SOC 129: Gender, Work, and Organizations



SOC 571: Health and Behavior

Dr. Thomas

pthomas4@purdue.edu

Office: STON 354

This course provides a sociological examination of health and illness, with a particular focus on social position (e.g., race, socioeconomic status, gender), stress and social support, and health care. Goals for this course include developing critical thinking skills, understanding the broader implications of issues related to health, and thinking creatively about potential societal solutions to these issues.

Learning Outcomes

1. Understand the ways in which social factors influence health and social behavior as well as the broader implications of these issues.

2. Develop critical thinking skills through critical writing and classroom discourse on issues related to the sociology of health and illness.

3. Apply a sociological perspective to potential solutions to health-related issues.

Required Readings

Readings are drawn mostly from academic journal articles that can be accessed through Blackboard (or Purdue libraries). These should be read before the class period in which they are associated, and students should be prepared to engage in intellectual discussions about them during class.

Assignments

▪ Critical Reviews (100 points): The requirements of the course include regular presentations of class materials that will require the leadership of some class discussions and the sharing of a critical review. Depending on class size, each student will lead 4 discussions and share their critical reviews in front of the class. Reviews will include ~2 page summaries of key aspects of the readings (theory, main ideas, findings), critiques and implications of the articles, and discussion questions to be shared with the class. Please pay particular attention in your critical reviews to implications of the article and discussion questions. Leading the discussions involves providing questions to get the class discussion going.

▪ Class Participation and Attendance (50 points): Regular participation in discussions in which one is not leading is expected. In general, up to three absences when one is not leading the discussion will be excused. Participation points are not automatically awarded. They must be earned.

▪ Exams (60 points each [120 points total]): You will take two in-class written exams in this course.

▪ Term Paper Prospectus (30 points): In order to prepare for your research paper, you will be required to submit a 2-3 double-spaced page prospectus that describes your research question, its significance, and some background on research done on the topic. You will also include a preliminary bibliography (not included in the page limit).

▪ Research Paper (100 points): Each student will write a sole-authored paper on a topic of their choosing related to the sociology of health and social behavior. The research paper should be a critique of the literature or involve an empirical analysis. The final document must conform to APA or ASA referencing format. Graduate student papers should not exceed 5,000 words of text (including references, tables, and figures). Undergraduate student papers should not exceed 3,000 words of text (including references, tables, and figures).

▪ Presentation of Research Paper (10 points): Each student will make a brief presentation (approximately 5 minutes) near the conclusion of the course regarding their research paper.

Grading

The percent of total points needed for letter grades is as follows: A+: 98-100, A: 94-97.9; A-: 90-93.9; B+: 87-89.9; B: 84-86.9; B-: 80-83.9; C+: 77-79.9, etc. Scores for late assignments will be reduced by a full letter grade for each day it is late.

Grades are earned on the basis of performance in this course, not given on the basis of need or effort. During the semester if you have a grade dispute, you must wait 24 hours and then submit a written paragraph in person about why you believe that you deserve a higher grade. I will re-review it, and your grade can go up or down. Final grades are not negotiable.

Classroom Responsibility & Courtesy

I expect classroom discussion. We will discuss sensitive topics at times. In this course, each voice in the classroom has something of value to contribute. Please take care to respect the different experiences, beliefs and values expressed by students and staff involved in this course. We support Purdue's commitment to diversity and welcome individuals of all ages, backgrounds, citizenships, disabilities, sexes, education levels, ethnicities, family statuses, genders, gender identities and expressions, geographical locations, languages, military experiences, political views, races, religions, sexual orientations, socioeconomic statuses and work experiences. Behaviors that threaten, harass, discriminate or that are disrespectful of others will not be tolerated. Inappropriate behaviors will be addressed with disciplinary action, which may include being referred to the Office of the Dean of Students.

Computers/tablets are not allowed (even for note-taking), except in circumstances discussed and agreed upon in advance by the professor. This is a discussion-based course. Pay attention to your classmates and involve yourself in discussion; please take notes by hand.

Cell phones and other electronic devices should be turned off or placed on vibrate before class begins. These devices can be distracting to your instructor and fellow students. Students who do not comply with this request may be asked to shut off devices, leave the class for the day, and/or lose participation points. Recording of lectures is prohibited except in circumstances discussed and agreed upon in advance by the professor.

Academic Integrity

Students are expected to understand what constitutes plagiarism and to refrain from engaging in it (for a resource, see: ). In all work, I expect that students will abide by Purdue University’s policy regarding academic honesty ().

Accommodations

If you are a student with a disability or ongoing medical condition, please discuss with me appropriate academic accommodations that you may require (for a resource, see: ).

Financial and basic needs: Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is urged to contact the Dean of Students for support. Furthermore, please notify the professor if you are comfortable in doing so. Note that the Dean of Students has various resources, including no-interest loans, which may be useful for unexpected expenses or other needs.

