Syllabus for
Master of Arts (Applied Sociology)
Academic Year  (2021)

The Masters Programme in Applied Sociology is conceived as a course providing a sound theoretical base for the understanding of contemporary social phenomena in conjunction with the skills necessary to apply this knowledge in various fields such as in the Government sector, Human Resources, NGO sector, Research and Project Management. The course provides equal importance to classical and contemporary theories on one hand and a number of special fields of empirical Sociological studies on the other. This program balances course s which offer a strong grounding in theory and methods with others which impart skills.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Apply disciplinary principles, evaluate aspects of social reality, and conduct academic inquiry.

PO3: Recognize and examine the social structures underlying our society and how they shape our existence.

PO4: Reflect upon and analyse lived experiences with reflexivity.

PO5: Apply analytical and scientific thinking to conceptualise, design and execute research projects.

PO6: Demonstrate technical skills in terms of handling data, working with various research related software.

PO7: Communicate effectively and collaborate as members or leaders in teams in multidisciplinary settings.

PO8: Engage with the community effectively using expertise drawn from the discipline.

PO9: Undertake initiatives that encourage equity and inclusive growth.

PO10: Recognize and respect plurality and different value systems, including one?s own.

PO11: Use ethical values, aligned with the values of the University, in academic initiatives.

PO12: Demonstrate awareness of local, regional, national and global needs

The course teacher would decide the internal assessment matrix to be adopted for a given subject and would incorporate them in the course plan for validation which will be circulated among the students in the beginning of each semester. 

Overview of Assessment patterns for internship 

1.                     Reflective weekly Journal                           040 marks

2.                     Report on Internship                                   030 marks

3.                     Presentation                                                010 marks

4.                     Viva                                                            020 marks       

                 Total                                                          100 marks

OVERVIEW OF ASSESSMENT PATTERN FOR DISSERTATION:

III SEMESTER

1.                  Proposal                                            20 marks

2.                  Proposal Presentation                       10 marks

3.                  Colloquium I                                           20 marks

                     Total                                                      50 marks

IV SEMESTER

1.                  Colloquium II                                          10 marks

2.                  Dissertation                                            30 marks

3.                  Viva                                                        10 marks         

                    Total                                                       50 marks   

Course Description:This course aims at making students capable of appreciating theory from a historical perspective and trace continuities in the accumulation of knowledge. It helps them to understand theory as systematically organized, law-like propositions about society that can be supported by evidence. This course covers an important phase in the development of sociological theories when the three fundamental traditions i.e. Structural Functionalism, Conflict Theory and Interactionist Theory took shape. It also introduces the students to the major proponents of these traditions.

Course Objectives :

• To orient the students to the broad spectrum of the theoretical discourses in Sociology.

• To provide foundational understanding of the sociological paradigms

• To help students comprehend the contemporary world through the lense of theories

