Faculty of Arts

School of Social Sciences, Media and Communication

Introduction to Sociology

SOC103

Subject Outline: Summer 2012

Credit Points Pre-requisites Face- to- Face teaching hours Campus 6 None 2hr lecture, 1hr tutorial Wollongong

For all tutorial enrolment and general enquiries please visit http://www.uow.edu.au/arts/current/artscentral/UOW078311.html and check to see if your subject is part of the Arts Subject Support program who can help you with your enquiry

Coordinator/Lecturer e-mail phone office consultation times

STUDENTS FILL IN YOUR Tutor phone e-mail office consultation times

Scott Burrows sburrows@uow.edu.au 42213575 19.G022 Wednesday 10:00am-12:00pm

TUTORS DETAILS HERE

Scott Burrows 42213575 sburrows@uow.edu.au 19.G022 Wednesday 10:00am-12:00pm

for Arts Enquiries staff contact details Arts Central tmetable i assignment coversheets MondayFriday 9am5pm handbooks phone 4221 5328 assignment submission www.uow.edu.au/arts administrative forms fac-arts@uow.edu.au general information NB: All assignments submitted via Arts Central are due by 4.00 p.m. on their due date. It is the responsibility of the student to keep a copy of all written work submitted to the Faculty
Generic information relating to all Arts Faculty subjects such as services, codes of practice, rules and policies can be found at Arts Centrals webpage, under the link Subject Outlines: http://www.uow.edu.au/arts/current/artscentral/UOW061165.html

Email Etiquette
Consultation with your subject coordinator and/or tutors via email Your teachers receive many emails each day. Please observe the following when communicating with them: Consider what the communication is about Is your question addressed elsewhere (e.g. in this subject outline or, where applicable, on the subjects eLearning site)? Is it something that is better discussed in person or by telephone? This may be the case if your query requires a lengthy response or a dialogue in order to address. If so, see consultation times above and/or schedule an appointment. Are you addressing your request to the most appropriate person? Specific email title/ header to enable easy identification of subject related/ student emails Identify the subject code of the subject you are enquiring about in the email header. Add a brief, specific header after the subject code where appropriate Professional courtesy Address your teacher appropriately by name (and formal title if you do not yet know them). Use full words (avoid text-speak abbreviations), correct grammar and correct spelling. Allow 3 4 working days for a response before following up. If the matter is urgent, you may wish to phone the staff member (and leaving a voicemail message if necessary). A guide to eLearning Netiquette is available at: http://www.uow.edu.au/student/elearning/netiquette/index.html Please note that replies to emails that involve confidential information will not be sent to a nonUOW email address. In addition, teachers have the discretion not to respond to emails sent by students from a non-UOW email account due to the potential privacy issues involved.

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SOC103 Subject Schedule

Week

Week Beginning

Lecture & Tutorial Topic Introduction: Thinking sociologically The Sociological Imagination Thinking Sociologically: The Historical Dimension Case Study: Families and Gender Thinking Sociologically: The Cultural Dimension Case Study: Gender and Sexualities Case Study: Gender, Culture Wars and Porn

Deadlines and Dates

26 November

3 December

10 December

Tutorial paper 1 due in tutorial, th Wednesday 12 December.

17 December
Thinking Sociologically: The Structural Dimension Tutorial paper 1 returned in tutorial th Wednesday 19 December.

24 December 1 January 5 2 January *see p.5.

MID SESSION RECESS

Case Study: Class Inequalities Thinking sociologically: The critical dimension Case Study: Deviance and Crime The future of Sociological Theory and Practice Tutorial paper 2 due in tutorial th Wednesday 9 January

7 January

14 January 21 January to 25 February 28 January to 1 February

Tutorial paper 2 returned in tutorial th Wednesday 16 January Major essay due Wednesday 23 January at Arts Central by 4:00pm.
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STUDY RECESS EXAMS PERIOD

Exam: TBA

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Week-by-week course guide and Schedule of readings

The following provides a guide to the lecture topics and required readings for each week. Further information on the content of forthcoming tutorials will be provided as the course progresses. Further, suggested readings are listed at the end of this guide.

PART A: AN INTRODUCTION TO THINKING SOCIOLOGICALLY

Week 1 Tutorial Monday 26th November Introduction: Thinking Sociologically
Germov, John, and Marilyn Poole (2007). Public Sociology: An introduction to Australian society. Crows Nest, NSW: Allen & Unwin. (Chapter 1, The Sociological Gaze: Linking private lives to public issues, pp. 4-18)

Week 1 Tutorial Tuesday 27th November The Sociological Imagination

Maynard, M. (1989). Sociological Theory. London & New York: Longman. (Chapter 1, Introduction and Overview, pp. 1-8 only)

PART B: THINKING SOCIOLOGICALLY: Four dimensions

Week 2 Tutorial Monday 3rd December Thinking Sociologically: The Historical Dimension
Willis, Evan. (2004) The Sociological Quest: An introduction to the study of social life. 4 edition, Crows Nest, NSW: Allen & Unwin. (Chapter 4, The Sociological Imagination, pp. 64-87)
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Week 2 Tutorial Tuesday 4th December Case Study: Families and Gender
Poole, Marilyn. (2007). Families and Social Change. In John Germov and Marilyn Poole, (eds.) Public Sociology: An introduction to Australian society. Crows Nest, NSW: Allen & Unwin (pp. 129-152). Wade, M. (2007). New Evidence Women are overworked at home. In D. Hodgson (ed.) Pressing Questions: Explorations in Sociology. Frenchs Forest, NSW: Pearson Education Australia (pp. 1718).

Week 3 Tutorial Monday 10th December Thinking Sociologically: The Cultural Dimension
Willis, Evan. (2004) The Sociological Quest: An introduction to the study of social life. 4 edition, Crows Nest, NSW: Allen & Unwin. (Chapter 4, The Sociological Imagination, pp. 64-87)
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Week 3 Tutorial Tuesday 11th December Case Study: Gender and Sexuality
Connell, R.W., (2002) Gender. Oxford: Polity Press. (Chapter 5, Gender in Personal Life, pp.75-96) Flood, M. (2009) Bent Straights: Diversity and Flux Among Heterosexual Men in Oleksy, E.H. Intimate Citizenships: Gender, Sexualities, Politics, New York, United Kingdom: Routledge, pp. 223-239.

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Week 4 Tutorial Monday 17th December Case Study: Culture Wars

Bray, Abigail & Pattern, Fiona (2011), Dangerous or a rite of passage: Is the proliferation of online pornography damaging society? The Sun Herald, October 9, p3 Tremblay, Lisa, (2011) Porn Again: Why its Time to take another look at a divisive issue Horizons, winter, pp29-31.

Week 4 Tutorial Tuesday 18th December Thinking Sociologically: The Structural Dimension
Willis, Evan. (2004) The Sociological Quest: An introduction to the study of social life. 4 edition, Crows Nest, NSW: Allen & Unwin. (Chapter 5, Structure and Critique, pp. 88-116) Bullbeck, C (1998). Extract from Chapter 7 'The inequalities of class' and 'References and further reading'. In Social sciences in Australia. 2nd edition. Sydney: Harcourt Brace, pages 314324.
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Week 5 Tutorial Wednesday 2nd January Case Study: Class Inequalities *note different day, lectures and tutorials will run at regular time
Jamrozik, A; Boland, C and Urquhart, R (1995). Extracts from Social change and cultural transformation in Australia. Cambridge; Melbourne: Cambridge University Press, pages 25, 2328, & 3336. Gilding, Michael (2003), Inequality and social class in Australia, in Social Exclusion: An approach to the Australian case, D.Weiss (ed.), pp299-322. Stilwell, F (1993). Chapter 2 'Dimensions of economic inequality'. In Economic inequality: who gets what in Australia. Sydney: Pluto Press, pages 1725.

Week 6 Tutorial Monday 7th January The Critical Dimension

Willis, Evan. (2004) The Sociological Quest: An introduction to the study of social life. 4 edition, Crows Nest, NSW: Allen & Unwin. (Chapter 5, Structure and Critique, pp. 88-116)
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Week 6 Tutorial Tuesday 8th January Case Study: Deviance, Crime and Malemale Violence
Anleu, Sharyn L. Roach. (2007). Deviance, Crime and Social Control. In John Germov and Marilyn Poole, (eds.) Public Sociology: An introduction to Australian society. Crows Nest, NSW: Allen & Unwin (pp. 301-320). Polk, Kenneth. (1995). Masculine scenarios of violence: The case of homicide. Journal of Australian Studies, 43: 144-153.

