SOCIOLOGY 150:

SELF and SOCIETY

COURSE DESCRIPTION: Welcome! This course is designed to provide you with an overview of
the main theories and empirical findings constituting the subfield of Social Psychology, a domain
of knowledge generated by a distinct line of scientific inquiry into the cultural, structural and
situational influences of individual thought and behavior. The findings of this area of study will
be explored in five parts: First, we will consider the basic premises and perspectives that inform
the subfield of sociological Social Psychology. Second, we will explore the processes of
socialization and the role of social interaction, language and reference groups in the development
of the ‘self.’ Third, we will focus on the effects of social structure and culture, by examining how
norms, identities, values, roles and situations influence individual thought and behavior. Fourth,
we will discuss the social construction of deviance and survey the strategies individuals employ
to negotiate various stigmatized social identities. Lastly, we will conclude the semester by
analyzing group dynamics, such as prejudice and discrimination, prosocial and antisocial
behavior, as well as crowd behavior.

COURSE LEARNING OUTCOMES:

By the end of this course you will be able to:
1. To learn the ideas, concepts, arguments, theories and empirical findings essential to the
subfield of sociological social psychology — a body of knowledge on the cultural,
structural and situational influences of individual thought and behavior (PLO # 1 and 3).
2. To learn how to critically assess and evaluate the validity of these theories and findings,
while also constructively utilizing them to understand the causes and consequences of
human behavior (PLO #2).
3. To learn how to effectively formulate and communicate — both verbally and
compositionally — social psychological questions, interpretations and arguments (PLO
#4).

SOCIOLOGY PROGRAM LEARNING OUTCOMES:

To support student success coherently across Sociology coursework, these CLOs help students
to reach the expectations of the Sociology Program Learning Outcomes 1, 2, 3 and 4.

1. Think critically about the causes and consequences of social inequality.

2. Design and evaluate empirical sociological research.
3. Explain and apply the major theoretical perspectives in sociology.
4. Communicate orally and in writing about sociological concepts.

GENERAL EDUCATION PRINCIPLES:

This course counts towards General Education credits. The course aligns with the following three
principles:

Scientific Literacy: To have a functional understanding of scientific, technological and

quantitative information, and to know both how to interpret scientific information and
effectively apply quantitative tools.

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Communication: To convey information to and communicate and interact effectively with
multiple audiences, using advanced skills in written and other modes of communication.

Self and Society: To understand and value diverse perspectives in both the global and
community contexts of modern society in order to work knowledgeably and effectively in an
ethnically and culturally rich setting.

REQUIRED TEXTS:
Cahill, Spencer, Kent Sandstrom and Carissa Froyum. 2013. Inside Social Life: Readings in
Sociological Psychology and Microsociology, 7th Edition. Oxford University Press.
O’Brien, Jodi. 2011. The Production of Reality: Essays and Readings on Social Interaction,
5th Edition. Pine Forge Press.
Preves, Sharon, and Jeylen Mortimer. 2011. Classical and Contemporary Perspectives in
Social Psychology: A Reader. Oxford University Press.

EVALUATION and GRADING: Your final grade will be based on the following:

ATTENDANCE and PARTICIPATION (10%): Class attendance is compulsory. At the

beginning of each class, attendance will be taken – so please arrive to class on time. Absences
that exceed two course weeks (or four classes) will result in the reduction of your attendance
and participation grade. Missed classes will NOT be excused – meaning, credit will not be
issued for a missed class due to medical, extracurricular, or personal reasons. If you are
unable to attend class, please notify me in advance, but understand that it will be your
responsibility to get any information about a missed class from your classmates. Always bring
to class the assigned reading materials, as well as your course notebook. Finally, it is
imperative that you come to class prepared, having read the required weekly readings, and
ready to participate in class discussions.

WEEKLY RESPONSE POSTINGS (20%): Once a week, students will be required to post a
written response to the CatCourses Soc 150 website (one single-spaced page, or
approximately five hundred words). Responses must be posted before the first class of each
week: By 8:00PM on Mondays. Given the eclectic assortment of weekly readings, students
should strive to identify the salient sociological ideas that unify these readings, while
considering the strengths and weaknesses of each article in terms of its argumentation,
research design and findings. Responses should also raise insightful questions and pose
thoughtful criticisms that can be utilized for class discussions. A minimum of three readings
must be addressed in each response posting. Postings will be scored on a credit/no credit
basis.

