CRIMINOLOGY
SOCIOLOGY 215-W
DePauw University
Fall 2011
MWF 10:30-11:30 a.m.

Professor Rebecca Bordt
Office: 332 Asbury Hall
Office phone: 658-4521
Home phone: 653-1328 
Office hours: MW 12:30 p.m.-2:00 p.m. or by appointment
rbordt@depauw.edu

COURSE DESCRIPTION

	Why do you fear the stranger in the alley more than your intimate partner? What is crime and who gets to decide?  How do the motives of the “Beltway Snipers,” Enron executives and the neighborhood burglar differ?  Is plea bargaining a good bargain? Why is the U.S. prison population a sea of black and brown faces?  What is restorative justice and is it worth our attention?

	This course explores theoretical explanations of criminal behavior, empirical research on crime in diverse contexts, and policy debates on crime control and punishment.  Our intent will be to raise critical questions and challenge commonly-held views about the nature of crime and punishment in the United States today.  We will operate under the assumption that crime and punishment are social phenomena; they can only be understood by analyzing their relationship to the broader social, political, economic and cultural contexts in which they exist.  The class is organized around crime and crime policy in three social contexts: the street, the workplace and intimate/family relations.  Within each of these contexts we will ask how the intersection of race, social class and gender influence crime and our responses to it.

This course is part of DePauw’s competency program in writing (“W” course).  We will spend class time discussing and practicing the craft of writing.  All of the assignments are writing-based or have a written component and we will be writing in and outside of class on a weekly basis.

COURSE GOALS

	The goals for the course are as follows:  1) Dispel popular misconceptions about crime and the criminal justice system; 2) Understand the crime problem sociologically, using race, social class and gender as analytic lenses; 3) Recognize the complexity of social behavior, groups, organizations and institutions and how that influences our explanations for, and solutions to, crime.  4) Acquire and fine-tune the skills of comparison, critique and application of theoretical concepts to the real world.  5) Improve critical thinking, discussion and writing skills.

To determine W certification, I will ask the following questions: 
1.   Have you acquired and refined your technical skills as a writer?
2.   Can you develop a clear argument and back it up with convincing evidence?
3.   Are you able to demonstrate in writing the meaning of a theory or theoretical concept and apply it to data in the real world?
4.   Have you demonstrated the ability to take critical comments about your writing and revise your work effectively?
5.   Can you offer constructive criticism to others about their writing?
6.   Can you read your own written work critically and identify ways to improve it on your own?

If I can answer "yes," on a satisfactory level (C- or better) for each of the above questions, you will become W certified. W certification and passing the course are not one in the same. It is possible to pass the course, but not receive W certification. Conversely, it is possible to become W certified without passing the course. Your letter grade will be based on completing the course requirements listed below.

REQUIRED READINGS

The following books are available on-line and at the university bookstore:

1.  Cromwell, Paul.  2010.   In Their Own Words: Criminals on Crime, 5th edition.  NY:  Oxford. ISBN:  9780195383195
2.  Glassner, Barry.  2010.  The Culture of Fear:  Why Americans are Afraid of the Wrong Things.  NY:  Basic.  (10th anniversary edition.) ISBN:  9780465003365
3.  Sanday, Peggy Reeves.  2007.  Fraternity Gang Rape:  Sex, Brotherhood, and Privilege on Campus, 2nd edition.  NY: NYU Press. ISBN  9780814740385
4.  King, Joyce.  2003.  Hate Crime:  The Story of a Dragging in Jasper, Texas.  NY:  Anchor.
	ISBN: 978385721950
5.  Bach, Amy. 2009. Ordinary Injustice:  How America Holds Court.  NY: Henry Holt and Co. ISBN:  9780805092271

Additional required readings will be available on Moodle.

COURSE REQUIREMENTS

Papers.  You will be assigned 3 papers.  The specifics of each assignment can be found in Appendix A.  Paper 1 (2 pages) is due August 26 with revision due August 31.  Paper 2 (5-6 pages) is due September 12 with revision due September 30. Paper 3 (5-6 pages) is due November 14 with revision due November 21.  See Appendix B for guidelines on proper citation style for sociology.

Examinations.  There will be a mid-term and final examination. The mid-term will be October 14.   The final exam is scheduled for December 14 (8:30-11:30 a.m.) during final exam week.  

Small group work.  During the second week of class, everyone will be randomly assigned to a small group that will meet regularly throughout the semester.  Each time you meet, you will be given a specific exercise to carry out.  The results of the exercise will serve as a basis for discussion among the entire class.  The written results of the exercise and attendance will be collected after each assignment.  Small group work will be graded based on the written work, attendance, and participation (as determined by your peers).

