Effective: Late Fall 8-Week, 2018/2019

SOCI 218: Social Deviance

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  Course Description

Introduction to theories and models of deviant behavior. Reinforcement of the sociological perspective on human behavior. Social control and the construction of categories of deviance. Analysis of social conditions that impact rates of deviance, including violence, sexual deviance, mental illness, substance abuse, street crime, and white collar crime. Societal responses to deviance. The uses of stigma to label deviants.

Prerequisite: None

Proctored Exams: Final



  Textbooks

As part of TruitionSM, students will receive their course materials automatically as described below.

Required

  •  Goode, Erich. 2016. Deviant Behavior (11th Ed.). New York: Routledge.  eText

Bookstore Information

Visit https://www.ccis.edu/bookstore.aspx for details.

eText Information

If a course uses an eText, (see Textbook information above) the book will be available directly in Desire2Learn (D2L) and through the VitalSource eText reader the Friday before the session begins, if registered for courses prior to that date.  Students will have a VitalSource account created for them using their CougarMail email address. Upon first login to VitalSource, students may need to verify their account and update their VitalSource password.  More information about how to use the VitalSource platform, including offline access to eTexts, can be found in D2L.  Students that would like to order an optional print-on-demand copy of eligible eTexts can do so through the VitalSource bookshelf at an additional cost.  Once orders are placed, it can take approximately five to seven business days for students to receive their print-on-demand books.

Physical Course Materials Information

Students enrolled in courses that require physical materials will receive these materials automatically at the address on file with Columbia College.  Delivery date of physical materials is dependent on registration date and shipping location.  Please refer to confirmation emails sent from Ed Map for more details on shipping status.

Returns: Students who drop a course with physical course materials will be responsible for returning those items to Ed Map within 30 days of receipt of the order.  More specific information on how to do so will be included in the package received from Ed Map.  See here for Ed Map's return policy. Failure to return physical items from a dropped course will result in a charge to the student account for all unreturned items.

Note: Students who opt-out of having their books provided as part of TruitionSM are responsible for purchasing their own course materials.

  Course Overview

In this course, you will be encouraged to question conventional ideas about deviance and deviants, learning to see beyond common stereotypes and prejudices. You will examine the various ways deviance is defined and gain an understanding of how various theories explain why and how different people and behaviors come to be defined as deviant. You will look at what the experience of being defined as "deviant" means for the individual and the impact that various forms of deviant behavior have on society. Finally, you will take a critical look at whether society's response to deviance is proportional to the damage caused and threats posed by the deviant acts.

  Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.

  Course Learning Outcomes

  1. Explain the concepts of deviance and social control.
  2. Evaluate the merits of various theories of deviance.
  3. Explain the historical context of the creation of institutions of social control.
  4. Articulate the methods used in research on social deviance
  5. Articulate how categories of deviance change over time.

  Grading

Grading Scale

Grade Points Percent
A 369-410 90-100%
B 328-368 80-89%
C 287-327 70-79%
D 246-286 60-69%
F 0-245 0-59%

Grade Weights

Assignment Category Points Percent
Discussions (16) 160 39%
Papers (3) 90 22%
Exams (2) 160 39%
Total 410 100%

  Schedule of Due Dates

Week 1

Assignment Points Due
Introduction Discussion 10 Thursday
Discussion 1 10 Thursday/Sunday

Week 2

Assignment Points Due
Discussion 2 10 Thursday/Sunday
Discussion 3 10
Paper 1 30 Sunday
Proctor Information N/A

Week 3

Assignment Points Due
Discussion 4 10 Thursday/Sunday
Discussion 5 10

Week 4

Assignment Points Due
Discussion 6 10 Thursday/Sunday
Discussion 7 10
Paper 2 30 Sunday
Midterm Exam 80

Week 5

Assignment Points Due
Discussion 8 10 Thursday/Sunday
Discussion 9 10

Week 6

Assignment Points Due
Discussion 10 10 Thursday/Sunday
Discussion 11 10
Paper 3 30 Sunday

Week 7

Assignment Points Due
Discussion 12 10 Thursday/Sunday
Discussion 13 10

Week 8

Assignment Points Due
Discussion 14 10 Thursday/Saturday
Discussion 15 10 Thursday/Satuday
Final Exam 80 Saturday
Total Points: 410

  Assignment Overview

Discussions

The purpose of Discussions is for you to demonstrate that you have read the textbook and that you have thought about the issues presented in the textbook. It is important that you read the entire chapter(s) and articles that are assigned for each week, rather than just looking up specific terms. You should seek to provide a sociological perspective on the issues rather than just offering your opinion. Do not look up terms on the internet, but rely on the information provided in the textbook. Be sure to use your own words in explaining terms rather than paraphrasing the textbook, as doing so does not demonstrate an understanding of the concepts. In other words, your Discussion should demonstrate that you have a good understanding of the sociological perspective on the different terms and issues covered in the book.

