Ph.D. Program in Sociology, CUNY Graduate Center

REVISED II COURSE SCHEDULE FOR FALL 2013

Monday

Tuesday

Wednesday

Thursday

Friday

9:30 –

11:30

11:45 -

1:45

Halle: *Soc. 82201

Computer Mapping for LA & NY

*1 Credit Course {21741}

Kasinitz: Soc. 72500

Urban Sociology{21744}

Fernandes: Soc.81006

Qualitative Methods{21742}

(Qualify for Methods requirement)

Chancer: Soc. 82800

Gender, Media, Crime & Culture{21756}

Chito-Childs: Soc. 84001

Race & Multiculturalism in Global

Perspective

{21745}

2:00-

4:00

Catsambis: Soc.71500

Sociological Statistic I {21740}

Eisenstein: Soc. 73200

Sociology of Gender {21755}

TBA: Soc. 70000

Proseminar {21737}

Turner: Soc. 84600

Citizenship & Human Rights {21748}

Alba: Soc. 81900{22333}

Quantitative reasoning in the study of

immigration (Qualify for Methods

requirement)

Heilman: Soc.84700{21753}

Contemporary Religious Fundamentalism

Helmreich: Soc. 82301

People of New York City {21758}

Attewell: Soc. 84503

Sociology of Education{21752}

See Also: CRJ87300. Immigration,

Migration, & Justice at JJ

See Also: DCP 70100. Introduction to

Demography

4:15-

6:15

Battle: Soc. 74400

Black Stratification{22059}

Mollenkopf: Soc. 82800{21747}

Immigrant Groups & City Politics

Hirouchi: Soc. 81900

Advanced Methods of demographic

Analysis{21743}

(Qualify for Methods requirement)

Gornick/Milkman: Soc. 83300

Women, Work, & Public Policy

{21757}

Jasper: Soc. 73500

Collective Behavior{21751}

Epstein: Soc. 80000

Sociology of Culture {21739}

Piven: Soc. 84600

Movements, Elections & Interest Groups

in American Politics{21749}

6:30-

8:30

Ewen: Soc. 83100

Publicity & Society{21750}

Young: Soc.85000

Sociology of Crime & Deviance

{21754}

Hammond: Soc. 70100

Development of Sociological Theory

(Classical Theory) {21738}

Bozorgmehr: Soc.82800

International Migration{22058}

Prof. Richard Alba. ralba@gc.cuny.edu

Soc. 81900 Quantitative reasoning in the study of immigration {22333}

Tuesdays, 2:00 – 4:00, Room TBA, 3 Credits

The goal of this course is a sophisticated understanding of the application of some of the

advanced techniques of multivariate analysis. We will not concern ourselves very much with the

statistical theory behind the techniques; rather, our concern will be with their implementation in

real-world research—the situations where they are appropriate, the decisions that go into using

them, pitfalls in their application, and the interpretation of the results they produce. The

examples will be drawn throughout from contemporary research in the study of race, ethnicity,

and immigration.

Professor Paul Attewell pattewell@gc.cuny.edu

Soc. 84503– The Sociology of Education {21752}

Thursdays, 2-4 p.m. Room TBA, 3 Credits

This course focuses on education and its relationship to social inequality, taking a longitudinal

perspective; that is, looking at the sequence of educational experiences from pre-school,

elementary and high school, through college. Our emphasis will be on events that tend to create

and/or diminish inequalities in learning, educational attainments, and life outcomes such as

earnings and other material results.

Also we shall consider major sources of data for research at different levels of education (NELS,

NAEP, etc); how to access these public data sources, and what skills are required to use them

will be discussed.

Requirements for the course consist of (1) weekly readings together with a short (around 1 page)

paper to be submitted each week, and (2) a term paper that should be around 20 pages long. A

one page description of your proposed topic for this term paper should be submitted by the fourth

week of class, so that the instructors can review it and make suggestions. Note also that the last

three class sessions will be devoted to student presentations of your term papers. The idea is that

this will provide an opportunity for comments that may improve the quality of your paper.

Required readings for the course will be accessible. Those and other readings are also listed in

this outline. There is no text for this course. Students who want to consult a traditional textbook

may want to look at, the following:

Alan Sadovnik, Sociology of Education: A Critical Reader, Routledge, 2007.

Richard Arum and Irenee R. Beattie, The Structure of Schooling: Readings in the Sociology

of Education, McGraw-Hill, 2000.

Jeanne H. Ballantine and Floyd M. Hammack, The Sociology of Education: A Systematic

Analysis, 6th

Edition, Pearson/Prentice Hall 2009.

Steven Brint, Schools and Societies, Second Edition, Stanford University Press, 2006.

Weekly Topics& Readings:

Week 1 Introduction and Overview

Overview of the course, discussion about the development of research, types and sources of data,

and literature in this field.

