University of Maryland-College Park



05080000Fall 2018Sociology 227: Introduction to the Study of Deviance0101: MWF 10:00—10:50am ASY 1213Instructor:Dave Paul StroheckerEmail:dpstroh@Office:ASY1113Office hours:MWF by appointment only Course DescriptionThis course introduces students to the sociological study of deviance, and familiarizes them with key concepts and sociological theories. Studying deviance from a sociological perspective means focusing not on the individual aspects of deviance but on the social ones. Deviance, or the breaking of social norms, is thus clearly dependent on what those norms are in a given place and at a given time. Deviant actions, beliefs, and conditions all have social origins, are learned and made manifest in social interaction, and produce profound consequences for individuals and society at large. The theories covered in this course attempt to answer a variety of questions, for example: why do people engage in deviant behavior? How is such behavior learnt? What makes people less likely to be deviant? And what are the consequences of being labeled deviant? The theories covered will be used in the analyses of various forms of deviance, such as criminal behavior, illicit drug use and abuse, police brutality, institutional racism, white collar crime, sexual deviance, mental disorder, obesity, paranormal beliefs, religious extremism and more. Course Goals: Critical Thinking, Empathy, InclusionMy goals for this course are three-fold: First, I want to help you develop your critical thinking skills. You do not have to agree with anything we read or learn about, but I want you to be able to critique, analyze, and understand the arguments presented by the authors. More importantly, you should be able to apply basic sociological concepts, theories, and perspectives to the course material, your own experiences, and to the larger world around us so that we may learn from each other in a collegial manner.Second, I seek to cultivate an empathetic culture in this classroom. Empathy is the capacity to place yourself in another person’s shoes. It is the cornerstone of the sociological imagination, born out of a reflexive understanding of the self in relation to others. I want you to learn to feel what other people feel so that we can engage with one another compassionately. In order to address pressing social problems and structural inequality we have to learn to come together as a community to fight for the rights of those whose voices are often silenced or ignored. Speaking truth means addressing power relations with a critical eye towards the welfare of others. I hope that you leave this course with a more compassionate perspective, so that you can become an advocate in the fight for social justice.Most importantly, I want to create a constructive, “safe space” for learning and personal growth. This is a sociology course, and everyone should feel welcome. I strive to create an inclusive space where everyone can be heard and no one feels silenced. That being said, we may find ourselves periodically stepping on each other’s toes. When this happens, such as an insensitive comment made in class, I want us to stop and reflect on what was said, who said it, and in what context it was said. Please be patient and understand that this is a moment of growth: not everyone comes from the same starting place and that we are all on our own, unique personal journeys to self-actualization. I will do my best to navigate these moments for us so that no one feels hurt or excluded. I will strive for inclusion. I want everyone to feel confident to speak from a place of experiential knowledge because the personal is very much political, as you shall see from this course.Please note that this course is essentially the study of very polarizing social issues, so you will no doubt find your views challenged at some point during the semester. Please be patient as we examine these issues from a sociological perspective. You may need to temporarily suspend your beliefs so that you can engage with the material from a different vantage point. This is an important exercise for the development of critical thinking, empathy, and inclusion. I do not ask that you agree with the claims made by the authors, your classmates, or myself, but I do ask that you make space for others by respecting their voices and their experiences. I must reinterate: This course is essentially “the study of that which is taboo.” We will be discussing behaviors, beliefs, and characteristics that many would label wrong, distasteful, heretical, or