Download SOCI 203 - Oberlin College

Sociology of Sexuality: Desire to be Modern
SOCI 203 • Spring 2014
Mr. Mattson
King 321, MWF 9-9:50am
Course Description
Sociologists study the social organization of sexuality: how shared beliefs shape our desires, what is
taboo or what shames us. Historical and cross-cultural research illuminates the emergence of modern
sexuality and the ways it transformed systems of dating, marriage, homosexuality, government and
racial classification. Learn why sociologists are skeptical of essentialist or biological explanations and
favor theories that recognize sexuality as a diverse, changeable function of culture and institutions.
This course fulfills a gateway course requirement in Gender, Sexuality and Feminist Studies (GSFS)
and counts toward the anthropology major.
Contact me (in order of usefulness)
1) Catch me after class
2) Office hours: King 305c: M 10-11:50am; W 2:30-4pm
3) [email protected]; put SOCI 203 in the subject line
Goals
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learn the concepts and methodologies sociologists use to study sexuality
understand the relationships among sex, sexuality, gender, race, bodies and culture
create and analyze empirical data about sexuality
analyze book-length studies, journal articles, and theoretical pieces by Freud and Foucault
compare sociology’s approach to studying sexuality against other disciplines
Assessment
Participation
3 assignments
Final exam
20% (attendance, homework, quizzes)
60%
20%
Participation
• come to class on time
• be engaged (NO phones, laptops, knitting, grooming)
• do the readings, take notes on them, and bring them to class
• volunteer answers to others’ questions
• come to office hours to discuss thoughts and ideas
• attend guest speaker events
Grading policies
No late assignments or quizzes. No extra credit. If you must miss a course meeting for an approved
College event, bring a letter at least two weeks prior to receive an alternate assignment. If you miss
class, it is your responsibility to get notes from a colleague. Follow up in office hours.
Assignment grading rubric
Thesis:
30
(argument suitable for essay length, recapitulated in conclusion, formulated in
one pithy thesis sentence in first paragraph)
Concepts
30
(synthesize theories from a variety of sources, in-text citations in APA format)
Organization 20
(ideas grouped in paragraphs around topic sentences backed by evidence)
Insight
10
(creativity, connections between texts, use of language, title, sparkle)
Conventions 10
(hard copy stapled, grammar, 1” margins, spelling, punctuated, 12-pt. font)
Required books
Bailey, Beth L. 1989. From Front Porch to Back Seat. Johns Hopkins University Press.
Foucault, Michel 1990. The History of Sexuality: An Introduction. New York: Vintage
Schalet, Amy 2011. Not Under My Roof: Parents, Teens and the Culture of Sex. U. Chicago. Press
Office hours
Come! Welcome! You should visit my office hours at least twice during the semester as a matter of
habit: it helps you get the most out of the course, cements your learning, and builds relationships.
They are the only place I will discuss grades or what you missed in class during an absence. Come!
Reading notes
It’s better to skim each text than get stuck on a difficult page. Try skimming the whole selection in 5
minutes. Notice section headings, bold words, or highlighted quotations to get a sense of the story
the author is telling. Then when you read the entire piece, you’ll already know where the argument is
going. To ensure your comprehension, answer the following questions:
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what are the main concepts this author is using?
what is the point of this article—what is the author trying to explain?
how convincing is the argument?
how does it relate to the others we have covered?
Disability Accommodations
If you are a student with a disability, make sure you’ve registered with the Office of Disability Services
(Peters G-27/28 x55588) to develop a plan to meet your academic needs. Bring their
recommendations to me at least two weeks before any due date or exam.
Off-campus Assignments
Assignments may invite you to make observations or attend events off campus. Off-campus
assignments are done at your own discretion; alternate assignments are available if you prefer.
