in infrastructure because of the diversion of resources for weaponry and war. Many individuals experience other physical and psychological injuries associated with trauma and conflict induced ecological damage. Conflict-associated structural violence, or the systematic ways in which social structures harm or disadvantage individuals, also affects human health by creating institutional barriers to achieving maximal health status.

The course structured as follows. During the first half of the course we explore the health consequences of war (injury, infectious diseases, mental health, chronic disease, malnutrition, infrastructure). On the second half we would study the role of health professionals and others in preventing war (advocacy, measurement and application of epidemiological methods, promotion of social equity).

Public health approaches can be used for the primary prevention of conflict to discourage war and promote peace. As such, the objectives of this course are to identify:

Health outcomes of war and conflict, including injury, infectious diseases, mental health, chronic disease, malnutrition, and other outcomes.

Approaches to the prevention of war and conflict by means of advocacy, measurement and application of epidemiological methods, promotion of health and social equity, and other approaches

Overall learning objectives for the course

 Students will be able to:

1. Identify the health consequences of war to individuals, including infectious, chronic, psychosocial, and environmental.

2. Analyze, measure and assess the population-level health effects of war.

3. Describe the health effects of specific weaponry.

4. Describe the health effects of war on specific populations, including refugees, combatants & veterans, and vulnerable populations.

5. Describe the role of structural violence in creating conflict.

6. Make a persuasive case for the role of health providers in conflict settings in preventing the most negative effects of war, while also working on primary prevention. 

 


SOC 321L • Sociology Of Education

45390 • Fulton, Kelly
Meets TTH 12:30PM-2:00PM PAR 204
(also listed as AFR 321L, WGS 345)
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Course Description

This course examines education in the United States from a sociological perspective. We will use various sociological concepts, methods and theories to explore the institution of education, going beyond our own individual experiences with education. Specific topics include public education; standardized testing; charter schools; and stratification within and between schools with a focus on race, class and gender.

This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you will be asked to read and discuss your peers’ work.

Required Texts

* Arum, Richard and Irenee R. Beattie, The Structure of Schooling: Readings in the Sociology of Education, Second Edition, Sage Publications, 2011.?

* Lareau, Annette, Unequal Childhoods: Class, Race, and Family Life, 2nd Edition, University of California Press, 2011.

* Ravitch, Diane, Reign of Error, Knopf, 2013.

* A collection of readings available on the Canvas course site.

 Evaluation

There will be in-class tests, short papers, a group project, and a literature review for this writing flag course.  Class participation is a component of the final grade.


SOC 321R • Sociology Of Race And Work

45395 • Bhalodia-Dhanani, Aarti
Meets MWF 10:00AM-11:00AM CMA 3.114
(also listed as AAS 330, WGS 322)
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Flag: Cultural Diversity in the U.S.

This course is a critical examination of work through a gendered and racial lens. Individuals’ racial and gender characteristics deeply shape how labor markets emerge and how skills are evaluated. Jobs are often gender segregated and men and women are remunerated differently. The purpose of this course is to examine concepts such as labor markets, globalization, racial segregation, and gendering of the work place. This course is cross-listed with Asian American Studies and Women’s Studies.


SOC 322S • The Sociology Of Sport

45400 • Carrington, Ben
Meets TTH 11:00AM-12:30PM CLA 0.102
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Course Description:

Over the past four decades, as the social significance of sport has increased, the sociology of sport has emerged to become a significant sub-discipline of sociology.  Scholars within the sociology of sport have drawn on a wide range of theoretical perspectives to understand the enduring appeal of sporting practices, as well as the various processes of conflict, control and power in and around the institutions of sport.  The course examines the main perspectives in the sociology of sport in order to better understand the complex and contradictory relationship between sport and society.  Further, the course examines the theoretical points of conflict between the different sociological perspectives, which do not merely provide different points of view, but also present the student of sport sociology with competing analytical frameworks on how society itself is structured and works.  The course examines various topics and issues such as gender and representation, violence and deviancy, sexuality and homophobia, commercialization and college sport, race and inequality, and sport and the media. 

Grading Policy:

There are three aspects to how your final grade is reached:

30%                Midterm Exam on Sociological Theories of Sport

30%                Six to eight page book review of a book

40%                Final Exam on Social Issues in Sport

Texts:

Andrews, David L. and Carrington, Ben  (2013) A Companion to Sport, Blackwell.


