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Abstract/Syllabus:

Silbey, Susan S., 21A.218J Identity and Difference, Fall 2002. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 09 Jul, 2010). License: Creative Commons BY-NC-SA

Identity and Difference

Fall 2002

Sketches of criminals from the 1800's by Cesare Lombroso.
Portraits of German criminals. Plate VIII in the Italian criminologist César Lombroso's L'Homme Criminel. Atlas (Turin: Bocca frères, 1888). (Courtesy of MIT Libraries.)

Course Highlights

This course features  lecture notes and  essay assignments exploring issues of human identity.

Course Description

How can the individual be at once cause and consequence of society, a unique agent of social action and also a social product? Why are some people accepted and celebrated for their particular features while other people and behaviors are considered deviant and stigmatized? This course examines theoretical perspectives on human identity, focusing on processes of creating categories of acceptable and deviant identities. We will discuss how identities are formed, how they vary, the forms and possibilities of unique or aggregate identities, how behaviors are labeled deviant, how people enter deviant roles and worlds, responses to differences and strategies of coping with these responses on the individual and group level. Rather than focus on the differences among various forms of deviant identity and behavior, we will consider the usefulness of various theoretical perspectives that attempt to explain patterns across diverse identities and differences. As we explore the meaning and experience of deviance, we will be simultaneously analyzing conformity. Throughout the course, we will use gender and sexuality as an example of frequently stigmatized forms of identity.

*Some translations represent previous versions of courses.

Syllabus

This syllabus is an adaptation and elaboration of a course originally conceptualized in the 1990s by Patricia Ewick, Sociology Department, Clark University, and Lee Cuba, Sociology Department, Wellesley College.
 

Syllabus

Course Description

How can the individual be at once cause and consequence of society, a unique agent of social action and also a social product? Why are some people accepted and celebrated for their particular features while other people and behaviors are considered deviant and stigmatized? This course examines theoretical perspectives on human identity, focusing on processes of creating categories of acceptable and deviant identities. We will discuss how identities are formed, how they vary, the forms and possibilities of unique or aggregate identities, how behaviors are labeled deviant, how people enter deviant roles and worlds, responses to differences and strategies of coping with these responses on the individual and group level. Rather than focus on the differences among various forms of deviant identity and behavior, we will consider the usefulness of various theoretical perspectives that attempt to explain patterns across diverse identities and differences. As we explore the meaning and experience of deviance, we will be simultaneously analyzing conformity. Throughout the course, we will use gender and sexuality as an example of frequently stigmatized forms of identity.

Course Requirements

Writing Assignments: 85% of course grade.

Writing assignments will vary in style and length. Some will be short responses to readings or lectures, others will demand close reporting of what a text contains, and yet others will require analysis and interpretation of texts, prior writing assignments, or empirical data.

1. Short assignments: (15%)

a. Abstracts of three readings, one from each of three different sections of the course syllabus. Due in Class #3 (section II), Class #6 (section III), Class #10 (section IV).

b. Full detailed outlines of three readings (other than the ones in 1a), one from each of three different sections of the course syllabus. Due in Class #3 (section II), Class #6 (section III), Class #10 (section IV).

c. Short one paragraph responses to reading. In preparation for class lectures and discussion, you will periodically be asked to prepare a brief response to a question or reading assignment. These will be collected in class and used for purposes of recording attendance. You are required to hand in these assignments personally. Throughout semester.

2. Analysis of the organizational structure, action, and themes of The Human Stain by Philip Roth, pages due in Class #5. 6-8 pages. First of three versions of the final paper due the last day of class. Details of assignment to be distributed in class and via email. (15%)

3. Interpretation of empirical data using theoretical perspectives on deviant identities, 6-8 pages. Due in Class #7. (25%)

4. Second draft of paper analyzing The Human Stain using perspectives and readings on identity and difference, 10-15 pages. Due in Class #9. (15%)

5. Final version of paper on The Human Stain. Due in Class #13. (15%)

Class Attendance and Participation: 15% of Grade.

6. You are expected to attend class, having completed the assigned reading on the syllabus before the class discussion on that reading.

7. Oral presentations: Students will be assigned to groups representing one of several different theoretical perspectives on the nature of identity and social differentiation. Students will orally present and defend the arguments and data from the assigned readings for that section of the course, including analyses from their writing on The Human Stain. Members of the other teams will prepare and offer critiques.

