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Undergraduate Handbook in Sociology

1998-99

This Handbook for 1998-99 replaces and consolidates information that previously was containedin three separate documents: (1) Sociology at Princeton University: A Guide for Undergraduates,(2) Information for Juniors Concentrating in Sociology, and (3) Information for SeniorsConcentrating in Sociology.

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CONTENTS

PART I. INFORMATION FOR PROSPECTIVE MAJORS..................................................1

1. INTRODUCTION ....................................................................................................................11.1 What is Sociology? ........................................................................................................11.2 What Good is Sociology?...............................................................................................1

1.21 Distribution Area Requirements ...............................................................................11.22 Career Options for Sociology Majors .......................................................................2

2. SOCIOLOGY AT PRINCETON..................................................................................................22.1 The Department .............................................................................................................22.2 Faculty...........................................................................................................................32.3 Staff.............................................................................................................................142.4 Course Offerings, Fall 1998 .........................................................................................142.5 Choosing Sociology as a Major....................................................................................152.6 Examples of Recent Independent Work in Sociology....................................................16

PART II. INFORMATION FOR SOCIOLOGY MAJORS ..................................................16

3. STRUCTURE OF THE CURRICULUM......................................................................................163.1 General Information.....................................................................................................163.2 Recommended Prerequisites (see also section 2.5) .......................................................173.3 Required Departmental Courses ...................................................................................173.4 Cognates ......................................................................................................................173.5 Research Skills ............................................................................................................17

4. JUNIOR INDEPENDENT WORK.............................................................................................184.1 Junior Seminar.............................................................................................................184.2 Junior Paper.................................................................................................................184.3 Policies and Procedures................................................................................................19

4.31 Form, Style, Length, Copies ...................................................................................194.32 Basing Independent Work on Previous Work/Research...........................................204.33 Deadlines, Extensions, Penalties.............................................................................214.34 Grading..................................................................................................................21

4.4 Other Important Deadlines ...........................................................................................215. SENIOR INDEPENDENT WORK ............................................................................................23

5.1 Senior Thesis and Oral Examination.............................................................................235.2 Policies and Procedures................................................................................................23

5.21 Form, Style, Length, Copies ...................................................................................235.22 Basing Independent Work on Previous Work/Research...........................................255.23 Deadlines, Extensions, Penalties.............................................................................255.24 Grading..................................................................................................................25

5.3 Other Important Deadlines ...........................................................................................256. RESOURCES FOR RESEARCH ...............................................................................................267. FINANCIAL SUPPORT FOR INDEPENDENT WORK .................................................................28

7.1 Support for Juniors.......................................................................................................287.2 Support for Seniors ......................................................................................................28

8. GRADUATION REQUIREMENTS, HONORS, PRIZES ...............................................................298.1 Departmental Graduation Requirements .......................................................................298.2 Departmental Honors ...................................................................................................308.3 Departmental Prizes .....................................................................................................30

9. FORMS...............................................................................................................................31

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PART I. INFORMATION FOR PROSPECTIVE MAJORS

1. Introduction

1.1 What is Sociology?

Sociology deals with the full range of social groups--from small groups to towns, communities,and nations, and with all realms of social interaction--from economy to polity to culture. Its subjectmatter can be a small circle of friends, large organizations and governments, or even cross-culturalinfluences and the global system of capitalism.

Sociologists emphasize the careful use of evidence to develop and enrich our understanding ofsocial processes. Sociological studies attempt to explain diverse patterns of social organization andculture, thus discovering the similarity of apparently disparate phenomena, as well as thedistinctiveness of outwardly similar situations. Sociologists use a number of methods, includinghistorical and narrative approaches, interviews, questionnaires, participant observation, and statisticalanalysis. Because sociologists study a broad range of social phenomena, they use whatever methodseems appropriate to the particular question.

While the various social sciences overlap to some degree, they have different emphases andmake distinct contributions. Psychologists favor experimental methods in the study of individualsand small groups; anthropologists emphasize field research and focus on non-Western cultures;economists emphasize mathematical modeling within a highly developed theoretical paradigm.Political scientists and sociologists use similar methods and overlap significantly in their substantiveinterests in politics, though political scientists study formal governmental processes more so than dosociologists. For sociologists, economy and polity are less distinct realms of study than special casesof social processes that have much in common with other social institutions.

Sociological concepts have influenced historians, political scientists, policy makers, and culturalcritics. Everyday conversations are peppered with terms and concepts that sociologists havecontributed to popular and intellectual discourse, including: "the self-fulfilling prophecy,""conspicuous consumption," "WASP," "social mobility," "in-groups" and "out-groups,""modernization," and "social structure." Sociologists studied social stratification--including the roleof race and gender in contemporary society--long before such issues became central questions ofpolicy and debate in universities as a whole. Many modern survey and statistical techniques,including polling and survey design, were pioneered by sociologists.

1.2 What Good is Sociology?

1.21 Distribution Area Requirements

A.B. candidates from the Class of 1999 must successfully complete two one-term courses ineach of four general areas: Area I – Laboratory Science; Area II – Social Science; Area III – Artsand Letters; Area IV – History, Philosophy, Religion. Most courses in the Sociology Departmentcount toward satisfying Area II distribution requirements.

Beginning with the Class of 2000, students are required to fulfill new distribution areas.Candidates for the A.B. degree must successfully complete one course in Epistemology andCognition (EC); one course in Ethical Thought and Moral Values (EM); one course in HistoricalAnalysis (HA); two courses in Literature and the Arts (LA); one course in Quantitative Reasoning

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(QR); two courses with laboratory in Science and Technology (ST); and two courses in SocialAnalysis (SA). Candidates for the BSE degree must complete a minimum of seven humanitiesand social science courses, among which they will be required to take one course in four of thefollowing five distribution areas: EC, EM, HA, LA, and SA. Most courses in Sociologycontribute to satisfying the SA distribution area requirement, and some fulfill the requirement forHA, QR, or EC.

1.22 Career Options for Sociology Majors

There are numerous career opportunities for sociologists including, for example, work withsurvey organizations (public opinion polling, census bureaus, test marketing), public health, publicpolicy, academia, statistical analysis, business administration, and private foundations. A commonmisconception is that professional schools require that applicants have majored in a particularsubject, such as politics for law school or economics for business school. In fact, many recentsociology graduates have gone on to law, medical, or business school. What do Princeton Sociologymajors actually do after they graduate? To answer this question, we conducted a survey of ourgraduates. We mailed surveys to all Sociology majors who graduated from 1982-1993, asking themabout their current occupations. Based on 74 responses, we found that:

--A majority (54%) work in the private for-profit sector, probably reflecting employment patternsnation-wide. A significant minority (30%) work in non-profit organizations, includingeducational institutions. Smaller numbers work in government and other settings.

--Approximately 18% work in education; 18% in communications and media; 16% in finance,insurance, and real estate; and 13% in law. Other fields of work include public policy, medicine,and manufacturing.

--A large majority obtain advanced degrees after graduating from Princeton. Of those who had beenout of Princeton for at least six years, 68% had received advanced degrees. Most common werelaw degrees. There are also quite a few M.B.A.s, M.D.s and Ph.D.s among our graduates.

2. Sociology at Princeton

2.1 The Department

The Sociology Department at Princeton remains a relatively small department in which studentsand faculty often come to know each other quite well. While the department's program is designedto familiarize all students with sociological fundamentals, it is receptive to diverse perspectives andinterdisciplinary approaches. Departmental majors commonly combine their interests in sociologywith work in other disciplines and programs (for example, History, Anthropology, Politics,Economics, African-American Studies, Latin American Studies, East Asian Studies, andEnvironmental Studies). The department encourages its students to study issues from a variety ofperspectives; one becomes a good sociologist by also becoming a thoughtful, well-rounded scholar.For example, many courses encourage active participation in the research process through fieldexperience, survey research, or statistical analysis. The department also urges students with a policyorientation to put their training to practical use in the service of others.

The following list illustrates the wide range of substantive issues addressed in the teaching andresearch of Princeton sociologists:

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--processes of decision-making in large-scale political, business, and religious organizations;--the causes and consequences of racism and other ethnocentrisms;--the persistence and impact of poverty and inequality;--demographic patterns of immigration, marriage, fertility, and mortality;--the interplay between migration and development;--the role of religion in social change;--how culture shapes economic rationality and social innovation;--changing patterns of sexuality, gender, and family life;--the arts and media, and their audiences;--the causes and dynamics of social movements and revolutions;--changes in East Asian, Latin American, North American and European societies.

2.2 Faculty

PAUL J. DIMAGGIO (Chair), Ph.D., Harvard: Sociology of Culture, Organizations [2-N-1 GreenHall, dimaggio@princeton.edu, 8-1971].

Professor DiMaggio, Chair of the Department, has written widely on organizational analysis,focussing on nonprofit and cultural organizations. Among the several books he has written or editedare The New Institutionalism in Economic Analysis and Structures of Capital: The SocialOrganization of Economic Life. His interests include the sociology of art and culture, the study ofcomplex organizations, social stratification, network analysis, and economic sociology.

Sample publications:

“Sociology as a Discipline,” P. DiMaggio. Pp. 185-215 in Kai Erikson, ed., Sociological Visions.Boulder, CO: Rowman & Littlefield, 1997.

