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Fall 2015 Course Offerings

 

Monday

Tuesday

Wednesday

Thursday

11:45-1:45

Fernandes: Soc. 81006
Qualitative Methods
(Qualify for Methods requirement)

Bonastia: Soc. 82901
Black Freedom Struggles & White Resistance

Chuh/Fernandes: Soc. 84501
Encountering Cuba

Turner: Soc. 84600
Citizenship & Human Rights

Kasinitz: Soc.  85800
Race & Ethnicity

Porter: Soc.71500
Sociological Statistic I  

Attewell/Dumais: Soc. 84503
Sociology of Education
 
See Also: DCP 70100. Introduction to Demography

2:00-4:00

Halle: Soc. 86800
Soc. Of Culture

Lennon: Soc. 70000
Proseminar

Eisenstein: Soc.  73200
Sociology of Gender

Torpey: Soc. 70100
Development of Sociological Theory(Theory I)  

Treitler: Soc. 82800 
Writing for Publication

Alba: Soc.  81900
Quantitative Reasoning
(Qualify for Methods requirement)
 
Helmreich: Soc.82301
People of New York City

 

4:15-6:15

Garot: Soc. 85000
Migration & Crime

 

Lazreg: Soc. 80000
Michel Foucault & the Paradox of Culture


See also -Social & Historical Roots of Mass Culture at Hunter at 5:30

Clough: Soc.  80000
Social Theory & Non-Human Environment

Jasper/Milkman: Soc.  84600
Labor & Social Movements

 

Gornick: Soc. 85700 
Intro to Policy Process

Hirouchi: Soc. 81900 
Advanced Methods of demographic Analysis

(Qualify for Methods requirement)

Daniels: Soc. 80000
Digital Sociology

Kornblum/Mollenkopf: Soc. 82800
Theories of Neighborhood & Community Changes

Aronowitz: Soc.  82303
Global Climate Crisis: Social and Political Aspects

6:30-8:30  

 

 

Milanovic: Soc. 84600
Global Inequality: Measurement, Analysis and Political Implications

Min: Soc.82800
International Migration


Course Descriptions

Prof. Richard Alba.  ralba@gc.cuny.edu
Soc. 81900 - Quantitative reasoning in the study of immigration {28882}
Wednesdays, 2:00 – 4:00, Room TBA, 3 Credits
 
The goal of this course is a sophisticated understanding of the application of some of the advanced techniques of multivariate analysis.  We will not concern ourselves very much with the statistical theory behind the techniques;  rather, our concern will be with their implementation in real-world research—the situations where they are appropriate, the decisions that go into using them, pitfalls in their application, and the interpretation of the results they produce.  The examples will be drawn throughout from contemporary research in the study of race, ethnicity, and immigration.


Prof. Stanley Aronowitz saronowitz@gc.cuny.edu 
Soc. 82303 - Global Climate Crisis: Social and Political Aspects {29270}
Thursdays, 4:15 – 6:15pm, Room TBA, 3 credits

There is widespread agreement that the world is on a disastrous course with respect to climate change. The frequency of hurricanes, damaging storms and unexpected droughts and floods has already devastated towns and parts of major cities worldwide.  The food supply in many parts of the globe is either endangered or has been seriously damaged so that many areas face starvation and mass rural unemployment. But agreement has not yet yielded concrete proposals for stemming the deterioration of our environment.
This course will focus on four areas: the scientific theories and evidence; the political economy of climate change; medical and social consequences of pollution and other features of the crisis; and the history of the environmental movement, political subjectivity and the crisis of governmental responses.
In each of these areas, there are significant disagreements concerning both analysis and remedies. These will be explored. The works of Bill McKibben, Naomi Klein, James O’Connor, Joel Kovel as well as papers by leading environmental scientists will be considered. Also several histories of the environmental movement.