8. Depending on scheduling and availability, we may organize several film viewings to accompany readings and lectures. We will make the films available in the library as well as at assigned times.

9. Perfect class attendance will raise your final grade by 5%.

Note: MIT Criteria for HASS CI Subjects. Communication intensive subjects in the humanities, arts, and social sciences should require at least 20 pages of writing divided among 3-5 assignments. Of these 3-5 assignments, at least one should be revised and resubmitted. HASS CI subjects should further offer students substantial opportunity for oral expression, through presentations, student-led discussion, or class participation.

Hopefully Helpful Hints
The work for this course is organized topically, rather than by class sessions. I will try to indicate where we are on the syllabus, as we go along.

You should try to read consistently, about 150 pages per week. I have indicated on the syllabus the level of attention you should devote to each reading, using the following coding scheme:

Full Notes (FN) means that you should try to produce an outline of the reading's argument, mimicking the sample I have provided for Conrad, "The Discovery of Hyperkinesis: Notes on the Medicalization of Deviant Behavior."

Abstract (ABS) means that you should try to write a one paragraph abstract of the readings main points. I have provided examples of useful and unhelpful abstracts for two readings, "The Discovery of Hyperkinesis: Notes on the Medicalization of Deviant Behavior," and Chambliss, "A Sociological Analysis of the Laws of Vagrancy."

As Time Allows (ATA) means that you should read as much as time allows and produce an abstract if possible. These readings are illustrative and flesh out the course arguments and evidence. They are sometimes very interesting. But, when you are pressed for time, these are the readings you can skip.

I have also attached a set of instructions for different ways of reading, with suggestions about how to work through the assignments for courses with heavy reading.

Instructions for written assignments will be given out at least one week before they are due and will be distributed via email. The calendar of assignments on the next page provides a road map for the written work for this communications intensive course.

Instructions for very short oral and written assignments will be given out via email or in class. These assignments should take 15-60 minutes, no more. They will be used for recording attendance and for enhancing communication skills.

Keep a copy for yourself of all work submitted for this course.

Finally, it is always helpful to contact the instructor if you are having difficulty completing the work assigned, understanding the assignments (reading or written assignments), or the class lectures. I am most accessible through email and will be happy to make an appointment to meet with you in my office.

Calendar

Lecture outlines are included (as PDF) with topic titles.

Reading Instructions

Full Notes (FN) read for detail, data, and argument
Abstract (ABS) read for general argument
As Time Allows (ATA) recommended reading if time permits

(packet) indicates readings available for purchase in collections prepared for this course 

  TOPIC #       TOPICS       READINGS / VIEWINGS       ASSIGNMENTS  
  I.       Introduction and Orientations      

Smith. Wealth of Nations. Excerpt. (Packet) (ABS)
Mill. On Liberty. Excerpt. (Packet) (ABS)
Bentham. The Principles of Morals and Legislation. Excerpt. (Packet) (ABS)
The Declaration of Independence
. (Packet) (ABS)

      Questions distributed via email.Responses to questions posed via email on readings for first class.  
  II. A.      

Essentialist and Pathological Theories: Souls and Sin, Germs and Genes
Poca barba e nium colore, soto ill cielo non vi ha peggiore. (There is nothing worse under heaven than a scanty beard and a colourless face.)

--- quoted in Cesare Lombroso, The Criminal Man.

     

Mauss. "The Category of the Human Mind: The Notion of Person; The Notion of Self." Excerpt. (Packet) (FN)
Greenblatt. "Fiction and Friction." In Reconstructing Individualism. Pp. 30-52. (Packet) (ABS)
Davis. "Boundaries and the Sense of Self in Sixteenth-Century France." In Reconstructing Individualism. Pp. 53-63. (Packet) (ABS)
Gould. "Measuring Bodies." In The Mismeasure of Man. Pp. 113-145. (Packet) (FN) 
Conrad. "Discovery of Hyperkinesis: Notes on the Medicalization of Deviant Behavior." Kelly, pp. 65-75.

         
  II. B.      

Structural Theories: Cultural Conflict, Disorganization and Anomie
Now don't it feel like you're a rider on a down bound train.
--- Bruce Springsteen, "Downbound Train."

