Showing posts with label course information. Show all posts
Showing posts with label course information. Show all posts

April 24, 2012

Final Thoughts on Deviance

We are nearing the end of the semester! I wanted to leave you with a few thoughts about Social Deviance, to take with you in the future. As with any topic, it is impossible to teach you everything there is to know about a subject like "deviance" in one semester. I hope what you have learned helps you to make educated decisions about what is "normal" and what is "deviant" in the future. The ultimate goal of any class, and indeed a college education, is practice at thinking critically. I hope you will take the skills and concepts you have learned in this class, and others, and apply them to thinking critically about deviance.

As we have been talking about this semester, we have elaborate systems of categories and hierarchies based on our social constructions of race, class, gender, age, ability, and so forth. Remember it is not the categories that are the problems, necessarily--it is the values we assign to them, and the assumptions they come with. With these categories and hierarchies we label some people as “normal” and some people as “deviant” just as we label some behaviors as “normal” and some as “deviant.”

In our culture we don’t just label something as deviant and leave it alone; we demonize, we stigmatize, we fetishize--we make deviant bodies and minds the butt of our jokes. We bully people who are different.We have created a situation where to be labeled deviant is so terrible that we all tend to live in fear of being labeled.

We are so afraid of being labeled, and saddled with all of the negative associations, that we participate in the demonizing of the other ourselves, as a way of distancing ourselves from the scary point of difference. I am not saying each one of us actively bullies, but we do all participate, to some degree, in a system that perpetuates difference and dominance.

Think about the word “fag” and how it is such a hot potato, especially among young males. If someone calls you a fag, you have to pass it on and call someone else a fag as soon as possible. You do this to avoid the label sticking to you--you pass it on.

We are caught in this terrible vicious cycle you feel pressure to participate in the labeling so you don’t get labeled yourself, yet your participation keeps the label alive. We are all afraid of the label, yet we’re keeping the power of the label alive every time we laugh at a fat joke, or say “ew” when two guys kiss. We give labels power when we take the path of least resistance.

Because of all of this, we have absolutely impossible standards, when you really look at it. Let’s look at some examples we have discussed this semester so far as illustrations.

When it comes to size, as we know (according to society), it is bad to be fat, and good to be skinny.

But it's not that simple, is it? To some extent, it is okay for men to be fat, but not women.

But it's even more fickle than that. It is okay for women to be skinny, but it’s NOT okay for women to be too skinny. If you are too skinny, you are sick, are perceived to be mentally ill, and you deserve pity.



Even our drugs have a hierarchy. According to societal messages, alcohol is a good time. It can make you sexy, or even the most interesting person in the world. In general, it is a behavior that is rewarded by society. Despite what we learned about alcohol, it remains legal (once you are 21). By comparison, pot has historically been framed as bad, dangerous, even evil. And currently, it is illegal.



But it isn’t that simple for alcohol, either. To be a cool, suave social drinker is good, but to be an alcoholic is bad. If you binge drink with friends at a frat party, it is socially acceptable. If you binge drink alone, you are sick, and a problem that needs fixing.

How about our relationships? In general, though we know there are many, many forms of relationships, the ideal is two people, married, for love. Any other relationships are devalued, demonized or stigmatized. Some, in fact, are not legal.


That two person relationship (as long as it is heterosexual, married, and for love) is considered good. Being single, on the other hand, is bad - you must be lonely, and desperate, but don't worry--being single is always a temporary state, right? No one would want to be single, right?


I used this film as an example of this whole genre of films where the plot is “I’m a strong woman who is really into my career. But that’s just a cover up; what I really want is a man!” These films are almost a cautionary tale against choosing a career over love, and a reminder that to be single is pathetic. You must be unlovable if you can’t score a man! Remember, of course, that this only applies to women. If you are a man and single, you’re awesome! Suave..a player! And of course, don't forget how this image helps to keep the sexual double standard alive; she is looking for love in her mind, and he is looking for love in his pants.

Do not forget, of course, that a two-person relationship is the ideal...only if it is heterosexual.


But is same-sex behavior always bad? No way! Not when it’s two girls kissing!



But wait. It is good when two girls are kissing when they are young and feminine and men get to watch... But what if they are older? Or masculine? Or are not straight? What if it is because they dig each other? What if they’re not doing it for men’s pleasure, but they are doing it for their own?


In our society, lesbian women are bullied and harassed. But it is NOTHING compared to what happens to gay men. Lesbians are seen as far less threatening to masculinity and male power.

