Sociology / SOCY-101 Syllabus
Sociology / SOCY 101
Prof. Donald Tricarico
Course Description: Introductory analysis and description of structure and dynamics of human society; special emphasis on application of scientific methods of observation and analysis of social groups, intergroup relations, social change, social stratification and social institutions.
PATHWAYS LEARNING OUTCOMES II .D. INDIVIDUAL AND SOCIETY
Students will learn to gather, interpret, and assess information from a variety of sources and points of view.
Students will learn to evaluate evidence and arguments critically and analytically.
Students will learn to produce well-reasoned written or oral arguments using evidence to support conclusions.
Students will learn to identify and apply the fundamental concepts and methods of a field exploring the relationship between the individual and society.
Students will learn to examine how an individual's place in society affects experiences, values, or choices.
Students will learn to identify and engage with local, national, or global trends or ideologies, and analyze their impact on individual or collective decision-making.
INDIVIDUAL COURSE OBJECTIVES
Upon completion of an introductory Sociology class, students will be expected to be able to:
• demonstrate familiarity with classical and/or contemporary social theory;
• demonstrate an understanding about how social structure affects individual life chances;
• identify and apply major paradigms of sociological analysis;
• describe the principles of social research methodologies;
• identify significant sub-discipline areas of study including, but not limited to the topics covered by
social institutions and social inequality;
• apply “the sociological imagination” to contemporary social phenomena and social problems;
• explain the processes of socialization and adult re-socialization; and
• discuss the concepts of normative and deviant behaviors.
• students are also expected to develop writing skills and critical thinking skills appropriate for study at the college level.
Methods of Instruction
The course utilizes a mix of instructional strategies. The course is based on small research projects. The projects are sociological excursions into the everyday social world, involving the collection and analysis of empirical data (see accompanying handout). The whole class will serve as a forum for student presentations of research projects that are the basis of a course grade. The outline of a first draft will be presented orally in class. Constructive in-class feedback is intended to guide revisions of the first draft. A completed second draft is to be submitted within one week of in-class presentations.
The course text is Intersections: Readings in Sociology which I have edited (Pearson, 2009). The book is a collection of readings that has been customized for this course; it is assigned to enhance comprehension of the material presented in class. It is sold by the college bookstore and there a four copies on reserve in the QCC library. Written work is expected to integrate insights from the readings. I recommend an online text as a reference: Open Stax Introduction to Sociology 2e https://openstaxcollege.org/textbooks/introduction-to-sociology-2e
Research projects should also reference class lectures and discussion, which means that students should take representative notes in class. Note taking creates a student text that trains you to organize ideas in a personal way. Class notes are not available online because writing (in longhand) is integral to how learning happens.
Regular class meetings are in M126 which is a “Smart Room” equipped with Internet capability. There is no role in the class conversation for personal technology, especially phones and texting which connect you to a conversation outside of class. Going on a phone detracts from the listening necessary for class conversation and notetaking.
- A course grade is determined by computing an average of grades assigned to research projects (presentations and written reports). There will be 4 research projects required for completion of the course.
- Contributions to class discussion – defined as enhancing the group learning experience - are factored into the final grade (20%). This is based on the 4 in-class presentations of a first draft. A class grade is impacted by behavioral disruptions and distractions including the extraneous use of personal technology (cell phones, iPods, laptops, etc.).
- Projects must be completed in a timely fashion; this refers both to in-class presentations and written submissions. Students are encouraged to conference with me if additional time is necessary. Irresponsibility results in grading penalties.
- Course grades conform to the college’s grading schedule (see QCC Catalogue or Student Handbook).
Guide for Writing Papers:
- A first draft will be presented in class and becomes the basis for a paper that incorporates revisions.
- Submissions are due within one week of class presentations.
- Papers should be a minimum of 2 typed pages in length for writing-intensive courses that require a minimum of 10 pages for the term.
- Papers are graded for critical sociological thinking as well as descriptive detail.
- Class notes (from lecture presentations) and required readings must be incorporated for a maximum grade.
The college attendance policy is in force, permitting absences that are equivalent to 6 hours of class time (e.g., four I hour and 15 minute class meetings). A written explanation is required for excess absences. Persistent lateness must be remedied. Attendance issues also impact on the class participation grade.
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
As stated in the current college catalog, any student who needs specific accommodations based upon the impact of a disability should register with the office of Services for Students with Disabilities (SSD) to be eligible for accommodations which are determined on an individual basis. The SSD office is located in the Science Building, room S132 (718-631-6257). Students should also contact their instructor privately to discuss their specific needs.
ACADEMIC INTEGRITY POLICY
The Department of Social Sciences Academic Integrity Policy adheres to the standards described in the Academic Integrity Policy of Queensborough Community College. Within the framework of the college policy sanctions for violations of academic integrity are left to the discretion of the instructor. Students may appeal sanctions to the department chair who will refer the appeal to a departmental Committee on Academic Integrity for review.
Pertinent questions or comments are welcome at any time during class. I encourage you to visit my office for matters that pertain to the course. Email is preferred to telephone outside of office hours.