Honor Code: http://www.oberlin.edu/students/links-life/honorcode.html
Remember to sign each assignment—it is your pledge to know the boundaries of cheating (not doing
your own work) plagiarism (taking credit for someone else’s work) and fabrication (making up
sources, quotations or observations). All quotations must be attributed properly:
Sources & Citations (APA format)
You need not make a works cited for course readings but you must cite them properly in the text in
APA format. Wikipedia is not an academic source, but may lead you to primary sources.
Paraphrasing primary sources (preferred):
Media in the 1950s catered to the rising middle class, giving a misleading impression of
America’s families (Coontz 1990, p. 31).
Direct quotations (use sparingly) must be introduced:
Stephanie Coontz cites the enduring power of the media for creating a new American tradition
during the baby boom: “The happy, homogenous families that we ‘remember’ from the 1950s
were… a result of the media’s denial of diversity” (1990, p. 31).
Assignments
Assignments are evidence of your comprehension of the course materials, your ability to synthesize
them with our discussions, and your contribution to the intellectual discussion. Do not mistake the
length of these assignments for their importance.
1) Olympic Sexual Cultures, due Feb 25th at NOON. (4 pages max)
Collect data from media about the social organization of sexuality at the
Sochi Winter Olympics in Russia. To what degree are sexual conflicts over
competing definitions of concepts? What institutions are producing and
reproducing these meanings? Use Weeks’ KERPR framework to organize
your findings. Is it sufficient to capture the sexual cultures of the Olympics?
3) Courtship norms interview, due March 20th at NOON (4 pages max)
Interview an elder about the courtship norms when they were teenaged. How did they know
someone was interested in them? How did they let someone know they were interested? What were
acceptable and unacceptable courtship activities? How closely were these norms followed by their
friends? What did the community think of someone who broke the rules? Openly? Use at least four
concepts from the readings to interpret and contextualize the experiences of your interviewee.
Attach your questions, with their probes, to your assignment.
2) Observing sexuality, due April 24h at NOON: (4 pages max)
Make at least 2 hours of observations of a public place to analyze how institutional factors shape
sexuality. These could involve observations of courtship norms, hetero- or homonormativity,
abstinence, marriage, etc. The scene you choose to analyze may be a party, performance, furniture
store, sports event, church service, bar, interactions in a cafe, a shopping mall, etc. Identify norms
(informal rules), cite your observations that support them (data), and use concepts from Weeks,
Freud and Foucault to interpret your findings.
Final Exam: Thursday May 15 9-11am. The exam begins at 9am and will only require 1 hr 10 minutes.
UNIT ONE: THE SOCIAL ORGANIZATION OF SEXUALITY
This unit introduces the key terms by which social scientists understand sexuality today. Examples
from other cultures and subcultures within our own illustrate the usefulness of thinking of sexuality
as something projected onto bodies rather than an universal, “essential” part of being human. What
are the relationships among sexuality, gender, and bodies, and how are they organized differently?
Week 1: Feb 3-7
 Welcome
Course and discussion guidelines, syllabus, Key concepts: sex, gender & sexuality; social
constructionism vs. essentialism.
 The Dayak of Borneo
FILE: Irvine, J. M. (1995). “Rethinking Sexuality,” in Sexuality Education Across Cultures: Working
With Differences. San Francisco, Jossey-Bass Publishers: 1-21.
FILE: Helliwell, C. (2000). "'It's Only a Penis': Rape, Feminism, and Difference." Signs 25(3): 789816, esp. 789-792; 797-812.
Irvine provides us with our key terms. How can we understand what sex, gender, and sexuality mean
for Dayak society? What is the connection between our concept of rape and the concepts of sex and
gender for the Dayak? Why is rice key to understanding Dayak sexuality? What does it mean to say
that rape is socially constructed? What does Dayak society say about Western ideas of progress?
*** Feb 6-8: Follow Me to Nellie’s, Hall Auditorium http://www.oberlin.edu/artsguide/theater/nellie.shtml
 Using Weeks’ KERPR framework on the Grinders
BOOK: Weeks: Chapter 3, pay especial attention to 41-44; 47¶2-51, 53--60¶2
FILE: Ronen, Shelly. (2010) “Grinding on the Dance Floor: Gendered Scripts and Sexualized Dancing
at College Parties.” Gender & Society. 24:355-377.
