|Site Links||Syllabus Navigation - This is one page. If the link does not work just scroll through the document|
|Sociology Resources, Soc 206 Indexed Resources||Paper Requirements|
|Search Engines and Related||Paper Evaluation Guidelines|
|Links of Interest
Categorized news archives
||Summary of Requirements|
research and legislative resource links
||Concepts and Definitions|
to a variety of activist organizations
||Weekly Class Schedule|
Office: SS 217 H82 E-mail: [email protected]
Class Information: M/W 1:00-2:50 CRN
14458 SCB 203
Textbook:The Intersections Collection Sociology 206: Social Problems or Social Problems, D. Stanley Eitzen, and Maxine Baca Zinn. Global Trends 2025: A Transformed World (Available online, and on Reserve in the Sylvania Library) Descending the Oil Peak (Available online and on Reserve in the Sylvania Library). Additional reading materials provided by the instructor.
Technology Resources - I strongly recommend getting a google account (if you don't have one) and getting both google notebook and google documents. Notebook allows you to easily keep notes on reading you do online. You may then directly export those notes to google documents where you can print them, download them to Word, etc.
Office Hours: M-R 8am-9:45am 11- 12:30 F 9am-12pm.. Meetings frequently occur on Fridays so make sure I am in if you want to see me. 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.
5. Strengthen civic particpation by analyzing and participating in meaningful dialogue about social issues
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,
is part of your grade. If you cannot make a class,
to arrive late or leave early, please let me know. Unexplained absences
are considered ditching the class. Excused absences receive reduced
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
3. Social Problems Short Response Essay: up to 25 points per assignment (125 total). These are short essay responses (minimum 1 paragraph for each question) to the question(s) or issue(s) posed in the "Schedule" area of the syllabus. These essays 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, and focus on the structural and cultural nature of social problems. You must use at least one source for each response.
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.
5. Research Paper (100 points) The research paper must address a social problem or solution of your choice and reflect an understanding of the social nature of social problems. It must be at least 4 single-spaced pages, and integrate at least 4 sources beyond the required readings of the class. You should define the problem even if your paper is a solution or policy analysis focus.
OR Group Project: 80 + 10 + 10 points (100 total) If included. Somewhere around midterm the class will decide whether we will do group projects or not. The advantage of doing group projects is that more issues may be covered in more detail than if we do a full class curriculum. If the class decides to do group projects and presentations, you 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.
OR Service Learning 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.
I have a notebook of examples of excellent student papers available at the front desk of the Social Sciences office (SS 217). There are also samples available online at the course website.
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.
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.
Evaluation guidelines for all papers:
1. Demonstrates understanding of the material/ concepts
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.
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."
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
you or the issue unfairly, please tell me either at the time, at break,
or after class.
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
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.
Summary of Requirements
|Attendance||5 per class or 10/wk||21||105||excused absences receive reduced credit||each class|
||10 per week
readings for each
week should be summarized
|Response Essays||25 each||5||125||as assigned||Weeks 2,3,5,6,9
|Analysis Papers||50||2||100||Appropriate topic
2 single-spaced (four double) pages
|Weeks 4 and 8
|100||1||100||See discussion under "Grading"||Last week before finals (or as needed)
Sociology 206 Reading and Assignment Schedule
The date is for MONDAY of the Week. Papers are due the last
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. Please note
that the assignments from weeks 8-10 may shift depending on the
direction the class decides to take.
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 1/5||Introductory class. Discussion of course guidelines
and handout of materials.
Required Reading: Intersections: The Sociological Approach to Social Problems (1-21) and Intersections: Progressive Plan To Solve Social Problems (199-219)
Introduction to pertinent concepts
Extra Credit Assignment (10 points): Go to my web site (URL at to 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).
Assignments Due: Reading summaries on Week 1 readings
and Power: the bias of the system (23-58)
Assignments Due: Reading summaries on Week 2 readings
Response Essay: 1) What makes a social problem a social problem? 2) What does it mean that social problems are rooted in the culture and/or social structure of a society?
Supplemental Infromation: 40 years Later: The Unrealized American Dream (pdf) Freedom to Be More Equal than Others: Graduates Versus Oligarchs Economic Policy Institute Economy Up, People Down (8/05) Economic Analysis & Research Network (EARN) State of Working America (EARN) United for A Fair Economy The Wealth Gap Widens A Trillion Good Reasons to Keep the Estate Tax Plight Deepens for Black Men, Studies Warn Katrina Aftermath Tribute (video) Make Poverty History (video)
Reading: Learning from Concentrated Poverty
(pdf 26pgs) from "The Enduring Challenge of Concentrated Poverty in
America" by Federal Reserve & The Brookings Institute (2008)
Still Working Hard - Still Falling Short
(8 pgs) from The Working Poor Families Project
No Classes MONDAY 1/19
Assignments Due: Reading summaries on Week 3 readings
Response Essay: Since poverty is rooted in the organization of society, what role does blaming the individual (or group) play in maintaining poverty?
