Department of Sociology

SOC 302 • Intro To The Study Of Society

44680-44705 • Brayne, Sarah
Meets MW 11:00AM-12:00PM 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

44780-44815 • Haghshenas, Hossein
Meets MW 10:00AM-11:00AM BEL 328
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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

44740-44775 • Green, Penny
Meets TTH 2:00PM-3:00PM JGB 2.324
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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

44710-44735 • Reece, Robert
Meets TTH 11:00AM-12:00PM BEL 328
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Description:

This course will introduce students to the sociological study of society. It is designed to help students understand the larger factors shaping social life and equip them with the tools to interrogate and comprehend the world around them. 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 along with the methods sociologists use to examine these relationships. We will examine major topics in sociological research, including, but not limited to, inequality, mobility, race and ethnicity, gender and sexuality, crime, punishment and social control, the family, education, and immigration. 
 
 Readings 

I generally try to spare students the high cost of books, so I will provide all of your readings through Canvas.

Assignments and Grading 

Weekly Quizzes – 60% 

Each week, except those indicated on the syllabus, your TA will issue a quiz during your discussion section. These quizzes will be a combination of short answer and multiple choice and measure your engagement with the reading and lecture content. Each quiz will be five questions, and we will issue a total of twelve quizzes over the course of the semester. That means that each question will be worth one percent of your final grade. 

Midterm – 20% 

The midterm will be a comprehensive take home exam consisting of 20 questions, a combination of short answer (1-3 sentences) and multiple choice. The questions will test your knowledge of the core concepts we’ve covered up until this point and your ability to apply them to real-world situations. While I do not issue formal study guides, I will reserve the Monday of the week of the midterm for students to ask any questions they have related to the test or concepts we have covered in class (this is for clarification and elaboration only; do not expect me to repeat an entire lecture because you missed a day of class). Shortly after class, I will issue the exam to students, and it will be due to their respective TAs by Friday at midnight. 

Final – 20% 

The final will also be a comprehensive take home exam of 20 questions, a combination of short answer (1-3 sentences) and multiple choice. It will be issued the last Wednesday (12-6) of class and due to TAs by the following Wednesday (12-13) at midnight. Our review for the final will be the previous Wednesday. 

Late Work and Makeup Policy 

I understand that sometimes things happen. If you would like to makeup work, I expect you to present formal documentation of these things within a week of the assignment’s due date, and we will schedule a time for your makeup. 

Grading Scale A 94% 

A- 90% 

B+ 87% 

B 84% 

B- 80% 

C+ 77% 

C 74% 

C- 70% 

D 65% 

F< 65% 

 
 

SOC 304 • Phys Activity In Society

44822 • Twito, Samuel
Meets TTH 9:30AM-11:00AM PAR 1
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COURSE DESCRIPTION

The principle objective of Physical Activity in Society is to understand the way in which people are physically active in a social context - primarily in the United States.  We will examine how social forces influence physical activity including cultural, economic, historical, and demographic considerations.  The course examines physical activity on both the individual- and population-levels to better understand benefits and barriers to activity through the social context.

COURSE OBJECTIVES

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

  • Analyze contemporary issues in physical activity from a variety of disciplinary and professional perspectives. 
  • Understand physical activity on both the personal/individual level as well as the population level.
  • Critically evaluate (and convey through writing) the assumptions, motives, and evidence that individuals and groups use in discussing physical activity. 
  • Use autoethnography to understand contemporary issues.

 REQUIRED READING

A reading schedule and associated assignments (see next section) is available on Canvas via weekly modules (including articles).  There is no required textbook for the course, but required articles can be purchased in a coursepack if students wish.

[See the preliminary reading list at the end of this document]

COURSE ASSIGNMENTS AND EVALUATION

This course is organized in both lecture and discussion formats. We will spend considerable time each week discussing the readings and our own related 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. Specific details on assignments (including rubrics) are available on Canvas.  Your course grade will be broken down as follows:

Class Preparedness (10%) 

Weekly reading checks will be due on Canvas 24 hours before class time.  These responses will cover class readings for that week.  They include two parts: 1) an open-book short reading comprehension quiz (one multiple-choice question per reading) and 2) a discussion question you will post about each reading.  You will receive credit for correct multiple-choice answers and for submitting your discussion questions.  This both serves to help orient you in the material as well as guide how I structure our lecture and discussions that week.

Short Exams (20% - 2 x 10% each)

Two short exams will be given throughout the semester.  They will cover reading and lecture material for the first and second half of the course.

Physical Activity Autoethnography Semester Project (70%)

Our class is built around analysis of physical activity in society through participant observation and reflection (in the form of an autoethnography).  You are required to participate in any physical activity of your choice (with my approval) at least twice a week for the duration of the semester and keep an electronic journal (shareable through Google Drive) of your experiences.  This activity can be done alone, with friends or classmates, but your analysis must be your own. 

Throughout the semester, we will introduce small assignments that focus on specific elements of the activity with an emphasis on critical critique of the activity (e.g. who participates, how is knowledge created and accessed, how is the activity represented historically and currently, etc.).  Furthermore, small assignments and the overall project should reflect an understanding of how your chosen activity is experienced across many people (the population and society) as well as how you or another individual experiences the activity.  Finally, you will assess yourself physically both objectively and subjectively at the start and end of the semester.

I will periodically check in on your journal and these small assignments to see how you are progressing.  Only the final report will be graded.  A hard copy of the final report is due one week from the end of class.  The last class days will be an opportunity for you to present your experience and findings to your peers.

Overall semester averages will earn the following letter grades:

93-100:  A                   90-92.9:  A-

87-89.9:   B+               83-86.9:  B                  80-82.9:  B-

77-79.9:   C+               73-76.9:  C                  70-72.9:  C-

67-69.9:   D+              63-66.9:  D                  60-62.9:  D-                0-59.9:  F

 Course grades will be assigned strictly according to this scale, rounded to the tenth place (so 92.7 earns an A-, not an A; 89.9 earns a B+, not an A-).

 

 

 


SOC 307G • Culture And Society In The US

44835 • Bariola Gonzales, Nino
Meets MW 1:00PM-2:30PM CLA 0.102
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Description:

What is this course about?

This course will explore sociological approaches to culture through the stuff of our everyday life. The class will use entertainment media, pop culture, sports, and fine arts to introduce you to some of the central concepts and questions of current sociological scholarship about cultural production and consumption. We will, for example, talk about coffee and coffee shops to discuss theories of taste and social distinction. We will talk about fast- and organic food to touch on issues of class and racial stratification. We will talk about Picasso, Lionel Messi, and The Beatles to elaborate on theories of expertise, talent, and grit. We will talk about tacos and food trucks to discuss globalization, authenticity, and cultural appropriation. We will talk about your high-school and college experiences to examine the notion of cultural capital and its relationship to inequality. We will talk about money to discuss commodification and relational work. And we will talk about Beyoncé to discuss the crucial notion of intersectionality. The class will delve both into “micro” and “macro” perspectives. Ultimately, the class seeks to familiarize and motivate students to develop a sociological imagination (“seeing the strange in the familiar”) pertaining meaning, cultural practices, and creative industries.

 Goals

By the end of the course you should be able to:

  • Summarize, classify, compare and explain some of the main concepts of current debates in the sociology of culture.
  • Implement the concepts and approaches discussed to develop an original analysis of a specific cultural form, practice, or industry.
  • Use these concepts and approaches to reflect on cultural meanings, practices, communities, and industries in which you partake.

Requirements

3 exams

60% (20% each)

Group project

25%

Memos

15%

 Exams. There will be two midterms, and a final. All the exams will be short enough to comfortably finish in 75 minutes. The midterms and final will be of short answer questions based on the lectures and readings. Each exam will require a bluebook. Each exam will count for 20% of your grade. The exams are not cumulative, but rather cover material since the last exam.

 Group project. tudents will work in small groups (3 or 4 people per group) to research, present and write an analysis of a cultural form. We will workshop aspects of these presentations during the semester. Each group will present findings during the last week of class, and deliver a short paper (1200-1800 words). More details are already posted on Canvas and will be discussed on week 2.

 Memos.

For three weeks throughout the semester, you are required to post a public response (200-300 words long; if you decide to include quotations, which are discouraged, do not count them towards the total number of words) on the readings or objects assigned for that week. The earlier in the week the better, but you have time to post until the Tuesday, at 8pm, of the weeks you choose. The discussion is in the Canvas Discussion area. Find the thread for the week you want to post a response for and post your comment as a reply. The distribution of your responses must be as follows:1 response in February (before the first exam), 1 response in March (after the first midterm and before the first exam), 1 response in April (after the second midterm and before final).Other than this distribution, you are free to choose for which weeks you want to post your responses. Your responses may be shared in class, and we will use them to start discussions, so take advantage of your response to shape and prepare for class discussion. You are encouraged to engage with each other’s comments. Late responses will not be counted. If the quality of your response is inadequate, I will let you know so that you can correct that in your next responses.

 Attendance, participation and reading.

Regular attendance at all class meetings is strongly encouraged, but not (directly) enforced. It is essential that you come prepared to class and that you read carefully, take notes and bring ideas and questions to contribute to and benefit from lecture and discussions. Classes are organized under the assumption that you read the texts once before class (which does not mean that you have to fully understand the texts, but rather that you read the whole text and came up with a few ideas, several doubts, and many questions –and that you voice them!). Don’t be shy about asking questions and providing comments in class. Remember that other students will probably benefit from your questions/comments and the clarifications and reflections they may lead to. Most important, your questions, comments, and examples will make the class more interesting for everyone. You will soon realize that reading, re-reading, and coming to class will all be necessary to succeed in this course. If you cannot attend a session for whatever reason, you will be missing something important. It is your responsibility to catch up. Ask another student for notes and news from the class you missed.

Grading policy.