Week 2 Inequalities at school entry

George Farkas and Kurt Beron. 2004. “The Detailed Age Trajectory of Oral Vocabulary

Knowledge: Differences by Class and Race.” Social Science Research 33: 464-497.

Valerie E. Lee and David T. Burkam. 2002. Inequality at the Starting Gate: Social

Background Differences in Achievement as Children Begin School (Economic Policy Institute).

Pages 1-9.

Samuel Bowles and Herbert Gintis. 2002. Schooling in Capitalist America Revisited.

Sociology of Education, Vol. 75, No. 1 (Jan.), pp. 1-18

Betty Hart and Todd R. Risley.1999. The Social World of Children Learning to Talk.

(Brookes). Pages 167-183.

Week 3 Inequalities in Elementary School

Ann Arnett Ferguson. 2000. Bad Boys: Public Schools in the Making of Black Masculinity.

(University of Michigan). Pages 1-23; 97-99; 165-194.

Claudia Buchman et al. 2008. “Gender Inequalities in Education” Annual Review of Sociology

34:319-37.

George Farkas. 2008. “How Educational Inequality Develops” Chapter 5 (pages 105-134) in The

Colors of Poverty, Ann Chih Lin and David Harris (eds.). Russell Sage Press.

Talcott Parsons. “The School Class as a Social System,” Harvard Educational Review 29,

1959, 297-308.

Lisa Delpit. 2006. Other People's Children: Cultural Conflict in the Classroom. Pages 11-47.

Week 4. Parental Involvement & Summer Learning.

Annette Lareau. 2003. Unequal Childhoods: Class, Race, and Family Life. Berkeley:

University of California Press. Pages 1-32; 233-257.

-------------------. 2002. "Invisible Inequality: Social Class and Childrearing in Black Families and

White Families." American Sociological Review 67:747-76.

Thurston Domina. 2005. “Leveling the Home Advantage: Assessing the Effectiveness of

Parental Involvement.” Sociology of Education 78(3). Pp. 233-249.

Downey, Douglas B., Paul von Hippel, and Beckett Broh. 2004. “Are Schools the Great

Equalizer? Cognitive Inequality During the Summer Months and the School Year.” American

Sociological Review 69:613-635.

Week 5 Teacher expectations, tracking, & being held back.

Rist, Ray "On Understanding the Processes of Schooling: The Contributions of Labeling

Theory,’ in Sadovnik, Sociology of Education: A Critical Reader, pp. 71-82.

Ferguson, Ronald. Toward Excellence with Equity: An Emerging Vision for Closing the

Achievement Gap. Harvard Education Press, 2007. Chapters 3 & 4, pp79-148.

Doris Entwisle, Karl Alexander, and Linda Olson, 1997. “The Nature of Schooling,” in Arum

and Beattie, 2000. The Structure of Schooling, pp. 207-217.

Jeannie Oakes, “The Distribution of Knowledge,” in Arum and Beattie, pp.224-234.

Adam Gamoran, “Is Ability Grouping Equitable?” in Arum and Beattie, pp.234-240.

Tom Loveless. 1999. The Tracking Wars: State Reform Meets School Policy, (Brookings Inst).

Pages 12-40, 148-156.

Elizabeth Sterns et al. 2007. “Staying Back and Dropping Out; The Relationship Between Grade

Retention and School Dropout.” Sociology of Education. Vol. 80 July pp210-240.

Week 6.

Week 7. Unequal School Expenditures, School Choice & Private Schools.

Jonathan Kozol. 1992. Savage Inequalities. Harper Collins. Ch.3, pp83-132

Burtless, Gary. 1996. Does Money Matter? The Effect of School Resources on Student

Achievement and Adult Success. Washington DC: Brookings Institution. Pp. 2-42.

Edward Fiske and Helen Ladd. 2000. When Schools Compete: A Cautionary Tale. Brookings

Institution Press. Pages 3-13.

Greg Anrig. 2008. "An Idea whose time has gone." (School vouchers) Washington Monthly.

April 2008.

American Federation of Teachers. “Charter School Achievement

on the 2005 National Assessment of Educational Progress”

http://www.aft.org/topics/charters/downloads/CharterSchoolAchievement_Nov2005.pdf

Sarah Thuele Lubienski and Christopher Lubienski. 2006. "School Sector and Academic

Achievement" American Educational Research Journal. Vol.43, No.4, pp 651-698.

Paul Attewell. 2001 “The Winner-Take-All High School.” Sociology of Education Vol. 74 No 4

(October): 267-295.

Week 8. Motivation, Discipline, & Student Resistance.

Paul Willis. 1981. Learning To Labour. Columbia University Press pp1-49.

John Ogbu. 2003. Black American Students in an Affluent Suburb: A Study of Academic

Disengagement. Lawrence Erlbaum Publishers. Pages 12-32; 250-264.

