Soc 100: Introductory Sociology PDF

Soc 100: Introductory Sociology Prof. Richard Westerman Sociologist C. Wright Mills  1. What is sociology? What do sociologists look at? What is society, and how can we describe it? How do sociologists examine society? What sort o...

Soc 100: Introductory Sociology Prof. Richard Westerman Sociologist C. Wright Mills  1. What is sociology? What do sociologists look at? What is society, and how can we describe it? How do sociologists examine society? What sort of features or data can they look at to explore it? What sort of categories will they use to describe it? Does society even exist? Is there anything to society other than the actions of a lot of independent individuals?  1a. Crime and punishment? Different disciplines look at a range of factors in identifying, explaining, and remedying social problems. For example: what might be the causes of a violent crime, such as a mugging in the street? – What sort of causal factors are we looking at? – Do we try to explain the individual crime, or broader social crime rates? – How do we try to understand an individual’s actions?  1b. Crime and punishment? What caused the What will reduce Discipline Basic approach crime? crime? The criminal calculated Individuals make Making penalties for that the possible benefits rational choices of crimes stronger, to Economics of the crime outweighed actions that are in outweigh any the potential costs or their best interest. benefits crime brings pain of punishment Individual actions are The criminal may have The criminal will be shaped by often- suppressed anger issues given counselling and Psychology unconscious tensions or have suffered traumas treated to help in the individual’s that lead to this overcome these psyche. behaviour. urges. Individual actions are The criminal may be Social programs shaped by broad driven to crime by lack of might improve Sociology social forces shape opportunities, or certain situation so people motives and behaviour may be don’t need to turn opportunities. stigmatised as ‘crime’ to crime.  1c. The ‘model minority myth’ Origin of parents % with university degree Source: http://www.statcan.gc.ca/pub/11f0019m/11f0019m2008308-eng.pdf Canadian-born parents 27.5 Africa 55.9 Caribbean 26.3 China 69.5 India 65.2 Latin America 23.5 Philippines 39.9 Major differences in university completion between different groups have led to the so-called model minority myth. Such differences can’t be seen in an individual’s acts – they’re only visible when we see society as a whole. This has led to claims that ‘successful’ groups have a ‘strong work ethic’ – but sociologists point out that this ignores discrimination, including against members of ‘model minority.’  1d. Finding ‘society’ Social institutions, values, customs etc. that exist independently of any individual, and that affect the Social facts ways individuals behave, and seem ‘real’ to them. Examples: money; religious beliefs. Sociologists look at these sorts of social differences, which go beyond anything in the life of one individual: – What explains correlation between parents’ origin and university education? Unlikely to be just a coincidence – Specific groups are affected – not just individuals. Sociologists can identify broad social factors that lead to these kinds of differences: – What socio-economic circumstances affect people in one social group more than others? – May be economic, cultural, institutional, etc.  1e. Thinking sociologically C. Wright Mills’s term for ability to interpret an individual’s experience in a broader social Sociological context, and to distinguish individual from social Imagination factors. E.g. what common obstacles might women face? How does the economy affect us all? Sociologist C. Wright Mills (1917-61) coined the term “sociological imagination” in 1959 to describe an ability to see one’s situation in context of society as a whole. – What are the structural, cultural, and historical issues that shape the life of the individual? For example, if one person is unemployed in a city of 100,000, this might be the individual’s own doing. But if 60% of the population is unemployed, there must be some broader, shared factor. Sociologist’s goal is to explain these sorts of phenomena.  1f. What are we looking at? Cultures Institutions Structures Conflicts Roles The values, Relationships Differences The ‘types’ of norms, beliefs, Organizational between people between person you & practices of a forms of a in society, e.g. groups, classes might be, e.g. a group, which group, e.g. state, professor/ etc leading to parent, a good shape religion, schools student, shaped by rules. social unrest. student. behaviour To explain such social facts, sociologists look at different aspects of our collective life: – Some of these (e.g. institutions) are things we consciously set up to guide our relations. – Others (e.g. culture, roles) are almost ‘second nature’ to us; we’re not always conscious of how socially-defined these things are till we see it done differently elsewhere. This table is not exhaustive – it’s only a sample.  