1.      Sociological perspectives: Introduction

2.      Concepts, theories and paradigms

3.      Theory and Social Reality

1.      Structural Functionalism: Emergence

a.       Comte, Spencer, Durkheim

2.      The Analytical Functionalism of Talcott Parsons

3.      The structure of Social Action

4.      The Empirical Functionalism of R. K Merton

a.       Merton’s Paradigm for Functional analysis

5.      Applications of functional analysis

1.      Conflict as a perspective: the contribution of Karl Marx

2.      The Dialectical conflict theory of Dahrendorf

3.      The conflict Functionalism of Lewis Coser

4.      Conflict Sociology – Randal Collins

1.      Introduction

2.      Weber, Social Action, Ideal Type

3.      Cooley- Looking Glass Self

4.      Mead – Development of Self

5.      Blumer – Sociological Analysis of the Variable

1.      Structural Exchange theory of Peter M. Blau

2.      Exchange Network Theory of Richard Emerson

1.      Abraham M, F.(2008).Modern Sociological Theory. NewYork: Oxford University Press.

2.      Birks, M. (2011). Grounded Theory: A Practical Guide. Los Angeles: Sage.

3.      Collins, R. (1997). Theoretical Sociology. Jaipur: Rawat Publications.

4.      Joas, H. (2009). Social Theory: Twenty Introductory Lectures. New York: CUP

5.      Jonathan, H T. (1987). Structure of Sociological Theory. Jaipur: Rawat Publications.

6.      Parsons, T. (1964). Social Structure and Personality. Free Press.

7.      Ritzer, G. (1988). Contemporary Sociological Theory. New Jersey: MGH.

8.      Smelser, N. J. (1959). Social Change in the Industrial Revolution. London: Routledge.

1.      Allan, K. (2011). A Social Lens an Invitation to Social and Sociological Theory. Los Angeles: Sage.

2.      Baldwin, J.D (1986). George Herbert Mead: A Unifying Theory for Sociology. New Delhi:Sage.

3.      Becker, H. (1971). Sociological Work: Method and Substance. Allen Lane.

4.      Furedi, F. (2013). Authority: A Sociological History. New York: CUP

5.      Jones, P. (2005). Introducing Social Theory.  Cambridge: Polity Press.

6.      Visvanathan, S. (2009). Structure and Transformation: Theory and Society in India. New Delhi: OUP.

CIA 2 -25 MArks

CIA 3 -10 MArks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description: This is a programme focused on understanding the impact of gender on the world around us and on power hierarchies that structure it. It is important therefore to build awareness about these issues into the academic curriculum. This will enable students to critically engage with their lived reality and also empower them with the necessary tools for building a more gender just and egalitarian society.

Course Objectives: 

• to familiarize students with the dynamics of gender and its related key issues

• to orient students towards major theoretical perspectives connected with gender

• to  help them understand the politics of gender in the real world

• to critically analyse the deeper implications of gender inequality in society

1. Defining Gender
2. Feminist Methodology

1.      Liberal Feminism and Marxist Feminism

1. Radical Feminism and Socialist Feminism
2. Postcolonial/Multicultural Feminism
3. Existentialist Feminism 
4. Third Wave Feminism

1. Social Constructions of Gender : Natural and Social Inequalities
2. Femininity and Masculinity
3. Gender and Social Institutions

1. Gender and Power
2. Gender and the Economy
3. The Intersection of Gender and Class
4.  Gender and Development - Constraints in Development Polices
5. Gender on the International agenda

1. Gender and Religion
2. Gender and Law
3. Gender and health
4. Women, environment and ecology

 Pal.M, P. b. (2011). Gender and Discrimination. New Delhi : Oxford University Press.

Ray, R. (2012). Handbook of Gender. New Delhi : Oxford University .

Tapan, B. (2007). Human Rights and Environment. New Delhi : Viva Books Private Limited.

John, Mary E. (2008). Women’s Studies in India: A Reader. New Delhi:Penguin Books.

      Jackson, Stevi & Jackie Jones (ed). (1998). Contemporary Feminist Theories, Edinburgh: University Press

      Kamla Bhasin. (1994). Patriarchy. New Delhi: Kali for Women.

Kimmel, M S. (2010). The Gendered Society, (4^thed.), Oxford University Press.

Kristof, N., & Wu Dunn, S. (2009) Half the Sky, Vintage Press. Chapter 7

Leonhardt, D. (2006), Gender Pay Gap, Once Narrowing, Is Stuck in Place. The New York Times.

Parrot, A. and Cummings, N. (2006) Forsaken females: The global brutalization of women, Rowman and Littlefield. Chapter 1.

Roscoe, W. (1992) Zuni Man/Woman. University of New Mexico Press. Chapter 1

Towle, E. B, & Morgan, L. M (2002) Romancing the Transgender Native: Rethinking the Use of the "Third Gender" Concept GLQ: A Journal of Lesbian and Gay Studies, 8, (4) 469-497.

Radha Kumar. (1998). History of Doing, Kali for Women.

Butler, Judith (1990). Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge.

