SOC 101 Introduction to Sociology

OAKTON COMMUNITY COLLEGE
Gwen Nyden, Professor
Office: 3604 (DP) or B200 (RHC)
Telephone: 847-635-1628
Email: gnyden {at} oakton(.)edu

Description: This course discusses culture, groups, communities, societies, and social institutions, social control, deviance, values, and social inequality.

Learning Objectives:

As a result of completing this course, the student will:
A. Become familiar with the sociological perspective and use this perspective to look critically at his/her society.
B. Gain a critical understanding of the dynamics of everyday life, learning about the role of culture in structuring the social world.
C. Be exposed to the ways in which her/his behavior is constrained by society and the personal as well as social consequences of deviating from the socially expected norms.
D. Learn about the system of inequality that exists in American society and the ways in which this system operates to differentially distribute scarce social, economic, and political resources.
E. Explore the dynamics of social life in different social institutions like the family, the educational system, politics, or the economy.
F. Understand the nature of social changes, population growth, and urbanization.

Outline of Topics:

The World of Sociology (Weeks 1 and 2)

• Origins of the Discipline
• The Sociological Imagination
• Theoretical Perspectives
• Research Methods

Understanding the Individual and Society (Weeks 2 through 7)

• The meaning and nature of culture
• The process of socialization
• Social Interaction in Everyday Life Groups and Organizations Deviance and Social Control

Uncovering the Structure and Nature of Inequality (Weeks 9 through 11)

• Social Stratification
• Gender Stratification
• Race and Ethnicity

Making Sense of Social Institutions (Weeks 12 and 13)

• The Family
• Education

Understanding Population Dynamics (Weeks 14 through 16)

• Population
• Urbanization
• Social Change

Evaluating Student Progress

A. Tests: All students will take four non-cumulative tests over the course of the semester. The test will include both multiple choice and short answer questions. I will distribute study guides one week prior to the test and you may bring a "test aide" the size of a 3X5 index card with you to the test.

B.Written Assignments: In addition to the tests, students have some choice in regard to written assignments. Following completion of the first paper, students have a choice between:

(a) writing two additional papers on the population of the district, again using data from the U.S. Census as well as other government sources, or
(b) completing a 15 hour service project in a local agency that works with a diverse population

Option A: Three Papers

The first paper, Immigration and Cultural Diversity, highlights the changes that have taken place in our region as our population has become more diverse. This assignment is described on my website. You will be expected to read some articles about immigration, interview a recent immigrant, and then analyze date from your local community about the presence of foreign born residents. Your paper will focus on the challenges and benefits that come from this form of diversity. Papers are due on February 20, 2003.

In addition to cultural diversity, our district is characterized by other forms of diversity: income, race and ethnicity, types of families, and age groups, to mention but a few of the more obvious ones. The second paper focuses on issues of social class and poverty. You will be assigned articles to read about social class and poverty and then write a paper in which you analyze not only your own social class, but the social class of your community and the degree to which your community reflects a diversity of income groups. The second assignment is posted on the Diversity Project pages of my website. This paper will be due on March 27.

The third paper focuses on the diversity of families living in your community. Again, you will read some articles about contemporary issues related to families, analyze data from your community, and interview members of different types of families. This assignment is also posted on the Diversity Project pages of my website. This paper will be due on April 24.

Option B: Service Learning Project

If you choose this option, you will have the opportunity to learn about the diversity of our region first hand by engaging in a service learning project, in which you actively apply the knowledge you have gained in the classroom by providing your time and services to address real community needs. However, before you get started, you will be expected to complete the first writing assignment, Immigration and Cultural Diversity, which highlights the changes that have taken place in our region as our population has become more diverse. This assignment is described on my website. Papers are due on February 20, 2003.

Early in February I will distribute a list of approved service sites; these include social service agencies, literacy programs, citizenship classes, and area schools. In addition to these, you may do your service at any area school, youth or senior center, or other community agency that provides services to a diverse population. It is up to you to make the contact and work out a volunteer arrangement. Once you have confirmed that you can do your 15 hours with your chosen agency, you need to fill out the attached "Volunteer Placement Form" and submit it to me for my approval; this is true even if you have chosen an agency off of the approved list. This form is due to me by February 27, 2003.

At the end of the service, you will be expected to engage in some form of reflection about your experience, In particular, I am interested in knowing more about what you see as the challenges as well as the benefits that come from living in a socially diverse world. In demonstrating to me that you have learned something about diversity from this experience, you may choose to do any one of the following:

• make an oral presentation or a written report to the class using the bulleted guidelines included at the end of the syllabus.
• organize a public forum on campus that would focus on the work of the agency in which you did your service and the community needs that they are trying to address.
• create a portfolio of stories or profiles about the lives and experiences of the people who are served by the agency in which you did your project.

Remember, this reflection paper is an opportunity for you to reflect on your experience and talk about what you gained by providing your services to a community agency. This will be due on April 29, 2003.

D. Written homework assignments: will be given over the course of the semester. You can expect to have at least one outside assignment weekly. These will be due on the following class period and will not be graded, but you will receive credit for completing them and handing them in on time. Students may turn up to two homework assignments in late and still receive credit for that assignment. Absence from class is not an acceptable excuse for having a homework assignment accepted late. All homework will be posted on the website; if you are absent from class, it is still your responsibility to check the site for the assignment.

E. Small group activities: Throughout the semester students will also receive credit for small group activities that take place during class time. Students who are absent from class on a day when such an activity takes place will not be able to make up that credit.

Course Evaluation

50% Exams
40% Writing assignments/Service Project
10% Class activities/homework

100% Total

Guidelines to follow in organizing a presentation for the class or writing a written report on your community service project:

Part I. A description of where you did your service:

• What was the name of agency/organization?
• Where was it located?
• What is the mission of the program/agency?
• What types of people are served by this agency?

Part II. A discussion of what you gained through your service:

Reflecting on the impact of service on you:

• Why did you pick this particular agency?
• Did you experience moments of failure, success, humor, frustration, happiness, or sadness?
• What did you learn about yourself as a result of this service activity?
• In what ways do you think your sense of community and your willingness to serve others has been impacted or altered through this experience?

  Reflecting on the experience itself:

• Describe some of your experiences what was a typical day like?
• Prior to becoming involved in this agency, what kinds of stereotypes did you have about the population that is served by this agency?
• How has this experience challenged those stereotypes?
• What have you learned about the people being served and the community from which they are drawn?
• How does the agency's work impact on the larger community?
• What challenges does the agency face in trying to address the needs of this particular community?
• In what ways has this experience contributed to your understanding of social diversity?