“Culture and Cognition,” P. DiMaggio. Pp. 263-87, Annual Review of Sociology (23), 1997.

“Socially Embedded Consumer Transactions: For What Kinds of Purchases do People Most OftenUse Networks?,” P. DiMaggio (with H. Louch). American Sociological Review, October1998.

MIGUEL A. CENTENO, Ph.D., Yale: Political Sociology, Latin American Society, Organizations[2-C-5 Green Hall, cenmiga@princeton.edu, 8-4452].

Professor Centeno, currently the Master of Wilson College, is interested in political sociology andsocial change. He is the author of Democracy within Reason: Technocratic Revolution in Mexicoamong other works and the editor of Towards a New Cuba and The Politics of Expertise in LatinAmerica. He is currently working on three projects: the relationship between war and thedevelopment of the Latin American state, the use and misuse of grand theory with reference to LatinAmerican experiences, and an analysis of international telecommunication networks.

Sample publications:

“Law and the Failure of Liberalism in Latin America,” M. Centeno and J. Adelman in Bryant Garthand Yves Dezalay, eds., Internationalization and the Transformation of the Rule of Law.

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University of Chicago Press, 1998.

La Sociedad Disciplinaria en America Latina. Este Pais (Mexico), August 1998.

“Blood and Debt: War and Taxation in Latin America,” M. Centeno, American Journal of Sociology,1998, 102 (6).

SARA CURRAN, Ph.D., University of North Carolina, Chapel Hill: Social Demography(migration and fertility), Stratification, Development Studies, Methodology, Sociology ofEnvironment [2-N-7 Green Hall, curran@princeton.edu, 8-6487 and OPR, 21 Prospect Ave., 8-1393].

Professor Curran has interests in demography, gender, economic development, environment, andSoutheast Asia. Her current research interests are household and family resource allocation anddecision making models (both in the U.S. and Thailand), migration and social change, marriage andaging, gender, and population dynamics and environmental change (Thailand). She is the co-authorof “Uneven Development in North Carolina? Job Quality Differences Between Local and Non-localFirms” (Rural Sociology, 1990), “Community and Contraceptive Choice in Rural Thailand: A CaseStudy of Nang Rong” (Demography, 1996), and “Geographic Information Systems, Spatial NetworkAnalysis, and Contraceptive Choice” (Demography, 1997). She is currently working on a book thatapplies theories in economic sociology to intergenerational relations in Thailand.

Sample publications:

“Geographic Information Systems, Spatial Network Analysis and Contraceptive Choice,” S. Curran,B. Entwisle, R. Rindfuss, S. Walsh, and T.P. Evans. Pp. 171-87 in Demography 34(2), 1997.

“Intra-Household Resource Exchange Relations: Explanations for Gender Differentials in Educationand Migration Outcomes in Thailand,” S. Curran. Center for Studies in Demography andEcology and Battelle Population Research Group Working Paper Series 96-2. Seattle, WA:University of Washington, 1996.

“Community and Contraceptive Choice in Rural Thailand: A Case Study of Nang Rong,” S. Curran,B. Entwisle, R. Rindfuss, D. Guilkey, A. Chamratrithirong, and Y. Sawangdee.Demography, February 1996.

FRANK R. DOBBIN, Ph.D., Stanford: Comparative-Historical Sociology, Organizations, PublicPolicy [2-N-8 Green Hall, dobbin@princeton.edu, 8-4541]. ON LEAVE 1998-99.

Professor Dobbin studies the history of management and of public policy. His Forging IndustrialPolicy: The United States, Britain, and France in the Railway Age traces nations’ modern industrialstrategies to early differences in political organization. Recent articles chart the early effects ofantitrust policy on business strategy and the recent effects of equal opportunity law on personnelmanagement.

Sample publications:

“Action in Institutions,” F. Dobbin, S. Christensen, P. Karnoe, and J.S. Pedersen, eds. AmericanBehavioral Scientist 40(4), February 1997, 149 pp.

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“How Policy Shapes Competition: Early Railroad Foundings in Massachusetts,” F. Dobbin and T.Dowd. Pp. 501-29 in Administrative Science Quarterly (42), 1997.

“The Social Invention of Collective Actors: On the Rise of the Corporation,” F. Dobbin and J.Pedersen. Pp. 431-43 in American Behavioral Scientist (40), 1997.

THOMAS J. ESPENSHADE, Ph.D., Princeton: Demography, Contemporary U.S. Immigration,Higher Education [OPR, 21 Prospect Ave., tje@opr.princeton.edu, 8-5233].

Professor Espenshade has interests in demography and its intersections with sociology and othersocial sciences. His previous work has included models of illegal immigration, public opiniontoward immigration, the processes of immigrant adaptation to life in a new country, and estimatesof the fiscal and labor market impacts of U.S. immigration. He is currently directing projects onthe contribution of immigrants to the science and engineering work force in the United States andon the changing size and composition of minority student enrollments during the past 25 years atacademically selective U.S. institutions of higher education. He is author or editor of Keys toSuccessful Immigration: Implications of the New Jersey Experience (1997), A Stone’s Throwfrom Ellis Island: Economic Implications of Immigration to New Jersey (1994), and The FourthWave: California’s Newest Immigrants (1985).

Sample publications:

“Immigration and Public Opinion,” T.J. Espenshade and M. Belanger. Pp. 365-403 in Marcelo M.Suarez-Orozco, ed., Crossings: Mexican Immigration in Interdisciplinary Perspectives.Cambridge, MA: Harvard University Press, 1998.

“Fiscal Impacts of Immigrant and Native Households: A New Jersey Case Study,” D.L. Garveyand T.J. Espenshade. Pp. 66-119 in James P. Smith and Barry Edmonston, eds., TheImmigration Debate: Studies on the Economic, Demographic, and Fiscal Effects ofImmigration. Washington, D.C.: National Academy Press, 1998.

“Implications of the 1996 Welfare and Immigration Reform Acts for U.S. Immigration,” T.J.Espenshade, J.L. Baraka, and G.A. Huber, Population and Development Review,December 1997, 23 (4): 769-801.

PATRICIA FERNANDEZ-KELLY, Ph.D. Rutgers University: Gender, Class and Ethnicity,International Economic Development [OPR, 21 Prospect Ave., mpfk@opr.princeton.edu, 8-2237].

Professor Fernandez-Kelly, who has a joint appointment in Sociology and the Office of PopulationResearch, is a social anthropologist with an interest in international development. She was an earlystudent of export-processing zones in Asia and Latin America with special attention to Mexico’smaquiladora program. Her book on that subject, For We Are Sold, I and My People: Women andIndustry in Mexico'’ Frontier was featured by Contemporary Sociology as one of twenty-fivefavorite books of the last twenty-five years. With Lorraine Gray, she co-produced the Emmy awardwinning documentary “The Global Assembly Line.” She has written on migration, economicrestructuring, women in the labor force, and race and ethnicity. Her latest projects include researchon African-American Families living in poor Baltimore neighborhoods, the remaking of the Cuban-American working class in Hialeah, and the adaptation of Nicaraguan migrants in Miami.

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Sample publications:

“Labor Migrants and International Restructuring in Electronics,” P. Fernandez-Kelly. In Alan B.Simmons, ed., International Migration, Refugee Flows and Human Rights in NorthAmerica: The Impact of Trade and Restructuring. New York: Center for Migration StudiesPress, 1997.

“The Politics of Work and Family Among Hispanic Garment Workers in California and Florida,” P.Fernandez-Kelly. In M. Romero, P. Hondagneu-Sotelo, and V. Ortiz, eds., ChallengingFrontiers: Structuring Latina and Latino Lives in the U.S. New York: Routledge Press,1997.

“Power Surrendered, Power Restored: The Politics of Home and Work Among Hispanic Women,”P. Fernandez-Kelly, Through the Prism of Difference: Readings on Sex and Gender. NewYork: Allyn & Bacon, 1997.

JOSHUA R. GOLDSTEIN, Ph.D., Berkeley: Demography, Race and Ethnicity, the Family,Quantitative Methods [OPR, 21 Prospect Ave., josh@princeton.edu, 8-5513]. On Leave Fall 1998.

Professor Goldstein specializes in demography. He is interested in the demography of the family andin race and ethnicity. He is co-editor of Spotlight on Heterogeneity: An Assessment of the FederalStandards for Race and Ethnicity Classification. He is currently working on time trends in U.S.marriage and divorce patterns.

Sample publications:

Spotlight on Heterogeneity: An Assessment of the Federal Standards for Race and EthnicityClassification, Barry Edmonston, Joshua R. Goldstein, and Juanita Tarnayo Lott, eds.Washington, DC: National Academy of Sciences, 1996.

“Alternative Approaches to Population Projection,” W. Lutz, J.R. Goldstein, and C. Prinz. Pp. 17-50in Wolfgang Lutz, ed., The Future Population of the World. What Can We Assume Today?,London, Kogan Page (Earthscan), 1994.

“How 4.5 Million Irish Immigrants Became 40 Million Irish Americans: Demographic andSubjective Aspects of the Ethnic Composition of White Americans,” M. Hout and J.R.Goldstein. Pp. 64-82 in American Sociological Review 59(1), February 1994.

SUZANNE KELLER, Ph.D., Columbia: The Family, Social Stratification, Urban Sociology, SocialAspects of Physical Design [2-C-18 Green Hall, skeller@princeton.edu, 8-4546].