Angel Harris. 2006. “I don’t hate school: revisiting oppositional culture theory of Blacks’

resistance to schooling.” Social Forces Vol.85 No.2 (Dec) pp797-834.

Downey, Douglas B. 2008. “Black/White Differences in School Performance: The Oppositional

Culture Explanation.” Annual Review of Sociology 34:107-126.

Pedro Mateu-Gelabert. 2007. "Street Codes in High School: School as an educational deterrent"

City and Community September, pp173-191.

Week 9. Teacher Quality & Curriculum & Student Disengagement.

Charles Clotfelter et al. 2006. "High Poverty Schools and the Distribution of Teachers and

Principals" Working Paper SAN06-08, Terry Sanford Institute, Duke University.

Charles T. Clotfelter et al. 2007. "Teacher credentials and student achievement: Longitudinal

analysis with student fixed effects." Economics of Education Review Vol.26 pp. 673–682.

The following are available on the web at:

http://edpro.stanford.edu/hanushek/admin/pages/files/uploads/Teacher%20quality.Evers-

Izumi.pdf

Eric Hanuschek. 2002. "Teacher Quality." pp.1-12 in Lance Izumi and Williamson Evers (eds)

Teacher Quality. Hoover Institution Press.

June Rivers and William Sanders. 2002. "Teacher Quality & Equity in Educational Opportunity:

Findings and Policy Implications" pp. 13-24 in Lance Izumi and Williamson Evers (eds) Teacher

Quality. Hoover Institution Press.

Paul Attewell and Thurston Domina. 2008 “Raising the Bar: Curricular Intensity and Academic

Performance.” Educational Evaluation & Policy Analysis. Volume 30 No 1 (March) pp.51-71.

Laurence Steinberg. 1996. Beyond the Classroom. Simon & Schuster. Pages 163-194.

E.D. Hirsch Jr. 1996. The schools we need and why we don’t have them. Doubleday. Chapters 5

and 7, pages 125-175; 215-238.

Week 10. Structure of Higher Education, Access and Opportunity.

Bowen, William G., Martin A. Kurzweil, and Eugene Tobin. 2005. Equity and Excellence in

American Higher Education. University of Virginia Press. Pp. 73-94.

Karabel, Jerome. 2005. The Chosen: The Hidden History of Admission and Exclusion at

Harvard, Yale, and Princeton. Houghton-Mifflin. Chapters 1, Pp. 1-38; 536-557.

Karen, David, “Changes in Access to Higher Education in the United States, 1980-1992,” in

Sadovnik, 251-266.

Karen, David and Kevin J. Dougherty. 2005. “Necessary but not Sufficient: Higher Education as

a Strategy of Social Mobility,” in Higher Education and the Color Line, edited by Gary Orfield,

Patricia Marin, and Catherine L. Horn. Cambridge: Harvard Education Press.

Week 11 Retention, Graduation, and Other College Outcomes.

Dougherty, Kevin and Gregory S. Kienzl, “It’s Not Enough to Get Through the Open Door:

Inequalities by Social Background in Transfer from Community Colleges to Four Year

Colleges,” in Sadovnik, pp. 267-290.

Adelman, Clifford. 2006. The Toolbox Revisited: Paths to Degree Completion from High School

Through College. U.S. Department of Education. Pp. 3-13; 76, 88-96.

Attewell, Paul and David E. Lavin. 2007. Passing the Torch: Does Higher Education for the

Disadvantaged Pay Off Across the Generations? Russell Sage Foundation. Chapters, 1, 2, 3, 7,

8.

Dale, Stacy Berg and Alan B. Krueger, “Estimating the Payoff of Attending a More Selective

College: An Application of Selection on Observables and Unobservables,” Quarterly Journal of

Economics, 2002, v. 107 (4, Nov.) pp.1491-1527.

Thomas, Scott L. and Liang Zhang, “Post-Baccalaureate Wage Growth Within 4 Years of

Graduation: The Effects of College Quality and College Major,” Research in Higher Education,

Vol. 46, No. 4, June 2005 pp. 437-458.

Goldin, Claudia and Lawrence Katz, “Transitions; Career and Family Life Cycles of the

Educational Elite,” American Economic Review: Papers and Proceedings. 2008, 98:2 pp. 363-

369.

Rosenbaum, James E. Beyond College For All: Career Paths for the Forgotten Half.

2001. New York: Russell Sage Foundation. Chapter 3.

.

Week 12. Student Presentations.

Week 13. Student Presentations.

Week 14. Student Presentations.

Prof. Juan Battle jbattle@gc.cuny.edu

SOC. 74400: Black Stratification {22059}

Mondays 4:15pm to 6:15pm, Room TBA, 3 credits

This course will explore the growth of the Black middle class and its impact on social

institutions, political structures, and cultural production. Because students will be exposed to

(and contribute from) a wide variety of perspectives on the subject, this course is appropriate for

students in the traditional social sciences (e.g. sociology, anthropology, psychology, urban

education, and history) as well as more contemporary ones (e.g. women’s studies, race studies,

American studies, cultural studies, lesbian and gay studies).