PART C: GETTING SMART IN SOCIOLOGY

Week 7 Tutorial Monday 14th January The Future of Sociological Theory and Practice
Ruane, Janet M., and Karen A. Cerulo. (2004). Second Thoughts: Seeing Conventional Wisdom Through the Sociological Eye. Thousand Oaks, CA: Pine Forge Press. (Introduction: The Sociological Perspective, pp. xvii-xxv)
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Richmond, K. (2002) What Do Sociologists Do? In Social Self, Global Culture: An introduction to Sociological ideas, ed. P. Beilharz and T. Hogan. South Melbourne: Oxford University Press (pp. 295-308). Abercrombie, N. (2004). Sociology. Cambridge: Polity. (Chapter 9, What Can Sociology Do For You?, pp. 120-124)

Subject Description
This course provides an engaging and accessible introduction to Sociology, the study of society. Sociology enriches our understanding of the social world, gives us tools to use in assessing and reflecting on social life, and provides the research skills vital for employment. SOC103 highlights the everyday relevance of Sociology. It invites students to see Sociology in the world to make meaningful connections between the subject matter of the course and students own social worlds. The course introduces Sociologys examination of the connections between individual behaviour and wider social forces, using case studies of families and gender, sexualities, class inequalities, and deviance and crime. Defined simply, Sociology is the study of society. Defined in a more complex way, Sociology is the description and analysis of the social forces that shape human behaviour in contemporary social life (van Krieken et al. 2000: 5). Sociology enriches our understanding of the social world, gives us tools to assess and reflect on social life, and provides the research skills vital for employment. Sociology asks: What is society? How is it structured? How do individuals learn to be members of society? How are patterns of social life constructed, maintained, and changed? Why are things that way, and could they be different? Perhaps the central feature of Sociology is its concern with connections between individual behaviour and the social forces which have shaped it. Sociology recognises that who we are is dependent on our social context. Our sense of self and the character of our individual lives are shaped by wider social formations. Sociology offers a way of approaching, understanding, and explaining collective human behaviour. Sociology in general is characterised by curiosity about human life and society. Some sociological problems are also social problems, such as those of inequality, unemployment, or violence. Others are not, such as patterns of everyday behaviour and interaction. Some sociological issues exist at the community level: crime, body image, drug use, and so on. Other sociological issues exist at national and international levels, such as issues of national identity, our relations with Asia and Europe, responses to terrorism, and so on. Sociology involves not one perspective but many, and there is healthy debate and disagreement. SOC103 (Introduction to Sociology) introduces students to Sociology. The course highlights the everyday relevance of Sociology. It invites students to see Sociology in the world to make meaningful connections between the subject matter of the course and students own social worlds. SOC103 accomplishes this using four case studies. Each is intended to highlight a particular dimension of thinking sociologically, or what some have called the sociological imagination. There are four dimensions involved. Historical Thinking sociologically involves asking: How is social order possible? How are social arrangements maintained? And, how does social change occur? How have social relations changed, and where are they headed? In the case study, we look at changing patterns of family life. Reflection: What kind of family life have you had, and what kind would you like for the future? Should men and women share the care of children? Cultural Thinking sociologically involves asking: How do social relations vary across cultures, communities, and contexts? What diversity is there in beliefs, values, ways of life, and customary ways of doing things, and how might our own patterns appear strange to an outsider? In the case study, we look at gender and sexualities. Reflection: How have attitudes towards womens and mens roles changed since your parents generation were growing up? Reflection: How can you judge what kinds of sexual relations are legitimate and desirable, and which are unacceptable? Are there still two standards of sexual behaviour, one for females and another for males?

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Structural Thinking sociologically involves asking: How is society structured? How is it shaped by social divisions, structures, institutions, and power relations? In the case study, we look at economic inequalities associated with class. Reflection: Are you rich or poor, and does it matter? Critical Thinking sociologically involves asking: Could social life be arranged differently? Are things fair? Who gains and who loses? Sociology has sought to shape social processes through public policy and advocacy, and it has been taken up in activism. In the case study, we look at crime and deviance: how behaviours are defined as criminal or deviant, who is affected, and the issues of norms, power, and justice at stake. Reflection: Have you ever broken the law? Have you ever broken an informal social rule about how to behave? What happened in response? Learning outcomes Students who complete SOC103 (Introduction to Sociology) will be able to: Offer an introductory understanding of the academic discipline of Sociology, including what it means to think sociologically; Describe some of the concepts and approaches used by sociologists to analyse and gain an understanding of the social world; Apply sociological questions to various areas of social life; Use basic skills of research, including engaging with academic texts, constructing and presenting scholarly arguments, and citing sources. Convenor / Lecturer The course will be convened by Scott Burrows. Scott is completing a PhD in the Sociology Program on Youth Employment in the Illawarra Region. Scott has lectured and tutored for a number of years and has a policy and research background in government and the private sector.

Class Contact Details

Formal class times and locations are available from the Universitys home page. Please note that tutorial times on the timetable are provisional. Modes of delivery: two-hour lecture and one-hour tutorial each week (tutorials beginning Monday 26 November). Consultation times will be announced in Week 1. Students should have enrolled in tutorials via SOLS before the start of session. Those with time tabling difficulties should see the Subject Coordinator.
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Subject Requirements
Attendance requirements: This subject requires an 80% attendance at all classes unless this is unavoidable on medical or compassionate grounds and evidence of this is provided through SOLS. Attendance that falls below the 80% requirement, irrespective of the cause, may require you to complete additional written work to complete the subject. If in doubt, consult the Subject Coordinator. Missing any tutorials has a negative impact on your performance in the course, as you miss out on discussion of course readings and content, tips about assessment, and so on. Students who have actually attended the tutorials will tell you that these are a vital opportunity to get to grips with course content, engage in participatory exercises which heighten their understanding of key concepts and frameworks, and discuss particular assessment tasks. And that all this helps to boost their performance in the written assessment. Likewise, students who miss lectures will miss out on content on which they will be assessed, exam tips, and so on. In general, recordings of lectures are not available to students studying on the Wollongong campus.
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 In line with UOW policy, this subject requires an 80% attendance at all classes (lectures and tutorials) unless this is unavoidable on medical or compassionate grounds and evidence of this is provided through SOLS. There are 12 tutorials in all. 80 per cent equals 9.6 tutorials. Policy in this course is that you can miss up to three tutorials and still fulfil the attendance requirements. Missing more than three tutorials will not result in an automatic fail for the course, but it will mean that your participation in the course will be reconsidered and/or you may be required to complete additional written work to complete the subject. Failure to meet these requirements can lead to a technical fail in the subject.

Textbook and Subject Reader Information

ESSENTIAL READINGS: THE TWO TEXTBOOKS Please note the following points. This subject relies on two textbooks, The Sociological Quest by Willis and Public Sociology edited by Germov and Poole. You must purchase both textbooks from the University Bookshop. You will need both books: to bring to class, to consult for your written work, and so on. The readings listed above are the required readings you must read before each tutorial. Most of these come from the two textbooks. However, there are also some E-readings, which you should access via the subjects WebCT page. You are expected to read the entire text of the relevant reading by the tutorial. Each week, the topic of the lecture is addressed in the next weeks tutorial. Please bring the relevant textbook to every tutorial. We will often work through particular sections of the textbook in the tutorials. Further readings (listed towards the end of this subject outline) are optional, further readings. They are not compulsory. They provide further, useful introductions to the weeks content. And they will be useful resources for your essays. E-READINGS Various e-readings will be made available as the course progresses. They will be available via the courses WebCT site. Some are among the required readings for your tutorials. FURTHER READING Please see the lists of further reading later in this subject outline. The recommended readings are not intended as an exhaustive list students should use the Library catalogue and databases to locate additional resources.

Learning Outcomes / Graduate Qualities

Faculty Graduate Qualities
Informed - Have a sound knowledge of an area of a disciplinary study or interdisciplinary area of study offered by the Faculty of Arts through its majors with an understanding of its current issues, their contexts and developments over time. Independent Learners - Engage with new ideas and ways of thinking, enquiry and critical analysis of issues and research through a sequence of subjects that culminates in the ability to reflect broadly on their field of study. Acknowledge the work and ideas of others. Problem Solvers - Take on challenges and apply the relevant skills required to respond effectively to the central issues raised. Be flexible, thorough and innovative and aim for high standards. Effective Communicators - Articulate ideas and convey them effectively using a variety of modes. Engage collaboratively with people in different settings. Recognise how culture can shape communication. Responsible - Understand how decisions can affect others, and make ethically informed choices. Appreciate and respect diversity. Act with integrity as part of local, national, regional, global and professional communities.
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These qualities are developed throughout a degree program with each subject potentially including elements of the five qualities but usually with a focus on a couple. SOC103 and SOC104 will concentrate on the qualities of independent learners and problem solvers. There will be elements of the other qualities in the subject, for example, students will also be introduced to sociological concepts and methods as part of the informed graduate quality. Both subjects will concentrate on the skill of critical thinking, reading and writing. This is a generic skill and, of course, one that is essential in sociological work. SOC103 introduces critical thinking and SOC104 elaborates on this by teaching how to read, understand and write arguments at a more sophisticated level. Effective independent learning requires the ability to think critically. Problem solving tasks are included in tutorials and in assessment tasks. Critical thinking is the primary tool to begin solving a sociological problem. SOC103 Introducing Sociology and SOC104 Communication, Media and Society are based in two sociological perspectives, conflict and consensus. They also introduce research methods and social policy. This early introduction of the three main elements of sociology, social theory, policy and methods, is to encourage you to think of your university studies as academic work, that is, working as a researcher into how society functions and can be changed using these three elements. In the second year sociology core subjects SOC203 Explaining Society develops the perspectives of consensus and conflict and SOC231 Social Analysis covers the main research methods used in sociology. All upper level subjects include some mix of theory, methods and policy, with a specialist subject in policy (Social Policy) and in methods (Social Research methods in Policy and Evaluation). In sum, from completing SOC103, you should: 1. Have demonstrated an understanding of the ways in which a public issue can be analysed sociologically (informed). Have demonstrated the ability to undertake basic sociological research and argument (informed, problem solver, independent learner). Shown the ability to think and write critically in sociologically relevant ways (independent learner, problem solver).

