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Dr. Andreas Schneider
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Contact Information
Office Hours Wednesdays and Fridays 2:00-3:00 PM Holden Hall 159. Phone 806 742 2401 ext 231
Anytime by email (andreas.schneider@ttu.edu). I check at least twice a day.
Anytime on our teaching homepage on the World Wide Web http://www2.tltc.ttu.edu/Schneider
Course Description
Since we have an excellent a criminology course, I will widely ignore legal aspects, law enforcement, and detention. I will rather try to help students to understand forms, definition and creation of deviance, the deviant mind and subculture.
This seminar will start with the review of important theoretical perspectives in the sociology of deviance. We will learn the classic conflict theoretical, structural, biological and personality explanations and their derivations. Then I will focus on the social construction of deviance and the contemporary symbolic interactionist approach. Here we will cover a wide spectrum ranging from the established labeling approach to very recent theories of deviant behavior. Qualitative and quantitative methodology will be introduced. These theoretical and methodological building blocks will be subject of a multiple-choice exam. The applied part of this course requires several stages of a paper approximately three (depending on enrollment) presentations.
Students have a large list of presentation opportunities. Since we now have the silverware (theories) we are ready for the beef. Vegetarians beware, this beef is bloody. I do not require you to eat it, but you have to have the able to handle it with an open mind. We will cover a wide variety of applications such as: recreational drugs, body modifications, cults, sexuality and violence, stigmatized sexual lifestyles, fascism, and influence of the media on violence. Another controversial subject is the methodological question concerning the degree of of the researcher's involvement with subjects. Some readings are not selected for their scientific qualities, but their superior description of a specific field of deviance. These readings are marked as inside perspective.
Our required reading will focus mainly on two milestone books and selected articles. Having the student budget in mind, I selected only two inexpensive paperbacks as requirements, kept the reader small, and used some readings from the Internet.
Required Reading
1. Goode, Erich and Nachman Ben-Yehuda. 1994. Moral Panics. Cambridge: Blackwell.
2. Humphreys, Laud. 1975. Tearoom Trade: Impersonal Sex in Public Places. New York: Aldine De Gruyter.
3. Our reader will be available latest one week before the second session. These readings are selected to be short and concise, some of them only three pages.
some additional interesting readings listed in this syllabus (not required)
Course Schedule
Only material marked with in read with reader and required reading has to be read before class. Other readings are suggestions, and only mandatory for presenters.
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I took the picture of Jean-Jacques Rousseau's plaque (above) 2007 at his tomb in the Pantheon in Paris (pictures left and right). |
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THEORY
Session 1: Aug 29 Definitions & Conflict Approach
Domhoff, William. 1983. Who Rules America Now?. New York: Simon and Schuster.
Sign up for the presentations
September 5 Labor Day
Session 2: Sept 12 Symbolic Interactionism
Reader: Wiggens, James A., Beverly B Wiggens, and James Vander Zanden. 1994. Social Psychology. Fifth Edition. U.S.A.: McGraw-Hill Inc. 13-17, 174-188.
Goffman, Erving. 1959. The Representation of Self in Everyday Life. New York: Doubleday.
Reader
: Goffman, Erving. 1963. Stigma. New York: Simon and Schuster. Pp. 126-139.Reader
: Weinberg, Martin.1996. The Nudist Management of Respectability. In: Rubington, Earl and Martin Weinberg. 1996. Deviance: The Interactionist Perspective, Sixth Edition. Boston: Allyn and Bacon. Pp.308-316.
Session 3: Sept 19 Affect Control Theory
Reader: Wiggens, James A., Beverly B Wiggens, and James Vander Zanden. 1994. Social Psychology. Fifth Edition. U.S.A.: McGraw-Hill Inc. 257-267. (it is short and concise, read twice!)
Herm Smith. 1997. Affect Control Theory. Homepage of Herm Smith
David Heise. 1992. Affect Control Theory and MacKinnon, Neil J. 1994. Symbolic Interactionism as Affect Control. Albany: State University of New York Press. |
David Heise at his pond in Indiana. |
Required online tutorial ACT Tutorial
List of excellent readings about ACT: http://www.indiana.edu/~socpsy/ACT/references.html
Required Reading: David Heise. 1999. Controlling Affective Experience Interpersonally. Social Psychology Quarterly, 62: 4-16. http://www.indiana.edu/~socpsy/papers/cooleymead.htm
Session 4: Sept 26 Constructionism
Required Reading: Goode, Erich and Nachman Ben-Yehuda. 1994. Moral Panics. Cambridge: Blackwell. Pages 1-143.
