COURSE SYLLABUS

Welcome to Society and the Individual. We will be looking at how micro-level processes impact and are impacted by larger social forces and institutions, as well as how these micro processes impact and are impacted by the individual. Hopefully, by the end of the course, you will understand more about the complex relationship between society and the individual, including how your own life reflects the presence of the social, and how to contribute more meaningfully to society.

Catalog Description:
Micro sociological analysis of contemporary societies, with emphasis on interactionist and phenomenological viewpoints. Topics for analysis include culture, race, small group behavior, socialization, and various forms of social interaction. 3 credits.

Graduate Program Goals:

To provide students with:

° A working knowledge of the central paradigms and theories of social behavior.

° Guidance and supervision in the conduct of in-depth investigations and discussions of important social issues.

° The expertise to evaluate and carry out research on social behavior and issues.

° The skill to communicate their research effectively through written reports and oral presentations.

° A lifelong curiosity for and commitment toward human society and social issues.

To demonstrate the above in a sociological biography of an individual's life.

Required readings: A series of online readings from scholarly journals, listed at the end of the syllabus. Students will be responsible for acquiring copies themselves through online data bases available through Buley Library. We also will utilize my online web site link:

http://home.southernct.edu/~blochj1/interact.html

We furthermore will utilize other web links during the course as needed.

1. How to contact me: USE E-MAIL!!!! I am more happy than set up an appointment to answer your questions, but I like to avoid “phone tag.” However, if you e-mail me, I will answer your question in a timely manner. If you have not yet set up an e-mail account, you can do so online by going to "MY SCSU" on the SCSU Home Page: http://home.southernct.edu. Normally, your log-on will be your last name, first initial, and numeral 1, with NO SPACES (e.g., Blochj1). Your password is your six-digit date of birth. If this does not work, there are further instructions on the Web Site, or you can consult the help desk at 392-5123. (Note: If you want to meet with me during my regular office hours, you do not need to set up an appointment.) I often send e-mails to the entire class using My SCSU, so it is important that you set up your SCSU e-mail, and check it on a regular basis.

Do not ask if you can use a different e-mail address. Through “MY SCSU,” I can e-mail the entire class at once. Important messages might be sent out to the class, and you will be expected to regularly check your SCSU e-mail to know this information. Also, increasingly, outside e-mail addresses are posted as spam by the SCSU server. Thus, if you use a different address, your message might be listed as spam, and I will not see it. Furthermore, you can transfer your SCSU messages to another e-mail address, if that is more convenient.

NOTE: My e-mail address is available for matters pertaining only to academia, and is not to be used for any other purpose.

You will receive a raw score for each of these, not a letter grade. Final grading will use the following scale:

F = 179 or less

4. Weekly discussions: Given that this is a graduate-level course, you will be expected to attend class each week having read the readings assignments in advance of class, and be prepared to discuss them in-depth. If there are questions that you have about the readings, bring them to the discussion. You will not lose points for not understanding something in the readings, but you will lose points if you clearly did not read them. The format of the weekly discussions will be determined to a large measure by you, the students, as your needs and interests in the material emerge. Hopefully, we can have a lively “round-table” atmosphere in which a free and open exchange of ideas will be possible. Additional lecture material will be provided, but it will largely be within the context of our group discussions. Possible topics to be thinking about when reading the articles include:

° What is the theoretical and/or ideological orientation of this reading, and does this orientation seem to bias the author’s approach to the issue being studied?

° What type of methodology was used to gain insight into the topic, and was this a sound approach to get the answers needed? Should a different method have been used?

° What are both the strengths and limitations of this study? On balance, does it add to our understanding of the issue at hand?

10. General Responsibilities:
° If you miss class, you will need to get lecture notes from another student.

° Films will not be shown on an individual basis.

° If you lose your syllabus, you must acquire a copy from another student or from my web page.

° The only opportunities for extra credit, if any, will be ones assigned to the entire class. There will be no special extra credit assignments for individual students.

