Senior Seminar in Sociology (Soc490)
Fall, 2003
Meets: T & Th., 3:30 p.m.- 5:55 p.m.
Room: DDH 100J
Instructor: Dr. Patricia Jennings
Office: DDH, Room CC202/ Office Phone: 664-3456/E-mail
Office Hours: T & Th., 11a.m. to noon & 2-3:30 p.m.
Overview
In this course we will read four empirical studies that focus on the intersection of two or more axes of social privilege and/or oppression (race, class, gender, and/or space). As a way to prepare for our empirical readings, we will begin with Lynn Weber Cannon's conceptual overview of the race, class, and gender (the intersectional) approach to inequality. We will then turn our attention to the empirical studies. While each study focuses on a different topic, they all illuminate the way in which two or more dimensions of privilege and/or oppression interact to shape a groups experience of the area under study. For instance, in Not Our Kind of Girl, Elaine Bell Kaplan explores how race, class and gender oppression shape the reproductive choices of single African American teenage mothers. In Women of the Klan, Kathleen Blee captures how race privilege and gender oppression intersect in the lives of women who are white supremacists. In Domestica, Pierrette Hondagneu-Sotelo examines how the intersection of race, class, gender, and citizenship impact the lives of domestic workers in Los Angeles. Finally, in Sidewalk, Mitchell Duneier explores the link between race, class, and public space. Each of these studies will help to heighten our understanding of multiple and interlocking social systems, sociological theory and sociological methods.
Course Goals
In this course we will:
1.) gain an understanding of the link between theory and empirical research.
When you read each book ask yourself: How does theory shape the authors research question? How does theory guide the author's interpretation of his/her findings?
2.) read each book as a scholarly "dialogue." In other words, each author that we read is: a.) responding to the findings of other studies; b) building on their own scholarly record in a field of study; and/or c.) building on the work of other authors in a field of study.
When you read each book ask yourself: Whom is the author responding to? How does
the author critique past research on the topic? How does the author
elaborate on past research?
3.) gain an understanding of the methodological approach used by each author.
When you read each book ask yourself: What is the author's methodological approach?
Why did the author choose this method? What are the strengths and limitations of the
author's methodology?
Prerequisites
Sociology 301, Sociology 300, and Sociology 400 (Sociology 400 may be taken concurrently with this course) are prerequisites for this course.
Assignments & Term Paper
Reaction Papers (3 reaction papers @ 10 points each for a total of 30 points)
You are required to write reaction papers on 3 out of 4 of the assigned books. (You cannot write a reaction paper for Not Our Kind of Girl since you will write an applied paper on this book.) The reaction papers will address the questions listed in the section titled "course goals" at the beginning of the syllabus.
Applied Paper (1 paper worth 15 points)
You are required to write a paper on Not Our Kind of Girl that analyzes the theoretical approach used in this book and compares the author's arguments and findings to the local context (e.g., teenage pregnancy in Bakersfield). Note: This assignment requires you to do some information gathering using census data, etc.
Oral Presentation (1 presentation worth 10 points)
You will pair up with a partner to lead class discussion at one of our class meetings. You will provide a brief synopsis of the reading and you will raise critical questions for class discussion.
We will pass around a sign up sheet for the oral presentation during the first week of class.
Term Paper: (total points for term paper = 175)
I will hand out detailed instructions for the term paper during the second week of class. The term paper will be a 15-20-page paper on a specific topic in Sociology. Grading will be broken down as follows:
Point break-down for the term paper:
Topic statement (due 9/16) = 10 points
The topic statement should be a thorough but concise (one to two paragraphs) introduction to your topic. State the specific topic/question your paper will address and identify the dimensions of the topic that you will focus on.
Bibliography (due 10/2) = 10 points
The bibliography will list the articles and books that you will review in your paper. If you need to order some of your articles through interlibrary loan, you must have proof that you have placed your order. You will not receive full credit unless you have a record of ordering the article or book.
Detailed Outline (due 10/30) = 30 points
The outline should include the introductory paragraph that introduces your topic statement (see above). This should be followed by a detailed outline of your paper.
Final draft (due 11/13) = 125 points
The points that you receive on the final draft will reflect how well you incorporated my
comments on the outline.
NOTE: I strongly discourage late work. I will deduct 10 percent of the grade for each day that an assignment is late no matter what reason is given.
Total points for the course = 230
Grading (To calculate your grade divide the total points you earned by 230)
98-100 = A+ 88-89 = B+ 78-79 = C+ 68-69 = D+
94-97 = A 84-87 = B 74-77 = C 64-67 = D
90-93 = A- 80-83 = B- 70-73 = C- 60-63 = D-
Below 60 = F
Attendance
Attendance is extremely important. You are expected to attend each class. If you are ill or having other difficulties that affect your attendance please see me and we can work together to resolve the problem.
Special Needs
If Disability Services will be administering your exams, please notify me right away. Disability Services will refuse to administer your exam unless they are notified at least two weeks in advance.
