SOCIOLOGY 105 (Section 0301): Introduction to Contemporary Social

Problems

M/W/F, 9:00-9:50 am

Spring 2010

Instructor: Kathryn Buford

Location: Art/Socy 1213
Email: bufordk@gmail.com
Office: 1114 Art/Sociology Building
Office hours: Wednesday 10:30am—11:30am and by appointment
Course Description:
Students are often solution oriented when it comes to the study of social
problems. Before we can be problem solvers, however, we must learn to be
problem finders (Starling and Baskin 1985). This course will help students
develop their sociological imagination such that they understand personal,
collective and global problems, and reactions to them, in social context.

Arts and media, economics, capitalism, resistance and activism will be central
to our discussions. Students will leave with an understanding of the
sociological significance of these areas, their interconnectedness and the social
problems and reactions they illuminate.
The course is divided into four distinct, yet interrelated units. Unit 1 explores
economic sociology and capitalism. Unit 2 explores the sociology of art and
cultural activism. Unit 3 explores health and wellness. Unit 4 focuses on
academic initiatives to address pressing social problems.
Course Objectives:

1. To examine social problems in a way that is “sociologically mindful.”

This means taking a larger view of things, seeing how the world is socially
constructed, and understanding patterns (Schwalbe 2005).
2. To understand systems of domination and resistance.
3. To view ourselves as social actors and understand how we can be catalysts
for positive social change.

1
Course Structure:
We will discuss a different theme each week. The first 2 weeks will be
irregular, but starting week 3, we’ll get into the groove of things.
Mondays, we will begin with a lecture and interactive presentation. This will
take up most of the class time. Wednesdays, if necessary, we will spend a
short amount of time continuing with lectures or discussions from Monday.
We will have more time for class discussion and I will lead the conversation by
posing questions and ideas to the class. This is also a time for students to pose
questions or comments on material thus far. Fridays, starting week 3 we will
have student presentations and student led discussions.
Readings:
Students will need to have regular access to BlackBoard to participate
effectively in the course. All readings will be available via the course
blackboard site.
Group Presentations and Reflection Essays:
Students will be placed in groups of 5-6. Each person should prepare a 4-5
minute PowerPoint presentation based on a question or idea that arose from the
assigned readings. Students should also provide context that explains how the
question and idea emerged. **See example below.
Group presentations will take place once a week between Friday, September
24th and Friday, December 3rd. Each group member must choose one idea from
the previous week upon which to present. For example, student presentations
during week 4, on Friday, September 24th, will reflect the themes presented
during week 3 on economic sociology and capitalism.
Students will be graded individually. Yet, as a group, you will need to decide
in what order you will present (and ensure that each student is presenting on a
different theme).
Presentations should include background information, which has been gathered
from outside sources. A good place to start is with the suggested readings on
the syllabus.
…
**For example, Week 6, when presenting on the “Sociological Significance of
Art and Cultural Activism,” students might discuss the following:

2
1. Question: Can anything be art?
Context: I understand that ideas about what makes art “good” or “bad” are
socially constructed and reflect power relations in society. Still, after
discussion I left thinking, shouldn’t we have some criteria by which we
measure what is considered “true art”? If we don’t, doesn’t that mean that
anything, including pornography, could be considered art and not vulgar?
Or a student might propose the following:
2. Comment: It is important that artists maintain their integrity and learn to
be business savvy.
Context: It is challenging for artists to make art that they value when they do
not have a popular image or message to sell. I think it is important that artists
be entrepreneurial and strategic in their marketing and management.
Technology allows new avenues for artists to share and profit from their music.
…
Students will turn in a 2—3 page reflection essay that includes the question or
comment and context and explains their thinking on the matter.
Student presentations will be graded on the following criteria:
1. Thoughtfulness of question or comment
2. Thoughtfulness of context
3. Demonstrates background research
4. Presents a strong case for why it is important that the question or idea be
addressed
Quizzes:
We will have pop quizzes at various points throughout the course. These
quizzes will be simple and straightforward. They will help me keep track of
attendance and help you stay on task with readings. If you have done the
readings, you should pass.
Analytic Essays I and II:
Analytic essays will give you a chance to develop your ideas about a particular
theme of interest to you that we touch upon in the course in more depth. Both
essays should be 5—7 pages and are due on Friday, October 29th, and Friday,
December 15th, respectively. Analytic Essay I should address themes discussed

3
in Unit 1 or 2. Analytic Essay II should address themes discussed in Unit 3 or
4.
Notes on Analytic Essays:
A strong analytic essay will exhibit the following qualities concerning the
following points—
1. Thesis—A clearly stated and thoughtful thesis

