Syllabus

SOC 517, Contemporary Sociological Theory, Fall 2014

Instructor: Emily Huddart Kennedy
Ph: 335-7513
emily.kennedy@wsu.edu

Th 2:50-5:50, Wilson 201

Office: Wilson 211
Office hours: Monday 2:00-3:00

Overview of Course: Contemporary sociological theory includes a large body of work. In

building the syllabus, I have tried to strike a balance between breadth and depth. Students will
find that sociological traditions differ on their views on the nature of social order, truth, power,
and social life. As a result, students of contemporary social theory (and for that matter the
instructor) confront formidable tasks: 1) they need to understand the various perspectives; 2)
they must learn about strategies to mediate, reconcile, and apply differing viewpoints; and 3)
they must critically evaluate the accuracy and value of very different theoretical approaches.
This course is organized to help students take on these tasks.
This course examines theories as they address central concerns of social theorists: agency,
structure, power and inequality, gender, and culture. For instance, instead of presenting critical
theory or symbolic interactionism in a vacuum, these theories will be examined as they speak
to core concepts. This course serves as a foundation for graduate training in sociology and
exposes students to the conceptual issues at the core of sociology. It also exposes students to the
breadth of contemporary social research. Students will be expected to gain insights into the
relationship between empirical (defined broadly to include quantitative, qualitative, and
historical/comparative) research and theoretical debates. How does theory guide the selection of
research questions? How does theory mold the selection of research strategies and evaluation of
evidence? How do theories change in light of research findings?
Students will be expected to learn about several core sociological issues and theoretical traditions.
But the fundamental objective is not to memorize key concepts and theoretical assertions the
goal is to encourage critical reflection on the theoretical assumptions that guide our thinking
about sociology. By self-consciously developing a theoretical stance, students will become
better able to pose and execute theoretically-informed empirical research and will become
critical consumers of the theoretical and empirical works of others.
Goals of the course: As your central theory course, the goal is to familiarize everyone with a
small sample of contemporary sociological theory. You all come to this course with areas of
interest and some background in theory. In the course we will enhance your knowledge of theory
to help you to begin thinking about your theses and to establish your identities as sociologists. In
these respects, this course meets the goals of the Sociology Graduate Program:
1: To enable students to conduct original, empirical research;
Understanding the fit between methodology and theory
Becoming familiar and conversant with theories you may draw upon to conduct your own
research
2: To prepare students to contribute to scholarly dialogue about their area of expertise;
Defining an area of expertise

Developing skills to be conversant in sociological theory

3: To train students to communicate sociological knowledge to relevant audiences
Participating in classroom discussions
Writing scholarly work
Learning etiquette of corresponding with journal editors and peers
To see the alignment between learning outcomes, course topics, and assessment see below:
Learning Outcome
To enable students to conduct
original, empirical research
To prepare students to
contribute to scholarly
dialogue about their area of
expertise
To train students to
communicate sociological
knowledge to relevant
audiences

Course Topic
Explanation of Social Action

Assessment
Term paper

All

Class participation; term paper

October 16 and 23

Class participation; term

paper; peer review; response
to reviewers

Readings: The following books are required and available at the Bookstore:
George Ritzer. 2007. Modern Sociological Theory. Boston: McGraw Hill
Charles Lemert. 2008. Social Things. New York: Rowman & Littlefield.
John Levi Martin. 2014. The Explanation of Social Action. New York: Oxford
University Press.
Donald McQuarie, (ed.). 1995. Readings in Contemporary Sociological Theory: From
Modernity to Post-Modernity. Englewood Cliffs, New Jersey: Prentice-Hall.
Steven Lukes, (ed.). 1986. Power. New York: New York University Press.
NOTE: We will be reading one chapter from Bourdieu, Pierre. 1977. Outline of a Theory
of Practice. Cambridge: Cambridge University Press. Rather than purchase the whole
book, I will provide a copy of this chapter.
Class format: I will make presentations each week to frame the issues and insure that important
points are covered. We will usually take a brief break after that, and the remainder of class will
be structured around your contributions to class. Specifically, I ask that each student prepare two
questions (or comments, or some combination thereof). We will proceed around the room to
address everyones comments during the remainder of class. The purpose of this is to encourage
you to read the assigned texts as a scholar, connecting to themes you have already encountered in
the literature or challenging (parts of) the text based on what you have already read and learned.
Students are expected to complete assigned readings in advance of class, attend class on a regular
basis, and contribute carefully-considered questions / comments. The participation mark
emphasizes the quality not the quantity of student participation.