SOC 322V • Race/Gender/Surveillance

45405 • Browne, Simone
Meets TTH 9:30AM-11:00AM CLA 0.102
(also listed as AFR 372C, WGS 322)
show description

Race, Gender and Surveillance will provide an overview of theories in the emerging field of Surveillance Studies, with a focus on race and gender. We will examine transformations in social control and the distributions of power in U.S. and global contexts, with a focus on populations within the African diaspora. As such, this is a Black Studies course. Course topics include: the Trans-Atlantic slave trade; prisons and punishment; the gaze, voyeurism and reality television; social media; sports; airports; biometrics and drones. Students will be encouraged to develop critical reading and analytical skills. Through the use of films, videos and other visual media students will be challenged to better understand how surveillance practices inform modern life. 

Required Texts:

John Gilliom and Torin Monahan. 2013. SuperVision: An Introduction to the Surveillance Society. Chicago: University of Chicago Press.

Dave Eggers. 2013. The Circle. New York: Random House

A course packet of all other required readings will be available for purchase at Speedway Printers. 

Grading Breakdown:

  • Participation, In-class Assignments and Quizzes: 10%
  • Film Review 10%
  • Mid-Term Test: 25%
  • Current Event Analysis: 10%
  • Research Project: 20%
  • Final Test: 25%

SOC 323 • The Family

45410 • Palmo, Nina
Meets MW 11:00AM-12:30PM CBA 4.332
(also listed as WGS 345)
show description

Course description

Family life today differs dramatically from that of previous generations. The goal of this course is to understand how changes in American family life occurred and what these changes mean for adults and children in contemporary society. In this course, we will examine trends over time in specific aspects of family life, including marriage, cohabitation, mate selection, divorce, parenthood, family structure, and work-family balance. Students will also gain an understanding of the methods that sociologists and demographers use to study the family.

Required reading

There is no textbook for this course. Instead, the readings come from articles posted on Canvas for each topic. I will post two or three readings per topic – typically one article from a peer-reviewed academic journal and one or two from a newspaper or magazine. You should read all of the articles.

Attendance

Class discussions are an important component of your learning. As such, attendance and participation are critical to the success of this course. Students are expected to attend class daily and attendance will be taken at the beginning of each class period. Each student may miss up to 4 days of class without penalty. This allows you to attend to any conflicts that may arise during the semester, including illness, travel, court appearances, doctor’s appointments, oversleeping, etc. Missing more than 4 days of class will result in a failing grade (F). Exam review days are optional.

Course requirements

There are five primary course requirements:

1. Reading response papers (50%)

After you have finished the readings for each week, compose a 500-1000 word reading response paper. In the first half of the paper, briefly summarize the main point(s) of each article. In the second half of the paper, offer some discussion. For example: What did you find interesting or surprising? What do you think of the author’s arguments? If the reading discusses a problem, what do you see as a solution?

A total of seven response papers is due over the course of the 21 topics we will cover this semester. You may choose the topics you write and do not write papers about, but I highly recommend that you turn in your first paper early in the semester. Papers are due at the beginning of class on the date listed on the course calendar. Papers turned in after the class discussion will receive half credit.

2. Group presentation (5%)

Five topics will be covered student group presentations, rather than by theinstructor. A sign up sheet will be passed around early in the semester so that you can sign up for a topic.

3. Family interview assignment draft (5%)

For this assignment, you will interview a family member or another individual over the age of 65. The purpose of the interview is to get another generation’s perspective on family life. You should plan to turn in a 4-5 page paper. More details will be provided later in the semester.

4. Family interview assignment final paper (10%)

A final copy of the paper is due at the end of the semester.

5. Exam 1 (15%)

The first exam will cover the topics from the first half of the semester.

6. Exam 2 (15%)

The second exam will cover the topics from the second half of the semester.

Participation

There is no official participation grade, but at the end of the semester I will consider bumping final grades by one third of a grade (e.g., from an A- to an A, or a B to a B+) for a few students who contributed regularly and thoughtfully to class discussions and demonstrated that they had read the assigned articles.

Extra credit

No extra credit assignments will be offered. However, if you would like to improve your grade on the reading response papers, you may write additional papers to replace grades that you feel need improvement.

Grading

Final letter grades will be assigned as follows:

A 93-100 B 83-86 C 73-76 D 63-66

A- 90-92 B- 80-82 C- 70-72 D- 60-62

B+ 87-89 C+ 77-79 D+ 67-69 F 59 or below

 


SOC 325K • Criminology

45420 • Warr, Eric
Meets MW 2:00PM-3:30PM CLA 0.102
show description

UPPER-DIVISION STANDING REQUIRED. COMPLETION OF SIX SEMESTER HOURS OF SOCIOLOGY.

Course Description

An investigation into the nature of criminal events including, homicide, rape, robbery, property crimes and white-collar crimes. Also examines the US criminal justice system.

Grading Policy

Three tests (no final) Occasional quizzes

Texts

Mark Warr, Companions in Crime, Cambridge University Press


SOC 325K • Criminology

45415 • Warr, Eric
Meets MW 11:00AM-12:30PM ART 1.110
show description

UPPER-DIVISION STANDING REQUIRED. COMPLETION OF SIX SEMESTER HOURS OF SOCIOLOGY.