Professor Keller's work has focussed on social stratification and elites, comparative family systems,and the sociology of physical space and design. She has written and edited a number of books,including Beyond the Ruling Class: Strategic Elites in Modern Society, The Urban Neighborhood,The American Dream of Family, and is co-author of Sociology, a text. She is currently at work on abook on Modern Communities. She was the first woman to receive tenure at Princeton University.

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Sample publications:

“Ecology and Community,” S. Keller. Pp. 9-15 in Ekistics 62(370), January/February, 1997.

MICHELE LAMONT, Ph.D., Paris: Sociology of Culture and Knowledge, Sociological Theory,Comparative Sociology, Political Sociology, Social Stratification [2-C-12 Green Hall,mlamont@princeton.edu, 8-4538].

Professor Lamont’s research is located at the intersection between cultural sociology, comparativesociology, and the study of inequality. She explores how the ways in which we understand theworlds that surround us shape our relationships with others, and particularly our understanding ofwho is worthy and unworthy, with possible implications for differential access to resources acrossclasses and racial groups. Her previous work included studies of cultural definitions of status amongprofessionals and managers and comparative models of articulation of power and culture. She hasalso published on French and American national identity and cultural repertoires and on how specifictheories in the social sciences and the humanities gain prominence. In her ongoing work, sheanalyzes the rhetoric of racism and anti-racism among ordinary people, compares how American andFrench workers understand the place of blacks, the poor, and immigrants in defining the boundariesof their community.

Sample publications:

“The Meaning of Class and Race: French and American Workers Discuss Differences,” M. Lamont.Pp. 193-220 in John Hall, ed., Reworking Class. Ithaca, NY: Cornell University Press, 1997.

“Colliding Moralities Between White and Black Workers,” M. Lamont. Pp. 263-85 in ElizabethLong, ed., From Sociology to Cultural Studies. New York: Blackwell, 1997.

“North African Immigrants Respond to French Racism: Demonstrating Equivalence ThroughUniversalism,” M. Lamont. In Abdellah Hamoudi, ed., Universalizing From Particulars.London: Taurus, forthcoming fall 1998.

SARA MCLANAHAN, Ph.D., University of Texas: Social Stratification, the Family, Methodology[OPR, 21 Prospect Ave, mclanaha@opr.princeton.edu, 8-4875].

Professor McLanahan holds joint appointments in Sociology and the Woodrow Wilson School ofPublic and International Affairs. She directs the Bendheim-Thoman Center for Research on ChildWellbeing and is an associate of the Office of Population Research. Her research interests includefamily demography, stratification, and social policy. She teaches courses on poverty and familypolicy. She is co-author of Fathers Under Fire: The Revolution in Child Support Enforcement(forthcoming fall 1998), Social Policies for Children (1996), Growing Up with a Single Parent(1994), Child Support and Child Wellbeing (1994), and Single Mothers and Their Children: A NewAmerican Dilemma (1986). She has served on the Boards of the American Sociological Associationand the Population Association of America and is currently a member of the Board on Families,Youth, and Children of the National Academy of Sciences.

Sample publications:

“Father Absence and the Welfare of Children,” S. McLanahan. In Mavis Hetheringon, ed., Coping

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with Divorce, Single Parenting, and Remarriage: A Risk and Resiliency Perspective.Mahway, NJ: Lawrence Erlbaum Associates Inc., forthcoming Fall 1998.

“The Feminization of Poverty,” S. McLanahan and E. Kelly. In Janet Chafetz, ed., Handbook ofGender Sociology. New York: Plenum Publishing Corp, forthcoming, Fall 1998.

Fathers Under Fire: The Revolution in Child Support Enforcement, I. Garfinkel, D. Meyer, and S.McLanahan. New York: Russell Sage Foundation, forthcoming Fall 1998.

DEANNA PAGNINI, Ph.D., University of North Carolina at Chapel Hill: the Family, SocialDemography, the Life Course, Aging [OPR, 21 Prospect Ave., deanna@opr.princeton.edu, 8-5507].On Leave 1998-99.

Professor Pagnini, who has a joint appointment in Sociology and the Woodrow Wilson School, hasinterests in family, fertility, and infant health. Among her research projects are the effects ofchanging abortion policies in the United States and the impact of individual and neighborhoodcharacteristics on infant health. She is the co-author of "Racial Differences in Marriage andChildbearing: Oral History Evidence from the South in the Early Twentieth Century" (AmericanJournal of Sociology, 1996), and is completing a book on the transition to low fertility in theAmerican South.

Sample publications:

“Poverty Among Southeast Asians in the United States,” D. Pagnini and C. Huynh. Pp. 132-44 inAsian American Policy Review (VII), 1997.

“Immigration and Fertility in New Jersey: A Comparison of Native and Foreign-Born Women,” D.Pagnini. In Thomas J. Espenshade, ed., Keys to Successful Immigration: Implications of theNew Jersey Experience. Washington, DC: The Urban Institute Press.

“Religious Fundamentalism and Family Behavior,” J. Wilson, A. Parnell, and D.L. Pagnini. Pp. 163-91 in Research in the Social Scientific Study of Religion (8), 1997.

ALEJANDRO PORTES, Ph.D., University of Wisconsin, Madison: Immigration and Ethnicity,Social Change in Latin America, Economic Sociology [2-C-1 Green Hall, aportes@phoenix.princeton.edu, 8-4436].

Professor Portes has published on immigration, economic sociology, and international development.His most recent book is The Urban Caribbean (co-edited with C. Dore and P. Landolt). The secondedition of his Immigrant America: A Portrait (with R. G. Rumbaut) was recently published by theUniversity of California Press as a Centennial Book. He is conducting a longitudinal study of theimmigrant second generation and a comparative study of transnational communities in LatinAmerica and the United States.

Sample publications:

The Urban Caribbean: Transition to the New Global Economy, A. Portes, C. Dore-Cabral, and P.Landolt, eds., 260 pp. Baltimore: Johns Hopkins University Press, 1997.

“Transnational Communities: Their Emergence and Significance in the Contemporary World-

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System,” A. Portes. Pp. 151-68 in R.P. Korzeniewicz and W.C. Smith, eds., Latin Americain the World Economy. Westport, CT: Greenwood Press, 1997.

“Neoliberalism and the Sociology Development: Emerging Trends and Unanticipated Facts,” A.Portes. Pp. 229-59 in Population and Development (23), June 1997.

GILBERT ROZMAN, Ph.D., Princeton: Comparative and Urban Sociology; Chinese, Japanese andRussian Society [215 Aaron Burr Hall, grozman@princeton.edu, 8-5094].

Professor Rozman is interested in comparisons and mutual perceptions of societies and hasconducted research on such issues in China, Japan, and Russia. Other research includesmacrosociological comparisons of modernization and premodern urban development, andcomparisons of Japan and the United States, or, more broadly, East Asian and Western paths ofdevelopment. He has written and edited many books, including The East Asian Region, Japan'sResponse to the Gorbachev Era, and Dismantling Communism.

Sample publications:

“Northeast Asia: Regionalism, Clash of Civilizations or Strategic Quadrangle?,” Pp. 105-26 in Asia-Pacific Review 5(1), Spring/Summer 1998.

“Northeast China: Waiting for Regionalism,” G. Rozman. Pp. 3-13 in Problems of Post-Communism45(4), July/August 1998.

“The Crisis of the Russian Far East: Who is to Blame?,” G. Rozman. Pp. 3-12 in Problems of Post-Communism 44(5), September/October 1997.

PAUL E. STARR, Ph.D., Harvard: Medical Sociology, Political Sociology, Economic Sociology,Sociology of Knowledge [2-N-11 Green Hall, starr@princeton.edu, 8-4533].

Professor Starr has interests in medical sociology, political sociology, economic sociology, and thesociology of knowledge. He is co-editor of the journal The American Prospect and is involved inpublic policy debates on health care and health insurance. His publications include The SocialTransformation of American Medicine.

Sample publications:

“An Emerging Democratic Majority,” P. Starr. Pp. 221-37 in Stanley Greenberg and Theda Skocpol,eds., The New Majority. New Haven, CT: Yale University Press, 1997.

“Smart Technology, Stunted Policy: Developing Health Information Networks,” P. Starr. Pp. 91-105in Health Affairs (16), May/June, 1997.

“Cyberpower and Freedom,” P. Starr. Pp. 6-9 in The American Prospect (33), July/August, 1997.

HOWARD F. TAYLOR, Ph.D., Yale: Social Psychology, Small Groups, Afro-American Studies,Research Methods [2-C-9 Green Hall; 8-4547].

Professor Taylor's teaching and research interests include social psychology, race and ethnicrelations, African-American studies, sociology of education, and research methods, fields in which

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he has published many articles and chapters. He is the author of The IQ Game: A MethodologicalInquiry into the Heredity-Environment Controversy and has conducted research on AfricanAmerican leadership and elites, to be summarized in The Black Elite Network in America(forthcoming).

Sample publications:

“Composition of the Workplace and Psychological Well-Being: The Effects of Tokenism onAmerica’s Black Elite,” B.B. Jackson, P. Thoits, and H.F. Taylor. Pp. 543-57 in SocialForces (74), December 1995.

Sociology: Understanding Diversity in American Society, M.L. Andersen and H.F. Taylor. Belmont,CA: Wadsworth, in press.

