Office: SS 217 H82   E-mail: rwolf@pcc.edu

Rowan Wolf's Instructional Web Site: http://spot.pcc.edu/~rwolf/

Class Information: T/R 9:30-10:50 CRN 21910  SS 109 <> Mon 6:30-9:20 CRN 23857 SS110

Course Materials
Textbook: Social Problems, D. Stanley Eitzen, and Maxine Baca Zinn Additional reading materials provided by the instructor.

Office Hours: M/W 10-11 T/R 11-12. Other are times available by appointment.

About Your Teacher: I have my Ph.D. in sociology from the University of Oregon. My special areas of interests are stratification systems, organizations, and the interplay of values and how they are embedded in social interaction and structure. As an Instructor, I encourage the participation of students in the learning process. My best hope is that students will leave my courses with the tools to look at the world critically and holistically.

Students with Disabilities: I encourage students who have disabilities to contact the Office for Students with Disabilities for assistance in requesting accommodations. Please meet or talk with me outside of class to discuss any special considerations or problems that may affect your participation or performance in the class.

Course Description: You will be introduced to concepts and information pertaining to a variety of social problems. This course examines problems such as poverty, race/ethnicity, violence, and the environment. The examination of these issues is from a broad sociological perspective with an emphasis on critical analysis.

Flexibility Statement: All assignments and calendars may change in response to institutional, instructional, or weather needs. Changes in assignments may affect the number of total points available in the course.

General Course Goals and Objectives:
1. Demonstrate knowledge of how social problems are defined and how they differ from personal issues.
2. Demonstrate an understanding of the assumptions underlying definitions of problems, solutions, and attribution of blame.
3. Demonstrate an understanding of how social structure is impacted by, and impacts, diverse populations.
4. Demonstrate an understanding of how the main sociological theoretic frameworks and apply a sociological perspective to a variety of problems.
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Grading/Evaluation:  Your grade will be based on your completion of the items detailed below and others that may be assigned. Your final grade is based on percentage of total points accumulated. A= 90-100%, B=80-89%, C=70-79%, D=60-69%, F - below 60%.

1. Attendance: Attendance 10 points per week (105 total). Though you are not graded on your participation in the class, attendance is part of your grade. If you cannot make a class, or need to arrive late or leave early, please let me know. Unexplained absences are considered ditching the class. Excused absences receive reduced credit.

2.  Social Problems Definitions and Solutions Worksheets: up to 25 points per sheet (100 total). There are two types of worksheets - those that define the problem and those that examine a public policy or program aimed at addressing the problem. These worksheets are a combination of research on your part and your informed analysis based on course readings and materials. See schedule for assignments and page 4 of the syllabus for guidelines. The questions on the worksheets are intended to encourage you to look past the rhetoric and stereotypes of social problems. You must use at least one source for each worksheet.

3.Analysis Papers: 50 points per paper (100 total): Papers are due on the last class period of the week or at class time for classes meeting one day per week. Papers must be a minimum of two single-spaced (four double-spaced) typed pages of analysis over social problems pertinent to the appropriate section of the course. All sources must be cited appropriately. You must use at least two sources for analysis papers. The purpose of the papers is to 1) demonstrate you have an understanding of the material, and 2) the ability to think critically about the issues and concepts covered in the class. While I do not grade on grammar, papers should be clear enough for me to understand them.

4a. Research Paper: 100 points Research papers may be over any social problem of your choice. Papers must be a minimum of four single-spaced pages and use a minimum of four sources. The text may not be one of you four sources, though it may be used as an additional source. All sources must be cited appropriately in the body of the paper and listed fully in the bibliography (including internet sources). Any standard citation style may be used. The research paper is not significantly different than the shorter papers. I am using the same evaluation criteria.