Grading procedures: The following measures will be used to calculate the final grade. Each
assessment item has been selected to reflect the expectations of an academic, focusing on the
2

ability to read texts critically, write clearly, and infer your own conclusions from the
observations and conclusions of other scholars. Measures are also designed to motivate students
to actively and constructively contribute to the class.
Description of Assignments:
Critical
Review

Course paper,
draft I

Review of peer
paper
Course paper,
draft II
Response to
reviewers
Class
participation

15% Each student should submit an 800-word review of an assigned reading.

This review should provide a brief summary of the reading, relate the
text to extant literature, and provide critical commentary. Students will
be allowed to select the reading they wish to review and will be
expected to submit their review on the day that it is assigned in class.
Please indicate to be which reading you wish to review on September 4.
15% The draft course paper will critically evaluate a theoretical issue or
tradition based on the material to date. Topics must be approved in
advance. For the draft, an annotated outline is sufficient. The purpose is
to show that you are thinking through your paper, as an academic paper
typically involves numerous revisions. Examples will be provided in
class.
10% A guideline for academic journal reviews will be provided in class. The
feedback you give (and receive) will aid in the revision of the draft
papers.
40% The final course paper builds from the first draft. Using feedback from
your peers and professor, this draft should respond to the critiques and
suggestions of your reviewers.
10% Your careful and considerate response to reviewers will be assessed
based on your integration of the suggestions / critiques (where
appropriate) and your rebuttal (where appropriate).
10% Class participation involves more than attendance. This mark will
reflect the quality and care demonstrated by your questions and
comments on the readings and your ability to foster an enjoyable
learning environment. You are expected to contribute to discussions in
this course.

Assignments may be evaluated in percentages. The letter grades associated are as follows:
A: 94-100%
C+: 77-79%
F: 59% and below
A-: 90-93%
C: 74-76%
B+: 87-89%
C-: 69-73%
B: 84-86%
D+: 67-68%
B-: 80-83%
D: 60-66%
Late Assignments: I strongly encourage you to turn in your work on time, which means in class
on the due date. Work turned in within 24 hours after the due date will be reduced one letter
grade. After 48 hours I will not accept assignments.

Tentative Course Schedule (students will be notified of changes via email)

Date

Topic

Aug 28

Introduction
to course

Sept 4

Classical
social theory

Readings

Lemert, Chapters 1-6

Ritzer, Chapter 1

Recommended (recommended articles are selected as exemplars of the

required readings, as potential references for term papers, and as
resources for students who feel they require more information):

Sept 11

Why theory?
What is
theory?

Camic, Charles. 1992. "Reputation and Predecessor Selection:

Parsons and the Institutionalists." American Sociological Review
57:421-45.
Connell, R.W. 1997. "Why is Classical Theory Classical?"
American Journal of Sociology 102(6):1511-57.
Collins, Randall. 1997. "A Sociological Guilt Trip: Comment on
Connell." American Journal of Sociology 102(6):1558-64.
Lemert, Chapters 7-12
Ritzer, Chapter 2

Recommended:

Sept 18

Agency, 1

Burawoy, Michael. 1990. "Marxism as Science: Historical

Challenges and Theoretical Growth." American Sociological
Review 55(6):775-93.
Collins, Randall. 1989. "Sociology: Proscience or Antiscience?"
American Sociological Review 54(1):124-39.
Freese, Lee, (ed.). 1980. Theoretical Methods in Sociology:
Seven Essays. Pittsburgh: University of Pittsburgh Press.
Munch, Richard. 1991. "American and European Social Theory:
Cultural Identities and Social Forms of Theory Production."
Pacific Sociological Review 34(3):313-35.
Ritzer, Chapters 6 and 7
Erving Goffman, The Interactionist Order, pp. 258-68 in
McQuarie.
Leonard Cottrell & George H. Mead, The Legacy of Social
Behaviorism, pp. 196-205 in McQuarie.
Herbert Blumer, Society as Symbolic Interaction, pp. 206-13
in McQuarie (ed.).
George Psathas, Ethnomethods and Phenomenology pp. 21420 in McQuarie.
4

Lincoln Ryave & James N. Schenkein, Notes on the Art of

Walking pp. 221-28 in McQuarie.

Recommended

Sept 25

Agency, 2
with an
emphasis on
Giddens

Emirbayer, Mustafa and Ann Mische. 1998. "What Is Agency?"