Remember the section of the course on bodies we consider deviant? In general, as you may remember, we consider able bodies (or at least bodies we perceived to be able) to be good, and differently-abled bodies to be bad. Who gets to make those decisions, on who is able-bodied and who is not? Who gets to draw the line? Though people with hearing impairments have an amazing amount of culture and history, and a beautiful language, because most people hear and use verbal language, we devalue sign language.


It is not that simple either, when it comes to people who are differently-abled. If you are young and cute and fit in with some of the archetypes, you can be good! But if you are old, or do not meet with our limited expectations, you are bad. We see a character like Artie, and we assume (1) he wants to walk, and (2) there is still hope for him. We look at the other guy, pictured below, and assume his life sucks. Hell, they even had to shoot him in black and white so we know to pity him! But maybe neither of these men feel like they are “disabled” or need to walk to have a fulfilling life. What would Mark Zupan say?



We also tend to think cisgender - good! Transgender - bad! This is one of the DVD covers for the film Transamerica. It was a hologram cover, where if you looked one direction, you saw Felicity Huffman as her beautiful cisgender self. When you looked at it another direction, you are supposed to be in shock and awe at the transformation Huffman had to undergo to become a transgender woman. The message is that transwomen are ugly, and masculine, and cannot possibly be sexy. That is not correct!



As we discussed this semester, within every subculture there is a good/bad undercurrent to keep everyone pitted against each other. Even in the transgender world there is good and there is bad. If you adhere to the gender binary, as a masculine transman or a very feminine transwoman - good!
If you are skinny and young - good!
If you are white - good!
But if you are not masculine or not feminine enough; if you’re fat or disabled or non-white...bad.


The woman pictured above is Duanna Johnson. A few years ago she was severely beaten by cops, which was caught on video. She filed a complaint and had to fight very hard to get taken seriously. Eventually, two cops were fired and the rest had to go through sensitivity training. A few months later she was found dead, shot in the head. Perhaps no surprise, there are no suspects. Transwomen, especially those who are not white, are routinely demonized, dehumanized, stigmatized and stereotyped as sex workers and drug addicts. Some of those stereotypes invade the transgender community itself, keeping them alive through internalized transphobia. There is a lot of pressure to "pass" as cisgender. There are similar and parallel pressures in a lot of marginalized communities, because of the ways we treat those who are perceived to be different.

These are, of course, just a few examples. I could make thousands of examples like these. In the end...we have made life almost impossible. The lines we draw between good and bad, between normal and deviant, are arbitrary. Fluid. Politicized.

And they totally change when you add in race, class, gender, ability, and so forth into the mix.

When we, as a society, insist upon a narrow definition of “normal” we make it so that almost nobody can fit into that definition.

Remember, it’s not the categories or the definition that is the problem, it is how we treat people based on those categories - it’s the social rankings we make. When the consequence of the label is to be shamed, humiliated, demonized, stigmatized, brutalized or even murdered...that is a problem.

Some of it is subtle, like a devaluation. An example is saying “that’s so gay." It is saying gay is bad, or dumb, or trivial. It’s subtle, perhaps, but it is devaluing, saying heterosexual > other options.

To say “he throws like a girl” is devaluing women as a way of insulting a male. It is saying to do something “like a girl” is a bad thing. Again, it may be subtle, but it is still devaluing, saying male > female.

Other times it is overt. For example, it is dangerous to be a transwoman of color in this country. One reason there is a pressure to "pass" as a cisgender woman is because of safety. Transwomen are killed, brutally murdered, at an alarming rate.

That’s when we need to think about our categories and hierarchies and ask ourselves why. Why do we have such a narrow definition of normal? And why are we so, so afraid of anything that could be seen as deviant?

Taking it back to kinks, what is so sexually exciting about what we label as deviant?
Think about the article I handed out the other day from the San Francisco Gate--maybe we all wish we could have a little more freedom to explore our deviance.

So I leave you with the question we have revisited often:

Do we as a society want a broad or narrow definition of normal?

April 10, 2012

UPDATE to Blog Post 5 and the Final Project!

The class has agreed to change up (and hopefully make easier) the rest of the semester.

First, instead of your Blog Post 5 (Deviance Debate) we will be having an in-class debate on April 24th. Blog Post 5 is worth 20 points. Those points will now be earned in the following way:
  • 5 points: Submit a potential debate topic, on Angel (see the "Deviance Debate" folder under the Lessons tab). Nominate a topic--one of the suggestions, or one of your own making--and briefly explain what you feel are the two "sides" of the debate we should take on. This is due Wednesday, April 11th by midnight and is available now.
  • 5 points: After I get all of the submissions, I will choose the top 5, and put them in the same folder on Angel, as a survey. You will need to vote for your top choice, out of those five.
  • 10 points: On the day of the Deviance Debate (April 24th) you will bring your arguments, ready to debate, to class. I will give you a handout in advance. You should have two solid arguments for each side, so four arguments total. If you are uncomfortable speaking in front of class, do not worry--your "side" will nominate spokespeople to represent that side of the argument.

