Tell me and I forget; teach me and I remember; involve me and I learn Benjamin Franklin Deviant Behavior and Social Control Syllabus DR. MARCIE GOODMAN SOCIOLOGY 3560 Phone: (801) 581-3712 Summer 2009 (Sec 1) Office: 310 BehS 11:15 am 12:15 pm Consultations: 10:00 11:00 am (M/W/F) M/W/F (BehS 115) Email: marcie.goodman@soc.utah.edu (please use judiciously, and NO assignments accepted by email) COURSE CONTENT Much social scientific interest is focused on the fascinating area of study known as deviant behavior and social control. Researchers have pondered over topics as widely differentiated as drug addiction and cross-dressing. The first section of this course will define what academicians consider deviance to be. The next task is to explain theories of why deviance may occur in society at all. A broad segment of the course will examine in detain specific forms of deviant behavior with an analysis of social control itself. These analyses assume all forms of deviance are in some way similar to one another, and that social control is an important counter balance to this behavior. Along with these major areas of study, student research and experience will expand perspectives on specific areas of emphasis. Students will readily grasp why members of society seldom agree about deviance, and why this is such a critical subject for the sociologist. COURSE GOAL Each student, upon completion of this course, should be able to recognize and define the core topics of social deviance and control. Additionally, students will come to possess a working knowledge of the various theories, levels of analysis and methodology of the discipline. Specifically, students will gain: (1) an understanding of sociological theory as it pertains to socially defined deviant behavior in our society; (2) an expanded knowledge of particular forms of socially defined deviant behavior including murder, rape, corporate crime, prostitution, and gay and lesbian issues, among others; and (3) a basis for critical thinking about the nature of deviant behavior and means to control such actions in our society, largely in terms of its future ramifications. Such erudition should yield a more complete and mature understanding of social behavior, other people and society in general. TEACHING, LEARNING, & EVALUATION METHODS The format of the course will include lecture, student participation and class discussions concerning the core texts, along with student reports on related topics. A student experiential/research-based essay will contribute 50% to the final grade. Additionally, a book report on a related topic will add 30%, with student participation the remaining 20%. Each graded aspect is discussed in the syllabus. REQUIRED TEXTS Thio, Alex. 2007. Deviant Behavior (9 th Ed). Pearson. Thio, Alex, Thomas Calhoun, and Addrain Conyers. 2008. Readings in Deviant Behavior (5 th Ed). Pearson. AMERICANS WITH DISABILITIES ACT (ADA) The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services (CDS), 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in alternative format with prior notification to the Center for Disability Services. Please discuss any concerns with the professor as soon as possible. (www.hr.utah.edu/oeo/aca/guide/faculty/). COURSE/UNIVERSITY POLICIES
Attendance Policy: Regular class attendance is expected. Punctuality: Students presence in the room for the full class time-period is expected. If you have a scheduling dilemma that makes punctuality difficult, you should reconsider your registration. Classes begin and end on time. Class Environment: Enrollment in this course indicates that you agree to conduct all discussions and interactions with thought, maturity, and respect for others rights to differ. Discussion of personal beliefs is encouraged, and will be conducted in a manner that maintains a climate conducive to the learning of all class members. Students at the University of Utah are encouraged to exercise personal responsibility and self-discipline, and engage in the rigors of discovery and scholarship. Please read the Student Code in the Student Handbook which covers student rights and responsibilities. The Faculty Rules and Regulations provide faculty with the responsibility of enforcing appropriate classroom behaviors, beginning