Theories and practice in the field of criminal justice are difficult to tie together because of the lack of theory used to understand crime that will teach lessons for future criminal acts. Instead, the criminal justice field has focused on a result-driven model that prefers practical answers that provide results, which are arrests and convictions.

Please address the following statement in a 4?6-page paper. Be sure to provide support or evidence that will enhance and empirically prove your response. Academic criminal justice articles or real-life criminal justice findings that are found in journals or other academic sources must be used in supporting your answers. Please use APA format for all cited sources, including your reference page.

Describe the following sociological theories of crime listed, and discuss their strengths and weaknesses. Pick someone who has recently been convicted of a crime, and discuss which of these theories would have the most relevance in explaining the criminal actions of this offender. Provide examples and academic evidence to accentuate and support your answer on why it is most relevant. The sociological theories are as follows:
social control theory
strain theory
differential association theory
neutralization theory

Please do before write paper

1 step) I uploaded 1 PDF file, called "Theory Paper Guideline". Please read it and follow this structure. It includes everything how to write papers. This guildline is 2-page.
PLEASE READ CAREFULLY THIS GUIDELINE. VERY IMPORTANT.

2 step) I uploaded 2 another PDF files, it is a reading material. Please use this reading material for direct or indirect quatations. No outside sources.
This book name is "Classical Sociological Theory" and "Contemporary Sociological Theory", both edited by Craig Calhoun, James Moody and Joseph Gerteis.

3 step) It should be over Master Level paper. Must be concrete and strong theory paper.

There is no time extension. Please finish this paper on time.

11 fonts, Times New Roman, and 1 inch margin.

Evaluate the impact the Sociological theories, Functionalism, Conflict, and Interactionism has by choosing one of the social institution selected from the list below

I chose family

In your paper address the following elements:

How does each theory apply to the selected sociological institution? What are the similarities? What are the differences?
How does each theory affect the views of the individual who is part of the institution?
How does each theory affect the approach to social change within the selected institution?
Within the Sociological institution selected, how does each theory affect the views of society?

Describe the following sociological theories of crime listed, and discuss their strengths and weaknesses. Pick someone who has recently been convicted of a crime, and discuss which of these theories would have the most relevance in explaining the criminal actions of this offender. Provide examples and academic evidence to accentuate and support your answer on why it is most relevant. The sociological theories are as follows:
social control theory
strain theory
differential association theory
neutralization theory

TOPIIC: HEALTH CARE
Sociological Theory
Learning Outcomes and Objectives
? Analyze a selected social issue (topic) by relating it to one of the three major sociological
theories: structural functional theory, social conflict theory, and symbolic interaction
theory.
o Apply sociological theory to an issue of social importance.
o In your own words, explain the selected sociological theory in detail, including the
theory?s main points and/or ideas about society. Present relevant examples where
appropriate.
o Apply the theory by making connections between it and your social issue.
Directions
1. Select a social issue (topic) that you believe affects people?s lives or is otherwise important
to know more about. See below for a list of topics that do not require approval from
the instructor. Topics not on this list must receive instructor approval prior to starting your
paper. You may use the same topic from your first assignment or choose a new topic
2. Write a three-page paper (+/- 1,000 words) examining this topic from a sociological
perspective. Your paper should include the following sections.
a. Introduction (approximately half a page)
A clear and concise introduction that establishes the social importance of your
chosen topic (Why is this topic important? Why should people be interested in it?)
and outlines what you will cover in the rest of your paper. If you are using the
same topic as your first assignment, start by explaining what you covered or
learned from your last paper and what you hope to accomplish with this one.
b. Body (approximately 2 pages)
Choose ONE of the three major sociological theories covered in the course
(structural functional theory OR social conflict theory OR symbolic interaction
theory). Demonstrate your understanding of the theory by:
i. Explaining the theory in your own words. How does this theory view
society? (Other examples of questions that could be asked here: What are
some of the main ideas of this theory? What terms/concepts does the theory
use, and what do they mean? What are some advantages and/or
disadvantages of this theory?)? Bow Valley College 2012
ii. Using the theory by relating it to your selected topic. How might someone
who takes a structural functional (or social conflict or symbolic interaction)
perspective view this topic? (Example: How might someone using symbolic
interaction theory view the topic of same-sex marriage?)
**Hint #1 ? How does this theory give you a deeper understanding of your
topic, or help you to see it in a new way?**
**Hint #2 ? In some cases, other theories discussed in the textbook are
related to one of the three major theories (Example: Dramaturgical theory in
chapter 4 is part of symbolic interaction theory; modernization theory in
chapter 9 is part of structural functionalism). See the ?Applying Theory?
boxes in each chapter (ex: p.15) or ask the instructor for more information.**
c. Conclusion (approximately half a page)
A conclusion that succinctly wraps up your discussion, stating what can be learned
from looking at your social issue using this theory, as well as anything you have
learned as a result of this assignment.
Pre-Approved Topics ? Issues that affect people?s lives (can be in Canadian
society or in another society)
1. Homelessness and/or Poverty (in Calgary society, Canadian society, or elsewhere)
3. Same-sex Marriage
4. Immigration
5. Healthcare
6. Gender Issues
7. Alberta Oil and Gas Industry
8. Canadian Popular Culture (ex: media, activities, events)
9. Religious Expression
10. Aboriginals in Canada (First Nations, M?tis, and/or Inuit) or elsewhere in the world
11. Politics
OR
12. A social issue of your choice (must be pre-approved by your instructor or it will not be
graded)
Guidelines
Proper APA citations must be provided for at least two sources. Students may use the textbook as
one of their sources. The remaining source must be academic in nature. Check with your instructor
or teaching assistant (where applicable) if you are not sure whether your sources would be
considered acceptable. If you are using the same topic as Assignment One, find a new source
aside from (or in addition to) the one used for that assignment.
Papers that are missing a reference list or in-text citations will not

Locate??"by searching the Internet??"federal, state, or local programs with elements that exemplify the application of each of the sociological theories listed below:

Social structure theories
Social process theories
Social conflict theories

Write a 100-word description of each program. You must have one program that exemplifies social structure theories, one that exemplifies social process theories, and one that exemplifies social conflict theories. Include each programs main elements and explain the aspects of each program that address the focus of the relevant theory.

Cite your references in APA format.

Choose an aspect of cultural significance from the reading for the first module. Explain how one of the three major sociological theories (Structural Functionalist, Conflict, or Symbolic Interaction) would explain your topic.
Examples of potential topics include cultural diffusion, integration, or social distance. How can you relate one of these topics to a sociological theory?
When you write the essay, use bold, blue font for key terms and create a glossary that has each of these terms, and the chapter where the terms are located. Ive found that doing this actually helps you realize how much of the terminology that you are using.
The "Key Terms" section is a good source to help you if you are having trouble getting started on your essay. This essay is due by 11:59 PM on Sunday, April 14th HST
Below are guidelines to follow as you work on and submit your paper:
Papers will be in APA format, with a title page and a reference page.
Papers will contain two to three pages of text; this does not include the title
and reference page.
Refer to and cite the course reading, either the lecture or the textbook or
both, using the course material to support your points in the body of the
paper and citing the text in APA format in your reference list. Do not use outside sources for this first essay.
There are faxes for this order.

Drawing from Max Weber's sociological theory, discuss the impact of Mcdonaldization of society as it relates to today's culture. Do you agree or disagree with sociologist George Ritzer

Assignment: Investigate a Social Issue

Consider a social issue in which you are interested. It could be human freedom, sexuality, deviance, crime, social mobility, poverty, education, aging, and similar issues. Select a specific social issue and write a 700-1000 word (2.5 to 3.5 pages) report that addresses the following:
1. Describe the social issue in which you are interested. Be specific.
2. Describe how your issue fits into the field of sociology. Which sociological theories and terminology from the text apply to your social issue?
3. Discuss what is known and unknown about your particular issue.
4. Discuss the value of sociological research into your issue. Are there (or would there be) practical implications of sociological inquiry?
5. Use three credible sources and APA citations where appropriate. Use the checklist below to verify you meet all of the specifications of this criterion.
? Identifies at least 3 credible sources: For our purposes, credible sources are your Sociology manual and those credible sources that have been fact-checked and may be found in sociological sources of more popular materials like the New York Times, Times, Newsweek, Society, Psychology Today and the like. If you are unsure, check with your professor if the source you are considering may be used. Note: Do not use the online encyclopedia ?WIKIPEDIA? as a source for any work you do in this class.
? Sources are given in the Reference section in correct APA format. Use correct APA reference format. Partial credit will be given if references are close.
? All sources in the Reference section are cited somewhere in the body of the paper using correct APA format.Use correct APA citations for all references. Partial credit will be given if citations are close within one or two errors. No credit will be given if the citation has more than three errors and is not cited within the body of the paper.
? For all citations, there is a clear link between text, citation and reference. Sources provide relevancy to your topic. Relevancy means there is a clear and direct link of the article or source to the report text, citations and references.

Your assignment must follow these formatting requirements:
? Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
? Include a cover page containing the title of the assignment, the student?s name, the professor?s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

Research Paper

Evaluate the impact the Sociological theories, Functionalism, Conflict, and Interactionism has by choosing one of the social institution selected from the list below:

Social Institutions (choose one)

family
health-care
religion
education
mass media
politics
economic


In your paper address the following elements:

How does each theory apply to the selected sociological institution? What are the similarities? What are the differences?
How does each theory affect the views of the individual who is part of the institution?
How does each theory affect the approach to social change within the selected institution?
Within the Sociological institution selected, how does each theory affect the views of society?