1g. Sociological Evidence Quantitative evidence Qualitative evidence Statistics about social groups as a whole, e.g. Cultural beliefs or practices, seen in population, mean income, unemployment rates. documents, words, actions, rites etc. Obtained by broad-level surveys or Obtained by direct observation of interactions, measurements of objective factors. or by interviews. Tells us general trends in society, and gives a Tells us about the ways society can be seen at good indication of broad trends: especially the individual level, e.g. how interactions take good for macrosociology. place. Sociologists can draw on many forms of both qualitative and quantitative evidence to explain society. For example, in explaining gender inequality: – Quantitative evidence may include statistics on pay differences between men and woman. – Qualitative research might look at the norms and practices around dating or marriage.  2. Goals of the course Soc 100 aims to stimulate your sociological imagination: – Help you to think about some of the ways social influences can be seen in everyday life. – Develop a vocabulary to talk about society intelligently and coherently. It will also give you an overview of the main ideas and approaches in contemporary sociology. – We’ll look at the major thematic areas sociologists use to analyse society. – We’ll discuss some of the most important problems sociologists think contemporary society is facing. If you’re interested in questions of power, inequality, gender & race-related domination etc, this is a good course for you.  2a. Outline Course structured into three units – The Social World: How are individuals integrated into society? How are we connected to one another? – Social Institutions: What do we use to try to govern society consciously? What role do eg politics or religion have? – Division and Difference: Can we view society as a smooth, single entity? What’s the importance of different power groups within society? Is power important in society? I am a theorist; I give a very theoretical approach, trying to give you the conceptual language to talk about society. If you want a more empirical/data-based approach, most other instructors of Soc 100 will offer that.  2b. Classes Class consists entirely of twice-weekly lectures. – There is no textbook. You do not have to read in advance. – Class time is predominantly me lecturing, with short breaks for you to discuss. – I will pause for questions at intervals throughout class, but you can also put your hand up at any time. Powerpoint slides will be available on eClass. – Slides will be available before class, but are subject to change up till class time. – The definitive version of the slides will be posted after class (replacing previous version if there are any changes.) If you arrive late or need to leave early, please be considerate to others: take a seat at the end of a row, near the door  2c. Assessment & Exams Midterm 1: 25% Midterm 2: 25% Final Examination: 50% Thurs Oct 3rd Tues Nov 5th Date to be announced on Bear Tracks. 80 minutes (in class). 80 minutes (in class). 120 minutes (location to be determined). 50 questions 50 questions First 50 questions Second 50 questions Module 2 ‘Social Module 3 ‘Difference Review of all three Module 1 ‘The Social Institutions’ (lecs 11- & Division’ (lecs 19- modules from whole World’ (lecs 1-9) only 17) only. 24) only. semester. Your final grade will be calculated from your sum total score on the two midterms and the final, i.e. out of 200. – Practice tests on eClass (one per exam) – You will not be allowed to refer to notes. Midterm exams are in our regular classroom, during regular class time. Date and location of final exam are set by Registrar’s Office: – Draft exam schedule – Final exam schedule will be posted on BearTracks at some point; I will find out at the same time you do.  2d. Missed exams If you know in advance that you will miss a Midterm exam, please let me know ASAP, providing documentation for your reason. If you miss an exam unexpectedly (e.g. illness on day of exam), contact me within 48 hours, with documentation for your reason. Deferred Midterm exams will be held at the end of semester, provisionally 11-12.20 on Dec 11 (subject to change). If you need to defer the Final Exam for any reason (including illness), you must contact your faculty office directly. – Instructors are not able to grant deferrals for final exams. For University policies on deferred exams, including valid reasons and acceptable documentation, see this page: https://calendar.ualberta.ca/content.php?catoid=39&navoid=12216& _gl=1*13s8x85*_gcl_au*MTMzMjQzNzQzMC4xNzI0ODcwODMx* _ga*MjQ2MTc5NjUxLjE3MjQ4NzA4MzE.