First, read Weeks book and note his “KERPR” framework for analyzing sexual cultures. What does he
mean by the term? Then apply it to the Dayak: in what way does the impossibility of rape proceed
from the way sexuality is socially organized? Now, apply it to the phenomenon of grinding. In what
way does grinding presuppose a particular form of kinship, and economy, etc?
Week 2: Feb 10-14
 The Sambia, and why we have sex
FILE: Herdt, Gilbert (1999). “Sambia Sexual Culture,” in Intimate Communications: Erotics and the
Study of Culture by Gilbert Herdt and Robert J. Stoller. University of Chicago Press.
WEB: Tierney, J (2007) “The Whys of Mating: 237 Reasons and Counting,” NY Times.
WEB: Borenstein, Seth (2007) 237 Reasons We Have Sex,” USATODAY.com.
Prepare to discuss the Sambia using Weeks, and to compare their sexual culture with the Dayak and
the Grinders.
 Gender: hormones vs. performance
FILE: Eyre et. al. (2004) p. 150¶2-166. “‘Hormones is not magic wands:’ Ethnography of a
transgender scene in Oakland, California.” Ethnography 5:2, pp. 147-172.
FILE: Halberstam, Judith. 1998. Selections from Female Masculinity. 1st ed. Duke U. Press
Connecting what we know: What is the relationship between gender, sexuality, bodies, and sex? For
young Black transwomen, how do essentialist (biomedical) and constructionist ideas interplay in their
lives? For butch lesbians or the genderqueer, according to Halberstam?
EXTRA FILM: Paris is Burning (1990), Vogue Knights http://animalnewyork.com/2014/vogue-knights/
UNIT TWO: THEORIES OF SEXUALITY, SIGMUND FREUD AND MICHEL FOUCAULT
Freud’s theories animate practically every work of art in the mid 20thcentury. His key concepts include
libido, the psychical apparatus’ id, ego and superego, and hysteria. Foucault, writing from Paris in the
1960s until his death from AIDS in 1984, reformulated Freud’s theories of sexuality with his concepts
of subjectivation, discourse, the Panopticon, and bio-power.
 Freud 1: The talking cure and the psychic apparatus
FILE from "The Freud Reader," read case histories Anna O. and Katherina pp 61-86
WEB: Freud’s Methods: http://appsychtextbk.wikispaces.com/Freud%27s+Methods
FILE from "An Outline of Psycho-analysis" read The Psychical Apparatus etc. pp 13-27
Psychoanalysis began as a clinical (medical) approach to physical health problems. Forge through the
mostly old-fashioned medical terms in these early case studies to learn about the physical symptoms
of hysteria that could be alleviated by the "talking cure.” What is the psychical apparatus, and in what
ways do its ideas exist in our culture today?
EXTRA: FILM A Dangerous Method (2011). BOOK Invention of Hysteria MIT (2003)
Week 3: Feb 17-21
 Freud 2: The talking cure, psychic apparatus, and the discovery of infantile sexuality
FILE from "New Introductory Lectures" read 71-100 - note the diagram on p. 98
FILE from "Three Essays on the Theory of Sexuality" read "The Sexual Aberrations”
In his lectures, Freud explains to a lay audience his discovery of infant sexuality and how sexual
crises form the individual early on. In the Three Essays, he explains how sexual perversions originate
from crises and forces that face us all.
 Freud 3: Civilization and thwarted instincts
FILE from "Civilization and its Discontents" read III and VIII
WEB Dominus, Susan. 2012. “What Happened Do The Girls in Le Roy?” New York Times, March 7.
also: “Reply All: Letters in Response to ‘What Happened to the Girls in Le Roy?” March 23.
 Freud and Feminism
FILE from Chodorow, Nancy read "Heterosexuality as a Compromise Formation."