Writing the Research Paper
The Research Paper:

Must be seven to ten double-spaced pages in length, (excluding the cover and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student?s name
Course name and number
Instructor?s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least five scholarly resources, including a minimum of two from the Ashford Online Library.

Please do before write paper

1 step) I uploaded 1 PDF file, called "Theory Paper Guideline". Please read it and follow this structure. It includes everything how to write papers. This guildline is 2-page.
PLEASE READ CAREFULLY THIS GUIDELINE. VERY IMPORTANT.

2 step) I uploaded 1 another PDF file, it is a reading material. Please use this reading material for direct or indirect quatations. No outside sources.
This book name is "Contemporary Sociological Theory" edited by Craig Calhoun, James Moody and Joseph Gerteis.

3 step) It should be over Master Level paper. Must be concrete and strong theory paper.

The book was Sociology A Brief Introduction by Richard Schaffer

The Research Paper should be on Healthcare.

Research Paper

The Research Paper should demonstrate understanding of the reading assignments as well as the implications of new knowledge. The eight-page paper should integrate readings and class discussions into work and life experience; the paper should also demonstrate research competency.

The purpose of the Research Paper is to demonstrate an understanding of Sociological theories, skill in academic research, competency in written communication and proficiency in application of sociological principles to sociological institutions.

Focus of the Research Paper

Select one social institution (family, health-care, religion, education, mass media, political, or economic) as defined in the text. Using the three Sociological theories listed in chapter one of the text (Functionalism, Conflict, and Interactionism), evaluate the impact of each theory on the selected institution.

In your paper address the following elements:

How does each theory apply to the selected sociological institution? What are the similarities? What are the differences?
How does each theory affect the views of the individual who is part of the institution?
How does each theory affect the approach to social change within the selected institution?
Within the Sociological institution selected, how does each theory affect the views of society?
Writing the Research Paper

The Research Paper:

Must be five-to-eight double-spaced pages in length and formatted according to APA style as outlined in the approved style guide.
Must include a cover page that includes:
Title of paper
Students name
Course name and number
Instructors name
Date submitted
Must include an introductory paragraph with a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must conclude with a restatement of the thesis and a conclusion paragraph.
Must use APA style as outlined in the approved style guide to document all sources.
Must include, on the final page, a Reference List that is completed according to APA style as outlined in the approved style guide.
Research must include the course text and at least three other relevant, academically researched sources. (This excludes sources similar to and including Wikipedia). The quality of the research sources will have a significant impact on the quality of the information presented in the paper. Recourses may include the textbook, article from the Ashford Online Library and a valid academic article.

Evaluate the impact the Sociological theories, Functionalism, Conflict, and Interactionism has by choosing one of the social institution selected from the list below

****** FAMILY ******

In your paper address the following elements:
1.How does each theory apply to the selected sociological institution? What are the similarities? What are the differences?

2.How does each theory affect the views of the individual who is part of the institution?

3.How does each theory affect the approach to social change within the selected institution?

4.Within the Sociological institution selected, how does each theory affect the views of society?

*** Note I have uploaded my outline I have completed so your able to have a guide line****

Critically examine the contribution of feminist sociological theory to the sociological understanding of ?patriarchy?.


Introduction: (200 words)
- How feminist sociological theory was bought into focus in sociology. Look particularly at the second wave of feminism (1960?s on wards)

- Why did second wave feminism feel a revived approach to feminist sociology was needed?


- How, before the second wave of feminism, there was a danger that gender difference would fall back into biological determination of sexes.

- How the second wave of feminism bought to light the concept of ?patriarchy? but how there was a divide in how Radical, Marxist, Liberal and Black feminists saw the inequalities between women and how this made it difficult to define patriarchy.


Paragraph 1: (1,400)
- An outline of how Radical feminists saw inequalities of women in society and gender difference.

- An outline of how Marxist/Socialist saw inequalities of women in society and gender difference.


- An outline of how Liberal feminists saw inequalities of women in society and gender difference.

- An outline of how Black Feminists saw inequalities of women in society and gender difference.


- The criticisms put forward by other feminists on the weak aspects of the Radical, Marxist/Socialist, Liberal and Black feminists accounts of gender difference and inequalities.

- Account for how the difference in explanations for the inequalities of women caused a danger into explanations for inequality falling back into biological determination as accounted for by structural sociologists.


- A detailed account of how Sylvia Walby (1989), Juliet Mitchell (1974), Michele Barrett (1988) saw that there was a common element in the different types of feminism, which was MALE DOMINANCE. Patriarchy was what grouped the different types of feminism together, according to Walby.

- Look closely at Sylvia Walby?s definition of ?patriarchy? and how she saw Patriarchy as a set of social systems in which men dominate, oppress and exploit women.


- Critically outline and closely examine Sylvia Walby?s six patriarchal structures which restrict women and help maintain male dominance:
- Paid word
- Relations within waged labour
- The state
- Male violence
- Sexuality
- Culture
- What do the six patriarchal structures accounted for by Walby tell us about Patriarchy?
- Outline and critically examine Sylvia Walby?s account of the movement from private to public patriarchy.

- Look at what other feminists say about patriarchy in feminist sociology, critically.


Paragraph 2: (700 words)
- Criticisms of Sylvia Walby?s examination of Patriarchy. What are the strengths and weaknesses of her argument.

- Does Walby make a good and convincing argument? What strong evidence does she use to support her argument? Does she any historical events to support her argument?


- Criticisms put forward by Floya Anthias and Nira Yuval ? Davis (1992) of Walby?s use of the three systems approach.

- The praise put forward by Jackie Stacey (1993) on Walby?s account.


- Are there stronger arguments for ?patriarchy??

- Any General criticisms of feminist sociological explanations of patriarchy such as that of Anna Pollert (1996)

CONCLUSION: (200 words)
- How sociology nowadays gives a gender perspective much closer attention

- Is the feminist sociological theory to patriarchy strong enough? Is it convincing?


- What contribution has the feminist theory brought to our understanding of patriarchy?

- Account for how a rejection of feminist theory does not bring dimension to sociology and our understanding of certain aspects of it.

This is a 10 page paper with each essay counting as one. Please have each essay title at top of pages and read and follows the guide lines below.

Essays should consist of a thesis statement, informing the reader of what your essay will entail, the body of the essay discussing application of the question to the material and a final paragraph summing up the important parts of the essay. Inclusion of references to and examples from your texts is important. Each essay will be graded on the basis of your overall understanding of theory and its application to specific sociological and anthropological concepts. In other words, you should use your understanding of the theories and be able to compose clear unambiguous responses to each specific question asked.

You can use the following book to help with the paper:
Coser, Lewis A.; Masters of Sociological Thought, Second Ed., Harcourt Brace Jovanovich, 2003.
Jarey and Jarey; The Harper Collins Dictionary of Sociology, Harper Collins Publishers, Ltd. 1991.
If you have any question please contact me.

The Essay question below: Remeber each essay is one page.

1. STUDY GUIDE #2 KARL MARX
Marx saw that the value of man had changed. We are no longer valued for who we are, but for the product we produce. Discuss his economic theory of labor. Why does money become so much more important at this time than in the past?

2. STUDY GUIDE #3 HERBERT SPENCER
Taking Society today, use militant society and industrial society to characterize the following countries. Why would you use either type of society?
e. Mexico
f. Iraq
g. England
h. Haiti

3. STUDY GUIDE #4 EMILE DURKHEIM
The typologies of Durkheims work on suicide are very important to the study of deviance. What are the typologies, and give examples of the different types of suicide. Can you combine the different typologies?

4. STUDY GUIDE #6 MAX WEBER
What is the Protestant Ethic, and how does it fit into the advancement of capitalism? Do we still see this ethic at work today? How are people socialized into this ethic? Are some classes more vulnerable to this ethic than others? If so, whom?

5. STUDY GUIDE #7 THORSTEIN VEBLEN
Thorstein Veblen is known for his sociological understanding of Relative Deprivation in industrial society. Discuss what Relative Deprivation is and how it affects the different classes (upper, middle, lower) individually, and how it affects relationships between the classes.

6. STUDY GUIDE #8 CHARLES HORTON COOLEY
How do primary and secondary groups affect the Looking-Glass Self? Make sure to define both types of groups. Which one has the most affect?

7. STUDY GUIDE #10 ROBERT EZRA PARK
Robert Ezra Part identified four major social processes: Competition, Conflict Accommodation and Assimilation. Define each in terms of his sociology and how do they fit into the social evolution of society and industrialization? Do we see this process continuing today? Where and how?

8. STUDY GUIDE #11 VILFREDO PARETO
Vilfredo Pareto talks about two types of actions, logical and non-logical. In your own words describe these actions and their importance to decision making today. (A portion of his thinking revolves around pragmatic thought. He is looking at why people in power make decisions and how they justify their actions.)

9. STUDY GUIDE #13 PITIRIM A. SOROKIN
Once of the lasting legacies of Pitirim Sorokin was his understanding of modern day social stratification. How does he define social stratification and how does he see social stratification in terms of understanding ones place as well as groups that they are a part of in society?

10. STUDY GUIDE #15 RECENT TRENDS IN AMERICAN SOCIOLOGICAL THEORY
Using exchange theory, labeling theory and symbolic interactionist theory, discuss how a person understands their place in society.

Customer is requesting that (amber111) completes this order.

To be able to complete this assignment you must locate a report on empirical sociological research in one of the journals listed below:

American Journal of Sociology; Journal of Divorce and Remarriage; Journal of Marriage and the Family; Social Work; Social Forces; Comtemporary Sociology

Once you have found a sociological journal and found an article in it that is a report on empirical research, answer the questions below.