with verbal warnings and progressing to dismissal from class and a failing grade. Student appeals in such cases are directed toward the Student Behavior Committee. Cell phones, pagers, and email programs will be turned off for the duration of class. Academic Honesty / Plagiarism: Compliance with strict standards of academic honesty is expected. Academic misconduct / plagiarism (see Student Code) will not be tolerated and may be grounds for course failure, and suspension or dismissal from the University. Note that plagiarism is the failure to correctly cite / reference any words or ideas which are not your own. You should always reference the sources of your information. Plagiarism also includes using (or sharing) others essays, quizzes, and the use of pre-written, purchased, or down-loaded materials. All students are expected to be familiar with the video Avoiding Plagiarism [Marriott Library Multi- Media Center: PN 167 A86 2004]. If there is ever a question on this issue, please ask me in advance of submitting the work since once it is submitted I will act strongly to enforce academic standards. Make up Policy: All work is due on the designated day. Work may be penalized one-half of a letter grade for each day late. In the case of emergencies or extreme personal difficulty (e.g., major car accident, sudden acute illness), some work may be made up; see me as soon as possible in these situations. Finally, should you miss a class, it is your responsibility to contact another student regarding missed lecture material, notes, and assignments. After speaking to another student, and making copies of the missed materials, feel free to contact me with questions. Requests for Reevaluation: The burden of proof in a reevaluation of graded work rests with you. Before meeting with me, a rationale for a different grade should first be submitted in writing. This should identify the specific concerns / changes and provide detailed evidence in support of the argument. Requests for reevaluation must be made within one week of the student s receipt of assignment.. Grading: A An excellent work in all or nearly all aspects of the assignment. The student exemplifies originality of ideas, superior depth of thought, and extensive grasp of topics as well as technical superiority B A competent work with a lapse here or there. Ideas are clear and properly expressed; the writing is technically solid. The assignment is effective in meeting all criteria but does not rise to sustained distinction C An adequate work, but not good. Student ideas tend to be oversimplified, reductionistic, and lack sufficient explanation or exploration. Problems may also exist with grammar, logic, or ability to express thoughts in a manner reflective of a junior level class. D A minimal effort by the student the work is marred by problems with almost all aspects of the assignment. This is not considered a competent performance. E A failing mark, generally reserved for assignments which are not submitted or miss the target on virtually every criteria of the project. +/- Plus or minus may be given in addition to each of the grade levels when deemed appropriate. Grade Ranges: A 96% and above; A- 90 95.99%; B+ 85 89.99%; B 80 84.99%; B- 75 79.99%; C+ 70 74.99%; C 65 69.99%; C- 60 64.99%; D+ 55 59.99%; D 50 54.99%; D- 45 49.99%; E Below 45%. ATTENDANCE AND PARTICIPATION Statistics and experience indicate that students who attend class on a regular basis earn consistently higher marks than those who do not. With that thought in mind, this course has been purposely designed to reward those who come to class having read the assigned chapters in advance, prepared to discuss the material. Each student will be able to discuss important aspects of the texts under consideration on a regular basis. One of five marks (+,, -, -, or 0) will be noted on the student s card for each time they are called to comment in class. Participation contributes 20% to the overall course grade, and represent a very critical part of the overall student s effort. Absences for illness, work, or other unavoidable situations will be considered on a case by case basis as they arise, and may be excused if not extreme. Students may not earn more than ½ points available for excused absences.
