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SOCIOLOGY 150: SELF and SOCIETY COURSE DESCRIPTION: Welcome! This course is designed to provide you with an overview of the main theories and empirical findings constituting the subfield of Social Psychology, a domain of knowledge generated by a distinct line of scientific inquiry into the cultural, structural and situational influences of individual thought and behavior. The findings of this area of study will be explored in five parts: First, we will consider the basic premises and perspectives that inform the subfield of sociological Social Psychology. Second, we will explore the processes of socialization and the role of social interaction, language and reference groups in the development of the ‘self.’ Third, we will focus on the effects of social structure and culture, by examining how norms, identities, values, roles and situations influence individual thought and behavior. Fourth, we will discuss the social construction of deviance and survey the strategies individuals employ to negotiate various stigmatized social identities. Lastly, we will conclude the semester by analyzing group dynamics, such as prejudice and discrimination, prosocial and antisocial behavior, as well as crowd behavior. COURSE LEARNING OUTCOMES: By the end of this course you will be able to: 1. To learn the ideas, concepts, arguments, theories and empirical findings essential to the subfield of sociological social psychology — a body of knowledge on the cultural, structural and situational influences of individual thought and behavior (PLO # 1 and 3). 2. To learn how to critically assess and evaluate the validity of these theories and findings, while also constructively utilizing them to understand the causes and consequences of human behavior (PLO #2). 3. To learn how to effectively formulate and communicate — both verbally and compositionally — social psychological questions, interpretations and arguments (PLO #4). SOCIOLOGY PROGRAM LEARNING OUTCOMES: To support student success coherently across Sociology coursework, these CLOs help students to reach the expectations of the Sociology Program Learning Outcomes 1, 2, 3 and 4. 1. Think critically about the causes and consequences of social inequality. 2. Design and evaluate empirical sociological research. 3. Explain and apply the major theoretical perspectives in sociology. 4. Communicate orally and in writing about sociological concepts. GENERAL EDUCATION PRINCIPLES: This course counts towards General Education credits. The course aligns with the following three principles: Scientific Literacy: To have a functional understanding of scientific, technological and quantitative information, and to know both how to interpret scientific information and effectively apply quantitative tools. 1 Communication: To convey information to and communicate and interact effectively with multiple audiences, using advanced skills in written and other modes of communication. Self and Society: To understand and value diverse perspectives in both the global and community contexts of modern society in order to work knowledgeably and effectively in an ethnically and culturally rich setting. REQUIRED TEXTS: Cahill, Spencer, Kent Sandstrom and Carissa Froyum. 2013. Inside Social Life: Readings in Sociological Psychology and Microsociology, 7th Edition. Oxford University Press. O’Brien, Jodi. 2011. The Production of Reality: Essays and Readings on Social Interaction, 5th Edition. Pine Forge Press. Preves, Sharon, and Jeylen Mortimer. 