1. Citation of the article: Use APA documentation format.

2. Identify the main hypotheses of the study.

3. Identify the research method used to do the research: This should be found in the methods section of the article, although it may not be directly stated.

4. Describe the sample used in the study and the population from which they were selected. How many participated in the study? How were they recruited?

5. Identify the variables and explain how they were measured (the operational definitions). If is is possible distinguish between the independent and dependent variable.

6. Discuss the results of the study. (This should be found in the results section of the article). What are the implications of the results? In other words, what is the social significance or importance of the results? (This should be found in the Discussion section of the article.) Also, discuss the generalizability of the results and discuss any ethical problems of the study.

7. Your suggestion of atleast one way the study could be improved.

8. Relate this study to one of the main sociological theories: Structural-Functionalism, Social-Conflict, or Symboloic-Interaction. Explain how the theory was or could be applied to you topic.

9. Be sure to include a photocopy of your article along with your answers to these questions.

Choose one question from part one and one question from part 2. (each essay should be about 2 pages)
PART I: CHOOSE ONE QUESTION,
PART II: ANSWER QUESTION #1 or #2
You will answer a total of two questions.
(the articles that you need for this assignment are included after the instruction. )
________________________________________________________________________________________________________________________
PART I-
Answer the following question.
(Please specifically answer the question. And follow the instruction bellow and apply the 2 theories )

1- Read article #1 (Cherrie Moraga). then Use a feminist theory of your choice (radical, liberal, socialist, multicultural, and postmodern) to explain the impact of homophobia and intolerance on the life of Cherrie Moraga and on the lives of gays and lesbians in general. Discuss how you would develop a research plan to ?test? this theory using feminist methodology. (Be sure to include how you would incorporate the assumptions of the methodology into a study of the effects of homophobia)
___________________________________________________________

PART II
Choose one of the following essay questions.
1. Read articles # 2 and #3 and then discuss the concerns of hooks and Dyson regarding misogyny and gangster rap. In your discussion, incorporate one feminist theory (radical, liberal, socialist, multicultural, and postmodern) and one theory of development (cognitive theory, social learning theory and schema theory) to explain both the causes of and solutions for the problem. Be sure that any solutions flow logically from the theory.
______________OR

2. Read article # 4 and then Discuss some of the problems for boys that are at the heart of the educational process (as defined by Sadker). Which theory of development (cognitive theory, social learning theory and schema theory) best addresses these problems? Why? Which sociological theory (Functionalist, conflict, symbolic interactionist) best addresses them? Why? Incorporate both explanations and solutions from each perspective in your discussion.

___________________________________________________________

Article #1 Cherrie Moraga and Chicana Lesbianism
By Tomas Almaguer

(Cherrie Moraga was born in Los Angeles in 1952. She is of Chicana/Anglo descent, which has influenced her experiences as a lesbian poet, playwright, essayist, editor, teacher, and activist. Almaguer argues that her writings offer a lucid and complex analysis of the predicament of many Chicano/Chicana gay and lesbian members of society face. The quotes in his analysis are from Loving in the War Years by Cherrie Moraga)

An essential point of departure in assessing Cherrie Moraga's work is an appreciation of the way Chicano family life severely constrains the Chicana' s ability to define her life outside of its stifling gender and sexual prescriptions. As a number of Chicana feminist scholars have clearly documented, Chicano family life remains rigidly structured along patriarchal lines that privilege men over women and children. Any violation of these norms is undertaken at great personal risk because Chicanos draw upon the family to resist racism and the ravages of class inequality .Chicano men and women are drawn together in the face of these onslaughts and are closely bound into a family structure that exaggerates unequal gender roles and suppresses sexual non-conformity . Therefore, any deviation from the sacred link binding husband, wife, and child not only threatens the very existence of la familia but also potentially undermines the mainstay of resistance to Anglo racism and class exploitation. "The family, then, becomes all the more ardently protected by oppressed people and the sanctity of this institution is infused like blood into the veins of the Chicano. At all costs, la familia must be preserved," writes Moraga. Thus, "we fight back... with our families-with our women pregnant, and our men as indispensable heads. We believe the more severely we protect the sex roles within the family, the stronger we will be as a unit in opposition to the anglo threat" (Loving 110).

These cultural prescriptions do not, however, curb the sexually non-conforming behavior of certain Chicanos. As in the case of Mexican homosexual men in Mexico, there exists a modicum of freedom for the Chicano homosexual who retains a masculine gender identity while secretly engaging in the active homosexual role. Moraga has perceptively noted that the Latin cultural norm inflects the sexual behavior of homosexual Chicanos: "Male homosexuality has always been a 'tolerated' aspect of Mexican/Chicano society, as long as it remains 'fringe' ...But lesbianism, in any form, and male homosexuality which openly avows both the sexual and the emotional elements of the bond, challenge the very foundation of la familia?. The openly effeminate Chicano gay man's rejection of heterosexuality is typically seen as a fundamental betrayal of Chicano patriarchal cultural norms. He is viewed as having turned his back on the male role that privileges Chicano men and entitles them to sexual access to women, minors, and even other men. Those who reject these male prerogatives are viewed as non-men, as the cultural equivalents of women. Moraga astutely assesses the situation as one in which "the 'faggot' is the object of Chicano/Mexicano's contempt because he is consciously choosing a role his culture tells him to despise. That of a woman.?

The constraints that Chicano family life imposed on Moraga herself are candidly discussed in her provocative autobiographical essays "La Guera" and "A Long Line of Vendidas" in Loving in the War Years. In recounting her childhood in Southern California, Moraga describes how she was routinely required to make her brother's bed, iron his shirts, lend him money, and even serve him cold drinks when his friends came to visit their home. The privileged position of men in the Chicano family places women in a secondary, subordinate status. She resentfully acknowledges that "to this day in my mother's home, my brother and father are waited on, including by me" (90). Chicano men have always thought of themselves as superior to Chicanas, she asserts in unambiguous terms: "I have never met any kind of Latino who...did not subscribe to the basic belief that men are better" (101). The insidiousness of the patriarchal ideology permeating Chicano family life even shapes the way a mother defines her relationships with her children: "The daughter must constantly earn the mother's love, prove her fidelity to her. The son-he gets her love for free" (102).

Moraga realized early in life that she would find it virtually impossible to attain any meaningful autonomy in that cultural context. It was only in the Anglo world that freedom from oppressive gender and sexual strictures was remotely possible. In order to secure this latitude, she made a necessary choice: to embrace the white world and reject crucial aspects of her Chicana upbringing. In painfully honest terms, she states:
I gradually became anglocized because I thought it was the only option available to me toward gaining autonomy as a person without being sexually stigmatized. ...I instinctively made choices which I thought would allow me greater freedom of movement in the future. This meant resisting sex roles as much as I could safely manage and that was far easier in an anglo context than in a Chicano one. (99)
Born to a Chicana mother and an Anglo father, Moraga discovered that being fair-complexioned facilitated her integration into the Anglo social world and contributed immensely to her academic achievement. "My mother's desire to protect her children from poverty and illiteracy" led to their being "anglocized," she writes; "the more effectively we could pass in the white world, the better guaranteed our future" (51). Consequently her life in Southern California during the 1950s and 1960s is described as one in which she "identified with and aspired toward white values" (58). In the process, she "rode the wave of that Southern California privilege as far as conscience would let me" (58).

The price initially exacted by anglicization was estrangement from family and a partial loss of the nurturing and love she found therein. In reflecting on this experience, Moraga acknowledges that "I have had to confront that much of what I value about being Chicana, about my family, has been subverted by anglo culture and my cooperation with it. ...I realized the major reason for my total alienation from and fear of my class- mates was rooted in class and culture" (54). She poignantly concedes that, in the process, "I had disavowed the language I knew best-ignored the words and rhythms that were closest to me. The sounds of my mother and aunts gossiping- half in English, half in Spanish-while drinking cerveza in the kitchen" (55). What she gained, on the other hand, was the greater autonomy that her middle-class white classmates had in defining their emergent sexuality and in circumventing burdensome gender prescriptions. Her movement into the white world, however, was viewed by Chicanos as a great betrayal. By gaining control of her life, Moraga became one of a "long line of vendidas," traitors or "sell-outs," as self-determined women are seen in the sexist cultural fantasy of patriarchal Chicano society. This is the accusation that "hangs above the heads and beats in the hearts of most Chicanas, seeking to develop our own autonomous sense of ourselves, particularly our sexuality" (103).

Patriarchal Chicano culture, with its deep roots in "the institution of heterosexuality , " requires Chicanas to commit themselves to Chicano men and subordinate to them their own sexual desires. "[The Chicano] too, like any other man," Moraga writes, "wants to be able to determine how, when, and with whom his women-mother , wife, and daughter-are sexual" (110-111). But "the Chicana's sexual commitment to the Chicano male [is taken as] proof of her fidelity to her people" (105). "It is no wonder," she adds, that most "Chicanas often divorce ourselves from conscious recognition of our own sexuality" (119). In order to claim the identity of a Chicana lesbian, Moraga had to take "a radical stand in direct contradiction to, and in violation of, the women [sic] I was raised to be" (117); and yet she also drew upon themes and images ofter Mexican Catholic background. Of its impact on her sexuality Mor-aga writes:
I always knew that I felt the greatest emotional ties with women, but suddenly I was beginning to consciously identify those feelings as sexual. The more potent my dreams and fantasies became and the more I sensed my own exploding sexual power, the more I retreated from my body's messages and into the region of religion. By giving definition and meaning to my desires, religion became the discipline to control my sexuality. Sexual fantasy and rebellion became "impure thoughts" and "sinful acts." (119)
These "contrary feelings," which initially surfaced around the age of twelve, unleashed feelings of guilt and moral transgression. She found it impossible to leave behind the Catholic Church's prohibitions regarding homosexuality, and religious themes found their way into how she initially came to define herself as a sexual subject-in a devil-like form. "I wrote poems describing my- self as a centaur: half-animal/half-human, hairy-rumped and cloven-hoofed, como el diablo. The images emerged from a deeply Mexican and Catholic place" (124).

