SOCI 210: Sociological Perspectives

Term Winter 2025
Location Duff Medical Building room THTR 1
Time Wed and Fri 1:05pm to 2:25pm
Instructor Peter McMahan (he/him; chat; email)
Office hours Mondays 11:00–12:00 (Leacock 727 or online by appointment)
Teaching Assistants Khadija Warsame (she/her; chat; email)
Taisto Witt (he/him; chat; email)
Syllabus https://soci210.netlify.app/

Overview

Sociological Perspectives provides a broad-based introduction to the discipline of sociology. In comparison to most academic fields, sociology encompases a distinctively diverse range of substantive topics. Materials covered in this class will therefore, by necessity, not provide a comprehensive view of the discipline as a whole. Rather, the course has three specific aims: (1) to introduce students to many of the substantive subjects commonly studied by sociologists, (2) to familiarize students with different theoretical perspectives common in sociology, and (3) to help students critically read and synthesize academic texts. There are no pre-requisites for taking SOCI 210.

In addition to in-class lectures and activities, coursework will include academic and textbook readings, composition of synthesis essays on those readings, peer assessment of essays, and two exams. Where possible, in-class lectures will be recorded. Aside from a computer or tablet to access course content, there are no required materials for this course—all readings and tools are available free of charge for McGill students.

Communication

Communication to students will take place primarily on MyCourses and Teams, and it is important that students check both of these sources regularly. Important announcements about the course will be posted on both platforms and, in exceptional and urgent cases, will be sent via email.

Most student questions should be posted in the “Q and A” channel on Teams. Moreover, students are encouraged to reply to questions in this channel. This is beneficial for two reasons. First, it allows answers to be available to all students, decreasing repetition and creating a more egalitarian class. Second, questions are answered more quickly in this context because they can be provided by other students, TAs, or the instructor.

For questions that are either sensitive or relate only to your situation (e.g. grade inquiries, accommodations, etc.), students may contact the instructor or TAs directly. Teams messages are preferred over email; you can use the following link to contact the instructor and both TAs: Open a chat with the instructor and TAs.

Expectations & assessment

Students in the course will be expected to (1) closely read the assigned texts, (2) participate in class lectures and activities, (3) complete three synthesis essays, (4) assess their peers’ essays, and (5) take the midterm and final exams.

Reading

The assigned readings are the core of the course material, and students are expected to carefully and critically read each required text before class. Required readings are indicated with an asterisk (*) and supplementary readings are labeled “optional” in the schedule below. To facilitate students’ engagement with the reading and to help prevent students from falling behind, we will use the online tool Perusall for all required readings. Perusall is a reading platform in which students annotate texts collaboratively alongside one another. All readings will be freely available, either through Perusall or a link provided on the syllabus.

To access Perusall, you must register using the instructions that will be posted on MyCourses and Teams. If you are having any trouble accessing the readings through Perusall contact the instructor right away.

Readings will be marked as either complete (1 point) or incomplete (0 points). Student responses must demonstrate a thoughtful and thorough reading of the entire assignment to receive credit. (Note: Perusall may indicate in some places that the maximum score for a reading is 3 points, but this is not the case. The maximum score on any reading is 1 point.) At the end of the semester, the four lowest reading grades will be dropped from the assessment.

There are two types of required readings indicated on the syllabus: scholarly, and textbook. Scholarly readings are journal articles, book chapters, and other texts published as part of active (though often not current) sociological research. These readings will be the focus of class discussions and the synthesis essays. Textbook readings are intended to provide baseline context and definitions to support the more substantive discussions in the class. Most textbook readings will be from OpenStax Introduction to Sociology 3e (Conerly, Holmes, and Tamang 2021), though other sources will be used as well. Perusall annotations for the scholarly readings are expected to be more in-depth and engaged than those for the textbook readings.

Reading assessments will contribute 10% to the final grade for the course.

In-class lectures and activities

Most class periods will consist of a mix of lectures, class-wide discussions, and individual and small-group activities. Students are expected to actively participate in class. Although attendance and participation are not part of the course grade, the content covered in class will be necessary to do well in the course.

