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INTRODUCTION TO SOCIOLOGY: SOC 200m
MW 2:00pm-3:20pm, TTH 301
University of Southern California, Spring 2011
Professor: James Thing, Ph.D.
Office: KAP 348 B
Phone: 213-740-4729
Email: [email protected]
Office Hours: Monday 5:00pm-7:00pm
Tuesday 11:00am-12 noon
TA: Demetrios Psihopaides
Office: KAP 355
Phone: 213-740-4257
Email: [email protected]
Office Hours: TBA
Course Description:
What is sociology and how does a sociological analysis contribute to a critical understanding
of ourselves, other individuals, groups, institutions and society more generally? In this class,
through lectures, presentations, media, readings, discussions, and writing assignments, you
will be introduced to the fundamentals of sociology, including research topics and issues,
theories and methodologies. By developing what C. Wright Mills calls a “sociological
imagination,” you will gain an understanding of how history, culture, individuals and
institutions intersect in the shaping of your own experiences, life chances, and identities as
well as of those of other individuals and groups in society. Throughout the semester, we will
examine a number of macro and micro sociological “perspectives” that address people in
groups. With a heavy emphasis on social inequality, we will look at the roles that variables
such as race/ethnicity, gender, sexuality, social class as well as institutions such as the family,
education, and the media play in shaping our own lives and the larger society in which we
live. Further, we will critically examine the taken-for-granted world so as to illuminate how
social norms, values, roles and large scale social structure and institutions impact the world
around us, our location in society and that of other individuals and social groups.
Course Objectives:
 To develop a “Sociological Imagination” through which to examine ourselves, others,
groups and society, more generally.
 To gain a comprehensive understanding of some of the major topics/issues studied by
sociologists.
 To learn the major theoretical models and research methodologies within sociology.
 To develop a critical understanding of how large scale social institutions shape our
lives and the society in which we live.
 To understand social change and modern society through a sociological lens.
Required Texts:
 Giddens, A., Duneier, M., Appelbaum, R. & Carr, D. 2009. Introduction to
Sociology [7th edition].New York: Norton.
 Sternheimer, Karen. 2010. Everyday Sociology Reader. New York: Norton.
 Additional required readings are posted on Blackboard and are labeled as such on
the weekly reading schedule below [Blackboard].
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Course Grading
Midterm: 25%
Final: 25%
Reflection Journal: 15%
Course Research Project or JEP: 20%
Lecture Attendance and Participation: 5%
Discussion Section Attendance and Participation: 10%
*This includes coming prepared to write to each discussion section meeting!
Your grade for the course will be in the A range if 90% and above, in the B range if 80-89%,
in the C range if 70-79%, in the D range if 60-69%. Below 60% is an F.
Assignments, Requirements and Expectations:
Attendance and Participation: Student participation is a vital component of creating a
vibrant learning environment. Therefore attendance will be checked every class and
discussion section. Students should come prepared to class and discussion section having read
all of the articles and ready to discuss them. Students should not only be active participants in
class discussions but also should be active and courteous listeners. We will discuss several
sensitive social issues in the course, so, collegiality and respect are expected of everyone.
Please try not to arrive late or to leave early unless it is unavoidable. Also, please refrain from
using your cell phones for receiving calls, texting or any other e-communication. Further,
please use your computers only to take notes – not to chat online or browse the web. All of
these activities are disruptive and disrespectful to the professor, your TA, and your colleagues
in class; so again, please try to avoid them.
Midterm and Final Exam:
The midterm (February 16th) and final (May 9th, 2-4 pm) exams will be some combination
of multiple choice, definition, short answer and essay. The final is not comprehensive, but
rather, covers the material after the midterm. The exams are closed book, in-class exams for
which you will need a blue book and scantron form. There will be no makeup midterms or
finals unless you have a documented medical reason, or some other (verifiable) emergency, or
unless the dates conflict with a religious holiday, or military service. Please notify Prof. Thing
two weeks in advance to reschedule if for religious holiday or military service.
Sociological Journal: Due April 4th
For this assignment, students will keep a journal in which they relate course reading – major
concepts, theories, method etc. – to their daily lives. At the beginning of each discussion
section students will write for about 10 minute about the readings for the week or the prior
week (SO DON’T BE LATE OR YOU LOOSE THE CHANCE TO WRITE). Make sure that
you come prepared to write; this means, you must read the course material before your
discussion section.
