Sociology

Class, power, and inequality; law and society (including drugs, crime and “deviance”); race, ethnicity, and gender issues; and ways of seeing...these are among the topics addressed by Sarah Lawrence College students and professors in sociology courses. Increasingly, social issues need to be—and are—examined in relation to developments in global politics and economics. Students investigate the ways in which social structures and institutions affect individual experience and shape competing definitions of social situations, issues, and identities.

Courses tend to emphasize the relationship between the qualitative and the quantitative, between theoretical and applied practice, and the complexities of social relations rather than relying on simplistic interpretations, while encouraging student research in diverse areas. Through reading, writing, and discussion, students are encouraged to develop a multidimensional and nuanced understanding of social forces. Many students in sociology have enriched their theoretical and empirical work by linking it thematically with study in other disciplines—and through fieldwork.

2018-2019 Courses

Sociology

First-Year Studies: (Re)Constructing the Social: Subject, Field, Text

Open , FYS—Year

How does the setting up of a textile factory in Malaysia connect with life in the United States? What was the relationship of mothers to children in upper-class, 17th-century French households? How do our contemporary notions of leisure and luxury resemble, or do they, notions of peoples in other times and places regarding wealth and poverty? What is the relation between the local and the global, the individual and society, the self and “other(s)”? How is the self constructed? How do we connect biography and history, fiction and fact, objectivity and subjectivity, the social and the personal? These are some of the questions that sociology and sociologists attempt to think through. In this seminar, we will ask how sociologists analyze and simultaneously create reality, what questions we ask, and what ways we use to explore our questions and arrive at our findings and conclusions. Through a perusal of comparative and historical materials, we will look afresh at things that we take for granted; for example, the family, poverty, identity, travel and tourism, progress, science, and subjectivity. The objective of the seminar is to enable students to critically read sociological texts and also to become practitioners in “doing” sociology—something we are always already involved in, albeit often unself-consciously. This last endeavor is designed both to train students in how to undertake research and intended as a key tool in interrogating the relationship between the researcher and the researched, the field studied, and the (sociological) text. In conference, students will undertake research on topics of interest to them and learn the craft of research by working on topics of direct interest to them. In the seminar, students will also engage in a few shorter collaborative projects with their peers.

Faculty
Related Disciplines

First-Year Studies: Nations, Borders, and Mobilities: An Introduction to Migration Studies

Open , FYS—Year

In a global context where immigration has become one of the biggest flashpoints in political discourse, our understanding of how people (and things) move across national borders needs to be re-examined and reconsidered. In addition to major humanitarian issues leading to global refugee crises, we are also looking at an ever-growing number of people who move across and within national borders in search of work, opportunities, education, and a chance to fulfill their aspirations for a better life. People also move because of conflict, dispossession, coercion, and environmental issues. Much of this happens in the backdrop of rising xenophobia, anti-immigrant hatred, and the emergence of far-right supremacist movements across societies in the West. Powerful and virulent new articulations of national “purity” and values are being championed in the name of protecting nationhood from the foreign “Other.” Classical scholarship on migration has focused predominantly on two largely distinct phenomena of “immigration” and “emigration,” while more recent developments in transnational studies have led to a stronger emphasis on cross-border movements and flows of people, goods, capital, ideas, and vectors. This yearlong course serves as an introduction to the field of migration studies, drawing upon sociological and anthropological scholarship on issues such as refugee crises, human trafficking, economic exploitation of migrants, modern-day slavery and indentured servitude, and the increasingly precarious conditions of migration. Questions include: What are some of the reasons influencing the movement of people away from their homes and countries of origin? How does the movement of people from privileged and wealthier backgrounds differ from that of people from poorer, marginalized communities (particularly in the Global South)? What are some of the institutional frameworks and regimes that govern, regulate, and produce new classes of “migrants” in today’s world? We will be using classical and contemporary readings that address the themes and issues at hand in addition to nontraditional sources such as videos, fiction, and games. For conference, students will be expected to develop a yearlong research project around a particular theme or problem related to migration and borders. During the first semester, students will prepare a research proposal (with a review of the relevant literature, research questions, and proposed methods of data gathering). For the second semester, students will complete the analysis and prepare their reports and papers. For these projects, students will be encouraged to conduct mini-ethnographic projects, interviews, surveys, and/or archival research in line with their particular interests and skills. In the fall semester, students will also be given an introduction to working with local organizations and groups that are involved with migrant communities—followed by engagement work in the spring with one of those organizations.

Faculty
Related Disciplines

Queer Bodies: A Cultural History of Medical and Scientific Knowledge

Open , Seminar—Fall

How have physicians and scientists studied and understood differences in sex, gender, and sexuality? What categories have they used, and how have these categories and the assumptions underlying them changed over time? How have popular conceptions of gender and sexuality influenced science, and vice versa? What has been at stake in viewing social differences as located in the body? How can we understand the medicalization and pathologization of queer bodies, genders, and sexualities in relation to broader cultural, moral, and political agendas? In this seminar, we will examine the history of scientific and medical study of sexual behavior, hormonal systems, the brain, and genetics. We will consider the varying relationships of gay, transgender, and intersex communities with science and medicine and tensions within those communities over whether scientific and medical knowledge is empowering or alienating. The books that we read will introduce students to the variety of methods and approaches used in the historical and sociological study of science and medicine, from close evaluation of the scientific evidence itself to analysis of the production of knowledge as a social activity and to broad analysis of science and medicine within politics, popular culture, and social movements. Conference work could hew closely to the topic of the seminar through the study of a particular debate, historical period, or area of scientific or medical research—or it could extend outward to a broader set of topics such as hormones and transgender health, the role of science in religious debates over sex and sexuality, or representations of queer bodies in art or popular culture.

Faculty
Related Disciplines

Informality and Precariousness in the City: Family, Home, and the Politics of Transnational Life

Open , Seminar—Fall

The UNHCR puts the number of stateless people—those denied nationality—at 10 million globally. Often, these are migrants, refugees, victims of trafficking, and displaced groups who find themselves living under extremely precarious and vulnerable conditions and without much in terms of resources and rights. Cities and urban areas become important spaces in which the marginalized poor and excluded communities seek refuge and shelter and engage in forms of rebuilding and place-making that tends to fall outside of the purview and control of the state and the authorities. Here, we take a broad transnational perspective on how the precarious and vulnerable urban poor develop strategies and practices of living that are geared toward securing greater autonomy and dignity, primarily through forms of peripheral development and informality. We will explore interconnected themes of family, kinship, work, gender, and social reproduction as they pertain to the urban poor. Some of the theories and concepts that we will read include Teresa Caldeira’s “autoconstruction,” Asef Bayat’s “quiet encroachment of the ordinary,” Henri Lefebvre’s “right to the city,” and Ananya Roy’s “subaltern urbanism.”

Faculty
Related Disciplines

Understanding Mass Media: Theories and Methods of Sociological Analysis

Open , Seminar—Spring

The mass media profoundly shape everyday reality. We become aware of the world beyond our immediate experience through media representations and virtual social networks. Representations do not simply convey information but also structure our understanding of society, the meaning of social categories, and our sense of self. This course will provide an introduction to theories of media and society, including the media as a component within capitalist economies, as a public sphere in democratic societies, and as a form of culture. We will explore how the media make meaning and how social identities are reflected and constructed through media products. We will consider audiences as consumers of media and as active participants in the use of media in everyday life. Students will learn methods of media analysis—including narrative analysis, genre theory, content analysis, framing, and semiotics—and apply them in collaborative projects and conference work. Although this course will include interdisciplinary content, the class will be rigorous and is likely to appeal to students with a strong interest in studying and applying theories and methods of qualitative social science.