Course Description

An investigation into the nature of criminal events including, homicide, rape, robbery, property crimes and white-collar crimes. Also examines the US criminal justice system.

Grading Policy

Three tests (no final) Occasional quizzes

Texts

Mark Warr, Companions in Crime, Cambridge University Press


SOC 325L • Soc Of Criminal Justice

45430 • Kelly, William
Meets TTH 11:00AM-12:30PM CLA 0.126
(also listed as URB 354)
show description

Description

This course is in two parts.  The first will provide an introduction to the American criminal justice system, its policies and procedures.  The primary focus will be on how criminal justice operates.  This will include some discussion of crime and its correlates, crime prevention, law enforcement, courts and corrections.  The second part traces where criminal justice policy has been, what it has accomplished, and where it should go in order to effectively reduce crime, recidivism, victimization and cost.  The primary focus of where do we go from here is on prosecution, sentencing and corrections.

The class periods will be devoted to lectures and discussion. We may have guest speakers and probably a video or two.  The lecture material will sometimes correspond very closely with the material in the texts and sometimes it will not.  I encourage class discussions and questions and hope that the material will be sufficiently interesting and controversial to motivate discussion.

Texts

Experiencing Criminal Justice by Nicole Hendrix

Criminal Justice at the Crossroads; Transforming Crime and Punishment by William Kelly

Grading and Requirements

There will be four exams.  The first two are multiple choice/true false.  The second two are multiple choice and short answer.  Each exam constitutes 25% of the course grade.  The exams will cover all of the material - assigned readings, lectures, guest speakers and videos.

 


SOC 325L • Soc Of Criminal Justice

45425 • Kelly, William
Meets TTH 12:30PM-2:00PM CLA 0.102
(also listed as URB 354)
show description

Description

This course is in two parts.  The first will provide an introduction to the American criminal justice system, its policies and procedures.  The primary focus will be on how criminal justice operates.  This will include some discussion of crime and its correlates, crime prevention, law enforcement, courts and corrections.  The second part traces where criminal justice policy has been, what it has accomplished, and where it should go in order to effectively reduce crime, recidivism, victimization and cost.  The primary focus of where do we go from here is on prosecution, sentencing and corrections.

The class periods will be devoted to lectures and discussion. We may have guest speakers and probably a video or two.  The lecture material will sometimes correspond very closely with the material in the texts and sometimes it will not.  I encourage class discussions and questions and hope that the material will be sufficiently interesting and controversial to motivate discussion.

Texts

Experiencing Criminal Justice by Nicole Hendrix

Criminal Justice at the Crossroads; Transforming Crime and Punishment by William Kelly

Grading and Requirements

There will be four exams.  The first two are multiple choice/true false.  The second two are multiple choice and short answer.  Each exam constitutes 25% of the course grade.  The exams will cover all of the material - assigned readings, lectures, guest speakers and videos.

 


SOC 330P • Sociology & Social Psychology

45435 • Rose, Mary
Meets MW 9:30AM-11:00AM CAL 100
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Course Description

This course is designed to give you a broad introduction to the field of social psychology, a topic that is investigated in both psychology and sociology departments. I have three aims for the course: (1) I want to provide you with an overview of the field of social psychology; (2) I want to introduce you to the various research methodologies that social psychologists use to investigate a phenomenon empirically; and (3) I want you to be able to spot applications to the “real world” of the material we discuss. Students enrolled in this course should have upper division standing, and, ideally, they should have taken courses in either sociology or psychology. This course is not cross-listed with psychology, which means that it does not count towards the requirements for a degree in psychology (but of course you still get credit for it as an upper-division sociology course). 

Even in a class of this size, I will occasionally call on people and ask them to give me their understanding of a topic we are discussing. Although I do not restrict lecture topics to what appears in the text, the most effective discussions – and the way for you to get the most out of this class in general – is to do your readings prior to the class for which they are assigned. This will help you immensely with lectures and ultimately with the tests. 

Texts

John D. DeLamater, & Daniel J. Myers, Social Psychology (7th edition). Thompson/Wadsworth (2010). [PLEASE NOTE: This version of the book is a restructured one; do not rely solely on older editions without a close comparison to the 7th] 

Grading

Final grades are based on three exams, in-class exercises, and a brief writing assignment. 


SOC 333K • Sociology Of Gender

45440 • Williams, Christine
Meets TTH 8:00AM-9:30AM UTC 1.146
(also listed as WGS 322)
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Descripton:

This course is an introduction to the sociological study of gender in U.S. society.  The central themes of the course are: historical changes in gender beliefs and practices; socialization practices that reproduce gender identities; how race/ethnicity, class, and sexuality shape the experience of gender; and the relationship between gender, power, and social inequality. 