° You are expected to make back-up copies of your papers and presentations. You should also e-mail them to yourself, to have as many copies as possible. Students who save their work on only one disk and who then cannot open the disk will not be given extra time to make up the work.

° You are expected to complete all the assignments for the course on time. Per SCSU policy, grades of “Incomplete” (I) are given rarely, in extreme situations that were truly unavoidable.

14. Paper Instructions and Suggestions: Students sometimes assume that if it is about groups, you turn to sociology, and if it is about the individual, you turn to psychology. However, it is in fact possible to view even a single individual through the lens of sociology. Understanding how one's own life reflects the presence of larger social forces is part of what C. Wright Mills defined as the "sociological imagination." In order to grasp the meaning of society, it is important to see it not as something that only affects "people out there," but also how your own thoughts, beliefs and actions are products of certain social processes.

How to get started: The first thing you need to do is create a research question or topic. In other words, you would not think of this assignment simply as "The Story of Myself," but rather in terms of how or why something or an assortment of things have unfolded as they have in your life. Different students might have different comfort levels insofar as what they would want too share with others. But examples might include: "Why am I interested in a career in criminal justice?," "Why did I put off going to college?," "Why do I vote the way I do?," "Why am I rich/poor?," "Why am I shy at parties?," "Why do I not get along with my younger sister?," "Why did I get divorced?," "How did my childhood shape who I am as an adult?," "How do I interact with my boss/parent/friend/partner/child?" The list of potential topics is virtually infinite. But you do need to focus on something.

If you wish to discuss more than one aspect of yourself, there must be a unifying theme. For example: "How I experience role strain as a parent and a case worker," or "How cognitive dissonance impacted my decision making in three important moments."

In any event, you must absolutely remember to keep the focus on sociology, utilizing concepts and ideas that emerge from course materials. For example, If you write about your childhood, you must frame it within a sociological model, not a psychological model.

How to locate scholarly articles: Scholarly journals feature articles that have been peer-reviewed. This means that a number of other scholars in the field have read and scrutinized the article before it was printed, to insure that it is as rigorous as possible. Through Buley Library’s online databases, you can access scholarly journal articles through the “Sociological Abstracts” database. This will give you an abstract, or summary, of a given article. You might also try the “Social Science Index.” However, be mindful that while there often is overlap between different social sciences, the focus is not always especially sociological. Through either of these data bases, you can find out if SCSU carries the journal (in which case you can acquire if from the stacks), or if you need to order the article through Interlibrary Loan. Still another source available through Buley’s online databases is the “Academic Search Premier,” which covers a wide range of disciplines and topics. Through this source, you can acquire full online journal articles (though not all journals are available online). Check off the box for “Full Text,” as well as the box for “Peer Reviewed.” Otherwise, the search can bring up articles from non-scholarly newspapers and magazines. (Of course, you can also use course readings here.)

15. Autobiography Format: If you were writing a thesis, the literature review would simply be one of the main sections. For the purposes of this assignment, it is the paper itself and so should follow the following procedure. (It is also true that sometimes literature reviews are published in journals, providing an overview of current research on a given topic.)

1. Title. The title of your paper is very important. It has been said that if you do not know what to title something, it must not be about anything. You will notice that scholarly articles tend to have specific titles that orient the reader as to what the paper is about. When necessary, they even have double-titles, whereby following a colon (:), a secondary title elaborates on a primary title. For example, your title would not simply be: “My Job as a Bank Teller.” Instead, it would be more comprehensive and sociological: “Playing the Role of Bank Teller: A Dramaturgical Analysis of My Impression Management Strategies at Work.”

2. Abstract. In one paragraph, summarize your paper: the issue you are posing, how you explored it, and what you concluded based on this exploration. The abstract will help you to see if your paper has a cohesive theme.