even immoral. I will do my best to provide “trigger warnings” for sensitive material (such as sexual assault). You will be confronted with some uncomfortable social realities. You may feel uneasy at times, you may find yourself laughing awkwardly, or you may feel your views have been challenged. Please be open-minded and patient as we examine these issues from a sociological perspective. Learning to see such phenomena from a new perspective is the cornerstone of critical-thinking and helps create a greater sense of empathy for others. And that is what I want you to get out of this course, if nothing else. At the end of this course, you should be able to:Understand deviance as an analytical concept rather than a moral claim or label. Understand some of the major forms and social construction of deviance.Differentiate between positivist and constructionist theories of deviance.Apply sociological concepts and theories to deviant actions, beliefs, and characteristics in the world around you.Think critically about major media representations of deviance and role the media plays in the social construction of deviance.Understand the role of power and social inequality in conflicts over the definition of deviance.Empathize with those labeled as different or deviant.Course CreditThis course earns you 3 credit hours towards either your Sociology or Criminology degree, but it also fulfills the Social and Behavioral Sciences (SB) requirement for General Education majors.Grading Rubric and PoliciesIn my class, I will assign grades fairly and impartially. I do not have patience for entitlement. A’s are given to students who go above and beyond my expectations; B’s are given to those who meet course expectations. Simply coming to class and doing your assignments will NOT automatically earn you an A in my course. Please see University policies regarding letter grades: (30%)Participation 150 points15%Pop Quizzes150 points15%Exams (50%)Exam 1200 points20%Exam 2300 points30%Term Paper (20%)Analytical Paper200 points20%TOTAL:1000 points100%Letter Grade Calculations97-100 = A+ 87-89 = B+ 77-79 = C+ 67-69 = D+ 0-59 = F93-96 = A 83-86 = B 73-76 = C 63-66 = D90-92 = A- 80-82 = B- 70-72 = C- 60-62 = D-PARTICIPATION (300 pts)Students are expected to read before attending class and engage in class discussions. This course will require a quite a bit of reading time, so please set aside a couple of hours time to prepare for each class. Your participation will count for 30% of your final grade in the course and will include weekly pop quizzes (150 pts) and periodic participation checks (150 pts). Participation (150 pts)I will be taking a minimum of 10 unannounced participation checks this semester. They may be administered at the beginning, middle, or end of class so do not skip class after realizing there is not a participation check that day. Attending class is probably the most important thing you can do as a college student. You (or your parents) are paying a boatload of money for this privilege; do not throw it away. Failure to attend class reflects a lack of respect or effort on your part. Please come see me ASAP if you are having trouble making it to class for medical and/or personal reasons. I am a very understanding instructor but skating by will not be tolerated. Please do not wait until the end of the semester to inform of any debilitating illnesses or personal calamities. Pop Quizzes (150 pts)There will be at least 10 pop quizzes over course readings and lecture material. I know this is a lot, but there is a lot of material that we need to cover. Pop quizzes will be unannounced and may be administered at the beginning, middle, or end of class any day of the week. Pop quizzes will primarily take the form of 4-5 multiple-choice questions, but may periodically include a short answer question to help those of you who struggle with multiple choice examinations. EXAMS (500 pts)There will be two exams: the midterm counts as 20% and the final counts as 30% of your final course grade. Each will require you think comprehensively about basic course material: major theories, concepts, etc. from the textbook, lectures and supplementary readings. Exams are not cumulative, however, subsequent content often draws from concepts and theories introduced earlier in the semester. The midterm exam is scheduled for: Oct. 12thThe final exam is scheduled for: Dec. 18th TERM PAPER (200 pts)Media Framing of Deviance: An Analytical Paper on a Film or TV Show (20% final grade)Due Dec. 7th, 2018[PLEASE SEE THE ANALYTICAL PAPER