At the end of each learning module of The Everyday Sociology Reader there are writing and
discussion questions. These, and other questions provided by your TA should be the prompts
for your writing. You can use a computer for this journal or you may write in a notebook.
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The weekly journal entries will not be graded, but, they will provide you with the foundation
for the 3 journal entries that you will turn into your TA for a grade. These entries must move
beyond the prompts provided by incorporating and dialoging with lecture material or concepts
from our text book (Giddens et. al.) or readings and then relating these to your life experience
or to the larger social world. This requires that you spend extra time on developing these three
entries. Each journal entry must incorporate at least two separate course readings, one from
the text book and one from the Everyday Sociology Reader. Each entry must be 2-2½ pages,
typed, double-spaced, Times New Roman 12 point font and one-inch margins all around.
Although you are turning in three separate journal entries, the assignment should be turned in
as one document which should be a total of 6-8 pages. Students must also turn in a
bibliography for this assignment. The bibliography should clearly identify which readings you
are incorporating into the journal entries. The bibliography is not included for the page
requirement.
Course Project:
Option A: Research Paper: Due April 20th
For this assignment students will write a 12-15 page library based research paper. Students
should rely extensively on sociological journals (e.g., American Journal of Sociology,
American Sociological Review, Social Problems, Qualitative Sociology, Gender and Society
etc.) or journal articles written by sociologist published in interdisciplinary journals, and
books or book chapters written by sociologists to provide the major bulk of the research used
in this paper. Social problems, such as some form of social inequality often provide
interesting social issues to research. Our text book provides numerous examples of topics that
students may want to explore for this project.
A one page project description including an introduction to the topic of study, its sociological
significance and why it is important to study is due February 14th. The Final project is due
April 20th.
The final research paper should contain all the components of a sociological study: including
an introduction, research questions, hypothesis/thesis, a literature review, data presentation
and analysis, and a conclusion. Detailed guidelines for the research project are included after
the weekly reading schedule at the end of this syllabus
Option B, Joint Educational Project
JEP Key Dates
JEP sign-ups: January 10-21 (at the JEP House, open from 8:30-5:00pm)
Training/Orientation: one 2-hour session during the week of January 24th
Pick up assignment: February 8th or 9th.
JEP is designed to provide students the opportunity to combine academic coursework with
hands-on experience in neighborhoods surrounding the university. JEP enables students to
learn firsthand about critical issues facing urban communities. JEP offers an authentic servicelearning experience in schools, health-care facilities, non-profit agencies and other
community partners.
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Students who chose this option will be placed in various schools or agencies – generally to
help tutor and mentor youngsters. Students volunteer for 2 hours a week for 8 weeks at these
sites. The assignment includes a reflection journal that will be turned in to JEP on a weekly
basis. For this option you will receive a grade from JEP – based on your performance at the
site including attendance, enthusiasm, professionalism etc. This then will be your grade for
the class project.
Students must sign up for JEP by the end of the second week of class. Students, then, work
with JEP to be placed in an appropriate site as well as to receive training. For each of the 8
weeks students will address a Reflective Question designed to help you understand your JEP
experience in relationship to this class
Written Assignments:
With the exception of the midterm and final exams, all assignments must be typed. Please use
12 point font, Times New Roman, font, double-spacing, and 1 inch margins all around on
plain white paper. Carefully proofread (check spelling, grammar) and watch for “spell check”
errors. For midterm and final exams, please bring blue books to class.
Late assignments will be marked down each day they are late (e.g. A- to B+), unless you
make prior arrangements with the professor or T.A. or provide documentation of an
emergency situation. NO late papers will be accepted more than 5 days after the due date. Do
not email assignments to the professor or T.A. though you may email us regarding specific
questions and concerns. However, when you miss class for whatever reason, it is your
responsibility to find out what you missed by first asking your classmates.
Academic Integrity:
Be aware that cheating and plagiarism are severe violations of academic standards and can
severely affect your grade in this class as well as your status as a student at U.S.C. Should
you require assistance in writing your assignments, please contact the USC Writing Center.
Email Etiquette
The best way to contact me and your T.A. is through email. Make sure to write “Sociology
200m” in the subject line. Please do not email your T.A. or your professor to let us know
that you will be absent, unless, of course there is some sort of emergency or illness that will
result in missing more than one class period, for which, you should bring documentation.
Email questions should be short and to the point. As your professor and T.A. are very busy,
any questions that require a lengthy response should be asked in a face-to-face conversation
during our office hours or after class. Absolutely no assignments will be accepted via email.