Lecture slides (PDF and HTML format, linked from the schedule below) will be available before each class. Recordings will be published on Teams.

Synthesis essays

Each student is responsible for writing three synthesis essays over the course of the semester. These essays will provide a detailed juxtaposition of two of the assigned scholarly readings, with topics (reading pairs) assigned to students randomly at least two weeks before the first essay is due. Essays must be between 800 and 1,000 words and include:

  • A summary of the main arguments, methods, and findings from each of the two readings
  • A description of significant parallels in the theoretical approach, findings, and broader implications of each of the two readings
  • A description of significant divergences in the theoretical approach, findings, and broader implications of each of the two readings
  • A summary of insights that can be gained through the juxtaposition of these readings in the context of the course (beyond what is contained in the texts individually)

Essay grades are composed of three parts: scores from TAs (40%), scores from peers (40%), and completion of peer assessment tasks (20%)

Scores from TAs (40%)

TA assessments will be based on the four criteria listed above using the following rubric:

9.0 – 10.0

Essay demonstrates a nuanced understanding of the reading and links ideas from the text to themes, theories, and other topics from class.

6.0 – 8.9

Essay demonstrates a basic understanding of the reading but may miss certain key implications or connections.

2.0 – 5.9

Essay demonstrates a superficial understanding of or engagement with the reading or contains numerous fundamental misunderstandings of the concepts.

0.0 – 1.9

Essay is cursory, or not submitted at all.

Scores from peers (40%)

Each student will assess the submissions of two of their classmate’s submissions using the FeedbackFruits tool incorporated into MyCourses. Assessment will require careful reading of the essays and the completion of ratings and brief comments in a rubric (made available before the first essay is due).

Completion of peer assessment tasks (20%)

Peer assessments play important pedagogical role for both the author of the essay and their peers who provide feedback. Because of this, the completion of peer assessment tasks will contribute to students’ grade. Participation in peer assessment will be based principally on completion of the rubric; students who engage seriously with the assessment and complete all of the items will generally be given full credit. Evidence of limited engagement (e.g. not reading the essays carefully or lack of thoughtful assessment) will result in a lower grade.

Synthesis essays and peer feedback will contribute 54% to the final grade for the course.

Exams

The course will have two exams: an in-class midterm exam (February 21) and a final exam (date to be determined by the exams office). Both exams will consist of a mix of multiple-choice and short-answer questions.

Both exams are closed-book. However students will be allowed to use a reference sheet provided by the instructor. Reference sheets will be composed collaboratively by groups of students ahead of each exam, to be approved and printed by the instructor.

The midterm exam is designed to take around 60 minutes to complete, but students will have the full 80 minutes of class time to work on their exam. Similarly, the final exam is designed to take around 90 minutes to complete, but students will have a full 3 hours to work. The extra time in each case is included as a proactive accessibility measure, but students should feel free to contact the instructor with accommodation needs in any case.

The exams will contribute 11% (midterm) and 25% (final) to the final grade for the course.

Assessment weights

The evaluation components for this course (described above), and the dates they are set for, are non-negotiable (see the policy on late submissions below).

Item Due Grade contrib.
Reading See schedule for dates 10%
Synthesis essay 1 February 12 18%
Peer assessment 1 February 19
Synthesis essay 2 March 19 18%
Peer assessment 2 March 26
Synthesis essay 3 April 9 18%
Peer assessment 3 April 16
Midterm exam February 21 11%
Final exam TBA 25%
Total 100%

Tools and resources

We will use a number of online tools to facilitate an engaging and student-focused learning environment:

Syllabus:

The online syllabus (this document) is an important resource for the course. It will be updated throughout the semester with direct links to relevant content and any changes to the schedule or assignments. You can access it through any browser at https://soci210.netlify.app.

MyCourses:

MyCourses will be used for class announcements, to keep track of grades, and for the synthesis essays and their peer evaluations.