GRADING RUBRIC IN THE COURSE FILES]For this class you are expected to analyze a film or television series as it relates to material from the course. The paper should be in 3 parts: 1) Brief summary of the film/TV series (major plot, relevant characters, instances of deviance), 2) Definition and application of 5 concepts, theories, and/or sociological perspectives from the course (paying special attention to how the film or TV show illustrates these sociological concepts), and 3) Discussion/Conclusion (why we should study media texts like this, while acknowledging the subjective nature of such representations). The majority of your paper should focus on Part 2: application of sociological material. The class paper may be on any film or TV show, so long as the film adequately addresses the phenomena of deviance. It should be 6-8 double-spaced pages (12 pt font) including a minimum of 5 references (see below). All citations must be in proper ASA, MLA, or APA standards (see below). However, you MUST use internal citations in the form of (Author, Year). COURSE POLICIESReferences and CitationsAll references should be cited in accordance with the American Sociological Society, MLA, or APA standards, available online at the Purdue Online Writing Lab []. Again, Wikipedia, online summaries, and other encyclopedia like webpages are NOT legitimate references (see me if unsure). Please rely on published, peer-reviewed work (e.g. textbook, articles from class, articles located on scholar or at the library, or, when applicable, reputable press and journalism.) If you need help locating sources, please let me know and I can walk you through some ways to acquire relevant academic material. You may cite other pieces (perhaps a very articulate op-ed, an academic blog or newspaper), but these will not count towards your required number of sources.On blogs: Many academics now maintain academic blogs oriented towards their research interests. This allows them to get their ideas out quicker, but it circumvents the peer review process. You may only cite blogs maintained by scholars and universities. But even so, these references may NOT count towards your required number of sources. Your references need to be peer reviewed. For example, ASA has a series of blogs that may be of help: []. If you are unsure if an academic blog or website may count as a legitimate reference, please see me. Make-up & Late AssignmentsI recognize that many students have other commitments and may miss class occasionally. You will only be penalized if you fail to provide the requisite documentation for makeup work (see below). It is your responsibility to contact classmates for notes/make-up materials. Student athletes who will be missing class regularly will need to contact me at the beginning of the semester to work out an alternative form of participation/attendance if necessary. Please bring me a travel letter in order to makeup missed course material. In this class, there are five reasons for a make-up pop quiz, participation check, etc.: Death in the familyReligious observance/holidayMedical emergencies accompanied with a physician’s note (please note that temporary illnesses, such as the flu, do not constitute a medical emergency)Student parents with domestic/childcare emergenciesActive military personnel called to duty (such as National Guard)Please bring me a doctor’s note or a note from a family member (funeral, holiday) for ALL excused absences the day you return to class. Please do not wait until the end of the semester to inform me of these absences. I cannot backlog missed assignments. **Students may turn-in a self-written note for an excused absence only once during the semester. This note MUST include the date of the illness and a statement that the information you provided is true. A self-written may only be used ONCE during the semester, and will NOT excuse you from any assignments that are listed on the course syllabus. Makeup assignments (such as missed quizzes) will NOT be offered after TWO WEEKS of the initial absence date. That means you must come forward after you’ve missed class to ensure you are caught up. You may NOT makeup an entire semester’s pop quizzes at the end of the semester because you were sick all term and failed to inform me.You are expected to turn in a hard copy of your two term papers and post your weekly reading responses the days they are due; no term papers will be accepted via email (there are printers located throughout campus, including two in the Art-Sociology building at your disposal). Papers