Abandon Ship Day 2 (debrief).

Individual Reflection: 

1.  I have been doing this activity at SHS since 1999, which means students have done this more than 70 times.  Who do you think has never been kicked off the boat ever?  Why?

2.  Who do you think has been kicked off the boat the most?  Why?

3.  Were your individual choices (from part 3 of the activity) different than who you answered in questions 1 and 2 above?  If so, how and why? What criteria did you use to make the choices that were different?

Out of 71 times, here are the totals:

1.Able-Bodied Sailor Jones:                                    22

2.Ship’s Officer O’Maley:  Mr./Ms. O’Malley:         2

3.Quarter Master MacDonald:                                 56

4.Self-Made Millionaire Douglas:                           54

5.College Student Mr/Ms Parsons:                          60

6.Nobel Prize Winner in Literature, Dr. Lightfoot   35

7.Nobel Prize Winner in Physics, Dr. Singleton        0

8.Football Player Mr. Small:                                    15

9.Cheerleader Mrs. Small:                                         6

10.Army Captain Thomas:                                       15

11.Draft Evader Samuels:                                        59

12.Peace Corps Volunteer Mr./Ms. Davidson:          5

13.Med Student Mr./Ms. Ryan:                                 0

14.Elderly man Mr. Eldridge:                                  65

15.Elderly woman Mrs. Eldridge:                            62

16.Travelling Poet Mr/Ms Carpenter:                     41

Sociological Literacy:  macrosociology and microsociology.

The activity helps to understand the different levels of study that sociologists examine:  macrosociology and microsociology.

Macrosociological perspective

On the macro level, sociologists look for the influences of large scale forces on groups or individuals.   So, for the simulation, let's examine the similarities for who your class kicked off the boat compared to the other classes that I have taught.
Our class is made up of different people than my other classes.  In fact, so different that students are from a different generation!  For example, I have been doing this activity long enough that two of my students married!  They met in my class as the football player and cheerleader, and then after continuing to date during college, they asked me to marry them!  Even though they are old enough to be a different generation than my current class, patterns still emerge.

Class Discussion:  Despite the differences, what does our class share in common with all of the other classes that I have done this with?


Students in our class are Americans, teenagers, high-schoolers, from an upper-middle class suburb. All of these groups have an effect on an individual so that even when an individual makes choices alone, he/she is still being influenced by these groups.

Students consistently save the characters who they believe are useful, especially the medical student and the Nobel prize winner in Physics.  And, students consistently reject the elderly and the sick (quartermaster, college student) and the draft evader.  There are macro-sociological forces that shape these decisions. All of those participating in this simulation are Americans and teens.  I believe they are shaped by cultural values.   Other cultures might save the elderly or save the more educated or save the sick and the weak, etc...



Microsociology
On the microsociological level, sociologists study how groups interact in face-to-face conversation. That is, who makes eye contact, how loud people speak, where they sit, who is the leader, etc... So, each class that does this activity is different based on how the group interacts.

This activity is a metaphor for any group that you are a part of; all of the groups that shape you are governed by both macro-sociological forces and micro-sociological forces.  For example, apply this to high school.  If we examined these two levels in high school, there are certain macro-sociological values that one would expect to find no matter where the school is located: grades, expectations learning, homework, rules etc... So as you move from one class to the next, you will see these macro-sociological values present. On the other hand, every class is different because of the micro-sociological dynamics present in that class: some teachers are more casual, some teachers use rows vs. a horseshoe shape, some classes have a few loud boisterous individuals and other classes might be mostly girls or mostly guys etc...


Sociological Literacy:  Macro and Micro Sociology and Statuses
4.  What does macro-sociology focus on?


Small Group Discussion (don't write this down, yet)
5. How would a sociologist examine this activity using macro-sociology?


6.  What does micro-sociology focus on?



7. How would a sociologist examine this activity using micro-sociology?

8.  Individually Applying Sociology:

Apply this to the primary research article that you found.  Is the research that you found,  macro or micro? Why?

Can you see these two levels at play in your own life? Perhaps in your family, your classes or with a group of friends, or at your job? Think about that lifeboat activity and how it is a metaphor for any of the groups that you are a part of. There are macro forces like culture and social class that affect your group but there are also micro forces at play too such as the dynamic of how the group interacts.

Sociological Literacy Review:

Social Construction of RealityHow can you examine this activity using the idea of social construction of reality? 

Sociological ImaginationHow can you examine this activity using a sociological imagination? 

DataWhat data in this simulation is an example of quantitative data?
What data is qualitative?

Sociological Literacy (preview): Status

11.  What are statuses?

Odd, you see?