FeedbackFruits

We will use the FeedbackFruits tool incorporated into MyCourses to manage the peer evaluation process for the synthesis essays. Students will turn in their essays using FeedbackFruits and use the tool to evaluate others’ submissions.

Perusall:

To help students engage with the course readings and to prevent students from falling behind, we will use the online tool Perusall for all readings. Perusall is a reading platform in which students annotate texts collaboratively alongside one another. More information on how Perusall works and how it is integrated into the course is available here. Information for accessing Perusall will be posted in Microsoft Teams.

Microsoft Teams:

Microsoft Teams will be used for a number of aspects of the class. Teams will host the “Q and A” channel and the lecture recordings. Teams will also provide the framework for the creation of collaborative exam reference sheets. Direct messages to the instructor and TAs should also utilize Teams.

McGill students already have access to Teams—you can sign in with your McGill email and password. You can access Teams through a web browser or using the Teams app on your computer or mobile device. You an use this direct link to access the course home. Students who register after the first day will be added to the course on Teams within 48 hours of their addition to the course roster. If you are registered for the course but do not have access to the course using the link above, please contact the instructor.

Policies

Accessibility

Students who need accommodation or who are having trouble accessing any aspect of the course may contact me directly. I will make every effort to accommodate individual situations, including religious, medical, or other personal circumstances.

Students with disabilities or otherwise in need of formal accommodation are encouraged to contact the Office for Student Accessibility & Achievement (formerly Office for Students with Disabilities: https://www.mcgill.ca/access-achieve/, phone 514-398-6009).

Les étudiants qui ont besoin d’un accommodation ou qui ont des difficultés à accéder à un aspect du cours peuvent me contacter directement. Je ferai tout mon possible pour tenir compte des circonstances individuelles, y compris des circonstances religieuses, médicales ou autres.

Les étudiants handicapés ou ayant besoin d’un aménagement formel sont encouragés à contacter le Service étudiant d’accessibilité et d’aide à la réussite (https://www.mcgill.ca/access-achieve/fr, téléphone 514-398-6009).

Academic integrity

McGill University values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures (see http://www.mcgill.ca/students/srr/honest/ for more information).(approved by Senate on 29 January 2003)

L’université McGill attache une haute importance à l’honnêteté académique. Il incombe par conséquent à tous les étudiants de comprendre ce que l’on entend par tricherie, plagiat et autres infractions académiques, ainsi que les conséquences que peuvent avoir de telles actions, selon le Code de conduite de l’étudiant et des procédures disciplinaires (pour de plus amples renseignements, veuillez consulter le site http://www.mcgill.ca/students/srr/honest/).

Language of evaluation

In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded. (approved by Senate on 21 January 2009)

Conformément à la Charte des droits de l’étudiant de l’Université McGill, chaque étudiant a le droit de soumettre en français ou en anglais tout travail écrit devant être noté (sauf dans le cas des cours dont l’un des objets est la maîtrise d’une langue).

Generative AI

The use of generative artificial intelligence tools or apps for assignments in this course, including tools like ChatGPT, Apple Intelligence, Gemini, Claude, Microsoft Copilot and other AI writing or coding assistants, is prohibited. While the use of grammar- and spell-checking software is permitted, products and services that rewrite, summarize, paraphrase, or otherwise substantially change input text, including Grammarly’s “rewrite” and “paraphrase” features and Apple’s “writing tools”, are prohibited.

Late submissions

Assignments that are submitted late (without prior approval for an extension) will be assessed with the following penalties: 1. 15 percentage points deducted from submissions up to 24 hours late 2. 10 percentage points for each additional 24 hours (or portion thereof) late

In addition to the above penalties, late work with a peer assessment component will be assessed solely by the instructor and teaching assistants. In these cases, students who submit late may also be unable to provide assessments to peers, which may further affect their grade.