Sociology: The Basics of Diversity, M.L. Andersen and H.F. Taylor. Belmont: CA, Wadsworth, inpress.

MARTA TIENDA, Ph.D., University of Texas, Austin: Inequality, Social Demography, Ethnicityand Immigration, Labor Markets, Education [21 Prospect Ave., 8-5808, tienda@opr.princeton.edu,and 201 Aaron Burr Hall, 8-1753].

Professor Tienda, who has a joint appointment with the Woodrow Wilson School of Public Policy, isinterested in labor markets, ethnic stratification, immigration, poverty and social demography. Hercurrent research focuses on race, ethnic and gender variation in the transition from school to workand the paradox of birth outcomes among immigrants. She is author of numerous papers and severalbooks, including The Hispanic Population of the United States, Divided Opportunities, andHispanics and the U.S. Economy.

Sample publications:

“Educational Consequences of Adolescent Employment,” M. Schoenhals, M. Tienda, and B.Schneider, Social Forces (Forthcoming).

“U.S. Impacts of Mexican Immigration,” M. Greenwood and M. Tienda. Pp. 251-394 in BinationalStudy: Migration between Mexico and the United States. Austin, TX: Morgan Press for theU.S. Commission on Immigration Reform, 1998.

“Immigration, Opportunity and Social Cohesion,” M. Tienda. In J. Alexander and N. Smelser, eds.,Social Diversity and Cultural Conflict in America; Whither Common Values and SocialSolidarity. Princeton, NJ: Princeton University Press (In press).

WALTER L. WALLACE, Ph.D., Chicago: Sociological Theory, Afro-American Studies,Sociology of Education [2-N-12 Green Hall, 8-4744].

Professor Wallace pursues interests in sociological theory, and in ethnic, racial, and nationalityrelations on a global and world historical scale. He is the author of, among other works, SociologicalTheory, The Logic of Science in Sociology, and Principles of Scientific Sociology.

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Sample publications:

The Future of Ethnicity, Race, and Nationality, W. Wallace. Westport, CT: Praeger, 1997.

A Weberian Theory of Human Society: Structure and Evolution, W. Wallace. New Brunswick, NJ:Rutgers University Press (Arnold and Caroline Rose Monograph Series of the AmericanSociological Association), 1994.

“Toward a Disciplinary Matrix for Sociology,” W. Wallace. Pp. 23-76 in Neil J. Smelser, ed.,Handbook of Sociology. Newbury Park, CA: Sage Publications, 1988.

BRUCE WESTERN, UCLA: Economic and Political Sociology, Quantitative Methodology, theRole of Labor in Contemporary Societies [2-N-7A Green Hall, western@princeton.edu, 8-2445].

Professor Western is interested in the economic and political sociology of labor markets and instatistical methods. His current research focuses on the economic effects of labor unions,methodological issues in comparative research, and the impact of the criminal justice system on theU.S. labor market. His most recent book is an analysis of postwar unions movements, Between Classand Market (Princeton University Press).

Sample publications:

Between Class and Market: Postwar Unionization in the Capitalist Democracies, B. Western. 230pp. Princeton, NJ: Princeton University Press, 1997.

“Comparing Demographics and Labor Market Characteristics of New Jersey Foreign Born,” B.Western and E. Kelly. Pp. 35-54 in Thomas J. Espenshade, ed., Keys to SuccessfulImmigration: Implications of the New Jersey Experience. Lanham, MD: Urban InstitutePress, 1997.

“Vague Theory and Model Uncertainty in Macrosociology,” B. Western. Pp. 165-92 in SociologicalMethodology (26), 1996.

CHARLES F. WESTOFF, Ph.D., Pennsylvania: Demography, Fertility and Social Policy,Research Methods [OPR, 21 Prospect Ave., westoff@opr.princeton.edu, 8-5510].

Professor Westoff is Faculty Associate of the Office of Population Research and author of, mostrecently, Mass Media and Reproductive Behavior in Africa. He has been teaching an undergraduatecourse on Population Change in the United States and the World. His research interests focusprimarily on human reproduction and population growth policy. Current research is directed towardthird world population problems, particularly in Africa, including family size norms and estimatingthe demand for birth control.

Sample Publications:

Mass Media and Reproductive Behavior in Africa, C. Westoff and A. Bankole. DHS AnalyticalReports, No. 2, Macro International, 1997.

“Childbearing Attitudes and Intentions,” C. Westoff and A. Bankole. 32 pp. in Comparative Studies,No. 17, Demographic and Health Surveys, Calverton, MD: Macro International Inc., 1996.

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“The Potential Demographic Significance of Unmet Need,” C. Westoff and A. Bankole. Pp. 16-20 inInternational Family Planning Perspectives, 22(1), March 1996.

ROBERT WUTHNOW, Ph.D., Berkeley: Sociology of Religion, Cultural Sociology, Sociology ofScience, Survey Methods [2-C-10 Green Hall, wuthnow@princeton.edu, 8-4742].

Professor Wuthnow is the author of several recent books, including Sharing the Journey: SupportGroups and America's New Quest for Community, Poor Richard's Principle: Recovering theAmerican Dream through the Moral Dimension of Work, Business, and Money, and The Crisis in theChurches: Spiritual Malaise, Fiscal Woe. His teaching interests concern the sociology of religion,cultural sociology, civic involvement, and the nonprofit sector. His current research concentrates onchanging understandings of civic involvement. He also directs the Center for the Study of AmericanReligion.

Sample publications:

The Crisis in the Churches: Spiritual Malaise, Fiscal Woe, R. Wuthnow. 291 pp. New York: OxfordUniversity Press, 1997.

“The Cultural Turn: Stories, Logics, and the Quest for Identity in American Religion,” R. Wuthnow.Pp. 245-66 in Penny Edgell Becker and Nancy L. Eiesland, eds., Contemporary AmericanReligion: An Ethnographic Reader. San Francisco, CA: AltaMira Press, 1997.

“Repentance in Criminal Procedure: The Ritual Affirmation of Community,” R. Wuthnow. Pp. 171-86 in Amitai Etzioni and David E. Carney, eds., Repentance: A Comparative Perspective.New York: Rowman and Littlefield, 1997.

VIVIANA A. ZELIZER, Ph.D., Columbia: Social History, Family and Childhood, Theory [2-N-14Green Hall, vzelizer@princeton.edu, 8-4557].

Professor Zelizer specializes in economic processes, historical analysis, and childhood. She haswritten on the development of life insurance (Morals and Markets) and on the changing economicand sentimental value of children in the United States (Pricing the Priceless Child). Her mostrecent book is The Social Meaning of Money. She is currently studying monetary transfers withinorganizations and in intimate social relations.

Sample publications:

“The Many Enchantments of Money,” V. Zelizer. Pp. 83-93 in Kai Erickson, ed., SociologicalVisions. New York: Rowman and Littlefield, 1997.

“The Domestic Production of Money,” V. Zelizer. Pp. 87-90 in Neva R. Goodwin, FrankAckerman, and David Kiron, eds., The Consumer Society. Washington, DC: Island press,1997.

“Payments and Social Ties,” V. Zelizer. Pp. 481-95 in Sociological Forum (11), September 1996.

Associated Faculty

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CARLOS A. FORMENT, Ph.D., Harvard University: Social Theory, Comparative History,Political Theory [238 Corwin Hall, forment@princeton.edu, 8-3051].

Professor Forment, who is Assistant Professor of Politics, works at the intersection of socialtheory, political theory, and comparative history in order to analyze issues dealing with theformation of group boundaries and collective identities and the transformation of the politicalsphere in the Modern West. In addition to several published articles, he is currently writing abook, Caste Democracy in Spanish America: Civil Society and the Invention of Political Practice,1750-1850. He has been a visiting fellow at UCLA’s Center for Theoretical Studies andComparative Social Analysis, and a member of the Institute for Advanced Study.

Sample publications:

“Civic and Economic Life in Mexico: 1820-1856: The Emergence of Democratic Habits andSocial Trust,” C. Forment. In Eric Van Young, ed., Popular Culture in Mexico.Forthcoming.

“La Sociedad Civil en el Peru,” C. Forment. In Hilda Sabato, ed., Democracia y Ciudadania enAmerica Latina. Mexico D.F.: Fondo de Cultura Economica, 1998.

“Peripheral Peoples and Narrative Identities in Late Modernity: An Ardentian Reading,” C.Forment. In Seyla Benhabib, ed., Democracy and Difference. Princeton, NJ: PrincetonUniversity Press, 1996.

BURTON SINGER, Ph.D. Stanford: Demography, Statistics, Higher Education [OPR, 21Prospect Ave., singer@opr.princeton.edu, 8-5724].

Professor Singer’s research interests lie at the intersection of population, health, and theenvironment. His current research focuses on the demography and economics of aging; theinterrelationship between social stratification, psychological experiences, and their physiologicalsequelae, and development of an empirically-driven integrated theory of the interrelationshipsbetween human population structure, health, ecological transformation, energy resources andtheir utilization; and economics of alternative land use policies in Kenya and in the Amazon basinin Brazil. He is a member of The National Research Council Commission on Behavioral andSocial Sciences and Education.

