Office: SS 217 H82   E-mail: rwolf@pcc.edu

Rowan Wolf's Instructional Web Site: http://www.srwolf.com/wolfsoc/

Class Information: M/W 9:00-10:50 CRN 15726  TCB216

Course Materials
Textbook: Social Problems, D. Stanley Eitzen, and Maxine Baca Zinn Additional reading materials provided by the instructor.

Office Hours: M-R 8am-9:45am T-R 11:00-1:25 F 10am-12pm.. Other are times available by appointment.

About Your Teacher: I have my Ph.D. in sociology from the University of Oregon. My special areas of interests are stratification systems, organizations, and the interplay of values and how they are embedded in social interaction and structure. As an Instructor, I encourage the participation of students in the learning process. My best hope is that students will leave my courses with the tools to look at the world critically and holistically.

Students with Disabilities: I encourage students who have disabilities to contact the Office for Students with Disabilities for assistance in requesting accommodations. Please meet or talk with me outside of class to discuss any special considerations or problems that may affect your participation or performance in the class.

Course Description: You will be introduced to concepts and information pertaining to a variety of social problems. This course examines problems such as poverty, race/ethnicity, violence, and the environment. The examination of these issues is from a broad sociological perspective with an emphasis on critical analysis.

Flexibility Statement: All assignments and calendars may change in response to institutional, instructional, or weather needs. Changes in assignments may affect the number of total points available in the course.

General Course Goals and Objectives:
1. Demonstrate knowledge of how social problems are defined and how they differ from personal issues.
2. Demonstrate an understanding of the assumptions underlying definitions of problems, solutions, and attribution of blame.
3. Demonstrate an understanding of how social structure is impacted by, and impacts, diverse populations.
4. Demonstrate an understanding of how the main sociological theoretic frameworks and apply a sociological perspective to a variety of problems.
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Grading/Evaluation:  Your grade will be based on your completion of the items detailed below and others that may be assigned. Your final grade is based on percentage of total points accumulated. A= 90-100%, B=80-89%, C=70-79%, D=60-69%, F - below 60%.

1. Attendance: Attendance 10 points per week (105 total). Though you are not graded on your participation in the class, attendance is part of your grade. If you cannot make a class, or need to arrive late or leave early, please let me know. Unexplained absences are considered ditching the class. Excused absences receive reduced credit.

2. Reading Summaries: 10 points each week (100 total). A minimum one paragraph summary of each required reading is due at class time of the first class meeting of the week. Assigned readings are indicated in the Weekly Schedule. Summaries of readings indicated as "supplemental" or "of interest" are not required.

3.  Social Problems Definitions and Solutions Worksheets: up to 25 points per sheet (50 total). There are two types of worksheets - those that define the problem and those that examine a public policy or program aimed at addressing the problem. These worksheets are a combination of research on your part and your informed analysis based on course readings and materials. See schedule for assignments and page 4 of the syllabus for guidelines. The questions on the worksheets are intended to encourage you to look past the rhetoric and stereotypes of social problems. You must use at least one source for each worksheet.

4.Analysis Papers: 50 points per paper (100 total): Papers are due on the last class period of the week or at class time for classes meeting one day per week. Papers must be a minimum of two single-spaced (four double-spaced) typed pages of analysis over social problems pertinent to the appropriate section of the course. All sources must be cited appropriately. You must use at least two sources for analysis papers. The purpose of the papers is to 1) demonstrate you have an understanding of the material, and 2) the ability to think critically about the issues and concepts covered in the class. While I do not grade on grammar, papers should be clear enough for me to understand them.

OR 4B. Service Learning option to replace one analysis paper. Students may optionally engage in a service learning project in place of the research paper. Those selecting this option must complete a minimum of 10 hours of service learning with a non-profit or governmental agency. You must also write a minimum 2 page single-spaced discussion of your experience and how the organization 1) defines the problem and 2) how it works toward solving the social problem. If you feel that the organization does not contribute to a solution or that their definition of the problem and the methods used to address it do not "match," then that should be in the analysis as well.