Profs. Paul Attewell/Susan Dumais   pattewell@gc.cuny.edu
Soc. 84503 – Sociology of Education {28892}
Thursdays, 11:45 – 1:45pm, Room TBA, 3 credits


This course focuses on education and its relationship to social inequality, taking a life-course perspective that looks at the sequence of educational experiences from pre-school, elementary and high school, through college. The emphasis will be on events that tend to create and/or diminish inequalities in learning, educational attainments, and life outcomes such as earnings and other material results. The class will follow a seminar format in which students are expected to share their understandings, raise questions and debate issues.
Requirements for the course consist of (1) reading the assigned materials each week and discussing them in class; (2) completing a short (at least 1 page) paper to be submitted each week (via email before the class meetings) which includes your response to the week’s readings and which may also include your assessment of strengths and/or weaknesses of the argument or evidence and any questions in response to the readings;  and (3) a term paper on any topic within the sociology of education.
 

 

Prof. Chris Bonastia - profbonastia@gmail.com 
Soc. 82901  - Black Freedom Struggles and White Resistance {28890}
Tuesdays, 11:45 – 1:45pm, Room TBA, 3 credits

In the last two decades, research on Black Freedom Struggles has expanded in several intriguing directions. Central to this expansion is the claim that the conventional narrative of the civil rights movement is reductionist and historically inaccurate. At its core, this conventional narrative is a regional morality tale that goes something like this: In the South, peaceful Blacks defeated the violent white enforcers of Jim Crow; when the movement traveled North (around 1965), unreasonable Black demands and violent outbursts led to white backlash and the collapse of the movement. Among other shortcomings, this North/South binary ignores the common roots of American racism that fueled Black activism and white resistance throughout the nation. In response to the limits of the conventional narrative, scholars have attempted to broaden and deepen our thinking about Black Freedom Struggles in various ways.  
Some have produced detailed case studies of local battles outside the Deep South. Some have argued that, in a number of locales, Black nationalist movements did not supplant integrationist movements, but co-existed alongside them for extended periods. Others have turned greater attention to grassroots activists and foot soldiers, many of them women, rather than focusing primarily on iconic figures and mainstream national civil rights organizations (such as the NAACP and SCLC). Still others have accorded closer scrutiny to the various manifestations of white resistance to social change.
Relatively few sociologists have joined this conversation. In this course, we will critically analyze research on Black Freedom Struggles and white resistance by scholars inside and outside of sociology. In addition to our attempts to gain a broader and deeper, historical and sociological understanding of our topic, we will spend some time thinking about how the conventions of various disciplines shape the way that authors understand and narrate history. What does sociology do well? Where does it fall short? What might sociologists contribute to this area of study?
Click here to see a preliminary list of readings.

Prof. Patricia Clough – pclough@gc.cuny.edu
Soc. 80000 - The Non-Human Environment {28879}
Tuesdays, 4:15 – 6:15pm, Room TBA, 3 credits

The course brings together a number of strands of criticism, theory and philosophy that address the non-human, such as: affect theory, actor-network theory, new materialisms, animal studies, cognitive sciences, new media theory, speculative realism, new media studies, accelerationism, and post-cybernetic studies.  Across the social sciences, the humanities and the arts, the non-human turn differs from post-humanism in that the former focuses more on the relationship that always has existed between the human and non-human objects, things, other species and environments such that the human is identified precisely by this indistinction from the nonhuman. Studying noted authors such as Wendy Chun, Steven Shaviro, Mark B.N. Hansen, A.N.Whitehead, Bruno Latour, Luciana Parisi, Brian Massumi and Timothy Morton, the focus will be on the implications for understanding the social, the political, the psychic, and what we have thought in terms of identity, race, class, gender and sexuality


Profs. Kandice Chuh/  Sujatha Fernandes - sujathaf@yahoo.com
Soc. 84501  - Encountering Cuba {29273}
Tuesdays, 11:45 – 1:45pm, Room TBA, 3 credits