PRE1(sentation): The nature of moral panics. How do we create a moral panic, what are the stages? Use examples beyond the ones given in Goode & BenYehuda.
Reader
: Schwartz, Richard, and Jermone Skolnick. 1996. Legal Stigma. In: Rubington, Earl and Martin Weinberg. 1996. Deviance: The Interactionist Perspective, Sixth Edition. Boston: Allyn and Bacon. 239-243.Reader: Victor, Jeffrey S. 1994. Fundamentalist Religion and the Moral Crusade against Satanism: the Social Construction of Deviant Behavior. Deviant Behavior: An Interdisciplinary Journal 15:305-334.
Constructionism in Criminology
Kappeler, Victor, Mark Blumeberg, and Garry Potter. 2000. The Mythodology of Crime and Criminal Justice. Third Edition. Illinois: Waveland Press.
Search for the latest data on incarceration rates. If you find different sources for these statistics, compare them. Also compare the US versus some other countries (and possibly US regions if you like). Present over-time trends in the US. Usually I do not require presentations to be turned in in a written form. in this case however, I ask you to make this material accessible to me.PRE2:
Session 5: Oct 3 Psychology and Pop Psychology: Theory of Deviance or Deviance?
Black Donald W. 1999. Bad Boys, Bad Men. New York: Oxford University Press. [Donald W. Black, M.D., is not the same person as Donald Black who wrote "The Behavior of Law"
Kaminer, Wendy. 1992. I'm Dysfunctional, You're Dysfunctional. New York: Random House.
What is codependency? Pop Psychology?
PRE3: What are the theoretical perspectives in Donald's Bad Boys, Bad Men? What are the suggested solutions to antisocial behavior?
PRE4: Popular treatments of personality disorders. The American obsession with pseudo-psychology. What's out there? Psycho cults and New Age? (check the Internet) What is most popular? What are possible consequences of lay treatment?
Applied excursion: Cults
Religion, Science, and the Paranormal
Reader: Lofland, John. 1996. "Conversion to the Doomsday Cult". In: Earl and Martin Weinberg. 1996. Deviance: The Interactionist Perspective, Sixth Edition. Boston: Allyn and Bacon. Chapter 10: 293-298.
Reader: Goode Erich. 2000. "Religion and Paranormalism." in Paranormal Beliefs, Prospect Heights: Waveland. Chapter 11pp.177-189
PRE5: Describe a cult of your choice. Why is this social group defined as a cult? What are the different norms and values of the members? How do they compare to mainstream society. How do they get established and maintained?
PRE6: What are the connections between Religion and the ideas of new thought, positive thinking, codependency, and self-help groups, or recovery groups. To what extend is feminism involved in these ideas and movements. Differentiate between groups and ideas that base on negative affect versus positive affect.
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I took these photographs in Hollywood Winter 1999/2000 (click to enlarge) |
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Interesting links about Ron Hubbard
METHODOLOGY
Session 6: Oct 10 Quantitative Methodology
Moved PRE7: Describe the believe system of Scientology. Can Scientologist be defined as a cult. If not, why not? If yes, why? What are the criteria used in the judgment? How influential is the Church of Scientology?
Reader: Black, Donald. The Behavior of Law. 1976. New York : Academic Press.Chapters 1&2
Donald Black
http://www.virginia.edu/sociology/peopleofsociology/dblack.htm
Quantitative Aspects of Criminology: Comparing Statistics
Basic Resources
Internet: Federal Bureau of Investigation: Uniform Crime Reports (UCR)
Internet: Bureau of Justice Statistics: National Crime Victimization Survey (NCVS)
PRE8: Take a practical example of your interest and illuminate it with the statistical resources of the UCR and NCVS.
PRE9: Create and conduct a Self report study, and present the results. How does your population differ from the U.S. mainstream?