As you can see, the total will be 20 points, so our grading scale will stay exactly the same. Still, this is a slight change to the syllabus. One that probably works to your advantage, in most cases. If you are uncomfortable with this in any way, please let me know as soon as possible.

Second, the Final Project will now be due April 29th. This gives you one more week. Remember that for the Final Project you are expected to expand upon your favorite blog post or posts, making them into a substantially different project than you originally had. You can expand one blog post, or combine two or three--you just need to make sure you are doing more than copying or pasting, as this is considered plagiarism (yes, you can plagiarize yourself).

Final Projects can be in the format of a Blog Post, or a traditional paper. If you go one of these routes, your final product must be between 2000 and 3000 words.

You also have a creative option, INSTEAD of writing a paper or Blog Post. You may make a video, a podcast, or a presentation--I am also open to other options. Please let me know by next Thursday (4/19) so I can make the schedule for April 26th. These should be 5 to 8 minutes long (or the equivalent, based on the format you choose). Talk to me if you have any questions.

April 5, 2012

Is my professor deviant?

I just want to follow up today's discussion with some thoughts. It is hard to tackle such a big topic in less than one hour, but I absolutely loved all of your comments and thoughts. Thank you for sharing them!

I want to reiterate my role as a professor of a topic like deviance. This whole semester I have been talking about how we dehumanize people we see as the "other." We treat people that are different as sick, or something that we should pity, or fear. I am asking you, as a student of deviance, to push yourself past you gut reactions, or what you have been told your whole life, and try to look at those feelings from a sociological perspective.

I would be a terrible deviance professor if I treated the topics as deviant. To me, as a deviance scholar, and instructor, I need to treat everything as "normal" and let you decide for yourself if it should or should not be considered deviant. If I treat a topic as "oh gross, can you believe that?" I have reiterated it as deviant--that is the last thing I want to do.

I already know what the mainstream society is saying about that group, or that deviant status--I am trying to give you the one opportunity you may ever have to see the group, or person, or behavior as normal. At least that is what I try to do.

So I get a lot of very strong reactions--"I can't believe you feel that way!" or "You must be a kinky non-monogamist!" None of that matters--I don't think people should be shamed for feeling those ways, or being those ways, so I am not going to treat them as shameful.

Because I have this approach, however, I also get a lot of feedback "you don't give enough time to the mainstream perspective!" Again, we only have one day to tackle a lot of those topics. I already know you are getting the mainstream messages from a variety of sources. As your professor, it is my job to give you the other perspectives--the ones you do NOT hear in your every day life. I am aware that makes me look biased, and I think that is the risk I have to take to ensure you get new and challenging perspectives. Do not assume you know what I think, but do assume I am doing my best to give you the opportunity to challenge yourself.

We are all adults, and you are in a junior level course at an institution of higher learning. I expect you to be able to take a step back from what you have been told your whole life--what you heard from your father, your mother, your priest, your other teachers, your friends, et al.--and critically analyze your beliefs. WHY do you feel that way? It is okay to feel the way you do--of course--but it is crucial to your development as a critical thinker to question the foundation of those beliefs. Do not just rely on "because someone told me to think this way."

College is your opportunity to take a step back and see what forces have shaped your beliefs. That may change some of your beliefs, and it may strengthen others. That is great--making educated decisions is better than making uneducated one, don't you think? Embrace this class--and all of the difficult topics--as a way of understanding why you feel the way you do. As I said in the syllabus, and on the first day, an open mind makes for a much more interesting class. Not because I'm trying to necessarily change your mind, but because entertaining a variety of perspectives is a valid intellectual exercise. Synthesizing new information with what you already know is imperative in college, as well as the rest of your life--the topics in this class give you a great opportunity to practice this synthesis with fun topics. Take advantage. This course, even more than any other that I have taught, gives back as much as you are willing to put in. So dive in, be open, and challenge yourself. Push yourself out of your comfort zone. It is worth it.

March 24, 2012

Section 5 :: Deviant Behaviors Part I (March 27 – April 5)

We have arrived at the final section of the course! After discussing deviant bodies and minds, we are ready to talk about behaviors that are considered deviant, to some degree, by mainstream society. The readings over the next few week are going to make you laugh, cringe, and perhaps shake your head a time or two. The more open you are, and the more willing you are to at least try to see everyone as “normal” for a moment (or at least more human than they are often treated) the more you may find yourself engaged with the stories and perspectives you are going to read, watch and hear. Have fun with this section, keeping your sociological imagination in high gear, and your critical thinking skills at full capacity.