Grade appeals

Instructors and teaching assistants take the marking of assignments very seriously, and we work diligently to be fair, consistent, and accurate. Nonetheless, mistakes and oversights occasionally happen. If you believe that to be the case, you must adhere to the following rules:

  • If it is a mathematical error simply alert the instructor of the error.
  • In the case of more substantive appeals, you must:
    1. Wait at least 24 hours after receiving your mark.
    2. Carefully re-read your assignment, all guidelines and marking schemes, and the grader’s comments.
    3. If you wish to appeal, you must submit to the instructor a written explanation of why you think your mark should be altered. Please note that upon re-grade your mark may go down, stay the same, or go up.

Schedule

Introduction and foundations

Wed, Jan 8

Administrative, syllabus review, motivation

Lecture topics:
  • Introduction: Course mechanics and overview
    (html;  pdf)
Readings:
  • Salvaggio (2024), Challenging The Myths of Generative AI
  • Chelsea Vowel (2016), Beyond territorial acknowledgments
Fri, Jan 10

Making sense of the social world

Lecture topics:
  • Thinking sociologically
    (html;  pdf)
Readings:
  • Erikson (2017), The View from the Fourteenth Floor
Wed, Jan 15

Theoretical anchors

Lecture topics:
  • Structuring social inquiry
    (html;  pdf)
  • Theoretical perspectives part 1: structural functionalism
Readings:
  • Erikson (2017), Coming to Terms with Social Life
  • Conerly, Holmes, and Tamang (2021), chapter 1
Fri, Jan 17

Modern Society

Lecture topics:
  • Methods and modern society
    (html;  pdf)
Readings:
  • Erikson (2017), Worlds Beyond
  • Conerly, Holmes, and Tamang (2021), chapter 2 and sect 4.1
  • Barker and Lowman (n.d.)
  • Curtis (2020), Anishinaabe block roads to stop moose trophy hunting in wildlife reserve

Race, ethnicity, disability, and gender

Wed, Jan 22

Race, ethnicity, and nationality

Lecture topics:
  • Origins of race
  • Prejudice, inequality, and racism
  • Theoretical perspectives part 2: conflict theory
Readings:
  • Denis (2015) Contact theory in a small-town settler-colonial context: The reproduction of laissez-faire racism in Indigenous-white Canadian relations
  • Conerly, Holmes, and Tamang (2021), sections 11.1–11.3
  • TallBear (2013), Genomic articulations of indigeneity
Fri, Jan 24

Multiculturalism and immigration

Lecture topics:
  • Canadian multiculturalism
  • Theoretical perspectives part 3: symbolic interactionism
Readings:
  • Mahtani (2002), Interrogating the hyphen-nation
  • Little (2016), sections 11.4–11.5
  • Leroux (2010)
Wed, Jan 29

Social construction of disability

Lecture topics:
  • Social constructionism
  • Social construction of disability
Readings:
Fri, Jan 31

Gender and Socialization

Lecture topics:
  • Socialization
  • Socialization of gender
Readings:
  • Westbrook and Schilt (2014), Doing gender, determining gender
  • Conerly, Holmes, and Tamang (2021), Sections 5.1 and 5.2
  • Ferber (n.d.), Judith Butler on the culture wars, JK Rowling and living in “anti-intellectual times”
Wed, Feb 5

Gender and intersectionality

Lecture topics:
  • Intersectionality
Readings:
  • Gilchrist (2010), ‘Newsworthy’ Victims?
  • Conerly, Holmes, and Tamang (2021), Sections 5.3 and 5.4

Class and inequality

Fri, Feb 7

Cultivating difference: class and culture

Lecture topics:
  • Interaction
  • Status and Boundaries
Readings:
  • Lamont (1992), prologue and chap. 1
  • Conerly, Holmes, and Tamang (2021), sections 3.3 and 3.4
Wed, Feb 12

Inequality and stratification in Canada

Lecture topics:
  • Inequality and mobility
  • Social divisions and class
Readings:
  • Erikson (2017), Creating Divisions
  • Little (2016), section 9.2
Fri, Feb 14

Global inequality and mobility

Lecture topics:
  • Global inequality
Readings:
  • Beck (2010), Remapping Social Inequalities in an Age of Climate Change
  • Piketty (2017), Capital in the Twenty-First Century, Introduction