Cuba has long loomed large in the U.S. imagination, whether by virtue of its refusal to embrace capitalism, the richness of its literary and musical traditions, the persistence of Fidel Castro's leadership, its proximity to the US coastal state of Florida and the migrants, exiles, and refugees who crossed the Florida Straits, and, now, because of the changing relations between the two countries. This team-taught, interdisciplinary course offers the opportunity to consider how ideas of Cuba and "Cubanness" take shape through literary and other aesthetic modes of expression, and to examine the ways in which such ideas are grounded in or depart from the everyday lives and political and cultural practices characterizing life in Cuba. What understandings of Cuba emerge by understanding it as a key site in the long histories of capital-driven migrations? How might racial formation be theorized through this space characterized by multiple forms of racialization, colonial histories, and ex-colonial nationalism? In what ways does Cuba exemplify and generate Caribbean and Latin American epistemologies, and what remains distinctive "about" Cuba and Cubanness? We will address such questions by studying the literature, film, history, sociology, and political theory, that help us encounter Cuba from multiple points of entry.
Students should expect to contribute regularly to this discussion-based seminar, and to submit several writing assignments as the formal requirements of the course. 

Professor Jessie Daniels                               jdaniels@gc.cuny.edu 
Soc. 80000– Digital Sociology {28878}
Wednesdays, 4:15 – 6:15pm, Room TBA, 3 Credits
 
Digital technologies now underpin academic work at all levels -- from theorization and conceptual work, to research methods and data collection, to the professionalization of disciplines. Yet, as Deborah Lupton (Digital Sociology, Routledge, 2014) notes, the field of sociology has only just begun to take account of the broader implications that the digital has raised about the “practice of sociology and social research itself.” And, as Daniels and Feagin (“The (Coming) Digital Revolution in the Academy,” Fast Capitalism, 2011) observed, digital technologies have offered both challenges and exciting possibilities for the ways in which sociologists do their work. Similarly, Clough and colleagues (“The Datalogical Turn,” in Nonrepresentational Methodologies: Re-Envisioning Research, ed. 2014) suggest that the “datalogical turn” underway in the social sciences poses not only serious challenges to sociological methodologies, but also requires more robust theorizing of the social itself. Digital sociology as a field is gaining traction in Australia, Canada and the UK, and finally in the US.
Students in this graduate seminar will read and discuss foundational texts in this field with the goal of understanding the theoretical underpinnings of social life in a networked society. Students will also read and discuss a variety of methodological case studies in order to gain a basic understanding of digital methods for conducting and analyzing sociological research. Students will examine both the theoretical and methodological implications of “big data”. And, students will explore some of what it means to be a public sociologist in a digital era.
Assignments for this course will include weekly readings and short (500-750 words) weekly writing assignments on a course blog. Some portion of the assignments will involve writing peer-reviews of digital sociology writing. At least once during the semester, each student will be responsible for making a presentation to the rest of the class on the weekly readings.

Prof. Sujatha Fernandes - sujathaf@yahoo.com
Soc. 81006  - Qualitative Methods {28884}
Mondays, 11:45 – 1:45pm, Room TBA, 3 credits
 
This course will give students an introduction to qualitative and interpretive methods in the social sciences. We will cover ethnographic fieldwork, participant observation, focus groups, open-ended interviewing, semiotics, ordinary language analysis, and life history research. Through regular, practical exercises, students will learn to analyze texts, images, and narratives. We will discuss ethics in the field and collaborative ethnography. The course will also explore contemporary theoretical debates over interpretation, representation, social construction, and the sociology of knowledge production


Prof. Robert Garot – rgarot@jjay.cuny.edu
Soc. 85000 - Migration and Crime {28887}
Mondays, 4:15 – 6:15pm, Room TBA, 3 credits
 
