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SOCY 1031. INTRODUCTION TO SOCIOLOGY: A focus on the medicalization of childbirth

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Co-instructor: Dr. Adelle Monteblanco; admonteblanc@utep.edu. Office hours: Mondays 11:30-1:30 or by appointment, Old Main 205

Co-Instructor: Dr. Ophra Leyser-Whalen; oleyserwhalen@utep.edu. Office hours: MWF 2-3pm or by appointment, Old Main 319

Teaching Assistant: Marilyn Garcia, mgarcia91@miners.utep.edu. Office hours: MW 12-2

Class Meeting Times and Location: Monday, Wednesday, Friday, 10:30-11:20am, CCSB g.0706A

Required materials

1) Introduction to Sociology 2e from OpenStax. ISBN 1938168410, details/introduction-sociology-2e. The main textbook for this class is available for free online (web view and PDF). Please download ASAP. If you prefer, you can purchase on iBooks for $4.99 or get a print version for $29. You can use whichever format(s) you want.

2) Cut it Out: The C-Section Epidemic in America, by Theresa Morris. ISBN: 978-0814764121. Available at the UTEP bookstore, through online stores, and (freely) as an electronic book through the UTEP library system.

Course Description

This course introduces students to the sociological perspective and thinking critically about society. This will be accomplished through studying sociological concepts based on social theory and research on groups and social processes, social inequalities, and social institutions. We will apply these concepts to understand the world around us. Uniquely, this course involves research with a local community organization. To best apply social theory, we will use a medical sociology lens on the issue of what influences our birth practices in the United States. We will also take a hands-on approach to learning sociological research through transcribing and coding interview data.

Sociological Objectives

• Students develop a sociological perspective to examine ourselves, others, groups, and society

• Students understand, compare, and contrast the four major sociological perspectives

• Students understand the sociological concepts and contemporary issues concerning the social construction of race, ethnicity, gender, social status, economic class, and birth

• Students become familiar with multiple types of social institutions (economic systems, health, etc.) and their evolution over time

• Students develop a critical understanding of how large scale social institutions shape our lives and the society in which we live

Content-specific Objectives

• Understand the medicalization of women’s bodies

• Understand the economic, political, and social forces that shape birth decisions

Research-related Objectives

• Demonstrate critical thinking orally and in writing

• Identify strengths and limitations of qualitative and quantitative social science data

• Learn to transcribe interviews

• Learn to code qualitative data

• Understand how to perform content analysis

Grading

Assessment Grade Percent

In-class Quizzes (2 will be dropped—no make ups, if you complete all quizzes, the extra 2 will count as additional points) 20%

In-Class Activities (spaced throughout the semester, you must be present in class to receive credit, no make ups; 2 dropped—if you complete all assignments, the extra 2 will count as additional points) 20%

QIPS (Question, Interest, Problem, Summary. Details on blackboard) 15%

Homework for this course will be taken in the form of QIPS. Each QIPS is worth 4 points. To develop your critical thinking skills, be an active reader, and prepare for the final project, you are required to read the material before coming to class and write down your evaluation of the readings. A typed, one (1) page (double spaced) reflection in the form of a Question, Interest, Problem, and Summary (QIPS) will be picked up at the beginning of class on the assigned due day (see class schedule below).

Your QIPS need to address all these points:

Question: A substantive question from the readings.

Interest: What caught your attention?

Problem: At least one critique about the reading. For instance, is there a problem with the theory, methods, or claims that the author is making? Does the author contradict him/herself/themselves or do they contradict other author(s) findings?

Summary: In 2 to 3 sentences tell me what the main points of the reading were.

You will turn in your typed QIPS in class on the day they are due. QIPS should not be e-mailed to the Professors or TA.