Reading
You must read the assigned work in accordance with the calendar of readings (see below). You will be expected to read the assigned readings before you come to class. You may find that some of the books are a little dense, so be sure to give yourself enough time to read the material twice. If you are having difficulty understanding any of the readings please see me during my office hours and I will do my best to help clarify the material. Also, I encourage you to form study groups. Discussion is part of the learning process.
Plagiarism
Plagiarism occurs when you use material (e.g., exact written or spoken words, a summary of written or spoken words/sentences, and/or ideas) that someone else has produced without giving credit to the original author. When you use someone’s words or thoughts you must be sure that you indicate (cite) where the material came from in your paper. Also, buying a paper, book report, or essay or having someone else write your paper, book report, or essay counts as plagiarism. I will follow the guidelines for plagiarism in the CSUB Catalog which includes assigning a failing grade for the course and placing a note in your academic file.
Here are some examples of the proper way to cite a text for a sociology course:
Direct Quote: Memory has a social basis. As Albert Memmi (1957: 103) states, “Just as the memory of an individual is the fruit of his history and physiology, that of a people rests upon its institutions.”
Paraphrase: Memory has a social basis. The memory of a people is rooted in their social institutions (Memmi, 1957: 102).
Classroom Conduct
Some of the material that we cover in this course is sensitive in nature and can spark debate. I encourage discussion and debate and I want all students to feel comfortable expressing their opinion about the materials/themes covered in the course. However, discussion and debate should always focus on the content of the points made in the readings, in my lectures, or during class discussions. Personal verbal attacks are not acceptable forms of discussion and debate (see the example below).
Example
Inappropriate response: That's a really stupid thing to say. What a dumb idea. You are wrong.
Appropriate response: I understand your point but I see it a little differently. I think...(express your point).
Required Reading Materials (Books will be read in the order they are listed.)
1.a Lynn Weber. 2001. Understanding Race, Class, Gender and Sexuality: A Conceptual Framework. Boston: McGraw Hill.
Abbreviated in the calendar of readings as, RCGS.
1.b Lynn Weber. 2002. Understanding Race, Class, Gender and Sexuality: Case Studies. Boston: McGraw Hill.
Abbreviated in the calendar of readings as, RCGSCS.
2. Elaine Bell-Kaplan. 1997. Not Our Kind of Girl. Berkeley: University of California Press.
Abbreviated in the calendar of readings as, NOKOG.
3. Kathleen Blee. 1991. Women of the Klan: Racism and Gender in the 1920's. Berkeley: University of California Press.
Abbreviated in the calendar of readings as, WOTK.
4. Pierrette Hondagneu-Sotelo. 2001. Domestica: Immigrant Workers Cleaning and Caring in the Shadows of Affluence. Berkeley: University of California Press.
Abbreviated in the calendar of readings as, Domestica.
5. Mitchell Duneier. 1999. Sidewalk. New York: Farrar, Strauss, and Giroux.
In the calendar of readings as, Sidewalk.
Calendar of Readings and Assignments
Week 1 (September 9 & 11)
Tuesday
Introductions
Thursday
Weber, RCGS Introduction and Section one (pgs. 1-57)
Weber, RCGSCS Case Study #1
Week 2 (September 16 & 18)
Tuesday
Weber, RCGS Section Two (pgs. 61-109)
Weber, RCGSCS Case Studies #3, 7 & 8
Thursday
Weber, RCGS Section Three, Ch 6 & 7 (pgs. 113-131)
Weber, RCGSCS Case Study #5
Week 3 (September 23 & 25)
Tuesday
Finish Weber, RCGS Section Three, Ch 8, 9 & 10 (pgs.132-182)
Weber, RCGS Case Studies #6
Thursday
Start reading Kaplan, NOKOG (Introduction and Ch. 1)
Week 4 (September 30 & October 2)
Tuesday
NOKOG, Ch 2 through 6 (pgs. 27-126)
Thursday
Finish NOKOG, Ch 7 through 9
Week 5 (October 7 & 9)
Tuesday
Read Blee, Introduction and Part I. (Ch. 1, 2 & 3)
Thursday
Read Blee, Part II (Ch. 4)
Week 6 (October 14 & 16)
Tuesday
Finish Blee, Ch 5, 6 & Epilogue
Thursday
Start reading, Hondagneu-Sotelo, Domestica, Introduction & Ch. 1
Week 7 (October 21 & 23)
Tuesday
Domestica, Ch 2, 3 & 4
Thursday
Domestica, Ch. 5
Week 8 (October 28 & 30)
Tuesday
Domestica, Ch. 6, 7 & 8
Thursday
No reading: Hand in Outline
Week 9 (November 4 & 6)
Tuesday
Duneier, Sidewalk, Introduction and Part I. (pgs. 3-111)
Thursday
Sidewalk, Part Two (pgs. 115-154)
Week 10 (November 11 & 13)
Tuesday
No Class
HOLIDAY!!!! Veterans Day
Thursday
Sidewalk, Part Three (pgs. 157-228)
Week 11 (November 18th)
Tuesday
Finish Sidewalk