OR 4B. Service Learning option to replace Research Paper. Students may optionally engage in a service learning project in place of the research paper. Those selecting this option must complete a minimum of 10 hours of service learning with a non-profit or governmental agency. You must also write a minimum 2 page single-spaced discussion of your experience and how the organization 1) defines the problem and 2) how it works toward solving the social problem. If you feel that the organization does not contribute to a solution or that their definition of the problem and the methods used to address it do not "match," then that should be in the analysis as well.

I HAVE A NOTEBOOK OF EXAMPLES OF EXCELLENT STUDENT PAPERS AVAILABLE IN MY OFFICE THAT YOU MAY EXAMINE.

5. Research Paper topic description: I strongly encourage you to turn in a one paragraph description of your research topic and how you intend to approach it. This is not a graded assignment, but gives you the opportunity to get feedback from me on your topic and approach. This helps ensure that your paper is appropriate to the course.

Paper Format
Your papers should include the following information:
- a one sentence summary of the focus of your paper;
- a substantive discussion of the social problem you are discussing;
- your name, class, paper number, date, and my name.
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REQUIREMENTS FOR ALL PAPERS

- All shorter papers must be on a topic that is appropriate for the portion of the class that the paper covers.Research paper must be appropriate to the course

- All papers should link to topics, concepts, or materials covered in the course - including class lectures and discussions.

- All papers must be typed.

- All sources must be cited within the body of any paper.

- All papers must meet the requirements of the assigned paper (see above)

- All assignments must be in on time unless you have made arrangements with me. Late assignments will receive decreased credit.
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Evaluation guidelines for all papers:

1. Demonstrates understanding of the material/ concepts discussed.
2. Citations are correctly made, and paper meets requirements outlined for the paper.
3. Uses a sociological rather than an individual or psychological perspective.
4. Integrates and synthesizes material/concepts.
5. Takes the "next step" beyond the material, often through number four above.

Guidelines for rewriting papers:
Only the first paper may be rewritten for possible additional credit if the paper received less than 45 points (excluding points deducted for lateness), and the paper did not receive zero points for plagiarism.

- Rewrite must be turned in before the next paper is due.
- Original paper with comments must be turned in with the rewrite.
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Guidelines for Citing Work:
Exact quotes: "Globalization is a force that will affect all workers." (Neubeck and Glassberg, 1996:215)

Paraphrase: Globalization affects workers around the world (Neubeck and Glassberg, 1996:215). OR According to Neubeck and Glassberg, (1996:215) workers will be strongly affected by the forces of globalization.

Internet Sources: Currently there are approximately 40 million workers employed by multinational corporations (Smith, 1997).

Guidelines for Bibliography:
Book: Neubeck, Kenneth J. And Glasberg, Davita Silfen. 1996. Sociology: A Critical Approach. McGraw-Hill, Inc.:New York.

Article: Jones, Amy. 1997. "Living Life on the Streets." American Journal of Sociology. 36(2):235-256.

Internet: Smith, Jason. 1997. "The Multinational Shuffel." http://www/multinational/shuffel.html.
 

1 How is the problem generally defined?
    A. What is the problem?
    B. What are the perceived causes of the problem? Is this different from the actual causes of the problem?

2 How would you define the problem and what sources do you think form the basis of the problem?

3 What is the primacy of the problem (magnitude and severity)?

4 Who is impacted by the problem and how? Are different groups impacted differently?

5 What in the social structure, culture, or both is creating or perpetuating this problem?

6 Are there groups who benefit from the problem? If so, in what ways? What is the power of these groups compared to those negatively impacted by the problem?

7 Citations for Resources Used
 

1 What policy or program are you discussing?

2 What is the goal of the policy or program?

3 Briefly summarize the main points of the policy or program.

4 Based upon 2 and 3, what definition of the problem underlies the solution?

5 Who is impacted (positively and negatively) by the solution? Are there groups who benefit from the problem and the solution? If so, in what ways? What is the power of these groups compared to those negatively impacted by the problem?