CIA 2 -25 MArks

CIA 3 -10 MArks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description: This course seeks to train students to conceptualize and carry out social research. It introduces students to the various stages of research, equipping them with the necessary skills to collect data, analyze data and present the findings in a report format.

 Course Objectives: This course aims 

●        To introduce students to the methodological complexities in  sociological research

●        To inculcate a capacity to conceptualize and conduct social research projects

●        To acquire the technical expertise to execute a research project

1. Philosophical Roots of Social Research-Positivism, Interpretivism, Critical theory.
2. Social Research:  Meaning – Objectives – Types- Induction-deduction.
3. Different Types of research :

a.       Based on the nature of research question- Exploratory – Descriptive –Explanatory-       Experimental.

b.      Based on the strategy- Quantitative and Qualitative

c.       Based on the outcome- Pure and Applied, Action and participatory, evaluative

4. Reliability and Validityin Research and Ethical concerns in social research

1. Research Problem: Identification and Formulation, General Objectives and Specific Objectives –concept-variable - hypotheses
2. Review of Literature
3. Research Design: Meaning – Purpose- types : Survey Designs- Cross sectional and Longitudinal, Case Study, Comparative and Experimental           

Sampling: Probability and Non-Probability -Types; Merits & Limitations.

1. Types of Data: Primary and Secondary, Quantitative and Qualitative, Sources of Data
2. Methods for Data Collection: Census-Survey, Ethnography or Participant observation, Focus Group Discussion
3. Tools for Data Collection: Questionnaire–Interview-Participant Observation, content analysis.

1. Steps in Data Processing: Checking – Editing – Coding –  Tabulation
2. Methods of Data Analysis: Using Descriptive and Inferential statistics, Qualitative data analysis- Grounded theory and Analytic Induction
3. Data Presentation: Tables & Diagrams, Narratives 
4. Research Report: Structure & Components

Babbie, E. (2002). The Basics of Social Research. London: Wadsworth Publications.

Bryman, A. (2012). Social Research Methods (4^thed.). New York: OUP.

Cresswell, J. (2009). Research Designs.  New Delhi: Sage Publications.

Goode, W. & Paul K. H. (1981). Methods in Social Research. New York: McGraw Hill.

Hammersley, M. (2012). Ethics in Qualitative Research. New Delhi: Sage.

Packer, M. (2011). The Science of Qualitative Research. New York: CUP.

Wheeldon, J. (2012). Visualizing Social Science Research: Maps, Methods and Meaning. Los   Angeles: Sage.

Young, P. (1996). Scientific Social Survey and Research. New York: Prentice Hall.

CIA 2 -25 MArks

CIA 3 -10 MArks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description: This course focuses on the development of sociology in India, its relationship to colonial anthropology, Orientalism and Indology and the approaches that emerged in Indian sociology over the years. It introduces the learner to the counter influences of power and knowledge especially during the time of colonialism. The paper begins with an introduction to the theoretical foundations of empirical, structural, Marxist and subaltern approaches to the study of Indian society. It then introduces a number of seminal works in various areas of study such as the study of caste, family, village and tribe in India which have utilized these different perspectives. The readings for most of these units will be shared in class.                        

Course Objectives: 

• To introduce students to the dynamics of Indian Society

• To help them have thorough knowledge about the different approaches to study Indian Society

• To familiarize them with the structural and non structural issues connected with Indian society 

• To apply this understanding in studying about the contemporary social scenario.