*_ga_21TWH2P5G7*MT cyNTIyNDc5NC42LjEuMTcyNTIyNTI4Mi4wLjAuMA..#attendance  2e. Accommodations & other needs If you require additional arrangements (e.g. large-print exams), you should contact the Accommodations Office as soon as possible. – They will provide all your instructors with a letter informing us of any arrangements being made for you. – https://www.ualberta.ca/en/current-students/academic-success- centre/accessibility-resources/index.html Instructors are not allowed to refuse accommodations that have been approved by the Accommodations Office. If an instructor tries to do so, let the AO know at once. If you need accommodations for exams, make sure you inform the AO as early as possible – even several weeks in advance. – In the past, some of my students have been denied accommodations because they left it too late. – If you are denied, please let me know; if it’s possible, I’ll try to work something out.  2f. What’s on the test? The exam will be multiple choice, and focuses on memorisation of core facts. The sort of things you may be asked might include (but aren’t limited to): – Defining theoretical concepts (matching a term with its definition) or matching theorist and concept. – Identifying examples of a concept (e.g. ‘which of these is an example of cultural capital?’) – General trends about contemporary society (e.g. ‘which of these groups is likely to earn least?’) – Broad conclusions of major sociological arguments (e.g. ‘How did Weber explain the relative wealth of Protestants?’) You are not expected to remember precise statistics, the logical details of arguments, or the biography of theorists.  2g. Preparing for exams These exams test your ability to remember key facts, concepts, and thinkers in sociology, so you come away with an overview of major themes in the discipline. Thus, memory is key skill tested. The best way to prepare for such exams is to ensure your brain is active in revision: test yourself; don’t just sit there reading notes: 1. Make summary notes: condense lectures down to key ideas. 2. Make flashcards to test yourself. You can use the Powerpoint slides to create a set of cards, or use an app such as Anki. 3. Try the practice questions on the coursebook website. It’s easier to remember things in groups, rather than as isolated facts. Try creating a mind-map to gather ideas together by theme, so you remember all related ideas at once. (Making the mind- map is a good way to test yourself as well.) See Revision Guide on eClass for more.  Remove key information from the Powerpoint slides, and test yourself by filling in the blanks; then go back to check your answers.  You might want to use a flashcard app like Anki (https://apps.ankiweb.net/index.html) to help test yourself. Here is a multiple-choice question just like you’ll have on the test.  Anki can also create cards in which you fill in the gaps in sentences.You can remove several different pieces of information from the same card (e.g. the name of a concept and its definition), and Anki will test you on one of them at random. Or you can just create straightforward question- and-answer cards. You can find a sample set of cards on eClass. It’s also possible to share your card collections publicly, and so collaborate on making revision notes. I’m happy to facilitate if you find a group to do this with.  Erving Role Strain: Goffman & Definition? dramaturgical approach Roles IDENTITY Role Set: Definition? Networks Socialization Create a mind-map for major themes we discuss. Write the main topic in the centre of a piece of paper, then add supporting topics. It’s easier to remember things that are grouped together.  2h. Exam results Exam Usually same I take exam Scantrons to Test Scoring office day as exam Test Scoring grades exams & emails results to me 1-4 work days Email includes mean scores, grade distribution, and analysis of difficulty of each question 1-2 work days I review results for anomalies Results posted on eClass. ~5 work days I send email notification, including mean score and after exam any remarks.  2i. Final grade posting 2-5 work days Final exam graded by Test Scoring & results sent to me I review exam results & collate overall scores for term. 1-4 work days I check grade distribution & alter grade boundaries if needed. (1) Final exam scores, (2) overall scores for term, and (3) provisional final letter grade posted on eClass. 1 work day I send email notification, including mean final & overall scores, and details of any grade boundary changes. 2 work days Chance for you to raise queries about grades, e.g. possible calculation errors I submit letter grades on BearTracks, to be approved by department 1 work day Associate Chair of Undergrad Program Assoc. Chair does not approve 1 work day Assoc. Chair approves grades grades (e.g. average too high) Official grades posted on BearTracks I make necessary changes, email class 1 work day at 9am, 12pm, 3pm, or 6pm, daily to let you know, and resubmit.  