EXPERIENTIAL/RESEARCH PAPER GUIDELINES The written communication of ideas based upon research is the backbone of the academic environment, and students will be expected to articulate their erudition in this manner for SOC 3250. An experiential/research paper contributes 50% to the course grade. Students will be assigned a subject that compliments one of the key ideas in the required texts. Papers will meet the following criteria: EXPERIENCE Students will choose an experience observing a typically-defined deviant group or activity in a public format along the Wasatch front (police ride-along, AA meeting, homeless shelter, court proceeding, etc.). They will then conduct academic journal research expanding that experience or topic in detail. RESEARCH Content: 1. a minimum of 10 recent (since 1995) academic journal articles; 2. personal opinion and diatribes avoided in research section of paper; 3. format will include a title at the beginning of the text, topic paragraphs, body, and conclusion; 4. a comparative style will juxtapose the student experience with the academic research; 5. after the topic paragraph, the student will report on their first-hand experience in the first third of the essay; 6. the final two thirds of the essay will report on current (since 2000) research concerning their experience. Technical 1. 2500 words in length; 2. 10 point academic font (such as utilized in this syllabus); 3. double spaced lines; 4. grammar, spelling, punctuation, logic acceptable in 3000 level college courses (APA Manual of Style); 5. legal print on final draft (no rough draft or light type printers please no ragged edged paper; 6. no binders or folders staple in upper left corner with appropriate cover sheet; 7. correct citations for works referenced according to APA Manual of Style. GUIDELINES FOR BOOK REPORT A book report will count for 30% of the class grade. Students should choose a 250-350 page biography on a controversial/deviant American person who has lived within the last fifty years. The lifestyle of this subject must compliment/reflect the student s Experiential/Research paper. Students may wish to present their proposed book to the professor for approval before beginning the volume. A sample book report will be distributed a few weeks after the term has commenced. The following criteria will be observed: CONTENT 1. organized presentation of material (topic paragraph, body, conclusion); 2. academic voice only (no personal pronouns and no personal opinion); 3. paraphrasing only (no direct quotes). TECHNICAL 1. 2000 words in length with double spaced lines; 2. 10 point type (as exemplified in this syllabus); 3. grammar, spelling, punctuation, style, and logic acceptable in 1000 level college courses. NOTE! PLEASE PLACE THE TOTAL WORD COUNT FOR EACH ESSAY AT THE CONCLUSION OF EACH PAPER. POINTS WILL BE DEDUCTED FOR PAPERS THAT DO NOT REACH THE MINIMUM WORD COUNT ASSIGNED; THERE IS NO MAXIMUM. COURSE CALENDAR 18 May (M) Introduction to course material; presentation of syllabus 20 May (W) What is deviant behavior? Thio Chpt 1 22 May (F) Part 2 defining and researching deviant behavior
25 May (M) MEMORIAL DAY HOLIDAY NO CLASSES!! 27 May (W) Positivist theories Thio Chpt 2 29 May (F) Part 2 positivist theories 1 June (M) Constructionist theories Thio Chpt 3 3 June (W) Part 3 constructionist theories 5 June (F) Physical violence Thio Chpt 4 8 June (M) Part 4 physical violence 10 June (W) Rape and child molestation Thio Chpt 5 12 June (F) Part 5 intimate violence Thio & Calhoun any 1 of last 2 readings 15 June (M) Family violence Thio Chpt 6 17 June (W) Part 5 intimate violence Thio & Calhoun any 1 of first 2 readings 19 June (F) Suicide Thio Chpt 7 22 June (M) Part 6 self-destructive violence Thio & Calhoun any 1 of first 2 readings 24 June (W) Mental disorder Thio Chpt 8 26 June (F) Part 6 self-destructive violence Thio & Calhoun any 1 of last 2 readings 29 June (M) Heterosexual deviance Thio Chpt 9 1 July (W) Part 8 heterosexual deviance 3 July (F) 4 th OF JULY HOLIDAY (OBSERVED) NO CLASSES!!
6 July (M) Gays and other victims of stigma Thio Chpt 10 8 July (W) Part 7 victims of stigma 10 July (F) Drug use Thio Chpt 11 13 July (M) Part 9 Drug use Thio & Calhoun any 1 of last 3 readings 15 July (W) Drinking and alcoholism Thio Chpt 12 17 July (F) Part 9 Drug use Thio & Calhoun first reading (# 34 only) 20 July (M) Privileged deviance Thio Chpt 13 22 July (W) Part 11 privileged deviance 24 July (F) Underprivileged deviance Thio Chpt 14 27 July (M) Part 12 underprivileged deviance-------------------------------------------book REPORT DUE! 29 July (W) Internet deviance Thio Chpt 15 31 July (F) Part 13 internet deviance Thio & Calhoun either 51 OR 53 3 Aug (M) Part 13 controlling deviance-----------------------------------experiential/research ESSAY DUE! Thio & Calhoun either 50 OR 52 5 Aug (W) Some final remarks and final paper returned ALL FINISHED!