3. Introduction. Following the abstract, scholarly writings generally begin with a discussion of the research question, and how it will be addressed, For example, “In this paper, I will apply Goffman's dramaturgical model to my own experiences as a bank teller, exploring the ways in which I enact this job as a role performance. First, I will briefly outline relevant information about my job. I will then give an overview of Goffman's dramaturgical model, highlighting key terms of especial relevance here. Next, I will then apply these ideas in a subsequent analysis of my role performance at work. I will conclude with a brief summary of the ideas I have presented, noting limitations of this analysis, and discussing how it might be the basis for future research, whether by myself or by others."

4. Main Body. Here, you do what you just said you were going to do, in the order you said you were going to do it. There should be no “surprises”—nothing that the reader was not prepared for from the introduction. Using the same example as above, there should not be a third issue that is suddenly introduced. Sub-headings make your copy easier to follow, e.g., “Goffman's Dramaturgy,” “My Presentation of Self,” etc. At the end of each sub-topic, it is a good idea to briefly reorient the reader: “Having discussed studies that feature in-depth interviews with high school students who use crack, I will now explore studies that look at statistical trends.”

5. Conclusion. First, you should briefly summarize the paper—in about one paragraph (“To briefly summarize, I have presented key terminologies associated with Goffman's dramaturgical model, and have applied them to my own everyday presentation of self,” etc.) You would then point out how this research to date signals the possibility of future research. For example: “It is evident that to date the issue of peer pressure and crack usage among high school students could be explored in much more depth in the future. To date, only two studies have looked at this topic., and both of them focused on inner-city males. Therefore, it would be useful to see where research on female students might lead,” etc.)

6. References. See http://home.southernct.edu/~blochj1/lcourse7.html

16. Other suggestions: You should write like a professional sociologist, as opposed to a “student.” Here are some tips for how to achieve this.

1. Be convincingly objective. As social scientists, we strive to be unbiased in our accounts. If our personal opinions are obvious, our arguments are less convincing, because we apparently haven’t considered all possible points of view. Usually, it is good to include some contradictory evidence or arguments (e.g., “Of, course one also could argue that this was because of such-and-such; however, there would seem to be at least some compelling evidence to support my claim.”)

2. Don’t present your analysis as more than what it is. As already noted, your topic should be as specific as possible. Throughout the paper, be mindful of your word choices. For example, avoid saying things like: “In this paper, I will prove what causes human happiness.” You hopefully are offering a compelling argument, but you are not necessarily “proving” anything.

3. Remember: You’re writing a sociology paper. Your emphasis should be how the issue you are exploring can be explained in terms of social forces and processes. It should not be presented as a matter of brain patterns, hormones, or individual psychology. Nor should it be an historical/journalistic report of facts without a strong emphasis on the sociological forces at work.

4. Follow instructions. Remember, you will lose points if you do not follow instructions as per the number of references required, page formatting, and so on.

5. Be professional. Be mindful of basis rules of grammar. Run your paper through a spell-checker, but also remember that sometimes spell-checkers do not recognize certain words. Microsoft word now has a built-in dictionary and thesaurus, to make it easy to make precise and varied word choices. Make a new paragraph when a new idea is introduced; in scholarly writing, the first sentence of a paragraph should be the topic sentence, and the other sentences should flow from there. You might also want to look at my L course web site for general tips and suggestions: http://home.southernct.edu/~blochj1/lcourse.html

17. How to read scientific studies. When reading a favorite novel, we often want to go slowly to “savor” the language. By contrast, scholarly writing exists to offer points of information, rather than entertain us. Thus, scholars develop short-cuts to get as much out of an academic piece of writing in as short a period of time as they can.

A. The title. Unlike good fiction, academic writing is not intended to keep the reader in suspense. In fact, the main point of the reading usually is stated in its title. So (obvious as it sounds), think carefully about the title of the reading. If you can explain every word in the title, you quite often can explain the main points of the reading itself.