Immigration and crime have a long tradition of being connected, not only in the public mind, but also among policymakers. Though the question whether there is a nexus between immigration and crime is discussed widely, a clear answer has yet to be found. Whether speaking of an immigration and crime nexus means that immigrants are thought to be more criminal before they migrate (i.e., criminal members of the sending society tend to migrate more often than non criminal members), turn to a criminal lifestyle after settling in the new country (i.e., due to social, political, and/or economical exclusion), or become criminal through the process of immigration itself (hence, immigration causes immigrants or non immigrants or even both to engage in crime) seems unclear. The fact is that members of some disadvantaged minority groups in every Western country are disproportionately likely to be arrested, convicted, and imprisoned for violent, property, and drug crimes. However, not all disadvantaged immigrant groups have higher crime rates than the native born. In fact, most have lower crime rates and recent research findings show that immigration may even contribute to a decrease of the overall crime rate.
Though specifics vary from country to country, Western societies in particular repeatedly state concerns about immigration and crime. Public opinion has frequently linked trends in immigration to social problems in the country, and has been especially concerned about a possible relationship between rising numbers of immigrants and levels of crime and violence. In the public mind, the post 9/11 period has illuminated immigration and religionin the context of terrorism. As a result, many countries have begun to control immigration in the name of safeguarding their nations against terrorism. At the same time, religious profiling and discrimination – especially against Muslim immigrants – seem to be increasing. This course will explore whether the public perception that immigration increases crime (and terrorism) is actually true. We will analyze the links between immigration and crime by looking at and comparing the experiences of North America and Europe. The course will not only explore if and why immigrants commit more or less crime, but will also look at how criminal law and criminality have become increasingly affected by notions of citizenship in a period of globalization and mass mobility. The course will look at undocumented migrants (illegal immigration) and the control of borders as well as trends in punishment of foreigners (particularly in Europe) and their deportation. Finally, we also consider immigrants as victims of crime in various countries.
 
Prof. Janet Gornick – jgornick@gc.cuny.edu
Soc. 85700 - Introduction to Policy Process {29272}
Tuesdays, 4:15 – 6:15pm, Room TBA, 3 credits

This course will provide an introduction to theories of the policy-making process, with a focus on the United States.  The first section of the course will offer an overview of major theories, concepts, and models of public policy-making.  The second section of the course will address problem definition and agenda-setting, and will situate policy-making in the political landscape. The third section will focus on the impact of social movements on the policy process. The final section of the course will assess the implementation process, with a focus on “street-level bureaucracy”.
Readings will include works by leaders in the field, including David Rochefort and Roger Cobb, Paul Sabatier, Deborah Stone, Anne Schneider and Helen Ingram, Frank Baumgartner and Bryan Jones, John Kingdon, Jeffrey Pressman and Aaron Wildavsky, and Michael Lipsky.
 
Prof. David Halle – dhalle10@gmail.com
Soc. 86800  - Sociology of Culture {28888}
Mondays, 2-4pm, Room TBA, 3 credits
 
The course examines empirically interesting case studies of different aspects of culture, and considers which cultural theories best help us understand each case study and whether, for each case study, new theories are appropriate.  The course also looks at the history of theories and studies of culture.  “Culture” is defined here both in the narrow sense as “the arts”—film, music, architecture, literature, journalism, film, television, art, dance, and so on—and more broadly to include  political beliefs and social attitudes, sports, religious beliefs, and the Internet and social media.

Professor William Helmreich    helmreichw@gmail.com  
Soc. 82301– The Peoples of New York City {28885}
Wednesdays, 2 - 4 p.m. Room TBA, 3 Credits
 
This course looks at the different neighborhoods/communities that make up this great and fascinating city. Its focus is on the different ethnic, religious, and racial groups in the city and their social and cultural life-----Hispanics, Jews, Arabs, Asians, African Americans, Greeks, Italians, and people of differing socioeconomic and gender groups. In addition, we will be looking at the neighborhoods themselves, their  architectural and spatial characteristics, how  and why they grew, and how they function as communities.
An integral part of the course will be field work---visiting and studying the areas-----Bensonhurst, Carroll Gardens, Gerritsen Beach, the South Bronx, Chelsea, Glendale, Maspeth, Harlem, etc., etc. Readings will reflect the above topics.