This is Freud as social theorist, articulating the dominant 20th century view that the forces of
civilization are in a grudge match to tame sexual and aggressive instincts. Chodorow is a
contemporary Freudian feminist who rehabilitates Freud’s sexism, showing how he can be used to
create timely insights about contemporary heterosexuality
Week 4: Feb 24-28
 Foucault 1: Foucault dismantles the repressive hypothesis
FILE: Krafft-Ebbing, Karl. 1886. selections from Psychopathia Sexualis.
BOOK: Foucault “We Other Victorians” pp. 3-13;
Foucault “The Incitement to Discourse” 17-21¶1; from p. 23 line 13 “This is the essential thing…” to
28 all but last three lines; p 30¶2-31¶1; p. 33 line 2-34¶1; p 35 last four lines.
What is the “repressive hypothesis?” Whose is it? Why does Foucault think Freud is wrong? What
evidence does Foucault provide that the Victorians were not, in fact, sexually repressed?
 Foucault 2: Social institutions “implant” sexuality as the “truth” of individuals
FILE: Halperin, David M. 1997. pp 1-73 Saint Foucault: Towards a Gay Hagiography. Oxford U.
BOOK: Foucault “The Perverse Implantation,” entire pp. 36-49
How did law treat sex before the emergence of so many “perversions”? What caused the perversions?
What does Foucault mean that sexuality is a problem of truth? According to Halperin, what is ironic
about the popularity of Foucault among queer activists? In what ways can activists use discourse?
 Foucault 3: The Science of sex
BOOK: Foucault “Sciencia Sexualis,” entire.
Foucault “The Deployment of Sexuality,” p. 78¶2-80; p. 100¶2-102; 103-114; 116¶2-127¶2; p.
130¶2-131.
What parallels does Foucault draw between the Christian confession and the science of sexuality?
How does this implant sexuality into modern subjectivity?
Week 5: Mar 3-7
 Foucault 4: Bio-power and the science of life
BOOK: Foucault “Right of Death and Power over Life” p. 135-143¶2
FILE: Lazzarato, Maurizio. 2000. “From Biopower to Biopolitics.” Tailoring Biotechnologies 2:2: 11-20.
For Foucault, why are governments so concerned with their populations’ sexuality? How might these
concerns manifest themselves as cultural differences? How should we respond to biopower, says
Lazzarato?
 Dude You’re a Fag: Discourse and power over life
WEB: McKinley 2010. Suicides Put Light on Pressures of Gay Teenagers. New York Times.
FILE Pascoe, 2005. “’Dude You're a Fag.’ Adolescent Masculinity and the Fag Discourse.” Sexualities
8:3 pp. 329-346.
FILE Woodford et. al. 2012. “’That’s So Gay!’” Journal of American College Health 60:6 429-434.
WEB: Rosenbloom 2006. The Taming of the Slur. New York Times
WEB: Gibbs 2010. When Bullying Goes Criminal. Time Online.
WEB: Marikar 2010. Critics: Dr. Laura's Rant Reiterates N-Word is Never OK
Use Foucault to extend Pascoe’s insights about fag discourse to the realm of biopower. How can we
square Pascoe’s findings that fag discourse is overwhelmingly applied against heterosexual boys by
their friends with the attention being given to the epidemic of young men bullied with fag discourse?
 Before sexuality: Kinship and alliance
FILE: Selections from D’Emilio & Freedman, pp. xi-xii¶1; pp. 15-18¶2; pp. 20¶3-64; 66¶3-84.
FILE: selection from Clement, Elizabeth. 2006. Love For Sale: Courting, Treating, and Prostitution.
Chapel Hill: University of North Carolina Press.
How did ethnicity and social class shape the experience of sex, courtship and marriage for early
Americans? In this empirical material can you see Foucault’s insight that modern sexuality is
something different from this traditional concern with kinship and alliance?