2011. Classical and Contemporary Perspectives in Social Psychology: A Reader. Oxford University Press. EVALUATION and GRADING: Your final grade will be based on the following: ATTENDANCE and PARTICIPATION (10%): Class attendance is compulsory. At the beginning of each class, attendance will be taken – so please arrive to class on time. Absences that exceed two course weeks (or four classes) will result in the reduction of your attendance and participation grade. Missed classes will NOT be excused – meaning, credit will not be issued for a missed class due to medical, extracurricular, or personal reasons. If you are unable to attend class, please notify me in advance, but understand that it will be your responsibility to get any information about a missed class from your classmates. Always bring to class the assigned reading materials, as well as your course notebook. Finally, it is imperative that you come to class prepared, having read the required weekly readings, and ready to participate in class discussions. WEEKLY RESPONSE POSTINGS (20%): Once a week, students will be required to post a written response to the CatCourses Soc 150 website (one single-spaced page, or approximately five hundred words). Responses must be posted before the first class of each week: By 8:00PM on Mondays. Given the eclectic assortment of weekly readings, students should strive to identify the salient sociological ideas that unify these readings, while considering the strengths and weaknesses of each article in terms of its argumentation, research design and findings. Responses should also raise insightful questions and pose thoughtful criticisms that can be utilized for class discussions. A minimum of three readings must be addressed in each response posting. Postings will be scored on a credit/no credit basis. THURSDAY REACTION STATEMENTS (10%): At the end of each Thursday class, you will be required to submit a brief written reaction to that week’s readings, lectures, or discussion, indicating what you’ve learned, or something you found interesting, controversial, disagreeable, confusing, or even a change in attitude or perspective. You can submit a reaction statement only if you are in class – reaction statements cannot be submitted in advance (e.g., in anticipation of a missed class), nor will they be accepted after a class has ended. As with weekly response postings, reactions are counted but not graded (i.e., credit/no credit), and reaction statements will not be returned to students with comments. 2 TERM PAPER (20%): Students will be required to write one standard-format, eight to ten page paper (see the ‘ASA Style Guide’ for citation guidelines). This analytical writing assignment will ask you to engage an important social scientific debate — which sociologists refer to as the ‘Structure vs. Agency’ debate — by considering the extent to which human thought and behavior is the sole product of external social influence. This writing assignment will not require students to incorporate research findings from outside sources. Detailed instructions for completing this assignment will be made available to the class at the end of Week 3. The due date of the term paper is Thursday, December 10th — at the beginning of our last class. Late papers will NOT be accepted. MIDTERM EXAM (20%) and FINAL EXAM (20%): Both the midterm examination and the final examination will consist of fill-in-the-blank, true or false, multiple choice and short answer questions. Examination questions will be based on the assigned readings and lectures. The midterm examination will be administered in class on Thursday, October 15th and the non-cumulative final examination will be administered during the final examination period, which is scheduled for 8:00-11:00AM on Thursday, December 17th. Restroom breaks will NOT be permitted during the examination periods. EXAMINATION ABSENTEE POLICY: Make-up examinations will only be provided for students with serious medical or personal emergencies. It is your responsibility to notify me in advance if you anticipate an absence during a scheduled examination or immediately after an unanticipated absence, as well as furnish the necessary documentation and/or referrals to corroborate the legitimate reason(s) for your absence. Examinations will NOT be rescheduled to accommodate personal travel plans, athletic events, or other non-academic commitments. PERSONAL ELECTRONICS POLICY: The use of laptops, tablets, mobile phones, voice recorders, etc., during class is strictly prohibited. The