SO330 Sociolog of Yth & Yth Cultures

for S2T 2012

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SO 330 Sociolog of Yth & Yth Cultures


S2T 2012 DL


Patterson, Christine M.


Adjunct Faculty


Ph. D. Sociology. University of Missouri
M.A. Sociology. University of Missouri
B.A. Sociology. University of California, San Diego

Office Hours

24/7 via Virtual office, email, and phone

Daytime Phone



Semester Dates


Class Days


Class Time




Credit Hours


Hine, T. (2000).  The rise and fall of the American teenager: A new history of the Adolescent Experience (1st ed.). NY:  Basic Books.

Nichols, S. and T. Good. (2004). America’s teenagers:  Myths and realities. Mahwah, New Jersey:  Lawrence Erlbaum Associates, Inc.

Milner, Jr., M. (2004).  Freaks, geeks, and cool kids: American teenagers, schools, and the culture of consumption (1st ed.). NY:  Routledge.

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:
Focuses on the social and cultural aspects of development from the onset of adolescents through young adulthood. Examines historical and cultural differences in the concept of "youth." Topics include the effects of family friends and the media on identity and personal decisions; dating and mating; school and work popular culture values and consumerism; violence delinquency sex and risk taking. 3:0:3

Educational Philosophy:
I approach teaching in terms of three broad goals: encouraging critical thinking, applying course material to everyday life, and setting high standards. I think the role of the instructor is to facilitate learning. I will do this by posing critical questions and encouraging students to explore their thinking and try on new ways of thinking. My goal is to encourage students to engage course material by thinking through and reflecting upon his/her position in the context of the sociological research provided. This is important, since different disciplines have different conventions and practices. I also believe that applying this material to everyday life is important, because we are all a members of society and help to shape daily practices. Finally, I have high standards and expectations for my students. In my experience, students will rise to the challenge as long as the expectation is an obtainable goal.

  Instructor Learning Outcomes

  1. Describe the inception of and changes in “youth” and “teenagers” as social categories in the US and, subsequently, in the rest of the world.
  2. Analyze the contemporary social role of youth in American society, as well as the differences in that role based on gender, race or ethnicity, and socioeconomic status.
  3. Explain the major factors influencing youth and their development, including families, peers, schools, and the popular culture.
  4. Analyze the role of youth in major social institutions, such as the political, economic, and cultural systems.
  5. Evaluate the major social and cultural challenges facing youth in their development and maturation, including delinquency, violence, substance use and abuse, sexuality and teen pregnancy, and risk-taking behaviors.
Class Assessment:
Refer to the Course Schedule for detailed information on the learning assignments and assessments.

Weekly Discussions: Participate in each of the 8 weekly discussions according to the Discussion Rubric on the Participation page. Discussions for weeks 1-8 are required and are worth 25 points each.

Weekly Activities: These assignments will help you apply the course material. Your response should be a minimum of two paragraphs. You should follow the Weekly Activities Rubrics on the Activity Pages. Weekly activities for weeks 1,3, 6-7 are required and are worth 25 points each.

Weekly Quizzes: Take the weekly quiz, which consist of ten questions (multiple choice and true/false questions) worth 2 points each. You have one hour to complete the quiz.  Refer to the schedule to view due dates. Quizzes for week 1-7 are required and are worth 20 points each.

Reflection Papers: Write an essay on the assigned topic (a minimum of 750 words and a maximum of 1000 words). Refer to the schedule to view the due dates. For each assignment, the student uploads the assignment to the Dropbox. Reflection papers are required and are worth 50 points each.
Outline and Annotated Bibliography:  This is the outline for your core assessment and 5 annotated bibliographies of your academic sources.  This is due week 7 and is worth 35 points.

Final Exam: Complete a proctored final exam during week 8. The exam is worth 200 points and will contain multiple choice, true false, and essay questions. The exam is CLOSED book and notes. To prevent cheating, students may not keep the final exam. You must follow the Park University procedures for obtaining an approved proctor. Please refer to the Help and Resources page to review the requirements for locating a proctor and the procedure for completing a Proctor Request form.

Core Assessment (Research Paper): Write an essay (minimum 2000 words- maximum of 3500 words). Refer to the Core Assessment rubric. You are required to turn in an outline. Refer to the schedule to view the due dates of the outline and the core assessment. The core assessment is worth 200 points.

Course Grading Policy:

Grades for the course will be determined as follows:




Total Points

Discussion (week 1-8)




Activities (week 1,3, 6-7)




Quizzes (week 1-7)




Reaction Papers (week 2 &5)





Final Exam




Research Paper








Course Grading Scale:

Your letter grade is determined based on the following scale. No rounding will be used when calculating your grades.

Letter Grade Policy:

















Below 599.9

Below 59.9%


Late Submission of Course Materials:
No late discussion postings will be accepted.  Late reflection papers and activities will receive an automatic 50% reduction, regardless of the reason, unless prior arrangements have been made with the instructor before the deadline.  No late work will be accepted after one week from the deadline.   No late core assessments will be accepted unless prior arrangements have been made with the instructor before the deadline. 

Classroom Rules of Conduct:
This course deals with topics that may be sensitive and perhaps even controversial to some members of the class. This course may challenge the way you look at a variety of issues. My expectation is that you will keep an open mind. We should all work to establish a foundation of respect and trust . In order for us to engage in discussion and debate with each other about issues in this class, everyone is entitled to express her thoughts and reactions. However, one of the responsibilities I feel that we have in this context is to ensure that we are all attempting to move from our individual experiences and “common sense” views to a more critical, complex, and sociological understanding of issues. This means that we may disagree with one another or that we may attempt to push our thinking further, but this should be done in ways that do not involve personal attacks nor dismissing another person’s experience, ideas, and/or feelings.

Course Topic/Dates/Assignments:

LESSON               TOPIC

1                                            Social History of American Youth to 1900

2                                            Social History of American Youth from 1900 to the Present

3                                            Politics, the Economy, and Youth

4                                            Peers, Families, and Schools

5                                            Media, Popular Culture and Consumerism

6                                            Delinquency, Violence and Substance Use

7                                            Youth Sexuality, Teenage Pregnancy, and Risky Behaviors

8                                            Wrap up 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty ( or Park University 2011-2012 Undergraduate Catalog Page 93
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2007-2008 Undergraduate Catalog Page 85-86.

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .


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Last Updated:2/17/2012 8:04:31 PM