2.

3.

The Faculty Graduate Qualities can be found on the following website: http://www.uow.edu.au/arts/current/FacultyGraduateQualities/index.html

Changes to subject content

SOC103 has recently been restructured by Dr. Michael Flood and taught in Autumn session 2012, however the course is still under revision and development and your feedback is welcome both as we proceed through the course and at the end of the session. There are four components to the assessment scheme.

1: TUTORIAL PAPERS
due: weighting: length: Online in specified weeks 20% 2 x 400 words Two Tutorial Papers have been set throughout the course. Each is worth 20% of your final mark. You must submit both Tutorial Papers. The Tutorial Papers are important for this course because they will: increase your comprehension of the readings and the course; lay the foundation for your essays and the final exam; improve the level of tutorial discussion; enhance your writing skills. Please note that: Both of the Tutorial Papers are to be submitted to your tutor in the tutorial on the dates specified. Each has a word limit of 400 words (excluding the bibliography). It should be no
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more than 10% longer or shorter than the specified word limit, Tutorial Papers must include citations wherever you are drawing on others work (as is the policy for essays) and a bibliography.

You are more likely to receive high marks if you: a) answer the set question; b) draw on the readings and lecture materials, and c) present a structured argument. Excellent papers will do all these well, and may offer original insights or move beyond a summary of course materials. Tutorial Paper 1: Question 1) How does the historical component of the sociological imagination help us to understand family life? OR 2) What social processes are transforming family life in modern Australian society? What are some of the effects or results of these processes? Tutorial Paper 2: Questions (please select one question from the following areas covered in the course) Thinking sociologically: The cultural dimension Case Study: Sexualities 3) How does the cultural component of sociological imagination help us to understand sexuality? 4) Sexuality has been the site of political struggles. Choose one aspect of sexuality (such as pornography, prostitution, abortion, sexual reputation, homosexuality, etc.) and discuss how social norms regarding this have been debated and contested. Thinking sociologically: The structural dimension Case study: Class and class inequalities 5) Structuralist perspectives in Sociology focus on social structures, institutions, and structural forces. In understanding society, how are structuralist perspectives useful, and how are they limited? 6) What class do you belong to? In your answer, describe different ways of defining class and their implications for identifying your class position.

2: due: weighting: length:

ESSAY rd Wednesday 23 January (by 4pm), Week 8 40% 1,500 words Essay Question: Choose one area, aspect or domain of social life (such as family, sexuality, work, education war, etc.) Explain how the four components of thinking sociologically assist in understanding this area or domain. Please note the following; Your bibliography must contain at least six items that you have cited in your essay. These items can include items provided to you in the course reader. Your essay should be no more than ten percent longer or shorter than the specified word limit. That is, it should be between 1,800 and 2,200 words in length. The word count includes all text in the body of the essay, including quotations, citations, and any other text. The word count does not include the bibliography. Please use the Harvard style of academic referencing. Please do not include a synopsis or summary with the essay. Please do not submit your essay in a plastic sleeve, or bound in a ring binder.

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Please simply hand in the stapled essay. MARKING CRITERIA FOR ESSAYS I will use the following four criteria to assess your essays. An essay should; 1) Be clearly focused on the set topic and deal fully with its central concerns; 2) Be the result of wide and critical reading; 3) Present a reasoned (and structured and coherent) argument; 4) Be competently presented (with appropriate style and referencing). These criteria derive from the book, Essay writing for students, by Clanchy and Ballard, and this is a useful guide to essay writing. The following describes the characteristics of essays marked at different levels: A pass is usually attributed to an essay that demonstrates an acceptable understanding of the main ideas. A credit is usually attributed to an essay that demonstrates a good understanding of the main ideas. There may be some critical/independent material, but it may be very undeveloped indeed. If it is a little more developed, the essay might be marked at distinction level, If not, or if there are faults or jumbles of comprehension, the mark would remain at credit level. A distinction is usually attributed to an essay that demonstrates both a good to very good understanding of the main ideas, and has some interesting/independent and critical response to make to those ideas. This critical/reflective response is often limited/ a little underdeveloped or unsustained. This is often what limits this level from an HD. A high distinction is usually attributed to an essay that demonstrates a very good to excellent understanding of the main ideas, and includes some level of independent and critical response which is well sustained and developed. Sometimes, work marked at this level is good because it shows the ability to be self-reflective - there is critical assessment of ones own ideas, or a measured, musing level of argument. Other key factors considered include organisation of ideas, essay structure and clarity of expression. This is a guideline only. Please note that resources on essay-writing are provided in the section of Further Reading below in Developing research skills.

3: due: weighting: length:

EXAM TBA 30% One hour The exam will be based on the lectures, readings, and tutorial discussion of the entire course. The exam will be multiple choice. The exam will be a closed book exam, that is, without access to notes, readings, or other materials. Further guidance regarding the exam will be provided as the course progresses. The exam will be informal and supervised internally. Please note that resources on exam-taking are provided in the section of Further Reading below under Developing research skills.

4: due: weighting: length:

TUTORIAL PARTICIPATION Throughout session 10% Students will be assessed on their overall participation in the course, particularly their participation in and contribution to tutorial discussion. Attendance is marked using the class roll.

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Participation includes any form of constructive participation in the tutorial: speaking, asking questions, and in general contributing to tutorial discussion. Students acknowledgements of ignorance or confusion are just as valuable as articulate sociological comments. You will be given a mark out of 10 using the following system. Attendance is defined as strong (no tutorials missed), moderate (1-2 tutorials missed), or poor (3 or more missed). Participation is defined as strong, moderate, or poor. Marks are assigned as follows: Attendance & Participation Strong & Strong Strong & Moderate / Moderate & Strong Moderate & Moderate Moderate & Poor / Poor & Moderate Strong & Poor / Poor & Strong Poor & Poor Mark 10 / 10 8-9 / 10 7 / 10 5-6 / 10 7-8 / 10 0-4 / 10

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FURTHER READINGS
Note: Please see the reader for introductions and overviews, in addition to those listed below.