March 27: We begin this exploration by discussing how two central social constructions impact how deviant we perceive sex to be—age, and gender. The “double standard” of slut vs. stud when it comes to gender is well known, but we are going to push even further into our understanding of how gender impacts our perceptions of deviance when it comes to sexual behaviors and practices. We are also going to discuss age, and how our perceptions of what it means to be certain ages also impacts our perceptions of what is deviant when it comes to sex. As you are reading about gender and age, you will also be exploring some of the most controversial questions about sexuality. How do groups (like women, or boy-loving men) work around the stigmas associated with their sexuality? Can pornography be feminist, or pro-female? Does one sexual encounter with a man make a man "gay" (and have you noticed we don’t ask that same question of women?)? What are the limits of the language and labels we use for sexuality? For today you will read the following:

On March 29 our two themes will be public sex, and the difficulties with legislating behaviors. We start with a groundbreaking article from author and activist Patrick Califia, on how laws draw a line in the sand, and impact our perceptions of sex. To keep you thinking about the complexities in deciding what is "public" and "private" using the example of bathrooms, I am also having you read a recent piece by author Ivan Coyote. It is a short piece; it is her an open letter to women that question her presence in bathrooms. Sex in Public Places offers more information about, and tips for, the practice.

You will also be reading an article by a peace and social justice activist Rubby Diesu who says the LGBTQ community is misguided in their feverish campaigning for “equality” in the form of same-sex marriage and the repeal of Don’t Ask Don’t Tell. Diesu asks: is that what we should be fighting for? For the LGBTQ community to give themselves up to heteronormativity? Can we ever be "equal" if we are supposed to assimilate? Think about what Califia says about the limits of laws when you read that article. In any social movement asking the public to change their perceptions of them, there will be some parts of the community that insist we have to focus on policies, and let social change trickle down. There is also usually a faction that says we need to change the social climate and culture, which will change policy, but also have more systemic changes in the broader culture. These articles will speak to that debate.

On April 3 we will ask the question: is sex work deviant? Is all sex work deviant? Does it depend on the type of work you are doing? Where do you draw the line? Based on behavior? Location? What happens when sex workers meet and organize?




April 5: Who says monogamy is the only valid option for a relationship? Why are we so stuck on monogamy as the ultimate type of relationship? Are there other options, that could be just—if not more—valid? Is the difficulty in other formats of relationship due to them being less valid, or due to the pressure of monogamy being the norm? Be prepared to debate the topic in class--I really want to hear what arguments stand out to you in these pieces.

March 22, 2012

Extra Credit to go to the WSUV Drag Show!

WSU Vancouver's Cougar Pride Club is sponsoring their 3rd Annual Drag Show, called "A Black Tie Affair" on March 29th. Doors open at 8:00, and the suggested donation is $5. It is being held in the Firstenberg Student Commons, and parking is free after 7:00. There will be various performances by drag queens and drag kings, including some performances by fellow WSU Vancouver students.

The etiquette of these shows is to enthusiastically watch--and tip--the performers! So come prepared with plenty of dollar bills to tip. If you can't afford this, don't let it stop you from attending, but it is the polite thing to do.

You can receive extra credit for attending, and writing up a one page (single-spaced) response to the event. Your response should include answers to the following questions:
  1. What did you think?
  2. How is drag a response to our social constructions of gender?
  3. Is drag deviant?

Only plan to attend if you are 100% sure you can maintain a safe space for the LGBT community that will be in attendance. If you can not respectfully handle the event, do the alternative assignment. If you are unable to attend because of work or family obligations, the alternative assignment is to read the article "Learning From Drag Queens" (available on Angel, in the readings from Section 5) and do a one page (single-spaced) write up. Please include the following in your write up:

  1. A brief history of drag.
  2. How is drag a response to our social constructions of gender?
  3. Is drag deviant?

March 4, 2012

Final Project :: Due April 22


I want to talk about the Final Project now, to get it on your radar with plenty of time to consider your options. Your Final Project is worth 50 points toward your final grade, and is due by 9:00pm Sunday, April 22nd.

For your Final Project, you will choose your favorite Blog Post, and expand it into a final paper, post or presentation. It may be a temptation to just automatically choose the Blog Post 5, as it is due one week later, but I hope you will choose the project that engages you the most, not just the one that is most convenient.