There are two discussions per week, with the exception of Week 1 which replaces one traditional discussion with an introduction discussion. The initial posts to both weekly discussions are due by Thursday by 11:59 p.m. CT. All responses to both posts are due by Sunday by 11:59 p.m. CT, except for Week 8, in which the responses are due by Saturday at 11:59 p.m. CT. You must respond to at least two posts in each weekly discussions. Each initial post should consist of no less than 100 words. Each response post should consist of no less than 50 words. You must post your own initial discussions before being able to view and reply to your peers’ posts. Each discussion is worth 10 points, of which 2 points come from the responses.

Papers

The papers are intended to serve as opportunities to demonstrate your understanding of the course material by applying theories, terms, and concepts to original examples. In order to score well on the papers, you need to make sure that you do what the assignment asks, and that you meet the criteria outlined on the paper rubric. Thus, be sure to provide a sociological analysis (not your personal opinion), use original examples, make sure your paper is well organized and includes a thesis statement, minimize spelling and grammar errors, cite all sources, and be sure to include a bibliography.

There are three papers are assigned in this course. The body of each paper should be no less than 1,000 words. All sources must be properly cited in ASA style (i.e. with author’s name, publication date, and page number) for all in-text citations. Each paper must include a Reference List (Bibliography) in ASA Style.

Papers are due by Sunday at 11:59 p.m. CT of the week in which it is assigned. Each paper is worth 30 points.

Exams

Exams are intended to assess your ability to think sociologically about the material presented in the course, not your ability to memorize terms or basic facts. In order to obtain a high score, each response to an exam question should consist of at least 10 sentences of factually correct material that specifically addresses the question. Be sure also to provide examples if the question asks for it. Do not offer your opinion as a response to a question on an exam.

You will have two exams in this course. The Midterm Exam will cover chapters 1-7 in Goode as well as other required readings included in the course through Week 4 (e.g. links). The Final Exam will be comprehensive (i.e. it will cover all the chapters in the book) as well as other required readings included in the course through Week 8 (e.g. links). Exams consist of four long-answer questions worth up to 20 points each. You will have one attempt for each exam. The time limits for the exams are 2 hours.

The Midterm Exam opens Monday at 12:01 a.m. CT of Week 4 and closes Sunday at 11:59 p.m. CT of Week 4. The Midterm Exam is not proctored.

The Final Exam is proctored. It opens Monday at 12:01 a.m. CT of Week 8 and closes Saturday at 11:59 p.m. CT of Week 8.

  Course Outline

Click on each week to view details about the activities scheduled for that week.

Readings
  • Goode: Chapter 1
  • Goode: Chapter 2
Introduction Discussion

Please introduce yourself to your instructor and classmates. Tell us a little about yourself. Where do you live? What is your major? What are your favorite hobbies?

Discussion 1

What are the main differences between social control theory and self-control theory? How would you reduce deviant behavior from the social control perspective? How would you reduce deviant behavior from the self-control perspective?

Readings
  • Goode: Chapter 3
  • Goode: Chapter 4
Discussion 2

Compare and contrast the labeling perspective with conflict theory. In what ways are they similar in how they view deviance? In what ways are they different? 

Discussion 3

Why is it that being poor is considered to be deviant in the U.S.? Where does this idea come from, and how is it expressed in our daily lives? What are some consequences of the stigma of poverty?

Paper 1

Apply either the labeling theory or the conflict theory to poverty as a form of deviance. How would the theory explain why poverty is considered to be deviant? Provide real-life examples of how the theory might apply.

Proctor Information
Submit your proctor form to the appropriate Dropbox folder by the end of the week. Remember to “Save” the form before placing it in Dropbox. See the Content area for more information.
Readings
  • Goode: Chapter 5
  • Goode: Chapter 6
Discussion 4

Considering Goode’s discussion of race in the criminal justice system, how is it that we have “racially discriminatory outcomes” even if we no longer have explicitly racist laws in the U.S.?

Discussion 5

Considering Goode’s discussion of murder, why is it that murderers and their victims tend to look very much the same in terms of race, gender, age, etc.? How does the social context of murder explain this pattern?

Readings
  • Goode: Chapter 7
  • HSCBC Anti-Money Laundering and Sanctions Violations case, Department of Justice
Discussion 6

Discuss why individual white collar crimes are more likely to be prosecuted than corporate crimes. 

Discussion 7

How might corporate crimes, such as ecocide, be prosecuted differently if they were defined as crimes based on the extent of their harmful outcomes?

