GALEN UNIVERSITY
SOC 203--SOCIAL ISSUES IN A DEVELOPING COUNTRY Galen University
Dr. Barbara Susan Balboni
Office Hours—By Appointment; please contact me (1) Before/After Class or
(2) via e-mail:
CATALOGUE DESCRIPTION
This course is an introduction to the study of major social problems that a developing country faces. An attempt is made to study the interrelationships of problems and to emphasize sociological causes as well as the effects on the groups and on the person.
REQUIRED TEXT & TOOLS:
1. Packet of Readings in Social Issues in a Developing Country; and other articles from UNESCO document services-- http://www.unesco.org/unesdi/index.php/eng/accueil/; PAHO: http://www.paho.org/; OAS Reference documents; http://scm.oas.org/Reference/english/english.htm; Office of Applied Studies: http://www.drugabusestatistics.samhsa.gov/, and scholarly journals.
2. e-mail address. Submit your e-mail address(es) by the last class in the first week.
3. If you are not computer literate, please get someone to show you the basics.
COURSE OBJECTIVES:
This course uses the social constructionist perspective to define certain issues as “social problems.” This means we don’t so much present certain issues as “problems” and then offer “solutions,” we focus more on “why” they are perceived as problems and why they are, in fact, social issues confronting a developing country. Although the readings identify certain issues as already being labeled a social problem, we will consider them from various perspectives. You will also be expected to make suggestions for plausible solutions.
OUTCOMES: by the end of this course you should be able to describe, discuss & write about:
1. how the social constructionist perspective is applied to specific social issues
2. other sociological theoretical perspectives or paradigms used to examine social issues
3. various causes that are the underlying forces that give rise to social problems
4. various solutions and social movements that address these problems
OUTCOMES: assessed by the following:
· multiple choice and true/false tests on the chapters
· written assignments—journal entries and class notes/reactions
· class and small group discussions on issues
· general preparation for and contributions to class
· your articulation of the issues integral to specific social problems
TEACHING PROCEDURES & PARTICIPATION:
The course is divided, NOT EQUALLY, into four parts: (1) Lectures: I will present the major concepts of social issues in as interesting as manner as I can. (2) Class Discussions: Much of the class will be class or small group discussions. You are expected to do the readings so that your sharing will be based on knowledge and experience and not just experience or hearsay, etc. (3) Writing Assignments: You are responsible throughout the semester to keep an up-to-date notebook of class lectures, discussions, the readings, and to submit on time short papers on the assigned topics. (4) Videos: Note taking is optional. Your responsibility is to be able to discuss the issues exemplified.
I expect you to actively participate in our own learning by coming to class, listening attentively, keeping a neat and complete notebook, sharing your insights with your classmates, doing the assigned and “outside” readings, and completing the written assignments,. We are all here to learn.
Individual, private discussions are unacceptable. In most cases, they are rude and disruptive to the class and, most importantly, to me. I will not hesitate to speak to you.
GRADE RANGE AND FINAL GRADE:
A 93—100 B+ 87—89 C+ 77—79
A-- 90-- 92 B 83—86 C 73—76
-- B-- 80—82 C-- 70—72
Discussions & “wiggle room”: 10% Notebook/Journal 10%
Tests: 20% Short papers 20%
Final Paper/Project: 40%
Except for compelling reasons (sickness with a note or a death in the family), I do NOT give make-up tests.
If English is not your first language or you do not do well on written tests even though you study, tell me by the end of the first week of class. With prior notice I will be made accommodations.
COURSE REQUIREMENTS:
1. SYLLABUS: Sign and keep this syllabus with you all semester. If you lose it, ask for another. It’s our contract. If you are absent, see below and consult this syllabus.
2. ATTENDANCE: (1) You are expected to attend all regularly scheduled classes. (2) For an “excused” absence, contact me as soon as possible and specify the reason. With or without an excuse, talk to a classmate to find out what you missed and consult the syllabus.
Galen University’s policy on attendance is: “Absences in excess of 20% will result in a failure (F) in the course.” 20% of 42 (14 X 3) is 8.5.
If you must be absent, consider doing extra work to make-up, in part, for the loss of information. For example, you make read an article and write a short summary.
3. PUNCTUALITY/ATTENDANCE: Come to class on time ¿ Arriving late (L) is the surest way to put an otherwise congenial teacher J in a very unpleasant frame of mind. However, it’s better to come late than to completely miss the class. Please Note: You cannot get an A if you are habitually late!