Your Final Project will be more than an expansion; it will be a deeper examination of the same project, and the concepts it addressed. I expect you to fix any problems you had in the original post, incorporating the feedback I gave you, as well as helpful suggestions from your peers. Then I expect you to push deeper with your analysis, showing off all that you have learned, and your ability to engage with your project at an academic level. You may need to conduct additional research, and you will have to use more of the course materials. Instead of using only the materials from the section in which you wrote the post, you will have the entire semester's worth of materials from which to draw.

You must use, explain and fully cite at least FIVE of the course materials (anything from the syllabus) in your project. I will be looking for you to integrate the concepts and materials from the class in a way that shows clear understanding, and an ability to synthesize materials into new knowledge. Remember to explain concepts well, as if the audience reading your post is not me, but someone with no prior knowledge of social deviance. Also remember that if the thought did not originate in your head--whether it be a historical tidbit, a concept, an idea or a theory--you MUST cite the specific originator of that idea. Be respectful, be thorough, and do no plagiarize.

Because I extended the word count for the individual Blog Posts, I need to adjust the word count for the Final Project as well. Where the syllabus says 1500-2000 words, the Final Project should now be 2000-3000 words.

As I said above, your Final Project can be a paper, post or presentation.
  • If you want to do a traditional paper, it should be on double spaced pages, with full in text citations and a works cited. The font must be 12 inch (and comparable to a Times New Roman-type font), and the margins 1 inch. No cover sheet is necessary, but be sure to put your word count at the end.
  • If you want to do a post, you may want to type it into your word processing software first, for word count, as well as spell check. The expectation will be the same as for the paper when it comes to content, but this will allow you the creative freedom to use images, videos, links and so forth.
  • If you want to do a presentation, you have a few options. You can do a PowerPoint presentation, a podcast, a video, a web site, an academic poster, a pictorial...I am open. Please talk to me in advance so we can work out details, but plan on creating a presentation that lasts 5-8 minutes. Note: if you plan to do any of these options, please let me know by Tuesday, April 10th so we can discuss details, and make we leave sufficient time for presentations on April 26th.
To submit your Final Project:
  • Extended Blog Posts should be posted to your personal blogs.
  • Traditional Papers (or anything else you can turn in electronically) should be submitted to the Final Project Dropbox on Angel (under "lessons").
  • Presentations will be submitted through Dropbox if possible, or you can email me a URL if it is posted online somewhere. If you create something that is available online, please link to it from your blog.

I strongly, strongly suggest you utilize the Writing Center if you have struggled with any of your Blog Posts. This is a Final Project for a 300-level, upper division course. I expect you to have ZERO mistakes when it comes to spelling and grammar, no matter the format. I also expect your citations to be perfect. If you are not 100% sure you can do this, get help. I will be grading with the highest of expectations.

Best of the Blog Awards



As you are working on your next few blog posts....

And as you are reading the words of your classmates....

Keep in mind that at the end of the semester, you will be nominating your classmates for the Best of the Blog Awards! Here is your opportunity to be recognize, and be recognized, for your hard work and academic analysis this semester.

The categories for the awards are:
  • Best Writing: For this award, you will choose the blog that you thought showed the best writing ability. It could be because they were able to find that balance between keeping you academic, while they were teaching you. Or it could be because they brought the most unique voice. Be on the lookout for blogs that display great writing.
  • Best Use of Multimedia: For this award, you will choose the blog that used images and video, along with text, in the best ways. More than just throwing in fun images, they integrated multimedia into their posts to actually enrich the experience of reading their post, with humor, or for historic examples, or as a unique way to integrate other perspectives. As you are reading the blogs, take note of the ones that use multimedia well.
  • Best Use of Course Concepts: This award will recognize the blogger that gets it. This blogger weaves the course concepts into their posts so well, it is apparent they not only understand, but can take what we are learning to the next level. They explain things in a way you can understand, and also perhaps push you a little in your understanding.
  • Best Responder: Despite the fact that you were all forced to give both positive and negative feedback, this classmate did so with style. Their feedback was helpful, insightful, respectful, and helped further your understanding of the course concepts and materials. Whether they used humor, or just brought in a perspective you had not thought about, this award goes to the person who did the best job providing commentary on other blogs.
  • Best Overall Blogger: However you define "best" when it comes to our blogs, this is the award that will recognize the top blogger. It could be the person who made you laugh the most, made you think the most, pushed you the most, or just most consistently kept you engaged. As you read through all of the blogs, think about the posts that have lingered with you, and kept you thinking long after you've moved on to another post.
  • Best _________: This is a write-in category, where you get to make up the award. Feel free to be funny (but try to be respectful!). It could be anything from "best ideas" to "best research" to "best sense of humor" to "best grammar"...the possibilities are endless. I will choose a few of the best write-in awards, and those peers will be recognized with the other award winners.