Populations and states

Wed, Feb 19

Population: theories of demographic dynamics

Lecture topics:
  • Studying populations
  • Demographic theories
Readings:
  • Lam (2011), How the World Survived the Population Bomb: Lessons From 50 Years of Extraordinary Demographic History
  • Conerly, Holmes, and Tamang (2021), chapter 20
  • Becker (2013), Has the World Really Survived the Population Bomb?
  • Lam (2013), Reply to Stan Becker
Fri, Feb 21

Midterm exam (in-class) 📝💯

Wed, Feb 26

Demography and family

Lecture topics:
  • Demography and the family
  • Developmental idealism
Readings:
  • Thornton (2001), The developmental paradigm, reading history sideways, and family change
  • Conerly, Holmes, and Tamang (2021), sections 14.1 and 14.2
Fri, Feb 28

States and authority

Lecture topics:
  • The state
  • State behavior
Readings:
  • Haney (1996), Homeboys, Babies, Men in Suits
  • Conerly, Holmes, and Tamang (2021), sections 17.1, 17.2, and 17.4
Wed, Mar 5

No class (reading break) 📖

Fri, Mar 7

No class (reading break) 📖

Wed, Mar 12

Democracy and political participation

Lecture topics:
  • Political participation
Readings:
  • Uggen and Manza (2002), Democratic Contraction? Political Consequences of Felon Disenfranchisement in the United States
  • Wilson and Sonenstein (2020): In Defense of Looting (Episode of Beyond Prisons podcast, featuring an interview with Vicky Osterweil (2020))

Social change

Fri, Mar 14

Social change and collective behavior

Lecture topics:
  • Social change
  • Collective behavior
Readings:
  • Conerly, Holmes, and Tamang (2021), chapter 21
Wed, Mar 19

Stigma, social control, and deviance

Lecture topics:
  • Social stigma
  • Queer theory
Readings:
  • Saguy and Ward (2011), Coming Out as Fat: Rethinking Stigma
Fri, Mar 21

Social movements

Lecture topics:
  • Social movements
Readings:
  • Roscigno and Danaher (2001), Media and Mobilization: The Case of Radio and Southern Textile Worker Insurgency, 1929 to 1934
  • Mische (2003), Cross-talk in Movements

Groups and institutions

Wed, Mar 26

Studying relations

Lecture topics:
  • Relational sociology
Readings:
  • Crossley (2013), Interactions, Juxtapositions, and Tastes
Fri, Mar 28

Networks and collective mobilization

Lecture topics:
  • Networks and mobilization
Readings:
  • Gould (1991), Multiple Networks and Mobilization in the Paris Commune, 1871
Wed, Apr 2

The structure of organizations and groups

Lecture topics:
  • Groups and group behavior
  • Structure of organizations and groups
Readings:
  • Martin (1998), Structures of power in naturally occurring communities
  • Conerly, Holmes, and Tamang (2021), chapter 6
Fri, Apr 4

Institutional analysis

Lecture topics:
  • Institutional theory
Readings:
  • DiMaggio and Powell (1983), The Iron Cage Revisited
  • Star and Griesemer (1989), Institutional Ecology, ‘Translations’ and Boundary Objects

Technology and the Internet

Wed, Apr 9

Technology and media in social life

Lecture topics:
  • Science, technology, and society
Readings:
  • Phelps and Hamilton (2021), Visualizing Injustice or Reifying Racism? Images in the Digital Media Coverage of the Killing of Michael Brown
  • Conerly, Holmes, and Tamang (2021), chapter 8
  • Bender et al. (2021), On the Dangers of Stochastic Parrots: Can Language Models Be Too Big? 🦜
Fri, Apr 11

Identity and interaction online

Lecture topics:
  • Identity and interaction online
Readings:
  • Tolentino (2019), The I in the Internet
  • Marwick and Boyd (2011)