THURSDAY REACTION STATEMENTS (10%): At the end of each Thursday class, you will
be required to submit a brief written reaction to that week’s readings, lectures, or discussion,
indicating what you’ve learned, or something you found interesting, controversial,
disagreeable, confusing, or even a change in attitude or perspective. You can submit a
reaction statement only if you are in class – reaction statements cannot be submitted in
advance (e.g., in anticipation of a missed class), nor will they be accepted after a class has
ended. As with weekly response postings, reactions are counted but not graded (i.e., credit/no
credit), and reaction statements will not be returned to students with comments.

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 TERM PAPER (20%): Students will be required to write one standard-format, eight to ten
page paper (see the ‘ASA Style Guide’ for citation guidelines). This analytical writing
assignment will ask you to engage an important social scientific debate — which sociologists
refer to as the ‘Structure vs. Agency’ debate — by considering the extent to which human
thought and behavior is the sole product of external social influence. This writing assignment
will not require students to incorporate research findings from outside sources. Detailed
instructions for completing this assignment will be made available to the class at the end of
Week 3. The due date of the term paper is Thursday, December 10th — at the beginning of
our last class. Late papers will NOT be accepted.

MIDTERM EXAM (20%) and FINAL EXAM (20%): Both the midterm examination and the
final examination will consist of fill-in-the-blank, true or false, multiple choice and short
answer questions. Examination questions will be based on the assigned readings and
lectures. The midterm examination will be administered in class on Thursday, October 15th
and the non-cumulative final examination will be administered during the final examination
period, which is scheduled for 8:00-11:00AM on Thursday, December 17th. Restroom breaks
will NOT be permitted during the examination periods.

EXAMINATION ABSENTEE POLICY: Make-up examinations will only be provided for

students with serious medical or personal emergencies. It is your responsibility to notify me
in advance if you anticipate an absence during a scheduled examination or immediately after
an unanticipated absence, as well as furnish the necessary documentation and/or referrals to
corroborate the legitimate reason(s) for your absence. Examinations will NOT be
rescheduled to accommodate personal travel plans, athletic events, or other non-academic
commitments.

PERSONAL ELECTRONICS POLICY: The use of laptops, tablets, mobile phones, voice
recorders, etc., during class is strictly prohibited. The use of such devises in class will result
in dismissal. All lecture slides presented in class will be available online through CatCourses
at the end of each week.

GRADING SCALE:
A (94-100) B+ (87-89) C+ (77-79) D+ (67-69) F (59 and below)
A- (90-93) B (84-86) C (74-76) D (64-66)
B- (80-83) C- (70-73) D- (60-63)

UC MERCED’S STATEMENT ON ACADEMIC HONESTY:

“Academic integrity is the foundation of an academic community. Academic integrity applies
to research as well as undergraduate and graduate coursework. Academic misconduct
includes, but is not limited to cheating, fabrication, plagiarism, altering graded examinations
for additional credit, having another person take an examination for you, or facilitating
academic dishonesty or as further specified in campus regulations.”

STUDENTS WITH DISABILITIES

Accommodations are available for students with a documented disability. To qualify for
accommodations, please notify me of your disability and contact Disability Services at the

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 beginning of the semester. All accommodations must be approved by Disability Services.
Please visit the center (Student Services Building 230) or call 209-228-6996 to make an
appointment with a disability specialist.

COURSE SCHEDULE and WEEKLY READING ASSIGNMENTS:

All assigned weekly readings are included in the required textbooks, or are available online
through CatCourses. “ISL” refers to Cahill et al.’s Inside Social Life, “PR” refers to O’Brien’s
The Production of Reality, “CCP” refers to Preves and Mortimer’s Classical and
Contemporary Perspectives in Social Psychology, and “CC” refers to the CatCourses
Sociology 150 course website.