The special schedule for odyssey can be an odd-you-see experience because the days are so different; different groups of students mixed up doing different activities than they are used to. One of the levels of sociological analysis is called microsociology. That is how individuals interact in face-to-face situations. Sociologists pay attention to the amount of touching, eye contact, posture, who speaks up and how they talk. As you move about in your "odd-you-see" experience, think about the group dynamics. How does the size of your group and the type of art you are doing affect all of these group dynamics? You can compare this experience to the abandon ship experience we did in class.  Additionally, you can watch for how groups of students react differently.  Is there a difference in how the freshmen react as opposed to seniors?  How about boys vs. girls?  Any other groups that react differently?

Bingo! I've Found My Research!

Please take out your research article (that you looked up the other day.)

Please take out your packet.

1. Randomly fill in each blank square with one of the concepts above.

2. Take our the primary research article you found earlier in the unit.


BINGO! I Found My Research! Rules:
- You must find other students who can initial your boxes. (You cannot initial your own card.)

- You may only use each student once.

- In order to fill in something from column 1 (Research article structure), the person must SHOW YOU where the section is in their research article.

Reading Primary Research in Sociology

Don't let the length of the journal article intimidate you, nor should you be intimidated by the loquaciousness of the author's writing.  Professional researchers, especially academics like to use fancy jargon (like loquaciousness).  It makes the reading longer and sometimes confusing, but you can still understand what the researcher is getting at.  Especially if you understand the structure that I explain below.  



Primary Source Structure for Sociological Research

Once you choose a specific article to read, note that most research articles have a format that looks like this:

  

Abstract - A summary before the actual article, usually in italics or set off from the actual article.  Not all articles have this, but most do.

                                                         

Introduction - The beginning of the research explaining what the author set out to study and why it is important.

                                               

Literature Review - This is often confused by students for being the actual research, but it is just a review of previous research that has been done.  This section might point out previous research that informs the author's research or shortcomings of the previous research that the author hopes to address.  Karen Sternheimer explains the literature review here on the Everyday Sociology Blog.

Methods - This explains how the author gathered data.  It might include multiple methods such as surveys, ethnography, existing data, etc...

Data/Stats - The author will make sense of the data that they gathered.  For quantitative data, the analysis might be complex such as regression analysis,  or a discussion of p-value.  Don't let the complicated discussion of the statistics intimidate you.  You can make sense of the data without understanding all of the statistical jargon.

Conclusion - After the explanation of the methods and data, the author will summarize the data and make sense of it.  Finding this section will help you understand what the most important parts of the research was.  

Discussion/moving forward - This section is sometimes at the end of the article suggesting either future research or policy implications.

For more on how to read journal articles see this post.

Once you have your article, try to label each section (if they are not labeled already).  Understanding this structure should help you understand the research efficiently.  Don't be intimidated by the length of the research or the jargon that the authors use.   

Types of Sociological Research

• Longitudinal
• Cross-sectional
• Cross-cultural

Methods of sociological research

• Survey (questionnaires, interviews)
• Ethnography
• Audit study
• Experiments
• Statistical analysis - existing sources (data sets, such as: GSS, Census data)
• Historical analysis

Applying research methods 

Small group: 

Which of these does Venkatesh use? Explain.

Individually:

Is the data in your research article quantitative or qualitative?  Why?

Which of these is your research article? Explain.

Which of these is your research article? Explain.

secondary sources continued

HW:  Reminder to read Gang Leader for a Day for Wed

Often, sociological research shows up in secondary sources.  These sources explain the findings of the research without detailing the research methods and background.  Some examples of secondary sources include:

• Textbooks; for our class; Real World Sociology by Ferris and Stein. The text might seem to just be musings/opinions about society but there are 30 pages of references at the end of the book.  Here is one page showing the references for the text.
• News articles;  One example is the article, The Myth of the Two-Parent Household, from Harvard professor Christina Cross in the NY Times (2019) also available here.   What research is this article based on?  Is it qualitative or quantitative?  
• Contexts magazine; A publication by the American Sociological Association that explains the latest research in an accessible way for students and general public to understand.  Here is the Contexts website, especially in the In Brief section   You can access Contexts by issue through the ILC page using the search by title page here.

• The Society Pages:  Website of sociology resources, especially Discoveries page.

• Journal of Contemporary Sociology, a journal of reviews.  You can access Contemporary Sociology through the ILC page using the search by title page here.

Using JSTOR

JSTOR is an online storage site for journals.  JSTOR is very helpful for research.  You can search for individual journals or groups of journals.  The downside to JSTOR is that there is a "moving wall" which only allows access to journals a few years old.  For the most recent journal articles, you have to access the journal directly (using the links above for Contexts or Contemporary Sociology) or you can read the latest articles in print at your university library.  