PARTS A and C: THINKING SOCIOLOGICALLY

INTRODUCTIONS TO THINKING SOCIOLOGICALLY Short introductions; th Newman, David M. (2004) Sociology: Exploring the architecture of everyday life. 5 edition. Thousand Oaks, CA: Pine Forge Press. (Chapters 1 and 2) [UOW: 301/523] van Krieken, R., P. Smith, D. Habibis, K. McDonald, M. Haralambos, and M. Holborn (2000) Sociology: Themes and Perspectives. Sydney: Pearson Education Australia. (Chapter 1) Macionis, John J., and Ken Plummer. (2002). Sociology: A Global Introduction. Essex: Prentice Hall (Chapter 1). Maynard, M. (1989). Sociological Theory. London & New York: Longman. (Chapter 1, Introduction and Overview, pp. 1-8 only) Mills, C. Wright. (2001 / 1959). The Sociological Imagination and the Promise of Sociology. In A. Giddens (ed.) Sociology: Introductory Readings. Cambridge: Polity. [UOW: 301/493] Ruane, Janet M., and Karen A. Cerulo. (2004). Second Thoughts: Seeing Conventional Wisdom Through the Sociological Eye. Thousand Oaks, CA: Pine Forge Press. (Introduction: The Sociological Perspective, pp. xvii-xxv) Also; Miles, S. (2001) Social Theory in the Real World. London: Sage. (Chapters 1 and 9) th Giddens, Anthony. (2005). Sociology. 5 edition. Polity Press. Allan, K. (2005) Explorations in Classical Sociological Theory: Seeing the social world. Thousand Oaks, CA: Pine Forge, Chapters 1 and 11. Harrington, A. (ed.) (2005) Modern Social Theory: An introduction. Oxford University Press. (Chapter 1, Introduction: What is social theory?) Mills, C. Wright (1971) The Sociological Imagination. Penguin: Harmondsworth. th Willis, E. (2004) The Sociological Quest: An introduction to the study of social life. 4 edition, Crows Nest, NSW: Allen & Unwin. (Chapter 8, Doing Sociology) INTRODUCTIONS TO SOCIOLOGY IN GENERAL Alexander, Jeffrey C., and Kenneth Thompson. (2008). A Contemporary Introduction to Sociology. Boulder & London: Paradigm. [UOW: 301/569] Appelrouth, Scott, and Laura D. Edles. (2006). Sociological Theory in the Contemporary Era: Text and Readings. Pine Forge Press. Abercrombie, N. (2004). Sociology. Cambridge: Polity. [UOW: 301/561] th Abercrombie, N., S. Hill, and B.S. Turner. (2006) The Penguin Dictionary of Sociology. 5 edition, Penguin. Beilharz, Peter, and Trevor Hogan (eds.) (2006). Sociology: Place, Time & Division. Melbourne: Oxford University Press. nd Bessant, J., and R. Watts (2001) Sociology Australia. 2 edition. Sydney: Allen & Unwin. [UOW: 301.0994/9] Bilton, T., K. Bonnett, P. Jones, T. Lawson, D. Skinner, M. Stanworth, and A. Webster (2002) Introductory th Sociology. 4 edition. Hampshire & New York: Palgrave Macmillan. th Ferrante, J. (2008). Sociology: A Global Perspective. 7 edition. Thompson Higher Education.[UOW: 301/345 ] Furze, B., Savy, P., Brym, R. and Lie, J. (2008). Sociology in Todays World. Cengage. Germov, John, and Marilyn Poole (eds.) (2007) Public Sociology: An introduction to Australian society. Crows Nest, NSW: Allen & Unwin. [UOW: 301.0994/12] th Giddens, Anthony. (2005). Sociology. 5 edition. Polity Press. Hodgson, David. (2008). Pressing Questions: Explorations in sociology. Frenchs Forest, N.S.W.: Pearson Education Australia. [UOW: 070.4493/3] Holmes, D., K. Hughes, and R. Julian (2003) Australian Sociology. Sydney: Pearson Education. Jenkins, R. (2002) Foundations of Sociology. Basingstoke: Palgrave MacMillan. [UOW: 301/526] rd Jureidini, R., and M. Poole (eds) (2003) Sociology: Australian connections. 3 edition. Sydney: Allen & Unwin. [UOW: 301/486] th Newman, David M. (2004) Sociology: Exploring the architecture of everyday life. 5 edition. Thousand Oaks, CA: Pine Forge Press. [UOW: 301/523] rd Scott, John, and G. Marshall. (2005). A Dictionary of Sociology. 3 edition, Oxford. van Krieken, R., P. Smith, D. Habibis, K. McDonald, M. Haralambos, and M. Holborn (2000) Sociology: Themes and Perspectives. Sydney: Pearson Education Australia. SHORT INTRODUCTIONS TO SOCIAL THEORY th Willis, E. (2004) The Sociological Quest: An introduction to the study of social life. 4 edition, Crows Nest, NSW:
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Allen & Unwin. (Chapters include: 2. The nature of sociological explanation, 4. The sociological imagination, 7. Theory and method, 8. Doing Sociology) Allan, K. (2005) Explorations in Classical Sociological Theory: Seeing the social world. Thousand Oaks, CA: Pine Forge, Chapters 1 and 11. Craib, I. (1984) Whats wrong with theory and why we still need it. In Modern Social Theory From Parsons to Habermas, New York: Harvester Wheatsheaf, pp. 3-29. Harrington, A. (ed.) (2005) Modern Social Theory: An introduction. Oxford University Press. (See especially Introduction: What is social theory?, Chapter 1). hooks, bell (1994) Theory as Liberatory Practice. In Teaching to Transgress, New York: Routledge. (Also in Yale Journal of Law and Feminism, 1991, 4(1): 1-12. Lemert, Charles (1993) Social Theory: Its Uses and Pleasures. In Social Theory. The Multicultural and Classic Readings. Boulder, Co.: Westview Press, pp. 1-24. Miles, S. (2001) Social Theory in the Real World. London: Sage. nd Bauman, Z., and T. May (2001) Thinking Sociologically. 2 edition, Oxford: Blackwell. Best, S. (2003) A Beginners Guide to Social Theory. London: Sage (Ch. 1, Introduction). Further sources on social theory Eagleton, T. (1989) The Significance of Theory. Cambridge: Blackwell. King, K. (1994) Theory in its Feminist Travels: Conversations in U.S. Womens Movements. Bloomington: Indiana University Press. Parker, D. (1997) Why bother with Durkheim? Teaching sociology in the 1990s. Sociological Review, 122-146. Said, Edward W. (1991) Travelling Theory. In The World, The Text And The Critic, Vintage: London, pp. 226-47. Worseley, P. (1974) The state of theory and the status of theory. Sociology, 8(1), pp. 25-55. Parker, D. (1997) Why bother with Durkheim? Teaching sociology in the 1990s. Sociological Review, 122-146.

Week 3: Case study Families and Gender

CHAPTER-LENGTH INTRODUCTIONS Abbott, Pamela, and Claire Wallace. (2005). An Introduction to Sociology: Feminist Perspectives. (3rd edition) London & New York: Routledge. (Chapter 6: The family and the household) Abercrombie, N. (2004). Sociology. Cambridge: Polity. (Chapter 3: Who do we love?) Alexander, Jeffrey C., and Kenneth Thompson. (2008). Marriage and the Family. Chapter 7 in A Contemporary Introduction to Sociology. Boulder & London: Paradigm. [UOW: 301/569] nd Bessant, J., and R. Watts (2001) Sociology Australia. 2 edition. Sydney: Allen & Unwin. (Chapter 6: Ourselves in families) Bilton, T., K. Bonnett, P. Jones, T. Lawson, D. Skinner, M. Stanworth, and A. Webster (2002). Family life. Chapter 9 th in Introductory Sociology. 4 edition. Basingstoke and New York: Palgrave Macmillan (pp. 228-261). Bryson, Valerie. (1998). The Family. In Feminist Debates: Issues of Theory and Political Practice. Macmillan. de Vaus, David. (2006). Family. In Peter Beilharz and Trevor Hogan (eds.), Sociology: Place, Time & Division. Melbourne: Oxford University Press (pp. 231-236). Fox, Greer Litton, and Velma McBride Murry. (2000). Gender and families: Feminist perspectives and family research. Journal of Marriage and the Family, Nov., Vol. 62, Iss. 4. th Giddens, Anthony. (2005). Families and Intimate Relationships. Chapter 7 in Sociology. 5 edition. Polity Press. Holmes, D., K. Hughes, and R. Julian (2003). Australian Sociology. Sydney: Pearson Education. (Chapter 9: The Family: Nuclear or unclear) Jackson, Stevi. (1997). Women, Marriage and Family Relationships. In Richardson, Diane and Victoria Robinson. (eds). Introducing Womens Studies: Feminist Theory and Practice. (2nd edition) Macmillan. nd Macionis, John C., and Ken Plummer (2002) Families. Chapter 17 in Sociology: A global introduction. 2 ed., Prentice Hall (pp. 434-459). Morgan, David. (2001). Family Sociology in from the Fringe. Chapter 11 in R.G. Burgess and A. Murcott. (eds.) (2001). Developments in Sociology. Harlow, Scotland: Pearson Education. [UOW: 301/524] Newman, David M. (2004). Building social relationships : intimacy and families. Chapter 7 in Sociology: Exploring th the architecture of everyday life. 5 edition. Thousand Oaks, CA: Pine Forge Press. [UOW: 301/523] Rhode, Deborah L. (1997). Family Values. Chapter 7 in Speaking of Sex: The Denial of Sex Equality. Cambridge, MA: Harvard University Press. Segal, Lynne. (1995). Feminism and the Family. In Burck, Charlotte and Speed, Bebe. (eds). Gender, Power and Relationships. London & New York: Routledge. Shaw, Rhonda. (2007). Relating: Family. In S. Matthewman, C.L. West-Newman, and B. Curtis (2007) Being Sociological. Palgrave. Wearing, Betsy. (1996). Family. Chapter 6 in Gender: The Pain and Pleasure of Difference. Melbourne: Longman. OTHER RECENT INTRODUCTIONS AND OVERVIEWS Key Australian texts; Lindsay, Jo, and Deborah Dempsey. (2008). Families, Relationships & Intimate Life. Oxford University Press.
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Poole, Marilyn (ed.). (2005). Family: Changing Families, Changing Times. Crows Nest, NSW: Allen and Unwin. Also; Bernardes, John. (1997). Family Studies: An Introduction. Routledge. Bernstein, Mary, and Renate Reimann. (eds). (2001). Queer Families, Queer Politics: Challenging culture and the state. New York: Columbia University Press. Bittman, Michael, and Jocelynne Pixley. (1997). The Double Life of the Family. Sydney: Allen & Unwin. Cherlin, Andrew J. (2006). Public and Private Families: A Reader. McGraw-Hill. Cherlin, Andrew J. (2006). Public and Private Families: An Introduction. McGraw-Hill. Coleman, Marilyn, and Lawrence Ganong. (eds.). (2004). Handbook of Contemporary Families: Considering the past, contemplating the future, Thousand Oaks, CA: Sage. Coltrane, Scott. (1997). Gender and Families. Thousand Oaks, CA: Pine Forge Press. Coontz, Stephanie. (1997). The Way We Really Are: Coming to Terms With Americas Changing Families. New York: Basic Books. Coontz, Stephanie. (ed.). (1998). American Families: A Multicultural Reader. Routledge. Farrell, Betty G. (1999). Family: The Making of an Idea, an Institution, and a Controversy in American Culture. Boulder, CO: Westview Press. Fredriksen-Goldsen, Karen I., and Andrew E. Scharlach. (2001). Families and Work: New Directions in the TwentyFirst Century. New York: Oxford University Press. Friedan, Betty, and Brigid OFarrell. (1997). Beyond Gender: The New Politics of Work and Family. Baltimore, MD: Johns Hopkins University Press. Gatrell, Caroline. (2005). Hard Labour: The Sociology of Parenthood. Maidenhead, UK: Open University Press. Golombok, Susan. (2000). Parenting: What Really Counts? New York: Routledge. Hansen, Karen V. (2005). Not-So-Nuclear Families. New Brunswick, NJ: Rutgers University Press. Harold, Rena D. (2000). Becoming a Family: Parents Stories and Their Implications for Practice, Policy, and Research. Mahwah, NJ: Lawrence Erlbaum Associates. Harrington, Mona. (1999). Care and Equality: Inventing a New Family Politics. New York: Knopf. Hertz, Rosanna, and Nancy Marshall. (eds.). (2001). Working Families: The transformation of the American home. University of California Press. Hochschild, Arlie. (1997). The Time Bind: When Work Becomes Home and Home Becomes Work. New York: Henry Holt & Co. Jacobs, Jerry A., and Kathleen Gerson. (2004). The Time Divide: Work, Family, and Gender Inequality. Cambridge, MA: Harvard University Press. Jagger, Gill, and Caroline Wright. (eds). (1999). Changing Family Values. London & New York: Routledge. Jamieson, Lynn. (1998). Intimacy: Personal Relationships in Modern Society. Cambridge: Polity Press. Kinnear, Pamela. (2002). New Families for Changing Times. Canberra: Australia Institute, Discussion Paper No. 47, June. Lehr, Valerie. (1999). Queer Family Values: Debunking the Myth of the Nuclear Family. Philadelphia: Temple University Press. Marcus-Newhall, Amy, Diane F. Halpern, and Sherylle J. Tan. (2008). The Changing Realities of Work and Family. Blackwell. Mason, Mary A. (ed.). (2000). All Our Families: New Policies for a New Century. New York: Oxford University Press. Maushart, Susan. (2001). Wifework: What marriage really means for women. Melbourne: Text. Moen, Phyllis. (ed.). (2003). Its About Time: Couples and Careers. Ithaca, NY: ILR Press. Morgan, David. (1996). Family Connections: An Introduction to Family Studies. Cambridge: Polity Press (includes Chapter, Gender). nd Muncie, John et. al. (eds). (1999). Understanding the Family. 2 edition. Sage. Nelson, Hilde L. (1997). Feminism and Families. New York: Routledge. Pocock, Barbara. (2003). The Work / Life Collision. Sydney: The Federation Press. Ponzetti, James J. (ed.) (2003). International Encyclopedia of Marriage and Family. 2nd ed. New York: Macmillan Reference. Risman, Barbara J. (1998). Gender Vertigo: American Families in Transition. New Haven, CT: Yale University Press. Sarantakos, Sotirios. (1996). Modern Families: An Australian Text. Macmillan. Scott, Jacqueline, Judith Treas, and Martin Richards. (eds). (2003). The Blackwell Companion to the Sociology of Families. Blackwell Publishing. Silva, Elizabeth B., and Carol Smart. (eds.). (1999). The New Family. London: Sage. Smart, Carol. (2007). Personal Life: New Directions in Sociological Thinking. Cambridge: Polity. Smart, Carol, and Bren Neale. (1998). Family Fragments?. Polity Press. Stacey, Judith. (1996). In the Name of the Family: Rethinking Family Values in the Postmodern Age. Boston: Beacon Press. Staggenborg, Suzanne. (1998). Gender, Families and Social Movements. Thousand Oaks, CA: Pine Forge Press. Sullivan, T. Richard, and Robert Dawidoff. (1999). Queer Families, Common Agendas: Gay People, Lesbians, and Family Values. Haworth Press Weiss, Jessica. (2000). To Have And To Hold: Marriage, The Baby Boom & Social Change. Chicago: University of Chicago Press.
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Williams, Joan. (2000). Unbending Gender: why family and work conflict and what to do about it. New York: Oxford University Press.