     

Sellin. "The Conflict of Conduct Norms." Kelly, pp. 95-99 (ABS)
Merton. "Social Structure and Anomie." Kelly, pp. 139-149. (FN)
Hagedorn. "Homeboys, Dope Fiends, Legits, and New Jacks." Kelly, pp. 150-169. (ATA)
Cloward and Ohlin. "Differential Opportunity and Delinquent Subcultures." (ABS)
Hillerman. The Dark Wind; Ghostway. Excerpts. (Packet).
LaFontaine. "Person and Individual: Some Anthropological Reflections." Excerpt. (Packet) (ATA)
Elvin. "Between the Earth and Heaven: Conceptions of the Self in China." Excerpt. (Packet) (ATA)

      At least one abstract and one full outline from readings in section II.  
  II. C.      

Functional Theories: Boundaries and Identity
Imagine a society of saints, a perfect cloister of exemplary individuals. Crimes, properly so-called, will there be unknown; but faults which appear venial to the layman will create there the same scandal that the ordinary offense does in ordinary consciousnesses.
--- Emile Durkheim, The Rules of Sociological Method.

     

Durkheim. "The Normal and the Pathological." Kelly, pp. 80-84. (FN)
Erikson. "On the Sociology of Deviance." Kelly, pp. 85-92. (FN)
Erikson. Wayward Puritans. (ABS one per chapter) (except in packet)
Dentler and Erikson. "The Functions of Deviance in Groups." Excerpt. (Packet) (FN)

      Analysis of the organizational structure, action, and themes of The Human Stain by Philip Roth.  
  II. D.      

Constructivist and Conflict Theories: The Looking Glass Self
But the point which drew all eyes, and, as it were, transfigured the wearer, -- so that both men and women, who had been familiarly acquainted with Hester Pryne, were not impressed as if they beheld her for the first time, -- was the SCARLET LETTER, so fantastically embroidered and illuminated upon her bosom. It had the effect of a spell, taking her out of the ordinary relations with humanity, and enclosing her in a sphere by herself.
--- Nathaniel Hawthorne. The Scarlet Letter.

     

Mead. Mind, Self and Society. Excerpt. (Packet) (ATA)
Cooley. Human Nature and the Social Order. Excerpt. (Packet) (ATA)
Goode. "Labeling and Interactionist Theory," and "Conflict Theory." (Packet) (FN)
Gibbs. "Conceptions of Deviant Behavior: The Old and the New." Kelly, pp. 14-19. (FN)
Lemert. "Primary and Secondary Deviance." (Packet) (ABS)
Scheff. Being Mentally Ill. Chap. 1-6 and 8. (ABS chapter by chapter)

      At least one abstract and one full outline from readings in section III.  
  II. E.       Post-Modern Selves: Constructed, Fractured, and Performed      

"Rape in Cyber Space." (Packet) (ABS)
Kondo. Crafting Selves. Excerpt. (Packet) (ATA)
MacIntyre. After Virtue. Excerpt. (Packet) (FN)
Wrong. "Adversarial Identities and Multiculturalism." In Society. January/February 2000. (Packet) (ABS)

      Interpretation of empirical data using theoretical perspectives on deviant identities.  
  III. A.      

Moral Enterprise: Creating Categories of Deviance
The greatest instrument of political authority is the ability to give names and enforce definitions.
-- Thomas Hobbes, Leviathan.

     

"Reefer Madness." Atlantic Monthly. (Packet) (ABS)
"Reefer Madness." Video.
Becker. "Moral Entrepreneurs." Kelly, pp. 33-40. (ABS)
Spitzer. "The Production of Deviance in Capitalist Society." Kelly, pp. 57-64. (ABS)
Pfohl. "The Discovery of Child Abuse." (Packet) (ABS)
Chambliss. "A Sociological Analysis of the Laws of Vagrancy." (Packet)

         
  III. B.      

Becoming Deviant
Don't get up-tight that you're hesitating or you're fumbling, within the first week or even the first five years. Because it takes that long to become a good hustler. I mean you can be a whore in one night. There's nothing to that. The first time you take money you're a whore.
-- Ann, a madam interviewed by Barbara Heyl

     

Best, and Luckenbill. "The Social Organization of Deviants." Kelly, pp. 486-503. (FN)
Katz. "Sneaky Thrills." In Seductions of Crime. Excerpt. (Packet) (FN)
Lyon-Callo. "Medicalizing Homelessness: The Production of Self-Blame and Self-Governing within Homeless Shelters." Kelly, pp. 428-446. (ABS)
Evans. "Examining the Informal Sanctioning of Deviance in a Chat Room Culture." Kelly, pp. 282-293. (ABS)
Murphy, Waldorf, and Reinaman. "Drifing into Dealing: Becoming a Cocaine Seller." Kelly, pp. 528-549. (ATA)
Adler and Adler. "Tinydopers: A Case Study of Deviance Socialization." Kelly, pp. 246-262. (ATA)

      Second draft on paper analyzing the formation of identity and deviance in The Human Stain.At least one abstract and one full outline from readings in section IV.  
  III. C.      