Applying your secondary source understanding

Do your own search in the NY Times for sociology by clicking here for a Google search of "sociology" in the NYT.  Choose an article that looks interesting to you.  What was it about? Skim the article to find the sociology research in it.  Can you identify who did the research and where it was published? 

Search JSTOR for secondary sociology sources in Contemporary Sociology and Contexts.  Choose topics that are interesting to you.  What research did you find?  Was the research qualitative or quantitative?

Abandon Ship! Day 1: Simulation

For today's lesson, we are doing a simulation that is based on real events.  Please open this link and follow the instructions.

Once you have finished with the link above, continue reading below.

We just did an activity based on the real-life events that were portrayed in the movie Abandon Ship! (1957).

First, students chose a role.

Then, I told them that just like in real life, a storm was threatening the boat so they must choose 7 people to place a life preserver around and send them into the ocean.

After the group makes their decisions, I tell them the real story of what happened which was based on the movie Abandon Ship, also known as Seven Waves Away.  Here is the full movie on youtube.

In the real-life incident, all of those aboard turned to the highest-ranking person (ship’s officer) to take command.  He had a sidearm on him.  When the sea got too rough, he called everyone’s attention and he chose who would go/stay.  He kept only the strong, able-bodied who were strong enough to survive a long row.  On the last day, they were rescued and the captain was put on trial for murder.  He was declared guilty, but received a minimum sentence of only 6 months in prison because of the unique circumstances.

Assessment Day!

Today we will gather evidence of your mastery of the course.  Don't worry, it's not a test!

IF YOU ARE ABSENT TODAY - You have 1 week to make up the assessment in the Assessment Center.

REMINDERS:

• Do not look around the room. (No Shifty eyes)
• Please write on test - put your name on it.
• REMEMBER: You are more than your assessment score. :-)

WHEN FINISHED:

• Turn in Unit 1 notes packet
• Take a self assessment.
• Take a new reading packet and student note packet for unit 2.
• If you have time, complete the self assessment.

There is a longer reading due called Gang Leader for a Day.  Please read it for next week.

Reviewing Unit 1: A Framework for Understanding the Sociological Perspective

The theme of unit 1 is:

The Sociological Perspective:  How do sociologists view the world?

As a review, I created this document, A Framework for the Sociological Perspective.  The framework should help you conceptualize that while each of these paradigms and theories is unique, they are all related to the sociological perspective.  Moving forward, it would be helpful to see the interconnection of each of these.

Three Paradigms

We learned about 3 paradigms that were all started by scholars who were examining the effects of the industrial revolution in Europe.  These three paradigms were the beginnings of sociology and they are still influential in what  sociologists study/focus on.

Be able to identify the bold aspects for each of the three paradigms.

How might each paradigm apply to the research from Stephanie Coontz about teen-parent conflicts?

How might each apply to names?

Three Theories

After sociology became an established discipline, three theories emerged as a way of better understanding how sociologists view the world.

Be able to identify each theory and how sociologists might view the world through that lens.

How might each theory apply to the research from Stephanie Coontz about teen-parent conflicts?

Sociological Mindfulness 1SocPerspective Lesson 8

As students join our class, please read this excerpt, Sociological Mindfulness, from sociologist Michael Schwalbe's book, The Sociologically Examined Life.

Sociological Literacy: Sociological Mindfulness

The third theory that helps us have a sociological perspective is from a recent sociologist, Michael Schwalbe who wrote the book The Sociologically Examined Life.  In it, Schwalbe explains the concept of sociological mindfulness, in this excerpt.

Here is the Google Form for this lesson.

After reading the excerpt, answer these:

1) What does Schwalbe mean by "sociological mindfulness?"

2) How is this different from sociological imagination?

3) Why does Schwalbe say we should bother with sociological mindfulness?

4)What are some ways that you might live your life differently or view aspects of your life differently if you live with sociological mindfulness?

Schwalbe's "sociological mindfulness" can be a difficult idea to grasp and Schwalbe admits that.  Mindfulness is a  concept that describes an awareness in the world at this moment here and now.  It implies being tuned in to the present moment.  Sociological mindfulness, therefore, is being tuned into both the way in which the present moment is influenced by society and also being tuned in to how we are a player in shaping the present moment.  The simple way I look at sociological mindfulness is that it is the mirror image of sociological imagination.  In other words, once we realize that people are influenced by their social setting, we can then realize that influence is happening right now and we are a part of it.  Each of us is both influenced by other people and influencing other people.

So, I think there are 3 critical aspects to sociological mindfulness.

First, in being tuned in to a sociological awareness, we can see and appreciate how we are affected by when and where we live and all of the social experiences that entails.  That is, we can think with a sociological imagination about ourselves.