Faculty

Health Policy/Health Activism

Sophomore and above , Seminar—Year

How does your race, class, gender, and where you live and work influence whether you get sick? Why does the United States spend more on healthcare than other countries, yet rank relatively low on many measures of good health? How likely is it that you will have access to healthcare when you need it? Can we make affordable healthcare available to more people? What do we mean by “public health”? What is the role of government in providing healthcare or managing the health of populations? In this course, we will investigate these questions directly and through studying health social movements. Health activists have not only advocated for particular diseases and for research funding but also have also sought to reduce stigma, uncover health disparities and environmental injustices, and democratize medical research. Throughout the year, we will examine the history and contemporary meanings of “health,” examining the moral values attached to health and illness and questions of medical authority and medical knowledge. We will begin in the fall semester by studying health social movements in conjunction with studying patterns of ill health; i.e., who gets sick and why? In the spring semester, we will turn to healthcare systems, both within the United States and globally. We will study programs of healthcare reform in the United States and other countries, international health policy, and specific health policy issues such as vaccination, genetic screening, or the ethics of medical research. Throughout the year, we will explore broad questions of social justice, inequalities, governance, activism, and the environment through the lens of health.

Faculty
Related Disciplines

Marx and Marxisms: Lineages and Contemporary Relevance

Advanced , Seminar—Year

Ideas of social movements and social change throughout the world in the 19th and 20th centuries were significantly informed by the ideas of one social thinker: Karl Marx. Even today, thinkers in the humanities and social sciences— including media and cultural studies—along with social and political activists continue to be engaged with Marx’s ghost. While many detractors would argue—following the collapse of the Soviet Union and the end to the “Cold War”—that Marx’s thought is now irrelevant, others argue the opposite: that the current phase of globalization that we are presently in was, in fact, anticipated by Marx. In this seminar, through a close and in-depth study of Marx’s writings and those of others about him, we will examine the impact of Marx’s ideas on thinking about and practices of social change. The themes in Marx’s writings on which we will focus include the following: his views on human nature, social structures and individual agency and subjectivity, alienation, religion and ideology, objectification and commodification, social class and power relations, and political economy including globalization. Following our close scrutiny of Marx’s work in the fall, in the second semester we will study later thinkers whose work has been inspired by Marx and who carried his ideas further and/or addressed new questions in the light of developments since the historical period in which Marx was writing. Among the latter, we will include thinkers such as Gramsci, Barthes, and Williams, who addressed questions of culture and hegemony; structuralists like Althusser, who dealt with the state and ideology; socialist feminists interested in the relationship of class, gender, and sexuality; geographers interested in the relationship of space, class, and power such as David Harvey and Dorren Massey; critical race theorists; and current analysts of globalization. For conference, students could work on specific social thinkers in the Marxist tradition and/or examine political and social movements inspired by his analysis.

Faculty
Related Disciplines

First-Year Studies: How Things Talk: The Linguistic Materialities of Late Capitalism

Open , FYS—Year

One of the effects of advanced capitalism is to complicate the distinction between words and objects and between humans and things. Within the radicalization of market ideologies characterizing our contemporary moment, what counts as inalienable spiritual values as opposed to alienable material entities? Is kindness a virtuous demeanor or a form of immaterial affective labor that requires the performance of specific acts of speech? What should and what should not have a price? Which is the original, and which is the copy? Is a brand a symbol that stands for a product or a product in itself? How can we distinguish medium from message? This course provides an introduction to anthropology’s theories and methods through an investigation of how words and things mediate and enable human experience, creating the complex semiotic landscapes that we inhabit. The aim is to problematize the conventional conceptualizations of language and materiality and show how, within a regime of advanced capitalism, life and labor unfold through complex interplays of semiotic codes, affective registers, and material objects. Throughout the year, students will be introduced to a series of theoretical and ethnographic readings aimed at illustrating the blurred boundaries between words and things, subjects and objects, signs and referents, artworks and artifacts, gifts and commodities, and alienable and inalienable possessions. Aside from achieving a deeper understanding of how our life is shaped by our relation with things and language, students will also be introduced to the craft of ethnography as a method of research and a genre of writing. At the beginning of the fall semester, each participant will be assigned two objects and will be asked to explore them—as an individual item or as a class of objects—through a series of short essays and ethnographic tasks, which may or may not provide the material for a larger conference paper. Contrary to the classic approach in which the ethnographer engages the description of a specific cultural context through the narratives, beliefs, experiences, and actions of human agents, these thing-centered essays will provide mini-ethnographic sketches of how objects produce cultural meanings and social relations. During biweekly group conference meetings, held throughout the fall semester, students will compare notes on their ongoing thing-ethnographies, share their findings, and discuss their theoretical concerns and methodological problems. Students’ thing-ethnographies will also be presented periodically to the entire class during dedicated workshops. The format of these short presentations will be at the discretion of the participant, but students are encouraged to make use of digital voice recording, photography, and video to illustrate the objects and their contexts of use.

Faculty
Related Disciplines

Paris, City of Light and Violence

Open , Seminar—Fall

So they had begun to walk about in a fabulous Paris, letting themselves be guided by the nighttime signs, following routes born of a clochard phrase…. —Julio Cortázar, Hopscotch

For centuries now, the city of Paris, France, has held an actual and imaginary intensity in the lives of many. In this seminar in cultural anthropology, we will explore a number of themes and forces that have shaped the cultural and political contexts of life in Paris through the 19th and 20th centuries and on into the 21st—from great works of art to transformations in urban design to the politics of colonialism, migration, racism, marginalization, and police surveillance, as well as critical events of state and collective violence. In walking (conceptually) about a Paris at once fabulous and haunted, we will come to know various signs of being and power in this renowned city. In attending to key events in the recent history of Paris—in 1942, 1961, 1968, 1995, and 2015, for instance—we will work toward developing a comprehensive sense of the many social, cultural, and political dimensions of urban experience in la ville lumière, the “city of light,” in both its central arrondissements and its peripheral banlieues. Along the way, we will consider a number of important literary writings (Hugo, Balzac, Baudelaire, Breton, Modiano, Cortázar, Perec, Sebbar, and Bouraoui), films (Godard, Truffaut, Marker, Varda, Tati, Kassovitz, Haneke, and Sciamma), and scholarship (Benjamin, Dubord, Harvey, Kofman, Fanon, Barthes, Foucault, Derrida, and Latour). Students will be encouraged to undertake conference work on artists, writers, and thinkers associated with Paris or to develop their own anthropological reflections on Paris or another intensive city known to them.