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Weekly Reading Schedule
The following illustrates the weekly subjects/topics and the required readings. Readings
should be completed prior to the class lectures and discussion sections (i.e. preferably before
Monday of each week – so that you are prepared fully for your discussion section). All dates
are approximates and subject to change. Students will be adequately informed should any
scheduling changes occur.
Weeks 1 & 2: Introduction to Sociology, Theory and Research
January 10: Introduction to Class
January 12
 Giddens et al. Preface and Chapter 1, “What is Sociology” (pp. xiv-25).
 Sternheimer, K. “Thinking Sociologically and Doing Sociology.” Everyday Sociology
Reader. (pp. 1-2).
 Mills, C.W. “The Promise.” Everyday Sociology Reader. (pp. 3-6).
 Raskoff, S. “Fractals, Theories and Patterns.” Everyday Sociology Reader. (pp. 7-9).
January 17: School Holiday, Martin Luther King’s Birthday
January 19
 Giddens et al. Chapter 2, “Asking and Answering Sociological Questions.” (pp. 2649).
 Dunier, M. (1999). “Sidewalk.” “Introduction” from Duneier, M. Sidewalk. New
York: FS&G. [Blackboard].
 Prince Inniss, J. “Matching Research Methods to Research Questions.” Everyday
Sociology Reader. (pp. 10-12).
 Wright, B. “Where to Sit: Doing Qualitative Research.” Everyday Sociology Reader.
(pp. 13-14).
 Best, J. “Scary Numbers.” Everyday Sociology Reader. (pp. 15-22).
Weeks 3-5: The Individual, Groups, Culture and Society
January 24: Culture from a Sociological Perspective
 Giddens et al. Chapter 3, “Culture and Society,” (pp.53-70).
 Gaines. D. (1990). “Teenage Wasteland: Suburbia’s Dead-End Kids.” Excerpt from
Teenage Wasteland: Suburbia’s Dead-End Kids. Chicago: University of Chicago
Press. [Blackboard].
January 26
 Giddens et al. Chapter 3, “Culture and Society,” (pp.70-83).
 Veblen, T. “Conspicuous Consumption.” Everyday Sociology Reader. (pp. 27-30).
 Schor, J. “The Visible Lifestyle: American Symbols of Status.” Everyday Sociology
Reader. (pp. 31-37).
 Sternheimer, K. “Reality Life.” Everyday Sociology Reader. (pp.38-39).
 Sternheimer, K. “Beauty Myths and Magazines.” Everyday Sociology Reader. (pp. 1314).
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January 31: Socialization and the Life Course
 Giddens et al. Chapter 4, “Socialization and the Life Course.” (pp, 85-105).
 Skolnick, A. (2009). “The Life Course Revolution.” In Skolnick A.S. and Skolnick
J.H. Family in Transition. Boston: Pearson [Blackboard].
February 2
 Giddens et al. Chapter 4, “Socialization and the Life Course.” (pp, 85-105).
 Skolnick, A. (2009). “The Life Course Revolution.” In Skolnick A.S. and Skolnick
J.H. Family in Transition. Boston: Pearson [Blackboard].
February 7
 Mintz, S. (2009). “Beyond Sentimentality: American Childhood as a Social and
Cultural Construct.” In Skolnick A.S. and Skolnick J.H. Family in Transition. Boston:
Pearson .[Blackboard].
 Thorne, Barry. (2004). “Gender and Sexuality in Children’s Daily Worlds.” In
Kimmel, M. S. and Plante, R.F. Sexualities: Identities, Behaviors and Society.
New York: Oxford University Press. [Blackboard].
February 9: Social Interaction and the Construction of the Self and Society
 Giddens et al. Ch. 5, “Social Interaction and Everyday Life in the Age of the Internet.”
(pp. 107-133).
 Sternheimer, K. “Self and Interaction.” Everyday Sociology Reader. (pp. 47-48).
 Goffman E. “[Impression Management].” Everyday Sociology Reader. (pp. 49-56).
 Raskoff, S. “Stand By Our Man.” Everyday Sociology Reader. (pp. 57-58).
 Wright, B. “Romantic Exchanges.” Everyday Sociology Reader. (pp. 77-79).
Week 6: Catch-up, Review and Midterm
February 14: Catch-up Day
****************************Research Proposal Due****************************
February 16: MIDTE RM EXAM
Week 7-12: Social Inequality
February 21: School Holiday, Presidents’ Day
February 23: Social Class and Economic Inequality in the U.S.