PART I: INTRODUCTION to ‘SOCIOLOGICAL’ SOCIAL PSYCHOLOGY

1. WEEK ONE (8/27): Sociological Social Psychology

PR: Introduction: “What Is Real?,” by Jodi O’Brien, and Chapter 31: “A Conception of
and Experiments With ‘Trust’ as a Condition of Concerted Stable Actions,” by Harold
Garfinkel

2. WEEK TWO (9/1 & 9/3): The Social Construction of Reality

CC: Chapter 2: “Society as Objective Reality,” by Peter Berger and Thomas Luckmann

ISL: Chapter 3: “Symbols and the Creation of Reality,” by Kent Sandstorm

PR: Chapter 3: “Truth, Objectivity and Agreement,” by Earl Babbie, and Chapter 32:
“Self-Fulfilling Prophecies,” by Paul Watzlawick

CCP: Chapter 41: “That Powerful Drop,” by Langston Hughes

PART II: SOCIAL INTERACTION, SOCIALIZATION and the SELF

3. WEEK THREE (9/8 & 9/10): The Social Origin of the Self

PR: Chapter 7: “Final Note on a Case of Extreme Isolation,” by Kingley Davis, Chapter
11: “The Self, the I, and the Me,” by George Herbert Mead, Chapter 12: “Looking-Glass
Self,” by Charles Horton Cooley, and Chapter 13: “A Theory of Genius,” by Thomas
Scheff

CC: “The Development of Language and Thought,” by Lev Vygotsky

4. WEEK FOUR (9/15 & 9/17): Primary and Secondary Socialization

PR: Chapter 17: “Socialization: The Internalization of Society,” by Peter Berger and
Thomas Luckmann

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 ISL: Chapter 18: “Young Children’s Racial and Ethnic Definitions of Self,” by Debra Van
Ausdale and Joe R. Feagin

CCP: “Invisible Inequality,” by Annette Lareau

CC: “Anybody’s Son Will Do,” by Gwynne Dyer, and “Social Interaction and
Psychological Pathways to Political Engagement and Extremism,” by Emma Thomas et
al.

PART III: SOCIAL STRUCTURE, SOCIAL IDENTITY and the SELF

5. WEEK FIVE (9/22 & 9/24): Social Structure and Identity

ISL: Chapter 11: “Becoming a Gendered Body,” by Karin Martin

CCP: Chapter 16: “From ‘Nerds’ to ‘Normals’,” by David Kinney, and Chapter 45: “The
Interactive Relationship Between Class Identity and the College Experience,” by
Elizabeth Aries and Maynard Seider

CC: “Code of the Street,” by Elijah Anderson, and “Leveled Aspirations,” by Jay
MacLeod

6. WEEK SIX (9/29 & 10/1): Values and Identity

CC: “Basic Values,” by Shalom Schwartz, “The Moral Self,” by Jan Stets and Michael
Carter, and “Iraq War Veteran Readjustment and the Quest for Postwar Well-Being,” by
Jon Sigmon

7. WEEK SEVEN (10/6 & 10/8): Social Roles and Identity

CC: “Identity Salience and Psychological Centrality,” by Sheldon Stryker and Richard
Serpe, and “Role-Identity Salience, Purpose and Meaning in Life, and Well-Being
Among Volunteers,” by Peggy Thoits

ISL: Chapter 23: “The Glorified Self,” by Patricia Adler and Peter Adler

8. WEEK EIGHT (10/13 & 10/15): Self-Presentation

ISL: Chapter 21: “The Presentation of Self,” by Erving Goffman, and Chapter 22: “The
Girl Hunt,” by David Grazian

CCP: Chapter 15: “Regions and Region Behavior,” by Erving Goffman

PR: Chapter 15: “The Digital Self,” by Shanyang Zhao

CC: “Identity Construction on Facebook,” by Shanyang Zhao et al.