Total grades (yes, I know I am repeating myself, but regardless I am sure you will ask questions about this once and again) are 20% for each of the three exams (60% in total), 25% for the group project, and 15% for the memos and participation. At the end of a course, total percentages will be converted to letter grades as shown in the table below.

 

Points

Grades

Description

95-100

A

Exceptional, outstanding and excellent performance. Usually achieved by a minority of students. These grades indicate a student who is self-initiating, exceeds expectation and has an insightful grasp of the subject matter.

90-94

A-

87-89

B+

Very good, good and solid performance. These grades indicate a good grasp of the subject matter or excellent grasp in one area balanced with satisfactory grasp in the other area.

83-86

B

80-82

B-

77-79

C+

Satisfactory, or minimally satisfactory. These grades indicate a satisfactory performance and knowledge of the subject matter.

73-76

C

70-72

C-

67-69

D+

Marginal Performance. A student receiving this grade demonstrated a superficial grasp of the subject matter.

63-66

D

60-62

D-

 

   

Under 60

F

Unsatisfactory performance.

Rounding will be as follows: 79.5 = 80 (B-), but 79.4 = 79 (C+). In other words, when rounding is performed, nn.5 is always rounded UP.

 Readings and other materials

All readings will be available online via Canvas. It is possible there may be a text book as well. We will also use movies, documentaries and podcasts as materials in and outside of class. All of these are available for free in the Internet or through UT libraries.

 


SOC 307K • Fertility And Reproduction

44840 • Glass, Jennifer
Meets TTH 3:30PM-5:00PM CLA 0.102
(also listed as WGS 301)
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Description:

Why do birth rates rise and fall?  How can the U.S. have both record rates of childlessness as well as the highest rates of teen childbearing and unwanted pregnancy in the industrialized world?  Why does educating women lower birth rates faster than any population control program in the Third World?  This course will explore when, why, how, and with whom Americans bear children, and how we compare to other developed and developing countries in the world.  We will explore infertility and its treatments, the ethics of surrogacy, voluntary childlessness, the rapid rise of nonmarital childbearing in the U.S. and other countries, the politics of childbirth and risks of maternal mortality in developed and developing countries, and the declining populations and rapid aging  of  rich countries including Japan, Italy, and Spain where women have basically stopped having children. 

Texts:  Available at Coop

Liza Mundy, Everything Conceivable, NY: Anchor Books, 2007

Michelle Goldberg, Means of Reproduction , NY: Penguin Bookds, 2010

Grading and Rrequirements:

Two opinion essays: 30%

Midterm exam:       40%

Final exam:             20%

Class participation: 10%

 


SOC 307P • Intro Soc Of Health/Well-Being

44842 • Paine, Emily
Meets MWF 10:00AM-11:00AM WAG 214
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Course description:

What role do social processes play in determining health and well-being? How do social institutions, policies, and categories matter for the health of different populations in the United States? This course will broadly introduce you to a sociological perspective of health and well-being, which emphasizes how social inequality, institutions, policies, relationships, and power shape health. We will examine health disparities by race/ethnicity, gender and gender identity, sexuality, socioeconomic status, and nativity using intersectional, sociological frameworks. Additionally, students will learn how health outcomes, policies, and systems in the U.S. compare to those in other wealthy nations. Finally, we will review the ways health and illness are socially constructed, how power and authority operate within medicine, and how social movements inform conversations about health and healthcare in the U.S.

This semester, we will ground our exploration of sociological health literatures with a focus on racial health disparities in the U.S. Together, we will connect course materials that address the macro, meso, and micro processes through which inequality shapes health to current events and public discourse. We will read discussions of current events—for example, Charlottesville and Black Lives Matter—alongside scholarly texts. 

 Course objectives and assessment:

 By the end of the semester, students will be able to 1) explain how social factors shape health and well-being and 2) critique and analyze health-related public discourse using sociological frameworks. Course goals will be assessed by student performance on three short-answer essay exams, a final project in which students will write a paper analyzing a popular text from a sociological perspective, and participation.

Participation—broadly defined—is key to success in this course. Student participation will be evaluated through class attendance, performance on pop quizzes, and engagement in learning activities. Pop quizzes will assess whether or not students have completed assigned readings. For learning activities, students will locate news articles relevant to course concepts and share them with the class through Canvas. These materials will inform in-class discussions and exercises. Finally, throughout the semester, we will use social media platforms to share questions and insights about course materials as well as current events related to course concepts.

 Requirements:

 Students are responsible for reading and reviewing assigned materials before each class. For this course, materials will be made up of scholarly articles and chapters, video talks and documentaries, as well as news and popular essays, which will be available through Canvas. There are no required books for this course. In addition to readings, students are responsible for attending class lectures and taking part in learning activities. Attendance is mandatory; students are allowed two absences, for any reason. Except in verifiable, extenuating circumstances (documented illness or emergency), no make-up exams will be given, no late final essays will be accepted, and no additional absences will be excused. In the case of scheduling conflicts or illness, students must let me know in advance of the scheduled exam date. Likewise, after two absences, students must alert me of absence due to (documentable) illness or emergency before class begins. There will be no final exam in this course.

Final Grade Composition:

 

  • Essay exams,               60%
  • Final essay,                 20%
  • Participation,               20%

 


SOC 308D • Ethncty & Gender: La Chicana

44850 • Hey-Colon, Rebeca
Meets MWF 12:00PM-1:00PM GDC 4.302
(also listed as AMS 315, MAS 311, WGS 301)
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Description:

This course centers on the experiences of Chicanas and Latinas in the United States in the late 20th and early 21st century. Through interaction with literature, film, and historical/archival material we will craft an evolving understanding of how ethnicity, gender, race, class, language, citizenship, and other variables can simultaneously create community and cause rifts within the Latina population. Special emphasis will be placed on Chicanas, Puerto Ricans, Cuban-Americans, and Dominican-Americans. By the end of the course you will have acquired an overall understanding of the particularities of each group, as well as of the common experiences they share.

 Sample Readings (subject to change)

 The House on Mango Street by Sandra Cisneros

 How to Leave Hialeah by Jeannine Capó Crucet

 Soledad by Angie Cruz

 West Side Story (film)


SOC 308D • Ethncty & Gender: La Chicana

44845 • Gray, Amanda
Meets MWF 9:00AM-10:00AM PAR 105
(also listed as WGS 301)
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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 308L • Socl Trnsfmtn Love/Rltnshps

44860 • Haghshenas, Hossein
Meets MW 11:30AM-1:00PM BUR 212
(also listed as MES 310)
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“All the particles of the world are in love and looking for lovers.” --Rumi

 OBJECTIVES

Sociology 308 examines the social, cultural, psychological, and spiritual perspectives toward the ideas and experience of love. Some portion of the course will emphasize on the nature of the mind, human consciousness, and the state of Presence. The course will also offer insights to understand how love and intimacy interact with rapid social, economic, and cultural change, and how the subsequent change transformed the social world and the meaning of love. As we journey through this course, the students will become familiar with:  the aspects of self and identity in the context of love; the family and the individual; the impact of industrialization on private lives and the public order; race and gender communication; intercultural love and intimacy; personal choice and arranged marriages. During the course, students are required to engage in paired-learning exercises or group workshops to assess and interpret the information on patterns of relationships. These workshops are also designed to further display a clear and critical understanding of the theories, ideas, and concepts through written, oral, and visual communication. These activities are similarly aimed to cultivate teamwork and collaborative decision-making in the learning process.

Readings: Course Packet

Ekhart Tolle. 2004. Power of Now.         

Course Evaluation

1)    A Research Paper and presentation  26%

2)    Two exams 50% (each exam counts 25%).

3)    Quizzes 8%.

4)    Class participation/group workshops 16%. 


SOC 308S • Intro To Health & Society

44865 • Palmo, Nina
Meets TTH 11:00AM-12:30PM CAL 100
(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

44870 • Palmo, Nina
Meets TTH 12:30PM-2:00PM CAL 100
(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 317L • Intro To Social Statistics

44890 • Powers, Daniel
Meets MWF 10:00AM-11:00AM CLA 1.102
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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 317L • Intro To Social Statistics

44880 • Pudrovska, Tetyana
Meets MWF 1:00PM-2:00PM CLA 1.108
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Description:
 
This course is intended to provide graduate students in sociology with (a) a level of literacy in statistical methods that will permit a basic understanding of most publications in the field's major journals, (b) the basic tools needed for a master's thesis that uses quantitative methods, (c) preparation for more advanced courses in this department and for independent study, and (d) a sensitivity for the limitations, as well as the strengths, of quantitative methods. 
 
Textbooks:
 
The required textbook is Statistical Methods for the Social Sciences, 4th edition (2009), by Alan Agresti and Barbara Finlay.
 
Grading and Requirements:
 
There will be five homework assignments, a mid-term exam, and a final term paper.  Most homework problems will come from the text or will be computer exercises. The course grade will be based 50% on the homework, 25% on the exam, and 25% on the final paper.

 


SOC 317L • Intro To Social Statistics

44885 • Coffey, Diane
Meets TTH 2:00PM-3:30PM GAR 3.116
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Description:

The news is full of statistical claims: in one October morning, I read that the brains of people with opioid addictions are less likely to respond to pictures of cute babies than the brains of people who are not addicted to opioids; that 50% more people in India become infected with tuberculosis each year than the World Health Organization previously thought; and that Hillary Clinton had an 89% chance of winning the November 2016 election. 

Where do the numbers come from?  What can they really tell us about the world?  These are the sorts of questions we ask in Introduction to Social Statistics.  Answering them is going to involve doing some math.  And while understanding the math behind the statistical concepts we will study is very important, it is even more important that you leave the course with a conceptual understanding of the most commonly used statistical tools. 

Here are three reasons why statistics is one of the most important courses you’ll take in college:

  1. The increasing availability of all kinds of data gives us an unprecedented ability to understand how humans behave.  Using numbers to describe the world can help us figure out what is true and important.
  2. Statistics are often used to make false or misleading claims: it is important to be able to identify false claims and explain what the numbers can and can’t tell us.
  3. Statistical and analytic skills are marketable: across the government, non-profit, and private sectors, a solid foundation in quantitative reasoning and computing skills are assets in employment settings.