Prof. Hester Eisenstein        hester1@prodigy.net
Soc. 73200 – Sociology of Gender {28893}
Tuesdays, 2-4pm, Room TBA, 3Credits    
 
In this course we look a range of issues in the sociology of gender.  To define this field briefly, the sociology of gender looks at the beliefs, interests and structures that tend to preserve the traditional relations between the sexes, and those which contest them.  Among other areas, the field considers the process of socialization into masculine and feminine roles in childhood, through education, and into the public worlds of work and politics.
In recent years sociological inquiry has moved beyond the original concept of “sex roles” to look at gendered structures in institutions, the significance of gender in politics, economics, and social movements, nationally and internationally, and the complex relationships among gender, race, and class.  What was seen as a “natural” and biologically based dichotomy of male/female has been questioned through the study of gender as performance, and the critical challenge to traditional femininity and masculinity from “queer” and transgendered folk.
My own research has focused on what we can term the political economy of gender, in relation to the changes within capitalism with the rise of neoliberalism over the past few decades. The topics covered in this course are a selection reflecting my interests, and should by no means be considered comprehensive. Therefore I include a list of alternative topics in this syllabus that students can pursue on their own, for their final research papers, and for future study.
The framework of this course is influenced by what I see as the political history of gender studies. The establishment of the category of sex and gender in the official canon of the profession of sociology is the outcome of a renewed wave of feminist activism that swept society, and therefore the academy. In the 1960s and 1970s, massive social movements for Black civil rights, women’s rights, ending the war in Vietnam, lesbian and gay rights, and environmentalism in the United States and internationally shook the economic and social status quo. Today we are witnessing another wave of social movements across the globe, from the revolutions in Tunisia and Egypt to Occupy Wall Street, and from Turkey to Brazil.
The passion and breadth of social movements can become ossified and de-politicized, as the ideas and issues are translated into formal academic inquiry.  I hope therefore in this course to convey the connections to politics and activism behind these topics, so as to keep the links between academic research and social change fresh and vibrant. Students are encouraged to pursue their own interests in the class, and to develop their own frameworks for research and activism.
 
Prof. Shiro Hirouchi – shirouchi@gc.cuny.edu
Soc. 81900 - Advanced Methods of Demographic Analysis {28883}
Tuesdays, 4:15 – 6:15pm, Room TBA, 3 credits
 
In this course we study advanced methods of demographic analysis.  They are widely used in research on mortality, fertility, nuptiality, migration, population composition, and other demographic processes, but many of them can also be applied to a broad range of topics in other areas of the social sciences and biomedical sciences.  Those methods include event history analysis (nonparametric, semi-parametric and parametric versions; continuous and discrete time versions; fixed and time-dependent covariate versions), life table techniques (single-decrement, multiple-decrement and multi-state), decomposition analysis, age-period-cohort models, methods for analyzing multiple time trends (e.g., Lee-Carter model), Lexis map analysis, smoothing and non-parametric regression techniques, and mathematical models of population dynamics.  Computer exercises are included.
Prerequisites:  Introductory statistics including multiple linear regression; DCP 70200 or permission of the instructor.  No background in calculus or matrix algebra is required.
 
Profs. James M. Jasper and Ruth Milkman      jjasper@gc.cuny.edu; rmilkman@gc.cuny.edu
Soc. 84600 - Social Movements and Labor Movements {28894}
Tuesdays, 4:15 – 6:15pm, Room TBA, 3 credits
 
The study of unions and labor movements, at one time integral to the sociological study of social movements, has become increasingly marginal to that field in recent decades, as “new” social movements, especially those involving “identity” politics, have moved to center stage. Yet in this same period, sociological research on labor and labor movements has burgeoned, emerging as a subfield of the discipline in its own right.  This course explores both the reason for the historical divergence of these two areas of study and the potential synergies between them. 
This is a reading course, in which participants will closely study and discuss influential pieces of scholarship from these two subfields. Course requirements include weekly response papers on the required readings, active participation in class discussion, as well as a longer piece of written work, developed in consultation with the instructors, on a specific topic related to the course.