American Journal of Sociology 103(4):962-1023
Blumer, Herbert. 1969. Symbolic Interactionism. Englewood
Cliffs, NJ: Prentice-Hall.
Garfinkel, Harold. 1967. Studies in Ethnomethodology.
Englewood Cliffs, NJ: Prentice-Hall.
Goffman, Erving. 1959. Presentation of Self in Everyday Life.
Garden City, NJ: Anchor.
Goffman, Erving. 1983. "The Interaction Order." American
Sociological Review 48(1):1-17.
Fine, Gary Alan. 1993. "The Sad Demise, Mysterious
Disappearance, and Glorious Triumph of Symbolic
Interactionism." Annual Review of Sociology 19:61-87.
Berger, P. and T. Luckmann. 1967. The Social Construction of
Reality. London: Allen Lane.
Ritzer, Chapters 10 and 11
Callinicos, Alex. 1985. "Anthony Giddens: A Contemporary
Critique." Theory and Society, March, 133-73.
Giddens, Anthony. Agency, Institution, and Time-Space
Analysis, pp. 335-43 in McQuarie.
Neil Gross and Solon Simmons, 2002. Intimacy as a DoubleEdged Phenomenon? An Empirical Test of Giddens. Social
Forces 81(2):531-555.

Recommended:

Oct 2

Structure

Antonio, Robert. 1989. "The Normative Foundations of

Emancipatory Theory: Evolutionary Versus Pragmatic
Perspectives." American Journal of Sociology 94(4):721-48.
Wuthnow, Robert. 1986. "Sociology and the Pursuit of
Rationality." Contemporary Sociology 15:194-97.
Ritzer, Chapter 4
Bourdieu, Pierre. 1977. Outline of a Theory of Practice.
Cambridge: Cambridge University Press. CHAPTER 2, pp.7295.
Brubaker, Rogers. 1985. "Rethinking Classical Theory: The
Sociological Vision of Pierre Bourdieu." Theory and Society
14(6):745-76.

Recommended:

Oct 9

System

Sewell, William H., Jr. 1992. "A Theory of Structure: Duality,

Agency, and Transformation." American Journal of Sociology
98(1):1-29.
Blau, Peter, Microprocess and Macrostructure, pp. 314-23 in
McQuarie.
Collins, Randall, Micro-translation as a Theory-Building
Strategy, pp. 304-14 in McQuarie.
Coser, Lewis, Social Conflict and the Theory of Social
Change, pp. 83-88 in McQuarie.
Mayhew, Bruce, Structuralism versus Individualism:
Shadowboxing in the Dark, pp. 285-94 in McQuarie.
Lemert, Charles. 1990. "The Uses of French Structuralisms in
Sociology." Pp. 230-54 in Frontiers of Social Theory, edited by
G. Ritzer. New York: Columbia University Press.
Wallerstein, I. 1974. The Modern World-System. New York:
Academic.
Wharton, Amy. 1994. "Assessing the New Structuralism."
Current Perspectives in Social Theory Supplement 1:191-213.
Ritzer, Chapters 3 and 5
Merton, Robert, Prevailing Postulates in Functional Analysis,
pp. 14-22 in McQuarie.
Giddens, Anthony, Time and Space in Social Theory: Critical
Remarks upon Functionalism, pp. 69-73 in McQuarie.
Radcliffe-Brown, A.R., On the Concept of Function in Social
Science, pp. 9-13 in McQuarie.
Ackerman, Charles, and Talcott Parsons, The Concept of
Social System as a Theoretical Device, pp. 23-28 in
McQuarie.
Luhman, Niklas, The World Society as a Social System, pp.
29-35 in McQuarie.
Colomy, Paul, Recent developments in the Functionalist
Approach to Change, pp. 36-48 in McQuarie.
Turner, Jonathon and Alexandra Maryanski, "Is
'Neofunctionalism' Really Functional?" pp. 49-62 in McQuarie..

Recommended:

Alexander, Jeffrey and P. Colomy. 1990. "Neofunctionalism

Today." Pp. 33-67 in Frontiers of Sociological Theory, edited by
G. Ritzer. New York: Columbia University Press.
Jeffrey Alexander. 1988. Action and Its Environments. New
York: Columbia University Press.
6

Oct 16

Oct 23

Oct 30

Talcott Parsons. 1949. The Structure of Social Action. Glencoe,

IL: Free Press.
Talcott Parsons. 1971. The System of Modern Societies.
Englewood Cliffs, NJ: Prentice Hall.
Lechner, Frank. 1985. "Modernity and Its Discontents." Pp. 15776 in Neofunctionalism, edited by Jeffrey Alexander. Beverly
Hills: Sage.
Coleman, James. 1986. "Social Theory, Social Research and a
Theory of Action." American Journal of Sociology 91(6):130935.