References

Barker, Adam, and Emma Battell Lowman. n.d. “Settler Colonialism – GLOBAL SOCIAL THEORY.” Accessed August 22, 2018. https://globalsocialtheory.org/concepts/settler-colonialism/.
Beck, Ulrich. 2010. “Remapping Social Inequalities in an Age of Climate Change: For a Cosmopolitan Renewal of Sociology*.” Global Networks 10 (2): 165–81. https://doi.org/10.1111/j.1471-0374.2010.00281.x.
Becker, Stan. 2013. “Has the World Really Survived the Population Bomb? (Commentary on ‘How the World Survived the Population Bomb: Lessons From 50 Years of Extraordinary Demographic History’).” Demography 50 (6): 2173–81. https://doi.org/10.1007/s13524-013-0236-y.
Bender, Emily M., Timnit Gebru, Angelina McMillan-Major, and Shmargaret Shmitchell. 2021. “On the Dangers of Stochastic Parrots: Can Language Models Be Too Big? 🦜.” In Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency, 610–23. FAccT ’21. New York, NY, USA: Association for Computing Machinery. https://doi.org/10.1145/3442188.3445922.
Chelsea Vowel. 2016. “Beyond Territorial Acknowledgments.” Âpihtawikosisân (blog). September 23, 2016. https://apihtawikosisan.com/2016/09/beyond-territorial-acknowledgments/.
Conerly, Tonja R., Kathleen Holmes, and Asha Lal Tamang. 2021. Introduction to Sociology 3e. Houston, Texas: OpenStax. https://openstax.org/books/introduction-sociology-3e.
Crossley, Nick. 2013. “Interactions, Juxtapositions, and Tastes: Conceptualizing ‘Relations’ in Relational Sociology.” In Conceptualizing Relational Sociology: Ontological and Theoretical Issues, edited by Christopher John Powell, 123–43. New York, NY: Palgrave Macmillan.
Curtis, Christopher. 2020. “Anishinaabe Block Roads to Stop Moose Trophy Hunting in Wildlife Reserve.” Ricochet, September 16, 2020. https://ricochet.media/en/3285.
Denis, Jeffrey S. 2015. “Contact Theory in a Small-Town Settler-Colonial Context: The Reproduction of Laissez-Faire Racism in Indigenous-White Canadian Relations.” American Sociological Review 80 (1): 218–42. https://doi.org/10.1177/0003122414564998.
DiMaggio, Paul J., and Walter W. Powell. 1983. “The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality in Organizational Fields.” American Sociological Review 48 (2): 147–60. https://doi.org/10.2307/2095101.
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Ferber, Alona. n.d. “Judith Butler on the Culture Wars, JK Rowling and Living in ‘Anti-Intellectual Times’.” New Statesman. Accessed September 23, 2020. https://www.newstatesman.com/international/2020/09/judith-butler-culture-wars-jk-rowling-and-living-anti-intellectual-times.
Gilchrist, Kristen. 2010. “‘Newsworthy’ Victims?” Feminist Media Studies 10 (4): 373–90. https://doi.org/10.1080/14680777.2010.514110.
Gorney, Cynthia, dir. n.d. “Curb Cuts.” 99% Invisible. Accessed September 23, 2019. https://99percentinvisible.org/episode/curb-cuts/.
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Haney, Lynne. 1996. “Homeboys, Babies, Men in Suits: The State and the Reproduction of Male Dominance.” American Sociological Review 61 (5): 759–78. https://doi.org/10.2307/2096452.
Lam, David. 2011. “How the World Survived the Population Bomb: Lessons From 50 Years of Extraordinary Demographic History.” Demography 48 (4): 1231–62. https://doi.org/10.1007/s13524-011-0070-z.
———. 2013. “Reply to Stan Becker, ‘Has the World Really Survived the Population Bomb? (Commentary on “How the World Survived the Population Bomb: Lessons from 50 Years of Extraordinary Demographic History”)’.” Demography 50 (6): 2183–86. https://doi.org/10.1007/s13524-013-0249-6.