Prof. Mehdi Bozorgmehr mbozorgmehr@gc.cuny.edu

Soc. 82800 – International Migration {22058}

Wednesdays, 6:30 – 8:30pm, Room TBA, 3Credits

This course offers a comprehensive overview of the key current topics and issues in the

burgeoning field of international migration. Although dominated by sociology, the field of

international migration is unique in its interdisciplinary nature. Methodologically, it is also very

eclectic, ranging from the use of quantitative data to ethnography and oral history of migrants.

While the course will aspire to incorporate the experiences of major immigrant receiving

countries around the world, the main comparative focus will be on Europe and North America,

where the major theories and key concepts are most fully developed. The emphasis is on

exploring both the theoretical debates in the field and the empirical data and case studies on

which these debates hinge. Attention will be paid to detailed discussions of “classic” issues of

immigration, such as theories and mechanisms of international migration, diaspora and

transnationalism, models of assimilation, ethnic identities and group boundaries, ethnic

entrepreneurship, and comparative immigration in Europe and America. Throughout, the course

will take into account the way in which global cities, as contexts of reception, affect the

immigrant experience, and in turn, are transformed by immigrants.

Prof. Sophia Catsambis scatsambis@rcn.com

Soc. 71500 - Sociological Statistics I {21740}

Mondays, 2-5pm, Room TBA, 3 credits

This is the first of a two-course sequence in statistics for sociologists. The course makes minimal

assumptions about students’ mathematical backgrounds and their experience using statistical software

packages. The primary goal of the course is to provide students with a basic grounding in statistical

concepts, theory, and tools as well as to help them gain familiarity with a widely used statistical

package (SPSS). In combination with the second-semester course, students should develop a solid

foundation in statistical analysis and the ability to critically interpret and report quantitative results.

Prof. Lynn S. Chancer lchancer@hunter.cuny.edu

Soc. 82800 - Gender, Crime, Media and Culture {21756}

Wednesdays, 11:45 – 1:45 p.m. Room TBA, 3credits

This course will explore a fascinating selection of sociological literature that combines, in

myriad ways and through the use of diverse methodologies, the subject matters of gender, crime,

media and culture. The first part of the course will offer students an overview of different

theoretical perspectives currently exerting influence in the sociological subfields of gender,

crime, media and culture respectively. In the second part of the course, we will turn to research

in substantive topic areas. Among the topics covered will be school violence cases, domestic

violence, sex work, gang research and the gendered division of labor in legal (as well as illegal)

occupations.

Prof. Erica Chito Childs echitoch@hunter.cuny.edu

SOC. 84001 – Race & Multiculturalism in a Global Context {21745}

Thursdays, 11:45 – 1:45pm, Room TBA, 3 credits

We hear endlessly about our increasingly multicultural world, with rising, even skyrocketing

intermarriage rates, increased visibility of multiracial families, multiracial casts featured in film

and television and even Barack Obama, the first African American biracial president. Yet what

does this tell us about the contemporary state of race relations in America, or even more

importantly globally? This course will cover a myriad of issues under the rubric of race and

multiculturalism, encompassing a large multidisciplinary body of research. Throughout the

course, we will explore what cross-racial coalitions, interracial intimacies, multiracial families,

and multicultural unions show us about contemporary race relations, and the intersections of

race, gender, sexuality and class. Subjects covered include interracial/intercultural marriage,

transracial adoption, multiracial coalitions, multicultural education, and multiculturalism in the

media and popular culture. We will focus on these issues in contemporary America, as well as

globally with a particular focus on Portugal, South Africa, Brazil, Australia and Western Europe.

A variety of theoretical frameworks including critical race theory, cultural studies, and post-

colonial writings, as well qualitative and quantitative methodologies for studying these issues

will be addressed. You will be expected to develop a research project over the course of the

semester.

Prof. Hester Eisenstein hester1@prodigy.net

SOC. 73200: SOCIOLOGY OF GENDER {21755}

Tuesdays, 2-4pm, Room TBA, 3 credits

This course is an introduction to the sociology of gender, and can be used by students to prepare

for an orals field in gender. Topics to be covered will include some of the following: gender and

imperialism; globalization and women’s labor; race, class and the critique of intersectionality;

feminist/womanist theory; the body, sexuality and heteronormativity; families and housework;

incarceration and gender; capitalism, consumerism, and the uses of gender identity; reproductive

rights and population control; violence and rape culture; migration; public life, neoliberalism and

welfare; Islam, Christianity and the state; and colonialism and indigenous identities. Guest

lecturers from Sociology and other GC programs will be invited to join us during the semester.