Explanation
of Social
Action, 1

John Levi Martin. Chapters 1-5.

Explanation
of Social
Action, 2

John Levi Martin. Chapters 6-9

Gender and
feminism
Paper due,
draft I

*Discussion of how to structure a scholarly paper

*Discussion of how to structure a scholarly paper

Ritzer, Chapter 9 (authored by Lengermann and NiebruggeBrantley)

Harstock, Nancy, Exchange Theory: Critique from a Feminist
Standpoint, pp. 248-57 in McQuarie.
Stacey, Judith, and Barry Thorne, The Missing Feminist
Revolution in Sociology, pp. 367-76 in McQuarie.
Vogel, Lise, Marxism and Socialist-Feminist Theory: A Decade
of Debate, pp. 175-86 in McQuarie.

Recommended:

Chafetz, Sarah Saltzman. 1997. "Feminist Theory and

Sociology: Underutilized Contributions for Mainstream Theory."
Annual Review of Sociology 23:97-120.
England, Paula. 1989. A Feminist Critique of Rational-Choice
Theories: Implications for Sociology. The American Sociologist
20:14-28.
Coltrane, Scott. 1989. Household Labor and the Routine
Production of Gender. Social Problems 36(5):473-90.
Friedman, Debra, and Carol Diem. 1993. Feminism and the
Pro- (Rational) Choice Movement: Rational-Choice Theory,
Feminist Critiques and Gender Inequality. Pp. 91-114 in Theory
on Gender / Feminism on Theory, edited by Paula England. New
York: Aldine de Gruyter
Smith, Dorothy. 1989. Sociological Theory: Methods of
Writing Patriarchy. Pp. 34-64 in Feminism and Sociological
Theory, edited by Ruth Wallace. Newbury Park, CA: Sage.
7


Nov 6

Power and
inequality

Walby, S. 1986. Patriarchy at Work. St. Paul: University of

Minnesota Press.

Power (Lukes) (Chapters TBA)

Recommended:

Nov 13

Power and
inequality

Pierre Bourdieu. 1991. Language and Symbolic Power.

Cambridge: Harvard University Press.
Bourdieu, Pierre. 1989. "Social Space and Symbolic Power."
Sociological Theory 7(1):18-26.
Pierre Bourdieu and Loic Wacquant. 1992. An Invitation to
Reflexive Sociology. Chicago: University of Chicago Press. This
is not specific to power, but it provides a guide to Bourdieus
goals and how to approach his work.

Power (Lukes) (Chapters TBA)

Recommended:

Nov 20

Power and
inequality

Bourdieu, Pierre. 1985. "The Social Space and the Genesis of

Groups." Theory and Society 14:745-75.
Wallerstein, Immanuel, The Present State of the Debate on
World Inequality, pp. 156-65 in McQuarie.
Collins, Randall, Maturation of the State-Centered Theory of
Revolution and Ideology, pp. 101-13 in McQuarie.
Kasinitz, Philip, Neo-Marxist Views of the State, pp. 134-44
in McQuarie.
Lukes, Steven. 1974. Power: A Radical View. London:
Macmillan.
Friedland, Roger, and Robert Alford. 1991. "Bringing Society
Back in: Symbols, Practices, and Institutional Contradictions."
Pp. 232-63 in The New Institutionalism in Organizational
Analysis, edited by Walter Powell and Paul DiMaggio. Chicago:
University of Chicago Press.

Power (Lukes) (Chapters TBA)

Recommended:

Michel Foucault, 1980. Power/Knowledge. Brighton: Harvester.

Michael Mann. 1986. The Sources of Social Power, Volume 1.
New York: Cambridge University Press.
Frank Dobbin. 1994. Forging Industrial Policy: The United
States, Britain, and France in the Railway Age. New York:
Cambridge University Press.
8

Skocpol, Theda. 1979. States and Social Revolutions. New

York: Cambridge University Press.
Tilly, Charles. 1978. From Mobilization to Revolution. New
York: Addison-Wesley.

Nov 27

Break

Thanksgiving, no class

Dec 4

Summary

TBA
*Papers due