TOPIC: CREATION AND RECREATION OF MODERN AMERICAN DATING
The transition to modernity allowed for new possibilities by which immigrants and former slaves
crafted a national sexuality out of the kinship structures of many homelands. Freud theorized the 20th
century’s most durable understanding of this new sexuality and its role in “civilization” and “civilizing”
Week 6: Mar 10-14
 Courtship and the first sexual revolution
BOOK: Bailey, Beth. From Front Porch to Back Seat, pp. 1-76
*** MASHA GESSEN IS SPEAKING. TIME AND LOCATION TBA ***
 Dating and the second sexual revolution
BOOK: Bailey, Beth. From Front Porch to Back Seat. pp 77-118
 Life History interviews
BOOK: Bailey, Beth. From Front Porch to Back Seat. pp. 119-144
FILE: Weiss, Robert S. 2004. “In Their Own Words: Making the Most of Qualitative Interviews.”
Contexts 3:4 pp. 44-51.
Week 7: Mar 17-21
 Comparative Research: USA vs. Netherlands
BOOK: Schalet: Chapter 1, then Methodological Appendix (pp213-224), then Chapters 2-3
Whenever you read a sociological book, read about the methods before you get too engrossed. How
did she conduct her study? What are its limitations? Once you have these in mind: what was the
purpose of her research? What are the new concepts she is introducing?
 Love, Discipline, and Connection
Schalet Chapters 4-6
How can our understanding of Freud and Foucault help us understand what is going on in these
family arrangements?
 Sexuality, Self-Formation, and the State
Schalet Chapters 7-8
What use does Schalet make of Foucault? What are the implications of her study for his theory of
“Western sexuality?”
*** Spring Recess Mar 22-30 ***
Week 9: Mar 31-Apr 4
 College sexuality
FILE: selection from Together Alone.
FILE: selection from Paying for the Party.
These readings model how observations can capture the sexuality of a community without observing
sex, setting you up for success in assignment #2.
 Consent, college and booty calls
FILE Bogle, K. (2008) “Men, Women, and the Sexual Double Standard,” in Hooking up: Sex, Dating
and Relationships on Campus. New York University Press, pp. 92¶4 -128.
FILE Armstrong, E.A., L. Hamilton and P. England. 2010. Is Hooking Up Bad For Young Women?
Contexts. 9:3 22-27.
Why do college students have such difficulty in defining a hook-up? Who benefits or loses from the
ambiguity, up according to Bogle? Do you agree with her analysis – why or why not?
EXTRA: “Consent” http://www.glumbert.com/media/consent
 Consent, college and sexual assault
FILE Armstrong, Hamilton & Sweeney (2006) “Sexual Assault on Campus: A Multilevel, Integrative
Approach to Party Rape.” Social Problems 53:4, pp. 483-499.
What are the unintended consequences of ambiguity of what defines “sex” on rates of sexual assault?
How do Armstrong et. al. frame sexual assault as an institutional event, not an interpersonal one?
UNIT 3: HOMOSEXUALITY AND THE AMERICAN PUBLIC
How and why did homosexuality become a public issue in the United States? What does it mean that
a person is “gay?” A store? A neighborhood? A gene? How do these meanings differ for men and
women or for different ethnic groups? What do America’s disputes about homosexuality tell us about
American culture more broadly?
Week 10: Apr 7-11
 How does social structure affect homosexuality?
FILE: D’Emilio, J. “Capitalism & Gay Identity,” from Culture Society & Sexuality: A Reader, 2nd ed.
Routledge.
FILE: Frank, David John, Steven A. Boutcher, and Bayliss Camp. 2009. “The Repeal of Sodomy Laws
from a World-Society Perspective.” Pp. 123-41 in Queer Mobilizations: LGBT Activists Confront the
Law, edited by S. Barclay, M. Bernstein, and A. M. Marshall. New York University Press.
WEB: Silver, Nate. 2013. “How Opinion on Same-Sex Marriage is Changing, and What it Means.” New
York Times, FiveThirtyEight March 26.