Sample publications:

“Genetic Analysis of Idiopathic Torison Dystonia in Ashkenazi Jews and their Recent Descentfrom a Small Founder Population,” N. Risch, D. DeLeon, L. Ozelius, P. Kramer, L.Almasy, B. Singer, S. Fahn, X. Breakfield, and S. Bressman. Pp. 152-59 in NatureGenetics (9) February, 1995.

“The Price of Adaptation-Allostatic Load and its Health Consequences: MacArthur Studies ofSuccessful Aging,” T. Seeman, B. Singer, J. Rowe, R. Horwitz, and B. McEwen. Pp.2259-68 in Archives of Internal Medicine (157) October 27, 1997.

“Irregular Arrays and Randomization,” B. Singer and S. Pincus. Pp. 1363-68 in Proceedings ofthe National Academy of Sciences (95), 1998.

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2.3 Staff

Departmental Representative

Thomas J. Espenshade, Room 208, Office of Population Research, 21 Prospect Ave., 8-5233. E-mail: tje@opr.princeton.edu

Administrative Staff

Donna DeFrancisco, Secretary for Undergraduate Administration, 2-N-1 Green Hall, 8-4531. E-mail:defran@princeton.edu

Blanche Anderson, Secretary for Graduate Administration, 2-N-1 Green Hall, 8-4543. E-mail:blanche@princeton.edu

Cindy Gibson, Department Manager, 2-N-1 Green Hall, 8-4530. E-mail: cindy@princeton.edu

Barbara Bruden, Secretary for Professor Portes, 2-C-6 Green Hall, 8-4436. E-mail: barbarab@princeton.edu

2.4 Course Offerings, Fall 1998

SOC 101: The Sociological Perspective: Patterns of Social BehaviorV. Zelizer, 11:00-11:50 MW

SOC 309/: Topics in the Sociology of Latin America: Mexico and CubaLAS 309 M. Centeno, 11:00-11:50 T Th

SOS 310/: Gender and Development in the AmericasLAS 310 P. Fernandez-Kelly, 2:30-3:20 MW

SOC 323/: Race and Ethnicity in Human SocietyAAS 323 W. Wallace, 2:30-3:20 T Th

AAS 334/: Educating a New MajoritySOC 334 R.O. Hope, 7:00-9:50 p.m. T

SOC 340: Comparative Family SystemsS. Keller, 11:00-11:50 T Th

SOC 382: Sociological Research MethodsH.F. Taylor, 1:30-2:20 T Th

AAS 391/: Race, Class, and IntelligenceSOC 391 H. F. Taylor, 1:30-4:20 W

EAP 201: The East Asian ChallengeG. Rozman, lecture time to be arranged

FRS 107: Affirmative Action on Trial: Paradoxes of Race, Poverty, and Public Policy

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P. Fernandez-Kelly, 1:30-4:20 T

FRS 137: Community, Exclusion, Race and Class in the U.S. and EuropeM. Lamont, 1:30-4:20 T

WWS 401F: Regionalism in Northeast AsiaG. Rozman, 7:00-9:30 p.m. T

Graduate Courses That May Be Of Interest

SOC 501: Classical Sociological TheoryW. Wallace, 3:00-6:00 W

SOC 503: Techniques and Methods of Social ScienceA. Portes, 3:00-6:00 Th

SOC 510s: Selected Topics in Social Structure: Political Sociology in the AdvancedSocietiesP. Starr, 1:30-4:30 M (meets during the second half of the semester)

SOC 520a: Selected Topics in Social Institutions: FamilyS. Keller, 10:00-12:00 W (meets during the second half of the semester)

SOC 520l: Selected Topics in Social Institutions: Religion and Culture WorkshopR. Wuthnow, 12:00-2:30 F

SOC 520p: Selected Topics in Social Institutions: Economic SociologyV. Zelizer, 11:00-2:00 Th (meets during the first half of the semester)

SOC 550: Research Seminar in Empirical InvestigationM. Tienda, 2:00-5:00 T

SOC 560: Research Seminar in Comparative StudiesG. Rozman, 7:30-9:30 p.m. M

2.5 Choosing Sociology as a Major

Students who intend to declare Sociology as their major must, under normal circumstances,complete two Sociology courses before the end of their sophomore year. One of these should beSOC 101 (The Sociological Perspective: Patterns of Social Behavior). If the second of thesecourses is SOC 102 (The Sociological Perspective: Social Organization and Processes), studentswill then have a solid basis for taking more specialized courses in the department. Under unusualcircumstances, students may be admitted to the department if they have taken fewer than the tworequired Sociology courses by the beginning of their junior year. In this case, however, studentsmust be able to demonstrate a commitment to Sociology and usually should have taken othersocial science courses outside the department.

To fulfill a major in Sociology, students must satisfy the following requirements:

(1) Complete a minimum of eight (8) departmental (including cognate) courses. SOC 381

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(Sociological Theory; Spring) and SOC 382 (Sociological Research Methods; Fall) are requiredof all majors and should be completed by the end of the junior year. Sociology courses takenprior to the junior year count toward the eight required courses. Students may also includeamong these eight courses several cognate courses, which are defined as courses in otherdepartments that are directly related to a student's sociological interests. To be included as part ofone's departmental program, cognates must be approved by the Departmental Representative.

(2) A single junior paper, usually 35-40 pages in length, due about mid-April.

(3) A senior thesis, typically 75-100 pages in length, due about mid-April.

(4) An oral examination on the senior thesis.

2.6 Examples of Recent Independent Work in Sociology

"Raising the Ideal Child: A Comparison of Parental Expectations for Children in Two Decades."(Winner of the 1992 Isidore Brown Prize for the best senior thesis, Department of Sociology)

"A Case Study of the Development of Social Movements: The Environmental Movement in theUnited States." (Co-winner, 1990 Brown Prize)

"The Changing Face of Elite Philanthropy in America."

"Personal Politics: Chinese Student Perceptions of Self and Nation, 1900-1989."

"Who Stole the Soul? The Appropriation of Hip-Hop Music by a Mainstream Audience." (Co-winner of the 1992 Grace May Tilton Prize in Fine Arts, awarded by the American Studies Program)

"State, Nation, and Nation-State: The Development of Nationalism in Azerbaijan and Bosnia."(Winner of the 1993 Brown Prize)

"Minorities in Higher Education."

"Establishing Roots: The Search for Identity Among American Jewish Converts." (Co-winner, 1993Drucker Prize in Jewish Studies)

"Postmodernism and the Lived Experience of Space."

PART II. INFORMATION FOR SOCIOLOGY MAJORS

3. Structure of the Curriculum

3.1 General Information

The departmental major has been designed to provide a coherent intellectual experience thatis both rigorous and responsive to diverse scholarly interests and career goals. The curriculumconsists of (1) recommended prerequisites, (2) required departmental and cognate courses, (3) ajunior paper, and (4) a senior thesis, followed by an oral examination on the thesis. Please notethat the Handbook material you are now reading has been updated more recently than the

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Undergraduate Announcement. In cases where the two publications provide conflictinginformation, follow this Handbook.

3.2 Recommended Prerequisites (see also section 2.5)

Students are expected to complete two courses in Sociology at the 100 or 200 level by the endof sophomore year. However, the department welcomes students who have a strong interest inSociology but who do not develop this interest in time to complete prerequisites. In such cases,the Departmental Representative will require that students spend extra time in their junior yearbroadening their sociological knowledge. Prerequisites count toward the number of departmentalcourses required for the major. Students who are considering a major in Sociology must NOTdesignate these courses pass/D/fail (P/D/F).

3.3 Required Departmental Courses

Students must take a minimum of eight departmentals, including cognates. These coursesCANNOT be designated P/D/F. The eight courses must include Sociology 382 (ResearchMethods) and Sociology 381 (Theory), usually completed by the end of the junior year. Studentsnormally cannot take more than twelve departmentals (including cognates), because theuniversity requires students to take at least eighteen courses outside the major. Any coursetaught by a faculty member from the Sociology Department is considered a departmental course,even if it is listed, for instance, as a Freshman Seminar. Courses cross-listed in Sociology arealso considered as departmental courses.

3.4 Cognates

Students may include as part of their departmental requirements up to three cognate courses –courses in other departments that are related to a student’s sociological training. The studentmust obtain approval from the Departmental Representative to designate a course as a cognate.The Departmental Representative may determine that a program including two or three cognatesdoes not provide sufficient depth in Sociology and may require that a student take additionalcourses in Sociology. Once designated as cognates, courses will be treated exactly asdepartmental courses. Grades from cognates will be included in calculations to determinewhether a student qualifies for departmental honors. Students cannot reverse the designation of acourse as a cognate.

3.5 Research Skills

Depending upon their needs and interests, Sociology majors are strongly encouraged tostrengthen their research skills beyond the level required in SOC 382. This advice applies witheven greater force to students who are contemplating graduate study in Sociology. Some studentswill want to pursue advanced training in applied statistics (including multiple regression analysiswith applications to several different types of dependent variables). Others may find thatadditional training in qualitative research methods best meets their needs. Either way, a deeperunderstanding of alternative methods of analysis will pave the way for a rigorous andsophisticated Senior Thesis in which original analysis of empirical data is a requirement. Thefollowing courses are potentially relevant. Students may need the permission of the professor totake particular courses, especially graduate-level ones.