Reading: 

Students are required to attend all lectures and complete all reading assignments on time.  The course requires reading approximately 75-100 pages per week.

Grading:

Grades are based on 3 essay examinations and 4-5 written homework assignments.  Computers are not permitted in this class. 


SOC 335 • Society Of Modern Mexico

45445 • Ward, Peter
Meets TTH 3:30PM-5:00PM CLA 0.102
(also listed as GRG 356T, LAS 325, MAS 374, URB 354)
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COURSE AIMS AND PURPOSE

This course seeks to understand Mexico through three lenses. First to introduce students to modern Mexico - its geography, economy, polity and society, and to examine in detail the nature and the forces of change that have impacted so dramatically upon the country during the past two decades. Second, we will examine Mexico-US bi-lateral relations both historically as well as in the contemporary sphere. Third, our lens will focus attention upon “Mexico Here”, and will analyze the dramatic Hispanic “rise” in the USA since 1990, with a special emphasis upon the ways in which the minority majority of Mexicans and Mexican Americans are shaping our own society, economy and polity of central Texas.

The first half of the course will offer an overview of the modern Mexico – its economic and political opening, challenges of overcoming poverty, and more recently the instability born of the drug cartels. Here too we will examine the key bilateral issues between the two countries: immigration reform; insecurity; and economic integration.  The second half of the course is designed to analyze the demographic and socio-cultural changes and policy challenges that Mexican-origin populations confront today in here Central Texas: in education, health care, citizenship aspirations, access to housing, justice and human rights and wellbeing. The aim is to gain a more sensitive and nuanced awareness of how Mexican populations specifically, and Hispanic populations more generally, are transforming the cultural and political landscape of Texas and the US, in order to offer a broad-brush introduction that will allow us consider the public policy dilemmas and imperatives that we have to confront today.

The course will comprise a substantial writing component including three essays. In class participation is expected, and in addition an important element of the class assessment will comprise two group projects about how Mexicans and Mexican-American identities are shaping politics, society & culture (broadly defined) here in Central Texas. There will be one midterm exam, but no final.

Assessment:

Essays and Papers 45%

Participation 20%

Mid-term 20%

Group Project 15%

 


SOC 336C • American Dilemmas

45450 • Green, Penny
Meets MWF 9:00AM-10:00AM CLA 1.108
(also listed as URB 354, WGS 345)
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Description:  

This course examines critical American social problems that threaten the very fabric of our collective life as a nation.  These include problems in the economy and political system, social class and income inequality, racial/ethnic inequality, gender inequality and heterosexism, problems in education, and problems of illness and health care.  The course has three main objectives.  One involves providing students with the theoretical and methodological tools needed to critically analyze these problems from a sociological perspective.  A second involves providing students with current data and other information documenting the seriousness of these problems.  The final objective focuses on evaluating social policies addressing these problems (e.g., welfare-to-work programs, pay equity legislation), with special reference to questions of social justice, the common good, as well as public and individual responsibility.  Class format will be a mixture of lecture and discussion, with a strong emphasis upon the latter. 

Required Readings: 

A packet of readings to be purchased from Austin Text Books at 2116 Guadalupe (i.e., the Drag)

Additional readings will be made available on Blackboard

Attendance Policy:

Regular attendance and punctuality are expected.  You’re allowed three absences without penalty during the semester (excluding our introductory class meeting).  The nonpenalized absences are intended to cover such situations as illness, family emergencies, university sponsored trips, etc.  Students who miss more than three classes, regardless of the reason, will have their semester grades reduced by one full percentage points for each absence beyond the three allowed.  The one exception to this policy concerns absences for religious reasons, assuming advance, written notification is given.

Tentative Grading Policy:

Four Short Papers (2-3 pages)            65%

Class Participation                              20%

Pop Quizzes                                        15%

 


SOC 336D • Race, Class, And Health

45455 • Jeon, Jiwon
Meets TTH 3:30PM-5:00PM CLA 1.106
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Course Description

This course critically examines health status and health care disparities among racial/ethnic minority groups in the United States. We focus on the patterned ways in which the health of these groups is embedded in the social, cultural, political, and economic context of the U.S. We review the complex relationship between social class (socioeconomic status) and health status, the effect of race/ethnicity on health outcomes and access to healthcare, as well as specific health issues facing major racial/ethnic minority groups in the U.S. Topics include conceptual issues central to understanding how low socioeconomic status leads to poor health, how conscious, unconscious, and institutionalized racial bias affects medical care and health outcomes, as well as a consideration of policies for reducing health disparities among racial/ethnic minorities.