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**Midterm Examination: Thursday, October 15th**

9. WEEK NINE (10/20 & 10/22): Emotions

ISL: Chapter 7: “Emotion Work and Feeling Rules,” by Arlie Hochschild, and Chapter
31: “Managing Emotions in an Animal Shelter,” by Arnold Arluke

CC: “Managing Emotions in Medical School,” by Allen Smith and Sherryl Kleinman

PR: Chapter 27: “The Managed Heart,” by Arlie Hochschild

CCP: Chapter 14: “Self-Processes and Emotional Experiences,” by Morris Rosenberg

10. WEEK TEN (10/27 & 10/29): Social Situations

CCP: Chapter 20: “The Pathology of Imprisonment,” by Philip Zimbardo, Chapter 23:
“Effects of Group Pressure upon the Modification and Distortion of Judgments,” by
Solomon Asch, and Chapter 25: “The My Lai Massacre,” by Herbert Kelman and V. Lee
Hamilton

CC: “Behavioral Study of Obedience,” by Stanley Milgram

PART IV: DEVIANCE, LABELING and STIGMA MANAGEMENT

11. WEEK ELEVEN (11/3 & 11/5): Deviance and Labeling

CCP: Chapter 34: “On Being Sane in Insane Places,” by David Rosenhan, and Chapter
35: “The Discovery of Hyperkinesis,” by Peter Conrad

PR: Chapter 20: “Becoming a Marihuana User,” by Howard Becker

CC: “The Saints and the Roughnecks,” by William Chambliss, and “Social Structure and
Anomie,” by Robert Merton

12. WEEK TWELVE (11/10 & 11/12): Stigma Management

ISL: Chapter 25: “Face-Work and Interaction Rituals,” by Erving Goffman, and Chapter
34: “Salvaging Decency,” by Margarethe Kusenbach

CCP: Chapter 39: “Confronting Deadly Disease,” by Kent Sandstrom

CC: “Salvaging the Self From Homelessness,” by David Snow and Leon Anderson, and
“Spoiled Group Identities and Backstage Work,” by John O’Brien

PART V: GROUP DYNAMICS

13. WEEK THIRTEEN (11/17 & 11/19): Prejudice and Discrimination

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 CCP: “Atheists as Other,” by Penny Edgell, Joseph Gerteis and Douglas Hartmann

CC:“Attitudes Vs. Actions,” by Richard LaPiere, “Social Categorization and Intergroup

Behavior,” by Henri Tajfel, M.G. Billig and R.P. Bundy, “The Role of Perceived Race and
Gender in the Evaluation of College Teaching on RateMyProfessors.com,” by Landon
Reid, and “Making Sense of Misfortune,” by Fallin Hunker

14. WEEK FOURTEEN (11/24): Prejudice and Discrimination (Cont’d)

CC: “The Nature of Prejudice,” by Gordon Allport, “The Effects of Ingroup and
Outgroup Friendships on Ethnic Attitudes in College,” by Shana Levin et al., and
“Interracial Roommate Relationships,” by Natalie Shook and Russell Fazio

15. WEEK FIFTEEN (12/1 & 12/3): Prosocial and Antisocial Behavior

CCP: Chapter 26: “Social Determinants of Bystander Intervention in Emergencies,” by

Bibb Latane and John Darley, Chapter 27: “Aid in the Aftermath of Hurricane Katrina,”
by Amy Cuddy, Mindi Rock and Michael Norton, and Chapter 29: “Superordinate Goals
in the Reduction of Intergroup Conflict,” by Muzafer Sherif

CC: “Transmission of Aggression through Imitation of Aggressive Models,” by Albert

Bandura, Dorothea Ross and Shiela Ross, and “From Jerusalem to Jericho,” by John
Darley and Daniel Batson

16. WEEK SIXTEEN (12/8 & 12/10): Crowd Behavior

CC: “Social Contagion Theory” and “The Emergent Norm Theory,” by David Locher,
“Some Consequences of Deindividuation in a Group,” by Leon Festinger, Anthony
Pepitone and Theodore Newcomb, and “Wal-Mart Employee Trampled to Death,” by
Robert McFadded and Angela Macropoulos

**Term Paper Due: Thursday, December 10th**

**Final Examination: Thursday, December 17th, 8:00-11:00AM**

**I reserve the right to make necessary changes to the syllabus over the course
of the semester**