Texts and required materials:

Main textbook: Please note we will use the 5th edition which is from 2006.

McCabe & Moore.  Introduction to the Practice of Statistics, McCabe & Moore, 5th Edition.  We will cover (approximately) Chapters 1, 2, 3, 4, 5, 6, 7, 8.

Supplementary problems: Please note we will use the 1st edition which is from 2011.

Frankfort-Nachmias, C., & Leon-Guerrero, A. (2011). Social statistics for a diverse society. Sage Publications.  1st edition.

I will use Canvas to post homework, data, and additional readings.

Grading and Requirements:

Although grading policies and course requirements are subject to change from year to year, prior students have completed 14 assignments for 30% of the grade, done 5 in-class exercises for 5% of the grade, and taken 3 exams for 35% of the grade.  Attendance and class participation were worth 30% of the grade.


SOC 317L • Intro To Social Statistics

44875 • Coffey, Diane
Meets TTH 3:30PM-5:00PM GAR 3.116
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Description:

The news is full of statistical claims: in one October morning, I read that the brains of people with opioid addictions are less likely to respond to pictures of cute babies than the brains of people who are not addicted to opioids; that 50% more people in India become infected with tuberculosis each year than the World Health Organization previously thought; and that Hillary Clinton had an 89% chance of winning the November 2016 election. 

Where do the numbers come from?  What can they really tell us about the world?  These are the sorts of questions we ask in Introduction to Social Statistics.  Answering them is going to involve doing some math.  And while understanding the math behind the statistical concepts we will study is very important, it is even more important that you leave the course with a conceptual understanding of the most commonly used statistical tools. 

Here are three reasons why statistics is one of the most important courses you’ll take in college:

  1. The increasing availability of all kinds of data gives us an unprecedented ability to understand how humans behave.  Using numbers to describe the world can help us figure out what is true and important.
  2. Statistics are often used to make false or misleading claims: it is important to be able to identify false claims and explain what the numbers can and can’t tell us.
  3. Statistical and analytic skills are marketable: across the government, non-profit, and private sectors, a solid foundation in quantitative reasoning and computing skills are assets in employment settings.

Texts and required materials:

Main textbook: Please note we will use the 5th edition which is from 2006.

McCabe & Moore.  Introduction to the Practice of Statistics, McCabe & Moore, 5th Edition.  We will cover (approximately) Chapters 1, 2, 3, 4, 5, 6, 7, 8.

Supplementary problems: Please note we will use the 1st edition which is from 2011.

Frankfort-Nachmias, C., & Leon-Guerrero, A. (2011). Social statistics for a diverse society. Sage Publications.  1st edition.

I will use Canvas to post homework, data, and additional readings.

Grading and Requirements:

Although grading policies and course requirements are subject to change from year to year, prior students have completed 14 assignments for 30% of the grade, done 5 in-class exercises for 5% of the grade, and taken 3 exams for 35% of the grade.  Attendance and class participation were worth 30% of the grade.


SOC 317M • Intro To Social Research

44895 • Angel, Ronald
Meets MW 9:00AM-10:00AM CLA 0.118
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 Course Description:

In this course we will investigate the methods used in social scientific research.  We will examine such issues as how one establishes causality and just what “proof” consists of in social scientific inquiry.  We will investigate the nature of data and examine the strengths and weaknesses of qualitative and quantitative data.  We will also deal with issues related to ethics and the uses to which social scientific research can legitimately be put.

The final project consists of a research proposal for a theoretical project on a topic you will choose in consultation with the Professor or the Teaching Assistant.  In it you will outline all relevant aspects of the project, including sampling and questionnaire construction, but you will not actually carry out the research itself.  In preparation for the final research proposal two preliminary papers are required.  In these you will (1) define the research question and (2) outline the research methods to be used to address it.   The course includes a lab in which material presented in class will be elaborated and in which computer applications will be discussed.  All course materials will be available on Blackboard.  Assignments, schedule changes, and announcements related to the course will appear on Blackboard and students are responsible for keeping informed.

The course includes three Internet assignments that involve answering a particular question using information you locate online.  These assignments will be related to the development of the final research proposal.

Course Requirements:

In the course we will do a good bit of data analysis with an eye toward understanding what numbers and graphs can tell us and what they cannot.  The required text is Earl Babbie, The Practice of Social Research, tenth edition or later, Thompson publishers.  Other readings are provided in the Readings file on Blackboard and will be assigned in class.  We will use the computer lab in CLA.  All of the software and manuals are available on line.  The Teaching Assistant is available to provide whatever help you need.

Grading Requirements:

The final grade will be based on three equally weighted hourly exams (together 40% of the final grade), graded lab work (10% of the final grade) and two graded writing assignments, the first of which is a draft of the problem statement of the final research proposal (15% and 35% of the final grade).  To determine the final grade these weighted scores will be summed and the weighted total curved so that approximately 15% of the class receives an A, 15% A-, 15% B+, 15% B, 30% C, etc.  This is a required course and a C or higher is required for it to count toward the Sociology major.  Attendance at class and lab are mandatory and will be factored into the final grade.  Three unexcused absences will result in an automatic full letter grade drop in the final grade.  More than six unexcused absences will result in a failing grade.  All assignments must be turned in on the date they are due.  Late work will be accepted only with prior approval.  The lab sessions will be critical in developing the proposal.


SOC 317M • Intro To Social Research

44900 • Angel, Ronald
Meets MW 10:00AM-11:00AM CLA 0.118
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 Course Description:

In this course we will investigate the methods used in social scientific research.  We will examine such issues as how one establishes causality and just what “proof” consists of in social scientific inquiry.  We will investigate the nature of data and examine the strengths and weaknesses of qualitative and quantitative data.  We will also deal with issues related to ethics and the uses to which social scientific research can legitimately be put.

The final project consists of a research proposal for a theoretical project on a topic you will choose in consultation with the Professor or the Teaching Assistant.  In it you will outline all relevant aspects of the project, including sampling and questionnaire construction, but you will not actually carry out the research itself.  In preparation for the final research proposal two preliminary papers are required.  In these you will (1) define the research question and (2) outline the research methods to be used to address it.   The course includes a lab in which material presented in class will be elaborated and in which computer applications will be discussed.  All course materials will be available on Blackboard.  Assignments, schedule changes, and announcements related to the course will appear on Blackboard and students are responsible for keeping informed.

The course includes three Internet assignments that involve answering a particular question using information you locate online.  These assignments will be related to the development of the final research proposal.

Course Requirements:

In the course we will do a good bit of data analysis with an eye toward understanding what numbers and graphs can tell us and what they cannot.  The required text is Earl Babbie, The Practice of Social Research, tenth edition or later, Thompson publishers.  Other readings are provided in the Readings file on Blackboard and will be assigned in class.  We will use the computer lab in CLA.  All of the software and manuals are available on line.  The Teaching Assistant is available to provide whatever help you need.

Grading Requirements:

The final grade will be based on three equally weighted hourly exams (together 40% of the final grade), graded lab work (10% of the final grade) and two graded writing assignments, the first of which is a draft of the problem statement of the final research proposal (15% and 35% of the final grade).  To determine the final grade these weighted scores will be summed and the weighted total curved so that approximately 15% of the class receives an A, 15% A-, 15% B+, 15% B, 30% C, etc.  This is a required course and a C or higher is required for it to count toward the Sociology major.  Attendance at class and lab are mandatory and will be factored into the final grade.  Three unexcused absences will result in an automatic full letter grade drop in the final grade.  More than six unexcused absences will result in a failing grade.  All assignments must be turned in on the date they are due.  Late work will be accepted only with prior approval.  The lab sessions will be critical in developing the proposal.


SOC 317M • Intro To Social Research

44905 • Regnerus, Mark
Meets TTH 11:00AM-12:00PM CLA 0.118
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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 317M • Intro To Social Research

44915 • Osborne, Lynette
Meets TTH 2:00PM-3:00PM CLA 1.404
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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. 

Grading and Requirements:

How to Earn Points:

1. Quizzes – 50 (5 points each)

Quizzes over the readings/assignments will be administered during the first 5 minutes of each class meeting that a chapter begins (as designated by an * on the schedule). There will be 11 quizzes, 10 count for credit so no late or early quizzes are offered for any reason. If you miss class or arrive late on a quiz day, please to use that as your dropped score. No early or late quizzes will be offered for any reason.

2. Homework/Activities – 100 (weighted)

Homework assignments and/or in-class activities are geared to help students master concepts. HW must be turned in at the beginning of class to earn credit. Arriving to class after HW collection or not uploading HW to Canvas (when appropriate) will result in a zero for the assignment. Note that late assignments are not accepted for credit, but all assignments in this course are required. Assignments are not accepted via email. Attendance and participation in the in-class activities is required to earn credit. If you miss a HW or in-class activity, take the first one as your drop option; any others missed will result in a reduced course score.

3. Exams - 150 (50 points each)

Each exam is worth 10% of the total points for the course. Exams will take place during the normally scheduled class time. Late exams will be scheduled ONLY in the case of an emergency and under the following circumstances: 1) you email must me at least 24 hours prior to the exam AND 2) valid documentation must be provided to support your emergency request. Note that weddings, family vacations, work, and the like are not valid excuses for missing an exam.

4. Methods Section - 100 (50 points each)

We will be engaging in a research methods project gathering data from Craigslist personals ads. All major components of a Methods section will be due as you final paper for this class. The specific instructions for the semester-long project will be provided and discussed in class. 


SOC 317M • Intro To Social Research

44910 • Raley, Kelly
Meets TTH 12:30PM-1:30PM JES A216A
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Description:

The purpose of this course is to teach basic research skills. You can use these skills in a wide variety of settings (not just the ivory towers of academia).  Specifically, students will learn 1) basic research approaches, 2) how to recognize the strengths and weaknesses of these approaches and 3) how to apply these methods to a research problem.