will be docked 10% for every class day they are late, capping off at 30% points docked. Papers will not be accepted after this three (3) day grace period. That is, no term papers will be accepted after one week from the original due date.Extra Credit Option: 1) Social Experiment: Breaking Norms in Everyday Life Paper (to replace TWO pop quiz grades)Due Dec. 7th, 2018[PLEASE SEE THE NORM BREAKING PAPER GRADING RUBRIC IN THE COURSE FILES]For this assignment, you will break a folkway or social norm in front of 3 different groups of people (a good technique is use family, friends, strangers as your three audiences). It is important that you perform this norm-breaking exercise at 3 different times and/or in front of 3 different groups of people. Maximize the variation between your trials, but keep extraneous variables constant so that you can postulate why people may have responded differently. The aim of this experiment is to illustrate how deviance is situated. That is, reactions to deviance are dependent on situational context and/or audience.Take notes of how others respond to your behavior (you can just take mental notes or write them down on a pad of paper). The goal is to examine the different responses you get from different audiences in different social contexts. Ideally, the more different the audience or the locale, the more varied the responses. Plan your experiment with an eye towards assessing the impact of different social contexts and/or social audiences in the responses you observe to your deviance. Be mindful of extraneous factors that may influence your results (such as the time of day, the weather, etc); try to keep these factors constant across trials to minimize biasing your results. The goal is to minimize variation between your three trials, manipulating ONLY the variable(s) of interest. Do not engage in any act which is widely seen as immoral, illegal, or could potentially get you arrested!Your essay should be in 3 parts: 1) Explanation of your behavior, the norm broken, and social context and audiences where you broke the norm/folkway, 2) Recollection of how others responded to your behavior, 3) Significance for the study of deviance and further connections to course material. Your paper should be 3-5 double-spaced pages (12 pt font) and should include at least 3 citations. You may reference the textbook (counts as 1 source), lectures (each counts as 1 source) and supplementary readings, in addition to any other academic articles you locate on your own. Here are some suggestions: order dessert first at a restaurant, bring your own food to a restaurant, treat casual acquaintances like intimates (or vica versa), wear inappropriate clothing, initiate conversations with strangers, sit next to strangers when there are other seats available, or ask someone if they would like to join a cult you’ve created. If you are still having trouble coming up with some ideas please come speak with me.2) Supplementary Reading ResponseTwo weeks out of the semester you have the option to turn in a reading response in order to replace up to TWO of your lowest pop quiz grades. You will complete a 500 word reading response and submit via Canvas BEFORE the start of class on these two Fridays (see below for dates). I suggest you write it in MS word and then copy/paste into your browser that way you have a backup copy. If for some reason Canvas is not working, you may email it to me BEFORE the start of class. NO RESPONSES WILL BE ACCEPTED AFTER THE START OF FRIDAY’S CLASS ON THESE DUE DATES.The due dates for your responses are as follows:1) Oct. 5th 2) Nov. 16th You will choose an OPTIONAL reading (or film) from the syllabus that is NOT required for class (denoted as *opt). Your response should display comprehension, critical thinking, and/or connections to course material (which may include other supplementary readings already covered in class). In your response you should first summarize the piece: the theory used (if stated or applicable), methodology employed (if empirical), the data/observations drawn, and a general conclusion. Aim to make the summary 100 words or less. You will spend the rest of those 500 words engaging in critical thinking: You can explain how the piece illustrates or contradicts course material, you may critique part or all of the author’s argument (be sure to substantiate claims), and/or you may outline the significance of the author’s argument (or your criticism) for the study of deviance. In the response, you are welcome and encouraged to discuss more than one of the