2j. Unexpectedly-low grades I will review the results of every exam, and will make all grade boundary changes before releasing the final grades. Therefore, I do not offer the following: – I do not give “grade bumps” if you are just below the cutoff for a particular grade. – I do not allow exam retakes for a low grade. – I do not offer extra credit assignments. If I did so, I would be obliged to offer the same to everyone. Please do not embarrass both of us by asking me. SOC 100 has a reputation as an ‘easy’ course. – This is true in that exams do not involve complex reasoning. – But you still need to do the work of memorizing the material. It is easier to prepare for exams by spreading it out over an extended period: start revision notes asap!  2g. Problems: Cheating If you are suspected of cheating, plagiarism etc.: – Professor invites student to a meeting for clarification and to confirm whether there are good grounds for suspicion. Professor must inform student in advance of reason. Student may have Ombuds rep present in the meeting. – If there is suspected cheating, Professor must write a report to the Dean, detailing the problem. – Dean meets with student and conducts full investigation. Officially, your professor cannot be the one who punishes you if they suspect cheating/plagiarism. Only the Dean can do so. Penalties usually involve grade deductions (typically an F), along with a note on the transcript that this was for cheating. You can always appeal: speak to the Ombuds office. https://www.ualberta.ca/dean-of-students/policies/student-conduct- and-accountability/discipline-process.html  2h. What if class is going badly? First, speak to instructor/professor: we might be able to work out a plan to get you on track, or just make allowances. Second, you can choose to take a course for Exploration Credits. – Instead of letter grade, you’ll either Pass (CR) or Fail (NC) the course. You receive credits for the course, but won’t affect GPA. – The final day to convert a course to Exploration Credits is one week before end of semester (Dec 1st) – https://www.ualberta.ca/registrar/registration-and- courses/special-registrations/exploration-credits/ Finally, don’t be afraid to withdraw from a course. You will get a W on your transcript. It does not affect your GPA at all. – No penalty to withdraw by end of Add/Drop (18th Sept). – Withdraw by halfway through semester (Oct 5th): 50% fee refund and a W on your transcript. – Withdraw by one week before end of semester (Dec 1): no refund, but a W on transcript.  3. General advice University requires some adjustment. Here are some general pieces of information that will help you navigate this course and other courses more smoothly. – How to email professors. – Requesting reference letters, extensions etc. – Dealing with bad professors, bullying etc. – Resources for crisis.  3a. How to email your professor Guide written by Laura Portwood-Stacer: https://medium.com/@lportwoodstacer/how-to- email-your-professor-without-being-annoying-af- cf64ae0e4087 Some professors are really fussy about how you email them, some don’t care. It’s always better to be too formal at first, until they indicate that you can be informal. Source: https://medium.com/@lportwoodstacer/how-to-email-your-professor-without-being-annoying-af-cf64ae0e4087  3b. How to email your In general, it’s professor better to be more formal when you first email professors. This is an equity issue: studies show students are less likely to address women or non- white professors informally. 1. Be professional from the start. 2. Unless they have told you otherwise, address them by their title. (‘Richard’ is fine for me). 3. Be sure to spell their name correctly Source: https://medium.com/@lportwoodstacer/how-to-email-your-professor-without-being-annoying-af-cf64ae0e4087  3b. How to email your professor Explain who you are, and show human connection to them. 4. Something like ‘I hope you’re enjoying the weather’ recognizes them. 5. We teach many classes: let us know what this is about. 10. Saying ‘Thank you’ again shows mutual respect. Source: https://medium.com/@lportwoodstacer/how-to-email-your-professor-without-being-annoying-af-cf64ae0e4087  3b. How to email your professor Make it easy for us to answer you by being clear about question. 6. Be explicit, precise, focused & direct about the question: broad questions need long replies – so get delayed. 7. Some professors will passive- aggressively tell you the answer is in the syllabus – so be sure to check it before emailing. 8. If you try to answer the question yourself, we can see exactly there you’re having trouble. Source: https://medium.com/@lportwoodstacer/how-to-email-your-professor-without-being-annoying-af-cf64ae0e4087  3b. How to email your professor Politely restate your request and be specific about what you need them to do, especially if it’s more than just answer the email. 