5. Group Project: 80 + 10 + 10 points (100 total) Somewhere around midterm the class will be divided into issue interest groups. Each group will pursue research and analysis on a selected social problem following the group project instructions. The group will then present their work to the class. The class will evaluate each group's presentation and assign points for the group (up to 10 points); the project group will evaluate each other (up to 10 points), and I will evaluate the project and presentation (up to 80 points). Each group is required to provide a sysnopsis and key points outline to me at the time of the presentation.

I HAVE A NOTEBOOK OF EXAMPLES OF EXCELLENT STUDENT PAPERS AVAILABLE IN MY OFFICE THAT YOU MAY EXAMINE.

Paper Format
Your papers should include the following information:
- a one sentence summary of the focus of your paper;
- a substantive discussion of the social problem you are discussing;
- your name, class, paper number, date, and my name.
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REQUIREMENTS FOR ALL PAPERS

- All shorter papers must be on a topic that is appropriate for the portion of the class that the paper covers.Research paper must be appropriate to the course

- All papers should link to topics, concepts, or materials covered in the course - including class lectures and discussions.

- All papers must be typed.

- All sources must be cited within the body of any paper.

- All papers must meet the requirements of the assigned paper (see above)

- All assignments must be in on time unless you have made arrangements with me. Late assignments will receive decreased credit.
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Evaluation guidelines for all papers:

1. Demonstrates understanding of the material/ concepts discussed.
2. Citations are correctly made, and paper meets requirements outlined for the paper.
3. Uses a sociological rather than an individual or psychological perspective.
4. Integrates and synthesizes material/concepts.
5. Takes the "next step" beyond the material, often through number four above.

Guidelines for rewriting papers:
Only the first paper may be rewritten for possible additional credit if the paper received less than 45 points (excluding points deducted for lateness), and the paper did not receive zero points for plagiarism.

- Rewrite must be turned in before the next paper is due.
- Original paper with comments must be turned in with the rewrite.
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Guidelines for Citing Work:
Exact quotes: "Globalization is a force that will affect all workers." (Neubeck and Glassberg, 1996:215)

Paraphrase: Globalization affects workers around the world (Neubeck and Glassberg, 1996:215). OR According to Neubeck and Glassberg, (1996:215) workers will be strongly affected by the forces of globalization.

Internet Sources: Currently there are approximately 40 million workers employed by multinational corporations (Smith, 1997).

Guidelines for Bibliography:
Book: Neubeck, Kenneth J. And Glasberg, Davita Silfen. 1996. Sociology: A Critical Approach. McGraw-Hill, Inc.:New York.

Article: Jones, Amy. 1997. "Living Life on the Streets." American Journal of Sociology. 36(2):235-256.

Internet: Smith, Jason. 1997. "The Multinational Shuffel." http://www/multinational/shuffel.html.
 

1 How is the problem generally defined?
    A. What is the problem?
    B. What are the perceived causes of the problem? Is this different from the actual causes of the problem?

2 How would you define the problem and what sources do you think form the basis of the problem?

3 What is the primacy of the problem (magnitude and severity)?

4 Who is impacted by the problem and how? Are different groups impacted differently?

5 What in the social structure, culture, or both is creating or perpetuating this problem?

6 Are there groups who benefit from the problem? If so, in what ways? What is the power of these groups compared to those negatively impacted by the problem?

7 Citations for Resources Used
 

1 What policy or program are you discussing?

2 What is the goal of the policy or program?

3 Briefly summarize the main points of the policy or program.

4 Based upon 2 and 3, what definition of the problem underlies the solution?

5 Who is impacted (positively and negatively) by the solution? Are there groups who benefit from the problem and the solution? If so, in what ways? What is the power of these groups compared to those negatively impacted by the problem?

6 Is the program or policy effective?

7 Does the solution cause other social problems?

8 Citations for Resources Used

Class Rules and Etiquette

Discussion: There will be a lot of discussion in this class, and some of it will be over very sensitive issues. I encourage the free exchange of ideas, and feel that this is an extremely valuable part of our learning experience. Please keep the following things in mind.

Avoid making personal attacks on others in the class. Aside from being hurtful, it also tends to discourage people from participating.

Don't talk over the top of someone else. As much as possible, I will allow time for everyone who has anything to say the opportunity to do so.