Faculty
Related Disciplines

Understanding Experience: Phenomenological Approaches in Anthropology

Open , Seminar—Spring

How does a chronic illness affect a person’s orientation to the everyday? What are the social and political forces that underpin life in a homeless shelter? What is the experiential world of a deaf person, a musician, a refugee, or a child at play? In an effort to answer these and like-minded questions, anthropologists in recent years have become increasingly interested in developing phenomenological accounts of particular “lifeworlds” in order to understand—and convey to others—the nuances and underpinnings of such worlds in terms that more orthodox social or symbolic analyses cannot achieve. In this context, phenomenology entails an analytic method that works to understand and describe in words phenomena as they appear to the consciousnesses of certain peoples. Phenomenology, put simply, is the study of experience. The phenomena most often in question for anthropologists include the workings of time, perception, emotions, selfhood, language, bodies, suffering, and morality as they take form in particular lives within the context of any number of social, linguistic, and political forces. In this course, we will explore phenomenological approaches in anthropology by reading and discussing some of the most significant efforts along these lines. Each student will also try her or his hand at developing a phenomenological account of a specific subjective or intersubjective lifeworld through a combination of interviewing, participant observation research, and ethnographic writing.

Faculty
Related Disciplines

Faking Families: How We Make Kinship

Open , Seminar—Spring

In her study of transnational adoptees, Eleana Kim noted the profound differences between discourses about the immigration of Chinese brides to the United States and those describing the arrival of adopted Chinese baby girls: the former with suspicion and the latter with joy. Two ways that families form are by bringing in spouses and by having children. We tend to assume that family-building involves deeply personal, intimate, and even “natural” acts; but in actual practice, the pragmatics of forming (and disbanding) families are much more complex. There are many instances where biological pregnancy is not possible or not chosen, and there are biological parents who are unable to rear their offspring. Social rules govern the acceptance or rejection of children in particular social groups, depending on factors such as the marital status of their parents or the enactment of appropriate rituals. Western notions of marriage prioritize compatibility between two individuals who choose each other based on love; but in many parts of the world, selecting a suitable spouse and contracting a marriage is the business of entire kin networks. There is great variability, too, in what constitutes “suitable.” To marry a close relative or someone of the same gender may be deemed unnaturally close in some societies, but marriage across a great difference such as age, race, nation, culture or class can also be problematic. And beyond the intimacies of couples and the interests of extended kin are the interests of the nation state. This seminar, then, examines the makings and meanings of kinship connections of parent and spouse at multiple levels, from small communities to global movements. Our topics will include the adoption and fostering of children, both locally and transnationally, in Peru, Chile, Spain, Italy, Ghana, the United States, China, and Korea. We will look at technologies of biological reproduction, including the global movement of genetic material in the business of transnational gestational surrogacy in India. We will look at the ways in which marriages are contracted in a variety of social and cultural settings, including China and Korea, and the ways in which they are configured by race, gender, and citizenship. Our questions will include: Who are “real” kin? Who can a person marry? Which children are “legitimate”? Why do we hear so little about birth mothers? What is the experience of families with transgender parents or children? What is the compulsion to find genetically connected “kin”? How many mothers can a person have? How is marriage connected to labor migration? Why are the people who care for children in foster care called “parents”? The materials for this class include literature, scholarly articles, ethnographic accounts, historical documents, and film.

Faculty
Related Disciplines

Making the World Go Round: Children as Cogs in the Wheels of Empire

Sophomore and above , Seminar—Spring

At the close of the 1920s, a Miss Wilson presented a paper at a London conference, addressing “The Education of European Children in Contact With Primitive Races.” In her talk, she described the life of rural white Kenyan settler children growing up with African playmates and expressed her concerns about the morally deleterious effects of such play on these future imperial leaders. This particular case illustrates discourse about the role of privileged white children in imperial regimes; but children of diverse social classes, races, and nationalities across the globe were all implicated in processes of imperial expansion and European settler colonization over (at least) the past three centuries. What was believed about children, done to children, and required of children was central to the political and economic success of empire. In this seminar, we will examine a series of cases in order to understand the diverse roles, both intentional and unintentional, of children in colonial processes. In addition to the white sons and daughters of European settler colonists in Africa and Southeast Asia, we will look at the contrary things that were said and done about mixed-race children (and their mothers) at different historical and political moments of empire. We will learn, too, about the deployment of “orphans” in the service of empire. In the metropole, particularly British cities, orphan boys were funneled into the military and merchant navy, while children of both sexes were shipped across the globe to boost white settler populations, provide free labor, and relieve English poorhouses of the responsibility of taking care of them. The ancestors of many contemporary citizens of Canada, Australia, and South Africa were exported as children from metropolitan orphanages. In our intellectual explorations, we will deploy approaches from sex-gender studies, postcolonial studies, and critical race theory. Questions that we will explore include: Why did settler authorities in Australia kidnap mixed-race indigenous children and put them in boarding schools, when such children in other colonies were expected to stay with their local mothers out of sight of the settlers? How did European ideas about climate and race frame the ways in which settler children were nursed in the Dutch East Indies? How did concepts of childhood and parental rights over children vary historically, socioeconomically, and geographically? How did metropolitan discourses about race, class, and evolution frame the treatment of indigent children at home and abroad? The materials for this class include literature, scholarly articles, ethnographic accounts, historical documents, and film. There will be much discussion.

Faculty
Related Disciplines

Sacrifice

Sophomore and above , Seminar—Fall

This seminar explores themes of sacrifice in classical Indian and Western traditions. After exploring case studies from ancient India and Greece, we analyze survivals of classical sacrifice in contemporary literature and cinema. Sacrificial practices bridge religious, political, and economic aspects of culture. The sacrifice of a scapegoat channels violence and legitimizes acts of killing or destruction in order to serve social interests of surrogacy and catharsis. As sacrament, sacrifice represents transformational mystery. As ceremonial exchange, it facilitates negotiations of status, observance of boundaries, and the redistribution of goods. In specific cultural settings, sacrifice functions as celebration, as a manifestation of goodwill, as insurance, and/or as a source of communion. Seminar topics include: offerings, gift exchange, fasting and feasting, the warrior ethic, victimization and martyrdom, bloodletting and scarification, asceticism, and renunciation. The seminar addresses the politics of sacrifice and scapegoating through critical inquiry into sati (widow immolation) in India, charity and service tourism, court rituals and judicial proceedings, the targeting of ethnic scapegoats, and gender bullying. Primary texts include Hindu myth and ritual, Greek tragedies, Akedah paintings, the Roman Catholic Eucharist, and selected contemporary short stories and films. Readings are drawn from anthropology, literature, comparative religions, and cultural studies.

Faculty
Related Disciplines

Political Economy of Women

Open , Lecture—Year

What factors determine the status of women in different societies and communities? What role is played by women’s labor, both inside and outside the home? By cultural norms regarding sexuality and reproduction? By religious traditions? After a brief theoretical grounding, this course will address these questions by examining the economic, political, social, and cultural histories of women in the various racial/ethnic and class groupings that make up the United States. Topics to be explored include: the role of women in the Iroquois Confederation before white colonization and the factors that gave Iroquois women significant political and social power in their communities; the status of white colonist women in Puritan Massachusetts and the economic, religious and other factors that led to the Salem witchcraft trials of 1692; the position of African American women under slavery, including the gendered and racialized divisions of labor and reproduction; the growth of competitive capitalism in the North and the development of the “cult of true womanhood” in the rising middle class; the economic and political changes that accompanied the Civil War and Reconstruction and the complex relationships between African American and white women in the abolitionist and women’s rights movements; the creation of a landless agricultural labor force and the attempts to assimilate Chicana women into the dominant culture via “Americanization” programs; the conditions that encouraged Asian women’s immigration and their economic and social positions once here; the American labor movement and the complicated role that organized labor has played in the lives of women of various racial/ethnic groups and classes; the impact of US colonial policies on Puerto Rican migration and Puerto Rican women’s economic and political status on both the island and the mainland; the economic/political convulsions of the 20th century—from the trusts of the early 1900s to World War II—and their impact on women’s paid and unpaid labor; the impact of changes in gendered economic roles on LGBT communities; the economic and political upheavals of the 1960s that led to the so-called “second wave” of the women’s movement; the gendered and racialized impact of the Great Recession and its aftermath; the current position of women in the US economy and polity and the possibilities for inclusive public policies concerning gender and family issues.