1. Indological perspective

2. Structural functionalist perspective: M.N.Srinivas

3. Conflict perspective: Kathleen Gough, Thorner

4. Structuralist perspective: Dumont

5. Subaltern Perspective with reference to Dalit critiques

1. Indological perspective (Concept of self-sufficient little republics)

2. Structural functionalist perspective: M.N. Srinivas

3. Conflict perspective: Kathleen Gough, Beteille, Daniel Thorner

4. Structuralist perspective: Dumont

5. Subaltern Perspective

1. Indological perspective: Weber, William Jones and Max Muller,

2. Structural functionalist perspective: M N Srinivas

3. Conflict perspective

4. Structuralist perspective: Veena Das and Uberoi

5. Subaltern Perspective: Kancha Illiah

1. Indological perspective: Morgan, Maine, Rivers

2. Structural functionalist perspective: Iravati Karve

3. Conflict perspective with reference to the feminist critiques of the family

4. Structuralist perspective: Levi Strauss, Trautman and Dumont

5. Subaltern Perspective with reference to Dalit critiques

1. Indological perspective: Rivers

2. Structural functionalist perspective: N K Bose

3. Subaltern Perspective: Ramachandra Guha, Tanika Sarkar 

Desai, A. R. (1994). Rural sociology in India. Popular Prakashan.

Desai, A. R. (2005). Social Background Of Indian Nationalism (6Th-Edn). Popular Prakashan.

Guha, R. (Ed.). (1997). A subaltern studies reader, 1986-1995. U of Minnesota Press.

Gupta, D. (Ed.). (1992). Social stratification (p. 15). Bombay, India: Oxford University Press.

Said, E. (1978). Orientalism: Western representations of the Orient. New York: Pantheon.

Srinivas, M. N. (2009). The Oxford India Srinivas. New Delhi: Oxford University Press.

Desai, A. R. (1994). Rural sociology in India. Popular Prakashan.

Desai, A. R. (2005). Social Background Of Indian Nationalism (6Th-Edn). Popular Prakashan.

Guha, R. (Ed.). (1997). A subaltern studies reader, 1986-1995. U of Minnesota Press.

Gupta, D. (Ed.). (1992). Social stratification (p. 15). Bombay, India: Oxford University Press.

Said, E. (1978). Orientalism: Western representations of the Orient. New York: Pantheon.

Srinivas, M. N. (2009). The Oxford India Srinivas. New Delhi: Oxford University Press.

CIA 2 -25 MArks

CIA 3 -10 MArks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description: Social Demography attempts to study the population, its size, structure, characteristics and the processes operating within it, using a sociological perspective. This course attempts to introduce the students to this discipline and enable them to understand the impact that society and its various institutions have on the population and its demographic processes. The course will cover the characteristics of the population and tools used to measure and study the same, such as the Census of India, theories of population, the various population processes and an examination of the changes in the policies relating to population over the past 50 years in India. It also enables the student to comprehend the significance of demography in diverse areas such as public planning and policy, market research, healthcare and politics.

Course Objectives: 

• To gain an understanding of the demographic processes that impact the growth and development of society
• To analyse the theoretical orientation of scholars regarding population studies
• To enable students to understand the dynamics of population processes
• To develop frameworks suitable for areas like policy framing and development related to population

1.       A brief introduction to the discipline

2.       Characteristics of the Population: Size, Structure and Composition

3.       Demographic processes

4.       Sources of Data

1.       Pre Malthusian Theories

2.       Malthusian Theory

3.       Marxian Perspective

4.       Demographic Transition

1.       Fertility and Fecundity                                                                   

a.       Measuring Fertility

b.       Theories of Fertility

c.        Differentials with special emphasis on India: Rural-urban, age, gender, class, caste, region and religion

2.       Migration                                                                              

1. Measuring Migration
2. Theories of Migration
3. Migration Patterns – streams of migration
4. Impact of Migration, both at the place of origin and the place of  destination
5. Diaspora

3.       Mortality and Morbidity                                                        

a.       Measuring mortality

b.       Differentials with special emphasis on India: Rural-urban, age, gender, class, caste, region and religion.

1.       Population Policies

2.       Population and Poverty

3.       Healthcare and Planning

1.      Bhende, A, and T Kanitkar.(1978/97).Principles of Population Studies. India: Himalaya Publishing House.

       Srinivasan, K. (2006). Population Policies and Family Planning Programmes in India: A Review and Recommendations. IIPS Newsletter.