B. The abstract. If it is a journal article, there probably is an abstract that summarizes the main points. Make note of the points addressed in the abstract, and look for elaboration of them in the main body.

C. The first sentence of each paragraph. While fictional writing “builds” as it goes along, keeping the reader turning the page for more, academic writing is structured so that the first sentence usually is the topic sentence, or main point of a given paragraph. Subsequent sentences elaborate on the first one. So go through the entire article reading ONLY the first sentence of every paragraph. You might be surprised at how much you know after doing this. (Some sources suggest reading the first and last sentence.)

D. Tables and charts. If it is a statistical analysis, there will probably be tables summarizing the numerical results. Hopefully, your training as a graduate student will include how to read these tables, if you do not already know how to do so. You can then read over the entire chapter or section, noting the key points—perhaps even jotting them down. If something is unclear, make a note of it, and get back to it later—or else ask me about it. But remember—you are reading to get the main idea of the reading, not to memorize every last nuance.

E. Go back and briefly read the entire article, mentally filling in details as needed. The important thing is that you understand the implications of the findings, and have some sense of how the social scientist went about discovering them.

Topic 1: Symbolic Interactionism
Read: Readings 1-4
http://home.southernct.edu/~blochj1/interact1.html

Topic 2: Role Theory and Dramaturgy
Read: Readings 5-8
http://home.southernct.edu/~blochj1/interact2.html

Topic 3: Phenomenology and Ethnomethodology
Read: Readings 9-12
http://home.southernct.edu/~blochj1/interact3.html

Topic 4: Sociology of Self
Read: Readings 13-16
http://home.southernct.edu/~blochj1/interact4.html

Topic 5: Sociology of Emotion
Read: Readings 17-20
http://home.southernct.edu/~blochj1/interact5.html

Topic 6: Sociology of Person Perception
Read: Readings 21-24
http://home.southernct.edu/~blochj1/interact6.html

Topic 7: Sociology of Attitude
Read: Readings 25-28
http://home.southernct.edu/~blochj1/interact7.html

Topic 8: Sociology of Language and Speech
Read: Readings 29-32
http://home.southernct.edu/~blochj1/interact8.html

Topic 9: Sociology of Art and Culture
Read: Readings 33-36
http://home.southernct.edu/~blochj1/interact9.html

Topic 10: Sociology of Sports, Recreation and Leisure
Read: Readings 37-40
http://home.southernct.edu/~blochj1/interact10.html

Topic 11: Sociology of Friendship and Prosocial Behavior
Read: Readings 41-44
http://home.southernct.edu/~blochj1/interact11.html

Topic 12: Sociology of Attraction
Read: Readings 45-48
http://home.southernct.edu/~blochj1/interact12.html

Topic 13: Sociology of Small Groups
Read: Readings 49-52
http://home.southernct.edu/~blochj1/interact13.html

Topic 14: Sociology of Intergroup Relations
Read: Readings 53-56
http://home.southernct.edu/~blochj1/interact14.html

1. Argyrides, Marios and Jerrold L. Downey. 2004. “September 11: Immediate and Long Term Effects on Measures of Aggression, Prejudice, and Person Perception.” North American Journal of Psychology, 6: 175-188.

2. Behnia, Behnam. 2004. “Trust Building from the Perspective of Survivors of War and Torture.” Social Service Review, 78: 26-40.

3. Hesserling, Melissa Fore and Alejandro del Carmen. 2002. “The 'I' and the 'Me' of Criminology and Criminal Justice Students: Symbolic Interaction in an Educational Setting.” Journal of Criminal Justice Education, 13: 351-368.

4. Scott, Susie. 2004. “The Shell, the Stranger, and the Competent Other: Towards a Sociology of Shyness." Sociology, 38: 121-137.

5. Lee, Marceline, et al. 2003. “The Influence of Family Environment and Child Temperament on Work/Family Role Strain for Mothers and Fathers.” Infant and Child Development, 12: 421-439.