2. Content—Analysis that shows thinking and imagination; claims that are

supported by evidence; avoidance of generalizations that cannot be proven;
willingness to consider different perspectives, to include complexities in your
argument

3. Mechanics—Generally free of mechanical errors such as run-on sentences,

misused commas, misplaced modifiers, etc.; strong, direct, active sentences

4. Citations—Citations and a bibliography that maintains American

Sociological Association (ASA) style with all sources of information and ideas
properly cited

–Adapted from Professor Michael Goldberg, Washington University

Grading Guidelines:

I do not assign extra credit! =)

Assignments must be turned in on time. Make-ups or extensions for
assignments or tests are only granted for emergency situations (illness, family
emergencies, etc.) and must be accompanied by documentation. If you know
that you will be absent on the day an exam or assignment is due because of a
religious observance or athletic team travel, please let me know no later than
the third week of class. If you are concerned about your grade, come and talk to
me so we can discuss strategies for improvement.
Group Presentation: 15%
Reflection Essay: 10%
Pop Quizzes: 25%
Student Analytic Essays: 50% (2 at 25%)

4
Contacting me:
E-mail is the best way to contact me. Please put “SOCY 105” or “Social
Problems” in the subject line. If you do not receive a reply from me within 24
hours, you can assume that I did not receive your e-mail.

Accommodations for students with special learning, emotional,

psychological, and physical needs:

In accordance with university policy, every effort will be made to

accommodate students who are registered with the Disability Support Services
(DSS) Office (0126 Shoemaker Hall) and who provide me with a DSS
Accommodation form that has been updated for the Fall 2009 semester. This
form must be presented to me by the third week of class. For more information,
please visit their website: http://www.counseling.umd.edu/DSS/.

Honor Code:

You are required to follow the Code of Academic Integrity set in place by the
University of Maryland Student Honor Council. The University of Maryland
Honor Pledge reads: “I pledge on my honor that I have not given or received
any unauthorized assistance on this assignment/examination.” For more
information visit: http://www.studenthonorcouncil.umd.edu/whatis.html

Class Policies Attendance:

Class lectures will provide you with information that is not in your readings. At
the beginning of each class I will circulate an attendance sheet. Each student
must sign her or his own name. The purpose of this is to help me learn your
names and keep track of who is attending class. You are responsible for
anything you miss in class while absent. Any absences for religious
observances or official university athletic activities should be provided to me
by the 2nd week of class in order to make appropriate adjustments for
assignments you may miss. In the event that class is cancelled because of
inclement weather, readings will be discussed in the following class and any
assignments will be due the next day the university is open.

UNIT 1—Follow The Money Trail: Economic Sociology and American

5
 Capitalism
“If you want to know why any social problem persists, you have to ask: Who is
profiting from it?”—A friend of mine
This unit introduces you to sociological mindfulness and social problems.
Themes in this unit will appear throughout the course. Here we explore
economic sociology as well as questions of capitalism and business. We will
review the definition and function of capitalism. Also, this unit explores
negative perceptions of capitalism and the realities that shape those
perceptions. We will also review attempts to use capitalist approaches to
reach social justice goals.

Week 1—Monday, August 30, 2010

Introduction
Week 1—Wednesday, September 1, 2010
Cultural Social Entrepreneurship: The Art and Business of Activism
Readings: “The Promise of Social Business” pp. 3—19 in Creating a World
Without Poverty: Social Business and the Future of Capitalism by Muhammad
Yunus. “Entrepreneurial Opportunity in Social Purpose Business Ventures”
pp. 142—152 by Kai Hockerts in Social Entrepreneurship edited by Johanna
Mair et. al.
Suggested Readings: “The Grameen Experiment” pp. 28—40 in Creating a
World Without Poverty: Social Business and the Future of Capitalism by
Muhammad Yunus.
Week 1—Friday, September 3, 2010
Thinking Sociologically
Readings: “Making Sense of the World Differently” pp. 1—41 and “Seeing
Connections” pp. 43—55 in The Sociologically Examined Life by Michael
Schwalbe.

Week 2— NO CLASSES–Monday, September 6, 2010 (LABOR DAY)—

Friday, September 10, 2010
***Students should acquaint themselves with course technology, making sure
they know how to access the blackboard site.