Course Objectives

         1.Define concepts of population health, social class, and race/ethnicity

       2.Describe social determinants of health

       3. Understand biological and psycho-social mechanisms through which the determinants of population health operate

       4.Analyze the interaction effect of race/ethnicity and social class in predicting health outcomes

       5. Examine policies that address health disparities in the United States

Required Text and Readings

Barr, Donald A. (2014) Health Disparities in the United States: Social Class, Race, Ethnicity, and Health, Second edition.  The Johns Hopkins University Press, Baltimore.

Additional readings: In addition to the above textbooks, other course materials, including additional readings, will be posted to blackboard each week.  Readings should be completed for the week they are assigned.

Course requirements:

 Exams (80%)

 There will be three in-class exams worth 80 points each.  The in-class exams will cover all the readings and lecture materials covered prior to that exam. The format of the in-class exams will be multiple-choice, true/false, and short/medium-answer questions. Missed exams will be counted as zero unless arrangements are made in two-weeks advance.  Make-up exams will be given only if a physician’s note or other verifiable document is provided.

Class participation: In-class quizzes, in-class discussion and participation (20%)

The in-class component will be measured by pop quizzes and class participation.  There will be 10 pop quizzes given periodically at the instructor’s discretion, based on weekly readings, class discussions, and short-films shown during class (10%).   In addition, students will engage in short discussions or working sessions as a group during class and will submit a written report.  This report will include the discussion results and the names of students who participated in the discussion sessions.  In-class discussion and class participation will constitute 10% of semester grade. There will be no in-class make-up quizzes and discussion reports regardless of the reasons for absence.

Course policies

 Attendance:  

You are allowed three non-penalized absences during the semester.  Students who miss more than three classes, regardless of the reason, will have their semester grades reduced by one grade.

Make-up exams:

I will allow make-up exams for pre-approved reasons (e.g., observing religious holidays) or in the case of documented medical or other emergencies (death of significant others, job interviews, etc.). If you anticipate missing an exam, please make an arrangement with me at least two weeks in advance. Students who miss exams without prior approval or without a documented emergency will receive zero points on that exam.

Student conduct:  

Every student will be actively involved in classroom discussions. In order for everyone to feel comfortable voicing opinions or asking questions, a climate of tolerance and respect is essential.

Use of laptops in class for taking notes:  

Use of laptops and cell phone in class is not permitted.

Grading Scale

 

A         93-100  %        B+        87-89.9 %        C+        77-79.9 %        D+       67-69.9%

A-        90-92.9 %        B          83-86.9 %        C          73-76.9 %        D         63-66.9%

                                  B-        80-82.9 %        C-        70-72.9 %         D-        60-62.9%

 

 


SOC 336G • Gender Pol In Islamic World

45460 • Charrad, Mounira
Meets TTH 2:00PM-3:30PM CLA 0.102
(also listed as ISL 373, MES 341, R S 358, WGS 340)
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Description:

The course is devoted to the study of gender politics in the Islamic world. It is designed to help students gain a better knowledge of the Islamic world and, at the same time, increase their understanding of major sociological concepts such as gender, social organization, culture, and politics. It shows how culture is mediated by politics, resulting in diverse interpretations of the cultural tradition and in different policies with respect to gender. We start by examining the themes and issues that are part of the common denominator of the Islamic tradition.  We then consider how the diversity can be explained and what factors contribute to it.  The focus is on women’s rights, which have been a key political issue in several countries and internationally.

Texts:  TBA

Grading and Requirements:

This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.

This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. You should therefore expect a substantial portion of your grade to come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.

 


SOC 352 • Social Movements

45470 • Young, Michael
Meets TTH 12:30PM-2:00PM CLA 1.104
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DESCRIPTION

Protests and social movements are vital to public life.  They are important sources of social change.  They may even be prophetic.  This course explores why people rebel, demonstrate, occupy public spaces, riot, bomb buildings, sign petitions, organize trade unions, demand equal rights, save baby seals, block abortion clinics, and burn draft notices.  In this course, we will ask what are protests and social movements?  Why do people start them and join them?  What are protesters motivated by?  Are they after personal or group rewards?  Do protesters act rationally or emotionally?

We will also ask what triggers protests or movements? What structures or shapes them?  Do they follow regular patterns of development?  What is the relationship between different movements? What affect do protests and movements have on society?  Do they provide valuable insights into society? Do they advance social justice? Do they contribute to our social wellbeing? Or do they lead to disorder and exact costs that outweigh benefits?  Might they foreshadow the future?

We will explore these many questions and look for answers in an historical sociology of collective efforts to change America. This course will track American protests and social movements from the 18th century to the present.  In short, this course surveys the history of American protest and theories trying to explain their emergence, development, and impact.

