Talk of Love: How Culture Matters

Tips:
1. Explicitly cite the lectures, readings, and discussion boards. This final exam is testing how
much you have incorporated from the course into your own thinking, so it is important to show
that you are incorporating course material into your answers.
2. Think. Read carefully, do not rush. The grade is based on the quality of the answer, not the
quantity. You should spend at least a third of your time thinking and writing notes or an outline.
Think through your answer before writing. Part of the answer depends on coherence and how
the answer hangs together. Don’t ramble.
3. Relax. You will do better if your thoughts and emotions are under control.
4. Plan. Don’t spend too much time on any one question. Make sure you have time for all
questions. They count equally.
5. I and the TAs will answer questions of clarification, but not content. For example, we will
define the dictionary meaning of a common word, but not sociological terms that were defined in
the reading or text. They will not be able to read drafts.
6. The questions do not have a single correct answer. There is no checklist of what we expect.
But we do insist that the question is answered. The single most common reason why students do
poorly is that they fail to answer question that is posed.
Section I. 30 points. Answer the following question in 1000 words or less.
1. Examine the methods in one of the following articles. Tell what method is used. How
did the author ensure that he or she was drawing empirical sound conclusions? To what
extent do you think the author drew conclusions based on findings rather than
preconceived notions of what they expected?
Moore, Mignon R. 2008. “Gendered power relations among women: A study of
household decision making in Black, lesbian stepfamilies.” American
Sociological Review 73(2):335-56.
2
Swidler, Ann. 2001. Talk of Love: How Culture Matters. Chicago: University of Chicago
Press. Pp. 43-45; 111-118; 128-134.
Chambliss, William “The Saints and the Roughnecks”
Massey, Douglas S., and Nancy A. Denton. 1993. American Apartheid: Segregation and
the Making of the Underclass. Cambridge: Harvard University Press.
Almeling, Rene. 2007. “Selling genes, selling gender: Egg agencies, sperm banks, and
the medical market in genetic material.” American Sociological Review
72(3):319-40.
Section II. 30 points. Answer one (1) of the following questions in 1000 words or less.
2. Compare and contrast how race and gender work in one institution examined in this
course. Draw explicitly on concepts and concrete examples from lectures, reading, and
TA discussions.
3. How does Emerson in “Behavior in private places” exemplify Goffman’s analysis in The
Presentation of Self in Everyday Life? That is, which of Goffman’s concepts and
generalizations are made concrete by Emerson? To what extent do Emerson’s
observations support or challenge Goffman’s analysis?
4. How does Almeling in “Selling genes, selling gender” exemplify lecture presentation on
the social construction of reality? That is, which of Professor Roy’s concepts and
generalizations are made concrete by Almeling? To what extent do Almeling’s
observations support or challenge Professor Roy’s analysis?
Section III. 30 points. Answer one (1) of the following questions in 1000 words or less.
5. Select one of the following institutions education, health/medicine, arts/media, politics,
religion, family, economy/work. Select one of the readings on the syllabus that discussed
that institution. To what extent does the article illustrate the institutional logic that
Professor Roy discussed for that institution? Include both ways that the article conforms
to Professor Roy’s lecture and the ways that it does not.
6. How does Salazar in “The Dislocations of Migrant Filipina Domestic Workers.”
exemplify the lecture presentation on globalization? That is, which of Professor Roy’s
concepts and generalizations are made concrete by Salazar? To what extent do Salazar’s
observations support or challenge Professor Roy’s analysis?
7. What are the similarities and differences in the ways that Kozol in Savage Inequalities in
America’s Schools and Pascoe in Dude, You’re A Fag : Masculinity And Sexuality In
High School analyze inequality? To what extent are they analyzing different dimensions
of inequality, invoking different concepts or offering different explanations of inequality?
Section IV. 10 points. Answer this question in less than 350 words. There is no wrong
answer.
1. What is the most important thing you learned in this course for your own life?