       Weeks, J. (2011). Population: An Introduction to Concepts and Issues. Wadsworth Publishing Company, California.

Census of India Reports- (2011) at www.censusindia.net

http://www.chaf.lib.latrobe.edu.au/census/

https://www.cia.gov/library/publications/the-world-factbook/

Pathak, L.P. (1998).Population Studies (Chapters 1 and 2). India: Rawat.

Sahoo A.K, ed., (2007), Sociology of Diaspora, Jaipur Rawat Publications.

Sahoo, A K, Kadekar, L N., ed. (2012), Global Indian Diaspora: History, culture, and identity, Jaipur Rawat Publications. 

Tumbe, C. (2016). Missing men, migration and labour markets: Evidence from India. Indian Journal of Labour Economics, 58(2), 245-267.

CIA 2 -25 MArks

CIA 3 -10 MArks

Attendance - 5 Marks

End Semester Exam 50 Marks

The goal of this course is to help the students develop a theoretical understanding of international organizations (IOs) and the global problems they attempt to address. Upon completion of the course, students should be able to articulate the leading explanations within political science for why IOs exist, controversies surrounding IOs in the context of international relations theory, why they are thought to help solve global problems, and the major challenges IOs face in meeting their objectives.

Definition, Characteristics and Classification of international organizations, Theories of International Organizations

Origins of International Institutions; Treaty of Westphalia, Congress of Vienna, League of Nations, Evolution of Bretton wood Institutions.

United Nations, Principle structures of United Nations, Reform of United Nation.

EU, BRICS, SCO, GCC, SAARC ASEAN, BIMSTEC.

Politics of Foreign Aid and Development by International Financial Institutions, WTO: Issues and Reforms.

Issues of Global Governance: Peace and Security, Human Rights, Environment. Role of Non- State Actors. Challenges to global governance- Legitimacy, Accountability, Effectiveness

1. Margaret Karns and Karen Mingst, International Organizations: The Politics and Process of Global Governance. Boulder: Lynne Reinner Publishers. 2009

2. Clive Archer, International Organizations, 3^rd edn.London.Routledge.2011

3. Michael Barnett and Martha Finnemore, Rules for the World: International Organizations in Global Politics. Ithaca: Cornell UP. 2004

4. Paul Kennedy, The Parliament of Man: The Past, Present, and Future of the United Nations. Toronto: Harper Collins. 2006

5. Thomas D. Zweifel, International Organizations and Democracy: Accountability, Politics, and Power, Lynne Rienner Publishers.2006.

6. Inis Claude Jr. From Swords into Ploughshares: The Problems and Progress of International Organization, 4^th edn, New York Random House.

7. Thomas G Weiss and Sam Daws (eds) The Oxford Handbook on the United Nations, New York, Oxford University Press.2007.

1. Margaret Karns and Karen Mingst, International Organizations: The Politics and Process of Global Governance. Boulder: Lynne Reinner Publishers. 2009

2. Clive Archer, International Organizations, 3^rd edn.London.Routledge.2011

3. Michael Barnett and Martha Finnemore, Rules for the World: International Organizations in Global Politics. Ithaca: Cornell UP. 2004

4. Paul Kennedy, The Parliament of Man: The Past, Present, and Future of the United Nations. Toronto: Harper Collins. 2006

5. Thomas D. Zweifel, International Organizations and Democracy: Accountability, Politics, and Power, Lynne Rienner Publishers.2006.

6. Inis Claude Jr. From Swords into Ploughshares: The Problems and Progress of International Organization, 4^th edn, New York Random House.