Second, sociological mindfulness provides us with an awareness of how other people are shaped by society.  And because we realize that others are impacted by these experiences we can appreciate each person's uniqueness.  This makes us more understanding and ultimately more empathetic and forgiving of others.

The third part of sociological mindfulness is being tuned into the idea that not only is each of us being influenced by society, but also that each of us is a participant in society.  We all affect the social world, even in little ways.  Each little act we do matters and has an effect on other people.  This aspect has a much longer explanation:

Sociological mindfulness is an awareness that we are being influenced by the world and so we can question that influence and hopefully guide it.  And it is an awareness that we are influencing others and hopefully it makes us question that influence so we can have the impact that we want on our world.  Sociological mindfulness is an awareness that society is dynamic and fluid and we are a part of that. In short, sociological mindfulness is the awareness that how we interact in the world matters!

Another way of thinking about sociological mindfulness is an exercise in Schwalbe's reading,

Think of the people you love and the kind of life you wish for them...I hope you will consider the possibility that mindfulness may be useful as a way to create better lives for more people.

What kind of life would you wish for those whom you love? How can you affect the world to be more like this way of life? Can you see how humans impact society? How can you make an impact that supports the world you want to live in? I think by answering these questions, students can begin to think with sociological mindfulness.

If you are still having a hard time grasping sociological mindfulness think about the past and all the ways individuals with sociological mindfulness have impacted our world: think about  Rosa Parks, Gandhi, Elenore Roosevelt, Desmond Tutu, Caesar Chavez, Einstein, Mother Theresa, Rabbi Heschel, and think about the movements like the tearing down of the Berlin Wall, the women's rights movement, the civil rights movement, the elimination of polio etc... Here is a link to 9 people who changed the world.  And here are 10 acts of courage that changed the world.  All of these people and movements are a product of those who had sociological mindfulness.  Think about Rosa Parks and realize that her actions changed the people on that bus and that changed the people of the city which changed our nation and that has influenced the world's view of human rights and the dignity of all human beings.  Our actions in day to day life, like where we sit on the bus and how we treat others can make a difference.   That awareness is sociological mindfulness.  In my personal life, it might be my parents sending me to college even though they themselves never went there and they didn't have the money.  My grandfather might have had sociological mindfulness when he came alone to America in 1916 at age 15.  He wanted a better life for his future and his family's future.  Both, my parents and my grandparents had an awareness that their choices mattered and that their choices affected the future.  So they made the best decision they could for my future based on that awareness.

The Starfish Parable is another way to think about being sociologically mindful

One day, an old man was walking along a beach that was littered with thousands of starfish that had been washed ashore by the high tide. As he walked he came upon a young boy who was eagerly throwing the starfish back into the ocean, one by one.
Puzzled, the man looked at the boy and asked what he was doing. Without looking up from his task, the boy simply replied, "I'm saving these starfish, Sir".
The old man chuckled aloud, "Son, there are thousands of starfish and only one of you. What difference can you make?"
The boy picked up a starfish, gently tossed it into the water and turning to the man, said, "It made a difference to that one!"

 We cannot change the world, but by being aware of how our actions affect those around us, we can make a difference for those who we do come into contact with us.

This reminds me of chaos theory which is a modern theory of science and math that events sometimes seem random but really they are part of a complex system.  Sometimes the butterfly effect is used an example - that the world is so connected and reliant on all processes that the wind from a butterfly flapping its wings in Mexico might contribute to a typhoon across the pacific in Japan.  This thinking applied to society might be considered sociological mindfulness.

Here is a Thai commercial, called "Unsung Hero" that promotes the idea of sociological mindfulness.

Applying the sociological mindfulness and imagination to Touchscreen

Watch slam poet Marshall Soulful Jones perform his poem called touchscreen.  Think about how he has a sociological imagination.  Here are the lyrics.



5.  Jones's Touchscreen can be an example of sociological mindfulness - how?


If you realize that people are influenced by living in this age of technology that is sociological imagination.  And if you question the influence of technology on you and make conscious choices about how to let it influence you, that is sociological mindfulness.

Here is a link to my post about all the research showing the effects of digital devices with special attention to an article from the Atlantic that highlights some of the consequences of the constant barrage of social media.

Applying Sociological Mindfulness to Teen-Parent conflicts

6.  How would you apply sociological mindfulness to Coontz's article, Teen-Parent Conflicts?


Sociological mindfulness and the Iraq War:  Ted Talk by Professor Sam Richards

Below is a Ted Talk by sociology professor Sam Richards that highlights sociological mindfulness from a "radical perspective".  Richards talks about radical empathy but this another way of saying sociological mindfulness.

For a further understanding of this idea, you click on the link to "sociological mindfulness" and see some of my posts about it.