Prof. Cynthia Fuchs Epstein cepstein@gc.cuny.edu

Soc. 80000 – Sociology of Culture {21739}

Wednesdays, 4:15 – 6:15pm, Room TBA, 3Credits

Cultural practices and processes, symbolic and classificatory systems, repertoires of action,

webs of significance and cultural structures are topics comprising the “cultural turn” in

sociology. In this course we shall read the work of scholars who have conceptualized issues

dominant in Cultural Sociology today such as boundaries, classification and categories, focusing

on gender, ethnicity, sexualities, race and nation, as well as “typical” Sociology of Culture topics

such as fashion, food, music and art.

We shall read key figures writing on cultural repertoires, frameworks, and production such as

DiMaggio and Crane on the institutionalization of cultural categories, Bourdieu on cultural

capital, Brubaker and Barth on groups and ethnicities, Geertz on thick description and webs of

significance, Zerubavel on cognitive sociology, Alexander on the “strong program” in Cultural

analysis, Douglas and (Alexander) on the sacred and profane, Lamont (and Epstein) on symbolic

boundaries, Swidler on Love, Friedland on religious ideology and kinship, and Kunda on

corporate cultures.

As a final requirement students will be asked to write a paper on a subject of their own research

interest using the concepts explored in the class.

Prof. Stuart Ewen sewen@gc.cuny.edu

SOC. 83100: Publicity and Society {21750}

Mondays, 6:30 – 8:30, Room TBA, 3 credits

“Emancipate yourselves from mental slavery; None but ourselves can free our minds.”

Bob Marley, “Redemption Song” (1980)

With the rise of popular democratic movements, new types of public communication began to

emerge, many to advance egalitarian aspirations, others to generate the impression that

inequalities of social, economic and political power were fully consistent with the values of a

democratic republic. To this day, these contending approaches for shaping the mental

environment continue to permeate our public and private lives.

This seminar will combine theory and practice in relation to these issues. Together we will

explore the relationship between publicity and society by looking at particular historical

instances in which battles to shape people’s sense of reality—and of their past, present and

future—have had a marked influence on attitudes of the time. The seminar will also explore

recent and current publicity campaigns that frame the human climate: its limits and its

possibilities. Employing a workshop format, students are also expected to consider and

improvise policies and approaches for publicizing important but underrepresented issues and

concerns of our time.

In addition to primary and secondary readings, the seminar will also explore visual and other

media forms, to more fully appreciate the social texture of persuasion in a variety of contexts:

past and present.

The seminar is open to doctoral students and to MFA students engaged in socially engaged

media making. The class is intended for students interested in learning about one of the most

pivotal aspects of modernity, and for those interested in developing strategies of public

expression that will emancipate people from the custodians of thought that stand in the way of a

better life for all.

Student undertakings may include individual historical and/or sociological research into an

important, underexplored subject, or group projects that will combine research, planning and the

execution of a focused publicity strategy for improving the prospects of the common good.

Prof. Sujatha Fernandes sujathaf@yahoo.com

Soc. 81006 – Qualitative Methods {21742}

Tuesdays, 11:45 – 1:45 pm, Room TBA, 3 credits

This course will give students an introduction to qualitative and interpretive methods in the

social sciences. We will cover ethnographic fieldwork, participant observation, focus groups,

open-ended interviewing, semiotics, ordinary language analysis, and life history research.

Through regular, practical exercises, students will learn to analyze texts, images, and narratives.

We will discuss ethics in the field and collaborative ethnography. The course will also explore

contemporary theoretical debates over interpretation, representation, social construction, and the

sociology of knowledge production.

Profs. Janet Gornick and Ruth Milkman jgornick@gc.cuny.edu;rmilkman@gc.cuny.edu

SOC. 73200: Women, Work, and Public Policy{21757}

Tuesdays 4:15pm to 6:15pm, Room TBA, 3 credits

This course is an overview of key issues affecting women in the 21st century workplace in

affluent industrialized countries. We begin with an overview of women’s position in the

contemporary labor market, examining the changes and continuities in patterns of gender

inequality, such as job segregation by gender and the pay gap between male and female workers.

Here we also pay close attention to the impact of growing class inequalities, which have led to

increasing polarization in the labor market between college-educated women and those with less

education. We also consider divisions along lines of race, ethnicity and nativity, and examine the

recent rise of the “precariat” – workers who have little or no employment security and who are

often excluded from basic legal protections that once covered the bulk of the workforce. Women

are overrepresented in the precariat, especially in part-time and temporary jobs, which are

disproportionately female. We look at the ways in which public policy initiatives – such as

affirmative action, equal pay laws, and anti-discrimination measures have addressed these issues,

and evaluate their impact, and consider additional challenges that remain.