Session 7: Oct 17 Qualitative Methodology
A Classic Participant Observation
Required Reading:
Humphreys, Laud. 1975. Tearoom Trade: Impersonal Sex in Public Places. New York: Aldine De Gruyter.PRE10: Secret sexual identities in action. Homosexuality in the 1960s. Use the Humphrey’s "Tearoom Trade" Where do we find secret identities today? How are these identities maintained? Influence of culture and subculture.
Controversy: to what extent should the researcher be involved with his/her subjects?
Goode, Erich. 1999. “Sex with Informants as Deviant Behavior: An Account and Commentary.” Deviant Behavior 20(3): 301-324.
Reader: Tewksbury, Richard. 2002. “Bathhouse Intercourse: Structural and Behavioral Aspects of an Erotic Oasis.” Deviant Behavior 23:75-112.
Reader: Bolton Ralph, 1995, “ Tricks, friends and lovers, Erotic encounters in the filed ” in Don Kulick, Margareth Wilson, (dir.), Taboo, sex, identity and erotic subjectivity in anthropological fieldwork, London, New-York, Routledge, pp. 140-167.
PRE11: Search for a contemporary (after 2000) participant observation study in deviance in print that is not covered here and you find interesting. Notify me of the subject 10 days in advance. Briefly introduce this study and especially its methodology. Critique this study What are strength and shortcomings of this study. How would an empirical investigation of the same topic compare?
Session 8: Oct 24 Internet
Introduction to the Internet and its components
Exam examples of exam questions
THE INTERNET
PRE12: How severe is the danger for children on the Internet. List and evaluate different dimensions of danger (commercialism, violence…). Give us an online presentation.
PRE13: Present a deviant subculture of your choice on the Internet
My contribution to the upcoming holiday: Roots of Hallowe'en
APPLICATIONS
Session 9: Oct 31Added: Special Halloween Assignment
Session 10: Nov 7
Gender
Application: Deviant Girls
Chesney-Lind and Randall Shelden. 1998. Girls, Delinquency, and Juvenile Justice. New York: Wadsworth.
Reader: Thomson, Sharon. 1995. Going all the Way. New York: Hill and Wang pp. 215-244.
Gender differences in crime
PRE14: Find a self-report study that addresses crimes committed by gender. Compare gender differences reported in the self-report study with gender differences in the Uniform Crime Report. Explain the different findings of both studies.
Reader: Anne Fausto-Sterling 1993. "The Five Sexes" The Sciences March/April
Inside perspective
Fausto-Sterling, Anne . 2000.. Building Bodies: Biology and the Social Construction of Sexuality. Basic Books: New York.
PRE15: Sex and gender. The construction of gender roles. Address tanssexualism and transvestitism.
Sexualities
Reader: Laumann, Edward and Robert T. Michael. 2000. Love, Sex, and Health in America. pp. 1-20
Paper Proposal & Paper Proposal Presentation
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I took this picture 1998 in a community in Southwest Texas (Click for enlargement) |
Reader: Richardson, Laurel. 1988. Secrecy and Status: The social Construction of Forbidden Relationships. American Sociological Review 53:209-219
Bisexuality versus Homosexuality
Lauman, Edward O., John H. Gagnon, Robert T. Michel, and Stuart Michaels. 1994. The Social Organization of Sexuality: Sexual Practices in the Unites States. University of Chicago Press: Chicago.
Weinberg, Martin, Colin Williams and Douglas Pryor. 1994. Dual Attraction. New York: Oxford University Press.
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Martin Weinberg (left) , Colin Williams (right) in Martin's office at Indiana University Bloomington (you can click for enlargement) |
Inside perspective Reader:
Silvia,
Donald C. 1990. “Pedophilia: An Autobiography.” In: Pedophilia: Biosocial
Dimensions, edited by Jay Fireman. Chapter 18.
Session 11: Nov 14 Sex and Violence
Moved PRE16: Bisexuality and homosexuality. Use the Lauman et al, the Kinsey, and the Weinberg studies to discuss an operationalization of these concepts of sexuality. Use and Lauman et al, Kinsey to evaluate prevalence and incidence of bisexuality and homosexuality.