Probability and Statistics:

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MAT 222 (Introduction to Statistics)CIV 245 (Fundamentals of Engineering Statistics)ECO 300 (Statistics and Data Analysis for Economics)PSY 251 (Quantitative Methods)

Applied Statistics/Econometrics (including regression analysis):

WWS 303 (Quantitative Analysis and Public Policy)--least intensivePOL 346 (Applied Quantitative Analysis)ECO 303 (Introduction to Econometric Methods)ECO 306 (Introduction to Econometric Methods: A Mathematical Approach) -- most intensive[Note: ECO 303/306 offer the same subject at two different math levels]SOC 504 (Social Statistics)WWS 507b (Quantitative Analysis: Basic)WWS 507c (Quantitative Analysis: Advanced)[Note: WWS 507b,c cover the same material at two different math levels]

Qualitative Research Methods:

ANT 301 (The Ethnographer's Craft)WWS 513 (Qualitative Research Methods)

To facilitate the work of students who wish to pursue advanced training in research methods,and depending upon individual circumstances, courses from this list may be designated ascognates in the Sociology department.

4. Junior Independent Work

4.1 Junior Seminar

The Junior Seminar meets regularly during the first semester to introduce students to theprocess of independent research, discuss research and writing strategies, and familiarize studentswith important resources for research. Occasionally students will turn in short progress reports orother materials that they should also submit to their advisers as a normal part of the researchprocess. Attendance is required at all meetings of the seminar.

In the fall of 1998, the seminar will meet from 9:00 to 9:50 a.m. on Mondays in 2-C-8 GreenHall.

4.2 Junior Paper

The junior paper (JP) is usually based upon extensive library research of literature relevant toa specific and well-defined sociological research question. The student must include a criticalanalysis of the relevant sociological literature and is encouraged to include a research designexploring issues that emerge in the course of the investigation. Junior Papers may also involvedata collection and analysis via interviews, surveys, and the like.

Each student has a faculty adviser with whom she should stay in close touch, discussing theframing of the sociological question, relevant sources, research strategies, and progress.

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Examples of recent Junior Paper topics in Sociology:

“When the Jury Leaves the Courtroom: A Study of Problems Associated with a Jury in GroupDeliberation”

“The Soviet Union 1985-1991: A Critical Analysis of a Revolution”

“Asian American Intermarriage: The Inadequacy of Classical Theories and the Need for aHistorical Context”

4.3 Policies and Procedures

4.31 Form, Style, Length, Copies

(a) Form

The Junior Paper must be typed double-spaced on 8 ½ x 11 unlined white paper.

(b) Style

In citing the work of other authors in their independent work, students should followthe “Manuscript Preparation” guidelines prescribed by the American SociologicalReview, the flagship journal of the American Sociological Association. These guidelinesare listed inside the front cover of any recent issue of ASR. A few examples follow, butyou should consult ASR for details.

References follow the text in a section headed “REFERENCES.” All referencesused in the text must be listed in the reference section, and vice versa. In other words, thelist of references should include only those works you actually cite in the text. Do notinclude items you may have read or consulted as background reading but did not actuallyuse. Publication information for each must be complete and correct.

(1) To reference a book:

Agresti, Allen. 1984. Analysis of Ordinal Categorical Data. New York: John Wiley and Sons.

(2) To reference a chapter in a book, a journal article, or two articles by the sameauthor(s) containing the same year of publication:

Lawler, Edward J. 1986. “Bilateral Deterrence and Conflict Spiral: A TheoreticalAnalysis.” Pp. 107-30 in Advances in Group Processes, vol. 3, edited by E.J. Lawler.Greenwich, CT: JAI Press.

_______. 1992a. “Power Processes in Bargaining.” Sociological Quarterly 33: 17-34.

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_______. 1992b. “Choice Processes and Affective Attachments to Nested Groups: ATheoretical Analysis.” American Sociological Review 57: 327-39.

Lawler, Edward J. and Samuel B. Bacharach. 1987. “Comparison of Dependence andPunitive Forms of Power.” Social Forces 66: 446-62.

Citations in the text need only use author and date, but the precise form differsdepending on whether the author is cited in the body of a sentence or at the end forgeneral reference purposes:

(1) “Lawler’s (1992b) recent theory of affective attachments… .”

(2) “Thus, the results suggest that research on emotional processes in negotiatedexchange should treat the interest/excitement dimension of positive emotionseparately from the more basic pleasure/satisfaction dimension (Izard 1977; Larsenand Diener 1992).”

Footnotes should be used to provide substantive information that supplements whatis said in the text. They should NOT be used for bibliographic citation purposes. Here isfootnote 8 from Lawler and Yoon (1993, p. 471): “Pretests indicated that these initialinstructions prevented later instructions from being a surprise. There was no indicationthat early mention of the gift-giving option produced a ‘mental set’.”

Also recommended for general purposes: Becker, Howard. 1986. Writing for SocialScientists. Chicago: University of Chicago Press.

(c) Length

There is no set length, but a serious treatment of most Junior Paper topics requires atleast 10,000 words, or 35-40 pages.

(d) Copies

Two unbound copies of the Junior Paper should be submitted to Donna DeFranciscoin the Sociology Department Office for distribution to the adviser and a second reader.The paper must be signed with a pledge of authorship in accordance with Universityregulations.

4.32 Basing Independent Work on Previous Work/Research

With the permission of their independent work advisers, students sometimes baseindependent work on course work, such as the term paper they write for Sociology 382.University and departmental rules are designed to assure that students do as much work as theywould have done in the case of two separate projects.

(a) Cases where a course paper is to be incorporated into independent work

When the actual course paper is to be part of the student’s JP, the length of the finalproduct should be approximately the combined length of the two paper requirements. Forexample, if a Junior Paper incorporates a course paper that is 10 pages long, then the

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Junior Paper should be 45-50 pages long.

(b) Cases where the independent work is based on previous research

In some cases, students may want to base their independent work on data collectedfor a course paper but ask a different research question from that addressed in the firstpaper. Thus the actual course paper is not incorporated into the Junior Paper. In thiscase, students must include a copy of the course paper along with their JP, but the JPneed be no longer than the usual 35-40 pages.

4.33 Deadlines, Extensions, Penalties

(a) Deadlines

The Junior Paper is due no later than 4:00 p.m. on Friday, April 16, 1999. Studentsare also expected to abide by other interim departmental deadlines listed in Section 4.4below.

(b) Extensions

Extensions of Junior Paper deadlines may be granted only under extraordinary(usually medical) circumstances by the Departmental Representative. Individual adviserscannot grant extensions. For extensions beyond Dean’s date for independent work,which is Tuesday, May 11, students must consult Dean Nancy Kanach.

(c) Penalties

The grade on a Junior Paper submitted beyond the deadline will be reduced by one-third of a letter grade (e.g., A to A-) for every 48 hours (or fraction thereof) of unexcusedlateness, weekend days included. The maximum penalty is two full letter grades, withthe further stipulation that no grade will be reduced to an “F” for lateness.

4.34 Grading

Students will receive a single grade for the Junior Paper based on the assessments of theadviser and a second faculty member, assigned by the Departmental Representative. At the endof the year the student will be informed of their overall grade and provided with the adviser’scomments on the Junior Paper.

4.4 Other Important Deadlines

Note: Please turn in all forms, proposals, and drafts of independent work to theUndergraduate Secretary, Donna DeFrancisco, who will forward them to theappropriate persons.

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OCTOBER 19: DEADLINE FOR CHOOSING AN ADVISER

Normally, students are not assigned to advisers. Instead, they are expected to consult Section2.2 (Faculty) in this Handbook and also the list of topics suggested by faculty members,distributed at the beginning of the year, to see which faculty members’ interests best match theirown. You should plan to meet early in the semester with these faculty and to discuss your ideasfor junior independent work. After a faculty member has agreed to be your adviser, fill out anAdviser Selection Form and return it to Donna DeFrancisco, the Undergraduate Secretary, inRoom 2-N-1 Green Hall.

CARPE DIEM: Don’t delay in finding a faculty adviser. Each faculty member has a quota ofadvisees they may supervise.

October and November

Consult with your adviser to establish a research plan and schedule. Develop a reading list byconsulting the Encyclopedia of Sociology, the Handbook of Sociology, the Annual Review ofSociology, the online resource Sociofile, and other research resources listed in Section 6 of thisHandbook.

NOVEMBER 30: ANNOTATED BIBLIOGRAPHY AND OUTLINE DUE

Submit to Donna DeFrancisco a bibliography, annotated with remarks about the pieces youhave read, and a proposed outline for the JP. This progress report should also include apreliminary title for your JP and, most importantly, a one-sentence statement of the sociologicalresearch question that your JP will address.

If you plan to conduct research that directly involves human subjects (e.g., asking classmatesto respond to a survey), you must first apply for permission to the Institutional Review Panel forHuman Subjects. This is a University requirement. This Panel meets once a month, and in manycases proposals must be revised and resubmitted to the IRP. So get your requests in early. UseForm A included at the back of this Handbook.

November 30: Deadline for first round of Departmental funding requests

If you anticipate needing funds to cover research costs you may apply to the Department.Resources are quite limited, and grants do not typically exceed $200. Use Form B included at theback of this Handbook.

FEBRUARY 8: PROGRESS REPORT DUE

This should include a one-page outline of your argument, a brief status report about yourprogress, and an updated bibliography. Include also subsequent refinements to the title of your JPand/or to the sociological research question you are addressing. Submit the report to DonnaDeFrancisco.