As her earliest sexual feelings were laden with religious images, so too were they shaped by images of herself in a male-like form. This is understandable in light of the fact that only men in Chicano culture are granted sexual subjectivity . Consequently, Moraga instinctively gravitated toward a butch persona and assumed a male-like stance toward other women.
In the effort to avoid embodying la chingada, I became the ching?n. In the effort not to feel fucked, I became the fucker, even with women. ...The fact of the matter was that all those power struggles of "having" and "being had" were played out in my own bedroom. And in my psyche, they held a particular Mexican twist. (126)
In a candid and courageously outspoken conversation with lesbian activist Amber Hollibaugh, Moraga recounts that:
what turned me on sexually, at a very early age, had to do with the fantasy of capture, taking a woman, and my identification was with the man. ...The truth is, I do have some real gut-level misgivings about my sexual connection with capture. It might feel very sexy to imagine "taking" a woman, but it has sometimes occurred at the expense of my feeling, sexually, like I can surrender myself to a woman; that is, always needing to be the one in control, calling the shots. It's a very butch trip and I feel like this can keep me private and protected and can prevent me from fully being able to express myself. (Moraga and Hollibaugh 396)
Moraga's adult lesbian sexuality defined itself along the traditional butch/femme lines characteristic of lesbian relationships in the post-war period. It is likely that such an identity formation was also largely an expression of the highly gender-coded sexuality imparted through Chicano family life. In order to define herself as an autonomous sexual subject, she embraced a butch, or more masculine, gender persona, and crystallized a sexual desire for feminine, or femme, lovers.


From ?Chicano Men: A Cartography O Homosexual Identify and Behavior.? Men?s Lives. Kimmel and Messner. Allyn and Bacon. 2004
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article #2 Sexism and Misogyny: Who Takes the Rap?

By bell hooks
From: about.com
Original title: Sexism and Misogyny: Who Takes the Rap? Misogyny, gangsta rap, and The Piano________
For the past several months white mainstream media has been calling me to hear my views on gangsta rap. Whether major television networks, or small independent radio shows, they seek me out for the black and feminist "take" on the issue. After I have my say, I am never called back, never invited to do the television shows or the radio spots. I suspect they call, confident that when we talk they will hear the hardcore "feminist" trash of gangsta rap. When they encounter instead the hardcore feminist critique of white supremacist capitalist patriarchy, they lose interest. To white dominated mass media, the controversy over gangsta rap makes great spectacle. Besides the exploitation of these issues to attract audiences, a central motivation for highlighting gangsta rap continues to be the sensationalist drama of demonizing black youth culture in general and the contributions of young black men in particular. It is a contemporary remake of "Birth of a Nation" only this time we are encouraged to believe it is not just vulnerable white womanhood that risks destruction by black hands but everyone. When I counter this demonization of black males by insisting that gangsta rap does not appear in a cultural vacuum, but, rather, is expressive of the cultural crossing, mixings, and engagement of black youth culture with the values, attitudes, and concerns of the white majority, some folks stop listening.
The sexist, misogynist, patriarchal ways of thinking and behaving that are glorified in gangsta rap are a reflection of the prevailing values in our society, values created and sustained by white supremacist capitalist patriarchy. As the crudest and most brutal expression of sexism, misogynistic attitudes tend to be portrayed by the dominant culture as an expression of male deviance. In reality they are part of a sexist continuum, necessary for the maintenance of patriarchal social order. While patriarchy and sexism continue to be the political and cultural norm in our society, feminist movement has created a climate where crude expressions of male domination are called into question, especially if they are made by men in power. It is useful to think of misogyny as a field that must be labored in and maintained both to sustain patriarchy but also to serve as an ideological anti-feminist backlash. And what better group to labor on this "plantation" than young black men.
To see gangsta rap as a reflection of dominant values in our culture rather than as an aberrant "pathological" standpoint does not mean that a rigorous feminist critique of the sexist and misogyny expressed in this music is not needed. Without a doubt black males, young and old, must be held politically accountable for their sexism. Yet this critique must always be contextualized or we risk making it appear that the behaviors this thinking supports and condones,--rape, male violence against women, etc.-- is a black male thing. And this is what is happening. Young black males are forced to take the "heat" for encouraging, via their music, the hatred of and violence against women that is a central core of patriarchy.
Witness the recent piece by Brent Staples in the "New York Times" titled "The Politics of Gangster Rap: A Music Celebrating Murder and Misogyny." Defining the turf Staples writes: "For those who haven't caught up, gangster rap is that wildly successful music in which all women are `bitches' and `whores' and young men kill each other for sport." No mention of white supremacist capitalist patriarchy in this piece, not a word about the cultural context that would need to exist for young males to be socialized to think differently about gender. Staples assumes that black males are writing their lyrics off in the "jungle," away from the impact of mainstream socialization and desire. At no point in his piece does he ask why huge audiences, especially young white male consumers, are so turned on by this music, by the misogyny and sexism, by the brutality? Where is the anger and rage at females expressed in this music coming from, the glorification of all acts of violence? These are the difficult questions that Staples feels no need to answer.
One cannot answer them honestly without placing accountability on larger structures of domination and the individuals (often white, usually male but not always) who are hierarchically placed to maintain and perpetuate the values that uphold these exploitative and oppressive systems. That means taking a critical looking at the politics of hedonistic consumerism, the values of the men and women who produce gangsta rap. It would mean considering the seduction of young black males who find that they can make more money producing lyrics that promote violence, sexism, and misogyny than with any other content. How many disenfranchised black males would not surrender to expressing virulent forms of sexism, if they knew the rewards would be unprecedented material power and fame?
More than anything gangsta rap celebrates the world of the "material, " the dog-eat-dog world where you do what you gotta do to make it. In this world view killing is necessary for survival. Significantly, the logic here is a crude expression of the logic of white supremacist capitalist patriarchy. In his new book "Sexy Dressing, Etc." privileged white male law professor Duncan Kennedy gives what he calls "a set of general characterizations of U. S. culture" explaining that, "It is individual (cowboys), material (gangsters) and philistine." Using this general description of mainstream culture would lead us to place "gangsta rap" not on the margins of what this nation is about, but at the center. Rather than being viewed as a subversion or disruption of the norm we would need to see it as an embodiment of the norm.
That viewpoint was graphically highlighted in the film "Menace To Society" which dramatized not only young black males killing for sport, but also mass audiences voyeuristically watching and, in many cases, "enjoying" the kill. Significantly, at one point in the movie we see that the young black males have learned their "gangsta" values from watching television and movies--shows where white male gangsters are center stage. This scene undermines any notion of "essentialist" blackness that would have viewers believe the gangsterism these young black males embraced emerged from some unique black cultural experience.
When I interviewed rap artist Ice Cube for "Spin" magazine last year, he talked about the importance of respecting black women and communication across gender. He spoke against male violence against women, even as he lapsed into a justification for anti- woman rap lyrics by insisting on the madonna/whore split where some females "carry" themselves in a manner that determines how they will be treated. When this interview was published, it was cut to nothing. It was a mass media set-up. Folks (mostly white and male) had thought if the hardcore feminist talked with the hardened black man, sparks would fly; there would be a knock-down drag out spectacle. When Brother Cube and I talked to each other with respect about the political, spiritual, and emotional self- determination of black people, it did not make good copy. Clearly folks at the magazine did not get the darky show they were looking for.
After this conversation, and talking with rappers and folks who listen to rap, it became clear that while black male sexism is a serious problem in our communities and in black music, some of the more misogynist lyrics were there to stir up controversy and appeal to audiences. Nowhere is this more evident that in Snoop Doggy Dogg's record "Doggystyle". A black male music and cultural critic called me to ask if I had checked this image out; to share that for one of the first times in his music buying life he felt he was seeing an image so offensive in its sexism and misogyny that he did not want to take that image home. That image (complete with doghouse, beware the dog sign, with a naked black female head in a doghouse, naked butt sticking out) was reproduced, "uncritically," in the November 29, 1993 issue of "Time" magazine. The positive music review of this album, written by Christopher John Farley, is titled "Gangsta Rap, Doggystyle" makes no mention of sexism and misogyny, makes no reference to the cover. I wonder if a naked white female body had been inside the doghouse, presumably waiting to be fucked from behind, if "Time" would have reproduced an image of the cover along with their review. When I see the pornographic cartoon that graces the cover of "Doggystyle," I do not think simply about the sexism and misogyny of young black men, I think about the sexist and misogynist politics of the powerful white adult men and women (and folks of color) who helped produce and market this album.
In her book "Misogynies" Joan Smith shares her sense that while most folks are willing to acknowledge unfair treatment of women, discrimination on the basis of gender, they are usually reluctant to admit that hatred of women is encouraged because it helps maintain the structure of male dominance. Smith suggests: "Misogyny wears many guises, reveals itself in different forms which are dictated by class, wealth, education, race, religion and other factors, but its chief characteristic is its pervasiveness." *