To achieve these goals, this course takes a "hands on" approach.  This means that often class time will involve your active participation. It is essential that you come to class and labs having read the assigned material.

Grading:

Three exams:  the first one is worth 10% and the second and third are 15% each

Be sure to mark your calendar!  No make-up exams except in extreme circumstances.  Make ups may be 100% essay.

Analysis paper (20%)

Review Paper (20%) 

 Assignments (20% of your grade)-- There will be approximately 7. You may

drop one. All assignments should be word processed unless instructed otherwise.

Note: All late assignments will receive a grade of 0. If for any reason you are unable to complete one assignment on time you may drop this assignment grade. 

Note Also: Class attendance is required.  Excessive absences will result in a lower grade.

Grades are calculated as a weighted average of grades on assignments, papers, and exams. A=93-100; A-90-92; B+=87-89; B=83-86; B-=80-82; C+=77-79; C=73-76; C-70-72; D+=67-69; D=63-66; D-=60-62; F < 60.

Lab -- Most weeks the lab will meet and often an assignment grade will be related to work conducted during the lab. For some lab assignments you may work as a group, but you should assume that collaboration is not allowed unless you are told specifically that the work is a group effort. Usually, if you miss a lab you can get the assignment from the T.A., another student, or off of the course website. However, if you miss the lab you may not collaborate with anyone. NOTE: The exams occur during lab hours.

Analysis paper -- The purpose of this paper is to teach you how to analyze data, present results, and form a conclusion.  You will use the computer to analyze data from a secondary source (i.e. the General Social Survey). You will present your analyses in tables and/or graphs and discuss your findings.  Four to five pages of text, plus tables/graphs, title page and optional bibliography should be sufficient.

Review paper -- The purpose of this paper is to help you learn how to evaluate and improve on research. You will identify a paper to review through a search of the literature and will write a paper describing this research, evaluating measurement validity, generalizability, and causal validity. 

Text 

Babbie, Earl. 2007. The Practice of Social Research, 13th edition

 


SOC 319 • Intro To Social Demography

44922 • Sobering, Katherine
Meets TTH 3:30PM-5:00PM UTC 3.124
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 Course Description

This course provides an introduction to demography—the study of human populations—with an emphasis on current demographic trends in the United States. It addresses a series of broad questions: How are populations structured? What are the causes and consequences of population change? And how do public policies address these large-scale changes? This course has three primary objectives. First, students will become familiar with the theories and methods used to examine the social factors associated with population growth, mortality, health disparities, fertility, families, migration, and diversity. We will also explore how, when, and why these trends differ across populations. Second, this course will encourage students to think sociologically about demographic processes and develop a sociological imagination to connect individual experiences to broader demographic trends that impact the economic and political landscape of societies worldwide. Third and finally, it will prepare students to become more critical thinkers who are well equipped to understand and interpret information about social demography.

 


SOC 321G • Global Health Issues/Systems

44925 • Jeon, Jiwon
Meets TTH 11:00AM-12:30PM BUR 214
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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 • Building The Sustainable City

44930 • Swearingen, William
Meets TTH 2:00PM-3:30PM CLA 0.118
(also listed as URB 352)
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Course Description:

This course requires a Civic engagement project requiring 12-15 hour of service work with a community organization engaged in sustainability. 

**The course requires some off-campus travel to work with those groups.**

Building the Sustainable City is an interdisciplinary course that examines why we have to create  more sustainable living environments, what we are presently doing to rebuild American cities in more sustainable ways, and where we need to go in the future.  The course adopts the strong definition of sustainability to include the connections between economy, equity, and environment.   80% of the population lives in urban areas today, the vast majority of economic activity occurs in them, and most environmental problems are related to urbanization and industrialization.  Understanding how to build a sustainable city, then, is the key to building a sustainable society.  This course will focus on energy use, transportation policy, housing, and food production/distribution in the city.  Social equity issues will be integrated into all four themes, as all four are both cause and effect of social inequalities. 

The course links our academic understanding of sustainability with “real world”, on-the-ground people doing sustainability today by letting you work with a community organization in Austin,  in a civic engagement project that focuses on some aspect of sustainability.  The middle two weeks of April we will have no class, and instead you will use that time to work with the organization.  The leaders of several organizations will come talk to the class and you will choose which one you want to work with.  **Most of the organizations are off campus, so will require transport off campus.**  At least two are close enough to campus to walk or ride your bike.  One is on campus, but the others would require a car or bus.

Grading:

Your final paper is a write-up final project.

Text:

Girardet, Herbert; Cities People Planet. Wiley and Sons, 2008.

Ethics and Leadership and Writing Flags

This course carries both the Writing and the Ethics and Leadership flag. Ethics and Leadership courses are designed to equip you with skills that are necessary for making ethical decisions in your adult and professional life. You should therefore expect a substantial portion of your grade to come from assignments involving ethical issues and the process of applying ethical reasoning to real-life situations.  The civic engagement project is your primary opportunity to do so, though each essay will also require ethical thinking about the social components of sustainability.

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. 100% of your grade in this class comes from written work, including the project write-up of your civic engagement work.

Distraction Free Classroom:  the use of cell phones and laptops is prohibited during class time.  Students must take notes on paper, not their laptops.  If you must text or browse the web during class time you will need to leave the classroom to do so.


SOC 321K • Contemporary Practice Of Medic

44940 • Kane, Jeffrey
Meets TTH 5:00PM-6:30PM CLA 0.102
show description

Description:

This course will focus on the experience of physicians in today’s health care system. The format of the course will be lectures and interactive discussions with outside doctors who will share their personal experiences and observations from a wide range of perspectives. We will meet doctors from different specialty areas of medicine. We will discuss a variety of practice settings: private practice offices, large multispecilaty clinics, hospital systems and academic centers. We will focus primarily on doctors actively engaged in the treatment of patients, but we will also meet doctors who work in hospital administration, in medical education, in clinical and basic science research, and in international health care. We will talk with physicians who struggle with larger societal issues of medical ethics and health care economics, but we will discuss these issues from the perspective of physicians on front lines of health care delivery — not as abstractions but as daily lived experience.

Grading and Requirements: 

Given the discussion format of the course, assignments and grades will be based upon participation. Students are expected to attend all classes. Failure to attend will result in a reduction of the student’s final grade for the course as follows: for every two unexcused absences, the student will be dropped by one letter grade for the semester.

Students will respectfully engage with our visiting speakers and will write a series of short, one page responses to issues raised in class, approximately one every two weeks. There will be little outside reading and no formal exams. This course should be of special interest to students considering a career in medicine or a related field, but all interested students are encouraged to join the class.


SOC 321K • Food And Society

44950 • Fulton, Kelly
Meets MW 10:00AM-11:30AM CLA 3.106
show description

Descriptons 

In this course we will explore the social context of food. Topics will include food and identity, social class and culture.  We will also investigate who plans, purchases, and prepares food for our families, including discussion of the recent debates about the value of a home-cooked meal.  We will take a tour through the alphabet soup of government assistance for the hungry, including SNAP, WIC and NSLP.  Finally, we examine food production and policies in the US. 

 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.

Readings will include:

Nestle, Marion. 201313.  Food Politics: How the Food Industry Influences Nutrition and Health

Pilcher, Jeffrey.  2012.  Planet Taco: A Global History of Mexican Food

 Pollan,  Michael.  2006.  The Omnivore’s Dilemma: A Natural History of Four Meals.

Grading:

Portfolio 25%

     A series of short assignments including research article analyses, video analyses, discussion synthesis

Papers 30%

     Food diary analysis

    Literature review

Peer review 10%

Group Presentation  15%

   Groups will research, present findings and lead discussion

Participation 10%

Class synthesis assignment 10%

     Drawing on the themes from the class and current research, explore possibilities for improving food policy

 


SOC 321K • Inqlty In The US Educ Sys

44953 • Pikus, Monique
Meets TTH 9:30AM-11:00AM CBA 4.342
(also listed as LAH 350)
show description

Course Description

For centuries many have seen the United States as the land of opportunity. Free public education is often seen as one of the key pillars of opportunity in the U.S. Yet, the quality of public education varies greatly depending on the neighborhood and characteristics of the student. In this class, we will examine how inequality has developed and is maintained within the American public education system. We will learn and critique existing theories of educational inequality such as meritocracy, stereotype threat, and oppositional culture. Next, we will explore the effect of students’ traits on how they interact with and experience school in the U.S. Race/ ethnicity, gender, social class, and special educational needs are just a sample of the attributes that we will investigate. In addition, we will pay particular attention to the role of school funding and residential segregation in maintaining disparities in educational quality. We will conclude by exploring current efforts to combat inequality within the public education system through school choice, magnet programs, accountability campaigns, community-based school reform, and other efforts.

Course Objectives

It is my hope that students will set their own goals for the course. Nevertheless, by the end of the course, all students should be able to:

1)    Analyze existing theories of educational inequality.

2)    Understand the different relationships between inequality, education, and students’ characteristics.

3)    Recognize the mechanisms through which inequality is perpetuated within the U.S. public education system.

4)    Outline and critique existing reform efforts to reduce educational disparities within the U.S. public education system.                                                                                

5)    Be able to communicate orally and in writing the complexity and difficulty in developing reforms designed to eliminate inequality among all students within the American public education system.

Course Requirements

Class Participation (20%). I believe that learning is an interactive sport. Therefore class participation is critical to the success of the course for the class will consist mainly of guided discussion with brief lectures as needed. Students are expected to attend every class on time prepared to discuss the materials assigned for that date. Students are allowed two unexcused absences without penalty. However, students’ class participation grade will decrease with each additional absence.  Students are also expected to participate fully in any class activities that occur. Finally, peer review (50% of participation grade) is an important part of the class. Students are expected to provide written feedback and a rating in Canvas on fellow classmates’ school reform proposal presentations. In addition, students will be divided into small peer review teams and provide written feedback on each other’s first position paper.  