use of such devises in class will result in dismissal. All lecture slides presented in class will be available online through CatCourses at the end of each week. GRADING SCALE: A (94-100) B+ (87-89) A- (90-93) B (84-86) B- (80-83) C+ (77-79) C (74-76) C- (70-73) D+ (67-69) D (64-66) D- (60-63) F (59 and below) UC MERCED’S STATEMENT ON ACADEMIC HONESTY: “Academic integrity is the foundation of an academic community. Academic integrity applies to research as well as undergraduate and graduate coursework. Academic misconduct includes, but is not limited to cheating, fabrication, plagiarism, altering graded examinations for additional credit, having another person take an examination for you, or facilitating academic dishonesty or as further specified in campus regulations.” STUDENTS WITH DISABILITIES Accommodations are available for students with a documented disability. To qualify for accommodations, please notify me of your disability and contact Disability Services at the 3 beginning of the semester. All accommodations must be approved by Disability Services. Please visit the center (Student Services Building 230) or call 209-228-6996 to make an appointment with a disability specialist. COURSE SCHEDULE and WEEKLY READING ASSIGNMENTS: All assigned weekly readings are included in the required textbooks, or are available online through CatCourses. “ISL” refers to Cahill et al.’s Inside Social Life, “PR” refers to O’Brien’s The Production of Reality, “CCP” refers to Preves and Mortimer’s Classical and Contemporary Perspectives in Social Psychology, and “CC” refers to the CatCourses Sociology 150 course website. PART I: INTRODUCTION to ‘SOCIOLOGICAL’ SOCIAL PSYCHOLOGY 1. WEEK ONE (8/27): Sociological Social Psychology PR: Introduction: “What Is Real?,” by Jodi O’Brien, and Chapter 31: “A Conception of and Experiments With ‘Trust’ as a Condition of Concerted Stable Actions,” by Harold Garfinkel 2. WEEK TWO (9/1 & 9/3): The Social Construction of Reality CC: Chapter 2: “Society as Objective Reality,” by Peter Berger and Thomas Luckmann ISL: Chapter 3: “Symbols and the Creation of Reality,” by Kent Sandstorm PR: Chapter 3: “Truth, Objectivity and Agreement,” by Earl Babbie, and Chapter 32: “Self-Fulfilling Prophecies,” by Paul Watzlawick CCP: Chapter 41: “That Powerful Drop,” by Langston Hughes PART II: SOCIAL INTERACTION, SOCIALIZATION and the SELF 3. WEEK THREE (9/8 & 9/10): The Social Origin of the Self PR: Chapter 7: “Final Note on a Case of Extreme Isolation,” by Kingley Davis, Chapter 11: “The Self, the I, and the Me,” by George Herbert Mead, Chapter 12: “Looking-Glass Self,” by Charles Horton Cooley, and Chapter 13: “A Theory of Genius,” by Thomas Scheff CC: “The Development of Language and Thought,” by Lev Vygotsky 4. WEEK FOUR (9/15 & 9/17): Primary and Secondary Socialization PR: Chapter 17: “Socialization: The Internalization of Society,” by Peter Berger and Thomas Luckmann 4 ISL: Chapter 18: “Young Children’s Racial and Ethnic Definitions of Self,” by Debra Van Ausdale and Joe R. Feagin CCP: “Invisible Inequality,” by Annette Lareau CC: “Anybody’s Son Will Do,” by Gwynne Dyer, and “Social Interaction and Psychological Pathways to Political Engagement and Extremism,” by Emma Thomas et al. PART III: SOCIAL STRUCTURE, SOCIAL IDENTITY and the SELF 5. WEEK FIVE (9/22 & 9/24): Social Structure and Identity ISL: Chapter 11: “Becoming a Gendered Body,” by Karin Martin CCP: Chapter 16: “From ‘Nerds’ to ‘Normals’,” by David Kinney, and Chapter 45: “The Interactive Relationship Between Class Identity and the College Experience,” by Elizabeth Aries and Maynard Seider CC: “Code of the Street,” by Elijah Anderson, and “Leveled Aspirations,” by Jay MacLeod 6. WEEK SIX (9/29 & 10/1): Values and Identity CC: “Basic Values,” by Shalom Schwartz, “The Moral Self,” by Jan Stets and Michael Carter, and “Iraq War Veteran Readjustment and the Quest for Postwar Well-Being,” by Jon Sigmon 7. WEEK SEVEN (10/6 & 10/8): Social Roles and Identity CC: “Identity Salience and Psychological Centrality,” by