Contrary to a racist white imagination which assumes that most young black males, especially those who are poor, live in a self- created cultural vacuum, uninfluenced by mainstream, cultural values, it is the application of those values, largely learned through passive uncritical consumption of mass media, that is revealed in "gangsta rap." Brent Staples is willing to challenge the notion that "urban primitivism is romantic" when it suggests that black males become "real men" by displaying the will to do violence, yet he remains resolutely silent about that world of privileged white culture that has historically romanticized primitivism, and eroticized male violence. Contemporary films like "Reservoir Dogs" and "The Bad Lieutenant" celebrate urban primitivism and many less well done films ("Trespass, Rising Sun") create and/or exploit the cultural demand for depictions of hardcore blacks who are willing to kill for sport.
To take "gangsta rap" to task for its sexism and misogyny while critically accepting and perpetuating those expressions of that ideology which reflect bourgeois standards (no rawness, no vulgarity) is not to call for a transformation of the culture of patriarchy. Ironically, many black male ministers, themselves sexist and misogynist, are leading the attacks against gangsta rap. Like the mainstream world that supports white supremacist capitalist patriarchy, they are most concerned with calling attention to the vulgar obscene portrayals of women to advance the cause of censorship. For them, rethinking and challenging sexism, both in the dominant culture and in black life, is not the issue.
Mainstream white culture is not concerned about black male sexism and misogyny, particularly when it is unleashed against black women and children. It is concerned when young white consumers utilize black popular culture to disrupt bourgeois values. Whether it be the young white boy who expresses his rage at his mother by aping black male vernacular speech (a true story) or the masses of young white males (and middle class men of color) seeking to throw off the constraints of bourgeois bondage who actively assert in their domestic households via acts of aggression their rejection of the call to be "civilized. " These are the audiences who feel such a desperate need for gangsta rap. It is much easier to attack gangsta rap than to confront the culture that produces that need.
Gangsta rap is part of the anti-feminist backlash that is the rage right now. When young black males labor in the plantations of misogyny and sexism to produce gangsta rap, their right to speak this violence and be materially rewarded is extended to them by white supremacist capitalist patriarchy. Far from being an expression of their "manhood," it is an expression of their own subjugation and humiliation by more powerful, less visible forces of patriarchal gangsterism. They give voice to the brutal raw anger and rage against women that it is taboo for "civilized" adult men to speak. No wonder then that they have the task of tutoring the young, teaching them to eroticize and enjoy the brutal expressions of that rage (teaching them language and acts) before they learn to cloak it in middle-class decorum or Robert Bly style reclaimings of lost manhood. The tragedy for young black males is that they are so easily dunned by a vision of manhood that can only lead to their destruction.
Feminist critiques of the sexism and misogyny in gangsta rap, and in all aspects of popular culture, must continue to be bold and fierce. Black females must not be duped into supporting shit that hurts us under the guise of standing beside our men. If black men are betraying us through acts of male violence, we save ourselves and the race by resisting. Yet, our feminist critiques of black male sexism fail as meaningful political intervention if they seek to demonize black males, and do not recognize that our revolutionary work is to transform white supremacist capitalist patriarchy in the multiple areas of our lives where it is made manifest, whether in gangsta rap, the black church, or the Clinton administration.
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Article# 3- DO WE HATE OUR WOMEN?

By Michael Eric Dyson

From: Holler if You Hear Me: Searching for Tupac Shakur. Basic Civitas Books. 2001.


In many ways it appears too easy, and just downright sexist, to blame women for the
hateful sentiments that pass for gender commentary in hip-hop. Most rappers inherit their beliefs about women long before they find fame and fortune in hip-hop. Still, it is undeniable that they encounter young women whose chief goal is to bring pleasure to rap stars and to procure, in Snoop Dogg's term, "superstar dick." Groupies are a staple not just of hip-hop but all forms of masculine endeavor, from the dugout to the pulpit, from the blues hall to the boardroom. It is one thing to cast aspersions on women deemed to be loose and destructive in their sexual demeanor. It is another to judge all women as bitches or whores or to defend oneself, as rappers often do, by claiming, "I'm not talking about all women, just the ones I meet who act like bitches and hos."

The problem is, they never seem to meet or describe any other women besides"bitches" or "hos." (But the hypocrisy of the double standard must not be missed. Groupie sexual culture attempts, however desperately and self-destructively, to right the imbalance in the circulation of sexual pleasures that allows men to be promiscuous as a condition of their maturing masculinity, whereas women bear the stigma of "ho" for their equally aggressive erotic experimentation.) Neither does such a judgment take into account the political economy of the "ho." If social empathy for young black males is largely absent in public opinion and public policies, the lack of understanding and compassion for the difficulties faced by poor young black females is even more deplorable.

There exists within quarters of black life a range of justifications for black male behavior. Even if they are not wholly accepted by other blacks or by the larger culture, such justifications have a history and possess social resonance. Young black males hustle because they are poor. They become pimps and playas because the only role models they had are pimps and playas. Black males rob because they are hungry. They have babies because they seek to prove their masculinity in desultory paternity. They rap about violence because they came to maturity in enclaves of civic horror where violence is the norm. Black males do poorly in school because they are deprived of opportunity and ambition.

Yet there are few comparable justifications for the black female's beleaguered status. The lack of accepted social justifications for black women's plight would lead one to assume that black women do not confront incest, father deprivation, economic misery, social dislocation, domestic abuse, maternal abandonment, and a host of other ills. If they do, these factors apparently have nothing to do with their crippling lack of self-esteem that leads to self-defeating actions. Neither do these factors have anything to do with the sexually compensatory behavior in which these young girls might participate. Obviously, these young women were not seduced into becoming seducers by the messages of a culture addicted to sexual stimulation.

And perhaps there's no excuse for poor young black women believing that their bodies are their tickets to pleasure - besides, that is all the cues they get from pimps, playas, teachers, preachers, daddies, hustlers, and mentors. Apparently, there are no cultural influences-no magazines or television shows-that lead them to believe that their sexuality might suspend their misery, if even for a few gilded moments at the end of the night in the backseat of a car on the edge of town-and perhaps their sanity. The factors that might contribute to a young woman's behaving ?promiscuously,? or recklessly or even daringly are rarely considered in hip-hop, since the political economy of the "ho" is severely undervalued. (Of course it must be conceded that the definition of "ho" for many men is infamously slippery. If women give sex easily, they're "hos." If they don't, they're "bitches.')

In its punishing hypocrisy, hip-hop at once deplores and craves the exuded, paraded sexuality of the "ho." As it is with most masculine cultures, many of the males in hip-hop seek promiscuous sex while resenting the women with whom they share it. This variety of femiphobia turns on the stylish dishonesty that is transmuted into masculine wisdom: Never love or partner with the women you sleep with. Such logic imbues the male psyche with a toleration of split affinities that keep it from being fatally (as opposed to usefully) divided - the male can enjoy the very thing he despises, as long as it assumes its "proper" place. In order for "it" - promiscuous sex - to assume its proper place in male lives, women must assume their proper places. They must occupy their assigned roles with an eye to fulfilling their function as determined by men. If they are "hos," they are to give unlimited, uncontested sex. If they are girlfriends or wives, they are to provide a stable domestic environment where sex is dutiful and proper. The entire arrangement is meant to maximize male sexual autonomy while limiting female sexuality, even if by dividing it into acceptable and un-acceptable categories. The thought that a girlfriend or wife might be an ex-ho is a painful thought in such circles. The hip-hop credo can be summed up in this way: I want to chase women, but I want my woman to be chaste.

Hip-hop culture has helped to reduce the female form to its bare essence. Black women appear in rap videos in increasing stages of undress as a way for black men to bond in masculine solidarity. Even the ostensible perks of the rap video - it features black women's bodies, which are usually degraded by the larger culture, especially the black derriere, and it provides a launching pad for a career in "the industry" - fail to make men into the advocates of female opportunity that some claim to be. Praising the rump, while certainly praiseworthy on some scores, is not a feminist or particularly liberating gesture in itself, though it might be if it figured in a larger scheme to tell the complete story of black female identity.

Instead, the degraded black female body is revictimized when it is eyed primarily to satisfy the male sexual appetite. Hip-hop reflects the intent of the entire culture: to reduce black female sexuality to its crudest, most stereotypical common denominator. As Sonia Sanchez says, the country tries to "asphyxiate our daughters in a state of undress, and convince them that they're hos. Even in college they [try to make them] hos. Any place [young women] walk, the country says, 'I'm going to take you back to hoedom."' I am not arguing that there are not interesting ways that explicit sexuality is engaged in hip-hop that appeal to signifying traditions in black culture. I am addressing some brutal sexual beliefs within hip-hop that reflect the sadistic sexism of the larger culture. If hip-hop has any virtue in this regard, it is that it uncovers what the larger culture attempts to mask.