Paper 2

Write a paper which outlines the correlative features of the Department of Justice’s HSCBC Anti-Money Laundering and Sanctions Violations case release.

Be sure to refer to the specific correlative features of corporate crimes which are discussed in the textbook. 

Midterm Exam

Covers chapters 1 - 7 in Goode.

Readings
  • Goode: Chapter 8
  • A Brief History of the Drug War, The Drug Policy Alliance
Media

Everything You Think You Know About Addiction is Wrong, Johann Hari

Discussion 8

Considering Goode’s discussion of how alcohol is consumed in different cultures, how could we encourage more responsible drinking behaviors among young Americans?

Discussion 9

Considering the TED Talk by Johann Hari, and the information provided by Goode, what are some possible explanations for the increasing use of heroin and other opioids in the U.S.?

Readings
  • Goode: Chapter 9
  • Goode: Chapter 10
Discussion 10

Why do we have so many rules regarding sexual behaviors? How do we enforce these rules? Why and how do these rules change over time? 

Discussion 11

How can we define any specific belief as “deviant”? Does the fact that a specific belief is held by the majority of a population make it “not deviant”? Why/why not?

Paper 3

Analyze the sociological reasons for the difference in earth scientists’ views on evolution and the American public’s view of evolution. Why is there such a wide gap between what scientists know and what the public believes? Why are people so reluctant to accept the scientific explanation on this specific issue when they accept other scientific theories? How does the concept of mutual deviantization apply to this phenomenon? 

Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Readings
  • Goode: Chapter 11
  • Goode: Chapter 12
Discussion 12

Considering Goode’s discussion of how marital status and SES correlate with mental disorders, which hypotheses do you find to be the most compelling in terms of explaining the differences in diagnosed mental illness among men and women, and among people of different SES? Be sure to provide a sociologically informed justification for your answer.

Discussion 13

What are the social/cultural/historical reasons for why obesity is considered to be a “deviant” characteristic in American society? What norms or values do obese people violate?

Readings
  • Goode: Chapter 13
  • Goode: Chapter 14
Discussion 14

What is meant by Goode’s statement that racism is a form of ideology? How does the concept of “race” contribute to the dehumanization of people?

Discussion 15

Considering the trends discussed in Goode, what categories of people or behaviors that are currently considered to be deviant might no longer be considered deviant in the future? What are the reasons for these changes?

Final Exam

This comprehensive proctored exam covers all Goode readings from Weeks 1 - 8.

  Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism and Academic Integrity

Academic integrity is a cumulative process that begins with the first college learning opportunity. Students are responsible for knowing the Academic Integrity policy and procedures and may not use ignorance of either as an excuse for academic misconduct. Columbia College recognizes that the vast majority of students at Columbia College maintain high ethical academic standards; however, failure to abide by the prohibitions listed herein is considered academic misconduct and may result in disciplinary action, a failing grade on the assignment, and/or a grade of "F" for the course.

Additionally, all required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Columbia College is committed to creating a learning environment that meets the needs of its diverse student body. If you anticipate or experience any barriers to learning, communicate your concerns with the instructor. In addition to speaking with the instructor, the following resources are available to ensure an opportunity to learn in an inclusive environment that values mutual respect.

  • For students with disabilities/conditions who are experiencing barriers to learning or assessment, contact the Student Accessibility Resources office at (573) 875-7626 or sar@ccis.edu to discuss a range of options to removing barriers in the course, including accommodations.
  • For students who are experiencing conflict which is impacting their educational environment, contact the Office of Student Conduct at studentconduct@ccis.edu or (573) 875-7877.
  • For students who have concerns related to discrimination or harassment based on sex, gender identity, sexual orientation, pregnancy or parental status, please contact the Title IX Office at titleixcoordinator@ccis.edu. More information can be found at http://www.ccis.edu/policies/notice-of-non-discrimination-and-equal-opportunity.aspx

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

No late exams will be accepted.

No late paper submissions without prior Instructor approval.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.

Proctor Policy

Students taking courses that require proctored exams must submit their completed proctor request forms to their instructors by the end of the second week of the session. Proctors located at Columbia College campuses are automatically approved. The use of ProctorU services is also automatically approved. The instructor of each course will consider any other choice of proctor for approval or denial. Additional proctor choices the instructor will consider include: public librarians, high school or college instructors, high school or college counseling services, commanding officers, education service officers, and other proctoring services. Personal friends, family members, athletic coaches and direct supervisors are not acceptable.

  Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Technology Solutions Center, or the D2L Helpdesk for assistance. If you have technical problems with the VitalSource eText reader, please contact VitalSource. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.