The course also examines the effects on women workers – of all classes, races, and ethnic

groups, and of immigrants as well as natives – of inequalities in the division of labor in the

household. Despite the massive increase in female labor force participation over the past half

century, women continue to perform the bulk of unpaid housework and childcare, and bringing

about change in this arena has proven even more challenging than transforming the social

structures defining paid work. We will consider recent research on the effects of so-called

“work-family reconciliation policies” – that is, public policies aimed at supporting women (and

men) as they balance the responsibilities of paid work and family care. The key question now

under consideration is whether some of these policies – e.g., paid family leave, rights to part-

time and flexible scheduling – create new forms of gender inequality. The rapid growth of paid

care jobs, which are overwhelmingly filled by women, is another topic of interest here.

Throughout, we take a comparative approach to these questions, examining the situation in the

United States as well as in other high-income countries.

Prof. David Halle dhalle10@gmail.com

Soc. 82201 Computer Mapping for LA & NY {21741}

(four week, 1 credit class)

Mondays, 11:45 – 1:45 pm, Room TBA, 1 credit

An introduction to computer mapping (Geographic Information Systems), using the software

Mapinfo. We will learn the techniques of computer mapping using the new 2010 census data to

analyze the latest developments in New York and Los Angeles, both the cities and regions. We

will also analyze 2000, 1990, 1980 and 1970 census data for New York and Los Angeles. We

will map such topics as the distribution of income, occupations, racial and ethnic groups, and

foreign-born. We will also map crime at the level of the police precinct, political data including

mayoral and congressional elections, and city and county boundaries. We will discuss such key

topics as the decline of the classic “ghetto” and the Latinization of inner city neighborhoods, the

movement of ethnic groups to the suburbs, gentrification, the 2007- financial crisis including the

housing bubble, the ecology and “green” movement, attempts to reform the school systems, and

flooding including Hurricane Sandy.

Prof. Jack Hammond jhammond@hunter.cuny.edu

Soc. 70100 – Development of Sociological Theory {21738}

Wednesdays, 6:30 – 8:30pm, Room TBA, 3Credits

The classical sociological theorists-Marx, Weber, and Durkheim-offer the foundations for

sociological thinking in the twentieth century and beyond. This course will consist of a close

reading of their major works, emphasizing their analyses of the nineteenth-century historical

changes which gave rise to the discipline of sociology. The required reading is extensive-more

or less a book a week-and demanding.

Requirements:

1. each week, every student will write and post to Blackboard, before the class meeting, a

short essay based on that week's required reading, concluding with an analytical question which

will be presented to the class for discussion.

2. A final research paper based on one or more of the classical theorists.

Professor Samuel Heilman scheilman@gmail.com

Soc. 84700– Contemporary Religious Fundamentalism {21753}

Wednesdays, 2-4 p.m. Room TBA, 3 Credits

The course will explore contemporary issues on the sociology of religion, with special emphasis

on fundamentalism, Jewish orthodoxy, Islamism, evangelicalism, and messianism

or apocalypticism, as well as the politicization of religion.

Professor William Helmreich helmreichw@gmail.com

Soc. 82301– The Peoples of New York City {21758}

Wednesdays, 2 - 4 p.m. Room TBA, 3 Credits

This course looks at the different neighborhoods/communities that make up this great and

fascinating city. Its focus is on the different ethnic, religious, and racial groups in the city and

their social and cultural life-----Hispanics, Jews, Arabs, Asians, African Americans, Greeks,

Italians, and people of differing socioeconomic and gender groups. In addition, we will be

looking at the neighborhoods themselves, their architectural and spatial characteristics, how and

why they grew, and how they function as communities.

An integral part of the course will be field work---visiting and studying the areas-----

Bensonhurst, Carroll Gardens, Gerritsen Beach, the South Bronx, Chelsea, Glendale, Maspeth,

Harlem, etc., etc. Readings will reflect the above topics.

Prof. Shiro Horiuchi shoriuch@hunter.cuny.edu

SOC. 81900: Advanced Methods of Demographic Analysis {21743}

Mondays 4:15pm to 6:15pm, Room TBA, 3 credits

In this course we study advanced methods of demographic analysis. They are widely used in

research on mortality, fertility, nuptiality, migration, population composition changes, and other

demographic processes, but many of them can also be applied to a broad range of subjects in

other areas of social sciences and biomedical sciences. Those methods include event history

analysis (nonparametric, semi-parametric and parametric versions; continuous and discrete time

versions; fixed and time-dependent covariate versions), life table techniques (single-decrement,

multiple-decrement and multi-state), methods of decomposition analysis, age-period-cohort

models, methods for analyzing rate changes (e.g., Lee-Carter model), Lexis contour mapping,

smoothing and non-parametric regression techniques, and mathematical models of population

dynamics. Computer exercises are included.

Prerequisites: DCP 70200, or permission of the instructor.