Supplemental Information: The Enduring Challenge of Concentrated Poverty in America: Case Studies from Communities Across the U.S. (pdf 233 pgs full report)
Reading: Intersections: Problems of Place
Vandana Shiva Globalization
Assignments Due: Reading summaries on Week 4 readings
Analysis Paper: On issue or policies related to Weeks 1 - 4.
Supplemental Information: Portland's Low Income Neighborhoods are Food Deserts (Parker, 11/15/08), Hunger among U.S. children skyrockets in 2007 (AP, 2008), Characteristics of Low-Income Households With Very Low Food Security (USDA, 2007), Household Food Security in the United States, 2007 (Nord, 2008)
World Population and Global Inequality (61-85)
Global Trends 2025 Intro-Chapter 1
(iv-17) This report is also available in Reserves at the Sylvania
Assignments Due: Reading summaries on Week 4 readings
Response Essay: What similarities and difference do you see between inequality in the United States and global inequality?
Resources: Village Voice, Environmental Information Sources - annotated bibliography , Pfieffer Peak Oil and the Working Class, Contamination of American Rivers Triggers International Complaint Saldamando, Toxic Tour The Black Mesa Controversy Guardians: Indigenous Peoples and Climate Change (Tauli-Corpuz, 2008)
Intersections: National Security in the Twenty-First Century
(161-196) Global Trends 2025 Chapter 2 -3 (
Assignments Due: Reading summaries on Week 6 readings
Response Essay: How do you think that the "West," and the U.S. in particular, are likely to respond to the scenario on page 37 of Global Trends
Supplemental Information: 3/08/03 Shogren, Oil industry granted clean water waiver 3/05/03 Wallach, Why does the WTO want my water?
3/04/03 Burkeman, Memo exposes Bush's new green strategy Peak Oil and the Working Class Pfeiffer Pfieffer Peak Oil and the Working Class, Contamination of American Rivers Triggers International Complaint Saldamando, Toxic Tour The Black Mesa Controversy, Environment and Morality: Confronting Environmental Racism in the United States Robert Bullard (UNRISD, 2004)
||Required Readings: Intersections:
Threats to the Environment (88-123) Global Trends 2025 Chapter 4 (
41-59) Environmental collapse - sooner not later,
Assignments Due: Reading summaries on Week 7 readings
Supplemental Information: NRDC Global Warming Basics, Climate change may spark conflict between nations Independent, 2/28/06, Climate scientists issue dire warning Guardian, 2/28/06, 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 [email protected], A Chilling Possibility, 2/27/03 Burkeman, Advisers tell Bush climate plan is useless Doyle 3/06/06 Global Warming Evidence Grows - UN Expert Climate Hot Map , Union of Concerned Scientists Global Warming Science, U.S. Space Command Vision 2020 Report (pdf) Wu, et al, Journal Reviews, Will Freshening of the North Atlantic Ocean Slow the Gulf Stream and Cool Europe?,
Required Readings: Descending the Oil Peak
: Appendix Peak Oil - An Overview pgs 50-54;
Page 8 - 32
Ban Ki-moon Warns That Water Shortages Are Increasingly Driving Conflicts, (UN News Centre, 2/06/08)
Assignments Due: Reading summaries on Week 8 readings
Analysis Paper: On issue or policies related to Weeks 5 - 8.
Supplemental Information: How the West’s Energy Boom Could Threaten Drinking Water for 1 in 12 Americans, (Lustgarten, 12/21/08), World Water Crisis Underlies World Food Crisis (ENS 8/08), Buried Secrets: Is Natural Gas Drilling Endangering U.S. Water Supplies? (Lustgarten, 11/08), US Climate Change Science Program: Major Findings, Environment and Morality: Confronting Environmental Racism in the United States (Bullard, 2004), Contamination of American Rivers Triggers International Complaint (Saldamando, 2005),
Global Trends 2025 Chapters 5
Assignments Due: Reading summaries on Week 9 readings
Response Essay: Select one of the scenarios from the Global Trends report (pg 37, 57, 76, or 89) and respond to it.
Supplemental Information: From Global Crisis to "Global Government" (Andrew Marshall, 12/20/2008)
Readings: Global Trends 2025 Chapter 7
Assignments Due: Reading Summaries for Week 10
Research paper or Service Learning analysis due .
||Final Class - Monday 6/12 1-3
Introductory Social Problem Concepts
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
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.
- fear, alienation, voter apathy, illness, mental problems.
Problem Samples. This is
for example only, and is not
meant to be detailed, or the only causative agents of the problems
|Single parent families||social dependency|
|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|
|Violence and hate violence|
Resources for Researching Social Problems
Internet SourcesGeneral Social Problems and Social Data
Federal Bureau of Investigation - FBI Home Page http://www.fbi.gov/
National Center for Juvenile Justice Homepage
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/
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
Larson B Ice Shelf
Drugs Contaminate Water Supplies
Climate Action Report 2002
Global cancer rate jump linked to US lifestyle
The Oil We Eat
War at Home - U.S. vs US
National Security Issues