9. For example, if you need them to fill out a form or write a letter, you should give details, and state any deadlines that you have to meet. Source: https://medium.com/@lportwoodstacer/how-to-email-your-professor-without-being-annoying-af-cf64ae0e4087  3b. How to email your professor Overall It’s better to be more formal at the start: some professors will be angry if you’re too informal. Always be as brief, focused, and clear as possible: make it easy for us to answer you. Please remember we may have hundreds of students: it might take a while to get through all emails. Allow a reasonable time before following up if you don’t get a reply – at least 3 business days (not including weekends) Keep any follow-up brief: ‘I’m just following up on my previous email about XYZ.’ Source: https://medium.com/@lportwoodstacer/how-to-email-your-professor-without-being-annoying-af-cf64ae0e4087  3c. Requesting extensions & grade boosts For both, you need to show good reasons to grant the request. – ‘I need a higher grade to get a scholarship’ is not a good reason. For a grade bump, you will need to show that your work deserves the higher grade. For example, respond to written feedback on an essay. Don’t just demand it. For an extension: – Ask as far in advance as possible if you think you’ll need one: it shows us you’re planning, not panicking. – Show that you’ve done some preparation, e.g. essay plan. – If the situation is your fault, take responsibility so we know it won’t keep happening. – Be specific about your reasons. Any documentation you can provide will strengthen your case. – Be specific about how much longer you’ll need.  3d. Asking for a reference letter I do not provide reference letters on the basis of this course: I do not get to see enough of your work to be useful. If you need a reference letter, email a professor who knows your work well enough to say something meaningful, e.g. from more complex courses, discussions during office hours. Keep your first email brief: state (1) what you need the letter for, (2) why they would be able to write it, and (3) the deadline. (Be sure to give at least three weeks notice.) Give them an out: ‘I know you must be very busy/I know it was a large class so maybe you don’t feel able to…’ If they agree, give them as much info as possible to help them write it, e.g. link to job advert, your personal statement etc. Ask them to let you know when it’s submitted; if they haven’t let you know a week before it’s due, you can remind them.  3e. Dealing with terrible professors First, try speaking to the professor if you feel comfortable. – Go in a group if you need to. – Try to say it as a request: ‘Some of us are having trouble understanding what we need to do in our assignments.’ If you don’t feel comfortable speaking to them, the first place to go is to their department. – Contact their Associate Chair of Undergrad Programs first. – Briefly state the problem and ask for a meeting with them. You can also speak to the Ombuds office: they are there to advise and represent you in any dispute with the university: https://www.ualberta.ca/current-students/ombuds/index.html For cases of bullying, harassment etc, contact the Office of Safe Disclosure: https://www.ualberta.ca/provost/portfolio/office- of-safe-disclosure-human-rights.html  3f. Resourc es for other ma tters Please don’t be ashamed to ask for help. Stress in adjusting to university is common. Many famous figures, e.g. Max Weber, Winston Churchill, have suffered depression at crucial times. You can speak to me in total confidence. University counselling service, tel 780-492-5205: – https://uofa.ualberta.ca/current-students/counselling Student Union Peer Support Center, tel 780-492-9771 – https://www.su.ualberta.ca/services/psc/ Relatedly, the Sexual Assault Centre is at 780-492-9771, or https://uofa.ualberta.ca/current-students/sexual-assault-centre You can make an anonymous report of harassment at the Office of Safe Disclosure: https://www.ualberta.ca/provost/portfolio/office-of- safe-disclosure-human-rights.html In a mental health emergency, call the Edmonton Distress Line (780- 482-4357) or the AHS Mental Health Help line (1-877-303-2642)  3g. Problems & difficulties You can consult me by email at any time: [email protected] Office Hours; feel free to drop by without an appointment: – Weds 11-1, on Zoom. If you have a problem with work in general, it’s best to contact me as soon as possible. – If you need to miss an exam, you must let me know in advance. If you miss an exam without excusing yourself, let me know ASAP. If you’d like to review your exam after the grades have been returned, you can come to my office hours. It is always better to let me (and other instructors) know as soon as possible if there are problems: it’s easier to solve the problem in advance.