Sheldon Stryker and Richard Serpe, and “Role-Identity Salience, Purpose and Meaning in Life, and Well-Being Among Volunteers,” by Peggy Thoits ISL: Chapter 23: “The Glorified Self,” by Patricia Adler and Peter Adler 8. WEEK EIGHT (10/13 & 10/15): Self-Presentation ISL: Chapter 21: “The Presentation of Self,” by Erving Goffman, and Chapter 22: “The Girl Hunt,” by David Grazian CCP: Chapter 15: “Regions and Region Behavior,” by Erving Goffman PR: Chapter 15: “The Digital Self,” by Shanyang Zhao CC: “Identity Construction on Facebook,” by Shanyang Zhao et al. 5 **Midterm Examination: Thursday, October 15th** 9. WEEK NINE (10/20 & 10/22): Emotions ISL: Chapter 7: “Emotion Work and Feeling Rules,” by Arlie Hochschild, and Chapter 31: “Managing Emotions in an Animal Shelter,” by Arnold Arluke CC: “Managing Emotions in Medical School,” by Allen Smith and Sherryl Kleinman PR: Chapter 27: “The Managed Heart,” by Arlie Hochschild CCP: Chapter 14: “Self-Processes and Emotional Experiences,” by Morris Rosenberg 10. WEEK TEN (10/27 & 10/29): Social Situations CCP: Chapter 20: “The Pathology of Imprisonment,” by Philip Zimbardo, Chapter 23: “Effects of Group Pressure upon the Modification and Distortion of Judgments,” by Solomon Asch, and Chapter 25: “The My Lai Massacre,” by Herbert Kelman and V. Lee Hamilton CC: “Behavioral Study of Obedience,” by Stanley Milgram PART IV: DEVIANCE, LABELING and STIGMA MANAGEMENT 11. WEEK ELEVEN (11/3 & 11/5): Deviance and Labeling CCP: Chapter 34: “On Being Sane in Insane Places,” by David Rosenhan, and Chapter 35: “The Discovery of Hyperkinesis,” by Peter Conrad PR: Chapter 20: “Becoming a Marihuana User,” by Howard Becker CC: “The Saints and the Roughnecks,” by William Chambliss, and “Social Structure and Anomie,” by Robert Merton 12. WEEK TWELVE (11/10 & 11/12): Stigma Management ISL: Chapter 25: “Face-Work and Interaction Rituals,” by Erving Goffman, and Chapter 34: “Salvaging Decency,” by Margarethe Kusenbach CCP: Chapter 39: “Confronting Deadly Disease,” by Kent Sandstrom CC: “Salvaging the Self From Homelessness,” by David Snow and Leon Anderson, and “Spoiled Group Identities and Backstage Work,” by John O’Brien PART V: GROUP DYNAMICS 13. WEEK THIRTEEN (11/17 & 11/19): Prejudice and Discrimination 6 CCP: “Atheists as Other,” by Penny Edgell, Joseph Gerteis and Douglas Hartmann CC:“Attitudes Vs. Actions,” by Richard LaPiere, “Social Categorization and Intergroup Behavior,” by Henri Tajfel, M.G. Billig and R.P. Bundy, “The Role of Perceived Race and Gender in the Evaluation of College Teaching on RateMyProfessors.com,” by Landon Reid, and “Making Sense of Misfortune,” by Fallin Hunker 14. WEEK FOURTEEN (11/24): Prejudice and Discrimination (Cont’d) CC: “The Nature of Prejudice,” by Gordon Allport, “The Effects of Ingroup and Outgroup Friendships on Ethnic Attitudes in College,” by Shana Levin et al., and “Interracial Roommate Relationships,” by Natalie Shook and Russell Fazio 15. WEEK FIFTEEN (12/1 & 12/3): Prosocial and Antisocial Behavior CCP: Chapter 26: “Social Determinants of Bystander Intervention in Emergencies,” by Bibb Latane and John Darley, Chapter 27: “Aid in the Aftermath of Hurricane Katrina,” by Amy Cuddy, Mindi Rock and Michael Norton, and Chapter 29: “Superordinate Goals in the Reduction of Intergroup Conflict,” by Muzafer Sherif CC: “Transmission of Aggression through Imitation of Aggressive Models,” by Albert Bandura, Dorothea Ross and Shiela Ross, and “From Jerusalem to Jericho,” by John Darley and Daniel Batson 16. WEEK SIXTEEN (12/8 & 12/10): Crowd Behavior CC: “Social Contagion Theory” and “The Emergent Norm Theory,” by David Locher, “Some Consequences of Deindividuation in a Group,” by Leon Festinger, Anthony Pepitone and Theodore Newcomb, and “Wal-Mart Employee Trampled to Death,” by Robert McFadded and Angela Macropoulos **Term Paper Due: Thursday, December 10th** **Final Examination: Thursday, December 17th, 8:00-11:00AM** **I reserve the right to make necessary changes to the syllabus over the course of the semester** 7