Note: Because of the timing of the due date for the final Blog Post (April 29th), you will only be able to use the first FOUR blog posts to work with. Make your next Blog Post (and round of comments) count!

For your 5th and final homework assignment (worth 5 points), you will be nominating your peers for the Best of the Blog Awards. You will do so using a survey on Angel. It will come available Tuesday, April 17th at 9:00pm and will close Tuesday, April 24th at 9:00pm--you will have one week to make your nominations. The survey will be in a folder under "lessons."

February 27, 2012

Blog Post 4: Story of an Illness

For this section of the course, we are talking about how some people get labeled "sick" for the way their minds work. This is an extremely difficult topic, with much emotion and controversy wrapped up in those labels. It seems that some behaviors people used to shrug off as somewhere in the range of "normal" are now considered problematic. And some behaviors that used to be seen absolute as a sign of mental illness (like homosexuality) are no longer perceived that way (at least by most).

For some, getting a label of a mental illness has been life-saving and affirmative. Not only does it offer them an explanation for whatever symptoms they have been experiencing, but it also offers a chance at treatment. And, because we rely so heavily on insurance, receiving an official diagnosis is often a necessary step for getting therapy and/or treatment. Being given a label has also meant that individuals facing similar issues, barriers and concerns can form community together, and bond over their common experiences. With all of our technological advancements, we keep learning more about the body, and our brains--so are these new and expanded labels helpful? Are they getting us closer to the truth?

One of the downsides to getting a label of mental illness is the stigma that comes with such labels. Such a stigma is potent, because, as we have discussed about labels, they come with a whole package of assumptions. We see people with mental illnesses as "sick" but what else comes in that package--sick? Crazy? Unstable? Dangerous? What happens when your mental illness becomes your master status? Once you have been labeled, are you seen the same by society? Do you still have the same opportunities as everyone else? Or do your choices become more constrained?

One of my favorite examples of this quandary--should we accept this label or not?--is in a really fascinating story of Emanuel Frowner, from the outstanding podcast Radiolab. In the story of the Frowners, the father of the family refuses to believe that Emanuel has any problems, but his other son can see that Emanuel has textbook symptoms along the autism spectrum. Dad wants to avoid Emanuel being treated differently, but his brother wants him to get help--what is ultimately the best thing for Emanuel? The story is moving, and even the comments on the web site are telling about how difficult these decisions are. The clip is about 19 minutes, and is well worth a listen (sorry about the ad!).

There are also more sides to this discussion. For example, who stands to benefit from more widespread diagnoses of mental illnesses? Certainly, pharmaceutical companies stand to make enormous amounts of money from some diagnoses. As we have touched upon in class, there is much more money to be made in treatment than prevention. Does having the potential for profits change the way such companies look at medicine? Are these companies doing great work to solve our health problems, are they looking at more markets to tap, are they impacting policy in powerful ways, or or is there even more going on? What should be the role of drug companies in educating doctors, or the public, about medicine?



The Diagnostic Statistical Manual (DSM) is called "the bible" when it comes to diagnosing mental illness. The DSM-V is scheduled to be released in May 2013 and the process of updating it has been nothing short of intense. Right now at least 8 conditions considered "disorders" will be removed. Various groups have lobbied, protested or fought in a myriad of ways to get their illnesses labeled, so they can get health care, or removed altogether. And those groups are infighting with each other, because some want the label to access health benefits, and others are fighting the stigmas. Should this be how diagnoses are made? By political lobbies and activism, or are decisions made based on sound scientific evidence? And who pays for that scientific evidence--it really gets that messy. On top of everything, many of the people charged with updating the new DSM-V clearly stand to make a lot of money on the very changes they are voting on--should this conflict of interest, which impacts up to 70% of the panel members, be allowed?

For your fourth blog post, you will do your best to disentangle all of this in regards to an "illness" of your choosing. You can choose something that used to not be labeled an illness, but is now, or something that is no longer considered an illness. Or something that is currently going through a surge of awareness, and heightened diagnoses, like autism or ADHD (both of which we will begin to discuss in class). Really, it can be any illness you want to know more about. More than giving a history, you are going to give us an analysis of what has been involved in the process of this illness gaining, or losing, that label. You are going to tell us the academic story of that illness.