Managing Stress, etc.: College can be a stressful time. Purdue offers a range of services (many free) though Counseling & Psychological Services (CAPS).

Title IX

Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you can find appropriate resources here: and

Name and Pronoun Usage

We will honor the names and pronouns you provide, and your request at any point to address you by your correct name and/or gender pronoun. Please advise us of how you would like to be referred to in class. We also expect class members to honor the names and pronouns peers provide. If you would like more information about gender- and sexual- identity, gender-neutral and inclusive language, or the role gender plays in our culture, please visit these resources:

• Gender Spectrum – Understanding Gender

• Purdue LGBTQ Center - 

Emergency Preparedness

In general, if you hear a fire alarm inside, proceed outside. If you hear a siren outside, proceed inside. For more information, see:

[Syllabus and course schedule are subject to change]

COURSE SCHEDULE

Jan 10: Need volunteers for Jan 12th readings.

I. Theoretical Orientations

Jan 12: Social Construction of Health and Illness

Conrad & Barker: The Social Construction of Illness

NY Times article: Calling an Ordinary Health Problem a Disease

[Recommended but not required, Brown: Naming and Framing]

Jan 17: Medicalization

Conrad: Medicalization and Social Control

Barker: Electronic Support Groups

Short blog post:



Jan 19: Social Conditions as Fundamental Causes of Disease

Phelan et al.: Social Conditions as Fundamental Causes

Korda et al.: Socioeconomic Inequalities in Diffusion of Health Technology

Jan 24: The Stress Paradigm

Pearlin et al.: The Stress Process

Pearlin et al.: The Forms and Mechanisms of Stress Proliferation

Jan 26: Life Course Perspective on Health and Aging

Daaleman & Elder: Family Medicine and the Life Course Paradigm

Schafer & Ferraro: Childhood Misfortune

Jan 31: Cumulative Advantage/Disadvantage and Health

Pampel & Rogers: Socioeconomic Status, Smoking, and Health

O’Rand & Hamil-Luker: Processes of Cumulative Adversity

II. Social Structure, Social Status, and Health

Feb 2: Education and Health

Liu & Hummer: Educational Differences in U.S. Self-Rated Health Increasing?

Goldman & Smith: The Increasing Value of Education

Feb 7: Race and Health

Williams & Sternthal: Understanding Racial-ethnic Disparities in Health

Roberts: Medical Stereotyping

Feb 9: NO CLASS – Study for Exam

Feb 14: EXAM #1 (bring blue book)

Feb 16: Gender and Health

Gorman & Read: Gender Disparities in Adult Health

Rogers et al.: Sex Differences in Mortality

Male contraception (short news article)

Feb 21: Demographic Trends

Cai & Lubitz: Was There Compression of Disability

South & Trent: Imbalanced Sex Ratios in China

Feb 23: DUE: TERM-PAPER PROSPECTUS

Neighborhood, Race, and Health

Cagney et al.: Racial Disparities in Self-Rated Health

Kirby & Kaneda: Access to Health Care: Does Residential Instability Matter?

Jogging While Black (2-page news article)

Feb 28: Intersectionality and Health

Beauboeuf-Lafontant: You Have to Show Strength

Warner & Brown: An Intersectionality Approach

March 2: Research Paper Development

III. Stress, Social Relationships, and Health

March 7: Family Structure and Stress Exposure

Avison et al.: Family Structure, Stress, and Psychological Distress

Turney: Stress Proliferation Across Generations?

March 9: Support, Caregiving, and Well-Being

Amirkhanyan & Wolf: Parent Care and the Stress Process

Thomas: Is It Better to Give or to Receive?

March 12-17: SPRING BREAK

March 21: Social Ties and Health

Thoits: Mechanisms Linking Social Ties and Health

Reczek et al.: Diet and Exercise in Parenthood

Lessons from Grandma Ruth (blog post)

March 23: When Social Support Isn’t Supportive

Umberson et al.: You Make Me Sick

Birditt and Antonucci: Life Sustaining Irritations

IV. Health Care

March 28: Access to Health Care

Browne: Pathways to Kidney Transplant Parity

Gionfriddo: How I Helped Create a Flawed Mental Health System That’s Failed Millions—And My Son

March 30: The Final Encounter with Medical Care

Kaufman: Intensive Care, Old Age, and the Problem of Death

Mooallem: One Man’s Quest to Change the Way We Die

April 4: NO CLASS – study for exam

April 6: EXAM #2 (bring blue book)

April 11: Research paper development

April 13: Research paper development

April 18: DUE: Presentations of Research Papers

April 20: DUE: Presentations of Research Papers

April 25: DUE: Presentations of Research Papers

April 27: DUE: FINAL RESEARCH PAPER – Submit via Blackboard

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