week’s readings (e.g., comparing one author’s argument to another, assessing their strengths, and/or outlining points of similarity and difference), as long as you keep the response at or near 500 words. This is to be an exercise in critical thinking (not simply summary); avoid blabber and keep your argument clear and direct. Be sure to craft analytical arguments rather than simply making moral claims or observations. Avoid personal anecdotes, testimonies, and experiences as evidence to refute an author’s claim. This is not the proper way to invalidate empirical claims.TO REITERATE: When writing your response, please select an article FROM THAT WEEK or OPTIONAL articles not covered in class in SINCE THE LAST READING RESPONSE OPTION WAS DUE (although you may reflect on or draw connections to earlier readings in subsequent responses). Do not write on upcoming articles. For example, after turning in Reading Response #1, you may NOT write on required readings from before this date for your Reading Response #2. Your subsequent responses must draw from either the optional supplementary readings SINCE THE LAST DUE DATE or those the readings required for that day. If you have questions please contact me.Course Related PoliciesPlease review the University of Maryland Policies for Undergraduate Students: Honor Code As a student you are responsible for upholding the standards of the Code of Academic Integrity. It is very important for you to be aware of the consequences of cheating, fabrication, facilitation, and plagiarism. For more information on the Code of Academic Integrity or the Student Honor Council, please visit .Disability Support Services If you have a documented disability, please register with the Office of Disability Support Services (0126 Shoemaker Hall) and obtain the accommodation request form and deliver it to me. The rules for eligibility and the types of accommodations you may request are available online at counseling.umd.edu/DSS/receiving_serv.html Learning Assistance Service If you are having difficulty keeping up with the academic demands of this course (or any of your courses), contact the Learning Assistance Service (2201 Shoemaker Hall, 314-7693). Their educational counselors can help you with time management, reading, note-taking, and exam preparation skills. There is more information about the Learning Assistance Service online at rm.umd.edu/lasrvReligious Observance If you will need to be absent from class to participate in a religious observance, please provide the dates and you will have an opportunity to make up any assignment. Please try to give me notice at least one week in advance of your absence. You will not be penalized for observing religious holidays. University policy regarding religious observance is available online at faculty.umd.edu/teach/religious.htmlStudent GrievancesPlease come see me if you have a complaint about my teaching or course policies. Most grievances may be solved with some simple communication. I welcome critical feedback. Course textbook Erich Goode. 2014. Deviant Behavior, 10th ed. Pearson/Prentice Hall. [ISBN: 978-0-205-89966). This book sells for about $40 New and $10 Used on and may also be purchased from the University Book Center. Additional readings: All additional readings are posted on CANVAS for your convenience. If you cannot access them on CANVAS, please try another web browser before contacting me.Films and VideosI firmly believe that the media is now the premier conduit through which most of us learn about and experience the social world. In contemporary society media is a pedagogical tool, regardless of the intentions of its producers. We learn about and understand our world largely through the media we consume, be it cable TV, international film, or social media. Our media permeates our lives at every level—for example, cell phones have become literal extensions of our selves and many of us maintain dual lives on and offline. Most importantly, I will emphasize the importance of remaining critical of media representations of deviance. We will discuss the important role of media framing, especially as it relates to the development of moral panics surrounding deviant behaviors like drug use, police brutality, and gun violence. You will employ such critical thinking in your analytical paper on a media text. You will be required to watch three documentaries for this course: The documentary How to Make Money Selling Drugs (2012) (streaming on Amazon Prime) provides a unique look at the informal drug economy and the Drug War that has been waged against it, showcasing interviews with former dealers and police. Freeway: Crack in the System (2015) (Netflix) tells the true story of “Freeway” Rick Ross and the CIA funded Contra connection that encouraged the spread of crack cocaine in America. The Netflix original documentary The Square (2013) chronicles the Egyptian protests in Tahrir Square from 2011 – 2013 (Netflix). If you do not have access to Netflix or Amazon streaming services, please see me for my personal copy of these films.Schedule of Course ContentMon/Wed = LectureFriday = Discussion Week 1: IntroductionAug. 