The bitch-ho nexus in hip-hop is but the visible extension of mainstream society's complicated, and often troubling, gender beliefs

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Article#4 -THE MISEDUCATION OF BOYS Changing the Script *
MYRA SADKER AND DAVID SADKER
Boys confront frozen boundaries of the male role at every turn of school life. They grow up practicing lines and learning moves from a time worn script: Be cool, don't show emotion, repress feelings, be aggressive, compete and win. As the script is internalized, boys learn to look down on girls and to distance themselves from any activity considered feminine. Dutifully they follow the lines of the script, but now changes are being made in the plot. Today's schoolboys are learning lines for a play that is closing. Consider these statistics:
? From elementary school through high school, boys receive lower report card grades. By middle school they are far more likely to be grade repeaters and dropouts (1)
? Boys experience more difficulty adjusting to school. They are nine times more likely to suffer from hyperactivity and higher levels of academic stress. (2)
? The majority of students identified for special education programs are boys. They represent 58 percent of those in classes for the mentally retarded, 71 percent of the learning disabled, and 80 percent of those in programs for the emotionally disturbed. (3)
? In school, boys' misbehavior results in more frequent penalties, including corporal punishment. Boys comprise 71 percent of all school suspensions. (4)
Beyond academic problems, conforming to a stereotypic role takes a psychological toll:
? Boys are three times more likely to become alcohol dependent and 50 percent more likely to use illicit drugs. Men account for more than 90 percent of alcohol- and drug-related arrests. (5)
? Risk-taking behavior goes beyond drug and alcohol abuse. The leading cause of death among fifteen- to twenty-four-year-old white males is accidents. Teenage boys are more likely to die from gunshot wounds than from all natural causes combined. (6)

? Many boys are encouraged to pursue unrealistically high career goals. When these are not attained, males often feel like failures, and a life- long sense of frustration may follow. (7)
? Males commit suicide two to three times more frequently than females. (8)
The problems for minority males are more devastating:
? Approximately one in every three black male teenagers is unemployed, and those who are working take home paychecks with 30 percent less salary than white workers. (9)
? It is estimated that 25 percent of black youths' income results directly from crime and that one in every six African-American males is arrested by age nineteen. (10)
? The odds of a young white woman being a murder victim are one in 369; for a young white man, one in 131; for an African-American woman, one in 104; and for an African -American man, a shocking one in 21. Homicide is the leading cause of death for young black men. (11)
City by city, the statistics are even more alarming. In New York City, about three out of four black males never make it to graduation, and in Milwaukee, 94 percent of all expelled students are African-American boys. (12) Milwaukee, Detroit, and Chicago consider black males an " endangered academic species" and have resorted to some radical solutions.
Milwaukee was one of the first cities to create black male academies, public schools that serve only African-American boys. The idea spread to other metropolitan areas, along with the notion that the best teachers for black boys are black men. At Matthew Henson Elementary School in a poor, drug- infested section of Baltimore, Richard Boynton teaches a class of young black students. Most of them grew up without fathers, so Boynton's responsibilities go beyond the classroom. "There are three things I enforce," he said, " three things I want them to know in that room: responsibility, respect, and self- control. I feel that these three things will not only carry you through school, they'll carry you through life." (13) So Boynton checks to make sure that all the boys have library cards. On weekends he takes them to the Smithsonian or to play ball in the park. "It's almost as if I have twenty-seven sons," he said. Boynton tries to create a school that will turn each of his " sons" on to education. But not everyone is convinced that teaching black males separately is the best approach.
"I read these things, and I can't believe that we're actually regressing like this," said African-American psychologist Kenneth Clark. "Why are we talking about segregating and stigmatizing black males?" (14) Oark's stinging observations are particularly potent since his research paved the way for the 1954 Brown decision that desegregated America's schools. Other critics charge that black male academies are little more than a return to the cries of "woman peril," scapegoating female teachers, criticizing black mothers, and ignoring the needs of African-American girls. NOW, the ACLU, and several courts have found separate black male education to be an example of sex discrimination and a violation of the law.
Morningside Elementary School in Prince Georges County, Maryland, is not a black male academy, but its students take special pride in their school team, the Master Knights. Tuesdays and Thursdays are team days, and the members, wearing blue pants and white shirts, devote recess and afternoons to practice. But the Knights, the majority of whom are young black boys, differ from other school teams. Their practices take place in the school library, and the arena in which they compete is chess.
The idea for the team originated in the office of Beulah McManus, the guidance counselor. When children, most often African-American boys, were referred to her as behavior problems, she pulled out a worn chess set. Some- how the game got boys talking, and eventually they found out they enjoyed chess, with its emphasis on tactics and skill, and the chance to compete on a field where size and strength mattered less than brains. As Gregory Bridges, the twelve-year-old president of the Master Knights, said, "When you see someone who is big and bad on the streets, you hardly see anyone who plays chess. ...You have to have patience and a cool head, and that patience carries outside the chess club." (15) While Morningside emphasizes the importance of getting African-American boys excited about education, girls are not excluded, says principal Elsie Neely. In fact, the school is trying to recruit more female players for next year.
While Morningside stresses extracurricular activities in order to involve boys, some teachers are bringing lessons that challenge the male sex role stereotype directly into the classroom. Often they use the growing number of children's books that show boys expanding their roles. In a fourth-grade class we watched a teacher encouraging boys to push the borders of the male stereotype. As we observed her lesson, we were struck by how much effort it took to stretch outmoded attitudes. She began by writing a letter on the board.

Dear Adviser:
My seven-year-old son wants me to buy him a doll. I don't know what to do. Should I go ahead and get it for him? Is this normal, or is my son sick? Please help!
Waiting for your answer,
Concerned

"Suppose you were an advice columnist, like Ann Landers," the teacher said to the class, " and you received a letter like this. What would you tell this parent? Write a letter answering 'Concerned,? and then we'll talk about your recommendations."
For the next twenty minutes she walked around the room and gave suggestions about format and spelling. When she invited the students to read their letters, Andy volunteered.

Dear Concerned:
You are in big trouble. Your son is sick, sick, sick! Get him to a psychiatrist fast. And if he keeps asking for a doll, get him bats and balls and guns and other toys boys should play with.
Hope this helps,
Andy

Several other students also read their letters, and most, like Andy, recommended that the son be denied a doll. Then the teacher read Charlotte Zolotow's William's Doll, the story of a boy who is ridiculed by other children when he says he wants a doll. Not until his grandmother visits does he get his wish so that, as the wise woman says, he can learn to be a father one day.
As the teacher was reading, several students began to fidget, laugh, and whisper to one another. When she asked the fourth graders how they liked the book, one group of boys, the most popular clique in the class, acted as if the story was a personal insult. Their reaction was so hostile; the teacher had trouble keeping order. We heard their comments:
"He's a fag."
"He'd better learn how boys are supposed to behave, or he'll never get to be a man."
"If I saw him playing with that baby doll, I' d take it away. Maybe a good kick in the pants would teach him."
"Dolls are dumb. It's a girly thing to do."
Next the teacher played the song "William Wants a Doll" from the Free to Be You and Me album. Several boys began to sing along in a mocking tone, dragging out the word doll until it became two syllables: "William wants a do-oll, William wants a do-oll." As they chanted, they pointed to Bill, the star athlete of the class. Both boys and girls whispered and laughed as Bill, slumped in his chair, looked ready to explode.
Belatedly the teacher realized the problem of the name coincidence; she assured the class that there was nothing wrong with playing with dolls, that it teaches both girls and boys how to become parents when they grow up. When the students began to settle down, she gave them her next instructions: "I'd like you to reread your letters and make any last-minute corrections. If you want to change your advice, you may, but you don't have to."
Later we read the students' letters. Most of them said a seven-year-old boy should not get a doll. But after listening to William?s story, six modified their advice, having reached a similar conclusion: "Oh, all right. Give him a doll if you have to. But no baby dolls or girl dolls. Make sure it' s a Turtle or a G. I. Joe."
For some nontraditional programs, reading William's Doll is just a first step. At Germantown Friends School in Philadelphia, parenting classes begin in elementary school, where children learn to observe, study, and interact with infants. By the sixth grade both boys and girls are in charge of caring for babies at school. Programs that make child-rearing a central and required part of school life find that boys become more nurturant and caring in their relationships with others.
Schools in New York City and other communities are downplaying aggression and encouraging cooperation through programs in conflict resolution. In these courses students learn how to negotiate and compromise while they avoid attitudes and actions that lead to violence. Students learn techniques in how to control anger, to listen carefully to others, and to seek common ground.
These innovative courses are rare. Most schools are locked in a more traditional model, one that promotes competition over cooperation, aggression over nurturing, and sports victories rather than athletic participation. Some boys thrive on this traditional male menu, and most students derive some benefit. But the school program is far from balanced, and the education served to boys is not always healthy despite the extra portions they receive.
From their earliest days at school, boys learn a destructive form of division-- how to separate themselves from girls. Once the school world is divided, boys can strive to climb to the top of the male domain, thinking that even if they fall short, they still are ahead of the game because they are not girls. Boys learn in the classroom that they can demean girls at will. Schools that do not permit racist, ethnic, or religious slights still tolerate sexism as a harmless bigotry.
In American Manhood, Athony Rotundo writes that men need to regain ? access to stigmatized parts of themselves--tenderness, nurturance, the desire for connection, the skills of cooperation--that are helpful in personal situations and needed for the social good." (16) Studies support Rotundo's contention: Males who can call on a range of qualities, tenderness as well as toughness, are viewed by others as more intelligent, likable, and mentally healthy than rigidly stereotyped men. (17) But boys cannot develop these repressed parts of themselves without abandoning attitudes that degrade girls. Until gender equity becomes a value promoted in every aspect of school, boys, as victims of their own miseducation, will grow up to be troubled men; they will be saddened by unmet expectations, unable to communicate with women as equals, and unprepared for modem life.
____________________________________________________________

Assignment 2: Current Event
Due by 11:55p on Sunday of Week 5

The Week 5 Homework 2 Assignment meets the following course objectives:

Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Demonstrate the ability to identify, locate, and retrieve information related to the topics in the course.
Develop written communication skills and critical thinking skills.
Apply American Psychological Association formatting and citation style when completing course assignments.
Purpose:

The primary goal of this exercise is to apply your developing sociological knowledge and skills to the analysis of a current event.