Position Papers (25%). Writing is an essential way to assist students in engaging in the reading materials on a deeper level. Students are required to write four 700-800 word essays in Canvas summarizing and responding to the major argument(s) of the readings. Students are required to revise one of their position papers based on the feedback provided by their peer review team and the instructor. The total number of position papers submitted will be four original and one revised paper.

School Reform Proposal and Presentation (Total: 55%). It is not only important to understand the disparities within the current public education system, but we must also try to develop solutions to these problems. Therefore each student is required to write their own school reform proposal based on independent research of one of the many school reform efforts discussed in class (or one approved by the instructor).

Abstract and Annotated Bibliography (10%). Students are required to submit a 500 word abstract of their school reform proposal in which they briefly outline the theories to be examined, the proposed school reform, and how it will alleviate inequality for at least one traditionally disadvantaged group. The abstract will include an annotated bibliography (50 word summary each) of at least 5 outside sources.

 Revised Abstract and Annotated Bibliography (5%). Students will submit a revised abstract based on the instructor’s feedback.

 Presentation (10%). Students will give a 10 minute class PowerPoint/Keynote presentation of their school reform proposals. Presentation slides should be posted to Canvas by 5pm the day before the class presentation. Presentations will be evaluated based on classmates’ written feedback and rating (50% of grade) on a form provided in Canvas and the instructor’s evaluation (50% of grade).

 Final Proposal (30%). Students are expected to complete an 8-10 page double spaced school reform proposal. The proposal should develop the theories outlined in the abstract, describe the school reform effort they support, provide evidence of the effectiveness of their proposed reform, and explain how their plan will alleviate inequality for at least one traditionally disadvantaged group. The proposal should also incorporate the presentation feedback provided by fellow classmates and the instructor.

 Grading Scale

Final scores will be rounded to nearest whole number.

100 – 98

A+

77 – 72

C

97 – 92

A

71 – 70

C-

91 – 90

A-

69 – 68

D+

89 – 88

B+

67 – 62

D

87 – 82

B

61 – 60

D-

81 – 80

B-

59 – 0

F

79 – 78

C+

 

 

 

 

 

 

Classroom Decorum

            Academic freedom is a hallmark of higher education. In this class, we will discuss opposing viewpoints on difficult topics. Some students may find these opposing views personally offensive. All students should feel free to voice opinions in a respectful manner without fear of reprisal. Perspectives should be combatted with evidence. Personal attacks will not be tolerated in this class. Finally, confidentiality is a requirement of this course. Students are not allowed to record, discuss with non-classmates, and/or post on social media classroom discussions or negative opinions of fellow students.

 Writing Flag

“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.” (Retrieved August 15, 2017: https://ugs.utexas.edu/flags/faculty-resources/teaching/syllabus).

 Policy on Academic Integrity

“Students who violate University rules on academic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and / or dismissal from the University. Since such dishonesty harms the individual, all students, and the integrity of the University, policies on academic dishonesty will be strictly enforced. For further information, please visit the Student Conduct and Academic Integrity website at: http://deanofstudents.utexas.edu/conduct.” Retrieved August 15, 2017: http://deanofstudents.utexas.edu/conduct/facultyresources.php).

Students with Special Needs

“Any student with a documented disability who requires academic accommodations should contact Services for Students with Disabilities at 471-6259 (voice) or 512-410-6644 (Video Phone) as soon as possible to request an official letter outlining authorized accommodations.” (Retrieved August 15, 2017: http://diversity.utexas.edu/disability/critical-ways-faculty-can-support-all-students-with-disabilities/).

Course Readings

Book List

All books are available for purchase at the University Co-Op.

David, Jane L. and Larry Cuban. 2010. Cutting Through the Hype: The Essential Guide to

School Reform Revised, Expanded, and Updated Edition. Cambridge, MA: Harvard Education Press.

Grubb, W. Norton. 2009. The Money Myth: School Resources, Outcomes, and Equity. New

York, NY: Russell Sage Foundation. (Also available online from UT libraries.)

Lareau, Annette. 2011. Unequal Childhoods: Class, Race, and Family Life with an Update a

Decade Later (Second Edition). Berkeley, CA: University. (Also available online from UT libraries.)

Lewis, Amanda E. and John B. Diamond. Despite the Best Intentions: How Racial Inequality

 

Thrives in Good Schools. 2015. New York, NY: Oxford University Press.

Rosenthal, Robert and Lenore Jacobson. 2003. Pygmalion in the Classroom: Teacher

Expectation and Pupil's Intellectual Development, Second Edition. United Kingdom: Crown House Publishing, Ltd.

 

Article List

Links to all articles are provided on Canvas.

Education Theory

Collins, Randall. 1971. “Functional and Conflict Theories of Educational Stratification.”

American Sociological Review 36, 6: 1002-19.

Lamont, Michele and Annette Lareau. 1988. “Cultural Capital: Allusions, Gaps and

Glissandos in Recent Theoretical Developments.” Sociological Theory 6, 2: 153-168.

Steele, Claude. 1997. “A Threat in the Air: How Stereotypes Shape Intellectual Identity and

Performance.” American Psychologist 52, 6:613-629.

Turner, Ralph. 1960. “Sponsored and Contest Mobility and the School System.”

American Sociological Review 25: 855-67.

Individual Characteristics and the Education Experience

Buchmann, Claudia, Thomas A. DiPrete, and Anne McDaniel. 2008. “Gender Inequalities in

Education.” Annual Review of Sociology 34: 319-337.

Cervantes-Soon, Claudia G., Lisa Dorner, Deborah Palmer, Dan Heiman, Rebecca

Schwerdtfeger, and Jinmyung Choi. 2017. “Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces.” Review of Research in Education 41: 403-427.

Chin, Aimee, N. Meltem Daysal, and Scott A. Imberman. 2013. “Impact of Bilingual Education

Programs on Limited English Proficiency Students and Their Peers: Regression Discontinuity Evidence in Texas.” Journal of Public Economics 107: 63-78.

Collins, Patricia Hill. 2015. “Intersectionality’s Definitional Dilemmas.” Annual Review of

Sociology 41: 1-20.

Else-Quest, Nicole M., Concetta C. Mineo2, and Ashley Higgins. 2013. “Math and Science

Attitudes and Achievement at the Intersection of Gender and Ethnicity.” Psychology of Women Quarterly 37, 3: 293-309.

Hibel, Jacob, George Farkas, and Paul Morgan. 2010. “Who is Placed into Special Education?”

Sociology of Education 83, 4: 312-32.

Kosciw, Joseph G., Neal A. Palmer, and Ryan M. Kull. 2015. “Reflecting Resiliency: Openness

About Sexual Orientation and/or Gender Identity and Its Relationship to Well-Being and Educational Outcomes for LGBT Students.” American Journal of Community Psychology 55: 167–178.

Ladson-Billings, Gloria and William F. Tate IV. 1995. “Toward a Critical Race Theory of

Education.” Teachers College Record 97, 1: 47-68.

Oh-Young, Conrad and John Filler. 2015. “A Meta-Analysis of the Effects of Placement on

Academic and Social Skill Outcome Measures of Students with Disabilities.” Research in Developmental Disabilities 47: 80–92.

Ngo, Bic and Stacey J. Lee. 2007. “Complicating the Image of Model Minority Success: A

Review of Southeast Asian American Education.” Review of Educational Research 77, 4: 415-453.

Pang, Valerie Ooka, Peggy P. Han and Jennifer M. Pang. 2011. “Asian American and Pacific

Islander Students: Equity and the Achievement Gap.” Educational Researcher 40, 8: 378-389.

Pritchard, Eric Darnell. 2013. “For Colored Kids Who Committed Suicide, Our Outrage Isn’t

Enough: Queer Youth of Color, Bullying, and the Discursive Limits of Identity and Safety.”  Harvard Educational Review 83, 2: 320-345.

School Characteristics & Inequality

Ansalone, George. 2010. “Tracking: Educational Differentiation or Defective Strategy.”

Educational Research Quarterly 34, 2: 3-17.

Logan, John R., Elisabeta Minca, and Sinem Adar. 2012. “The Geography of Inequality: Why

Separate Means Unequal in American Public Schools.” Sociology of Education 85, 3: 287–301.

School Reform

Prado, Jose and Jeffrey Montez de Oca. 2014. “Waiting for Superman: Neoliberal Educational

Reform and the Craft of Filmic Direction.” The Review of Education, Pedagogy, and Cultural Studies 36: 274–297.


SOC 321K • Ngos Humanitarian Aid/Hlth

44954 • Swed, Ori
Meets TTH 12:30PM-2:00PM CAL 200
show description

Course Description

 

In a globalized world domestic events are often have regional or even global implications. An Ebola virus outbreak in Sierra Leone is not a local event but a global threat, a refugee crisis can easily spill over to other states, destabilizing their economy and political system. One of the international community’s major instruments in dealing with these sort of events is humanitarian aid—the material and logistic assistance to people in need. This course examines the health aspects of humanitarian aid with particular emphasis on the part of nongovernmental organization (NGOs) in the process. By focusing on NGOs and their work the course is designed to inform students about salient issues within humanitarian aid such as the interplay between aid and politics, conflict-related crises, and the effectiveness of development assistance.

 

The course structured as follows. We will begin by familiarizing the students with the basic concepts and challenges related to humanitarian aid, talking about the human rights regime and the global civil society. We then continue with the health aspects of humanitarian aid. Next, we examine these health aspects more closely with by focusing on the nongovernmental sector. Here we will address it by themes, looking at sustainability of aid, mental health, and refugees. Finally, the we will examine NGOs health operations in conflict areas, addressing the complexities and challenges involved.