 Giddens et al., Ch. 8, “Stratification, Class, and Inequality.” (pp. 205-245).
 Sternheimer, K. “Stratification.” Everyday Sociology Reader. (pp. 119-127).
 Perrucci, R. and E. Wysong. “Class in America.” Everyday Sociology Reader. (pp.
135-148).
 Sternheimer, K. “Class Consciousness.” Everyday Sociology Reader. (pp. 154-156).
 Raskoff, S. “The Disaster of Homelessness.” Everyday Sociology Reader. (pp. 168170).
 Ehrenreich, Barbara. “White-collar Downward Mobility.” Everyday Sociology Reader.
(pp. 257-259).
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February 28:
 Scott, J. and D. Leonhardt. 2010. “Shadowy Lines that Still Divide.” In Anderson, M.
and P. Hill Collins. Race, Class and Gender: An Anthology, 6th edition. Belmont, CA:
Wadsworth. [Blackboard].
 Acker, J. 2010. “Is Capitalism Gendered and Racialized ?” In Anderson, M. and P.
Hill Collins. Race, Class and Gender: An Anthology, 6th edition. Belmont, CA:
Wadsworth. [Blackboard].
March 2: Economic Inequality in a Global Perspective
 Giddens et al., Ch. 9. “Global Inequality.” (pp. 247-277).
March 7: Gender and Gender Inequality
 Giddens et al., Ch. 10. “Gender Inequality.” (pp. 279 -315).
March 9:
 Dworkin S. and F. L. Wachs. (2009). “What Kinds of Subjects and Objects? Gender,
Consumer Culture, and Convergence.” In Body Panic: Gender, Health and the Selling
of Fitness. New York: NYU Press. [Blackboard].
 Sternheimer, K. “Gender and Sexuality.” Everyday Sociology Reader. (pp. 173-174).
 West, C. and D. H. Zimmerman. “Doing Gender.” Everyday Sociology Reader. (pp.
175-182).
March 14 & 16: Spring Break
March 21: Socially Constructed Sexuality
 Giddens et al., Ch 18. “The Sociology of the Body: Health and Illness and Sexuality.”
(pp. 590-603). *From Ch. 18, we will only be reading the last section on sexuality.
 Raskoff, S. “Does Finger Size Reveal Sexual Orientation?” Everyday Sociology
Reader. (pp. 168-170).
March 23:
 Seidman, Steven. 2003. “Social Constructionism: Sociology, History, and
Philosophy,” In The Social Construction of Sexuality. New York: W.W. Norton &
Company, Inc.
 Prince Inniss, J. “Class and Race.” Everyday Sociology Reader. (pp. 149-153).
March 28: Race and Racism
 Giddens et al. Ch. 11.”Ethnicity and Race.” (pp. 317-353).
 Sternheimer, K. “Race and Ethnicity.” Everyday Sociology Reader. (pp. 209-210).
 Omi, M. and H. Winant. “Constructing Race.” Everyday Sociology Reader. (pp. 211224).
March 30
 Rubin, L. (2007). “Is this a White Country or What?” In Anderson, M. and P. Hill
Collins. Race, Class and Gender: An Anthology, 6th edition. Belmont, CA:
Wadsworth. [Blackboard]. (Today’s readings continued on the next page.)
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

Prince Inniss, J. “Black and White or Rainbow Colors: Tiger Woods and the “OneDrop-Rule.” Everyday Sociology Reader. (pp. 225-226).
Le, C.N. “Racial Tensions and Living in a Color-blind Society.” Everyday Sociology
Reader. (pp. 227-228).
Weeks 13-16: Institutional Arrangements and the Shaping of Society
April 4: Government and Social Change
**************************Sociological Journals Due****************************
 Giddens et al. Ch. 13 “Government, Political Power and Social Movements” (pp.381420).
April 6: The Sociology of Labor and the Economy
 Giddens et al. Ch. 14. “Work and Economic Life.” (pp.223-259).
 Wright, B. “Getting a Job: Weak Social Ties and Online Connections.” Everyday
Sociology Reader. (pp. 260-261).
April 11: The Sociology of Family Life
 Giddens et al. Ch. 15. “Families and Intimate Relationships.” (pp. 461-493).
April 13
 Hondagneu-Sotelo, P., and E. Avila. (1997). “Transnational Motherhood: "I'm Here,
but I'm There." Gender and Society, 11: 548-571. [Blackboard].
 Stacey, J. and T. Biblarz. “(How) Does the Sexual Orientation of Parents Matter?”