Prof. James M. Jasper jjasper@gc.cuny.edu

Soc. 73500 – Collective Behavior {21751}

Tuesdays, 4:15 – 6:15 pm, Room TBA, 3 credits

In the 1970s the study of social movements split from, and soon eclipsed, the study of collective

behavior. Much was gained, but something also possibly lost, in the transformation. One thing

that was eroded was a connection to social psychology and other micro-level research, in favor

of large political structures at the national level. By looking at work on various examples of

collective behavior, such as sports, religion, or musical events, we should be able to recover

some of the roots of political action in face-to-face gatherings.

Prof. Philip Kasinitz pkasinitz@gc.cuny.edu

Soc. 72500 Urban Sociology {21744}

Mondays, 11:45 – 1:45 pm, Room TBA, 3 credits

This course will survey sociological work on the city as both a spatial location and a social

institution. We will discuss the relationship of urbanism and modernity, debates over the role of

“community” in urban life, the “Chicago School” and political economy approaches, ghettos,

neighborhoods, neighborhood chance, ethnic enclaves, the sociology of the built environment,

the role of public space in urban life, the importance of culture and consumption in shaping the

urban experience and the impact of globalization on contemporary cities. Readings will include

works by Georg Simmel, Walter Benjamin, Le Corbusier, Jane Jacobs, Marshall Berman,

Herbert Gans, Richard Sennett, Mike Davis, Loic Wacquant, Mitchell Duneier, Elijah Anderson,

William Julius Wilson, Alejandro Portes, Rob Sampson, David Harvey and Sharon Zukin,

among others.

Prof. John Mollenkopf jmollenkopf@gc.cuny.edu

SOC. 82800: Immigrant Groups and City Politics {21747}

Mondays 4:15pm to 6:15pm, Room TBA, 3 credits

Since 1965, the U.S. has accepted 34 million foreign born people for permanent residence in the

U.S., and perhaps another 11 million entered without authorization and remain. The most recent

data from the 2012 American Community Survey found that almost 13 percent of the population

was foreign born and another 12 percent had at least one foreign born parent. Seventy percent of

the foreign born live in six large immigrant receiving states and more than half live in nine large

metropolitan areas. More than a third live in the Los Angeles and New York metro areas alone.

These large flows of people from Latin America, the Caribbean, East and South Asia, and

Eastern Europe are steadily diversifying the racial and ethnic composition of these already

cosmopolitan cities and metropolitan regions. Ultimately, they will have a major impact on

urban and national politics and we can think of cities like New York and Los Angeles of

harbingers of the ways in which the nation as a whole will encounter and responds to new forms

of difference. The economic, social, and political incorporation of these new Americans will be

the primary civil rights challenge of the 21st century, just as the struggle for African American

inclusion was in the 20th

century – and that of white immigrants beginning in the 19th

.

This course will use New York City and its surrounding metropolitan area as a laboratory for

understanding the political dimension of this process – the ways in which new immigrant

communities are coming of age politically, organizing to interact with local political systems,

and seeking to increase their political influence. This process begins with increased citizenship,

voter registration, active voting, and mobilizing to support candidates, but extends to building

coalitions and forming part of a governing majority. It will review theories of political

incorporation based on both the 19th

century European and the 20th

century African-American

experiences and then carefully examine specific groups in and around New York City today.

With assistance from the instructor, students will carry out primary research on the political

dynamics of one group. The course will conclude by discussing comparisons across groups, with

a focus on their experience in the 2013 mayoral and council elections.

Prof. TBA

Soc. 70000 - Proseminar {21737}

Tuesday, 2-4pm, Room TBA, 3Credits

This course introduces students to some of the major elements involved in the training of

scholars in the field of sociology. We will explore the norms that govern the profession, the

aims of sociological research, the process of grant-seeking and grant-writing, the qualities of a

good dissertation, expectations about publication, the process of approval for research on human

subjects, and other aspects of professional socialization. In an effort to familiarize you with the

kinds of scholarly work and teaching that are done by faculty at CUNY, we will also have a

number of presentations by members of the CUNY Sociology faculty.

Prof. Bryan Turner bturner@gc.cuny.edu

Soc. 84600 – Citizenship and Human Rights {21748}

Tuesdays, 2-4 pm, Room TBA, 3 credits

The course is divided in two sections, staring with citizenship and its recent critics, and then

moving on to human rights and its critics. We finish with some consideration as to whether these

two different forms of rights could be combined. Citizenship as a principle of inclusion is

criticised because it cannot cope adequately with globalization (including migration, refugees,

asylum seekers and so forth). Some sociologists believe we can modify citizenship to develop

flexible citizenship or semi-citizenship or post-national citizenship. Human rights are seen to be

more relevant to a global world but critics note that they are enforced by states, and require the

resources made available by states. The course looks at the apparent decline of welfare states

and citizenship with neo-liberal economics and neo-conservative politics. We also examine

differences between the American tradition of civil liberties and European welfare states. Other

topics include aboriginal or first nation rights, migration, documentation and citizenship, ageing

and health rights. We look at different forms of citizenship in Latin America, Asia and the

Middle East. The course concludes by considering the contemporary limitations of both

citizenship and human rights traditions with respect to authoritarianism, genocide, and new wars.