Week 4: Case study Sexualities

CHAPTER-LENGTH INTRODUCTIONS Abbott, Pamela, and Claire Wallace. (2005). An Introduction to Sociology: Feminist Perspectives. (3rd edition) London & New York: Routledge. (Chapter 8: Sexuality, pp. 198-230) Alexander, Jeffrey C., and Kenneth Thompson. (2008). Sexuality. Chapter 6 in A Contemporary Introduction to Sociology. Boulder & London: Paradigm. [UOW: 301/569] nd Bessant, J., and R. Watts (2001) Sociology Australia. 2 edition. Sydney: Allen & Unwin. (Chapter 8: Sex in Australia) Bryson, Valerie (1998). Sexuality. In Feminist Debates: Issues of Theory and Political Practice. Macmillan. th Giddens, Anthony. (2005). Sexuality and Gender. Chapter 12 in Sociology. 5 edition. Polity Press. McMahon, Anthony. (2003). Sex and social life. In Sociology: Australian connections, eds. R. Jureidini and M. rd Poole. 3 edition. Sydney: Allen & Unwin. Richardson, Diane (1997). Sexuality and feminism. In Victoria Robinson and Diane Richardson, (eds). Introducing Womens Studies: Feminist Theory and Practice. Hampshire & London: Macmillan, pp. 152-174. Smith, Anthony. (2006). Sexuality. In Peter Beilharz and Trevor Hogan (eds.), Sociology: Place, Time & Division. Melbourne: Oxford University Press. Stevens, Michael. (2007). Sexualizing. In S. Matthewman, C.L. West-Newman, and B. Curtis (2007) Being Sociological. Palgrave. FURTHER INTRODUCTIONS AND OVERVIEWS Abelove, Henry, Michele Aina Barale, and David M. Halperin. (eds). (1993). The Lesbian and Gay Studies Reader. New York & London: Routledge. Bancroft, J. (ed.). (2000). The Role of Theory in Sex Research. Bloomington: Indiana University Press. Barbosa, R.M., P. Aggleton, and R. Parker. (eds). (2000). Framing the Sexual Subject: The Politics of Gender, Sexuality and Power. USA: University of California Press. Weeks, Jeffrey. (2007). The World We Have Won: The Remaking of Erotic and Intimate Life. London and New York: Routledge. Davidson, J. Kenneth, and Nelwyn B. Moore (eds.). (2005). Speaking Of Sexuality: Interdisciplinary Readings. Second Edition. Hall, Donald E. (2003). Queer Theories. Palgrave, March. Hawkes, Gail, and John Scott (eds). (2005). Perspectives in Human Sexuality. South Melbourne, VIC: Oxford University Press. Seidman, Steven, Nancy Fischer, and Chet Meeks. (eds.). (2006). Introducing the New Sexuality Studies: Original Essays and Interviews. Routledge. Heasley, Robert, and Betsy Crane. (2002). Sexual Lives: A Reader on the Theories and Realities of Human Sexualities. McGraw Hill. Teunis, Niels, and Gilbert Herdt (eds). (2007). Sexual Inequalities and Social Justice. Berkeley: University of California Press. LaFont, Suzanne (2003). Constructing Sexualities: Readings in Sexuality, Gender, and Culture. Upper Saddle River, NJ: Prentice Hall. Nardi, Peter M., and Beth E. Schneider. (eds). (1997). Social Perspectives on Lesbian and Gay Studies. Routledge. Plummer, Kenneth. (ed.). (2002). Sexualities: Critical Concepts in Sociology. London & New York: Routledge. Richardson, Diane, Janice McLaughlin, and Mark E. Casey (eds.). (2006). Intersections between Feminist and Queer Theory. Basingstoke, Hampshire & New York: Palgrave Macmillan Rubin, Gayle. (1984). Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality. In Vance, Carole S. (ed.). Pleasure and Danger: Exploring Female Sexuality. Boston. London. Melbourne & Henley: Routledge & Kegan Paul. (Also in Abelove, Henry, Barale, Michele Aina, and Halperin, David M. (eds). (1993). The Lesbian and Gay Studies Reader. New York & London: Routledge). Segal, Lynne. (ed.). (1997). New Sexual Agendas. Macmillan. Seidman, Steven. (ed.). (1996). Queer Theory/Sociology. Cambridge, Ma: Blackwell. Snitow, Ann, Christine Stansell, and Sharon Thompson. (eds). (1983). Desire: The Politics of Sexuality. New York: Monthly Review Press. Travis, Cheryl Brown, and Jacquelyn W. White. (eds). (2000). Sexuality, Society, and Feminism. American Psychological Association. Valocchi, Stephen, and Robert Corber (eds.). (2003). Queer Studies: An Interdisciplinary Reader. Blackwell Publishers. Vance, Carole S. (1984). Pleasure and Danger: Towards a Politics of Sexuality. In Vance, Carole S. (ed.). Pleasure and Danger: Exploring Female Sexuality. Boston. London. Melbourne & Henley: Routledge & Kega Paul . Weeks, Jeffrey. (1985). Sexuality and its Discontents: Meanings, Myths and Modern Sexualities. London: Routledge & Kegan Paul .
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Weeks, Jeffrey. (1986). Sexuality. New York: Tavistock

