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Course Summary Social problems today seem more vast and complex than ever before--many appear to defy solution. For many people, important social problems and effective ways to address them are easily identified through "common sense." Yet, it is clear that what is or what is not considered a social problem varies according to the goals, values, and perceptions of different societies or social groups. Likewise, the realities of social arrangements determine the status of social problems and the viability of potential solutions. Therefore, to analyze social problems we must systematically study the social contexts, which ultimately define and constrain them. This course is built upon a premise: social problems are impossible to understand or to alleviate without first gaining some critical knowledge of the social contexts which "create" them. We begin the course by considering some major theoretical perspectives used by sociologists to explain social problems. As the course progresses, students will be encouraged to think sociologically about some of the most important and widely acknowledged social problems of our day and how they can become active toward solving them. We will focus on problems shared by the U.S. and the emphasis of our course will be solutions. As we deliberate, we will learn how other societies are trying to solve similar problems. Course Objectives
Course Requirements Instead of a standard textbook, this course will rely on a series of short weekly readings and occasional films. The readings and films both illustrate course concepts and serve as catalysts for discussion; therefore, weekly assignments should be completed before the material is covered in class. All course readings and most of the class films are on reserve at the Lipscomb Library. Besides frequent quizzes over the readings, there will be a midterm, a course project, and a final exam. Texts Required texts:
Quizzes Throughout the semester, unannounced quizzes will be given over the weekly readings. These short quizzes will address only the material assigned for the current week. Quiz scores will be combined for an average quiz grade; the lowest quiz grade will be dropped. Students with an excused absence will be allowed to make-up the missed quiz within two class periods after the day the quiz was given.
Course Projects Student Presentations Teamed with classmates or alone, students may participate in a class presentation about a social problem examined in the course. The object is to offer a viable solution for alleviating the social problem the class has studied that week. The presentation must thoroughly relate the weekly readings, films, or other course materials to the proposed solution. In addition, the solution must draw from a major sociological paradigm. A good presentation will be concise but comprehensive; those presenting will be expected to address the major economic, political, and social ramifications of their proposed solution (e.g., how will the solution be funded? which groups might object to the solution? how will different groups be affected?). Students are responsible for arranging to meet with the instructor no later than one week prior to the presentation date to discuss guidelines and other aspects of the presentation.
Practicum Another option is to complete a brief practicum through an organization or event that deals with social problems in the Lynchburg community or surrounding area. The purpose is to let students get out of the classroom and gain some first-hand knowledge of how professionals and the people they serve experience social problems. This project will involve a certain amount of contact hours, journal entries, and a short end-of-semester report. Spaces are limited and arrangements will be made through the instructor.
Course Projects (cont.)
RESULTS If there is sufficient interest, students may participate in a grassroots organization of political activists called RESULTS. This non-profit, non-governmental organization (NGO) of volunteers lobbies governments to pass legislation addressing hunger and poverty issues. As an active member of the Lynchburg chapter, you will learn, by doing, how such a volunteer organization works and will participate in monthly conference calls involving hundreds of volunteers nationwide. Students, as activists, may contact national political leaders or write newspaper editorials under the direction of the group.
Special Book Projects This year I’ve selected two books from which students may choose to do a self-designed study. For those particularly interested in environmental issues, your project might involve Cable and Cable’s Environmental Problems, Grassroots Solutions. The other work is Robert Greenberg’s unusual We Can Save the World: The Uniworld Plan , built upon the goal of achieving a world government. Students may wish to collaborate on a group project built around one of this books. This project will involve creativity and some self-direction, but it offers great flexibility within some basic guidelines.
Attendance Policy Class attendance is a course requirement. Students are expected to notify the instructor about absences, preferably in advance. Excused absences are: those required by varsity team members for events involving travel, accompanied by a note from the coach; those involving deaths in the immediate family or personal crises, with a note from a Dean's office; those for serious illness, with a note from the campus health center or an attending physician.
Class Participation Given the importance of class interaction in learning, students are expected to actively participate in class. An assessment of class performance will be based on the degree to which each student: attends classes regularly; comes prepared to contribute to class discussion by completing prior assignments; contributes to class discussion by making appropriate comments and by asking relevant questions of classmates or the instructor. Regular class attendance alone constitutes only minimal participation.
Grading The quiz average, the presentation or paper, the midterm exam, and the final will each count equally (25%) toward your course grade. The grading scale follows: 93 - 100 = A 90 - 92 = A- 87 - 89 = B+ 83 - 86 = B 80 - 82 = B- 77 - 79 = C+ 73 - 76 = C 70 - 72 = C- 67 - 69 = D+ 60 - 66 = D 0 - 59 = F In borderline cases, a student's class participation will determine the course grade.
Course Schedule I. The Making of a Social Problem Week 1. What is a "Social Problem?" Reading #1 Week 2. Thinking Critically Readings #2, #3 II. Social Inequality and Intergenerational Mobility Week 3. Poverty and Inequality Readings #4, #5 Week 4. The Role of Education Readings #6, #7, #8 Week 5. Social Distinctions: Race and Gender Readings #9, #10, #11 Week 6. Families Readings #12, #13, #14 Midterm 2/25 III. Social Deviance and Wellness Week 7. Substance Abuse Readings #15, #16, #17
*** SPRING BREAK *** Week 8. Violence and Sexual Abuse Readings #18, #19, #20
Week 9. AIDS Reading #21, #22
Week 10. Health Care Reform Readings #23, #24 IV. Social Change Week 11. Problems of Globalization: global culture Readings #25, #26 Week 12. Problems of Globalization: global workplace Readings #27, #28
Week 13. Resource Use and the Environment Readings #29, #30, #31
Readings #32 *** FINAL EXAMINATION PERIOD ***
READINGS #1 The Culture of Public Problems, Joseph R. Gusfield, Ch. 1 (reserve)
#23 "Does Canada have the Answer?," Consumer Reports (Ch.23, E&L)
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