Try to listen closely to points being made by others. The diversity of experience and philosophy represented in the class are an important part of the learning process.

Monitor how much of the discussion time you are taking. Though your opinions are important, everyone should have the opportunity to share. If you feel you are frequently monopolizing discussion time, sit back and listen for a while.

If you feel uncomfortable with a discussion, or that I have treated you or the issue unfairly, please tell me either at the time, at break, or after class.
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Plagiarism

Plagiarism is cheating and will not be tolerated. Plagiarism is copying another person's ideas and/or words without giving them credit for creating them. This could be quoting from a book or an article, or copying someone else's assignment. The first instance will result in an F on the assignment (even if it is your final paper which is 25% of your grade). The second instance will result in an F for the class.

Plagiarism includes acquiring papers from other students, the internet, or other sources. I do have methods available to detect stolen or purchased papers and materials.

Most plagiarism is accidental and can be easily avoided by citing work used appropriately. Remember, that I am grading you on your understanding of the concepts and frameworks of sociology. I do not grade you on your ability to write.
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Summary of Requirements
 

The date is for MONDAY of the Week. Papers are due the last class period of the week assigned unless otherwise announced. Papers are due at class time for classes that only meet one time per week. Your final paper is due at the time of the Final.
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 NOTE: Given the changing times, course topics may shift.

Class - Week	Topics and Assignments Note that summaries of required readings are due at the first class meeting of each week.
1 /7	Introductory class. Discussion of course guidelines and handout of materials. Required Reading: Chapter 1: The Sociological Approach to Social Problems  and  Chapter 2: Wealth, and Power: the bias of the system Extra Credit Assignment (10 points): Go to my web site (URL at top of syllabus). Find three sites, or sources that you think might be useful to you. Email me a list of the three items with a brief explanation of why you might find them of value. If you do not have email, you may do this assignment on paper and turn it in by 1/18).
2 1/14	Required Reading: Chapter 13: Drugs and Chapter 7: Poverty Supplemental Information: Drug war fact sheet (in Adobe format)  Schaffer Library of Drug Policy   Additional Info: US and the Drug Trade  Principles for Practical Drug Policies   Bender 3/01 American Banks and the War on Drugs    Chomsky 4/00 The Colombia Plan: April 2000  FTW FTW range of CIA & drug articles  US Dept. of State - Assistance to Colombia  DUE: Definitons worksheet for povetry or poverty-related issue
3 1/21	Required Reading: Chapter 3: World Population and Global Inequality and Chapter 4: Threats to the Environment Required Online Reading: Vandana Shiva Globalization and Poverty  3/05/03 Wallach,  Why does the WTO want my water?   Wolf, 8/21/2005 Environment, Globalization, and Genocide No Classes Monday 1/21 Supplemental:    Contamination of American Rivers Triggers International Complaint  Saldamando,  Toxic Tour   The Black Mesa Controversy   Peak Oil Primer,  Heinberg Threats of Peak Oil to the Global Food Supply ,  4/10/03 Politi,  Privatizing water: what the European Commission doesn't want you to know ,  3/05/03 McCarty, Independent/UK, Water scarcity could affect billions: is this the biggest crisis of all?, Wolf    Oil Costs Hit Middle Class, 3/08/03 Shogren,  Oil industry granted clean water waiver           3/04/03 Burkeman,  Memo exposes Bush's new green strategy     Peak Oil and the Working Class  Pfeiffer   Identities, Conflict and Cohesion Programme Paper 8: Environment and Morality: Confronting Environmental Racism in the United States Resources: Village Voice,  Fighting Environmental Racism - annotated bibliography , Priciples of Environmental Justice  Center for Public Integrity Water Barons , CBC News Water for Profit,  CBC News By the Numbers, USGS Ground Water Depletion  Energy Justice Network   DUE: Solutions worksheet on issue from week 2 through 3
4 1/28	Global Warming and Climate Change Required Readings: Climate change may spark conflict between nations Independent, 2/28/06,  Climate scientists issue dire warning  Guardian, 2/28/06, NRDC Global Warming Basics,  3/04/04 Wolf, Uncommon Thought Journal, Environmental collapse - sooner not later,  Wu, et al, Journal Reviews, Will Freshening of the North Atlantic Ocean Slow the Gulf Stream and Cool Europe?    Wolf Consequences Of Global Warming Hits Hardest At Those With The Least, Supplemental 3/25/04 Stipp, Fortune Magazine, Climate Collapse - The Pentagon's Weather Nightmare,  3/25/04 Englehardt, TomDispatch, And Now for Something Really Dangerous 3/05/04 Science@NASA, A Chilling Possibility,  2/27/03 Burkeman,  Advisers tell Bush climate plan is useless   Doyle 3/06/06 Global Warming Evidence Grows - UN Expert   Wu, et al, Journal Reviews, Will Freshening of the North Atlantic Ocean Slow the Gulf Stream and Cool Europe? Resources: International Panel on Climate Change Reports   Climate Hot Map , Union of Concerned Scientists Global Warming Science   DUE: Critical analysis paper issue from weeks 1 through 4
5 2/4	Ideology, Resources, and Conflict Required Readings:  Zinn Chapter 18: National Security in the Twenty-first Centruy Required Online Readings:   Climate change may spark conflict between nations Independent, 2/28/06 DUE: Definitions or solutions worksheet on  issue from weeks  4 or 5.
6 2/11	Ideology and Conflict - continued Required Readings:  Does the Media Incite Religious Tensions?  Abusing Cultural Freedom: coercion in the name of God   Ecological Politics, Violence, and the Theme of Empire  Klare:   Oil Wars: Transforming the American Military into a Global Oil-Protection Service  Wolf:  Merging "Rights" In A Time of Fear
7 2/18	Catch up week. Because of the earlier holiday and the Focus the Nation events, we are likely to be somewhat behind. We will be continuing  DUE: Critical analysis on issue from weeks 4 through 7
8 2/25	Group Projects In Class Work Link to Group Project Instructions
9 3/3	Group Projects In Class Work Link to Group Project Instructions
10 3/10	Group Presentations
11 3/17	Final Class - Monday 3/17 9-11 Service Learning analysis due if you did an SL assignment.