Construction of Sexual Violence in a symbolic interactionist perspective
Required Reading: Schneider, Andreas. 2002. “A Possible Link Between Stigmatization of Sexual-Erotic Identities and Sexual Violence.” Sexuality & Culture 6,4. http://www2.tltc.ttu.edu/schneider/pub/Stigma_sex_cult.ppp.pdf
Reader: Koss, Mary P., Christine A. Gidycz, and Nadine Wisnewski. 1987. The Scope of Rape: Incidence and Prevalence of Sexual Aggression and Victimization in a National Sample of Higher Education Students. Journal of Consulting and Clinical Psychology 55:162-170.
Required Reading: Anderson, Peter and Dyan T. Melson. 2002. From Deviance to Normalcy: Women as Sexual Aggressors. Electronic Journal of Human Sexuality, Volume 5 http://www.ejhs.org/volume5/devianceabst.html
Inside perspective: False Rape Reports
PRE17: Rape: Show different perspectives on the prevalence of rape in the U.S. Make sure to inform us about the newest statistics. Critically evaluate these statistics. If you choose this presentation, you should be ready to accept controversial standpoints.
Bondage, Dominance, Sado-Masochism
Inside perspective Headspace: An advocate group of Bondage, Dominance, and Sado-Masochism (BDSM)
Body Modification
Mustafar, Fakir. 1982. Body play : the self-images of Fakir Musafar. San Francisco: Insight Books.
PRE18: List categories of the body modification subculture. Demonstrate the representation of most categories on the Internet. Also be sociological: the history of (some of) these different forms of body modification. To what extent do they contribute to the building of identity..
Session 12: Nov 21 Drugs
Paper Due
Legalization Debate
Required Reading:
Goode, Erich and Nachman Ben-Yehuda. 1994. Moral Panics. Cambridge: Blackwell. Pages 144-229.Goode, Erich. 1997. Between Politics and Reason. New York: St. Martin's Press.
CNN movie clips on different drug policies in the U.S. and Europe.
PRE19: Pros and Cons of decriminalization or legalization of the consumption, possession, and growing of drugs.
Psychoactivity
Kuhn, Cynthia, Scott Swartzwelder, and Wilkie Wilson. 1998. Buzzed. New York: Norton
PRE20: Report on the psychoactivity of a selection of popular recreational drugs. What are the dimensions of addiction? How is the likelihood and process of addiction. How to cure drug addictions?
Reader: Bovard, James. 2001. The Playboy Forum: Snowjob. Playboy March 2001.
Special PRE 28: Adolescents’ Substance Abuse What kind of impact does family structure type have on adolescents’ use of drugs and alcohol? Previous studies have indicated many different conclusions on which family structure type have a greater impact on adolescents’ substance abuse. The purpose of this study is to exam common trends not only in the family structure type but different characteristics or variables that may exist is the different family arrangements. An extended view will be made of both the intact family and non-intact family, with some attention placed on the non-resident father who is still involved in the adolescents’ lives.
The theoretical framework for this study was Edwin Sutherland’s differential association theory.
Session 13: Nov 28 Authority and Fascism || War and Terrorism ?
Authoritativeness versus Authoritarianism
Milgram Stanley. 1975 [1969]. Obedience to Authority. New York: Harper, Colophon Books.
Reader
: Zimbardo, Philip G. 1993. The Pathology of Imprisonment. Pp. 289-293 in: Down to Earth Sociology. Seventh Edition. New York: MaxwellSkinheads and Neo Nazis: check the Internet
Authoritativeness and Authoritarianism in cross-cultural comparison
Reader: Schneider, Andreas. 2003. Politically Correct Stereotyping: The Case of Texans. Presented at the ASA. Manuscript under Review.
WWW: Schneider, Andreas 1999. "US Neo-Conservatism: Cohort and Cross-Cultural Perspective." International Journal of Sociology and Social Policy 19:56-86.
PRE21: The value of authority. Authority in education and rehabilitation. What are the positive and negative outcomes of juvenile boot camps?
PRE22: Authoritative/authoritarian behavior prescriptions versus self-guided behavior. How effective is the surveillance of our citizens. How does this contrast to the possibilities of citizens showing self-guided behavior. What can we do to encourage responsible behavior.
Read: Heise, David R. and Steve Lerner. 2002. "Terrorism and Affect Control." Paper presented at the Annual Meetings of the American Sociological Association, August, 2002 Chicago. http://www.indiana.edu/~socpsy/papers/TerrorismAndAffectControl.pdf
PRE23: Play devil's advocate and create a presentation that takes the view of the US involvement in Iraq as an act of terrorism. Make sure to present your sources.