Final Project (details on blackboard)

Transcription 10%

Outline 5%

Final Paper Draft 10%

Oral Presentation 5%

Final Paper 15%

This is a general rubric for grading (for each QIPS, the final paper, etc.).

|Letter Grade |Percentage |Description |

|A |90-100 |Exceeds all required elements of an assignment, and the quality of the work is considerably greater |

| | |than what was required. The quality of the work is considerably above the class average and |

| | |impressive to the evaluator. |

|B |80-89 |Meets all required elements of an assignment, and the quality of the work is better than what is |

| | |required and demonstrated by the class average. |

|C |70-79 |Meets all required elements of an assignment, no more, no less.  Quality of assignment is |

| | |satisfactory for college level work. |

|D |60-69 |Fails to meet all required elements of an assignment, and/or the quality of the assignment is less |

| | |than satisfactory. |

|F |Less than 59 |Only meets some of the required elements of an assignment, and/or the quality of the assignment is |

| | |considerably lower than satisfactory. At this level points are only given if some elements of the |

| | |assignment are met. |

Attendance

We highly encourage you to attend all class sessions, but will not be taking attendance. We value your attendance in class and regular attendance will improve your performance in the course because you will be assessed on information in the text and information provided during lectures and discussion. You will also miss points from any in-class writing assignments and quizzes (which cannot be made up). If you have to miss class, we recommend that you borrow the class notes from a classmate. The professors and teaching assistant will not provide class notes to students.

Blackboard and E-mail

You can access this course’s Blackboard site through your my.utep.edu portal (use your email address and password to sign in). Blackboard offers a discussion board that students can use to ask questions of each other. It is also possible to email the professor, teaching assistant, and other students in the class through the Blackboard email. As a requirement of this class, you must regularly check your e-mail and our Blackboard site. Blackboard is where we will send all class announcements, post any readings, and e-mail is where we will send personal messages to students. The syllabus and any supplementary course materials will be posted here, along with your grades after each assignment. If you have a question about the course that is not clearly stated in the syllabus, please e-mail Dr. Monteblanco directly.  

Classroom Conduct

Unprofessional behavior (e.g., texting, sleeping, talking, using Facebook, and internet surfing) will not be tolerated. Students who arrive late or need to leave early should sit near the door to minimize class disruptions. All cell phones and other electronic devices must be turned off. If a student is acting unprofessionally, he/she/they will be required to leave class for the day. Permission is required to have guests attend class with you. Unauthorized guests will be asked to leave.

Making up work

If you are absent, regardless of why, you cannot make up quizzes or in-class activities. Making up work—for QIPS and final project-related submissions—is only possible if Dr. M receives written documentation, prior to the absence. If you have an emergency and cannot contact Dr. M prior, write an e-mail within 48 hours please. Religious observers and student competitors also need to inform me of absences. Without written documentation prior to the absences, you may submit QIPS and final-project related submissions late but you lose 5% off the grade every day that it is late (starting with 5% after class).

Extra Credit

There will be at least one chance to submit extra credit in the form of QIPS—likely attendance and a write-up of a UTEP public lecture that ties to our class themes.

Academic Integrity

This course is based on the principle of academic integrity. Students are responsible for their own academic behavior, and for making themselves fully aware of UTEP’s policies. Academic dishonesty is prohibited and is considered a violation of the UTEP Handbook of Operating Procedures. It includes, but is not limited to, cheating, plagiarism, and collusion. Cheating may involve copying from or providing information to another student and possessing unauthorized materials during a test. Plagiarism occurs when someone intentionally or knowingly represents the words or ideas of another person's as ones' own. And, collusion involves collaborating with another person to commit any academically dishonest act. Any act of academic dishonesty attempted by a UTEP student is unacceptable and will not be tolerated. Violations will be taken seriously and will be referred to the Dean of Students’ Office for disciplinary action. In addition to receiving a failing grade in the class, the student may be suspended or expelled from UTEP for such actions. Further information can be gained from the UTEP Dean of Students’ web page. Go to , then click the Student Conduct tab on the top.

Disability

Any student with a disability that may prevent her/him/them from fully demonstrating

her/his/their abilities should contact Dr. M as soon as possible to discuss accommodations necessary to ensure full participation and facilitate educational opportunity. If you have a disability and need classroom accommodations, please contact The Center for Accommodations and Support Services (CASS) at 747-5148, or by email to cass@utep.edu, or visit their office located in UTEP Union East, Room 106. For additional information, please visit the CASS website at sa.utep.edu/cass. This should be done within the first 2 weeks of classes.

Title IX Statement

Title IX of the Education Amendments of 1972 (Title IX), prohibit discrimination on the basis of sex in education programs or activities operated by recipients of Federal financial assistance. Sexual harassment of students, which includes acts of sexual violence, is a form of sex discrimination prohibited by Title IX. Sexual violence refers to physical sexual acts perpetrated against a person's will or where a person is incapable of giving consent due to the victim's use of drugs or alcohol. An individual also may be unable to give consent due to an intellectual or other disability. 