Choose something that has been deemed an "illness" either informally, or formally in the DSM. Not necessarily eyelashes--try to take on something with broader implications. Give a brief history of the diagnosis, or medicalization of that illness, then give a sociological analysis of the illness, using questions like these:
  • What were the behaviors or attributes that were seen as deviant, and how did they become seen as deviant/normal?
  • What was the process of medicalization (or demedicalization?) for this illness?
  • Who were the major players in the decision-making process, as far as you can find?
  • What parties stand to gain from the diagnosis?
  • What parties stand to lose from the diagnosis?
  • Are the people that will be impacted by the label part of the conversation, at all?
  • How did/does information spread about this illness?
  • What were/are the roles of social institutions in creating/maintaining the "sick" label?
  • What are the consequences (positive and negative) of having this diagnosis?
  • Are some groups more or less likely to be diagnosed with this illness?
  • What are the underlying social constructions of race, class, gender, size, ability, sickness, mental health, age, beauty, normal, deviance, sexuality, and so forth that impact this illness, and/or its perception?
  • Once this label is assigned, do we as society take any responsibility for the care of those who are labeled? Should we?
  • Who benefits from this illness being seen as an individual problem?
  • What are the possible social reasons for the existence of this illness?

A thorough post will include as many sides of the discussion as possible, to try to show just how complex this all is, and will do a really solid job of connecting to the concepts and materials from the course to their examination. My standards are only increasing; if you have any doubts, make sure you visit the writing center. At this point we should be past any typos or citation errors. Remember you must utilize and cite at least three of the assigned course materials, and you must EXPLAIN sufficiently how they connect to your analysis.

Not sure where to start? Here are a few suggestions, and some links to some places to start your thinking (also, of course, look at the required readings). Once you choose one, if you need some guidance, feel free to email me and/or set up a time to talk--I am always happy to bat around ideas with students. You will probably find you need to go back into the deviance blogs, so you can make sure you are getting a wide representation of perspectives and voices on the impact of these deviant labels (see the list on the right side of the page).

This is not necessarily reflective of what is "out there" but is just pulled from my personal collection I have gathered over the past few years of teaching this course.

Autism/Asperger's
ADD/ADHDGender Identity DisorderHomosexualityAlcoholism/Drug AddictionObesityDepression/Mental Illness (sorry to lump these--please be more specific in your own project)
Developmental, intellectual or physical disabilities (sorry to lump these--please be specific for your own project)
Sex AddictionViolenceBonus thoughts:

February 26, 2012

Section 4 :: Deviant Minds..? (Part II - after Spring Break)

After Spring Break we will be continuing our discussions on the social construction of "sick" and what we consider to be individual vs. societal issues.

For March 20, we will take a slightly different look at violence than we did at the beginning of this section when we look at the concept of self-harm. What happens when we want to turn violence inward, and cause ourselves harm? Is that okay? Should we be able to legally do whatever we want to our own bodies? If we do cause ourselves harm, is it because we are "sick" or is it a valid form of self expression? Is it the result of other social constructions around gender, and so forth? What causes some people to self harm? Are some people/groups more or less likely to participate in self harm? We will be talking about several types of behaviors that have been considered "self-harm" including cutting (and related behaviors), Body Integrity Identity Disorder and eating disorders.


We will complete this section on March 22 with a discussion on drug and alcohol use. Why are some drugs seen as "dangerous" while others are seen as viable recreational opportunities, with wide public support? With any drug, why does one level of consumption get perceived as "normal" (to varying degrees) while another level of consumption gets labeled as "sick"? Who gets to decide when you have crossed that line? What groups benefit from some drugs being made legal, and others kept illegal? Who gets to influence policy decisions? What are the advantages and disadvantages to seeing drugs and alcohol as a medical issues? What about seeing them as deviance? Which drugs, if any, should be controlled? Is that a medical, or criminological decision?

February 23, 2012

Section 4 :: Deviant Minds..? (Part I - up to Spring Break)

In this section of the course we are going to discuss mental illness in a few different ways. First, we are going to discuss behaviors (such as physical violence) that society seems to think of as individual psychological issues. Is violence the result of "sick" people, or is there something about our social constructions contributing? Then we are going to tackle the diagnosis of mental illnesses--what should be considered "normal" and what is "sick"? What are the advantages, and disadvantages, of being diagnosed as mentally ill? How have definitions changed over time? Are some groups more or less likely to be diagnosed as mentally ill?