Week 5: Case study Class Inequalities

SHORT OVERVIEWS:
Bedggood, David. (2007). Stratifying: Class. In S. Matthewman, C.L. West-Newman, and B. Curtis (2007) Being Sociological. Palgrave. Holmes, D., K. Hughes, and R. Julian (2003) Australian Sociology. Sydney: Pearson Education (See Chapter 3, Class, and Chapter 11, The Working Environment). Martin, Bill, and John Wajcman. (2004). Understanding Class Inequality in Australia. In F. Devine and M. C. Waters (eds) Social Inequalities in Comparative Perspective. Oxford: Blackwell. rd McGregor, C. (2003) Class. In Sociology: Australian connections, eds. R. Jureidini and M. Poole. 3 edition. Sydney: Allen & Unwin. Probert, B. (2001) Holding Together: Class in the year 2001. Federation Lecture. URL: http://www.abc.net.au/rn/sunspec/stories/s261974.htm. LONGER WORKS AND COLLECTIONS: Greig, A., F. Lewins, and K. White (2003) Inequality in Australia. Cambridge: Cambridge University Press. Hollier, N. (ed.) (2004) Ruling Australia: The power, privilege and politics of the new ruling class. Melbourne: Australian Scholarly Publishing. Kuhn, R. (ed) (2005) Class and Struggle in Australia. Sydney: Pearson Education. (Marxist) nd McGregor, C. (2001) Class in Australia. 2 edition. Melbourne: Penguin. McKnight, D. (2005) Beyond Right and Left. Sydney: Allen & Unwin. Stretton, H. (2005) Australia Fair. Sydney: UNSW Press. MORE, MISCELLANEOUS REFERENCES: Carter, D. (2006) Egalitarianism: Ideals and Outcomes. Ch. 16 in Dispossession, Dreams and Diversity: Issues in Australian Studies. Sydney: Pearson Longman. Wynhausen, E. (2005) Dirt Cheap: Life at the wrong end of the job market. Melbourne: Macmillan. Walsh, J., and A. Zacharias-Walsh (2005) Working Longer, Living Less: Understanding Marx through the workplace rd today. In Illuminating Social Life: Classical and contemporary theory revisited. Ed. P. Kivisto. 3 edition. Thousand Oaks, CA: Pine Forge Press (Sage) (pp. 5-37). Swann, W. (2005) Postcode. Sydney: Pluto Press. Pusey, M. (2003) The Experience of Middle Australia. Cambridge: Cambridge UP. Saunders, P. (2005) The Poverty Wars. Sydney: UNSW Press. Probert, B. (2001) Class in the Year 2001. In H. Irving ed., Unity and Diversity: A National Conversation, Sydney, ABC Books, pp. 20-45. Also; Aarons, I. (1999) Casino Oz: Winners and Losers in Global Capitalism. Sydney: Goanna Publishing. B. Graetz & I. McAllister, Dimensions of Australian Society, Melbourne, Macmillan, 1994, Ch. 8. Borland, J., et al (eds.) (2001). Work Rich, Work Poor: Inequality and Economic Change in Australia. Melbourne: Centre for Strategic Studies, Victoria University. Broom, L., and F. Lancaster Jones. (1976). Opportunity and Attainment in Australia. Canberra: ANU Press. Broomhill, R. (1991). The Banana Republic? Australias Current Economic Problems, Ch. 6, Rising Inequality: Increasing Wealth and Poverty, Sydney, Left Book Club, pp. 63-72. Chamberlain, C. (1983) Class Consciousness in Australia. Sydney: Allen & Unwin. Connell, R.W., and T.H. Irving. (1980). Class Structure in Australian History. Melbourne: Longman Cheshire. Fincher, R., and J. Nieuwenhuysen. (1998). Australian Poverty: Then and Now. Melbourne: Melbourne University Press. Fincher, R., and P. Saunders (eds.) (2001) Creating Unequal Futures: Rethinking Poverty, Inequality and Disadvantage. Sydney: Allen & Unwin. Graetz, B., and McAllister, (1993). Class Identity. In T. Jagtenberg and P. DAlton, Four Dimensional Social Space, Sydney, Harper, pp. 50-53. McQueen, H. (1998). Temper Democratic: How Exceptional Is Australia?, Ch. 5, The Misery of Poverty, Adelaide, Wakefield Press, pp. 52-63. Harding, A. et al. (2001) Financial Disadvantage in Australia 1990 to 2000. Sydney: The Smith Family. Hughes, H. (2001). The Politics of Envy: Poverty and Income Distribution. Policy, Winter. National Coalition Against Poverty, http://www.bsl.org.au/ncapwebsite/poverty.htm OLincoln, T. (1996). Wealth, Ownership and Power: The Ruling Class. In R. Kuhn & T. OLincoln eds, Class and Class Conflict in Australia, Melbourne, Longmans. Saunders, P. (2002) Getting Poverty Back onto the Policy Agenda. The Smith Family Research and Social Policy Briefing Paper, No. 10, Mar., pp. 1-4.
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Stilwell, F. (1993). Economic Inequality, Ch. 3, The Super-rich, Sydney, Pluto Press, pp. 27-31. Waters, M. (1990). Class and Stratification, Melbourne: Longman Cheshire. Western, M. (2000). Class in Australia in the 1980s and 1990s. In J. Najman & J.S. Western eds, A Sociology of Australian Society 3rd Edition, Melbourne, MacMillan, 2000. Wheelwright, T. (1993). Are the Rich Getting Richer and the Poor Poorer? If So, Why? In T. Jagtenberg and P. DAlton, Four Dimensional Social Space, Sydney, Harper, pp. 45-48. Whiteford, P. (1998). Is Australia Particularly Unequal? Traditional and New Views. In P. Smyth et al, Contesting the Australian Way, Melbourne, Cambridge, pp. 197-203. Wild, R. (1974). Bradstow, Sydney: Angus and Robertson.

Week 6: Case study Deviance and Crime

Chapter-length introductions: th Giddens, Anthony. (2005). Crime and Deviance. Chapter 19 in Sociology. 5 edition. Polity Press. Holmes, D., K. Hughes, and R. Julian (2003). Australian Sociology. Sydney: Pearson Education. (Chapter 10: Deviance or Difference?) Macionis, John J., and Ken Plummer. (2002). Sociology: A Global Introduction. Essex: Prentice Hall (Chapter 16: Control, crime and deviance) Lloyd, Michael. (2007). Straying: Deviance. In S. Matthewman, C.L. West-Newman, and B. Curtis (2007) Being Sociological. Palgrave. Newman, David M. (2004). Constructing Difference: Social deviance. Chapter 8 in Sociology: Exploring the th architecture of everyday life. 5 edition. Thousand Oaks, CA: Pine Forge Press. van Krieken, R., P. Smith, D. Habibis, K. McDonald, M. Haralambos, and M. Holborn (2000) Sociology: Themes and Perspectives. Sydney: Pearson Education Australia (Chapter 10: Crime and deviance) Key recent (and Australian) texts: th Anleu, Sharyn L. Roach. (2006). Deviance, Conformity & Control. 4 ed. Sydney: Pearson Education. Marshall, Helen, Kathy Douglas, and Desmond McDonnell. (2007). Deviance and Social Control: Who rules? Melbourne: Oxford University Press. Other works and collections: nd Adler, Patricia A., and Peter Adler. (1997). Constructions of Deviance: Social power, context, and interaction. 2 ed. Belmont, CA: Wadsworth. Clinard, Marshall B., and Robert F. Meier. (2001). Sociology of Deviant Behavior. Fort Worth, TX: Harcourt College Publishers. Goode, Erich. (2001). Deviant Behavior. Upper Saddle, NJ: Prentice Hall. Kelly, Delos II. (1996). Deviant Behavior: A text-reader in the sociology of deviance. New York: St Martins Press. Lloyd, Michael. (2007). Straying: Deviance. In S. Matthewman, C.L. West-Newman, and B. Curtis (2007) Being Sociological. Palgrave. Sumner, C. (1994). The Sociology of Deviance: An obituary. Buckingham: OPen University Press. Traub, Stuart H., and Craig B. Little. (2000). Theories of Deviance. Itasca, IL: F.E. Peacock. Works on male-male public violence: Archer, John. (1994). Violence Between Men. Chapter 7 in John Archer, (ed.). Male Violence. London & New York: Routledge. Baron, Stephen W., Leslie W. Kennedy, and David R. Forde. (2001). Male street youths conflict: the role of background, subcultural, and situational factors. Justice Quarterly, December, Vol. 18, Iss. 4. Canaan, Joyce E. (1996). One thing leads to another: Drinking, fighting and working-class masculinities. In Mac an Ghaill, Mairtin. (ed.). Understanding Masculinities: Social Relations and Cultural Arenas. Buckingham & Philadelphia: Open University Press. Cruz, J. Michael. (2006). Conferring Meaning Onto Alcohol Related Violence: An Analysis of Alcohol Use and Gender in a Sample of College Youth. Journal of Mens Studies. with Robert L. Peralta. 14:109-125. Miller, K. E., M. J. Melnick, M. P. Farrell, D. F. Sabo, and G. M. Barnes. (2006). Jocks, Gender, Binge Drinking, and Adolescent Violence. Journal of Interpersonal Violence, 21(1): 105-120. Polk, Kenneth. (1994). When Men Kill: Scenarios of Masculine Violence. Cambridge & New York: Cambridge University Press. Polk, Kenneth. (1996). Masculinity, honour, and confrontational homicide. Chapter 11 in Daly, Kathleen and Maher, Lisa. (eds.). Criminology at the Crossroads: Feminist Readings in Crime and Justice. New York: Oxford University Press. Polk, Kenneth. (1999). Males and Honor Contest Violence. Homicide Studies, vol. 3, no. 1, February, pp. 6-29. Roberts, Lynne, and David Indermaur. (2005). Boys and Road Rage: Driving-Related Violence and Aggression in Western Australia. Australian and New Zealand Journal of Criminology, Volume 38, Number 3, December, pp. 361-380. Schissel, Bernard. (2000). Boys Against Girls: The Structural and Interpersonal Dimensions of Violent Patriarchal Culture in the Lives of Young Men. Violence Against Women, September, v 6 n 9.
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Spaaij, R. (2008). Men Like Us, Boys Like Them: Violence, Masculinity, and Collective Identity in Football Hooliganism. Journal of Sport and Social Issues, 32(4): 369-392. Stoudt, Brett G. (2006). Youre Either In or Youre Out: School Violence, Peer Discipline, and the (Re)Production of Hegemonic Masculinity. Men and Masculinities, Vol. 8 No. 3, January, pp. 273-287. Tomsen, Stephen, R. Homel, and J. Thommeny. (1990) The Causes of Public Violence: Situational and other factors in drinking-related assaults. In Chappell, D. et. al. (eds.) Australian Violence: Contemporary Perspectives. Canberra, Australian Institute of Criminology pp: 177-194. Tomsen, Stephen. (1997). A top night: Social protest, masculinity and the culture of drinking violence. British Journal of Criminology, 37(1), Winter, pp. 90-102. Tomsen, Stephen. (2005). Boozers and Bouncers: Masculine Conflict, Disengagement and the Contemporary Governance of Drinking-Related Violence and Disorder. Australian and New Zealand Journal of Criminology, Volume 38, Number 3, December, pp. 283-297. Whitehead, Antony. (2005). Man to Man Violence: How Masculinity May Work as a Dynamic Risk Factor. Howard Journal of Criminal Justice, Volume 44, Number 4, September, pp. 411-422. Winlow, Simon, and Steve Hall. (2006). Violent Night: Urban Leisure and Contemporary Culture. Oxford: Berg.