REQUIREMENTS

There will be a midterm examination (40% of grade), a final examination (50%), and a field report on an event of activism or protest.  The two exams will cover material from lectures, readings, and a series of documentaries that will be viewed throughout the semester.  Although there is some overlap among these three components of the course, a thorough familiarity with each will be crucial to the doing well in the two examinations.


SOC 352D • Boundaries And Dilemmas

45475 • Ekland-Olson, Sheldon
Meets MW 11:00AM-12:30PM CLA 3.106
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Description:

This is a research and writing course designed to explore moral imperatives, violation of these imperatives, and perhaps most interestingly how we justify such violation. 

Why is the title of the course Boundaries and Dilemmas? A good deal of the semester will be spent on how communities establish boundaries to determine lives more or less worthy  of protection and support than others. We will also spend time on how communities weigh one imperative against another when confronted with moral dilemmas.

The first portion of the course will offer quick overviews of specific questions. With these overviews in hand, you will be asked to choose a specific topic, such as physician assisted suicide, capital punishment, eugenics, or war. You will be asked to develop a set of ideas consistent with the general framework developed in the early sessions of class. You and I will meet one-on-one to discuss your ideas. 

Text:

There is one assigned book:  WHO LIVES, WHO DIES, WHO DECIDES.  

Grading and Requirements:

1) 15 minute presentation

2)  I see class discussions as very important to the success of this class. 20% of your grade will come from class participation, primarily from postings on Discussion Board. Attendance is required. More than three absences will lower your grade one full point -- A to B, B to C etc. I know this is tough, but so am I.... Never fear, I will make every effort to ensure classes are worth attending.

3) I consider the material we cover to be very important. The assigned paper will be graded with high standards, as will the class presentation. Both will require substantial work. You will love it! 

This course is designed to hone various communication skills. Individually, you will be asked to write a 16-20 page paper on a topic of your choice. This paper will be handed in for initial grading and editorial comment. Your grade on the initial draft will constitute 40% of your final grade. The paper will be handed back to you for revision. You will be asked to hand in the revised version at the end of the semester. This final version of the paper will be graded and will also constitute 40% of your grade.

I look forward to many lively and fruitful discussions throughout the semester.


SOC 352S • Globalization & Social Media

45477 • Chen, Wenhong
Meets MW 3:00PM-4:30PM CMA 3.120
(also listed as AAS 320, RTF 365)
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Flags: Global Cultures and Writing

What are social media doing to us? And we to them? Drawing on literatures from media studies, sociology, communication, and management, this course invites students to engage in critical analysis of the causes, patterns, and consequences of using social media in a global context.  Building on cases from diverse cultures and nations, the course provides a rich comparative perspective. The course has three components.

  • We start with major debates on the role of communication and media technologies in network society, globalization, and transnationalism.
  • In the second part, we focus on how macro social forces and institutions such as state and market shape the development of social media and other new communication technologies. We explore how social inequalities and cultural differences affect digital divides.
  • In the third part, we investigate how social media and other new technologies have facilitated changes in politics, organizations, networks, as well as media and culture.

SOC 369K • Population And Society

45490 • Cavanagh, Shannon
Meets MW 1:00PM-2:30PM UTC 3.134
(also listed as WGS 322)
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Description

Population studies or demography is an interdisciplinary field, encompassing the study of the size, distribution, and composition of human populations, and the processes of fertility, mortality, and migration through which populations’ change. These processes are closely connected to many of the pressing problems facing contemporary societies. For instance, the funding of health care in developed countries is a major issue because of declining fertility and population aging. Civil unrest in parts of Africa and the Middle East are, in part, a function of persistently high fertility rates. These processes are also important drivers of many contemporary environmental problems. Finally, a grasp of population processes is important for a deeper understanding of the population explosion in urban areas and the higher transmission and impact of AIDS in the developing world. 

This course provides an overview of the field of population studies. A sociological approach is emphasized, but economic, geographic, anthropological, and biological perspectives will also be used. Attention will be given to a) the demographic concepts needed to objectively evaluate population issues and b) the substantive content of the population issues. Emphasis will be given to evaluating the evidence regarding debates on population topics. 

Reading Materials 

Required text: Population: An Introduction to Concepts and Issues, 10th edition, John R. Weeks. Belmont, CA: Wadsworth Publishing Co. ISBN-10: 0495096377 

On-line Readings: There are a number of short reading assignments, marked with an [EL]. These readings can be found in External Links section of the class Blackboard site and should be read prior to class period. 

Grading and Requirement:

You are expected to complete all readings for the day's class before coming to class. Read as actively as possible. Class time will be an opportunity to discuss and further explore the readings, so it is essential that everyone comes prepared to participate. Our class periods will be more productive and enjoyable when we all begin with the same materials. 