A number of different acts fall into the category of sexual violence, including rape, sexual assault, sexual battery, sexual coercion, stalking, and relationship violence.  All such acts of sexual violence are forms of sexual harassment covered under Title IX.

In accordance with Title IX of the Education Amendments of 1972, UTEP does not discriminate on the basis of sex in the operation of its educational programs and activities.  This commitment to non-discrimination applies to both employment in and admission to such programs and activities. [Link to full text at ]

A note on co-teaching

Co-teaching is a model in which two professionals share responsibility for instructing, grading, and mentoring. Two teachers mean a smaller student-to-teacher ratio and different expertise for you to benefit from. We will capitalize on each of our strengths to support your intellectual and professional development and we believe our collaboration will best serve the diverse course learning objectives.

SEMESTER CALENDAR (Subject to Change)

| |Monday |Wednesday |Friday |

|Week 1 |*No class* |Jan 18. Syllabus. |Jan 20. Reading due: SOC 2e, |

| | |Evaluations from Dr. Lupe Corral |Chapter 1 |

|Week 2 |Jan 23. Reading due: SOC 2e, Chapter 2 |Jan 25. Reading due: SOC 2e, Chapter 3. *Quiz*|Jan 27. |

|Week 3 |Jan 30. Reading due: SOC 2e, Chapter 6. |Feb 1. |Feb 3. Reading due: Morris |

| |*Quiz* | |Introduction Chapter. *QIPS due* |

|Week 4 |Feb 6. Reading due: SOC 2e, Chapter 9. |Feb 8. Reading due: Morris Chapter 1. *QIPS |Feb 10. |

| |*Quiz* |due* | |

|Week 5 |Feb 13. Reading due: SOC 2e, Chapter 11. |Feb 15. |Feb 17. Reading due: Morris |

| |*Quiz* | |Chapter 2. *QIPS due* |

|Week 6 |Feb 20. Reading due: SOC 2e, Chapter 12. |Feb 22. |Feb 24. Reading due: Morris |

| |*Quiz* | |Chapter 3. *QIPS due* |

|Week 7 |Feb 27. Reading due: SOC 2e, Chapter 17. |Mar 1. |Mar 3. Reading due: Morris Chapter|

| |*Quiz* | |4. *QIPS due* |

|Week 8 |Mar 6. Reading due: SOC 2e, Chapter 18. |Mar 8. |Mar 10. Reading due: Morris |

| |*Quiz* | |Chapter 5. *QIPS due* |

| |*SPRING BREAK* | | |

|Week 9 |Mar 20. Reading due: Morris Conclusion |Mar 22. |Mar 24. Class Guests: El Jardin |

| |Chapter. *QIPS due* | |staff |

| |Class Guest: Dr. Morris | | |

|Week 10 |Mar 27. Lab week! |Mar 29. Lab week: First ten minutes of |Mar 31. No class. Chavez Holiday. |

| |In class: Lab Day: introduce and practice|assigned transcription due. Peers will correct|Final transcriptions due at noon |

| |transcribing |and identify errors. |via blackboard. |

|Week 11 |Apr 3. Reading due: SOC 2e, Chapter 19. |Apr 5. Lab day: Introduce and practice coding |Apr 7. Lab day: Identify codes in |

| |*Quiz* | |the interviews |

|Week 12 |Apr 10. Reading due: SOC 2e, Chapter 14. |Apr 12. Lab day: Refine codes and find 3 |Apr 14. No class. Spring Study |

| |*Quiz* |examples of each in the interviews. |Day. Paper drafts due at noon. |

|Week 13 |Apr 17. Reading due: SOC 2e, Chapter 16. |Apr 19. |Apr 21. |

| |*Quiz* | | |

|Week 14 |Apr 24. [Dr. M returns draft assignments]|Apr 26. |Apr 28. Oral presentations |

|Week 15 |May 1. Oral Presentations |May 3. Oral Presentations. Dr. Lupe Corral |May 5. No class. |

| | |evaluation. | |

|Finals week |May 12. Final paper submitted through | | |

| |blackboard. Due at noon. | | |

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