Prof. Philip Kasinitz   pkasinitz@gc.cuny.edu
Soc. 85800 - Race and Ethnicity{29012}
Wednesdays, 11:45 – 1:45pm, Room TBA, 3 credits
 
Race and ethnicity are constantly changing and evolving, yet they remain among the most persistent forms of structured social inequality. Focusing on the United States, but with reference to other multi-ethnic societies, we will examine the evolution of the concept of “race” and its relationship to racism; the heritage of slavery and segregation and their impacts contemporary life; the origins of modern racism and anti-Semitism, “scientific racism, ” why and how the salience of ethnic identity increases and decreases at particular historical moments, the relationship of race and ethnicity to migration, nationalism, colonialism and class, the growth of the  Latino and Asian American populations and  what  that  means for American notions  of race, etc.  In addition we will take an in depth look at how racial boundaries change, competition and cooperation between ethnic groups in contemporary America and how “racialized” minorities are (or are not) incorporated into different societies. Readings will include works by W.E.B. Dubois; Jean Paul Sartre, George Fredrickson; William Julius Wilson, David Roediger, John Iceland, Richard  Alba, Tariq Madood, Alejandro Portes, Stephen Steinberg and Mary Waters.

Prof. Marnia Lazreg - marniaster@gmail.com
Soc. 80000 - Foucault and the paradox of culture:  theory and practice {28880}
Mondays, 4:15 – 6:15pm, Room TBA, 3 credits
 
Thirty four years after his death, Michel Foucault's work continues to be explored and applied to ever increasing domains across the social sciences and the humanities.  Yet remarkable as the expansion of Foucault's ideas has been, one issue central to his epistemology has been neglected:  his conception of cultural difference, and the role it played in his approach to the uniqueness of Western culture.  This course intends to open up a space in which productive critical analysis of Foucault's struggles with how to situate non-Western cultures, especially the "Orient," in relation to Western rationality can be thoroughly examined.  Importantly, it asks whether Foucault's critique of Immanuel Kant's cosmopolitan anthropology enabled him to develop an alternative anthropology/ sociology, or paradoxically reasserted the need for a humanistic conception of culture.  To answer this question, the course requires a close reading of a number of foundational texts, interviews and archival materials with a view to tracing the itinerary of Foucault's approach to culture as well as elucidating key concepts such as "philosophical originary," "limit-experience," or "the  death of man." Additionally, Foucault's cultural conundrum will be explored through his experiential journeys in non-western cultures, specifically Japan, Iran and Tunisia.
This is a demanding course that  will be conducted as an advanced seminar in which texts will be read attentively and examined from the perspectives  of the history of ideas, the sociology of knowledge, as well as historical sociology.  The overarching goal is to move forward debates on post-modernist/"anti-humanist" theory as they bear upon understanding culture and cultural difference. 
Students will be expected to seriously engage the course materials, and feel free to formulate new ways of reading the texts. Required is an extensive research paper to be shared with the class before submission.  Drafts of the paper will follow a schedule aimed at assessing progress in thinking through issues related to the course objectives.

Prof. Branko Milanovic – bmilanovic@gc.cuny.edu
Soc. 84600 - Global Inequality: Measurement, Analysis and Political Implications {29271}
Wednesdays, 6:30-8:30pm, Room TBA, 3 credits

The focus of the class is on global inequality which is defined as inequality between citizens of the world (as if they were members of a same nation). We will review the evolution of global inequality from the Industrial Revolution until today, and see how the changing composition and magnitude of global inequality affects politics, economics, and migration. Two types of inequalities, within-national (inequality among individuals within a single nation) and cross-national (inequality in mean incomes across nations) combine to determine global inequality. We shall thus also review the changes in within- and between-national inequalities. The class ends with an overview of positions of various political philosophers (e.g., Rawls, Pogge, Sen, Nagel) regarding global inequality and migration.
The course will be fairly empirical but does not require any prior specific knowledge of the issues nor techniques. It is recommended for students of economics, political science, and sociology. This class is a follow-up of the one on “The theories of income distribution: from Pareto to Piketty” but can be taken independently.