Faculty
Related Disciplines

Econometric Analysis: Structural Explorations in the Social Sciences

Open , Lecture—Year

This lecture requires some basic knowledge (high-school level) of mathematics and statistics. A review of core concepts in these subjects will be carried out at the beginning of the fall semester.

The course is designed for all students interested in the social sciences who wish to understand the methodology and techniques involved in the estimation of structural relationships between variables. The course is intended for students who wish to be able to carry out empirical work in their particular field, both at Sarah Lawrence College and beyond, and critically engage empirical work done by academic or professional social scientists. The practical hands-on approach taken in this course will be useful to those students who wish to do future conference projects in the social (or natural) sciences with significant empirical content. It will also be invaluable for students who are seeking internships, planning to enter the job market, or desiring to pursue graduate education in the social sciences and public policy. After taking this course, students will be able to analyze questions such as the following: What is the relationship between slavery and the development of capitalist industrialization in the United States? What effects do race, gender, and educational attainment have in the determination of wages? How does the female literacy rate affect the child mortality rate? How can one model the effect of economic growth on carbon-dioxide emissions? What is the relationship among sociopolitical instability, inequality, and economic growth? How do geographic location and state spending affect average public-school teacher salaries? How do socioeconomic factors determine the crime rate in the United States? During the course of the year, we will study all of these questions. In the first semester, we will cover the theoretical and applied statistical principles that underlie Ordinary Least Squares (OLS) regression techniques. We will begin with the assumptions needed to obtain the Best Linear Unbiased Estimates of a regression equation, also known as the “BLUE” conditions. Particular emphasis will be placed on the assumptions regarding the distribution of a model’s error term and other BLUE conditions. We will also cover hypothesis testing, sample selection, and the critical role of the t- and F-statistic in determining the statistical significance of a social metric model and its associated slope or “β” parameters. Further, we will address the three main problems associated with the violation of a particular BLUE assumption: multicollinearity, serial correlation, and heteroscedasticity. We will learn how to identify, address, and remedy each of those problems. In addition, we will take a similar approach to understanding and correcting model specification errors. Finally, we will focus on the analysis of historical time-series models and the study of long-run trend relationships between variables. At the end of the fall semester, students will have to carry out an econometric analysis of a World Bank study on labor markets. The spring semester class will build on the fall class by introducing students to advanced topics in econometrics. We will study autoregressive dependent lag (ARDL) models, co-integration, and error correction models involving nonstationary time series. We will investigate simultaneous equations systems, vector error correction (VEC), and vector autoregressive (VAR) models. The final part of the seminar will involve the study of panel data, as well as logit/probit models. As with the fall class, the spring class will also be very “hands-on,” in that students will get ample exposure to concrete issues while also being encouraged to consider basic methodological questions (e.g., the debates between John Maynard Keynes and Jan Tinbergen) regarding the power and limitations of econometric analysis. At the end of the spring semester, students will have to do in-class presentations of self-designed econometric projects (either singly or in groups) on topics of their choice. The spring semester is particularly relevant to students who wish to pursue graduate studies in a social-science discipline, although it will be equally relevant for those seeking other types of graduate degrees that involve knowledge of intermediate-level quantitative analysis.

Faculty
Related Disciplines

Resource Economics and Political Ecology

Open , Seminar—Fall

Humankind’s ability to radically shape, alter, degrade, and threaten the Earth’s system(s) is strongly evidenced. From stratigraphic (geological) markers to plastic and electronic waste to climate change, nonrenewable resource depletion, and soil, water, and air spoliation, the consequences of human activity-induced (anthropogenic) provisioning are well-known, unceasing, and, it appears, accumulating and intensifying. Given the impact and interaction between humankind and the natural environment, far less certainty exists as to how to conceptualize, give narrative to, and address the complex, evolving, and continuous influence between humankind and its environment. As for the discipline of economics, significant tensions exist as to what tools, methods, vision, qualitative and quantitative measurement indicators, and theoretical foundations are appropriate and best-suited for voicing, revealing, stewarding, and redressing existing and future ecological challenges. Along with established and significant topics such as sustainability, externalities, pollution, regulation, global governance, benefit-cost analysis, taxation and subsidy, property rights and the commons, technology, competition and markets, biophysical realities, planetary boundaries, ecosystem services, consumption, and environmental ethics, this semester-long seminar will: 1) investigate distinct and alternative methodological, analytical, and theoretical tools of various schools of economic thought and their approaches to environmental concerns (e.g., mainstream neoclassical, ecological economics, post-Keynesian, Marxian, feminist/ecofeminist, institutionalist, behavioral); 2) examine and stress issues of environmental, racial, and intergenerational justice; unequal ecological exchange; trade and development; labor and ecological arbitrage; legal, political, and public policy dimensions; monetary considerations, accounting; value theory and social costs; 3) consider topics such as deep, shallow, social, industrial, urban, and dark ecology; thermodynamics; and novel ecosystems; 4) analyze and apply evaluative tools, methodologies, and practices, including interdisciplinarity, theoretical pluralism, systems thinking, critical ethnography, critical realism, neoliberalism, ultrasociality, cultural ecosystem services, and indigenous and postcolonial ontologies and epistemologies; and 5) critically explore, appraise, envision, and theorize as to existing and alternative provisioning possibilities and theses such as green capitalism, ecosocialism, degrowth (décroissance), metabolic rift analysis, capitalocene, anthropocene, and subsistence and sufficiency perspectives. Conference production (work) will look to situate students (economists) as keen and discerning interdisciplinary social scientists and will consist of research projects where a broad range of formats or mediums will be accepted in offering the opportunity to examine a topic of personal interest concerning the complex and evolving interaction between humankind’s economic system(s) and the Earth’s system(s).

Faculty
Related Disciplines

Microeconomic Theory and Policy: Advanced Topics

Intermediate , Seminar—Fall

Some prior background in economics is required.

What assumptions, methodologies, values, vision, and theoretical foundations do microeconomists incorporate and rely upon for analyzing economic behavior at the individual level? What insights, knowledge, inferences, and/or conclusions can be gleaned through examining characteristics of individual firms, agents, households, and markets in order to understand capitalist society? How do our theories of individual and business behavior inform our interpretation of distributional outcomes? Among other topics, this semester-long seminar in intermediate microeconomics will offer an inquiry into economic decision-making vis-à-vis: theories of demand and supply, the individual (agents), households, consumption (consumer choice); theories of production and costs; theories of the firm (business enterprise, corporations); theories of markets and competition; prices and pricing theory; public policy and legal foundations; and theories of value and income distribution. Critical analysis, reflection, and insight into these and other topics will be supported and strengthened by appealing to a broad range of traditions in economics, including neoclassical (orthodox, mainstream, marginalist) and post-Keynesian, feminist, Marxian, law and political economy, and institutionalist (heterodox schools of thought). Insights from legal analyses on microeconomic topics (such as cost-benefit analysis, the Coase theorem, and Pareto optimality) will also be discussed.