Developing Research Skills

Note: There are a wide variety of guides to essay-writing and other academic skills, and the following is only a selection of these. ACADEMIC SKILLS IN GENERAL For first-year students in particular Game, A., and A. Metcalfe (2003) The First Year Experience: Start, Stay and Succeed at Uni. Sydney: The Federation Press. [UOW: 378/66] Williams, L., and J. Germov (2001) Surviving First Year Uni. Sydney: Allen & Unwin. [UOW: 378.170281/16] Study guides and strategies: (a) Online http://www.studygs.net/index.htm http://www.jcu.edu.au/studying/services/studyskills/online.html Language and Learning Online (Monash University): http://www.monash.edu.au/lls/llonline/index.xml Deakin University Institute of Teaching and Learning resources: http://www.deakin.edu.au/itl/pd/tlmodules/index.php Study guides and strategies: (b) In print Ballard, Brigid and Clanchy, John (1997) Study abroad: A manual for Asian students, Longman, Kuala Lumpur. [UOW: 371.820994/1] Barnes, Rob (1995) Successful Study for Degrees. Routledge. Clanchy, J., Ballard, B., Buckingham, J., Craswell, G., Mitchell, A., Nevile, M. and Tolmie, J. (1994) Making the Most of your Arts Degree, Longman, South Melbourne. [UOW: 378.1702812/3] Clare, J., and H. Hamilton (2003) Writing Research: Transforming data into text. Edinburgh: Churchill Livingstone. [UOW: 808.042/173] Game, A., and A. Metcalfe (2003) The First Year Experience: Start, Stay and Succeed at Uni. Sydney: The Federation Press. [UOW: 378/66] Roberts, Judith M. (1999) Effective Study Skills: Maximizing your academic potential. Upper Saddle River, New Jersey: Prentice-Hall, Inc.[UOW: 378.170281/7] Turner, Joan (2002) How to Study: A short introduction. London: Sage. [UOW: 378.170281/8] Turner, K., L. Ireland, B. Krenus, and L. Pointon (2008) Essential Academic Skills. Melbourne: Oxford University Press. [UOW: 378.170281/22] Williams, L., and J. Germov (2001) Surviving First Year Uni. Sydney: Allen & Unwin. [UOW: 378.170281/16]

WRITING ESSAYS Barrass, Robert (1995) Students Must Write: A guide to better writing in coursework and examinations. Routledge Betts, Katharine, and Anne Seitz (1994) Writing Essays and Research Reports in the Social Sciences. Melbourne: Thomas Nelson Australia. [UOW: 808.042/59] Clanchy, J., and B. Ballard (1997) Essay Writing for Students: A practical guide. third edition. Frenchs Forest, NSW: Longman. [UOW: 808.042/12] Creme, Phyllis, and Mary R. Lea (1997) Writing at University: A guide for students. Philadelphia, PA: Open University Press. [UOW: 808.042/130] Davis, Lloyd, and Susan McKay (1996) Structures and Strategies: An introduction to academic writing. South Melbourne: Macmillam. [UOW: 808.4/3] Germov, John (1996) Get Great Marks For Your Essays. Sydney: Allen & Unwin. [UOW: 808.042/112]
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McLaren, Stephen (2003) Writing Essays and Reports. Sydney: Pascall Press. [UOW: 808.02/140] Pretty, R. K. (1990) Writing essays: a casebook approach. Melbourne: Longman Cheshire, [UOW: 808.042/80] Turley, Richard M. (2000) Writing Essays: A guide for students in English and the humanities. New York: Routledge. [access electronically] EXAM PREPARATION Exam preparation (University of Melbourne Courseworks) http://www.courseworks.unimelb.edu.au/researchandwriting/exampreparation.php Study guides and strategies: http://www.studygs.net/index.htm (See the section Taking Tests, e.g. on open-book exams and essay exams.) Barrass, Robert (1995) Students must write: A guide to better writing in coursework and examinations. Routledge/ Hennessy, Brendan. (2002). Writing an essay: simple techniques to transform your coursework and examinations. Oxford: How to Books. [UOW: 808.4/6]

SOCIOLOGY: USEFUL WEB LINKS

A Sociological Tour Through Cyberspace: http://www.trinity.edu/~mkearl/ A Sociological Tour Through Cyberspace: Matters of Theory: http://www.trinity.edu/mkearl/theory.html Dead Sociologists Index: http://www2.pfeiffer.edu/%7Elridener/DSS/INDEX.HTML Social Theory (biographies, summaries, texts, etc.): http://www.socialtheory.info/ Sociological Theory (Rutgers university course): http://www.camden.rutgers.edu/~wood/Theory/325outline.htm Classical sociological theory (excerpts from the classics): http://ssr1.uchicago.edu//PRELIMS/theory.html Julian Dierkes Best of the Web for Sociologists: http://www.sociolog.com/best/ The Sociological Perspective: http://www.umsl.edu/~keelr/010/theory.html Sociological Theory (Wikibooks): http://en.wikibooks.org/wiki/Sociological_Theory Sociological dictionaries online: http://www.yourdictionary.com/dictionary-articles/sociology-dictionary.html

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Codes of Practice, Rules and Guidelines

The University of Wollongong has in place codes of practice, rules and guidelines that define a range of policy issues on both educational and student matters. Students must refer to the Arts Faculty Handbook or online reference which contains a range of policies on educational issues and student matters. Some of the policies relevant to the Arts Faculty are listed below: Academic Grievance Policy (Coursework & Honours Students): http://www.uow.edu.au/about/policy/UOW058653.html Acknowledgement Practice/Plagiarism: http://www.uow.edu.au/about/policy/UOW058648.html Code of Practice Teaching & Assessment: http://www.uow.edu.au/about/policy/UOW058666.html Student Charter http://www.uow.edu.au/student/charter/index.html Code of Practice Student Professional Experience: http://www.uow.edu.au/about/policy/UOW058662.html Course Progress Policy: http://www.uow.edu.au/about/policy/UOW058679.html EEO Policy: http://www.uow.edu.au/about/policy/UOW058685.html Human Ethics Research Guidelines: http://www.uow.edu.au/research/rso/index.html Intellectual Property: http://www.uow.edu.au/handbook/generalcourserules/UOW028651.html Non-Discriminatory Language Practice & Presentation: http://www.uow.edu.au/about/policy/UOW058706.html Occupational Health and Safety: http://www.uow.edu.au/about/policy/UOW016894.html Academic Consideration Policy: http://www.uow.edu.au/about/policy/UOW058721.html Student Conduct Rules and accompanying Procedures: http://www.uow.edu.au/about/policy/rules/UOW060095.html Code of Practice Honours http://www.uow.edu.au/about/policy/UOW058661.html Code of Practice Research http://www.uow.edu.au/about/policy/UOW058663.html Academic Integrity and Plagiarism Policy http://www.uow.edu.au/about/policy/UOW058648.html Graduate Qualities Policy http://www.uow.edu.au/about/policy/UOW058682.html

Conventions Governing Written Work

Consult the relevant School and Program on the Faculty of Arts website for the appropriate referencing system used for this subject at www.uow.edu.au/arts OR http://www.library.uow.edu.au/resourcesbytopic/UOW026631.html#electronic Presentation assessments must be laid out in 1.5 line spacing (minimum) or in double spacing use A4 paper leave a margin of no less than 4 cm students are strongly encouraged to print on both sides of the paper all assessments should be word processed all assessments must be page numbered, including bibliographies or works cited (not including coversheets or title pages).