Lamont, Michèle. 1992. Money, Morals, and Manners: The Culture of the French and American Upper-Middle Class. Chicago: University of Chicago Press. http://www.loc.gov/catdir/description/uchi052/92007270.html.
Leroux, Darryl. 2010. “Québec Nationalism and the Production of Difference: The Bouchard-Taylor Commission, the Hérouxville Code of Conduct, and Québec’s Immigrant Integration Policy.” Quebec Studies 49 (April): 107–26. https://doi.org/10.3828/qs.49.1.107.
Little, William. 2016. Introduction to Sociology: 2nd Canadian Edition. BC Campus. https://opentextbc.ca/introductiontosociology2ndedition/.
Mahtani, Minelle. 2002. “Interrogating the Hyphen-Nation: Canadian Multicultural Policy and ‘Mixed Race’ Identities.” Social Identities 8 (1): 67–90. https://doi.org/10.1080/13504630220132026.
Martin, John Levi. 1998. “Structures of Power in Naturally Occurring Communities.” Social Networks 20 (3): 197–225. https://doi.org/10.1016/S0378-8733(97)00014-2.
Marwick, Alice E., and Danah Boyd. 2011. “I Tweet Honestly, I Tweet Passionately: Twitter Users, Context Collapse, and the Imagined Audience.” New Media & Society 13 (1): 114–33. https://doi.org/10.1177/1461444810365313.
Mische, Ann. 2003. “Cross-Talk in Movements: Reconceiving the Culture-Network Link.” In Social Movements and Networks: Relational Approaches to Collective Action, edited by Mario Diani and Doug McAdam, 258–80. http://www.ssc.wisc.edu/~oliver/PROTESTS/NetworkPapers/Mischecrosstalk4.PDF.
Osterweil, Vicky. 2020. In Defense of Looting. https://www.boldtypebooks.com/titles/vicky-osterweil/in-defense-of-looting/9781645036678/.
Phelps, Michelle S., and Amber M. Hamilton. 2021. “Visualizing Injustice or Reifying Racism? Images in the Digital Media Coverage of the Killing of Michael Brown.” Sociology of Race and Ethnicity, June, 23326492211015696. https://doi.org/10.1177/23326492211015696.
Piketty, Thomas. 2017. Capital in the Twenty-First Century. Harvard University Press.
Roscigno, Vincent J, and William F Danaher. 2001. “Media and Mobilization: The Case of Radio and Southern Textile Worker Insurgency, 1929 to 1934.” American Sociological Review 66 (1).
Saguy, Abigail C., and Anna Ward. 2011. “Coming Out as Fat: Rethinking Stigma.” Social Psychology Quarterly 74 (1): 53–75. https://doi.org/10.1177/0190272511398190.
Salvaggio, Eryk. 2024. “Challenging The Myths of Generative AI.” Tech Policy Press (blog). August 29, 2024. https://techpolicy.press/challenging-the-myths-of-generative-ai.
Star, Susan Leigh, and James R. Griesemer. 1989. “Institutional Ecology, `Translations’ and Boundary Objects: Amateurs and Professionals in Berkeley’s Museum of Vertebrate Zoology, 1907-39.” Social Studies of Science 19 (3): 387–420. https://doi.org/10.1177/030631289019003001.
TallBear, Kim. 2013. “Genomic Articulations of Indigeneity.” Social Studies of Science 43 (4): 509–33. https://doi.org/10.1177/0306312713483893.
Thornton, Arland. 2001. “The Developmental Paradigm, Reading History Sideways, and Family Change.” Demography 38 (4): 449–65. http://www.jstor.org/stable/3088311.
Tolentino, Jia. 2019. Trick Mirror: Reflections on Self-Delusion. Random House.
Uggen, Christopher, and Jeff Manza. 2002. “Democratic Contraction? Political Consequences of Felon Disenfranchisement in the United States.” American Sociological Review 67 (6): 777–803. https://doi.org/10.1177/000312240206700601.
Wendell, Susan. 1996. The Rejected Body: Feminist Philosophical Reflections on Disability. Routledge.
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