Prof. Pyong Gap Min – pyonggap.min@qc.cuny.edu
Soc. 82800  -International Migration {29010}
Thursdays, 6:30 – 8:30pm, Room TBA, 3 credits
 
We have ushered into the global migration period since the early 1990s.  Not only traditionally immigrant-accepting countries, including the U.S. and three former British colonies in the “New World” (Canada, Australia and New Zealand), but also Western European countries and Asian countries have annually received large numbers of formal immigrants or migrant workers/brides over the last two decades. In particular, the U.S. has received the largest number of immigrants annually since the late 1960s, more immigrants than all European countries have received. The influx of immigrants to the U.S. over the last 50 years has changed the face of the U.S., impacting neighborhoods, the economy, the school systems, cuisines, politics, healthcare, and sports. 
This course, focusing on international migration, has three main objectives.  First, it will provide an overview information about immigration patterns in three areas for students: (1) the U.S., (2) Canada, Australia and New Zealand, and (3) Europe.  Immigration patterns include immigration policies, the annual number of immigrants, their national and regional origins, and religious and socioeconomic background.  Second, it will compare two mass migration periods in the U.S. (the classical and contemporary periods) in immigration patterns and immigrants’ adaptations. Third, it will help students to learn about U.S. immigrants’ and their children’s adaptations (settlement patterns, socioeconomic adaptations and racialization) and theories of adaptations, especially regarding second-generation immigrants’ adaptations. To summarize the main objectives, this course aims to provide general information about global migration patterns, but focuses on the U.S. context in examining immigrants’ and their children’s adaptations with special attention the differences between turn-of-the-century white immigrant and contemporary immigrant groups.
Click here to find a detailed course descriptions

Profs. William Kornblum, John Mollenkopf         wkornblum@gc.cuny.edu;jmollenkopf@gc.cuny.edu   
Soc. 82800– Theories of Neighborhood and Community Change {28886}
Wednesdays, 4:15 – 6:15pm, Room TBA, 3 Credits
 
Neighborhoods are the basic units of community formation in urban settings. People are sustained the attachments they form with their neighbors and neighborhoods – and they in turn play important roles in identity-formation, family-formation, child-rearing, primary education, friendship networks, sociability, shopping, dining, recreation and entertainment, worship, access to work, civic engagement, political representation, and so on.  The clustering of similar people in neighborhoods is thought to generate both positive and negative feedbacks.  In the ideal case, these building blocks of urban community are resilient in the face of change, or at least achieve new equilibria when circumstance require them.  (In the worst case, people abandon their neighborhoods.)  At the same time, neighborhoods constantly evolve, as people come and go, while those who stay age through the life cycle. Larger trends in politics and government, the housing and job markets, and society and culture operate on them, if unevenly.  We have surprisingly little systematic theory about how patterns of neighborhood change result from the interplay of individual and family choices about where to live nested in the larger framework of housing markets, political institutions and regulations, and social change.  This course begins by reviewing some classic theoretical orientations, such as the Chicago School, urban political economy, and the gentrification debates. It will then interrogate a series of case studies in New York City.  While the specific cases will depend on the research interests of seminar participants, whom we expect to join in elaborating the case studies, they may include East Williamsburg/Bushwick/Ridgewood, the neighborhoods around Jamaica Bay, and the New York City working waterfront.  We will use these case studies to assess the strengths and weaknesses of the theoretical perspectives and consider how to improve them.

Prof. Jeremy Porter jporter@brooklyn.cuny.edu 
Soc. 71500  - Statistic I {28881}
Wednesdays, 11:45 – 1:45pm, Room TBA, 3 credits
 
The broad focus of this course will be on the application of introductory statistics within the realm of sociological research.  Topics covered include measures of central tendency, measures of variability, probability and the normal curve, samples and populations, hypothesis testing, ANOVA, correlation, and an introduction to linear regression analysis.