Faculty
Related Disciplines

Documentary Filmmaking: Truth, Freedom, and Bearing Witness

Open , Seminar—Year

Nonfiction is our search for the truth; it is an exploration in humanity—our beauty, complexities, and the often unimaginable. This class is designed for students who, through filmmaking, hope to move humanity one step closer to understanding who we are and how connected our life experiences may be. In this yearlong course, students produce one 15- to 30-minute documentary on the subject of their own choosing. Students will develop treatments, pitch their projects, create production schedules, and work in small teams to create their films. Each week, students must demonstrate clear progress on their projects, including outlined shoot dates, updates on production needs, screening of unedited material, assembly cuts, rough cuts, and the eventual final delivery of their conference films. During class, we will screen short- and long-form documentary films from around the world, complemented by hands-on production techniques and experience. Although this is an open class, students must be prepared to learn camera operation, sound recording, and lighting with diligence and professionalism. Each student will direct his/her own project; however, the crew will be made up of the student’s peers, who will be entrusted with delivering strong technical material. This course will challenge students to think beyond the beautiful gates of Sarah Lawrence and take on subjects and opportunities that are new spaces both emotionally and physically. Nonfiction requires passion for storytelling and, ultimately, a passion for people. We hope to finish the year with a lens on the world that’s evolved to new heights of understanding and compassion.

Faculty
Related Disciplines

Food, Agriculture, Environment, and Development

Sophomore and above , Seminar—Year

Where does the food we eat come from? Why do some people have enough food to eat and others do not? Are there too many people for the world to feed? Who controls the world’s food? Will global food prices continue their recent rapid rise? And, if so, what will be the consequences? What are the environmental impacts of our food production systems? How do answers to these questions differ by place or by the person asking the question? How have they changed over time? This course will explore the following fundamental issue: the relationship between development and the environment, focusing in particular on agriculture and the production and consumption of food. The questions above often hinge on the contentious debate concerning population, natural resources, and the environment. Thus, we will begin by critically assessing the fundamental ideological positions and philosophical paradigms of “modernization,” as well as critical counterpoints that lie at the heart of this debate. Within this context of competing sets of philosophical assumptions concerning the population-resource debate, we will investigate the concept of “poverty” and the making of the “Third World,” access to food, hunger, grain production and food aid, agricultural productivity (The Green and Gene Revolutions), biofuels, the role of transnational corporations (TNCs), the international division of labor, migration, globalization and global commodity chains, and the different strategies adopted by nation-states to “develop” natural resources and agricultural production. Through a historical investigation of environmental change and the biogeography of plant domestication and dispersal, we will look at the creation of indigenous, subsistence, peasant, plantation, collective, and commercial forms of agriculture. We will analyze the physical environment and ecology that help shape but rarely determine the organization of resource use and agriculture. Rather, through the dialectical rise of various political-economic systems such as feudalism, slavery, mercantilism, colonialism, capitalism, and socialism, we will study how humans have transformed the world’s environments. We will follow with studies of specific issues: technological change in food production; commercialization and industrialization of agriculture and the decline of the family farm; food and public health, culture, and family; land grabbing and food security; the role of markets and transnational corporations in transforming the environment; and the global environmental changes stemming from modern agriculture, dams, deforestation, grassland destruction, desertification, biodiversity loss, and the interrelationship with climate change. Case studies of particular regions and issues will be drawn from Africa, Latin America, Asia, Europe, and the United States. The final part of the course examines the restructuring of the global economy and its relation to emergent international laws and institutions regulating trade, the environment, agriculture, resource extraction treaties, the changing role of the state, and competing conceptualizations of territoriality and control. We will end with discussions of emergent local, regional, and transnational coalitions for food self-reliance and food sovereignty, alternative and community supported agriculture, community-based resource management systems, sustainable development, and grassroots movements for social and environmental justice. Films, multimedia materials, and distinguished guests will be interspersed throughout the course. One farm field trip is possible, if funding permits. The seminar participants may also take a leading role in a campus-wide event on “food and agriculture,” tentatively planned for the spring. Please mark your calendars when the dates are announced, as attendance for all of the above is required. Attendance and participation is also required at special guest lectures and film viewings in the Geography Lecture and Film Series—approximately once per month in the evening from 6-8 pm. The Web board is an important part of the course. Regular postings of assignments will be made there, along with follow-up commentaries. There will be in-class essays, debates, and small group discussions. Conferences will focus on in-depth analyses of course topics. You will be required to prepare a poster project and paper on a topic of your choice related to the course, which will be presented at the end of each semester in a special session.

Faculty
Related Disciplines

Introduction to Development Studies: The Political Ecology of Development

Intermediate/Advanced , Seminar—Year

Experience in the social sciences is desired but not required.

In this yearlong seminar, we will begin by examining competing paradigms and approaches to understanding “development” and the “Third World.” We will set the stage by answering the question: What did the world look like 500 years ago? The purpose of this part of the course is to acquaint us with and to analyze the historical origins and evolution of a world political-economy of which the “Third World” is an intrinsic component. We will thus study the transition from feudalism to capitalism, the rise of merchant and finance capital, and the colonization of the world by European powers. We will analyze case studies of colonial {development” to understand the evolving meaning of this term. These case studies will help us assess the varied legacies of colonialism apparent in the emergence of new nations through the fitful and uneven process of decolonization that followed. The next part of the course will look at the United Nations and its associated institutions and the role that they have played in the post-World War II global political-economy—one marked by persistent and intensifying socioeconomic inequalities, as well as frequent outbreaks of political violence across the globe. By examining the development institutions that have emerged and evolved since 1945, we will attempt to unravel the paradoxes of development in different eras. We will deconstruct the measures of development through a thematic exploration of population, resource use, poverty, access to food, the environment, agricultural productivity, and different development strategies adopted by Third World nation-states. We will then examine globalization and its relation to emergent international institutions and their policies; for example, the IMF, World Bank, AIIB, and WTO. We will then turn to contemporary development debates and controversies that increasingly find space in the headlines: widespread land grabbing by sovereign wealth funds, China, and hedge funds; the “global food crisis”; and the perils of climate change. Throughout the course, our investigations of international institutions, transnational corporations, the role of the state, and civil society will provide the backdrop for the final focus of the class: the emergence of regional coalitions for self-reliance, environmental and social justice, and sustainable development. Our analysis of development in practice will draw upon case studies primarily from Africa but also from Asia, Latin America and the Caribbean, and the United States. Conference work will be closely integrated with the themes of the course, with a two-stage substantive research project beginning in the fall semester and completed in the spring. Project presentations will incorporate a range of formats, from traditional papers to multimedia visual productions. Where possible and feasible, students will be encouraged to do primary research during fall study days and winter and spring breaks.