6. Andia, Jonny F., et al. 2001. “Towards an HIV Role Theory: Drug-Related Peer Beliefs and Role Strain Indicators as Predictors of Injection Risk Behaviors Among Puerto Rican Injection Drug Users in New York and Puerto Rico.” Journal of Drug Issues, 3: 963-982.

7. Acton, Ciaran and Myra J. Hird. 2004. “Toward a Sociology of Stammering.” Sociology, 38: 495-513.

8. Redmon, David. 2003. “Playful Deviance as an Urban Leisure Activity: Secret Selves, Self-Validation and Entertaining Performances.” Deviant Behavior: An Interdisciplinary Journal, 24: 27-51.

9. Forrester, Michael A. and Christopher A. H. Ramsden. 2000. “Discursive Ethnomethodology: Analyzing Power and Resistance in Talk.” Psychology, Crime and Law, 6: 281-304.

10. Housely, William. 2002. “Moral Discrepancy and 'Fudging the Issue' In a Radio News Interview.” Sociology, 36: 5-21.

11. Gephart, Jr., Robert P. 2004. “Sensemaking and New Media at Work.” American Behavioral Scientist, 48: 479-495.

12. Bauer, Angelika and Florian Kulke. 2004. “Language Exercises for Dinner: Aspects of Aphasia Management in Family Settings.” Aphasiology, 18: 1135-1160.

13. Wrosch, Cartsen, et al. 2003. “The Importance of Goal Disengagement in Adaptive Self-Regulation: When Giving Up is Beneficial.” Self and Identity, 2: 1-20.

14. Martin, Kathleen A. and Lawrence W. Brawley. 2002. “Self-Handicapping in Physical Achievement Settings:The Contributions of Self-Esteem and Self-Efficacy.” Self and Identity, 1: 337-351.

15. Vinitzky-Seroussi, Vered. 2000. "'My God, What am I Gonna Say?' Class Reunions as Social Control.” Qualitative Sociology, 23: 57-75.

16. Walker, Katherine. 2000. “'It's Difficult to Hide It': The Presentation of Self on Internet Home Pages” Qualitative Sociology, 23: 99-120.

17. Steele, Miram, et al. 2003. “Attachment Representations and Adoption: Associations Between Maternal States of Mind and Emotion Narratives in Previously Maltreated Children.” Journal of Child Psychotherapy, 29: 187-205.

18. Cervantes, Christi A. 2002. “Explanatory Emotion Talk in Mexican Immigrant and Mexican American Families.” Journal of Behavioral Sciences, 24: 138-163.

19. Sanders, Teelal. 2004. “Controllable Laughter: Managing Sex Work Through Humour.” Sociology, 24: 273-291.

20. Lively, Kathryn J. and David R. Heise. 2004. “Sociological Realms of Emotional Experience.” American Journal of Sociology, 109: 1109-36.

21. Flynn, Clifton P. 2000. “Battered Women and their Animal Companions: Symbolic Interaction Between Human and Nonhuman Animals.” Society and Animals, 8: 99-127.

22. Follingstad, Diane R. 2004. “Lay Persons' Versus Psychologists' Judgments of Psychologically Aggressive Actions by a Husband and Wife.” Journal of Interpersonal Violence, 19: 916-942.

23. Cochran, John K., et al. 2003. “Attribution Styles and Attitudes Toward Capital Punishment for Juveniles, the Mentally Incompetent, and the Mentally Retarded.” Justice Quarterly, 20: 65-93.

24. Parish, Jane. 2004. "Kitsch Taste and the Consumption of Jackie 'O.'"Sociological Review, 52: 90-105.

25. Sun, Chyng Feng and Erica Scharrer. 2004. “Staying True to Disney: College Students' Resistance to Criticism of The Little Mermaid.” The Communication Review, 7:35-55.

26. DeSantis, Alan D. and Susan E. Morgan. 2000. “Sometimes a Cigar [Magazine] is More Than Just a Cigar [Magazine]: Pro-Smoking Arguments in Cigar Aficionado.” Health Communication, 15: 457-480.