Assessment

Book review mid-semster 2,000 words

Long essay end of semester 8000 words

Weekly Seminar

Tuesday 2.00-4.00

Seminars

1. Differences between citizenship and human rights

2. T.H.Marshall’s theory of citizenship

3. Criticisms of Marshall – Michael Mann

4. New theories of citizenship – flexible, semi, post-national

5. Citizenship in the USA – the Katrina hurricane . Margaret Summers

6. Migration debates – documentation and paper citizenship

7. The end of social rights, the economic crisis and the financialization of capitalism

8. The origins of human rights; a sociology of human rights? – Samuel Moyn ;Stephen

Pinker and our better angels; genocide.

9. Comparative Rights Regimes: Middle East

10. Comparative Rights Regimes: East Asia

11. Human rights wars, religious freedoms, political Islam and the Bush years

12. Human vulnerability, technology, the life extension project, the post-body

13. Environmentalism, green citizenship, indigenous, animal rights

14. Conclusion: citizenship versus human rights?

General Reference Works

I shall circulate papers and articles for the majority of seminars to overcome the shortage of

works in libraries

Brookings Doha Center Analysis Paper No 6 A Rights Agenda for the Muslim World?

David Brunsma et al (2013) Handbook of Sociology and Human Rights

Martin Bulmer and Anthony Rees (eds) (1996) Citizenship Today

Chang Kyung-sup and Bryan S. Turner (eds)(2012) Contested Citizenship in East Asia

Thomas Cushman (ed) (2012) Routledge Handbook of Human Rights

Engin Isin and Greg Nielsen (eds) 2008) Acts of Citizenship

Engin Isin and Bryan S. Turner (eds)(2002) Handbook of Citizenship Studies

Engin Isin, Peter Nyers and Bryan Turner (eds) (2008) Citizenship between Past and Present

Will Kymlicka (1995) Multicultural Citizenship

Darren J. O’Byrne (2003) Human Rights

Michael Mann(2004)The Dark Side of Democracy

T.H.Marshall (1950) Citizenship and Social Class and Other Essays

Ann E. Mayer (1995) Islam and Human Rights (2nd

edition)

Samuel Moyn (2010) The Last Utopia. Human Rights in History

Stephen Pinker (2011)The Better Angels of Our Nature

Guy Ben Porat and Bryan S. Turner (eds) (2011) The Contradictions of Israeli Citizenship

Geoffrey Robertson (1999) Crimes against Humanity

Margaret Somers (2010) Genealogies of Citizenship

Kamal Sadiq (2009) Paper Citizenship

Bryan S. Turner (ed) (1993) Citizenship and Social Theory

Bryan S. Turner (2006) Vulnerability and Human Rights

Jeremy Waldron (ed) (1987) Nonsense on Stilts

Prof. Jock Young jockyoung100@gmail.com

Soc. 85000 – The Sociology of Crime & Deviance {21754}

Tuesdays, 6:30 – 8:30pm, Room TBA, 3Credits

This course traces the evolution of critical thinking on the subject of crime and deviance from its

origins in the 19th

Century explorations of the city by Booth, Mayhew and Engels through to the

emergence of the Chicago School in the early twentieth century, to the immensely creative

period in American new deviancy theory of the late fifties and sixties with Becker, Goffman,

Erikson, Cicourel and many others . It examines the radical work of early Merton with the strong

influences of Durkeim and Marx and its metamorphosis into the subcultural theory of Albert

Cohen and Dick Cloward and the phenomenological tradition of Berger and Luckman which

formed the basis of the labelling school .From this it makes the transatlantic crossing to the

English work around the new criminology and the Centre for Contemporary Cultural Studies to

arrive at the recent flourishing of cultural criminology. Throughout it places theory in its political

and social context and the theorists in the world they lived in and the dilemmas they faced.

It charts the development of a positivist orthodoxy following the predictions of C. Wright Mill in

The Sociological Imagination and critically examines the attempts of positivism to develop a

science of crime and deviancy and the repeated failures of explanation and understanding that

this engenders.

Areas of theory which will be covered will include Constructionism, Subcultural Theory, the

work of Foucault, Feminism, Marxism and Postmodernism.

Its aim is to integrate theory into the research concerns of students and to avoid an abstract

discussion of theory by addressing current social problems and concerns (e.g. the debate over the

legalization of drugs, the causes and impact of mass incarceration, the explanation of the rise of

crime in the latter part of the twentieth century and the drop today).If students are interested in

particular social problems or areas of deviance every effort will be made to integrate these in the

seminar program.

This course is part of the new concentration on Crime, Law and Deviance.