Managing a Deviant Identity
Dear Miss Lonelyhearts,
I am sixteen years old now and I don't know what to do and would appreciate it if you could tell me what to do...I was born without a nose...What did I do to deserve such a terrible bad fate?
Sincerely yours,
Desperate
-- Nathaniel West, Miss Lonelyhearts.

     

Goffman. Stigma. (ABS chapter by chapter)
Sykes and Matza. "Techniques of Neutralization." Kelly, pp. 122-127. (FN)
Scott and Lyman. "Accounts." (Packet) (FN)
Read at least 4 of the following 6 articles (ABS):
Siegel, Lune, and Meyer. "Stigma Management Among Gay/Bisexual Men with HIV/AIDS." Kelly, pp. 263-281.
Goffman. "The Moral Career of the Mental Patient." Kelly, pp. 449-466.
Sandstrom. "Confronting Deadly Disease: The Drama and Identity Construction Among Gay Men with AIDS." Kelly, pp. 550-564.
Martin and Hummer. "Fraternities and Rape on Campus." Kelly, pp. 568-582.
Szaz. "Corporations, Organized Crime, and the Disposal of Hazardous Waste: An Examination of the Making of a Crimogenic Regulatory Structure." Kelly, pp. 583-599.
Nack. "Damaged Goods: Women Managing the Stigma of STDs." Kelly, pp. 610-630.

         
  IV. A.      

Informal Social Control: Family and Community
I: When was the first time you noticed she was a deviant?
S: I didn't notice it. I thought she had a masculine appearance when I first saw her anyway.
I: Did you notice anything else about her at the first meeting?
S: No, because you really don't know unless you're looking for those things.
-- Interview by John Kitsuse, "Societal Reactions to Deviant Behavior."

     

Merry. "Rethinking Gossip and Scandal." (Packet) (ABS)
FILM: One Flew Over the Cuckoo's Nest.

         
  IV. B.      

The Professionalization of Control: The Great Incarcerations
Some men probably abstain from murder because they fear that if they committed murder they would be hanged. Hundreds of thousands abstain from it because they regard it with horror. One great reason they regard it with horror is that murderers are hanged.
-- J. F. Stephens. A History of the Criminal Law in England. 1862.

     

Currie. "Crimes without Criminals: Witchcraft and Its Control in Renaissance Europe." (Packet) (ABS)
Sudnow. "Normal Crimes." (Packet) (ABS)
Hunt and Manning. "The Social Context of Police Lying." Kelly, pp. 339-357. (ABS)
Kelly. "Bureaucratic Slots and Client Processing." Kelly, pp. 299-312. (ABS)

         
  IV. C.      

The Carceral Archipelago and Governmentality
...every breath you take, every move you make, every bond you break, every step you take, every single day, every word you say, every night you stay, every vow you break, every smile you fake, every claim you stake, I'll be watching you...
--"The Police"

     

Foucault. "The Spectacle of the Scaffold." Chap 2 in Discipline and Punish. Excerpt. (FN)
Cohen. "Inside the System." Chap 2 in Visions of Social Control. Excerpt. (FN)
Simon. "Post-Modernization of Social Control." (Handout).
Rose. Governing the Soul. Excerpt. (FN)
Shichor. "The Corporate Context of Private Prisons." Kelly, pp. 313-338. (ABS)
Shearing and Stenning. "From the Panopticon to Disneyworld: The Development of a Discipline." Excerpt.

         
  V.       Women. (A case of double deviance)      

Readings to be assigned.

      Final paper on The Human Stain due in class.  
  VI.      

Conclusions and Summary
The most fortunate of normals is likely to have his half-hidden failing, and for every little failing there is an occasion when it will loom large, creating a shameful gap between virtual and actual social identity. Therefore, the occasionally precarious and the constantly precarious form a single continuum, their situation in life analyzable by the same framework.
-- Erving Goffman, Stigma.

                 



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