 

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Wolf's Rules of Social Problems
Social problems are social in nature. This means that they are rooted in the culture, structure, or both culture and structure of the society.

You cannot solve a social problem by focusing on the individual.

Because of the systematic nature of social stratification, social problems and their solutions affect different social groups differently.

The way that a social problem is defined predetermines the solution.
 

Definitions
Social Problems:  "Societally induced conditions that harm any segment of the population, and acts and conditions that violate the norms of society." (Renzetti and Curran)  What more typically gets identified as a social problem is any what is judged by an influential group of people within a community to be intolerable, and which requires group action to solve.

Culture: The material and non-material components shared by a society or a group of people. Non-material culture is has two aspects - values and norms.

Values: Deeply held ideas (often unconscious) about what is right and wrong, important and unimportant, valued, desirable. A society's story of why things are the way they are. Frequently based in the belief that this is just the way things are, or natural, or ordained by "god."

Norms: Unwritten rules of conduct and behavior which are appropriate and varied in every situation with all categories of people. Norms may also be codified into law. Norms are based in the value system.

Institution: A social structure or pattern of relationships. In sociology, the primary institutions are family, economy, religion, and polity. Also used to refer to collateral institutions which have evolved to meet changing needs - education, medical, social welfare, etc.

Function: There are two types of functions - manifest and latent function. A manifest function is the intended purpose, goal, or outcome. A latent function is an unintended, or collateral purpose or goal. Example - education has the manifest functions of preparing people with the basic skills required to function economically and socially within the society; it has acquired the latent functions of child care, acculturation, nutritional base.

Labeling: Naming with an implied judgement or value. Labels may be positive or negative, or both (i.e. scholar, millionaire, queer, bigot). Labeling is part of stereotyping. Labels frequently affect our basic perceptions and interactions with those labeled.

Stereotyping: Basing judgement on assumed - not necessarily valid - knowledge, values, beliefs. May be positive or negative, but usually negative. Stereotyping is a natural human organizational activity. Flexible stereotyping is when we are willing to add new information to our knowledge base. Inflexible stereotyping is when we feel that what we think is true is true regardless of any other information.