4. PUNCTUALITY/ASSIGNMENTS: It’s your responsibility to keep your notebooks up-to-date and to submit papers on time. However, you shouldn’t skip class because you don’t have your paper. This only compounds the situation. In class I won’t ask who didn’t submit a paper.
5. CONTACTING ME: If you want to talk to me in person, contact me (1) Before/After Class;
(2) e-mail: .
6. PREPARATION: Be prepared for each class. We cannot have meaningful discussions if you do not do the readings! The best way to get a good grade is to read and actively participate in your own learning!
WRITING ASSIGNMENTS:
1. Keep a notebook of class discussions, notes, videos given in class. If I use flipcharts, you need to fill in the outline with what is said in class. In other words, you need to be able to “make sense of your notes” months later! I will periodically check your notebooks for clarity and being up-to-date.
2. The following outline, while not mandatory, is a helpful way to ensure that you understand the topic/issue, and you are able to apply the broad “social issues” to our Belizean society.
I. INTRODUCTION: Introduce the main issues of the social problem.
II. THEORETICAL PERSPECTIVE: Apply one of the major paradigms to the issue. Not easy, but …
III. BELIZEAN APPLICATION: Discuss how you think this issue is reflected or exemplified in Belizean society.
IV. CONCLUSION: Include your own opinion. This is the only place where you should express your opinion.
NOTE: Papers should conform to the standards of English grammar. Points will be deducted for grammatical errors.
(3) Type or word process; double-space, 1” margins. Use legible font/point size: Verdana 11; Arial 12; Times New Roman 12
3. Final Project and Paper: Using the research format and questions in Girl Talk: Perspectives on Adolescent Pregnancy Among Young Women in Belize, you will adapt the questions, etc. and interview both men and women about their attitudes about being sexually active; pregnancy, especially adolescent pregnancy; parental responsibility, etc.
(1) develop a questionnaire very similar to the ones in this Belize Family Life Association Study,
(2) conduct a survey by interviewing an equal number (10) of men and women on issues relating to fatherhood and other issues similar to those covered in the study, (3) analyze your findings, (4) present your analysis in class, and (5) present your work in a final paper. You will make some suggestions on ways to help lessen the problem of adolescent and premature motherhood and fatherhood. Don’t fret—most of the paper will come from your participants.
NOTE: The ASSIGNMENT appears with the class date, BUT you are expected to do the readings BEFORE class meets. The following is subject to change; I hope with prior notice.
WEEK TOPIC ______
1st Introduction to course, syllabus, reading packet, & writing
Introduce three of the four theoretical paradigms: Structural-Functional, Social-Conflict; Symbolic-Interactionism, and Social Constructionism. Reading #1, notes
2nd Finish Reading #1 and Do #2: Social Construction of Reality
Discussion of Research project; Fri.: Video: Child Behind Every Label
NOTEBOOK: Did you hear a conversation in which you could “classify” the speaker as Structural-Functionalists, Social-Conflict theorists, and/or Symbolic-Interactionists?
· In general which are you? In what circumstances do you switch?
· Dichotomizing: Give some examples of dichotomizing in your life: think of how you are seen, described, categorized. Have you been “dichotomized” in ways that you found unflattering or unpleasant? What is your “master status”?
· “Historically being Belizean has meant ______.” How do you now describe “being Belizean”?
· “Race is a social concept.” How would you explain this in terms of who you are “racially.”
· Attribution Theory: Identify situations in which a person “attributed” to you a cause of behavior that was “dead on” or “incorrect.” Vice verse: When have you done this?
3rd READ Reading #3, Discussion of Poverty. The Poverty Assessment Report is 245 pages, but many are “food basket” charts, etc.
What do you think of D. Brown’s “Strategies for Reduction” in Poverty Assessment, #495?
NOTEBOOK: Describe someone(s) whom you know who is poor in the “absolute” and/or “relative” sense.
· Causes of poverty: (1) The poor are primarily responsible for their own poverty; they live in/choose to live in a “culture of poverty;” (2) Society is primarily responsible for poverty.
· Which theory do you support? Ask others.
· Do you know anyone who could be classified as the “working poor”?
· What does the “feminization of poverty” mean to you?
READ: :2002 Poverty Assessment Report: Belize http://www.cso.gov.bz/publications/poverty_asses_rep2002.pdf
Shorter, summary: Assessment Report: Belize, #495, June 2002
http://www.ambergriscaye.com/BzLibrary/trust495.html
TEST Readings 1 & 2 (25 ?s; 30 min.)