Directions and Suggestions:

Choosing a Current Event. A current event refers to something that is happening in the world at present (i.e. the war, the presidential inauguration, 1:4 teenage girls contracting an STD, etc), and they are usually described on the news and in mass media. You must choose a report (written, from the radio, or televised) of an event that has been reported on within 3 months of the assignment deadline. Remember, the event you choose must have some relevance to the study of society, and you must properly cite the source from which you got your report.

Describe the Current Event. Second, you will need to provide a brief summary of the current event. This should include details such as location, timing (i.e is this an ongoing event, does it appear to be a one time event, is this an example of an event that happens frequently), people involved, and any analysis offered by the report(er).

Analyzing the Current Event. The final step in the process is conducting an analysis of the current event using knowledge you have gained from the course to-date. The most important thing here is that the analysis should not just be your opinion about the current event, but grounded in sociological theory and prior research. You will need to use at least 6 sociological concepts covered in this course to analyze the current event (i.e. social construction, stratification, social control, crime, deviance). (hint: sociological concepts should be clearly identified, defined AND then applied; ANY paraphrasing or direct quotes used from another source should include APA formatted in-text citations and a full citation at the end of the essay)

References. Remember you must cite the source from which you found your current event report as well as any of the readings you directly or partly referenced.

Proper APA citation style for a TV episode is:

Director. (Year originally aired.) Episode Title. Series Title. Production Company. Date aired when you saw it.

Example: Frankonovic, F. 2008. The War in Iraq. The Evening News. WPIX New Jersey. February 20, 2008.

Proper APA Citation style for a magazine or newspaper article (not a journal) is:

1- Author's last name, followed by a comma and the first initial and
middle initial, ending with a period. 2- Year of publication followed by a period. 3-Title of
article ending with a period. 4- Name of newspaper/magazine in italics 5-date of publication followed by a comma 6- page number of article within the publication ending with a period.

Examples:
-Magazine
Jana, Reena. 2000. Preventing culture clashes - As the IT workforce grows more diverse, managers must improve awareness without creating inconsistency. InfoWorld, April 24, 95.
-Newspaper
Rimland, Bernard. 2000. Do children's shots invite autism? Los Angeles Times, April 26, A13.
Proper APA citation style for an electronic resource is:

Author. Year. Title of page. Title of Source/website. Retrieved on [Date accessed] from: complete url.

You must provide the date accessed as electronic sources change frequently. The page title is for the specific page you used, while the source title is the broader set of pages. The date is the copyright date, which is often found at the bottom of the page (a good place to find the author, as well).


Example: Ng, Maya. 2005. Doing Sociological Research. Guides for Sociology Students. Retrieved on February 21, 2008 from: mc.maricopa.edu/mymcc/1423.html.


If the author does not appear, replace the author with the page title. If the date does not appear, replace it with n.d. If you can't figure out the difference between the page title and the source title, they may be the same.
Example: "Great Titles for Papers." n.d. Great Titles for Papers. WEBSITE accessed April 2, 2005.
http://www.greattitlesforpapers.com

More detail on APA citation style may be found under Materials and Resources in the Resources folder.

Format and Grading. This should be 2.5-4 pages long, double-spaced, 11pt font (arial or times new roman), with 1" margins. Your essay will be graded based upon (1) the clarity of your presentation of your chosen current event and its relevance to the study of society; (2) the insightfulness of your general analysis of the current event from a sociological perspective, and (3) your usage of ideas and examples from the class to frame and develop your analysis. Specifics are available in the rubric below.

CATEGORY
Outstanding
Above Average
Average
Below Average
Unacceptable
Current Event Description
Found current event from the past 3 months and included brief, yet informative, summary (4 pts)
Current event summary needed some elaboration (3.2 pts)
Summary of current event lacked clarity in some areas. (2.8 pts)
Summary of current event not clear, needs much elaboration. (2.4 pt)
No summary of current event included (0-2 pts)
Sociological Concepts Identified
Clearly identified 6 relevant sociological concepts from the readings. (6 pts)
Clearly identified 5 relevant sociological concepts from the readings. (4.8 pts)
Clearly identified 4 relevant sociological concepts from the readings. (4.2 pts)
Clearly identified 3 relevant sociological concepts from the readings. (3.6 pts)
Did not clearly identify any sociological concepts (0-3 pts)
Sociological Concepts Defined
Clearly defined 6 relevant sociological concepts using the text and/or other source(s). (6 pts)
Clearly defined 5relevant sociological concepts using the text and/or other source(s). (4.8 pts)
Clearly defined 4 relevant sociological concepts using the text and/or other source(s). (4.2 pts)
Clearly defined 3 relevant sociological concepts using the text and/or other source(s). (3.6 pts)
Did not include text definitions of sociological concepts (0-3 pts)
Analysis
Clearly applied 6 relevant sociological concepts to analysis of the current event. (6 pts)
Clearly applied 5 relevant sociological concepts to analysis of the current event. (4.8 pts)
Clearly applied 4 relevant sociological concepts to analysis of the current event. (4.2 pts)
Clearly applied 3 relevant sociological concepts to analysis of the current event. (3.6 pts)
Did not apply sociological concepts to analysis of current event. (0-3 pts)
APA Formatted Citations
Included APA formatted in-text citations and full references for ALL paraphrased and quoted work from other sources. (1 pts)
Minor errors in APA formatting of citations. (.8 pts)
Multiple errors in APA formatting of citations. (.7 pt)
Missing some citations, and errors in APA formatting. (.6 pts)
No citations included. (0-.5 pts)
Grammar & Spelling
Author makes no errors in grammar or spelling that distract the reader from the content. (2 pts)
Author makes a couple errors in grammar or spelling that distract the reader from the content. (1.6 pts)
Author makes a few errors in grammar or spelling that distract the reader from the content. (1.4 pt)
Author makes multiple errors in grammar or spelling that distract the reader from the content. (1.2 pts)
Author makes so many errors in grammar and spelling that the intent of the paper can not be understood. (0-1 pts)


--Please do not hesitate to consult with the Instructor if you have any problems or questions with this assignment.

Introduce paper with a brief definition and description of a sociological theory (functionalism, conflict theory, etc). A thesis statement with a brief overview of points being discussed. Describe theoretical sociological perspective. Explain how the world is viewed from this perspective. Use scholarly literature to support this analysis. Explain sociological issue from the point of view of the chosen sociological theory. Write a summary of the sociological research discovered on this topic. Provide summary and conclusion. References used can be textbooks, current journal articles (within the last five years) or reputable websites. PLEASE try and use Canadian References if possible.

Answer two questions. Appropriate attribution of all cited resources is expected, as well as, appropriate
development of ideas and clarity of thought. The final paper (both essays) should be, at least, 1000 words.
Remember, you are to employ sociological jargon, refer to theory(ies), and research you find in your text and other
resources and, your work must be your own. Also, you must properly cite resources.

1. Explain how traditional marital exchange is related to the gender roles of men and women.
Describe the principles that limit the field of eligibles. Explain and illustrate filter theory in
finding a prospective mate. Imagine yourself as a pragma lover, what are the ideal qualities of
a prospective mate for you? Relate to the above.

2. From the viewpoint of three sociological theories, present a comprehensive discussion of the
phenomenon of love. What are its components? What are the factors that affect falling in love?
Using Reiss, describe/illustrate the progress of love over the course of a relationship. List Lees
six (6) basic styles of love and describe the basic components of each. Is it important for partners
to share the same style? Explain in detail.

3. In detail, explain family systems theory and the hierarchy of family rules. Illustrate each type
of family rule. How does a dysfunction affect the family? Explain roles people may assume in
the family. When a new person is added to the family system, how does this alter the family?
Explain why change is so hard to accomplish in a family system. Using Erving Goffmans theory
of dramaturgy, why do outsiders fail to recognize dysfunction in others families?

4. List the five (5) types of enduring marriages according to Cuber and Haroff. Illustrate each
type of marriage in terms of the partners interactions and what factors hold the relationship
together. In your discussion, distinguish between the categories of utilitarian and intrinsic
marriages. Discuss, at least, five (5) patterns/practices of communication that are found in
satisfied marriages giving an example of each. What are three obstacles gender-based styles of
communication can present to a relationship?

THIS IS A 3 PART PAPER

Part 1: Outline


Part 2: Who is to blame, the individual or society?

James T. Johnson is a 24-year-old construction worker who lives at home with his mother. During the week, he goes to work on time, does his work, and comes home. Occasionally, he will go out with a group of coworkers on a Friday evening. He has one other secret. He burglarizes homes and garages in the neighboring communities, selling what he steals via the internet or at pawn shops two counties over.

This past weekend, he was arrested during a burglary when he entered a home where the home owner was present. His mother had to mortgage her home to bail him out of jail. While driving him home, she started to berate him, stating that he has ended up "just like his father, a criminal" and that she will probably end up dying early due to the stress of having a criminal son.

James was angry and blurted out that it was her fault, that this was the only life he knew because his father never taught him anything worthwhile. He said that his mother and father fought all the time, and the main subject of the their fights was his constant drinking.

Using the scenario above, address the following in at least 900 words:

Do you think James learned his behavior from his father? Explain your reasoning.

Could there have been other contributing factors that would have an effect on the problem? Explain.

Do you think that if James were removed from his home as a juvenile, he would have become a burglar?

Are the statements from James about responsibility only used to shift blame? Why or why not?

Research reaction formation, and apply this theory to James's situation.
? How is this related to strain theory? Explain.
? How is this related to subculture perspective? Explain.


Part 3: Adding to the scenario above.