February 15: Deadline for second round of Departmental funding requests

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If Departmental funds remain, we will consider new requests at this time.

MARCH 8: FIRST DRAFT OF JUNIOR PAPER DUE

Submit a full first draft of your JP to Donna DeFrancisco, who will forward the draft to youradviser for comments. You should receive written comments on this draft.

March 9 to April 16

Revise your Junior Paper following the suggestions of your adviser.

APRIL 16: FINAL DRAFT OF JUNIOR PAPER DUE

Submit two copies of the final paper to Donna DeFrancisco. Be sure to include and sign thepledge.

5. Senior Independent Work

5.1 Senior Thesis and Oral Examination

Senior independent work consists of completing a thesis that (a) explores the varioustheoretical approaches that have been used to explain a particular social phenomenon and (b)examines that phenomenon through secondary analysis of existing data and/or primary analysis ofdata collected by the student. Students whose thesis topics require advanced quantitative skillsmay acquire the necessary competence by enrolling in advanced statistics courses. A partial listof relevant courses is given in Section 3.5. Students who are contemplating collecting their owndata will in most cases need the prior approval of the University’s Human Subjects Committee.

In addition, each senior takes an oral examination based on the Senior Thesis and the broadersubfield to which it contributes, which is conducted by a departmental committee in May.

5.2 Policies and Procedures

5.21 Form, Style, Length, Copies

(a) Form

The Senior Thesis must be typed double-spaced on 8 ½ x 11 unlined white paper.Students are required to submit two copies of their Senior Thesis. One copy should beunbound and unstapled. The other should be bound according to the followingspecifications. The margin on the left side of the page shall be at least 1 and ¼ inches; onthe right side, ¾ inch. The Princeton University Press and the Bureau of Student Aid(Thesis Binding Agency), as well as some commercial firms, offer binding services.

(b) Style

The Manuscript Preparation Guidelines specified by the department for the JuniorPaper extend also to the Senior Thesis (see Section 4.31 for details).

In addition, the Senior Thesis must without exception include the following: (1) a

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cover label and a title page that conform to the models that follow this paragraph; (2) adetailed table of contents; (3) a complete list of the cited references; (4) adequatedocumentation of the content of the Thesis by footnotes or references to source material.Footnotes may be placed either at the end of each chapter or, preferably, at the bottom ofeach page, in either case remaining consistent throughout the Thesis; (5) pages that arenumbered sequentially from beginning to end of the Thesis.

Sample Label on Cover

TITLE IN FULL

Author

Sample Title Page

AN ANALYSIS OF VOLUNTARY GROUPS

AMONG THE MIDDLE CLASS

OF PRINCETON

By

John Q. Doe

A thesis presented in partial fulfillment of theRequirements for the degree of Bachelor of Arts

Department of SociologyPrinceton University

April 1999

(c) Length

There is no set length but a serious treatment of most Senior Thesis topics requires atleast 20,000 words, or 75-80 pages.

(d) Copies

The signed original (bound) and a signed copy (unbound) must be delivered by thestudent to Donna DeFrancisco in the departmental office by the due date for SeniorTheses (4:00 p.m. on Friday, April 16). The student must also affix a label onto the

25

outside cover which includes the title and author of the thesis.

5.22 Basing Independent Work on Previous Work/Research

Read the regulations for Junior Papers discussed in Section 4.32, substituting “Senior Thesis”for “Junior Paper.”

5.23 Deadlines, Extensions, Penalties

Policies governing deadlines, extensions, and penalties for the Junior Paper apply as well tothe Senior Thesis. Refer to Section 4.33.

5.24 Grading

The Senior Thesis grade will be jointly determined by two readers— the student’s adviser andone other member of the faculty in Sociology or, if appropriate, another department.

5.3 Other Important Deadlines

Note: Please turn in all forms, proposals, and thesis drafts to the UndergraduateSecretary, Donna DeFrancisco, who will forward them to the appropriatepersons.

OCTOBER 19: DEADLINE FOR CHOOSING AN ADVISER

Normally, students are not assigned to advisers. Instead, they are expected to consult Section2.2 (Faculty) in this Handbook and also the list of topics suggested by faculty members,distributed at the beginning of the year, to see which faculty members’ interests best match theirown. You should plan to meet early in the semester with these faculty and to discuss your ideasfor senior independent work. After a faculty member has agreed to be your adviser, fill out anAdviser Selection Form and return it to Donna DeFrancisco, the Undergraduate Secretary, inRoom 2-N-1 Green Hall.

CARPE DIEM: Don’t delay in finding a faculty adviser. Each faculty member has a quota ofadvisees they may supervise.

October and November

Consult with your adviser to establish a research plan and schedule. Develop a reading list byconsulting the Encyclopedia of Sociology, the Handbook of Sociology, the Annual Review ofSociology, the online resource Sociofile, and other resources.

NOVEMBER 30: PROGRESS REPORT DUE

This should include a one-page outline of your argument, a brief status report about yourprogress, and a bibliography annotated with remarks about the pieces you have read. Pleasesubmit the report to Donna DeFrancisco. Be sure to include a preliminary title for your SeniorThesis and a one-sentence statement of the sociological research question your independentwork will address.

26

If you plan to conduct research that directly involves human subjects (e.g., asking classmatesto respond to a survey), you must first apply for permission to the Institutional Review Panel forHuman Subjects. This is a University requirement. This Panel meets once a month, and in manycases proposals must be revised and resubmitted to the IRP. So get your requests in early, usingForm A included at the back of this Handbook.

November 30: Deadline for first round of Departmental funding requests

If you anticipate needing funds to cover research costs, you may apply to the Departmentafter first applying to University-wide funding sources. Resources are quite limited, and grantsdo not typically exceed $200. Submit Form B included at the back of this Handbook to DonnaDeFrancisco.

February 15: Deadline for second round of Departmental funding requests

If Departmental funds remain, we will consider new requests at this time. Submit Form B toDonna DeFrancisco.

MARCH 8: FIRST DRAFT OF SENIOR THESIS DUE

Submit a full first draft of your Senior Thesis to Donna DeFrancisco, who will forward thedraft to your adviser for comments. You should receive written comments on this draft.

March 9 to April 16

Revise your Thesis following the suggestions of your adviser.

APRIL 16: FINAL DRAFT OF SENIOR THESIS DUE

Submit one bound copy and one unbound copy to Donna DeFrancisco, who will forwardthem to your adviser and second reader. Theses should be turned in at Room 2-N-1 Green Hallno later than 4:00 p.m. on Friday, April 16, 1999.

MAY 12 AND MAY 13: DEPARTMENTAL EXAMINATIONS

Your final oral departmental examination will be scheduled on one of these two days. Youwill receive a note in April advising you of the time and place. The committee will consist ofyour adviser and second reader.

The final departmental oral examination is administered at the end of the senior year and isconducted by the two or more faculty members who graded the student’s Senior Thesis. Theexamination normally lasts 30 minutes and typically begins with the student presenting a brief(five minute) discussion of the sociological contribution of the Thesis. This is followed byquestions, first about the thesis itself and then about related and unrelated areas of sociology. Inrare circumstances the examination may also include a written component. The grade of the oralexamination is jointly fixed by the examiners.

6. Resources for Research

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Students must consult with advisers and engage in library research to learn whichsociological literatures are relevant to their topics. After consulting with advisers, studentsshould examine the sources listed below. Ask at the desk at the Social Science Reference Center(SSRC), A floor of Firestone Library, where to find these sources.

--Encyclopedia of Sociology. Call number HM17.E5.1992; available in SSRC. This fourvolume encyclopedia is helpful in orienting students toward the major sociologicalquestions. The encyclopedia includes short, manageable entries on various sociologicaltopics.

--International Encyclopedia of Sociology, edited by Frank N. Magill. Two volumes, 1573pp. Call number HM17.I573.1995.

--Handbook of Sociology, ed. Neil Smelser (Newbury Park, Calif: Sage, 1988). Call numberHM51.H249.1988. This volume includes approximately twenty-five informativesummaries of the research findings and dominant paradigms in various sociologicalsubfields. Some of the entries in this volume may be dated and should be supplementedwith more recent sources (e.g. Annual Review of Sociology).

--Sociological Abstracts. Contains brief summaries of sociological articles published inscholarly journals. It is published annually. To use SA, start with the subject index.Choosing the proper subject headings is often the most difficult part of a literature search.Experiment with different possibilities; often the problem is that students choose overlynarrow categories. Subject headings will list the coded numbers of articles, which you canfind in the same volume. For further assistance, see the “User’s Guide” in the beginning ofeach volume. Because each volume covers only a relatively short time period, you mayneed to look through many volumes.

--Sociofile. This is a database on CD-Rom (a compact disk) that includes much the sameinformation, available in Sociological Abstracts for the last 15 or 20 years. Sociofile isinitially more difficult to learn, but once you’ve mastered a few simple commands, it is avaluable resource that will save you time. Ask at the desk at the Social Science ReferenceCenter for assistance in using Sociofile. SSRC provides a leaflet with instructions for theuse of Sociofile. Note that it can be accessed in the Psychology Library on the first floor ofGreen Hall.