Ethnocentrism: Viewing one's own culture and values as the best, and only, viable one. Judging all other cultures from one's own frame of reference.

Two Criteria for Judging the Seriousness of a Social Problem:
    Magnitude - The measurable size and extent of a problem - different from the perceived size and magnitude.
    Severity - Actual harmfulness for individuals, society, or humanity. Also, is the harm temporary or permanent?
    Primacy:  Combination of magnitude and severity. How harmful are the consequences? Also, is this a primary or secondary social problem, or a consequence of either?

Categories of Social Problems

Primary social problems are most usually based in established patterns of social relationships. They are perpetuated by the social structure and supported and maintained by social institutions. They may even be incorporated into the legal and political system. Examples - poverty, racism.

Secondary social problems are generally consequences of structural issues or consequences (symptoms) of primary problems. Examples - homelessness, slums, unemployment, hate violence.

Tertiary social problems are almost always a consequence of secondary problems; frequently viewed as being a personal problem. Examples - fear, alienation, voter apathy, illness, mental problems.

Two Social Problem Samples. This is for example only, and is not meant to be detailed, or the only causative agents of the problems listed.
 

PRIMARY	SECONDARY	TERTIARY
Poverty	Slums	poor health
		delinquency
		addiction
	Single parent families	social dependency
	Malnutrition	poor health
		mental retardation
	Underfunded schools	low academic performance
Racism	Segregation	alienation and isolation
	Discrimination	under or unemployment
		increased possibility of poverty
		less health care
		increased likelihood of police contact
	Conflict	Fear
		Violence and hate violence

Journals that may be useful: Society     Journal of Social Issues     Journal of Socio-Economics

Sociological Perspectives EBSCO Host - online guide to journals and magazines
 
 

General Social Problems and Social Data

Allyn & Bacon Sociology Links Home Page http://www.abacon.com/sociology/soclinks/
Official Federal Government Web Sites http://lcweb.loc.gov/global/executive/fed.html
FedWorld Information Network Home Page http://www.fedworld.gov/
U.S. Census Bureau Home Page http://www.census.gov/
Current Population Reports http://www.census.gov/mp/www/pub/pop/mspop.html#CPR
Statistical Abstract on the Web http://www.doi.gov/nrl/StatAbst/StatHome.html

Drugs and Crime
Federal Bureau of Investigation - FBI Home Page http://www.fbi.gov/
National Center for Juvenile Justice Homepage
http://brendan.ncjfcj.unr.edu/homepage/ncjj/homepage--revised/front.html
Federal Bureau of Prisons Homepage http://www.bop.gov/
Oregon Prison Population Forecast http://www.oea.das.state.or.us/prison.htm 

Unequal counsel  Byron Williams Working for Change 2/21/05

Work, Income, and Poverty
DOC Research & Statistics http://www.doc.state.or.us/research/graph.htm
Welfare Reform and the General Welfare http://www.libertynet.org/edcivic/welfref.html
The Effect of Race and Sex on Welfare Benefits http://www.cato.org/pubs/journal/cj15n2-3-5.html
Bureau of Labor Statistics http://stats.bls.gov/
The US National Income Statistics http://internationalecon.com/v1.0/Finance/ch5/5c040.html
Poverty, Family Structure, and Child Well-Being: Indicators From the SIPP http://www.census.gov/population/www/documentation/twps0023.html
The Economic Policy Institute DataZone http://www.epinet.org/datazone/
Statistical Resources on the Web/Labor http://www.lib.umich.edu/libhome/Documents.center//steclab.html

Media
MAP: The Media Awareness Project http://www.mapinc.org/
Multinational Monitor http://www.essential.org/monitor/

Environment
EPA Global Warming Site http://www.epa.gov/globalwarming/
A Global Overview of Forest Conservation http://www.unep-wcmc.org/forest/data/cdrom2/index.html
Union of Concerned Scientists http://www.ucsusa.org/index.html
Mountaintop Mining   
Larson B Ice Shelf   
Drugs Contaminate Water Supplies 
Climate Action Report 2002 
Global cancer rate jump linked to US lifestyle 
The Oil We Eat 

National Security Issues 
 

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