PRE24: Play devil's advocate and create a presentation that takes the view of recent violent attacks of Muslim fundamentalists on US and European soil as a justified act of war. Make sure to present your sources.
Last Session 14: Dec 5 Media and Music
due to the timeliness of the previous topic on terrorism, and the consequent developments, the topic of terrorism might be partly extended to carry over into this last session.
Paper Due
Visual Arts
Inside perspective Dubin, Stevens. 1992. Arresting Images. New York: Ruthlege
Music
Inside perspective
Reader: Zappa, Frank. 1979, 1987. Joe’s Garage Acts I, II & III. Pumpkin Records. CD, LP, or cassette.Required Reading: Latest version to be distributed: Adam Rafalovich and Andreas Schneider "Metal Music."
PRE25: The Media and Violence: correlation or causality?
PRE26: Censorship in a historical perspective.
PRE27: Violence in Metal Music: the reflection or the cause of a violent generation?
Voluntary Extra 3 Hour Session taught in Criminology
Learning from Terrorism (2007)
Background:
Regulations
Learning Outcomes
At the end of the course students should be able to
Assessment of Learning Outcomes
The knowledge of theoretical and methodological building blocks and their comparison will be subject of a multiple-choice exam. Papers and presentations are used to assess the student's comprehension of the applied part of this course. Here it is important to critically apply theoretical concepts to issues of deviance and to consider methodological appropriateness, strength and weaknesses in this investigation.
There are five main grading criteria for papers and presentations
1. DESCRIBE A well-founded (referenced) and logically sound description of the topic of deviance (which can be a theory, a method or an issue of deviance) at hand.
Make sure to get authoritative sources. We are doing sociology, which is not a postmodern reproduction of cyberculture gagaland. Instead we critically evaluate the quality of our sources. A task (paper or presentation) in a graduate seminar is not a cut and paste affair from Internet resources selected for their convenient access. Sources should be searched and selected for their quality, not for their convenience. A critical selection and evaluation of the sources is a central part of the research for a presentation and/or paper.
Some sources, like the government publication of statistics are readily accessible and they are central for our work. There are also some important contributions of academics to many topics. Most of the relevant work in e-journal articles, however, is not accessible to you unless you subscribe to the publishers. If you go though the TTU library system you can access a limited number of journals electronically. I observed that students tend to skip these sources for their convenience. I will not accept such a new form of cybercultured armchair sociology, “research” that is guided by convenience. Instead I expect you to use and cite authoritative sources that you find in scientific journals and books.
2. USE THEORY AND METHODS The correct identification (references and description) and application of the theoretical and/or methodological approaches.
3. CRITIQUE OF THEORETICAL AND METHODOLOGICAL APPLICATION The critical evaluation and comparison of the theoretical and/or methodological approaches.
4. IDEA The extent to which the idea forwards the disciple. That is a) the uniqueness of the idea developed by the student and b) its logical consistency.
5. CONVINCE Convincing and effective presentation of the argument.
a) In papers the focus is the accessibility of the writing style (grammar, spelling, and language use will only be judged in the context of how it generates a clear argument) and, if applicable, the effective use of charts and figures.
b) In presentations the focus lies on the ability of the presenter to facilitate constructive discussion with the class audience. Free speech (with check notes) is a key, graphs, the use of the board, overheads and/or handouts can be helpful.
What is the difference in grading the paper draft and the final paper? First and foremost, for the final paper the standard of sophistication will be higher. Second, the degree to which the critique is addressed will partially influence the grade.
Requirements
1. Multiple choice exam 25% Oct 24
2. Three Presentations 3*12%= 36%
3. Paper proposal presentation 5% Nov 7
4. Paper Draft 14% Nov 14
5. Paper 20% Dec 5 (our last class session)
Presentations: In the syllabus you have topics marked with PRE. Presentations have to be held within the session it is listed. After our fist session I have to check the size of our class to determine the exact number of possible presentations, and their length. Topics are given in the second class session on a first come first serve basis in the second session. If deemed necessary we might draw numbers to determine the order of choice (my goodness, do I get formalistic here). Once all listed presentations are taken, we will assign the wildcard presentations.