Where does homosexuality come from, and how do attitudes toward it change, in these structural
accounts? How do the institutional factors (KERPR?) discussed by Weeks affect the expression of
same-sex intimacy?
 Meanings of homosexuality
Mattson, G (forthcoming) Style and the Fate of Gay Neighborhoods. City & Community.
Haider-Markel, D.P. and M. R. Joslyn. 2008. “Beliefs About the Origins of Homosexuality and Support
for Gay Rights.” Public Opinion Quarterly 72:2 pp. 291-310.
Mattson shows how identities get inscribed and supported in places by detailing the multiple
meanings of homosexuality that existed in San Francisco only recently. The other piece shows how
the nuances of these cultural forms don’t matter to outsiders, for whom constructionist accounts hold
little weight.
EXTRA: Milk (2008)
***FILM NIGHT: FLAG WARS (2003) Mudd DVD-952 7-9pm TBA ***
 Lesbian social organization
Armstrong, E. A. (2002). “Exclusions,” from Forging Gay Identities: Organizing Sexuality in San
Francisco, 1950-1994, University of Chicago.
Meeker, M. (2006). Shaping an Amazon Network. Contacts Desired: Gay and Lesbian
Communications and Community, 1940s-1970s. University of California Press.
Why don’t lesbians have such institutionally complete gay neighborhoods of their own? How do these
accounts add to those we gained from Newton and Halberstam?
Week 11: Apr 14-18
 Let’s go camping (or, drag remedial readings)
FILE: Cleto, Fabio, ed. 1999. Selections from Camp: Queer Aesthetics and the Performing Subject--A
Reader. University of Michigan Press
FILE: Newton, Esther. 1995. “Camp and Conviviality” from Cherry Grove Fire Island: Sixty Years in
America’s First Gay and Lesbian Town. Beacon Press.
FILE: Newton, Esther. 1972. Pp 1-5, 41-58 Mother Camp: Female Impersonators in America. New
York: Prentice Hall
Camp is an aesthetic that we are going to hear a lot about in all the yoqueer readings. It defines the
gay male sensibility of the latter half of the 20th c. and cemented community ties, but also excluded
many. So, in 20 words or less: define camp. According to Butler, what is the truth of gender?
 The second sexual revolution
FILE: Rubin, Gayle [1984] “Thinking Sex: Notes for a Radical Theory for the Politics of Sexuality,” in
Culture, Society and Sexuality: A Reader 2nd Ed. Routledge pp. 150-187.
Gayle Rubin’s manifesto for understanding modern sexual politics captures the moment when the
backlash against the 2nd sexual revolution gained steam. Her framework sets the stage for our review
of contemporary sexual behaviors and meanings. In what ways does Rubin see history repeating
itself? What social institutions does she implicate in sexual oppression? What are her solutions?
 Homosexuality and female gender identity
Hamilton, Laura (2007) “Trading on Heterosexuality: College Women’s Gender Strategies and
Homophobia.”
These readings are parallel pieces to Pascoe on the fag discourse. What role does homophobia play in
heterosexual sexuality? What are its similarities and differences in men and women? What is the
relationship between gender and sexuality?
UNIT 4: CROSSINGS: RACE, ETHNICITY, AND SEXUALITY
What does it mean to say that race is a sexual category? How does the American organization of
ethnic relations structure our intimate lives? How do patterns in American intimate lives structure
ethnic/racial relations?
Week 12: Apr 21-25
 Just a preference? Interracial dating and marriage
FILE Qian, Z. (2005). "Breaking the Last Taboo: Interracial Marriage." Contexts 4(4): 33-37.
FILE Lee, J., F. D. Bean, et al. (2004). "Beyond Black and White: Remaking Race in America."
Contexts 3(2): 26-33.
FILE: Joyner, Kara and Grace Kao. 2005. “Interracial Relationships and the Transition to Adulthood.”
American Sociological Review 70:4 pp. 563-581.