6
 Week 3—Monday, September 13, 2010
Thinking Sociologically About the U.S. Economy and Modern Capitalism
Readings: “Economic Sociology Unbond” pp. 1—18 in Economic Sociology:
An Introduction by Jeff Hass. “Economy and Economics” pp. 17—33 in
Economics for Everyone: A Short Guide to the Economics of Capitalism by Jim
Stanford.
Suggested Readings: “The Economic Sociology of Capitalism: An Introduction
and Agenda” pp. 1—41 in The Economic Sociology of Capitalism by Victor
Nee and Richard Swedberg.

Week 3—Wednesday, September 15, 2010

Thinking Sociologically About the U.S. Economy and Modern Capitalism
(Continued)
Readings: “The Sociological Perspective on the Economy” pp. 3—26 in The
Handbook of Economic Sociology, 2nd. Ed.by Neil J. Smelser and Richard J.
Swedberg.
Week 3—Friday, September 17, 2010
Readings: “The Normative (socio-political) agenda” pp. 199-207 in Economic
Sociology: An Introduction by Jeff Hass.
Suggested Readings: “The Rise of Markets and Economic Development” pp.
37—57 in Economic Sociology: An Introduction by Jeff Hass.

Week 4—Monday, September 20, 2010

Capitalism—A short and sweet introduction
Readings: “The Heart of the Economy: Organizations and Corporations” pp.
91—116 in Economic Sociology: An Introduction by Jeff Hass. “Capitalism”
pp. 33—39 and “Economic History” pp. 40—51 in Economics for Everyone: A
Short Guide to the Economics of Capitalism by Jim Stanford.

Week 4—Wednesday, September 22, 2010

7
American Business
Readings: “Shocking Times: The Rise of Disaster Capitalism Complex” pp.
355—356 and “A Corporatist State: Removing the Revolving Door” pp. 389—
408 in The Shock Doctrine: The Rise of Disaster Capitalism by Naomi Klein.
“Companies, Owners, and Profits” pp. 86—98 in Economics for Everyone: A
Short Guide to the Economics of Capitalism by Jim Stanford.
Film Excerpt: The Rise of Disaster Capitalism

Week 4—Friday, September 24, 2010—GROUP 1 Presentation

UNIT 2—Art is Power: The Sociological Significance of Art, Culture and

Global Activism
“The job of the writer is to make revolution irresistible.”—Toni Cade Bambara
The arts have always been mediums that inspire change,
provoke thought and foster understanding. We will first
explore the social significance of art and cultural activism. We
will examine important social problems that cultural activists
respond to such as colonialism, racism and sexism.

Week 5—Monday, September 27, 2010

The Sociological Significance of Art and Cultural Activism
Readings: “What is art? What is the sociology of art?” pp. 1—28 in
Constructing a Sociology of the Arts by Vera L. Zolberg and “Art of
Liberation: A Vision of Freedom” pp. 246—254 by Elizam Escobar in Art on
the Line: Essays by Artists about the Point Where Their Art & Activism
Intersect” edited by Jack Hirschman.
Suggested Readings: “Studying the Art Object Sociologically” pp. 29—53 in
Constructing a Sociology of the Arts by Vera L. Zolberg.

Week 5—Wednesday, September 29, 2010

8
Art and Liberation
Readings: “Thinking Art Sociologically” pp. 19—24 in The Sociology of Art:
Ways of Seeing by David Inglis and John Hughson. “Freedom of the Artist:
People’s Artists Versus People’s Rulers” pp. 203—221 by Ngugi Wa Thiong’o
in Art on the Line: Essays by Artists about the Point Where Their Art &
Activism Intersect” edited by Jack Hirschman.
Suggested Readings: “Poetry and Militancy in Latin America” pp. 1—10 by
Roque Dalton in Art on the Line: Essays by Artists about the Point Where
Their Art and Activism Intersect” edited by Jack Hirschman.

Week 5—Friday, October 1, 2010—GROUP 2 Presentation

Week 6—Monday, October 4, 2010

The Social Construction of Gender

Readings: “Night to His Day: The Social Construction of Gender” pp. 1—8 in
Paradoxes of Gender by Judith Lorber.
Week 6—Wednesday, October 6, 2010
Women’s Art and Cultural Activism
Readings: “Introduction: Dear Emotional Creature” pp. xxii—2; “Bad Boys”
pp. 21—22; “Epilogue: Manifesta to Young Women and Girls” pp. 141—144
by Eve Ensler in I am an Emotional Creature: The Secret Life of Girls Around
the World. “Poetry Is Not a Luxury” pp. 36—39 and “The Transformation of
Silence into Language and Action” pp. 40—44 by Audre Lorde in Sister
Outsider.