In this section we will talk about the concept of medicalization. As I talked about in my last post, there is a lot of money to be made by cosmetic companies and the diet industry, if they can make you feel bad about yourself and sell you a solution to a host of socially constructed problems. Another group that stands to make a lot of money off of our "problems" is the medical industry, including pharmaceutical companies. Medicalization is the framing of socially constructed problems as "medical issues" so that the medical industry can offer a solution, through a diagnosis and/or treatment. Technological advancements mean so much good news--we now know so much more about the brain, and our bodies than we could have imagined. But some of those advancements have led to more categorization, and more placing of judgement on those categories. Sometimes instead of our body flaws being seen as a cosmetic problem, they get framed as a "medical" problem--that is medicalization.

For example, take eyelashes. Some people have short eyelashes, some people have long eyelashes. Have you ever thought of that as a problem? Whether or not it is a problem, there is a medical solution--you can get a prescription for a product to make your eyelashes glow. Commercials about this product medicalize eyelashes--they frame short eyelashes as a medical problem, which labels it first and foremost as a problem, and secondly, something that needs to be fixed. Good news: they can sell you the solution. Just go tell your doctor to write you a prescription.



For February 23, you are reading some different perspectives on physical violence:
  • Read the Fox and Levin article about serial killers, in your textbook.
  • Read the Kimmel and Mahler article about school shootings, in your textbook.
  • Read the Gilligan article "Shame, Guilt and Violence" available on Angel.

For February 28, continue reading about physical violence:




On March 1, we talk about violence when it gets turned inward and becomes self-destructive. Is suicide bad? Is it deviant? Is it noble? Should it be allowed, legally or socially? Who should be able to make those decisions?

Required:
  • Read "The Desire For Death" by Joiner, in your textbook.
  • Read "A Poet Crusades for the Right to Die His Way" by Fisher, available on Angel.
  • Read "Death With Dignity" by Dincin, available on Angel.

Optional:

  • Watch "The Suicide Tourist" (55:00). This is an episode of PBS's Frontline with the tagline "A story of struggling to live ... and deciding when to die. Is this a choice everyone should have?"

Watch The Suicide Tourist on PBS. See more from FRONTLINE.

On March 6, we start to tackle the problems with diagnoses. How do we decide what is normal vs. what is sick? Who gets to make those decisions? Categorizing a host of symptoms as a sickness comes with rewards and consequences--maybe you can finally get help, or your insurance will now pay for a treatment, or you can build community with others like you. But you also have to take on a label, and we devalue those we see as "sick" ...so what is the best option? Why are so many behaviors that used to be seen somewhere in the spectrum of "normal" now seen as "abnormal" and is that advancement, or policing? Why do some illnesses almost become a "fad" and suddenly surge in diagnoses?

On March 8 we will explore one particular diagnosis that has generated much controversy, Attention Deficit Hyperactivity Disorder (ADHD). We will discuss who is invested in seeing these behaviors as problematic "symptoms" and what the consequences are of the diagnosis. This will be preparation for your Blog Post 4 (details coming soon!).




Trailer for Generation Rx:

February 3, 2012

All About Film Reviews

This semester you will need to complete a Film Review for each of the five films we watch in class. You can see them on your syllabus, with the icon of the film projector. These Reviews will give you practice in critically thinking about, and analyzing, media. Take this opportunity to practice looking at the film through the lens you are creating as a budding deviance scholar.

Film Reviews are due by 9:00pm the Sunday after we watch them in class. You will be posting your Film Reviews to your blogs. Film Reviews are worth 5 points each. Here is the schedule:


Film

Date we watch

Film Review due

Middle Sexes

Feb 7

Feb 12

Murderball

Feb 21

Feb 26

Tough Guise

Feb 28

Mar 4

Generation Rx

Mar 8

Mar 11

Live Nude Girls Unite!

Apr 3

Apr 8


As it explains in your syllabus, you must use and cite at least TWO of the readings or clips to analyze the film. Link to them, if possible. Completely address each of the following questions:
  1. What is the main thesis of this film?
  2. What were the main arguments in support of this thesis?
  3. How does the thesis of this film relate to the course?
  4. Which arguments/points did you find the most convincing?
  5. Which arguments/points did you find the least convincing?
  6. Choose one argument, point or question that most stands out for you from the film. How would you study this point? Briefly design a research study around that point.

Be a Follower

Some of you have discovered this already, but just in case...you can "follow" this blog, or the blogs of your classmates. You can see a blue button on any of the blogs; if you are signed into Blogger already, it will just take a moment to click, and follow each one. You won't be overwhelmed with emails or anything; instead, it will compile all of the blogs you follow into a convenient "Reading List." When you go to blogger.com and sign in, you will see all of the most recent posts, and a list of all of the blogs you follow. It is a quick way to keep track of all and read posts as they emerge, including important course information.