FINAL EXAM - Soci 170, Fall, 2010

Select one (but only one) question from Part A, and one (but only one) question from Part B. Answer completely, with no BS, no snow, and lots of sociological substance. Each question is worth up to 50 points. Each answer should be about two or three pages (500+ words). The exam is due NO LATER THAN Thursday, December 9, by 4:30. The exam can, of course, be turned in earlier. Put the exam in my mailbox on the 8th floor of Zulauf Hall. My mailbox is outside the sociology office (815). If you wish, you can email the exam as an attachment NO LATER THAN Wednesday, Dec 8, at noon. I will not be on email much after that time. Any emailed exams I have before the deadline will be graded first and your final grade returned. I WILL *NOT* accept attachments after noon on Weds, Dec 8. ANY EXAM NOT IN MY MAILBOX BY THURSDAY AT 4:30 PM WILL NOT BE GRADED, BECAUSE I WILL NOT BE AROUND TO GET IT. PART A (Select one): 1. We have said that the US economy and the global economy are interconnected. Explain fully how they are interconnected and why it matters that what happens in other countries affects our lives in the US (Explain and use examples drawing from relevant chapters of the text that apply, such as family, work, or other aspects of social life). APPLICATION IS REQUIRED! 2. Compare and contrast functionalism and conflict theory. Then, explain how each might "explain" what gets taught at NIU (as a specific example of college education). Finally, take an example from your own experience at NIU and explain which theory might best fit it. NOTE: YOU MUST SHOW THAT YOU UNDERSTAND BOTH THEORIES AND BE ABLE TO APPLY THEM. 3. How would culture, norms, social structure, status, and other aspects of our society be different if people had wings? APPLY WHAT YOU'VE LEARNED! (Be SOCIOLOGICAL, not BS or opinion). 4. In what ways are race, sex/gender, and class, and age intertwined with physical and mental health problems and solutions in the U.S.? 5. Why would somebody who is gay want to conceal their sexual orientation? Develop this in the context of "The Sociological Imagination." Select any theory we've discussed in class and apply it, using a few concepts from the book (such as identity, culture conflict, stigma, status, or anything else that answers the question: Be creative, but integrate what you've learned). PART B (Select one): 6. FROM SMALL-GROUP IN-CLASS DISCUSSION: Compare and contrast ANY TWO (but only two) of these theories: a) Functionalism b) Conflict theory c) Symbolic Interactionist theory Now, apply each to the current TSA body search/body pat-down controversy. Us the structure suggested in class (nature of controversy, complete summary of theories, a few concepts the controversy raises, and then explain. Which theory do you find the most helpful in understanding it (and why)? Answer completely. NO OPINIONS OR BS! Refer to the small group discussion and other information from class. 7. Drawing from tips given in class all semester, especially the last two weeks: Assume you are a famous researcher to study illiteracy among college students. You have been told that community college students are far about 50 percent more proficient in literacy (functional literacy) than four-year college students. You are given a huge grant to study this. Drawing from what you have learned, construct a research design to address this question. You should include: a) A statement of the problem b) Variables or factors you would use (including operational definitions) c) How you would go about testing them (ie, how would you get data?) d) What you expect to find e) What theory (or theories) you would use to explain it. ((IMPORTANT NOTE: It DOES *NOT* matter whether that statistic given in class is accurate, because your project requires that you do research on the claim. The reality is that the figure I gave in class was the reverse of reality, but the point was to "test the claim." Here's a link you might find useful with the actual accurate information.

Any questions, drop me a note. Jim Thomas - jthomas@math.niu.edu