There will be TWO examinations during the semester, each worth 20% of your final grade. The exams will draw from both readings and class discussions. The exams are not cumulative. Each will include multiple choice and short answer questions. Make-up examinations will not be administered except in extreme circumstances and only if I am notified beforehand. All make-up examinations are 100% essay. 

You must also complete TWO assignments and ONE short paper during the semester. The assignments—on mortality and fertility—are designed to familiarize you with demographic data on the web, give you an overview of your country of choice, and help you identify your country’s population angle that most interests you and that you will explore in more detail in the short paper. Each assignment is worth 15% of your final grade. The short paper is worth 25% of your grade. 

The final 5% of your grade is based on attendance/class participation. I expect you to show up and engage (i.e., not text, sleep, or read the newspaper) with classmates, the TA, and me in the class. 


SOC 379M • Sociological Theory

45510 • Adut, Ari
Meets TTH 2:00PM-3:30PM CLA 1.106
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Description

The purpose of this course is to introduce the student to some of the more important theoretical foundations of the discipline of sociology and to current debates in modern social theory. The first part of the course covers select classical theorists. The second part provides an introduction to twentieth-century social theory and critical perspectives on the classical foundations of sociology. The third and final part presents a highly influential response to these challenges by a leading sociological theorist of our day. Throughout the course, the main topics of interest are the rise and transformation of modern society, the changing relationship between the individual and social institutions, the role of social structures and agency in social theory, the role of moral and instrumental action in agency theory, the challenge of critical theory to the social sciences, and contemporary attempts at a critical and multidimensional theory of society.

This course challenges students to think theoretically and critically about society and its material and cultural construction. The readings for the course are difficult but not inaccessible. This course will be fruitful if, and only if, students make a serious commitment to do the reading and to attend class. If this commitment is made, the social world might never look and feel quite the same. At least this is my goal and I aim to deliver.

Grading Policy

Three short papers 75%

Three one to two page memos on reading 15%

Class participation 10%

Short papers: Students must write three papers, each approximately five pages in length. One paper is due for each of the three parts of the course.

Memos: For the first part of the course, I will ask you to write three memos, each approximately one page in length. One memo will be on Karl Marx. The second memo will be on Emile Durkeim. And the final memo is on Max Weber.

Texts

All texts have been ordered through MonkeyWrench Books (110 E. North Loop, Austin, TX 78751; tel. (512) 407-6925)

Karl Marx and Friedrich Engels, The Marx-Engels Reader, ed. Robert Tucker, Norton

Emile Durkheim, On Morality and Society, ed. Robert N. Bellah, Chicago

Max Weber, The Protestant Ethic and the Spirit of Capitalism, Roxbury

Georg Simmel, On Individuality and Social Forms, ed. Donald Levine, Chicago

Sigmund Freud, Civilization and Its Discontents, Norton

Michel Foucault, The Foucault Reader, ed. Paul Rabinow, Pantheon

Jurgen Habermas, Jurgen Habermas on Society and Politics: A Reader, ed. Seidman, Beacon


SOC 379M • Sociological Theory

45505 • Adut, Ari
Meets TTH 12:30PM-2:00PM CLA 1.106
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Description

The purpose of this course is to introduce the student to some of the more important theoretical foundations of the discipline of sociology and to current debates in modern social theory. The first part of the course covers select classical theorists. The second part provides an introduction to twentieth-century social theory and critical perspectives on the classical foundations of sociology. The third and final part presents a highly influential response to these challenges by a leading sociological theorist of our day. Throughout the course, the main topics of interest are the rise and transformation of modern society, the changing relationship between the individual and social institutions, the role of social structures and agency in social theory, the role of moral and instrumental action in agency theory, the challenge of critical theory to the social sciences, and contemporary attempts at a critical and multidimensional theory of society.

This course challenges students to think theoretically and critically about society and its material and cultural construction. The readings for the course are difficult but not inaccessible. This course will be fruitful if, and only if, students make a serious commitment to do the reading and to attend class. If this commitment is made, the social world might never look and feel quite the same. At least this is my goal and I aim to deliver.

Grading Policy

Three short papers 75%

Three one to two page memos on reading 15%

Class participation 10%

Short papers: Students must write three papers, each approximately five pages in length. One paper is due for each of the three parts of the course.

Memos: For the first part of the course, I will ask you to write three memos, each approximately one page in length. One memo will be on Karl Marx. The second memo will be on Emile Durkeim. And the final memo is on Max Weber.