 


SOC 321K • Socl/Econ Inequalty Brazil-Bra

44960 • Marteleto, Leticia
(also listed as LAS 325)
show description

Restricted to students in the Maymester Abroad Program; contact Study Abroad for permission to register for this class. Class meets May 26-June 23. Taught in Belo Horizonte, Brazil. Students must consult with Study Abroad Program Coordinator as travel and orientation dates may be in addition to these dates.


SOC 321K • Terrorist Orgs And Health

44964 • Swed, Ori
Meets TTH 11:00AM-12:30PM CAL 21
show description

Description:

In this course we will conduct applied social research in health. We will learn how to conduct a literature search and identify gaps in the literature. The students will gain an in-depth understanding of the relevant scholarship of the studied phenomenon. We will operationalize the information studied into data, creating a dataset that will help us understand trends within the studied phenomenon. This course’s focus will be on the social services provided by terrorist organizations. Health and other social services are not the first thing comes to mind when discussing terrorist organizations. However, social services provided to their own people and the local community are important component in many terrorist organizations agenda. It is part of these organizations attempt to gain support, legitimacy, and to build their governance. In this course we will study this strategy and try to map what type of social services and health capacities these organizations possess. To do so we will engage in group research to create a database delineating these organizations’ health and social capabilities.

 The course organized as follows: we will begin with assigning each student two terrorist organization of which they will specialized in. The students are expected to conduct guided research on these organizations’ social service and health functions, and present their findings at the end of the class in presentation and essay. We will continue with looking at the foundations of literature search and see what are the main gaps in the literature on terrorist organizations and health services. Building on this knowledge and skills we will systematically profile these organizations, examining their political structure, ideology, economic resources, area of operation, and relations with the local and global health sector. At the end of the course the class will produce a limited dataset on terrorist organizations’ social and health capacities, where each student contributes her/his share to the final product.


SOC 321K • Veiling In The Muslim World

44965 • Shirazi, Faegheh
Meets TTH 3:30PM-5:00PM PAR 101
(also listed as ANS 372, ANT 324L, ISL 372, MEL 321, R S 358, WGS 340)
show description

Description:

This course will deal with the cultural significance and historical practices of veiling, “Hijab”, in the Muslim world. The issue of veiling as it relates to women has been subject to different interpretations and viewed from various perspectives, and with recent political developments and the resurgence of Islam, the debate over it and over women’s roles in Muslim countries has taken various shapes.  A number of Muslim countries are going back to their Islamic traditions and implementing a code of behavior that involves some form of veiling in Public /or segregation to various degrees for women. In some Muslim nations women are re-veiling on their own. In others, women resist the enforcement of such practices. We will examine the various perspectives, interpretations and practices relating to Hijab in the Muslim world with respect to politics, religion, feminism, culture, new wave of women converts and the phenomenon of “Islamic fashion” as a marketing tool.    

 Texts

 Reader Packet.

Will be announced where the Packet is sold

 Book:

Faegheh Shirazi. The Veil Unveiled: Hijab in Modern Culture. University Press of Florida, 2001, and 2003

Grading:

Active participation (assigned article with discussion questions/ is a group activity) 10%

Regular Class Attendance 5%

3 quizzes (Lowest grade will be dropped) 20%

Midterm Exam 30%

Final Research Paper (20%), and Oral Presentation %15 (This is a group activity)

 

 


SOC 321L • Sociology Of Education

44970 • Muller, Chandra
Meets TTH 11:00AM-12:30PM CLA 3.106
(also listed as AFR 321L, WGS 345)
show description

Description:

We all have many years of experience in schools and we know what happens in schools. Do schools provide opportunities for people to have a better life? Are schools an equalizer? Are they failing? Is mandated testing a good thing? This course is designed to challenge and think critically about what we think we know about schools and education. We will study sociological research on what schools do, for people, for communities, and for our society. We will consider how people of different races, ethnicities, gender, and disability statuses interact with schools and how inequality in achievement comes about. And we will question what policies might improve schools. This is not a course where you will learn that there is one right or true answer. Rather, we will draw on our own backgrounds and experiences, read and discuss academic research, debate and argue about the issues, all with the goal of challenging and transforming our ideas. The course objective is to better understand education and social inequality.


SOC 322C • Sociology Of Creativity

44975 • Haghshenas, Hossein
Meets MW 2:30PM-4:00PM SAC 5.102
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Description

This course will introduce the students to different aspects of creative insights, human consciousness, social processes, and the ‘invention of reality’.  The class will bring the intellectual abilities and intuitive inclinations together as a complementary process. We’ll pursue and encourage elements of mindfulness, intuition, and creativity at the individual, organizational, societal, and environmental levels.  The course will draw upon a wide range of sources- lectures, group discussions, books, articles, artistic films, documentaries–in order to better understand and appreciate the interconnectedness and interrelationship between ‘inner’ (personal) and the other (‘social’) reality. The media will be presented as technical methods of representation of "social reality" and socio-cultural phenomena. No technical aspects will be emphasized.

Required Texts

A selection of articles will be, prepared in a packet.

Michael Schwalbe. 2007. The Sociologically Examined Life: Pieces of the Conversation.

Otis Carney. 2002. Wars R’ Us: Taking Action for Peace.

Paulo Coelho. 1995. The Alchemist: A Fable About Following Your Dream   

Joseph Campbell. 2004. Pathways to Bliss: Mythological and Personal  Transformation                                   

Mitch Albon. Tuesday with Morrie.

 Grading Policy             

20%  Short essays / Journal entries

20% Group Workshops and class participation

10%  Written Critiques of student paper

10% Oral Presentation

10% Final assessment

30% Final course project


SOC 322F • Mental Hlth In Social Context

44980 • Pudrovska, Tetyana
Meets MWF 11:00AM-12:00PM CLA 1.106
show description
Description:
 
This course is an overview of mental health and illness in social contexts. We will focus on the social antecedents and consequences of mental illness and the extent to which mental disorder is socially constructed. We will combine sociological, psychological, epidemiological, and biological approaches to better understand how the social aspects of mental health and illness interact with individual processes. We’ll also emphasize the diversity of mental health and illness by gender, race/ethnicity, social class, sexual orientation, marital and parental statuses, and age. The objective of this course is for you to become familiar with micro-macro processes through which mental health and illness are affected by society and in turn affect social functioning of individuals. At the end of this course you will be able (1) to critically apply a sociological perspective to mental illness as a social phenomenon that transcends the individual level and (2) to understand the social etiology of and social inequality in mental health. 
 
Required Readings:
 
William C. Cockerham. (2010). Sociology of Mental Disorder, 9/E. Pearson. 
In addition, required articles are listed below in the Readings section. ALL required and recommended articles will be posted on the course page on Canvas. 

Greading and Requirements: 

Three in-class exams
Attendance
Participation
 
Grading:
Exam 1 20%
Exam 2 20%
Exam 3 20%
Course project 20%
Attendance 15%
Participation   5%
Extra credit up to 2%

 


SOC 323 • The Family

44995 • Fulton, Kelly
Meets TTH 9:30AM-11:00AM CLA 0.128
(also listed as WGS 345)
show description

Description

This course analyzes the family as a social institution, using the sociological perspective. 

Studying the family can be tricky in that we all have our own experiences being part of families.  It is important, then, to go beyond our own experiences to explore both the private aspects of the family as well as public aspects of the family using various kinds of empirical data.  Shifting definitions of the family are the context for a brief history of the family.  Throughout the course we will explore family change. Specific topics will include dating, “hooking up” and marriage; parents and children; cohabitation, divorce and stepfamilies; and how the family intersects with, is shaped by, and shapes other social institutions, with particular attention to the economy and the world of work as well as state and social policies.

 Grading Policy

Students will be evaluated via short papers, in-class short answer and essay examinations, a group project, and class participation. 

 Texts: (subject to change)

Bogle, Kathleen.  2008.  Hooking Up: Sex, Dating and Relationships on Campus.  NYU Press.       

Coontz, Stephanie.  2006.  Marriage, A History: How Love Conquered Marriage. New York: Penguin.                

Ferguson, Susan J. (ed.).  2010.  Shifting the Center: Understanding Contemporary Families, Fourth Edition.  Boston: McGraw-Hill. 

Lareau, Annette.   2011. Unequal Childhoods: Class, Race, and Family Life, Second Edition with an Update a Decade Later.  Berkeley: University of California Press.

Stone, Pamela.  2007. Opting Out? Why Women Really Quit Careers and Head Home. Berkeley: University of California Press.


SOC 323 • The Family

44990 • Fulton, Kelly
Meets TTH 12:30PM-2:00PM ETC 2.132
(also listed as WGS 345)
show description

Description:

In this course we will analyze the family as a social institution, using sociological perspectives.

Shifting definitions of the family provide a starting point for an exploration of the history of “the family”. Throughout the course we will explore if and how the family is declining and changing using conservative, liberal, centrist and feminist perspectives. Specific topics will include parental and child roles; gender, race and social class as stratification systems which influence families; how the family intersects with, is shaped by, and shapes other social institutions, with particular attention to the economy and the world of work as well as state and social policies; and cohabitation, divorce and stepfamilies as three important changes in the US family over the last several decades.

The primary objectives for this course are:

• To use a sociological perspective in studying families, with an emphasis on diversity within and

between families.

• To think about families in societal context.

• To sharpen critical thinking skills by participating in class discussions and other group activities and completing writing assignments that require analysis and revision.

Questions we will address include:

• What is the definition of family? (Why is this a complicated question?)

• What social-structural forces shape family processes?

• How is the family a gendered institution?

• How does government attempt to shape families? Support families?

Texts:

  • Coontz, Stephanie. 2006. Marriage, A History: How Love Conquered Marriage. New York: Penguin.
  • Edin, Kathryn and Luke Shaefer.  2016.  $2.00 a Day: Living on Almost Nothing in America.  Mariner Books.
  • Lareau, Annette. 2011. Unequal Childhoods: Class, Race, and Family Life,Second Edition with an Update a Decade Later. Berkeley: University of California Press.
  • Rothman, Barbara Katz. 2016. A Bun in the Oven: How the Food and Birth Movements Resist Industrialization. New York University Press.