7. Thomas G Weiss and Sam Daws (eds) The Oxford Handbook on the United Nations, New York, Oxford University Press.2007.

1.     CIA I – Class Test / Assignment / Presentation – 10%

2.     CIA II – Mid Semester Examination – 25%

3.     CIA III – Research Topic – 10%

4.     Attendance – 05%

5.     End Semester Examination – 50% 

Rampant exploitation of natural resources, increasing levels of pollution, intensifying human-animal conflicts, climate emergency, etc. have made ecology one of the prime subjects of discussion in recent decades. While engagements with ecology are most often taken up from a life sciences perspective, there is a felt need to approach ecology from a humanities and social sciences perspective. This course addresses that need. After laying the terms and concepts in the field as the foundation, the course progresses to engage with some of the key issues in the domain and ends with some of the media texts on ecology.

1. Glossary: Ecology, Environment, Ecosystem, Biosphere, Biome, Habitat, Niche, Vegetarianism, Anthropocentrism, Speciesism, Conservation, Biocentrism, Gia Theory, Deep Ecology, Bioregionalism, Ecopsychology, Virtual Water

2. The Ecology of Affluence and the Southern Challenge (Excerpts from Environmentalism: A Global History)

This unit is a platform that enables the entrant to pick up key vocabulary, and attain conceptual clarity regarding the discourse of ecology.

1. Four Frames of Relating to Nature: Nature for Itself, Nature despite People, Nature for People, People and Nature 

2. William Cronon's The Trouble with Wilderness; or, Getting Back to the Wrong Nature

3. Changing Natures: A Democratic and Dynamic Approach to Biodiversity Conservation by Kartik Shankar, Meera Anna Oommen and Nitin Rai

4. Excerpts from Nature in the City by Harini Nagendra

This unit presents some of the key discourses on nature that circulate both in the popular and in the theoretical domains.

1. The Food Crises: Hunger via Corporate-Controlled Trade chapter from Making Peace with the Earth by Vandana Shiva

2. Pollution: Addressing Pollution in Urban Rivers: Lessons from the Vrishabhavathy River in Bengaluru by Priyanka Jamwal and Sharachchandra Lele (excerpts from Transcending Boundaries: Reflecting on Twenty years of Action and research at ATREE)

3. Excerpts from the Madhav Gadgil and Kasturirangan Reports

This unit presents some of the prime ecological concerns that haunt our lives and a few contexts that are detrimental in deciding the course of our earth’s ecological well-being.

1. The Great Derangement: Climate Change and the Unthinkable - History (Chapter II)

2. How Much should a Person Consume? (excerpts from How much should a person consume?: Thinking through the environment. )

This unit highlights how our finite world is plundered by indiscriminate looting and infinite demands.

1. A one-day trip to a forest (Excerpts from My Husband and Other Animals to be discussed on the occasion)

2. Visit to ATREE/ Bhoomi College/ Environment specific-NGO/ Ecologically-stressed area in Bangalore 

Field visits are to enable the student to gain an experiential sense of biodiversity, forest life, eco initiatives and ecological stress.

1. Conservation Conversations E3: Science and Conservation

2. Human-Animal Conflict: Gaur in My Garden by Rita Banerjee 

3. The Hunt - BBC Series

4. Mongabay Explores Sumatra: Omens and optimism for orangutans - Podcast

This Unit exhibits how the media could play a proactive role in promoting ecological awareness. 

1. ALTERNATIVE FUTURES: India Unshackled. AUTHORSUPFRONT Publishing, 2018.

2. Students should start following news that is environment-centric. One should also follow websites like conservationindia.org, mongabay.org, etc.

• I CIA: Students need to identify a local ecological crisis, document it and identify means of addressing it. (10 marks)

• II CIA- Mid Sem: Centralised exam (25 marks)

• III CIA - Students need to identify a problem in the domain of ecology and make a research proposal. (10 marks)

• End Sem: Centralised exam (50 marks)

Students are expected to have an understanding of the underlying principles of Neo Marxism, Phenomenology, Ethnomethodology, Structuralism and post structural theories through the contributions of respective theorists. The applicability of these theories in understanding contemporary social reality is also emphasised. The objectives are

• To introduce the various schools of thought 
• To know the major theorists and their contributions