6 Is the program or policy effective?

7 Does the solution cause other social problems?

8 Citations for Resources Used

Class Rules and Etiquette

Discussion: There will be a lot of discussion in this class, and some of it will be over very sensitive issues. I encourage the free exchange of ideas, and feel that this is an extremely valuable part of our learning experience. Please keep the following things in mind.

Avoid making personal attacks on others in the class. Aside from being hurtful, it also tends to discourage people from participating.

Don't talk over the top of someone else. As much as possible, I will allow time for everyone who has anything to say the opportunity to do so.

Try to listen closely to points being made by others. The diversity of experience and philosophy represented in the class are an important part of the learning process.

Monitor how much of the discussion time you are taking. Though your opinions are important, everyone should have the opportunity to share. If you feel you are frequently monopolizing discussion time, sit back and listen for a while.

If you feel uncomfortable with a discussion, or that I have treated you or the issue unfairly, please tell me either at the time, at break, or after class.
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Plagiarism

Plagiarism is cheating and will not be tolerated. Plagiarism is copying another person's ideas and/or words without giving them credit for creating them. This could be quoting from a book or an article, or copying someone else's assignment. The first instance will result in an F on the assignment (even if it is your final paper which is 25% of your grade). The second instance will result in an F for the class.

Plagiarism includes acquiring papers from other students, the internet, or other sources. I do have methods available to detect stolen or purchased papers and materials.

Most plagiarism is accidental and can be easily avoided by citing work used appropriately. Remember, that I am grading you on your understanding of the concepts and frameworks of sociology. I do not grade you on your ability to write.
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Summary of Requirements
 

The date is for MONDAY of the Week. Papers are due the last class period of the week assigned unless otherwise announced. Papers are due at class time for classes that only meet one time per week. Your final paper is due at the time of the Final.
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 NOTE: Given the changing times, course topics may shift.

Class - Week	Topics and Assignments
1 3/29	Introductory class. Discussion of course guidelines and handout of materials. Chapter 1: The Sociological Approach to Social Problems Chapter 2: Wealth, and Power: the bias of the system Introduction to pertinent concepts Extra Credit Assignment (15 points): Go to my web site (URL at to of syllabus). Find three sites, or sources that you think might be useful to you. Email me a list of the three items with a brief explanation of why you might find them of value. If you do not have email, you may do this assignment on paper and turn it in by 4/11).
2 4/5	Chapter 13: Drugs Definitions worksheet on drugs as a social problem Articles of interest: Bender 3/01 American Banks and the War on Drugs    Chomsky 4/00 The Colombia Plan: April 2000  FTW FTW range of CIA & drug articles  US Dept. of State - Assistance to Colombia
3 4/12	Drugs continued - Drugs, Policies, and Programs Solutions worksheet on drug related policy or program Articles of interest: Drug war fact sheet (in Adobe format)  Schaffer Library of Drug Policy
4 4/19	Chapter 7: Poverty Critical analysis paper of drugs and or drug policies and programs
5 4/26	Poverty Policies and Solutions Poverty Policy Supplemental: Holly Sklar One Strike for Some, Many for Others Chapman & Bernstein Falling through the safety net
6 5/3	Chapter 12: Crime and Justice Definition or Solutions worksheet on topic from weeks 4-6 Research Paper topic paragraph Articles of interest: Debt to Society - Maps and Stats    US Sentencing Project Report    Human Rights Watch Race and Prison    BOJ 2002 Mid-year Statistics   Corporate Criminals of the Decade   Paul's Justice Page   USA: The Vast Sucking Sound of White Collar Crime  Top 100 Corporate Criminals of the Decade  Corporate Crime Acts Like a Thief in the Night  Corporate Crime: Three Strikes, You're Out  COST OF CORPORATE CRIME: $1.5 TRILLION ANNUALLY
7 5/10	Crime and Justice policies and programs Supplemental: The Nation 4/2003 Death Row roll call   Articles of Interest: 5/6/03 Simpson, AP, Foreign Lawyers fight Louisiana ban  Schools and Prisons 50 Years After Brown v Board of Education    Felon Disenfranchisement   The New Landscape of Imprisonment: Mapping America's Prison Expansion
8 5/17	Chapter 18: National Security Link to War at Home - U.S. vs us   article. Critical analysis related to social problem related to weeks 4 through 7
9 5/24	National Security continued College is closed Monday for Memorial Day
10 5/31	Chapter 4: Threats to the Environment 3/25/04 Stipp, Fortune Magazine, Climate Collapse - The Pentagon's Weather Nightmare    3/25/04 Englehardt, TomDispatch, And Now for Something Really Dangerous 3/04/04 Wolf, Uncommon Thought Journal, Environmental collapse - sooner not later Supplemental: 3/05/03 McCarty, Independent/UK, Water scarcity could affect billions: is this the biggest crisis of all?       3/05/04 Science@NASA, A Chilling Possibility    Wu, et al, Journal Reviews, Will Freshening of the North Atlantic Ocean Slow the Gulf Stream and Cool Europe?  4/10/03 Politi,  Privatizing water: what the European Commission doesn't want you to know       3/08/03 Shogren,  Oil industry granted clean water waiver       3/05/03 Wallach,  Why does the WTO want my water?       3/04/03 Burkeman,  Memo exposes Bush's new green strategy    2/27/03 Burkeman,  Advisers tell Bush climate plan is useless    Definition or Solutions Worksheet on weeks 8 through 10.
11 6/7	Final Class - Monday Night 6/7 6:30  T/H 6/8 10:00 Research Paper or Service Learning analysis due. Any topic pertinent to the course. Research Paper should be the minimum of four single-spaced pages, or Service Learning Analysis a minimum of two single-spaced pages.