What James did not know was that his father came from a physically and emotionally abusive family. Though he constantly drank and fought with James? mother, he tried not to direct this abuse at James. The result of his attempts to shield James was to ignore James almost entirely. His attempt not to abuse James led to his neglect of James. While James was a pre-teen and teen, his parents rarely knew what James was doing or who he was with. As such, James learned how to ?fly below the radar? and avoid getting in trouble, while getting away with many antics that could have had him labeled as a juvenile delinquent.

Address this section with at least 300 words.

Now that James has more insight into his father?s behavior, apply 1 psychological theory and 1 sociological theory to this scenario.

Explain the concepts in your 1 psychological theory, and explain the concepts in your 1 sociological theory.

Relate both theories to James?s father and why he reacted in this manner to James.

Explain how the theories that you chose can have an effect on future generations.

Be sure to reference all sources using APA style.

The purpose of the essay is to relate sociological theory to a current event. To complete this assignment, you must:

a) Select a newspaper article dated September 1, 2016 or later, from a mainstream newspaper, such as The Toronto Star, The Globe and Mail, The National Post. Do not use an obscure newspaper. You must include a full copy of the article as an appendix item in the final copy of your essay (not the URL for the online version). Make sure you save a copy of your newspaper article for submission with your essay.

b) Summarize the article.

c) Select 1 (one) sociological perspective discussed in the course (Structural Functionalism, Conflict Theory, Symbolic Interactionism or Feminism) that you think best explains the event sociologically.
d) Describe the theory you selected in detail, and then explain how the perspective can be used to evaluate the newspaper article sociologically. Make the argument for why/ how the theory explains your newspaper article (hint: this will be your thesis).

e) All material taken from external sources must be referenced properly (see attachments to essay assignment). Direct quotes must be placed in quotation marks.

f) In addition to your newspaper article and textbook, you should incorporate at least one academic source in your essay and reference it properly. It may be used in any part of your essay. Humber has online collection of full text journal articles, which are the best sources. You may not use sources like about.com, Wikipedia.com, and the like.

g) Essays are to be 1500 words (5-6 pages) Late essays will be deducted a late penalty of 3% per day, so if you received 76%, and submitted your paper 2 days late, your mark would be 70%. Assignments will not be accepted more than TWO weeks after the due date of the assignment.


This is a formal paper that must be in proper essay format. That means that you must include the following sections:

a) Title Page

b) Introduction
Explain what you plan to do in the paper and outline your arguments.
What is your topic?
Include the name of the author who wrote the article you selected, the newspaper that it was published in, and the date of the publication.
What is your thesis?

c) Summary of the Article
Provide a summary of the article
What is the author?s main point?
*Note? you need to write as though I have not read the article. You must provide proper references here. If you do not, this is plagiarism.

d) Explanation of Theoretical Perspective
Explain the central tenets of the theory you decided to use in detail

e) Application of Theory to Newspaper Article
Link the newspaper article to the theoretical perspective you selected
Be specific here and list specific aspects of the theory when linking the theory to the newspaper article.
Include specifics from the newspaper article? you are applying the theory to the specific newspaper article, not a general issue.
Why does the theoretical perspective explain the newspaper article?

f) Conclusion
Provide a summary of the main points you presented in your paper
What is/are your conclusion(s)?

g) Appendix
Include the newspaper article here

h) Bibliography
All of your references, including your newspaper article
All entries must be in proper bibliographic form.

Topic: Money Laundering

1. What is the deviance/crime, legally what level felony?
2. Who is the victim(s)?
3. Is there a "typical" social background of the offender(s)? Are there any current trends . . . data issues?
4. Describe the actual criminal/deviant behavior involved (mind-set values, techniques, group aspects . . .).
5. What impact does the criminal justice system (police, courts, corrections, laws) have on this behavior or any other social structures?
6. What is the neutralization strategy of the offender(s)?
7. Possible criminal/deviant desists, declines, exits.
8. The best (can be a combination) sociological theory which explains this behavior.
9. Research still needed or policy implication of social control/response.
10. Reference page (note not all sources can be Internet . . . preferably only one or two).

This is a 3 part paper
1.) 300 word
2.) 100-word
3.) 200 word
totaling 600 words requested
see details below



1 of 3 Write a 300 response explaining how the threat of punishment does or does not deter juvenile delinquency.

Provide examples of general deterrence, specific deterrence, and situation crime prevention strategies.

Additionally, identify which concepts of deterrence you believe offer the best method for controlling juvenile crime.

Resource: pp. 47-80 of Juvenile Delinquency: The Core
Resource: pp. 101-105 of Juvenile Delinquency: The Core






2 of 3 Locate by searching the Internet?federal, state, or local programs with elements that exemplify the application of each of the sociological theories listed below:

? Social structure theories
? Social process theories
? Social conflict theories

Write a 100-word description of each program.

You must have one program that exemplifies social structure theories, one that exemplifies social process theories, and one that exemplifies social conflict theories.

Include each program?s main elements and explain the aspects of each program that address the focus of the relevant theory.
Cite your references in APA format.








3 of 3 Read the case study provided in Appendix C.
Write a 200 word response answering the following questions:

? What are some possible reasons caseworkers were not aware of the conditions in the Jackson home?
From the information presented in the case study, determine whether the nine members of the Division of Youth and Family Services staff should have been fired. Why or why not?

Was justice served in this case? Why or why not?
Could this situation have been prevented? If so, how? If not, why?

The question is as follows

1. After carefully reflecting on the set readings for weeks 1- 5, select two theorists (from two different weeks) (eg Marx and Durkheim) .
2. For each theorist, select two Quotes from the RELEVANT SET OF REQUIRED READINGS that best demonstrates their overall theoretical approach to society (so, four quotations in all)
3. Provide a brief account of the key Concept in each quote, explaining how it exemplifies a particular theoretical approach.
4. Compare and evaluate the two theories you have chosen, identifying the similarities, strengths and weaknesses of their theories of society.
Read the assessment criteria below and complete the assignment in 1000 words excluding quotes.


Readings:

Week 1

Required Reading:
1. Marx, Karl and Engels, Friedrich ([1932] 2012) The German Ideology, in Calhoun et al. Classical Sociological Theory, Wiley/Blackwell, pp. 142-145
2. Marx, Karl ([1932] 2012) Economic and Philosophic Manuscripts of 1844, in Calhoun et al. Classical Sociological Theory, Wiley/Blackwell, pp. 146-155
*3. Chinoy, Elly (1964) Manning the Machines - The Assembly-Line Worker in Berger, Peter L. The Human Shape of Work Gateway Editions, Indiana
Some further Reading (see extended reading list at the end of the course outline)
Collins, Randall (1994) The Conflict Tradition (chapter one) in Four Sociological Traditions,Oxford University Press, New York (placed in reserve)
Marx, Karl ([1849] 2012) Manifesto of the Communist Party, in Calhoun et al. Classical Sociological Theory, Wiley/Blackwell, pp. 156-171


Week 2

Required Reading:
1. Durkheim, Emile(2012) The rules of the Sociological Method [1895] in Calhoun et al. Classical Sociological Theory, Wiley/Blackwell, pp. 203-218
2. Durkheim, Emile(2012) The Elementary Forms of Religious Life in Calhoun et al. Classical Sociological Theory, Wiley/Blackwell
*3. Wallace, R. A. and Hartley, S. F. (1988) Religious elements in friendship: Durkheimian theory in an empirical context in J. C. Alexander (ed) Durkheimian Sociology: Cultural Studies Cambridge: Cambridge University Press pp. 93-106



Week 3

Required Reading:
1. Weber, M. ([1930] 2012) The Protestant Ethic and the Spirit of Capitalism in Calhoun et al. Classical Sociological Theory, Wiley/Blackwell, pp. 290-301
2. Weber, M. ([1922] 2012) Bureaucracy in Calhoun et al. Classical Sociological Theory Wiley/Blackwell, pp 328-338
3. *Ritzer, G. (2000) The McDonaldization of society. Thousand Oaks, Calif., Pine Forge Press.

Week 4

Required Reading:
*1.Raewyn Connell (2012): A Fringe of Leaves: Australian modernity and Southern perspectives, Continuum: Journal of Media & Cultural Studies, 26:2, 207-214
*2.Connell, R. (2006) Southern Theory North Sydney: Allen and Unwin pp. 111-137 (Chapter 6, Islam and Western Dominance)
*Connell, Raewyn, (2010) Periphery and Metropole in the History of Sociology, Sociologisk Forskning, 47, 1: 72-86
Connell, R. (2007). The Northern Theory of Globalization. Sociological Theory, 25(4), 368??"385(electronic item in library)
Connell, R. (1997) Why is Classical Theory Classical? American Journal of Sociology, 102, no 6. Pp1511-1557 (electronic item in library)
Domingues, J. M. 2009 Modernity and Modernizing Moves: Latin America in Comparative Perspective, Theory, Culture and Society Vol. 26 7-8: 208-227(electronic item in library)
Shariati, A. 1986 What is to be Done? The Enlightened Thinkers and an Islamic Renaissance, Ed. Farhang Rajee Houston Institute for Research and Islamic Studies.




Week 5

Required Reading:
1. Simmel, G. ([1908] 2012) The Stranger in Calhoun et al. Classical Sociological Theory, Wiley/Blackwell, pp. 361-365
2. Simmel, G. ([1908] 2012) The Dyad and the Triad in Calhoun et al. Classical Sociological Theory, Wiley/Blackwell, pp. 383-386 [nb begin 4.The Dyad. ..continue to the end of short section on intimacy ]
3. Crow, G., G. Allan and M. Summers (2002) Neither Busybodies Nor Nobodies: Managing Proximity and Distance in Neighbourly Relations, Sociology 36(1):127??"46 (electronic item in library)