1.        Background and origin

a.      Gramsci – Role of Ideology, Hegemony

b.      Lukacs – Class Consciousness, Reification

2.        Habermas – Theory of Communicative Action, Public sphere.

1.      Emergence of Phenomenological Thought - Husserl’s contributions - Life world and Subjectivity

2.      Alfred Schutz and Common sense world and inter subjectivity

3.      Social Construction of Reality - Peter Berger &Thomas Luckman -

4.      Social Construction of Marital Reality – Peter Berger and Hansfried Kellner (1964)

1.      Origins of Ethnomethodology,

2.      Garfinkel’s Ethnomethodology

3.      Goffman’sDramarturgical approach  

4.      Criticism of Ethnomethodology

1.      Influence of Structural Linguistics- Saussure

2.      Levi Strauss: Structural Analysis

3.      Althusser –  Structural Marxism

4.      Anthony Giddens: Structuration Theory; Agency structure debate

5.      Bourdieu – Field, Habitus and Social Capital.

6.      Foucault – Power and Knowledge.

 Best, S & Kellner, D. (1999). Post Modern Theory: Critical Interrogation. London: Mac Millan Publications.

 Giddens, Anthony. (1987). Social Theory and Modern Sociology. Stanford: Sanford University Press.

 Harrington, A. (2005). Modern Social Theory: An Introduction. New York: OUP.

 Ritzer, G. (2011). Sociological Theory (8^th ed.). New York: Mc Grow Hill.

 Seidman S. (1994). The Postmodern Turn. London: Cambridge Publications.

 Swingewood, A. (2000). Short History of Sociological Thought:

 Turner, J., Contemporary Sociological Theory (2012) SAGE Publications, Inc.

 Ritzer, George. (2000). Blackwell companion to Major contemporary social scientiss. USA: Blackwell

 Mills, Sara (2007). Michel Foucault. London: Routledge.

Lawler S., (2007) Identity: Sociological Perspectives, (1^st ed.), Polity Publications.

Morris, L. (2006), Rights : Sociological Perspectives,(1^st ed.), Routledge Publications.

Vannini P., Waskul D., Gottschalk S. (2011), The Senses in Self, Society and Culture : A Sociology of the Senses, Routledge Publications.

Wilcox, M. M., (2012), Religion in Today’s World, Routledge Publications.

CIA 2 -25 MArks

CIA 3 -10 MArks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description:This course seeks to develop the necessary statistical competence with the students in order to make them to acquire with the necessary skills to undertake quantitative analysis of data. Apart from basic statistical tools and measures, students will also be trained in the use of SPSS software for data analysis.

Course Objectives:

• To introduce students to Quantitative Sociology with special emphasis on methods and social statistics

• To use social statistics to quantify and analyse the different aspects of social reality.

• To learn technical skills to manage quantitative data

1.      Meaning, Nature, Characteristics, Functions

2.      Relevance and Scope of Social Statistics

3.      Limitations of Statistics

4.      Sociology and Social Statistics

1.      Meaning, Nature, Purpose

2.      Kinds of Central Tendency: Mean (Arithmetic & Geometric) – Median – Mode

3.      Merits and Limitations

4.      Significance of Central Tendency in Social Research

5.      Measures of Dispersion- Meaning, Nature, Purpose

6.      Kinds of Dispersion: Range, Mean Deviation, Standard

7.      Deviation, Quartile Deviation.

8.      Merits and Demerits of each Measurement.

9.      Significance of dispersion in Social Research

1.      Correlation:

a.      Types – Means of Computing Correlation and Interpretation.

b.      Karl Pearson’s Coefficient of Correlation, (Spearman’s) Rank Correlation.

2.      Tests of Significance

a.      Chi-Squar, ‘t’ Test, ‘F’ Test.

b.      Importance of Correlation and Tests of Significance in Social Research.

1.      Meaning – Scope for the Application of SPSS

2.      Role of SPSS in Social Research

3.      Application of SPSS in Social Research

4.      Practical Application Classes