Office: M121, Tuesday and Thursday, 1 to 2:30 PM
Office Telephone: (718) 631-6015
Email Address: Dtricarico@qcc.cuny.edu
TOPIC OUTLINE [With Readings]
1 The Subject Matter of Sociology
- Defining the “social”: social structures and social interaction (social constraints and social construction)
- Social life is patterned
- Finding “the general in the particular”
- The group and the individual
READ: Mills, Durkheim, Putnam, Becker, Kraybill, Anderson, Tricarico
“The Trials of Alice Goffman”, G. Lewis-Kraus, NYT Magazine (1.12.16“Ways to Track Personal Habits and Identify Patterns”, Kit Eaton, NYT (1.21.16); “More Young Women Waiting to Leave Home, Analysis of Census Data Suggests”, T. Lewin, NYT (11.12.15); “
All Hollowed Out: The Lonely Poverty of America’s White Working Class”, Victor T. Chen, The Atlantic (1.16.16); “Drug Overdoses Propel Rise in Mortality Rates of Young Whites”, G. Kolata, NYT (1.16.16); “The Power of Two”, J.W. Shenk, The Atlantic (6.25.14); “At the Gym, Abs and Stats”, G. Bellafante, NYT, (1.1.16); “Outrageous Fashion, With Rules, At Burning Man”, S. Maslin Nir, NYT (9.1.15); “Their Stars and Their Selves: The Apparent Suicide of a Star Swiss Chef Underscores the Stress of a Profession”, Kim Severson, NYT (2.3.16).
Video: “Quantified Self; Apps to Help Track Habits and Idenitfy Patterns”, Kit Eaton (NYT Video, 1.20.16); “The Amish in Ohio” (Youtube); “Herm Sounds Off on Boykin Situation” (12.31.15, Youtube).
2 Culture, Society, and Socialization
- Culture is the total way of life of a society
- Subcultures: ethnic and youth formations
- Culture as the making of meaning within the social group
- Culture and change: immigrant group assimilation
- The transmission of culture from one generation to another
- Biological capabilities and limitations of human beings
- Agents of socialization
- Secondary socialization: encroachment and conflict
- Age norms in modern society
READ: Jenkins, Charon, Kraybill, Kinney, Neugarten and Neugarten, Goffman, Tricarico
“Communities of Character”, D. Brooks (NYT, 11.27.15); “A Solution to Sexting? More Texting” by J. Zimmerman (NYT, 11/10/15); “Beyond the White Gloves”, P. Green, NYT (4.23.15); “When Are You Really An Adult?”, J. Beck, The Atlantic (1.5.16); “What is it About 20-Somethings?” by Robin Henig (NYT, 8/18/10)
Video: “The Merchants of Cool” (Frontline, 2001); “Growing Up Online”/“Autumn Edows” (Frontline 2007).
- A biological and a social institution
- Cross-cultural variation in marriage and family
- Mate selection and family formation
- Family change and new living arrangements
READ: Coontz, Ingoldsby
“The New Unmarried Moms” by Hymowitz, Wilcox and Kaye (Wall Street Journal, 3/15/13); “Dating Website Emphasizes Like, Rather Than Love”, NYT, 11/07/14); “Afghan Lovers’ Plight Shaking Up the Lives of Those Left in Their Wake” (NYT, 5/19/14); “The American Family is Making a Comeback”, M. Wear (The Atlantic, 10/1/14) http://www.theatlantic.com/politics/archive/2014/10/the-family-is-making-a-comeback/380956/3/
Video: “Let’s Get Married” (Frontline, 2002)
4 Stratification / American Social Class System
- Types of stratification systems
- Class and status: economic and social ranking (Max Weber)
- Hierarchies of wealth, power, and prestige
- Class and culture: the significance of life-chances and life-styles
READ: Anderson, Lareau, Ogbu, Tricarico
“Class Matters” (NYT.com); “Family Budget Calculator”, www.EPI.com ; “How Poor Are the Poor?”, T. Edsall (NYT, 3.25.15); “Electing To Ignore The Poorest Of the Poor”, E. Porter (NYT 11/18/15); Miller, C.C., “Class Divisions Grow Worse, From Cradle On”, NYT (12.18.15); “When Whites Get a Free Pass”, I. Ayres (NYT 2/15); “The Nature of Poverty”, D. Brooks, NYT (5/1/15); “The Hipster in the Mirror” by Mark Grief (NYT, 11/12/10); “’Jersey Shore’ Cast’s Guido Style Can Be Traced Back to ‘Saturday Night Fever’”, S. Roberts (NY Daily News, 7/28/10); “Is Harvard Unfair to Asian-Americans?”, Y. Mounk (NYT, 11/25/14); “Is Harvard Unfair to Asian-Americans?”, Y. Mounk (NYT, 11/25/14); Alon, S., “When Race is Left at the College Door” NYT (12.16.15); Questlove, “Mo’ Money, Mo’ Problems: How Hip Hop Failed Black America, Part II” Vulture (4.29.14).
Video: “A Nation of Tribes” (People Like Us”, #1/Youtube); “You Talkin’ to Me?” (NYT); “Joe Queenan’s Tour” (“People Like Us”, #2/Youtube); “Intersections: Southern Boulevard, The Bronx” (NYT)