27: Overview of SyllabusAug. 29, 31: What is Deviance?(opt.) = optional (reading responses only)Goode, pp. 1-18(opt.) Wade and Sharpe, “The Good, the Bad, the Social” (opt.) “Why do People get Tattoos?” Week 2: Positivist TheoriesSept. 3, 5, 7Goode, pp. 23-44“Academic Strain and Prescription Stimulant Misuse among College Students”“Deviance as Situated: Interpretations of Alcohol and Marijuana Use” (opt.) “The Mark of a Criminal Record” Week 3: Constructionist TheoriesSept. 10, 12, 14Goode, pp. 49-69“The Saints and the Roughnecks”“Tattoos are like potato chips… You can’t have just one”(opt.) “Control Agents and the Creation of Deviant Types”(opt.) “How Women Experience Battery”Week 4: Poverty & DisreputeSept. 17, 19, 21Goode, pp. 74-93“Just Another Night in the Shooting Gallery”“Getting into Gangs” “Health and Wealth” (opt.) “Policing the National body”(opt.) “Working at Bazooms”(opt.) “Fitting In and Fighting Back: Homeless Kids’ Stigma Management Techniques” Week 5: Crime & CriminalizationSept. 24, 26, 28Goode, pp. 97-126“Juvenile Superpredator Myth”“Fraternities and Collegiate Rape Culture”“The Color of Justice” (opt.) “Moral Panic over Youth Violence”(opt.) “Children from Good Homes”(opt.) Making a Murderer (2015)Week 6: White Collar CrimeOct. 1, 3, 5Oct. 5: Reading Response #1 due (opt.)Goode, pp. 129-149“Clergy Misconduct as Elite Deviance” “Corporate Crime and ‘Higher Immorality’”(opt.) “War Profiteering: Iraq and Halliburton” (opt.) “Corporate Violence and the Banality of Evil” (opt.) The Corporation (2003) Week 7: Midterm Exam WeekOct. 8: Discuss How to Make Money…Oct. 10: Review dayOct. 12: MIDTERM EXAMRequired documentary:How to Make Money Selling Drugs (2012)Week 8: Drug Use & AbuseOct. 15, 17, 19Goode, pp. 154-181 & 184-198Required documentary:Freeway: Crack in the System (2015)(opt.) “Drug Use and Disordered Eating Among College Women”(opt.) “Drifting into Dealing: Becoming a Cocaine Dealer”(opt.) “Becoming a Marihuana User” (opt.) “Trading Sex for Crack”Week 9: Sexual Deviance Oct. 22, 24, 26Goode, pp. 200-220“Bugchasing: Bareback Sex and the Gift of Death”“Furries and their Communities”“Doing Porn”(opt.) “Tearoom Trade: Impersonal Sex in Public Places”(opt.) “Sojourn of the Stripper”(opt.) “Modes of Suburban Gay Identity”Week 10: Cognitive Deviance Oct. 29, 31; Nov. 2 Goode pp. 225-245“Alien Abductions as Mythmaking”“White Supremacy as Extreme Deviance”(opt.) “The Devil Goes to Daycare: Making of a Moral Panic”Week 11: Mental Disorder Nov. 5, 7, 9Goode pp. 251-272“Medicalizing and Demedicalizing Hermaphroditism”“Obstacles to Exiting Emotional Disorder Identities”(opt.) “On Being Sane in Insane Places”(opt.) “Moral Career of the Mental Patient”Week 12: Deviant Physical Characteristics & Neutralization Techniques Nov. 12, 14, 16Nov. 16: Reading Response #2 Due (opt.) Goode pp. 276-299“Saints and Sinners: Elite Tattoo Collectors as Positive and Negative Deviants”“Skull Face and the Self-Fulfilling Prophecy” “Tattoos without Stigma”(opt.) “Homosexual Escort Agency: Deviance Disavowal”(opt.) “The Stigma of Obesity”(opt.) “Convicted Rapists’ Vocab. of Motive”Thanksgiving WeekNov. 19Week 13: Tribal Stigma—Race, EthnicityNov. 26, 28, 30Week 14: Moral Panics & The Media / Where do we go from here? Dec. 3, 5, 7Dec. 7: ANALYTICAL PAPER DUE Week 17: Final Exam ReviewDec. 10FINAL EXAM:TBDGoode, pp. 304-328“The Police and the Black Male” “White Privilege: Unpacking the Invisible Knapsack” “Color-Blind Privilege”(opt.) “Bad Girls and Fallen Women: STD Diagnoses as Gateways to Tribal Stigma” (opt.) “White Flight in Networked Publics? How Race and Class Shaped MySpace and Facebook”Required documentary: The Square (2013)No readingsTuesday Dec. 18th8:00 am – 10:00 am ASY 1213 **Please note: This course schedule is subject to change at any time. Notice will be given in written form (Email & Canvas) before any changes are made to this syllabus. ................
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