How have rates of interracial dating and marriage changed since the second sexual revolution? How
are racial classifications changing, and how is this likely to affect the future of interethnic dating and
marriage?
 Network analysis and racial segregation
FILE Laumann, E. O., et al. (2004). “Neighborhoods as Sex Markets” in The Sexual Organization of
the City, University of Chicago Press.
FILE: Harding, David J. 2007. “Cultural Context, Sexual Behavior, and Romantic Relationships in
Disadvantaged Neighborhoods.” American Sociological Review 72:3 pp. 341-364.
Setting racism aside for a moment, how does the racial organization of where we live structure racial
dating? What is the furthest distance that people are willing to travel for a date? What are the
implications of network analysis for the impact of Internet dating on rates of interracial relationships?
 The problem of teenage pregnancy
FILE Nathanson, Constance A. (2000) “The Impregnable Myth of Teenage Pregnancy: A Case Study
of the Gap between Science and Public Policy.” In The Role of theory in Sex Research, John
Bancroft, ed. Bloomington: Indiana University Press.
BOOK D’Emilio & Freedman 295¶2-300
What is the “myth” of teenage pregnancy? What is racial about it? How does it relate to what we
know about the “long 1950s” and early American history? What were the unintended consequences
of the myth on social welfare provision—and what was racial about these?
Week 13: Apr 28- May 2
 Race mixing and sexual regulation
FILE: Nash, Gary (1995) “The Hidden History of Mestizo America,” Journal of American History, 82: 3
pp. 941-964.
FILE: Somerville, Siobhan. 1994. “Scientific Racing and the Emergence of the Homosexual Body.”
Journal of the History of Sexuality. 5:2 pp.243-266.
What are the historic connections between race and sexuality in the United States? How might things
have turned out differently? How did sexual regulation (KERPR again!) shape the dominant norms of
American citizenship?
UNIT 5: THE PROMISES AND PERILS OF SURVEY RESEARCH
Survey research offers some of the deepest, least-obvious insights into the social organization of
sexuality, and also the worst examples of the misuse of data.
 Sexuality and the independence of young adults
FILE: Rosenfeld, Micahel J. and Byung-Soo Kim. 2005. “The Independence of Young Adults and the
Rise of Interracial and Same-Sex Unions.” American Sociological Review 70:4 pp. 541-562.
 Does it Matter if Your Parents are Straight or Gay?
WEB: Regnerus, Mark. 2012. Queers as Folk: Does it Really Make No Difference if Your Parents are
Straight or Gay? Slate. June 11.
FILE: Regnerus, Mark. 2012. “How Different Are the Adult Children of Parents Who Have Same-Sex
Relationships? Findings From the New Family Structures Study. Social Science Research 41:4 pp.
752-770.
Week 14: May 5-9
 Does it Matter?
FILE: Perrin, Andrew J. Philip N. Cohen and Neal Caren. 2013. “Responding To the Regnerus Study:
Are Children of Parents Who Had Same-Sex Relationships Disadvantaged? A Scientific Evaluation
of the No-Differences Hypothesis. Journal of Gay & Lesbian Mental Health. 17 pp. 327-336.
 Network studies of sexuality
FILE: Kreager, Derek A. and Dana L. Haynie. 2011. “Dangerous Liaisons? Dating and Drinking
Diffusion in Adolescent Peer Networks. American Sociological Review 76:5 737-763.
FILE: Browning, Christopher R., Tama Leventhal, Jeanne Brooks-Gunn. “Sexual Initiation in Early
Adolescence: The Nexus of Parental and Community Control.” American Sociological Review 70:5
pp. 758-778.
FILE: Cornwell, Benjamin. 2011. “Network Position and Sexual Dysfunction: Implications of Partner
Betweenness for Men.” American Journal of Sociology 117:1 172-208.
 Friday wrapup: last day to ask questions about final exam
FINAL EXAM Tuesday, May 15 9-11am
Have a nice break 
After this semester you deserve it!