Texts

All texts have been ordered through MonkeyWrench Books (110 E. North Loop, Austin, TX 78751; tel. (512) 407-6925)

Karl Marx and Friedrich Engels, The Marx-Engels Reader, ed. Robert Tucker, Norton

Emile Durkheim, On Morality and Society, ed. Robert N. Bellah, Chicago

Max Weber, The Protestant Ethic and the Spirit of Capitalism, Roxbury

Georg Simmel, On Individuality and Social Forms, ed. Donald Levine, Chicago

Sigmund Freud, Civilization and Its Discontents, Norton

Michel Foucault, The Foucault Reader, ed. Paul Rabinow, Pantheon

Jurgen Habermas, Jurgen Habermas on Society and Politics: A Reader, ed. Seidman, Beacon


SOC 679HA • Honors Tutorial Course

45495
Meets F 11:00AM-12:00PM CLA 0.124
(also listed as SOC 679HB)
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Description:

This double-semester seminar was created after feedback from former Honors students and faculty supervisors.

The idea is to provide structure, instruction, and assistance throughout the duration of your thesis project, as well as to enable you to interact with and support one another.  Seminar participation should not increase your  workload, but the discussions and assignments will help you become more efficient in your research and writing.  Seminar format is a mixture of discussion, oral presentations, and guest speakers.  

Required Books:

 C. Wright Mills (1959) The Sociological Imagination. Oxford University Press.

Howard S. Becker (2007) Writing for Social Scientists. (2nd ed.) University of Chicago Press. Attendance Policy:

Regular attendance and active seminar participation are expected of all Honors students.  If you miss more than six (6) classes during the double-semester program, regardless of the reason for the absences, your 679HA grade will be reduced by one full percentage point for each absence beyond the six allowed.  This policy excludes absences for religious holidays, assuming advance, written notification is given. 

 Grading Policy:

First Semester:

1. An annotated bibliography comprised of 20 strong sources relevant to your thesis (20%) 2. A 6-7 page research proposal (20%) 3. A detailed outline of your research project by the end of the first semester (20%) 4. Quality of seminar participation (e.g., oral presentations, discussions, giving peer feedback) (40%)

Second Semester:

1. A well-written draft of a chapter of your thesis (20%) 2. Quality of seminar participation (e.g., oral presentations, class discussions, giving peer feedback) (60%) 3. Oral presentation of your thesis at the Sociology Honors Colloquium (20%) At the end of your first semester in Honors, you’ll be assigned an “incomplete.”  At the end of your second semester, after you’ve submitted your signed thesis to the Sociology Department, I’ll remove the incomplete and assign a grade for SOC 679HA, based on your two semesters of work and participation in the Honors Seminar. Your thesis supervisor will assign your grade for SOC 369HB, based on the quality of your thesis.


SOC 679HB • Honors Tutorial Course

45500
Meets F 11:00AM-12:00PM CLA 0.124
(also listed as SOC 679HA)
show description

Description:

This double-semester seminar was created after feedback from former Honors students and faculty supervisors.

The idea is to provide structure, instruction, and assistance throughout the duration of your thesis project, as well as to enable you to interact with and support one another.  Seminar participation should not increase your  workload, but the discussions and assignments will help you become more efficient in your research and writing.  Seminar format is a mixture of discussion, oral presentations, and guest speakers.  

Required Books:

 C. Wright Mills (1959) The Sociological Imagination. Oxford University Press.

Howard S. Becker (2007) Writing for Social Scientists. (2nd ed.) University of Chicago Press. Attendance Policy:

Regular attendance and active seminar participation are expected of all Honors students.  If you miss more than six (6) classes during the double-semester program, regardless of the reason for the absences, your 679HA grade will be reduced by one full percentage point for each absence beyond the six allowed.  This policy excludes absences for religious holidays, assuming advance, written notification is given. 

 Grading Policy:

First Semester:

1. An annotated bibliography comprised of 20 strong sources relevant to your thesis (20%) 2. A 6-7 page research proposal (20%) 3. A detailed outline of your research project by the end of the first semester (20%) 4. Quality of seminar participation (e.g., oral presentations, discussions, giving peer feedback) (40%)

Second Semester:

1. A well-written draft of a chapter of your thesis (20%) 2. Quality of seminar participation (e.g., oral presentations, class discussions, giving peer feedback) (60%) 3. Oral presentation of your thesis at the Sociology Honors Colloquium (20%) At the end of your first semester in Honors, you’ll be assigned an “incomplete.”  At the end of your second semester, after you’ve submitted your signed thesis to the Sociology Department, I’ll remove the incomplete and assign a grade for SOC 679HA, based on your two semesters of work and participation in the Honors Seminar. Your thesis supervisor will assign your grade for SOC 369HB, based on the quality of your thesis.



  • Department of Sociology

    The University of Texas at Austin
    305 E 23rd St, A1700
    CLA 3.306
    Austin, TX 78712-1086
    512-232-6300