27. Schnall, Simone, et al. 2002. “Premenstrual Syndrome and Misattribution: A Self-Perception, Individual Differences Perspective.” Basic and Applied Social Psychology, 24: 215-228.

28. Hwang, Shu-Ling and Olwen Bedford. 2004. “Juveniles' Motivations for Remaining in Prostitution.” Psychology of Women Quarterly, 28: 136-146.

29. Yoder, et. al. 2003. “Event History Analysis of Antecedents to Running Away From Home and Being on the Street.” Journal of Ethnic and Migration Studies, 29: 849-863.

30. Sharkey, Judy. 2004. “Lives Stories Don't Tell:Exploring the Untold in Autobiographies.” Curriculum Inquiry, 34: 495-512.

31. Wood, Julia T. 2004. “Monsters and Victims: Male Felons' Accounts of Intimate Partner Violence.” Journal of Social and Personal Relationships, 21: 555-576.

32. Cunningham, Ken. 2004. “True Confessions of an Eight-Year-Old Warrior.” Qualitative Inquiry, 10: 706-714.

33. Trushell, John M. 2004. “American Dreams of Mutants:The X-Men—'Pulp' Fiction, Science Fiction, and Superheroes.” The Journal of Popular Culture, 38: 140-168.

34. Ott, Brian L. 2003. “'I'm Bart Simpson, Who the Hell Are You?' A Study in Postmodern Identity (Re)Construction.” The Journal of Popular Culture, 37: 56-82.

35. Jules-Rosette, Bennetta. 2000. “Two Loves: Josephine Baker as Icon and Image.” Emergences, 10: 55-77.

36. Wood, John. 2003. "Hell's Angels and the Illusion of Counterculture.” Crime & Delinquency, 37: 336-351.

37. Livengood, Jennifer S. and Monika Stodolska. 2004. “The Effects of Discrimination and Constraints Negotiation on Leisure Behavior of American Muslims in the Post-September 11 America.” Journal of Leisure Research, 36: 183-208.

38. Bruce, Toni. 2004. “Marking the Boundaries of 'Normal' in Televised Sports: The Play-By-Play of Race.” Media, Culture and Society, 26: 861-879.

39. Grogan, Sarah, et al. 2004. “Femininity and Muscularity: Accounts of Seven Women Body Builders.” Journal of Gender Studies, 13: 49-61.

40. Shinew, Kimberly J. 1999. “Leisure Spaces as Potential Sites for Interracial Interaction: Community Gardens in Urban Areas.” Journal of Leisure Research, 36: 336-355.

41. Way, Niobe, et al. 2001. “Friendship Patterns Among African American, Asian American, and Latino Adolescents from Low Income Families.” Journal of Social and Personal Relationships, 21: 577-593.

42. Dindia, Kathyrn, et al. 2004. “The Function of Holiday Greetings in Maintaining Relationships.” Journal of Social and Personal Relationships, 18: 29-53.

43. Harper, Gary W. et al. 2001. "The Role of Close Friends in African American Adolescents' Dating and Sexual Behavior.” Journal of Family Stress, 22: 351-362.

44. Levine, Mark and Kirstien Thompson. 2004. “Identity, Place and Bystander Intervention: Social Categories and Helping After Natural Disasters.” Journal of Social Psychology, 144: 229-245.

45. Hunt, Geoffrey, et. al. 2003. “Are Men Universally More Dismissing Than Women? Gender Differences in Romantic Attachment Across 62 Cultural Regions.” Personal Relationships,10: 302-331.

46. Reeder, Heidi M. 2000. "'I Like You . . . as a Friend': The Role of Attraction in Cross-Sex Friendship.” Journal of Social and Personal Relationships, 17: 330-348.