 Additional readings will be posted to our Canvas course site.

Grading and Requirements:

Literature Review and Revision (30% total)

Peer Review (10%)

Portfolio (25%)

Class Presentation (15%)

Class Synthesis (10%)

Participation (10%)


SOC 323D • Border Control/Deaths

45000 • Rodriguez, Nestor
Meets TTH 2:00PM-3:30PM CLA 0.102
(also listed as MAS 374)
show description

Description:

I. Course Rationale

Since the 1940s, US control of the Southwest border has remained a major challenge in immigration policy. Border control has become one of the most debated topics in the country, including in federal and state legislative bodies. Annually thousands of unauthorized migrants cross the US-Mexico border into the United States to participate in US labor markets and in other social institutions. A consequence of unauthorized immigration, and of the implementation of border control measures for deterrence, has been the deaths of hundreds of migrants annually. Over the years, the deaths have added up into the thousands. The social effects of border control and the occurrence of migrant deaths have become sociological topics investigated by sociologists and other researchers to increase our knowledge and understanding of international migration.

II.  Course Aims and Objectives

Aims

This course is designed to provide a sociological understanding of border control and migrant deaths at the US-Mexico border. Of particular importance for the course is research knowledge concerning border control policies and patterns of migrant deaths.

Specific Learning Objectives

  • Gain information and understanding of the development and effects of US border control policies concerning the following: border control campaigns, social and public perceptions of the border, migrant death patterns in border areas, government plans to redirect migration, ethics of border control, human rights and critical perspectives related to migrant deaths, bureaucratic ideology in border control, migrant death forensics, smuggling, community responses to migrant deaths, recent research on border control and migrant deaths.
  • Review and discuss different approaches and measures for border control.

 

  • Review and analyze government statistical reports concerning annual migrant apprehensions at the border and annual counts of migrant deaths in border sectors.

 

  • Develop an awareness of the significance of border control for the development of US immigration policy.

 

  • Review major impacts of US border control measures for local communities.

Cultural Diversity Objective:

 “This course carries the flag for Cultural Diversity in the United States. Cultural Diversity courses are designed to increase your familiarity with the variety and richness of the American cultural experience. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one U.S. cultural group that has experienced persistent marginalization.”

“Ideally, the Cultural Diversity Flag will challenge students to explore the beliefs and practices of an underrepresented group in relation to their own cultural experiences so that they engage in an active process of self-reflection.”

 III. Format and Procedures

The course is designed with the expectation that it will follow an intertwined format of lectures and class discussions.  A key expectation is that students will come to class prepared to discuss thematic issues covered in the class, or at least come to class with a curious and critical predisposition to become intellectually engaged in the class. All students are expect to contribute to class discussion, with a high regard for an open academic dialogue, which values respect for the ideas, opinions, and views of others. Class attendance is assumed and expected, and highly encouraged.

Students will have an opportunity to evaluate qualities of the course, including the instructor.  The purpose of the student evaluations is to provide feedback to help improve the teaching experience.

IV.  Assumptions

My assumptions about the nature of immigration in U.S. society is that it a) follows an historical course, b) flows from the interaction between human agency and social structures, c) takes normal paths of social division and degrees of accommodation and social incorporation, d) is partly affected by social constructions regarding different national-origin groups, and e) has its most profound significance within the dynamics of social reproduction (constant remaking of societies).

V. Course Requirements

1. Class attendance and participation policy

To get the most out of this class you should attend all classes and arrive on time.  Also, you should review previous lecture notes and bring questions to class about points you did not clearly understand—including points from the assigned readings.  Please be attentive in class (turn off phones or set to vibration). You are greatly encouraged to participate in class discussion, and please do so in a manner that respects the rights of others to also participate.  If you have a problem hearing the lectures and discussion, or viewing class presentations, please let the instructor know immediately.

Religious Holidays

UT Austin policy requires that you notify course instructors at least 14 days in advance if you plan to be absent due to a religious holiday. You will be given an opportunity to make up activities (exams, assignments, etc.) that you miss because of your absence due to a religious holiday.  You will be given a reasonable time to make up an exam or assignment after your absence.

2. Course Readings/Materials

a) Required books

Dunn, Timothy J.  2009.  Blockading the Border and Human Rights: The El Paso Operation that Remade Immigration Enforcement. Austin: University of Texas Press.

De Leon, Jason. 2015.  The Land of Open Graves:  Living and Dying in the Migrant Trail.  Oakland: University of California Press.

 b) Websites to review:

Migration Policy Institute: http://www.migrationpolicy.org/

Pew Hispanic Center: http://pewhispanic.org/

UC-Davis Migration News: http://migration.ucdavis.edu/mn/

U.S. Department of Homeland Security (Immigration Statistics): http://www.dhs.gov/immigration-statistics/

Census Bureau: http://www.census.gov/

Population Reference Bureau: http://www.prb.org/

3. Assignments, Assessments, Evaluation, Dates

a) The course contains three exams and a paper requirement. The exams will consist of multiple-choice items. All exams have to be taken on the dates specified; the only exceptions to this rule are cases involving an emergency and authorization by UT Austin.  In such exceptional cases, essay makeup exams for the first two regular exams have to be taken within a week after the originally designated dates in the specified sociology room for makeups. In the rare possibility that a student needs to take a makeup for the third exam, arrangements with have to be made with the instructor. Makeup exams will consist of essay questions only. Students who miss a scheduled exam must alert the instructor beforehand and consult with the instructor regarding the makeup.  There is no procedure for making up the Final Exam outside of cases that are of a true exceptional and unusual personal pressing situation. Students have to take all exams on the dates and times specified.  Exams cannot be taken earlier or later than the dates and times specified.

The paper requirement is a research brief of 1,350 words (5 pages) on a class-related border/migration topic for which at least three (3) research journal publications are consulted and cited in the text, and placed in the Reference.  The motive for the paper is to give the student an opportunity to handle research journal publications. Grading of the paper will include checking for the required number of words (1,350), for the three required journal sources, as well for the adequacy and strength of the brief.

b) Students have the option of writing a review of a journal research article on border control and/or migrant deaths for extra credit.  The article and journal must be approved by the instructor, and the possible number of extra credit points gained will be from one (1) to ten (10) added to your cumulative grade points. Guidelines for writing this research report are given at the end of this syllabus. Please consult the course schedule below for the due date of the research report. 

c) All dates specified in this syllabus for course topics, exams, and papers are subject to change given unforeseen developments.

4. Use of Canvas:  Canvas will be used to help manage the course and to pursue interaction with students.  Canvas will be used to make announcements, distribute information, communicate with students, and post grades.  Students are encouraged to use Canvas to communicate and share relevant comments and information.  Please check your Canvas site regularly to look for communications from the instructor or from other students in the class.  Support for using Canvas can be obtained from the following websites:  https://utexas.instructure.com/courses/633028/pages/welcome-to-canvashttp://guides.instructure.com/m/4212

VI.  Grading

a) Three exams of 50 multiple-choice items (worth a total of 100 points).

  • 100 points per exam x 3 exams = 300 points

b) Paper requirement worth 50 points

Total possible points = 350

c) Letter grades based on 350 possible cumulative points:

A = 325-350     A- = 315-324

B+= 304-323    B  = 290-303    B-= 280-289

C+= 269-279    C  = 255-268    C-= 245-254

D+= 234-244    D  = 220-233    D-= 210-219

F  = 209 or fewer points

 

 


SOC 324K • Social Change In Devel Nations

45005 • Marteleto, Leticia
Meets MW 11:30AM-1:00PM JES A215A
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Description:

The main goal of this course is to introduce students to key theoretical and empirical work in social and economic inequality within the dynamics of social change in developing nations. While we discuss conceptual, theoretical and methodological aspects in social and economic inequality, we also focus on the ways in which social systems maintain and/or challenge social inequality, with a focus on Brazil. We will draw comparisons with the United States as a way to apply the concepts learned. How are resources differentially allocated and how we allocate resources based on race, class, gender and family aspects? How do race, class, and gender affect individuals? How are inequalities and their consequences experienced within the realm of social change? A second goal of the course is to teach students skills that will enable them to more easily read academic work and write clearly and concisely.

Grading and Requirements:

Students will practice reading academic research, do class exercises, write case studies, and complete a research paper that will aid them in these goals.

 


SOC 325K • Criminology

45009 • Osborne, Lynette
Meets TTH 12:30PM-2:00PM CLA 0.112
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Course Description

This course will introduce students to how sociologists and criminologists study crime and delinquency.  Students will learn about the different types of crime with an emphasis on how theories of crime, delinquency, and deviance can be used to help understand and predict illegal behavior. The class will also present current crime statistics to complement the findings from empirical and theoretical readings.

 LEARNING OBJECTIVES

By the end of a successfully completed term, students will be able to:

·   define criminology and explain how it relates to sociology

·   explain and apply the multiple theories and how they are related to understanding and predicting unlawful behavior

·   describe the concepts and theories associated with the study of crime

 

ADDITIONAL OBJECTIVES

This course is also designed to teach and/or improve the following skills:

  • critical thinking
  • professional/academic writing
  • comprehension of challenging material

SOC 325L • Soc Of Criminal Justice

45010 • Kelly, William
Meets TTH 11:00AM-12:30PM CLA 0.102
(also listed as URB 354)
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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

45015 • 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 333K • Sociology Of Gender

45020 • Palmo, Nina
Meets TTH 3:30PM-5:00PM MEZ B0.306
(also listed as WGS 322)
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Description:

n this course we will study the meaning of gender in contemporary American society, along with its meaning historically and across cultures. We will chart the ways in which gender is produced and regulated through social institutions such as the workplace, family, and religion, and how this shapes our everyday. The course will also explore how race/ethnicity, class, and sexuality shape conceptions of gender.  
 