Submission of Assignments: Wollongong Campus

To submit an assignment and for all student enquiries please go to Arts Central - located in 19.1050. Unless your tutor or lecturer asks you to do otherwise, submit all assignments by depositing them in one of the three slots (100, 200 or 300 level) opposite Arts Central, 19.1050 in the Arts building. All assignments are to be submitted by 4.00pm on the due date. Any assignments handed in after 4.00pm will be considered late and will be deemed submitted on the next business day. All assignments deposited in the specific Level slots must have a cover sheet attached. Ensure that all sections of the cover sheet are filled in, including your tutors name and the assignment question. Remember to sign, the
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plagiarism declaration. The cover sheet is appropriate for all assignments being submitted to the Faculty of Arts. Cover sheets can also be downloaded from the Facultys webpage at: http://www.uow.edu.au/content/groups/public/@web/@arts/documents/doc/uow075742.pdf Ensure that you download both pages. PLEASE also ensure that you include the name of your tutor on all work submitted to Arts Central; if you are unsure about your tutors name please consult the Subject Coordinator for clarification. It is the responsibility of the student to keep a copy of all work submitted for assessment to the Faculty. Receipts for work submitted are optional and issued by the Faculty upon request. Assignments sent by fax or e-mail will not be accepted unless by prior agreement between the lecturer and student. Where assignments are submitted by Australia Post it is imperative that this be done using registered mail this will ensure that students have an official receipt of mailing their assignment. The assignment should be mailed on the day it is due, and the envelope should indicate this by having the post date of Australia Post date stamped on there. The envelope should be addressed to the specific tutor or academic, Faculty of Arts, University of Wollongong, Northfields Avenue, NSW 2522.

Submission of Assignments: South Coast and Southern Highlands Campuses

Unless your tutor or lecturer asks you to do otherwise, submit all assignments following the procedures set out on your campus. All assignments must have a cover sheet attached. Ensure that all sections are filled in including your tutors name, the assignment question and sign the plagiarism declaration. You can download a coversheet from the Facultys webpage at: www.uow.edu.au/arts/coversheets/index.html - Make sure you download both pages. Students must keep a copy of all work submitted for assessment to the Faculty Assignments sent by fax or e-mail will not be accepted unless by prior agreement between the lecturer and student.

Return of Assignments: Wollongong Campus

The Universitys Code of Practice Teaching and Assessment requires that at least one assignment be assessed and returned before Week 9 of session. Assignments submitted during session will be returned to you by your lecturer or tutor. Arts Central does not hold any assignments during session. Assignments submitted at the end of session will be held at Arts Central for 21 days after the release of results. After this time, assignments will be disposed of. Please take your student card with you when collecting your work. During this period, assignments can be collected: Monday-Friday between 10:00am-12.00pm and 2:00pm-4.00pm. If you cannot collect assignments personally during the allocated hours and have confirmed that your assignment has been marked and returned to Arts Central, you can drop off a stamped and self-addressed envelope any time to Arts Central and it will be mailed out to you. Please mark your Subject Code/s on the back. Most Faculty of Arts assignments can be sent out this way but allow enough space/postage for all your work in one envelope.

Return of Assignments: South Coast and Southern Highland Campuses

The Universitys Code of Practice Teaching and Assessment requires that at least one assignment be assessed and returned before Week 9 of session. Assignments submitted during session will be returned to you by your lecturer or tutor. Assignments submitted at the end of session will be held at your campus until the end of Week 3 of the following session. After this time, assignments will be disposed of. Please take your student card with you when collecting your work.

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Academic Consideration
Students who miss a deadline, or fall below the minimum attendance requirements, or otherwise find their work in the subject affected by illness or serious misadventure should lodge a formal request for Academic Consideration via SOLS. The procedures for lodging a request are available at: http://www.uow.edu.au/about/policy/UOW060110.html

Performance Grades and Notes on Assessment

The approved grades of performance and associated ranges of marks for 100, 200, 300 and 400 level subjects are as follows: Satisfactory completion: High Distinction Distinction Credit Pass Fail 85% to 100% 75% to 84% 65% to 84% 50% to 64% 0% to 49%

Supplementary assessment may be offered to students whose performance in this subject is close to that required to pass the subject, and are otherwise identified as meriting an offer of a supplementary assessment. The precise form of supplementary assessment will be determined at the time the offer of a supplementary is made.

Changes to Examination Rules:

The Examination Rules and a supporting Examination Procedure has been implemented in exam periods for any sessions starting from 1 January 2012. Key changes to note include: exams now have a standard duration of either one (1) hour, two (2) hours or three (3) hours, with writing permitted from the outset; the practice of allowing international students access to foreign language translation dictionaries in exams has been discontinued; and calculators approved for use in exams will be identified by a UOW tamper-evident label.

Penalty for late submission of work:

Late work (i.e. any work required for assessment that has not been given an extension) will be subject to a 10% penalty per day. The penalty is applied to the original mark awarded. Work submitted after seven calendar days will not be marked and will be given a mark of 0.

Plagiarism
Students are responsible for submitting original work for assessment, without plagiarising or cheating, abiding by the Universitys Academic Integrity and Plagiarism Policy as set out in the University Handbook, the Universitys online Policy Directory and in Faculty Handbooks and subject guides. Re-using any of your own work (either in part or in full) which you have submitted previously for assessment is not permitted without appropriate acknowledgement. Plagiarism has led to the expulsion of students from the University. For full details about the Universitys plagiarism policy see: http://www.uow.edu.au/about/policy/UOW058648.html

Faculty Handbook
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The Faculty issues a Handbook free of charge to all students enrolled in degrees administered by the Faculty of Arts which can be picked up at Arts Central. It contains information on the structure of the Facultys degrees, Diplomas, Certificates and the majors and minors offered. An up-to-date version of the handbook is also available in downloadable format on the Faculty of Arts website on the Arts Central webpage: http://www.uow.edu.au/arts/current/artscentral

Grievance Procedures
The term "academic grievance" refers to a complaint by a student concerning an act, omission or decision by a member of staff that adversely affects a student's academic experience. Some examples of a grievance include the following: failure to assess work in accordance with specified criteria; administrative error in the collating or recording of marks; failure to address requests for Special Consideration in accordance with the Special Consideration Policy; failure of a member of staff to adhere to General Course Rules or requirements of a relevant Code of Practice; failure to adhere to Faculty assessment or examination requirements.

The University and the Faculty of Arts have formal Student Academic Grievance Policies that are to be used only after informal approaches have been made to the relevant staff member. If the informal approach has an unsatisfactory outcome the student should follow the procedure outlined in the Faculty of Arts Student Grievance Form. This form can be downloaded from the UOW website or a copy may be obtained from Arts Central, Level 1, Building 19. For more information: http://www.uow.edu.au/arts/current/stgrievance

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Support Services
Both the Faculty and the University offer support services to its undergraduates.

Arts Central Building 19 Level 1 phone: 02 4221 5328 fax: 02 4221 5341 Mon Fri: 9.00am to 5.00pm Email: fac-arts@uow.edu.au www.uow.edu.au/arts Sub Dean to make an appointment to see the Sub Dean, contact: Sub Deans Assistant - Mark Hutchings: Location: 19.1055 Email: arts-subdean@uow.edu.au Ph: 4221 4838 Student Administration Student Central Building 17 phone: 02 4221 3927 fax: 02 4221 4322 E-mail: askuow@uow.edu.au www.uow.edu.au/student University Library, including the Faculty Librarian Building 16 phone: 02 4221 3545 uba@uow.edu.au

Student Support Adviser Viv McIlroy Mon & Tues Room 67.207 Wed, Thurs, Fri Room 19.1075 Support, information and referral for all UOW students , especially: international students students with a disability students on low incomes indigenous students

Email: vmcilroy@uow.edu.au www.uow.edu.au/student/services/SSA/index.html Learning Assistance Learning Resource Centre Bldg. 11, 209 (level 3) phone: 02 4221 3977 www.uow.edu.au/student/services/ld Careers Service Building 11 phone: 02 4221 3325 careers@uow.edu.au Counselling Service Building 11 (level 3) phone: 02 4221 3445 StudentServices@uow.edu.au

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