 

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Wolf's Rules of Social Problems
Social problems are social in nature. This means that they are rooted in the culture, structure, or both culture and structure of the society.

You cannot solve a social problem by focusing on the individual.

Because of the systematic nature of social stratification, social problems and their solutions affect different social groups differently.

The way that a social problem is defined predetermines the solution.
 

Definitions
Social Problems:  "Societally induced conditions that harm any segment of the population, and acts and conditions that violate the norms of society." (Renzetti and Curran)  What more typically gets identified as a social problem is any what is judged by an influential group of people within a community to be intolerable, and which requires group action to solve.

Culture: The material and non-material components shared by a society or a group of people. Non-material culture is has two aspects - values and norms.

Values: Deeply held ideas (often unconscious) about what is right and wrong, important and unimportant, valued, desirable. A society's story of why things are the way they are. Frequently based in the belief that this is just the way things are, or natural, or ordained by "god."

Norms: Unwritten rules of conduct and behavior which are appropriate and varied in every situation with all categories of people. Norms may also be codified into law. Norms are based in the value system.

Institution: A social structure or pattern of relationships. In sociology, the primary institutions are family, economy, religion, and polity. Also used to refer to collateral institutions which have evolved to meet changing needs - education, medical, social welfare, etc.

Function: There are two types of functions - manifest and latent function. A manifest function is the intended purpose, goal, or outcome. A latent function is an unintended, or collateral purpose or goal. Example - education has the manifest functions of preparing people with the basic skills required to function economically and socially within the society; it has acquired the latent functions of child care, acculturation, nutritional base.

Labeling: Naming with an implied judgement or value. Labels may be positive or negative, or both (i.e. scholar, millionaire, queer, bigot). Labeling is part of stereotyping. Labels frequently affect our basic perceptions and interactions with those labeled.

Stereotyping: Basing judgement on assumed - not necessarily valid - knowledge, values, beliefs. May be positive or negative, but usually negative. Stereotyping is a natural human organizational activity. Flexible stereotyping is when we are willing to add new information to our knowledge base. Inflexible stereotyping is when we feel that what we think is true is true regardless of any other information.