Readings: 
 
Course readings will consist of peer-reviewed journal articles. 
 
Grading: 
 
Grading will be based on exams and 3-4 brief writing assignments. 

SOC 336P • Social Psychology And The Law

45025 • Rose, Mary
Meets TTH 11:00AM-12:30PM CLA 0.112
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Description:

Crimes, trials, evidence, juries, sentences, lawsuits – you hear a lot about issues with which the legal system concerns itself. But people in the legal system are not the only ones who consider these issues. This course will look at courts, legal actors, and legal policies through the lens of social science, especially social psychology.  The goal of the course will be to learn about existing research on law-related topics.  A sample of areas to be covered include: predicting dangerousness, eyewitness testimony, mental health issues in the law (such as competence to stand trial and the insanity defense), children in the law, and jury decision-making on verdicts in criminal and civil cases.  Students enrolling must have taken at least one introductory sociology or psychology course.

Texts:

This course has one required textbook (Greene & Heilbrun, “Wrightsman’s Psychology and the Legal System”); attendance is not mandatory but is gauged through for-credit activities that occur during some class sessions. This course has an “Ethics and Leadership” Flag. 

Grading and Requirements:

Three exams:  100 points each

Short Paper:  40 points

Class Participation:  10 points

 

 


SOC 340D • Violence

45030 • Adut, Ari
Meets TH 3:30PM-6:30PM CLA 3.106
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Description:

This course examines various aspects of violence: its causes, dynamics, and consequences. We will consider the varying frequency of violence across time and space as well as the moral issues around it. The types of violence that we will study include domestic and interpersonal violence, homicide, political violence, ethnic cleansing, punishment, torture, conventional and civil wars, mob violence, and terrorism. This is a 3-hour seminar course that will involve watching of documentaries, class discussions, presentations, and writing.


SOC 341C • Medical Sociology

45034 • Durden, Emily
Meets TTH 3:30PM-5:00PM ECJ 1.306
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Description:

This course will explore the social context of health, illness, and the health care system in American society. Topics to be addressed include processes of medicalization and demedicalization, social factors influencing health and health care, the organization of the health care delivery system and patient outcomes, and the social meaning and experiences of illness. 


SOC 354K • Sociology Of Health & Illness

45045 • Jeon, Jiwon
Meets TTH 3:30PM-5:00PM CLA 1.106
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Course Description

This course provides an introduction to central topics in the sociology of health and illness. The material covered in this course will encompass individual, institutional and theoretical approaches to health & illness.  The course is designed to provide a critical framework for exploring how social, political, economic and cultural forces shape the understanding and experience of health and illness.  We will explore the following themes: 1) the social production and distribution of disease and illness; 2) the meaning and experience of illness; 3) the social organization of medical care; 4) health politics and health systems.

Course Objectives

At the completion of this course, the student will learn and understand:

  1. how the concepts of health and illness are socially constructed
  2. how social, political and economic factors shape an individual’s experience of health and illness
  3. the major methods and theories used to understand the distribution of health and illness in society
  4. the structure and organization of the health care system and the construction of medical knowledge from a critical perspective

Required Text and Readings

Conrad, Peter & Valerie Leiter. 2013.  The Sociology of Health and Illness: Critical Perspectives (9th Ed.) Worth Publishers (ISBN-10: 1-4292-5527-7).

Additional readings:  In addition to 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

Your grade will be determined by three criteria:

1) Three exams 75%

2) assignment: short paper 15%

3) class participation 10%

Exams: three in-class exams (75%)

 There will be three in-class exams worth 75 points each.  The in-class exams will cover the readings and lecture materials covered prior to that exam. The format of the in-class exams will be multiple-choice, true and false, and short/medium-answer questions. Missed exams will be counted as zero unless arrangements are made in advance.  Make-up exams will be given only if a physician’s note or other verifiable document is provided.

Assignment: short paper (15%)

 Each student is required to write a paper no more than 5 double-spaced pages in length involving a sociological perspective of health, illness and health care.  Papers must be presented in ASA format and be based upon a review of the appropriate literature.  The information and guidelines for the assignment will be posted on Blackboard.

 The paper assignment is due by the beginning of class.  Late paper grades will be deducted 10% each day beyond the due date, and papers more than one week late will not be accepted.  In such an incidence, a grade of zero will be given and factored into the final grade.

 Class participation: In-class discussions and quizzes (10%)

The in-class components will be measured by pop quizzes and class participation.  There will be several pop quizzes given periodically at the instructor’s discretion, based on weekly readings, class discussions, and films shown during class.  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.  There will be NO in-class make-up quizzes and discussion reports regardless of the reasons for absence.

 Attendance and Participation Policy

 Attendance: Class attendance will not be formally taken. However, participation in class discussions will be a proxy for attendance and this may influence your final grade. 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 grade reduced by one grade. In the event of absence, you will be responsible for all information presented in class.

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 in class is allowed for taking notes only.  Other uses—like surfing the web or checking email—can be a distraction to those around you and are not permitted.

 


SOC 366 • Deviance

45047 • Osborne, Lynette
Meets TTH 9:30AM-11:00AM BUR 128
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Course Description

This course examines deviant behavior in the US.  The course begins by defining different types of deviance (negative and positive).  Discussions of types of deviance, how/why we define certain activities as deviant, how deviance changes over time, and how we understand deviant behavior through theories will be the main focus of the course. Empirical, peer reviewed journal articles will be used to learn about current deviance research findings.  Theory articles will be used to demonstrate core theories and how they can be used to understand and predict behavior.

Learning Objectives

By the end of a successfully completed term, students will be able to:

  • define deviance and understand the difference between positive and negative deviance;
  • explain how ideas about what counts as deviance changes over time and how these changes are reflected in society;
  • discuss current research on deviance in the US; 
  • explain and apply various theoretical approaches to deviant behavior.

Additional Objectives

This course is also designed to teach and/or improve the following skills:

  • critical thinking
  • professional/academic writing
  • comprehension of challenging material

Required Materials:                 

Articles:  required articles will be posted on Bb as .pdf or .doc attachments.

Films:  viewing several films is also required.  Titles are on the schedule.  You may find them online or order them from a source like Netflix or iTunes.

Grading:

In class participation  75 point

Reading Briefs           50 points

Journal Analysis         25 points

Three exams             50 points each

Project                     100 points

Grading scale

100-90 = A, 89-88 = B+, 87-80 = B, 79-78 = C+, 77-70 = C, 69-68 = D+, 67-60 = D, below 59 = F

As a general rule, I do not assign minuses (-).  If you earn an 80%, you get the B.  However, in circumstances when the grade is earned by rounding up, a minus will be assigned (e.g.:  79.9=B-).


SOC 369K • Population And Society

45050 • Raley, Kelly
Meets TTH 9:30AM-11:00AM CLA 0.102
(also listed as WGS 322)
show description

 

Description:

Population studies or demography is an interdisciplinary field, incorporating insights from sociology, economics, geography, anthropology, biology, and other disciplines. Fertility, mortality, and migration are the social processes through which populations change and so these are the foundations of demography. Yet understanding these mechanisms of population change requires us to draw on theory and research on political, economic, cultural, and natural forces. 

One goal of this class is to provide students with a basic understanding of human population composition and variation across time and space. Demography has developed useful tools to describe population change and a second goal of this class is to teach students about demographic theory, data, and method.

Grading:

There will be three exams. There will not be a cumulative final.

Be sure to mark your calendar!  No make-up exams except in extreme circumstances.  Make ups may be 100% essay.

Assignments - You will choose 4 of 6 written assignments to complete.

Note: We will not accept late assignments.

Grades are calculated as a weighted average of grades on assignments, papers, and exams. A=93-100; A-90-92; B+=87-89; B=83-86; B-=80-82; C+=77-79; C=73-76; C-70-72; D+=67-69; D=63-66; D-=60-62; F < 60.

Reading Materials

Required text: Demography: The Study of Human Populatin by Lundquist, Anderton, & Yaukey. Waveland Press, Inc.

On-line Readings: There are a number of short reading assignments, marked with an [Readings].

 

 


SOC 379M • Sociological Theory

45070 • Young, Michael
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 379M • Sociological Theory

45065 • Fridman, Daniel
Meets TTH 9:30AM-11:00AM CLA 1.106
show description

Description:

The course introduces students to some of the main sociological theories and theorists since the late 19th century. The main focus of the class (about two thirds of the semester) will be on three classic authors: Karl Marx, Emile Durkheim, and Max Weber. In the last part of the semester, we will cover selected sociological theorists from the second half of the twentieth century, including Alfred Schutz, Erving Goffman, Pierre Bourdieu, Bruno Latour and Dorothy Smith. My goal is to introduce you to interesting and imaginative authors that took great pains to answer tough questions about society. Some readings will be more difficult than others, some will be more fun than others, and you will be more interested in some readings over others. But all of them will be worth your effort, as they will provide you with a solid grounding in the core theories that have informed sociological thinking since its beginnings. However, of course not everything about theory is reading; a great deal of your work will be thinking “theoretically”. I think that theories are a bit like play dough. They have a defined shape, but they can also be stretched, reshaped, and combined with other pieces. The final shape will not always satisfy you, but you can always start over. So, our goal will be to understand the theories by “playing” with them and relating them to what we usually call the “real world” (although ‘one’s world’ is not the same as the ‘real world’). Eventually, I hope you will discover how powerful and useful sociological theories can be to help you answer some of the toughest questions about societies.

Readings:

 Most readings will be in a course packet, in addition to two or three books TBA.

Grading (tentative)

Exams (60%)

Paper (25%)

Class participation and forum posts (15%)

 

 

SOC 679HA • Honors Tutorial Course

45055
Meets TH 3:30PM-4:30PM CLA 0.124
(also listed as SOC 679HB)
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.


SOC 679HB • Honors Tutorial Course

45060
Meets TH 3:30PM-4:30PM 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