Week 6—Friday, October 8, 2010—GROUP 3 Presentation

Week 7—Monday, October 11, 2010
Disrupting Dominant Racial Narratives Through Film: Spike Lee’s Do The
Right Thing
Readings: “40 Acres and a Mule” pp. 1—3 and “Do The Right Thing” pp. 73
—99 by Spike Lee in Spike Lee: That’s My Story and I’m Sticking to It. “Spike
Lee’s Bed-Stuy BBQ” pp. 13—24 by Marlaine Glicksman in Spike Lee:
Interviews.

9
Suggested Readings: “Thinking About the Power of Images: An Interview
with Spike Lee” pp. 202—218 by Gary Crowdus and Dan Georgakas Spike
Lee: Interviews.
Film Excerpt—Do The Right Thing
Week 7—Wednesday, October 13, 2010
Exploring the Politics of Global Racial Consciousness: Spike Lee’s
Bamboozled
Readings: “Spike’s Minstrel Show” pp. 187—188 by Allison Samuels in Spike
Lee: Interviews. “Ya Been Took, Ya Been Hoodwinked, Ya Been
Bamboozled: Mau Maus, Diaspora, and the Mediated Misrepresentation of
Blacks” pp. 89—102 by Tracy Owens Patton and Deborah McGriff in Fight
the Power!: The Spike Lee Reader.
Film Excerpt—Bamboozled
Suggested Readings: “By Any Means Necessary: Spike Lee on Videos
Viability” pp. 184—186 by Steve Goldstein in Spike Lee: Interviews.

Week 7—Friday, October 15, 2010—GROUP 4 Presentation

Week 8—Monday, October 18, 2010

Anti-Colonial Art: Lessons From Ousmane Sembene, “The Father of African
Cinema”
Readings: “Introduction,” pp. 1—8 by Sheila Patty in A Call to Action: The
Films of Ousmane Sembene. “Foreword” pp. xi—xiii by Danny Glover,
“Preface” pp. xv—xxiii by Samba Gadjigo in Ousmane Sembene: The Making
of a Militant Artist. “An Interview with Ousmane Sembene” pp. 87—108 in
Ousmane Sembene: Dialogues with Critics and Writers.”
Film Excerpt—Black Girl

Week 8—Wednesday, October 20, 2010

Visuals of Empowerment: Contemporary African Film and Videography

10
“The Context of the African Filmmaker,” pp. 11—26 by Roy Armes in A Call
to Action: The Films of Ousmane Sembene. “Kenya Stakes Reinvention on
Constitution Vote” and “Pain Lingers From 2007 Vote in Kenya” by Jeffrey
Gettleman, New York Times August 3. 2010.

Video—“If This Country Burns” by Kuweni Serious

Video—“Usinibore” by Just a Band

Week 8—Friday, October 22, 2010—GROUP 5 Presentation

UNIT 3—Social Health and Wellness in a Crazy/Beautiful World

"The physical and emotional health of an entire generation and the economic
health and security of our nation is at stake."
—First Lady Michelle Obama
What are we putting inside our bodies and minds? Why? What are the
consequences? In this unit, we will explore the different components of
wellness and how the U.S. ranks in this category relative to other countries.
We will think critically and sociologically about the forces that shape our
spiritual, consumption and fitness practices individually and collectively.

Week 9—Monday, October 25, 2010

The Sociological Significance of Spirituality in a Troubled World
Readings: “Introduction” pp. 1—20 by Kieran Flanagan in A Sociology of
Spirituality by Kieran Flannagan and Peter C. Jupp. “A painting called 'Hope'
wins fans as Barack Obama's inspiration” by Ben Quinn, Christian Science
Monitor, November 28, 2008.
Suggested Readings: “Religion and Spirituality: Toward an Integrated
Analysis” pp. 137—149 by Wade Clark Roof in Handbook of the Sociology of
Religion edited by Michele Dillon.
Audio Excerpt: “The Months Passed” and “And So it Went” in Dreams From
My Father: A Story of Race and Inheritance by Barack Obama.

Week 9—Wednesday, October 27, 2010

11
Religion and Resistance
Readings: “‘Worldly’ or ‘Other worldly’?: Activism in an Urban Religious
District” pp.412—422 by Omar McRoberts in Handbook of the Sociology of
Religion edited by Michele Dillon.
Week 9—Friday, October 29, 2010—GROUP 6 Presentation

Week 10—Monday, November 1, 2010

How did we come to eat like this?
Readings: “Introducing the Social Appetite: Towards a Sociology of Food and
Nutrition” pp. 1—25 in A Sociology of Food and Nutrition: The Social
Appetite by John Germov and Lauren Williams.
Suggested Readings: “Deciphering a Meal” pp. 36—54 by Mary Douglass in
Food and Culture: A Reader edited by Carole Counihan.
Analytic Essay I Due IN CLASS

Week 10—Wednesday, November 3, 2010

Food and Public Health
Readings: “Setting the Menu: Dietary Guidelines, Corporate Interests, and
Nutrition Policy” pp. 148—168 by John Duffy in A Sociology of Food and
Nutrition: The Social Appetite by John Germov and Lauren Williams.