47. Reichert, Tom and Jacqueline Lambiase. 2001. “How To Get 'Kissibly Close': Examining How Advertisers Appeal to Consumers' Sexual Needs and Desires.” Sexuality & Culture, 7: 120-136.

48. Jenkins, Tricia. 2003. “Potential Lesbians at Two O'Clock: The Heterosexualization of Lesbianism in Recent Teen Film.” The Journal of Popular Culture, 38: 491-504.

49. English, Andrew, et al. 2004. “Team Performance: The Effect of Team Conscientiousness and Task Type.” Small Group Research, 35: 643-665.

50. Miura, Asako and Misao Hida. 2004. “Synergy Between Diversity and Similarity in Group-Idea Generation.” Small Group Research, 35: 540-564.

51. May, Reuban A. Buford. 2000. “Race Talk and Local Collective Memory among African American Men in a Neighborhood Tavern.” Qualitative Sociology, 23: 89-103.

52. Daugherty, Martha and Jeff Turner. 2003. “Sociometry: An Approach for Assessing Group Dynamics in Web-Based Courses.” Interactive Learning Environments, 11: 263-275.

53. Edberg, Mark C. 2003. “Drug Traffickers as Social Bandits: Culture and Drug Trafficking in Northern Mexico and the Border Region.” Journal of Contemporary Criminal Justice, 17: 259-277.

54. Bargal, David. 2004. “Structure and Process In Reconciliation-Transformation Workshops: Encounters Between Israeli and Palestinian Youth.” Small Group Research, 35: 596-616.

55. Neff, James Alan. 2001. “A Confirmatory Factor Analysis of a Measure of 'Machismo' Among Anglo, African American, and Mexican American Male Drinkers.” Journal of Behavioral Sciences, 23: 171-188.

56. Kiba, Daisuke and Fayneese Miller. 2004. “The Expression of Cultural Sensitivity in the Presence of African Americans: An Analysis of Motives.” Small Group Research, 35: 623-642.

Additional readings: The following recently published books can be found in Buley Library:

Barbalet, Jack. 2002. Emotions and Sociology. Malden, MA : Blackwell Publishers.

Bérubé, Michael (editor). 2005. The Aesthetics of Cultural Studies. Malden, MA : Blackwell.

Brewer, Marilynn B. and Miles Hewstone (editors). 2004. Self and Social Identity. Malden, MA : Blackwell Publishers.

Elliott, Anthony . 2001. Concepts of the Self. Malden, MA : Blackwell Publishers.

Harris, Thomas E. and John C. Sherblom. 2005. Small Group and Team Communication. Boston: Pearson/Allyn and Bacon.

Hartley , John. 2003. A Short History of Cultural Studies. Thousand Oaks, CA: Sage Publications.

Hester, Stephen K. and David Francis (editors). 2000. Local Education Order: Enthnomethodological Studies of Knowledge in Action. Philadelphia: J. Benjamins Pub. Co.

Hoover, Judith D. 2005. Effective Small Group and Team Communication. Belmont, CA : Thomson/Wadsworth.

Lee, Yueh-Ting, et al (editors). 1999. Personality and Person Perception Across Cultures. Mahwah, NJ: L. Erlbaum Associates.

London, Manuel (editor). 2001. How People Evaluate Others in Organizations. Mahwah, NJ: Lawrence Erlbaum.

Reynolds, Larry T. and Nancy J. Herman-Kinney (editors). 2003. Handbook of Symbolic Interactionism. Walnut Creek, CA : AltaMira Press.

Rupert Brown & Samuel Gaertner (editors). 2003. Intergroup Processes. Oxford: Blackwell Publishers.

Silverman, David. 1998. Harvey Sacks: Social Science and Conversation Analysis. New York: Oxford University.

Sugden, John and Alan Tomlinson (editors). 2002. Power Games: A Critical Sociology of Sport. New York: Routledge,

Wynne, Derek. 1998. Leisure, Lifestyle, and the New Middle Class: A Case Study. New York: Routledge.

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