Faculty
Related Disciplines

Drugs, History, and Politics in Latin America and Beyond

Sophomore and above , Seminar—Spring

The “War on Drugs,” shootings in favelas, colgados in US-Mexican border states, and (in)famous drug lords (or ”narcos”) dominate contemporary images of, and conversations about, drugs in Latin America. From the narconovelas and narcocorridos to even narco-tourism, narcoviolence has created a myriad of cultural and social artifacts that cultivate both fascination and repulsion over a phenomenon that has profound economic, social, and political ramifications for the region and for the world. This course seeks to understand the multiplicity of historical causes and effects of narcoviolence in the most conspicuous cases in Latin America during the 20th century: Brazil, Colombia, Mexico, and Central America. To do so, the course will situate the current narcoviolence within a longer history of psychoactive drugs as goods, linking producers and consumers through global capitalism since the early modern period. From coffee to cocaine, we will discuss the origins of both fascination with and prohibition of psychoactive drugs. We will examine the social, political, and economic functions of drugs in different historical contexts, their transformation from luxury to mass commodities, and even their fetishization. In addition, the course explores the economics, politics, and culture of drugs in the long era of narcoviolence and globalization. Using primary and secondary sources, history and social science perspectives, the course seeks to foster deep and serious engagement with the history of Latin America and its complex relation to psychoactive drugs.

Faculty
Related Disciplines

Right and Left in Latin America

Intermediate , Seminar—Fall

The categories of right and left go beyond party affiliation or ideological orientation, transcending labels loosely attached to politicians, intellectuals, and institutions. The battles between states and markets, individual rights and collective action, or order and freedom reveal society’s fundamental but constant problem: how to organize itself. Most recently, the Pink Tide—or the rise of popular, socially oriented, and outspoken politicians to the presidencies of Venezuela, Brazil, Bolivia, and Argentina, among others—aimed at putting an end to the Washington Consensus era. Reacting against the preeminence of technocrats, open markets, and international capital of the previous decade, these battles unleashed a new chapter in the long-term battle between the right and the left. Drawing on policy battles in the political, economic, social, and cultural fields in the history of Latin America, the course will examine the shifting and sometimes conflicting meaning of right and left. Rather than siding with the frontrunners or underdogs of history, we will attempt to understand the options available to historical actors, the underlying premises of those choices, and the costs and benefits of the policy options of both the right and the left. From the colonial debates on the nature of Indians and their consequent role in the New World society to the Cold War struggles between violent revolution and progressive reform, the seminar covers a broad historical arc but delves deeply into each historical moment. We will use documents produced by those involved in the debates, along with secondary sources, to question the extent to which we can speak about the past using the modern categories of right and left. Thus, the seminar provides an overview of Latin American history through its key figures and classical dilemmas, as well as the analytical tools to understand how political stances about the organization of society—such as right and left—emerge and transform.

Faculty
Related Disciplines

Transformation Sounds! Ethnomusicology and Social Change

Open , Seminar—Spring

This course may be counted as either humanities or social science credit. This course may also be taken as a semester-long component.

This course features the interdisciplinary study of music and culture by focusing on the role of music in social change. Why is music so important to social movements? How is music used to both challenge and support certain ideologies and institutions of power? How have governments used music to build national solidarity, and how have activists used it to incite change? How can we relate these phenomena to our own experiences with music in daily life? We will explore answers to these questions through historical and ethnographic literatures and learn about the diverse settings in which music and politics intersect. The course presents some theoretical foundations of music, self, and society and then examines music and politics in specific contexts. Class sessions will explore topics such as American spirituals during slavery and emancipation, Islamic political movements in Iran, and the role of music and sound in the Occupy Wall St. and Black Lives Matter movements. We will learn the many ways in which music becomes a resource for modeling the kind of social and political transformations that people hope to create in their communities or nations. For example, we will observe governments’ and citizens’ musical appropriations and reappropriations, and we will trace the ways groups often claim and adapt a single musical genre to differing ends. Throughout the course, we will listen to and discuss numerous musical examples and gain familiarity with the musical genres that we study. Class sessions will be devoted to discussing readings from a wide range of fields, including ethnomusicology, anthropology, history, and sociology. No prior experience in music is necessary. Participation in the Faso Foli (West African percussion) ensemble is strongly encouraged.

Faculty
Related Disciplines

First-Year Studies: Imperialism, Resistance, Development, Intervention: African States in the International System

Open , FYS—Year

This course will engage key questions in development studies, international relations, and politics from the perspectives and experiences of African states and societies. We will begin with the African continent’s introduction to international politics and economics through trade in goods and slaves to imperialism and colonialism. We ask not just what Europeans wanted but also how Africans responded and resisted. We will also investigate present-day campaigns to address colonial-era human-rights violations. With the end of colonial rule, independent African states became full, but subordinate, members of the international system. As the Cold War reached new heights, states were pressed to choose between capitalism and communism, to ally with the West or the Soviet Union. We will explore the forms of economic and political development that states and social actors pursued. What sorts of aid did they receive? What conditions were attached to that aid? What room was there for democracy? What role did institutions like the World Bank play in aggravating or alleviating conditions of poverty? We will bring our discussion of international aid and development up to the present by discussing China’s dramatically expanded role on the African continent by providing loans, building infrastructure, and engaging in trade. We will conclude the fall semester by considering to what extent China presents either a different model of development and international politics or just an updated version of earlier models. During the second semester, we will focus on war, interventions, justice, and peace. With the end of the Cold War, African states experienced a dramatic increase in civil and interstate wars. We will investigate the central causes of key conflicts, as well as interventions by non-African states. Key questions include: Under what circumstances did Western states engage in humanitarian or other forms of intervention in response to conflict? Why did the international community withdraw during the Rwandan genocide? What institutions did the international community establish in order to support human rights, and how effective have they been? We will consider the various forms of justice pursued after the Rwandan genocide, as well as the charge that the International Criminal Court is targeting African states. Finally, we will use what we have learned to consider the impact of the United States’s Global War on Terrorism (GWOT) on US and other military actions on the African continent. The United States has dramatically increased its military presence on the continent in the last decade, as members of the US military have engaged in dramatic firefights with militants in East Africa and the Sahel. US-armed drones have killed significant numbers. We will consider how those interventions impact the prospects for short-term and long-term peace and development. This course will not provide any easy answers but will equip students to ask better questions, to effectively support their arguments, and to engage in in-depth research. Conference meetings will largely be one-on-one, but we will also schedule a few small group conferences during the year. There is also the possibility of full group outings, depending upon local events.

Faculty
Related Disciplines

State Terror and Terrorism

Intermediate/Advanced , Seminar—Fall

Prior coursework in the social sciences and/or related disciplines is required.

The events of September 11, 2001, unleashed a bitter and contentious debate regarding not just how states and societies might best respond to the threat of violence but also, fundamentally, what qualifies as terrorism. Just nine days later, and without resolving any of these difficult issues, the United States announced its response: The Global War on Terrorism. Almost two decades later, we are no closer to consensus concerning these politically and emotionally charged debates. This course will investigate the use of violence by state and nonstate actors to assert their authority and to inspire fear. The modern state, as it was formed in Western Europe, was born of war. In Charles Tilly’s often-quoted phrase: “War makes states, and states make war.” The ability to control violence within a territory has long been a key part of the definition of a functioning state. The presence of armed groups on a state’s territory, which the state does not or cannot effectively control, is therefore a direct challenge to a state’s authority and has the potential to undermine its recognition as an international actor. After briefly discussing the historical development of modern states, we will investigate the evolution of the terminology of terror and terrorism from the French Revolution to today. We will explore acts of state terror and their consequences and consider the use of the term ”terrorism” in the popular press, in political rhetoric, and in policymaking by states and international organizations. We will investigate a number of nonstate actors that employed violence—including South Africa’s ANC, Sri Lanka’s LTTE, and Al Qaeda, among others—and consider the impact this had both for their popular support and for the local and transnational communities impacted by their struggle. Finally, we will consider how various forms of violence have been either memorialized or publicly forgotten.