American Sociological Review, 66:159-183. [Blackboard].
April 18: The Sociology of Education
 Giddens et. al. Ch. 16. “Education and the Mass Media.” (pp.461-493).
 Kozol, J. “Hitting Them Hardest When They’re Small.” Everyday Sociology Reader.
(pp. 262-273).
April 20: The Sociology of Religion
****************************Research Projects Due*****************************
 Giddens et. al. Ch. 17. “Religion in Modern Society.” (pp. 527-562).
 Stanczak, G. C. “Bridging the Gap: The Split between Spirituality and Society.”
Everyday Sociology Reader (pp. 276-291).
April 25: Urbanization in a Global Society
 Giddens et. al. Ch. 19. “Urbanization, Population and the Environment.” (pp. 609610, 617-654)
April 27: Catch-up and Course Wrap-up
Friday, May 9
****************************FINAL EXAM, 2-4pm****************************
*The professor reserves the right to make changes to this syllabus as needed to address
the educational needs of the class.
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RESEARCH PAPER GUIDELINES, SOC 200m
Spring 2011; Final Project due April 20th
This 12-15 page research project is a traditional argumentative research paper for which you
examine a social issue from a sociological perspective and argue a position in relation to your
topic. This is a straight-forward research project that relies exclusively on library research and
secondary data (data collected by researchers). Students should rely heavily on sociological
journals (American Sociological Review, American Journal of Sociology, Social Problems,
Sociological Perspectives, Qualitative Sociology) or journal articles written by sociologists in
interdisciplinary journals (American Quarterly, Latin American Research Review, Sexualities,
Media & Society….), as well as books and book chapters written by sociologists. The bulk of
this paper will be your literature review/findings and discussion. This project requires
extensive library research, reading, summarizing and distilling the main points of the readings
and arguing a position supported by the research. “Social problems” such as some form of
social inequality can often time lend themselves quite well to this type of project. Also,
students should examine the topics in our text book or reader for ideas on what they would
like to interrogate in their paper. The components and due dates of this project are as follow:
Topic Proposal, (Due Monday February 14th): Students will turn in a 1 page paper topic
proposal. You should choose a topic that interests you, and one that addresses something
‘sociological’ (i.e. involving groups of people, etc). The best way to get started on this
assignment is to consult your textbook as it outlines many social topics/issues that can direct
your focus. (Worth 5% of final paper.)
Final Research Paper: Major Sections

Introduction, Thesis (Due with Final Paper): This 2-2 ½ page section should
introduce your topic and why it is important to study. A good way to begin is to write
a brief narrative that will grab your reader, and then move into a more formal
discussion of the key points of your research interest. You Introduction should also
include some preliminary hypotheses or a thesis statement that you intend to argue
throughout the paper.

Review of the Literature (Due with the Final paper): The 7-8 page literature review
(including at least 12 scholarly sources) should encapsulate what researchers have said
on your subject of investigation. This section “reviews” the range of debates on your
subject matter. This is library research involving the use of academic journal and
books. Look for themes and emphasize major findings rather than trying to report
every study done on the topic. The literature review should be used as the basis for
your argument (thesis) and should set up the discussion and analysis section.

Discussion and Analysis (Due with your Final Paper): This 2-3 page section
summarizes and discusses the major research findings from your library research and
should elaborate on your thesis argument.
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
Conclusion (Due with Final Paper): This 1½ -2 page section ends the paper with a
brief summary (i.e. basically reviewing the highlights of the report). The conclusion
should briefly highlight how the major themes or findings in the literature review
support your thesis. The conclusion should also include a discussion of how you
would gather data for an empirical sociological study of the topic if you were to
conduct one in the future and discussion of why you would use the methods you
propose (i.e., would you use interviews, participant observation, secondary data
analysis from a statistical database, content analysis etc.?) to research your topic.
*Please number your pages. The document should use 12 point, Times New Roman font, be
double spaced and should have 1 inch margins all around.
Supplements that must be included in the final version:
(These pages are not numbered and not included in the overall page requirement):

References/Bibliography: Note different styles: MLA, Chicago style, ASA and
APA. Social scientists generally use the ASA and APA format. This is used to cite
the work of others - their ideas as well as their direct quotations that you have used in
your research paper. You may choose any style to utilize. What is important for the
paper is that you are consistent with the rules and protocols of the style you choose.

Title Page – In your final version, you will also include a title of your project. On the
page you should also include, name, date, course name, professor’s name, T.A.’s
name.
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