Week 10—Friday, November 5, 2010—GROUP 7 Presentation

Week 11—Monday, November 8, 2010

Health, Wellness and Body Image
Readings: “Body Acceptance: Exploring Women’s Experiences” pp. 403—
426 in A Sociology of Food and Nutrition: The Social Appetite by John Germov

12
and Lauren Williams.

Week 11—Wednesday, November 10, 2010

Readings: “Beyond the Myths of Hunger: What We Can Do?” pp. 402—411
by Frances Moore Lappé and Joseph Collins. “Toward a Pyschosociology of
Contemporary Food Consumption” pp. 20—27 by Roland Barthes in Food and
Culture: A Reader edited by Carole Counihan.

Week 11—Friday, November 12, 2010—GROUP 8 Presentation

UNIT4—The Ivory Tower Strikes Back: Public Sociology and

Participatory Action Research
“The philosophers have only interpreted the world, in various ways; the point,
however, is to change it.” –Karl Marx
Some argue that professional sociology is concerned with engaging
sociologists, while public sociology is concerned with communicating to
groups and communities without formal sociological backgrounds. Although
there are various debates in the field, in general, the goal is to not simply study
society, but to positively transform it given sociological knowledge.
Participatory action research scholars study and aim to transform social
problems through collaborative projects with members of a community. Here,
we will explore the theories and goals of public sociology and participatory
action research. We end with my own foray into these styles of scholarship by
examining a project on cultural activism and social entrepreneurship.

Week 12—Monday, November 15, 2010

Understanding Public Sociology: Theories, Goals and Debates
Readings: “Going Public: Doing the Sociology That Had No Name” pp. 101—
116 by Patricia Hill Collins and “Speaking to Publics” pp. 117—123 by
William Julius Wilson in Public Sociology: Fifteen Eminent Sociologists
Debate Politics and the Profession in the Twenty-First Century edited by Dan
Clawson et. al.

Week 12—Wednesday, November 17, 2010

13
Solving Social Problems
Readings: “Can Social Problems Be Solved?” pp. 371-390 in Social Problems
in a Diverse Society 5th ed. by Diana Kendall.

Week 12—Friday, November 19, 2010—GROUP 9 Presentation

Week 13—NO CLASSES THIS WEEK—Monday, November 22, 2010—

Friday, November 26, 2010—ENJOY THE BREAK!

Week 14—Monday, November 29, 2010

Participatory Action Research: Theories and Goals
Readings: “Living Inquiry: Personal, Political and Philosophical Groundings
for Action Research Practice” pp. 15—27 by Patricia Gayá, Peter Reason and
Hilary Bradbury and “Ethics and Action Research: Deepening our
Commitment to Principles of Social Justice and Redefining Systems of
Democratic Practice” pp. 199—209 by Mary Brydon-Miller in The Sage
Handbook of Action Research.

Week 14—Wednesday, December 1, 2010

Participatory Action Research: Case Study
Readings: “ ‘Why do they hate us?’: Reframing Immigration Through
Participatory Action Research” pp. 152—161 in Area 42 (2), 2010 by Caitlin
Cahill. “The Continuum of Positionality in Action Research” pp. 29—37 in
The Action Research Dissertation: A Guide for Students and Faculty.
Week 14—Friday, December 3, 2010—GROUP 10 Presentation

Week 15—Monday, December 6, 2010

What does it mean to Live Unchained?: Public Sociology, Participatory Action
Research and Cultural Activism
Readings: To Be Assigned

Week 15—Wednesday, December 8, 2010

14
Where do we go from here? How do we get there? Who is in the driver’s seat?
Readings: “If I Were the Goddess of Sociological Things” pp. 91—100 by
Judith Stacey and “The Field of Sociology: Its Power and its Promise” pp. 241
—258 by Michael Burawoy and in Public Sociology: Fifteen Eminent
Sociologists Debate Politics and the Profession in the Twenty-First Century
edited by Dan Clawson et. al.

Week 15—Friday, December 10, 2010—Wrap-Up Discussion and Class

Picture (Last Day of Class)
Wednesday, December 15, 2010—Analytic Essay II Due in my office

15