Faculty
Related Disciplines

Community and Civility

Advanced , Seminar—Year

Social theorist Wendell Berry argues, “A community is the mental and spiritual condition of knowing that the place is shared and that the people who share the place define and limit the possibilities of each other’s lives. It is the knowledge that people have of each other, their concern for each other, their trust in each other, the freedom with which they come and go among themselves.” This course will explicitly examine Berry’s ideas about collective possibility and how community shapes the American idea, our national ethos, political and social life, and the very concept of civility that is essential in society. From America’s founding to the Age of Trump, the course will look at how concepts of community and civility have evolved from New England and frontier towns to suburban postwar sprawl and the current rise of inner cities, planned communities, and gentrification. Moreover, the course will attempt to make sense of the seeming polarization in American society today, along with the concurrent rise in rudeness, anxiety, social dislocation, and isolation that is chronicled regularly in both popular and academic writing. To be sure, this course on community and civility fits into a larger and growing area of research that has shown that the norms and networks of civil society have powerful practical effects in many disparate geographic, political, and economic arenas, including questions of inequality and social mobility. We will examine concepts such as “social capital” and “civil society,” and the seminar will explore these areas with a focus on the United States. Although many issues, concepts, and methods discussed in this seminar have important analogues in other settings, from the United Kingdom to Brazil, the literature and substantive focus of this seminar is entirely US-based. This seminar is intended to be both practical and contemporaneous to the politics of the present, and it will straddle the border between academic research and contemporary policy questions. The course will be both applied and theoretical and will ask students to apply social scientific concepts and methods to controversial public problems. The course is advanced, the workload is intense, and prior background in American history and politics is preferable.

Faculty
Related Disciplines

Crossing Borders and Boundaries: The Social Psychology of Immigration

Open , Lecture—Spring

Immigration is a worldwide phenomenon whereby people move into another nation with the intention of making a better life for themselves and/or residing there temporarily or permanently. While anchored in a multidisciplinary perspective, this seminar explores the crucial role of psychology in understanding the processes associated with our conceptualizations of immigrants and immigration. The course begins with some theoretical perspectives on immigration, as well as a brief historical overview of sociological and social psychological research on immigrants. We then examine the identity of the immigrant, stressing the profound distinctions between forced and voluntary immigrants. We will analyze the processes through which “illegality” is constructed by reflecting on the lives of undocumented immigrants. We will look at how the intersections of race, class, gender, sexuality, and culture shape the psychological experience of immigrants. Seeking to extend our analysis to immigration’s impact on the host population, we conclude the course by discussing several social psychological issues such as intergroup relations, discrimination, and modes of adaptation.

Faculty
Related Disciplines

Family Caregiving Across the Life Cycle

Open , Seminar—Fall

There are only four kinds of people in the world: those who have been caregivers, those who are currently caregivers, those who will be caregivers, and those who will need caregivers. —Rosalynn Carter

Care and caregiving are aspects of daily life that each of us depends upon at various times throughout our lives. Yet care remains hidden and devalued in our current sociopolitical climate in which women continue to provide a majority of care. In this course, we will look at care as both an orientation and an activity provided by family and friends to people with disabilities and older adults. An Ethic of Care will provide a lens through which to explore the experiences of family caregivers. Specifically, caregiving youth, young adult, and male caregivers—as well as paid caregivers and care receivers living with a variety of chronic illnesses—will be our focus. Utilizing ethnographic research methods, we will explore care and caregiving from a variety of perspectives. This course will take an interdisciplinary approach and introduce students to the various literature on family caregiving. From psychology to public health, we will consider care as a reciprocal process that ebbs and flows throughout the life course. We will read from feminist theory, critical disabilities studies, psychology, and public health and will look at how care is portrayed in popular culture, film, and books. We will learn about individual and policy responses geared toward supporting family caregivers, as well as organizations that are dedicated to creating better conditions of care for all of us.

Faculty
Related Disciplines

Emerging Adulthood

Open , Seminar—Fall

We have time, energy, questions, and few responsibilities. We want to push the envelope, resist compromise, lead revolutions, and turn the world upside down. Because we do not yet know quite how to be, we have not settled and will not let the dust settle around us. —Karlin & Borofsky, 2003

Many traditional psychological theories of development posit a brief transition from adolescence to adulthood. However, many people moving into their 20s experience anything but a brief transition to “feeling like an adult,” pondering questions such as: How many SLC alums can live in a Brooklyn sublet? What will I do when I finish the Peace Corps next year? In this course, we will explore the psychological literature concerning emerging adulthood, the period from the late teens through the 20s. We will examine this period of life from a unified biopsychosocial and intersectional perspective.

Faculty
Related Disciplines

What’s in a Name? Perspectives on Poverty

Intermediate , Seminar—Fall

Previous coursework in psychology, sociology, or economics or instructor permission required.

Poverty, misery or want is a phantom with a thousand faces that vents its fury primarily among the majority of people who live in what is referred to as the Third World and among the pockets of poor people living on the fringes of the large industrialized cities… —Santiago Barquín

What is poverty? Does it have a face? Is it confined to a particular space? What does it mean to be poor? This seminar challenges students to confront their individual conceptualizations of poverty through a cross-disciplinary study into its dynamics. Readings will survey the way poverty has been defined by economists, psychologists, philosophers, and neuroscientists. Students will gain an understanding of how these definitions bear on the methodological approaches used to study both the prevalence of poverty and the severity of its effects. Students are expected to discuss the merits and demerits of each perspective and the practical consequences they engender. The course will move to situate poverty into context in order to examine how it is expressed across different environments. How is urban poverty similar to or different from rural poverty? Does suburban poverty even exist? The course will trace the origin of stereotypes about poor people and how they are perpetuated and supported by popular discourse through readings from White Trash: The 200-year Untold History of Class in America. Readings from $2.00 a Day: Living on Almost Nothing in America will ask students to interrogate the factuality of myths about who is poor. Together, the course will ponder the differential impact of poverty on racial and ethnic groups in America. Students will be asked to evaluate state-level welfare policies to observe the variation in state legislatures and the consequences for individuals and families. In thinking about the consequences of poverty, the course will also cover the way individuals are shaped by poverty, charting its effects on the brain and the body. Conference projects will give students the opportunity to research poverty-related social issues such as the poverty-obesity paradox and the income-academic achievement gap. Throughout the course, students are encouraged to be mindful of the way poverty is operationalized and to consider what psychological perspectives have to offer by way of improving our understanding of how people are affected by life in poverty.

Faculty
Related Disciplines

The Historical Evolution of Psychological Thought

Intermediate , Seminar—Spring

This seminar aims at presenting the historical evolution of psychology as a distinct discipline, starting with Wundt in 1879 at Leipzig. Its short history notwithstanding, psychology has benefited from a long and rich past—tracing its roots, for the most part, in philosophy. As early as the fifth century B.C., Aristotle and other Greek scholars grappled with some of the same problems that concern psychologists today; namely, memory, learning, motivation, perception, dreams, and abnormal behavior. A discipline such as psychology does not develop in a vacuum but, rather, is shaped by human personalities, institutions, and the societal context. Therefore, our critical and historical analyses will focus on comprehending the cultural context from which ideas, concepts, and theories have emerged and evolved. This approach will provide a unifying framework for a thorough reexamination of the different systems of psychology in the United States.