4th READ Readings #4 (www.overpopulation.org) and #5: World population and Food Security/Scarcity. NOTE: Belize (8,866 mi.2 including 266 mi.2 islands) is double the size of Jamaica and has 240,200 (2000 census) people, while Jamaica has 3 million. Belize is slightly larger than El Salvador, which has 8 million.
NOTEBOOK:
· Belize is under-populated; does this affect how you think about the world population situation?
· What are the differences in the quality of life in Belize’s urban and rural sectors?
· Go to the market and observe buyers and sellers; ask questions of both: Do we pay too little or too much for our food?
5th READ #6: Crime & Deviance, plus handouts, class notes:
· Define: deviance, crime, social control, CJ, paradigms applied to deviance; deviant subcultures
· Theories: Strain, Labeling; Control, Differential Association; who are main theorists?
· How serious is the crime problem in Belize? Domestic violence, rape, manslaughter/murder
· Internet betting
· Political Corruption: local newspaper stories
NOTEBOOK: Why do people “deviant” from the norm (ex. cheating)? Why do people commit crime?
· Do you react differently to white collar criminals vs. street criminals; male versus female perps.
· Compare Belize’s crime stats to other countries: Guatemala, El Salvador, Mexico, Jamaica, T&T
· What are your suggestions of ways to reduce juvenile and adult crime?
Test Readings 3-5
6th and 7th READ # 7 &# 8: Trafficking of Girls and Women
www.nationalreview.com/kob/kob031802.shtml; various reports from Human Rights Watch: http://www.hrw.org/reports/
Read: In Modern Bondage: Sex Trafficking in the Americas.
Resource Books on Working Against the Trafficking of Women and Girls: http://www.qweb.kvinnoforum.se/misc/resurs2002x.pdf
NOTEBOOK: Interview others on why they think families send young girls into the sex trade.
· Develop an argument as to why this seems to be a reasonable solution to poverty.
· Who are the purveyors of sex trafficking? Who are the consumers?
· Why do we focus on the girls/woman and not on those purveyors and/or consumers?
8th and 9th HIV/AIDS; Readings from The Body: Complete HIV/AIDS Resource—Central America and Caribean: http://www.thebody.com/whatis/central_america.html and http://www.thebody.com/whatis/caribbean.html
The AIDS Pandemic in the 21st Century: The Demographic Impact in Developing Countries;
http://www.usaid.gov/press/releases/2000/censusfinal.doc;
10th and 11th War and Terrorism:
Topics: Child Soldiers: http://www.childsoldiers.org/home/
Women and War: A Critical Discourse: (handout)
12th Social Issue of your own choosing: student presentations.
FINAL PROJECT AND PAPER:
Using the research format and questions in Girl Talk: Perspectives on Adolescent Pregnancy Among Young Women in Belize, you will replicate the study, but asking boys and young men instead of girls.
STEPS:
(1) read the Girl Talk study from cover to cover. You don’t have to read all parts thoroughly. You can skim the charts and figures as you will read them more carefully when you compare your data. Read in-depth chapters 3 to 6. (2) develop a questionnaire very similar to the ones in this Belize Family Life Association Study; (3) conduct a survey by interviewing adolescent, young, and mature men on issues relating to fatherhood and other issues similar to those covered in the study, (4) analyze your findings, (5) present your analysis in class, and (5) present your analysis in a final paper and make some suggestions on ways to help lessen the problem of adolescent and premature fatherhood.
Don’t fret—most of the paper will come from your participants.
NOTE: Social Science Research uses the Scientific Method, an approach to data collection that relies on two assumptions: (1) Knowledge about the world is acquired through observation; (2) Truth of knowledge is confirmed by verification, which means others make the same observations. In this study, we are replicating the study described in Girl Talk, but with a significant change—our subjects will be young men, and not young women. Our data may verify the findings in Girl Talk, or we may find differences. Social scientists describe the process by which they gather data as Methodology, and after an analysis of the data, they present their conclusions as Findings or a Summary.
Use the following outline to present your research data and findings.
OUTLINE OF FINAL PAPER:
I. INTRODUCTION: Describe and discuss the major issues involved in this study. Freedom/Sexual freedom; Independence/Sexual independence; Machismo; Ethnic identity; Bravado; Youth or Male Empowerment; Disempowerment; Social acceptance; Rebellion/Anger/Frustration; Responsibility or Rejection of Responsibility
HINT: Although this section comes first, you should write this part last, or write a draft introduction to get yourself going, BUT after you have written the entire paper, return to it, re-read, revise, and reorganize it based on what follows in the body of the paper