--Social Science Citation Index (SSCI) is an index to all social science journals, publishedannually and supplemented with 5-year compilations. It organizes information three ways:by subject, by source (i.e., by the names of authors and titles), and by citation (i.e., listing asource and then listing other works that have cited that source). To begin, look under the“subject index” for all listings that may be useful to you. Under each subject will be listedvarious authors. Look up those authors in the “source index” to obtain the fullbibliographic information for sources related to your subject. The small type list undersource entries is a list of books and articles that the author cited. For recent years, Sociofileprovides the same information as SSCI and it is faster to use. However, for articles writtenbefore the 1970s, SSCI is most valuable.

--Annual Review of Sociology. Each year, this volume includes about fifteen articlesreviewing the literature in particular sociological subfields. Students should examine thecontents of this annual publication, going back at least ten years, and read relevant articles.

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Annual Review articles can give a very good sense of the relevant issues and the citationsnecessary to help you start to research a particular topic.

--Lexis/Nexis. Lexis/Nexis is a computer database that includes the full text of newspaperand journal articles. It is available through the library’s electronic gateway. Lexis includescourse decisions and other legal materials and is a standard research tool of people workingin law and the sociology of law. Nexis includes the text from many newspapers and otherpublications.

--Expanded Academic Index (EAI). The EAI contains bibliographic information for articlesin scholarly journals and, in some cases, full text of articles. Access EAI through thelibrary’s electronic gateway.

--Office of Population Research (OPR). The Office of Population Research, located at 21Prospect Avenue, contains the finest demographic library in the world. Students who areplanning to do their independent work on a population-related topic should visit the OPRlibrary (in the lower level of the building) and speak with the Head Librarian, MaryannBelanger, for assistance.

--Web Resources include:

Sociology Department Links (Julian Dierkes) – www.princeton.edu/~sociolog/links.html --exhaustive set of resources for sociologists.

JSTOR – www.JSTOR.ORG – permits full text searches of American Sociological Review,Annual Review of Sociology, American Journal of Sociology, and other social sciencejournals.

Jim’s References – www.princeton.edu/~jachurch/main.html – excellent collection ofpolicy relevant information and web sites.

7. Financial Support for Independent Work

7.1 Support for Juniors

To apply for departmental funds to support Junior Paper research, use Form B in thisHandbook.

Juniors who plan to begin work on Senior Theses during the summer after junior year canapply for support from the Senior Thesis Fund. In April the Office of the Dean of the Collegesends out information about the application process. To apply you must obtain a statement froma potential adviser and must submit your application to the Departmental Representative about aweek before the actual Dean’s Office deadline. Applications for summer support for topicsrelated in any way to public policy should also be made to the Woodrow Wilson School, 438Robertson Hall, extension 8-4817.

7.2 Support for Seniors

There are a number of sources of financial support for Senior Thesis research. Although

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there are no guarantees, experience suggests that any student with a reasonable topic can, with alittle bit of planning and a small amount of effort, obtain a few hundred dollars for necessaryresearch expenses. Below are listed different funds that have, in past years, been available.Included are the persons to contact. In all cases, apply as early as possible. The “class of” fundshave no specific deadline and award money until it runs out. Please note that, should anydepartmental funds be available for such purposes, only students who have first attemptedto obtain funds through university sources will be eligible.

(1) Senior Thesis Fund

Administered by the Office of the Dean of the College. They send out information aboutOctober 9 and have a due date of about November 8. Sometimes, if there is money left inthe funds, they have an additional round of applications later in the year. Applicationsand instructions can be obtained from 408 West College or off the World Wide Web(http://www.princeton.edu/~odoc/thesisapp.html).

(2) Class of ’39 (Fred Fox) Fund

Contact Susan Van Doren, Floor 2, Murray-Dodge, x8-3042. Deadline: Ongoing.

(3) Classes of 1942 and 1992 Horton/Elmer Fund

Contact Office of the Dean of the College, x8-5520 and Thomas Huntington ’42, 73Allison Road, Princeton, NJ 08540, (609) 683-9257. Deadline: early April.

(4) Class of ’84 Memorial Fund

Contact Jackie Hata Alexander ’84, 236 Cedar Lane, New Canaan, CT 06840, (203) 966-6780. Deadline: December 1.

(5) Woodrow Wilson School

Contact the undergraduate office, 438 Robertson Hall, x8-4817. The due date foracademic year funds is October 7th, and there are also applications taken in the Spring forthesis research in the summer after junior year. Topics dealing with public policy, in anydiscipline, are eligible. Sometimes “public policy” is defined loosely, which means thatany topic conceivably eligible is worth an application.

(6) Departmental funds, in modest amounts, may be available for students who have firstattempted to obtain funding elsewhere. If there are such funds, you will be notified of theapplication deadline and should use Form B (in this Handbook) to apply.

8. Graduation Requirements, Honors, Prizes

8.1 Departmental Graduation Requirements

In order to graduate, students must satisfy the following requirements:

(1) Achieve a passing grade for:

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(a) Sociology 381

(b) Sociology 382

(c) Junior Independent Work

(d) Senior Independent Work

(e) The Departmental Oral Examination

(2) Achieve an average grade of “C” or better for all graded sociology and cognate coursesregardless of when they were taken. The average grade is computed by transforminggrades to a numerical scale as follows:

F D C- C C+ B- B B+ A- A A+ 0 3 5 6 7 8 9 10 11 12 13

The required average is therefore 6.00 or better. If a student repeats a course which he orshe has failed, the new course is substituted for the “F” in the grade calculations.

8.2 Departmental Honors

The Sociology Department, like other departments in the University, awards honors, highhonors, and highest honors to graduating seniors. The selection of students for honors isdetermined on the basis of the following components and weights.

Senior Independent Work 30%Senior Departmental Examination 5%Junior Independent Work 15%Departmental and Cognate Courses 50%

In the past, approximately a third of the seniors in Sociology have been awarded honors. Theproportion varies from year to year.

8.3 Departmental Prizes

(1) The Sociology Department’s Isidore Brown Prizes are awarded to:

(a) The student achieving the highest ranking among all seniors awarded highest honors($125);

(b) The student submitting the best Senior Thesis ($125).

These awards may be shared.

(2) The Sociology Department’s Lisa N. Bryant Award honors the graduating Sociologymajor whose contributions to the community and to scholarship best exemplify thequalities represented in the life of Lisa N. Bryant ’93. Ms. Bryant demonstrated a strongcommitment to the welfare of others and an application of sociological knowledge to the

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analysis of social needs. Faculty and students in the department are invited to makenominations during the Spring semester.

9. Forms

Before beginning any research requiring contact with human subjects (via interviews,questionnaires, or other procedures), students must first obtain approval from the InstitutionalReview Panel for Human Subjects. THIS IS A UNIVERSITY REQUIREMENT DESIGNEDTO PREVENT UNETHICAL RESEARCH PROCEDURES, PROTECT HUMANSUBJECTS, AND RESPECT THEIR RIGHT OF PRIVACY. ONE MUST ALLOWSEVERAL WEEKS FOR COMMITTEE APPROVAL BEFORE BEGINNING ANYSUCH RESEARCH. Use Form A to apply to the IRP, and see Donna DeFrancisco foradditional details. Students must send a copy of the letter/form indicating approval to theirindependent work advisers.

Princeton University'sInstitutional Review Panel for Human Subjects

The Institutional Review Panel meets once a month (usually the third Tuesday of everymonth). Meetings are held in 215 Nassau Hall at 4:00 PM.

Meeting Schedule for 1997-1998

October 20 Meeting, 215 Nassau Hall, 4:00 PM October 14 Deadline for submissions, 12:00 noon November 17 Meeting, 215 Nassau Hall, 4:00 PM November 07 Deadline for submissions, 12:00 noon December 15 Meeting, 215 Nassau Hall, 4:00 PM December 05 Deadline for submissions, 12:00 noon January 09 Meeting, 215 Nassau Hall, 4:00 PM January 19 Deadline for submissions, 12:00 noon February 16 Meeting, 215 Nassau Hall, 4:00 PM February 06 Deadline for submissions, 12:00 noon March 16 Meeting, 215 Nassau Hall, 4:00 PM March 06 Deadline for submissions, 12:00 noon April 20 Meeting, 215 Nassau Hall, 4:00 PM April 10 Deadline for submissions, 12:00 noon May 19 Meeting, 215 Nassau Hall, 4:00 PM May 08 Deadline for submissions, 12:00 noon

Form(s) A follow this page. Please note that this year’s deadlines and forms were not available atthe time of this printing. Please see Donna DeFrancisco to get the updated information and formsneeded for the IRP.

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FORM B

PRINCETON UNIVERSITYDepartment of Sociology

APPLICATION FOR DEPARTMENTAL RESEARCH FUNDS

1. The Department will not provide funds to cover clerical costs, such as typing, and willnot provide funds to cover the normal costs of photocopying associated withindependent work.

2. Attach to this application a bibliography labeled with your paper topic or title.

3. Should there be funds available this year, there will be two rounds of applications. Thefirst round has a due date of November 30; the second round has a due date ofFebruary 15.

Name and class of student_________________________________________________________

Name of adviser_________________________________________________________________

I am applying for research funds for (check one): Junior Paper _____; Senior Thesis _____

Purpose to which funds would be applied

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

ESTIMATE OF COSTS____________________________________________________________

________________________________________________________________________________

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