Faculty
Related Disciplines

Children’s Health in a Multicultural Context

Intermediate , Seminar—Spring

A background in social sciences or education is recommended.

This course offers, within a cultural context, an overview of theoretical and research issues in the psychological study of health and illness in children. We will examine theoretical perspectives in the psychology of health, health cognition, illness prevention, stress, and coping with illness and highlight research, methods, and applied issues. This class is appropriate for those interested in a variety of health careers. Conference work may range from empirical research to bibliographic research in this area. Community partnership/service learning work is an option in this class.

Faculty
Related Disciplines

Immigration, Race, and the Making of the United States: An Immigration Policy Perspective

Open , Seminar—Year

Immigration has been a recurring and polarizing political issue in the United States and globally. While undocumented youth have forced their plight into the national debate, in an earlier moment “Positively No Filipinos” and “Irish Need Not Apply” signs were commonplace in places of business. And yet, in the contemporary political climate, immigration policy is debated as if it were ahistorical and fixed. In this yearlong course, students will explore immigration, immigrant integration, and societal inequality. We will answer questions such as: How has immigration policy changed over time? And how are immigrants integrating into society? We will delve into theoretical debates over why people migrate, the role of states in managing migration flows, the “actors” who have shaped immigration policy, and how today’s immigrants compare with earlier waves of immigrants. More specifically, this course will trace the history of immigration policy and of immigration flows into the United States, as well as the distinct trajectories of groups and cohorts along a series of societal indicators. Students will contribute to ongoing debates by reflecting on where we are and what we can we do to create a better system and a more equitable society.

Faculty
Related Disciplines

Marijuana, DACA, and Guns: A Primer on Voice and Power in Crafting Policy Change

Intermediate , Seminar—Spring

In this course, we will examine political power at different levels through both theoretical and practical lenses. We will consider questions of membership and belonging and of political engagement. How are communities defined? How is political voice exercised? And how do power dynamics shape who belongs and whose voices are heard? Current policy debates will serve as a backdrop for the course, which will allow us to explore the relationship between national- and local-level policy contests. Through conference work, students will trace the pathways for effecting change in a series of contemporary policy debates at different levels of government and geographies—including debates over marijuana, DACA, and guns. New York will be our extended classroom, positioning students to connect theory and the academic classroom to practice and the real world.

Faculty
Related Disciplines

American Religious Mythmaking: The Stories We Tell Ourselves

Open , Seminar—Fall

History, like the Jewish and Christian Scriptures, is the telling of a story that reveals something about who we are, how we came to be here, and what our purpose is. In this course, rather than looking at past events in chronological order, we will explore some of the stories that Americans have told themselves over the centuries to make sense of their peoplehood and their place in the world. By exploring iconic events, institutions, texts, and artifacts from the Great Awakening to the Black Church to Fiddler on the Roof, we will see how religious narratives have informed interpretations of the American past, layering ancient stories of conquest, redemption, and rebirth onto memories of the 17th, 18th, 19th, and 20th centuries. While intentionally foregrounding Protestant religious narratives because of their dominance in American culture, this course will also attend to indigenous, Catholic, Jewish, Muslim, Buddhist, and Mormon experiences and stories.

Faculty
Related Disciplines

Religion, Healing, and Medicine in the United States

Sophomore and above , Seminar—Spring

Processes that the discipline of medicine understands primarily in biological terms—such as the cycle of conception, pregnancy, and childbirth; recovery from illness or injury; pain; death—are frequently experienced as spiritual or religious experiences by those who undergo them. Understanding such experiences may even bring us close to understanding the essence or fundamental meaning of religion; for while specific beliefs and practices vary enormously between and within religious traditions, most—if not all—religions incorporate ideas about physical and spiritual healing. Some scholars have even argued that religion is, at root, a kind of medicine that may be described as a balm in Gilead, a practice of yoga, or a careful balancing of complementary forces. In this course, we will learn about the religious traditions informing practices such as traditional Chinese medicine, healing prayer, and mindfulness meditation. We will also pay attention to the ways in which religion and spirituality affect persons undergoing modern Western medical treatment and will investigate some of the ways in which religious knowledge, belief, and practice may either help or hinder physical well-being.

Faculty
Related Disciplines

First-Year Studies: Theatre Outreach: Theatre and Community

Open , FYS—Year

Students enrolled in FYS in Theatre are also allowed, but not required, to take one extra component in the theatre, dance, or music programs as part of their Theatre Third. All students enrolled in FYS in Theatre must complete the same theatre meeting attendance and technical support hours requirements that all students enrolled in Theatre Thirds must complete.

Students will explore the theatre artist working in the community, the theatre artist/activist responding to a population’s particular needs, sharing skills and creating work that connects and empowers their fellow citizens. Students will experience the impact of sharing creative skills in the community. Starting close to campus, the class will become better acquainted with the richness and diversity that is Yonkers. Exploring Yonkers, students will research the complex sociological issues surrounding this, the fourth-largest city in New York State. In addition to the political, we will venture into Yonkers to explore public parks, spaces, landmarks, and cultural institutions and meet and interact with the people who run them. Incorporating a vocabulary of theatre and everyday movement, students will design and develop their own art in the public sphere by constructing a site-specific environmental performance video piece in a Yonkers park, combining the political with the poetic. The class will learn about the work of theatre artists who listen, connect, and extend their theatre-making into communities—theatre makers who are catalysts for change. Students will also look into the mission of Sarah Lawrence College and its continuing commitment to experiential learning through community engagement, exploring the history of artistic practices and sharing of creative skills of the Sarah Lawrence College Theatre Outreach Program and other campus programs and initiatives. This course will include trips to New York City to view theatre that explores and provokes dialogue about race, gender, class, and other issues. Assigned readings, course discussions, and exercises will explore tools for making theatre in the community. A very strong interest in collaborative theatre-making and for sharing expressive skills connected to community work is required for students enrolling in this course. Conference work will entail research into Applied Theatre, Performance Theory, and Theatre for Social Justice movements.

Faculty
Related Disciplines

Nonfiction Workshop: To Tell the Truth

Open , Seminar—Fall

This class will explore the mysteries of writing what has been called “nonfiction,” focusing particularly on questions around what has been called lying and what has been called telling the truth. Was Toni Morrison right when she said our minds have an “antipathy to fraud”? Does lying have a syntax? What are the cultural contexts, nourishments, and manipulations that may affect what happens between a writer and a drafted or published sentence? What's the difference between a lie that illuminates the truth and a lie that obfuscates or tries to extinguish it? Are famous writers good? Can popular writing lie? Is it possible to “tell the truth”? Our readings may include the work of James Baldwin, Anne Carson, Elizabeth Cook-Lynn, Dionne Brand, Aimé Césaire, Edward Said, Fred Moten, Hannah Arendt, and Virginia Woolf, as well as that of Wallace Stegner, William F. Buckley, Jr., Charlotte Beers, Henry Kissinger, and the Senate Intelligence Committee Report on Torture. In conference, we’ll discuss drafts of student work; in class, we’ll discuss readings, in light of the questions above, as a way of guiding our own makings. You’ll be expected to attend class, engage with assigned and suggested readings, participate in discussions, and, by the end of the class, produce 20 pages of publishable nonfiction. The only prerequisites are a passion for reading that equals your passion for writing and a willingness to undertake whatever might be necessary to read and write better on our last day of class than on our first.

Faculty
Related Disciplines