Ethnocentrism: Viewing one's own culture and values as the best, and only, viable one. Judging all other cultures from one's own frame of reference.

Two Criteria for Judging the Seriousness of a Social Problem:
    Magnitude - The measurable size and extent of a problem - different from the perceived size and magnitude.
    Severity - Actual harmfulness for individuals, society, or humanity. Also, is the harm temporary or permanent?
    Primacy:  Combination of magnitude and severity. How harmful are the consequences? Also, is this a primary or secondary social problem, or a consequence of either?

Categories of Social Problems

Primary social problems are most usually based in established patterns of social relationships. They are perpetuated by the social structure and supported and maintained by social institutions. They may even be incorporated into the legal and political system. Examples - poverty, racism.

Secondary social problems are generally consequences of structural issues or consequences (symptoms) of primary problems. Examples - homelessness, slums, unemployment, hate violence.

Tertiary social problems are almost always a consequence of secondary problems; frequently viewed as being a personal problem. Examples - fear, alienation, voter apathy, illness, mental problems.
 

Two Social Problem Samples. This is for example only, and is not meant to be detailed, or the only causative agents of the problems listed.
 

PRIMARY	SECONDARY	TERTIARY
Poverty	Slums	poor health
		delinquency
		addiction
	Single parent families	social dependency
	Malnutrition	poor health
		mental retardation
	Underfunded schools	low academic performance
Racism	Segregation	alienation and isolation
	Discrimination	under or unemployment
		increased possibility of poverty
		less health care
		increased likelihood of police contact
	Conflict	Fear
		Violence and hate violence

Journals that may be useful: Society     Journal of Social Issues     Journal of Socio-Economics

Sociological Perspectives EBSCO Host - online guide to journals and magazines
 
 

General Social Problems and Social Data

Allyn & Bacon Sociology Links Home Page http://www.abacon.com/sociology/soclinks/
Official Federal Government Web Sites http://lcweb.loc.gov/global/executive/fed.html
FedWorld Information Network Home Page http://www.fedworld.gov/
U.S. Census Bureau Home Page http://www.census.gov/
Current Population Reports http://www.census.gov/mp/www/pub/pop/mspop.html#CPR
Statistical Abstract on the Web http://www.doi.gov/nrl/StatAbst/StatHome.html

Drugs and Crime
Federal Bureau of Investigation - FBI Home Page http://www.fbi.gov/
National Center for Juvenile Justice Homepage
http://brendan.ncjfcj.unr.edu/homepage/ncjj/homepage--revised/front.html
Federal Bureau of Prisons Homepage http://www.bop.gov/
Oregon Prison Population Forecast http://www.oea.das.state.or.us/prison.htm

Work, Income, and Poverty
DOC Research & Statistics http://www.doc.state.or.us/research/graph.htm
Welfare Reform and the General Welfare http://www.libertynet.org/edcivic/welfref.html
The Effect of Race and Sex on Welfare Benefits http://www.cato.org/pubs/journal/cj15n2-3-5.html
Bureau of Labor Statistics http://stats.bls.gov/
The US National Income Statistics http://internationalecon.com/v1.0/Finance/ch5/5c040.html
Poverty, Family Structure, and Child Well-Being: Indicators From the SIPP http://www.census.gov/population/www/documentation/twps0023.html
The Economic Policy Institute DataZone http://www.epinet.org/datazone/
Statistical Resources on the Web/Labor http://www.lib.umich.edu/libhome/Documents.center//steclab.html

Media
MAP: The Media Awareness Project http://www.mapinc.org/
Multinational Monitor http://www.essential.org/monitor/

Environment
EPA Global Warming Site http://www.epa.gov/globalwarming/
A Global Overview of Forest Conservation http://www.unep-wcmc.org/forest/data/cdrom2/index.html
Union of Concerned Scientists http://www.ucsusa.org/index.html