Prof. Mary Clare Lennon  mlennon@gc.cuny.edu
Soc. 70000 - Proseminar {28846}  
Mondays, 2-4pm, Room TBA, 3Credits    
 
This course introduces students to some of the major elements involved in the training of scholars in the field of sociology.  We will explore the norms that govern the profession, the aims of sociological research, the process of grant-seeking and grant-writing, the qualities of a good dissertation, expectations about publication, the process of approval for research on human subjects, and other aspects of professional socialization.  In an effort to familiarize you with the kinds of scholarly work and teaching that are done by faculty at CUNY, we will also have a number of presentations by members of the CUNY Sociology faculty. 

Prof. John Torpey     jtorpey@gc.cuny.edu
Soc. 70100 – Theory I {28879}
Tuesdays, 2-4pm, Room TBA, 3Credits    
 
This course introduces students to some of the foundational works in the sociological tradition.  The emphasis here is not on textual exegesis (though we will inevitably do some of that), nor on intellectual history (though that is equally unavoidable), but on the ways in which these writers speak directly to our contemporary circumstances, if in fact they do.  Our principal task in this course is to explore the intellectual orientations of these seminal thinkers.  We will concentrate on issues such as the following: What (if anything) is society?  What is the relationship between the individual and society?  What makes for a stable society, and what destabilizes society?  In what ways has social life varied according to time and place?  How have societies changed over time?  What (if anything) distinguishes “modern” society – in order to explain which the discipline of sociology came into being – from its predecessors?

Prof. Bryan Turner         bturner@gc.cuny.edu
Soc. 84600 – Citizenship and Human Rights {28889}
Tuesdays, 11:45 – 1:45 pm, Room TBA, 3 credits
 
The course is divided in two sections, starting with social citizenship and its critics, and then moving on to human rights and its critics. We finish with some consideration as to whether these two different systems of rights could be combined. Citizenship as a principle of inclusion is criticised because it cannot cope adequately with globalization (including migration, refugees, asylum seekers and so forth). Some sociologists believe we can modify citizenship to develop new forms:  flexible citizenship or semi-citizenship or post-national citizenship. Human rights are seen to be more relevant to a global world, but critics note that they are enforced by states, and require the resources made available by states. The course examines the apparent decline of welfare states, citizenship and growing inequality in income and wealth within neo-liberal economics and neo-conservative politics. We also consider differences between the American tradition of civil liberties and European welfare states. Other topics include aboriginal or first nation rights, migration, documentation and citizenship, ageing and health rights. We look at different forms of citizenship in Latin America, Asia and the Middle East. The course concludes by considering the contemporary limitations of both citizenship and human rights traditions with respect to authoritarianism, genocide, and new wars.
Click here to find a detailed course descriptions
 
Prof. Vilna Treitler      vilna.treitler@baruch.cuny.edu
Soc. 82800 – Writing for Publication  {29011}
Tuesdays, 2-4pm, Room TBA, 3Credits
 
This course will have two components: one is a scholarly sociological study of publishing itself: an examination of the worlds and institutions of knowledge-production and dissemination.  We will consider book publishing, following and more recent changes in the world of book publishing.  Similarly, we will explore the contemporary issues in journal publication, including issues of copyright and new technologies,  current debates and concerns about journal costs and distribution, and ongoing discussions of ethical concerns in academic publishing in an increasingly commercialized world.
The second component is more pragmatic, in which students take their own work through the appropriate and necessary steps for publication in a variety of media.  Topics we will cover include how to do book reviews, how to prepare a paper for presentation and then for publication, how to participate in anthology writing, how to prepare a book proposal, and how to construct a book out of a dissertation.  Each student will (at minimum) and with the support of the instructor and class, write and publish two book reviews; submit papers to three academic meetings; prepare one journal article for submission; prepare and submit one article to a non-academic publication such as an op-ed article; and prepare a (draft) book proposal based on dissertation work.
Registration will be in the fall semester; with the clear and absolute understanding that students are committing to meeting every other week for the entire academic year.  Because of the exigencies of publication timetables and the work involved, a single semester is not adequate.
Course is limited to 12 students, with permission of the instructor.