Wildcard Presentations: Sometimes interesting matters or controversial views come up in class that cannot be answered right away. Students who sign up for a wildcard presentation may drop one of their upcoming presentations. Evaluations of these presentations will of course take this time restriction into consideration. Topics might also involve current issues that I cannot foresee at the time I write this syllabus. The number of wildcard presentations available will depend on the number of students. Another form of Wildcard presentation can be the professional engagement in one of the topics listed in the syllabus. In this case, the presenter should contact the instructor before the topics are distributed. Wildcard presentations substitute upcoming presentations (not already graded presentations).
Paper Proposal Presentation: You are relatively free in your choice of paper. However, it should be about one of the topic covered in the course. You might even use the topic that you signed up for presentation. To see if you are ready for the paper and to get your paper topic approved, you have to do a short presentation in class. In this presentation you should address:
Paper Rough Draft should be submitted double spaced, 1 1/2 inch on the left or right side, the remaining margins should be one inch. They should be between 2-4 pages long. This rough draft should present the major idea, the theories you use, and the resources (!!!). What qualifies this assignment as a rough draft is the fact that you might not have one or more sections fully developed. Please indicate these sections and your plans with these sections. A paper draft is downgraded by one - (A will be A-) each Friday, Monday, and Wednesday 3 P.M. after its due date.
Papers should be submitted double spaced, 1 1/2 inch on the left or right side, the remaining margins should be one inch. The format should reflect our major journals (e.g. ASA style). They should be between 6-10 pages long. A paper is downgraded by one - (A will be A-) each Friday, Monday, and Wednesday 3 P.M. after its due date.
Grading Key to convert number grades of your exam or final grades into letter grades: 0-59 F, 60-62 D-, 63-66 D, 67-68 D+, 69-72 C-, 73-76 C, 77-78 C+, 79-82 B-, 83-86 B, 87-88 B+, 89-92 A-, 93-96 A, 97-100 A+
For your paper you receive letter grades. If you are interested, here the key to convert the letter grades into number grades: A+ 100, A 93, A- 90, B+ 88, B 83, B -80, C+ 78, C 73, C- 70, D+ 68, D 63, D-60, F 60.
Disabilities Accommodation Any student who, because of a disability, may be required some special arrangements in order to meet the course requirements should contact the instructor as soon as possible to seek such accommodations as may be needed.
Absence from Exam or Presentation The permission for making up an exam needs an authoritative excuse. Authoritative excuses I accepted in the past were: physician's statements, copies of invitations for job interviews or funerals, and trophies. Concerning an absence due to officially approved trips – in accordance with the Texas Tech University Catalog, the person responsible for a student missing class (e.g. coach) due to a trip should notify the instructors of the departure and return schedule in advance of the trip. The student may not be penalized and is responsible for the material missed. The Texas Tech University Catalog also states that a student who is absent from classes for the observance of a religious holy day will be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence. ( prior notification to the instructor is appreciated)
Academic Integrity: Keep in mind that I have to enforce the strict rules of academic behavior. Any student found cheating on the exam or plagiarizing a paper will receive an "F" for the exam or paper and may receive an "F" for the entire course. “It is the aim of the faculty of Texas Tech University to foster a spirit of complete honesty and high standard of integrity. The attempt of students to present as their own any work not honestly performed is regarded by the faculty and administration as a most serious offense and renders the offenders liable to serious consequences, possibly suspension. a. Dishonesty of any kind on examinations and quizzes or on written assignments, illegal possession of examinations, the use of unauthorized notes during an examination or quiz, obtaining information during an examination from the examination paper or otherwise from another student, assisting others to cheat, alteration of grade records, illegal entry or unauthorized presence in an office are instances of cheating. Complete honesty is required of students in the presentation of any and all phases of course work as their own. This applies to quizzes of whatever length as well as to final examinations, daily reports, and term papers. c. Plagiarism is offering the work of another as one's own without proper acknowledgement; therefore, any student who fails to give credit for quotations or essentially identical expressions of material taken from books, encyclopedias, magazines, internet sources, and other reference works, or from the themes, reports, or other writings of a fellow student, is guilty of plagiarism.(TTU OP 34.12)”
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