Class participation.  Everyone is expected to come to class having completed, thought about and prepared to discuss the assigned readings.  Class participation will be assessed in terms of the quality and regularity of your participation. Even though this is a relatively large class, discussion is central to its design.  Those of you who do not like to speak in large or small groups should reconsider taking this class.

COURSE POLICIES

How grades are calculated.  Grades will be determined using the following point and percentage systems.  In order to pass the course, students must complete all of the assignments.

Paper 1                        read, but not graded
Paper 2                        100 points
Paper 3                        100 points
Midterm exam             100 points
Final exam                   100 points
Class participation        50 points (including in-class writing assignments)
                                  __________
Total                          450 points

Final grade:  90% and above = A-, A
                     80-89% = B-, B, B+
                     70-79% = C-, C, C+
                      60-69% = D
                      59% and below = F 

What the Grades Mean.

A = Work that goes beyond the requirements of the assignment by adding new insight, creativity and/or particularly thoughtful analysis.  Demonstrates a comprehensive command of the course material, an exceptional ability to apply concepts to the real world, and a superior ability to organize and express ideas.

B = Work that adequately meets the requirements of the assignment.  Demonstrates a solid command of the course material, an ability to apply concepts to the real world with only minor problems, and good organization and expression of ideas.

C = Work that partially meets the requirements of the assignment.  Demonstrates acceptable command of the course material, a basic ability to apply concepts to the real world with some gaps and problems, and moderate skill in the organization and expression of ideas.

D = Work that marginally meets the requirements of the assignment.  Demonstrates little command of the course material, minimal attempt to apply concepts to the real world, and limited ability to organize and express ideas.

F = Work that does not meet the requirements of the assignment.  Demonstrates no command of the course material, unable to appropriately or consistently apply concepts to the real world, and insufficiently organizes and expresses ideas.

Late Work/Make-up Work.  All papers are due in class and all exams will be taken in class on the dates indicated on the syllabus, unless I receive in advance an official notification that you will be off campus on university business (e.g., athletic event) or a message that you are gravely ill.  Unexcused late papers will be penalized one-half letter grade for every 24 hour period in which they are late.  Make-up exams will not be given in cases of unexcused absences.  Out of fairness to the entire class, no exceptions will be made (this includes minor illness, job interviews, weddings, delayed planes, etc.).  For both excused and unexcused absences from class, it is your responsibility to find out what you missed from your peers. 

Extra Credit.   None.  No exceptions.

Security Measures.  I ask that you keep copies (hard-copies and on disk) of your papers before handing them in. If you are turning in your paper late, do not put it in my mailbox or under my office door.  It is your responsibility to contact me and make arrangements to give me your late work in person.

Honor Code.  As with all courses at DePauw University, you are bound by the policy on academic integrity.  See me immediately if you do not understand your obligations as a student.  While I encourage you to work together in small groups and discuss the course material among yourselves outside of class, exams and papers should be written without collaboration and reflect your independent ideas.

Disabilities. In compliance with the American Disabilities Act and Section 504 of the Rehabilitation Act, which prohibit discrimination based on disability, DePauw University is committed to providing equal access to academic programs and university-administered activities and reasonable modifications to students with disabilities. Questions regarding the University’s policy for students with disabilities, documentation of the disability and requests for modifications should be directed to the Coordinator of Student Disabilities Services, 302 Harrison, 658-6267.

Laptops.  Please no laptops in class for note-taking or exam-taking, unless arranged through the ADA Coordinator. 

COURSE SCHEDULE

Readings are identified by the authors’ last names.  I have placed in brackets the location of each assignment (i.e., Moodle, Book, or Cromwell reader).
DATE	ASSIGNMENT	

WEEK 1
August 24, 26

	
Wednesday:  Introductions.  Get Paper 1 assignment.

WHEN IS A WRONG A CRIME?

Friday:  Lecture, “A Crime is a Crime is a Crime…Really?” 
Read Hagan, “Defining Crime:  An Issue of Morality,” pp. 5-12 [Moodle]  Paper 1 due.

WEEK 2
August 29, 31, September 2

	
Monday:  Small group exercise:  defining crime. Workshop Paper 1.
Read Glassner, The Culture of Fear, pp. xi-xxxvi; 23-49. [Book]  

Wednesday: Lecture, “Media (Mis)Representations of Crime.” 
Read Glassner, The Culture of Fear, pp. 109-150. [Book] Get paper 2 
assignment.  Paper 1 revision due.  

Friday: Small group exercise:  dissecting “Cops.” Discuss readings for the week. 
Read Glassner, The Culture of Fear, pp. 205-244. [Book]
	
WEEK 3: 
September 5, 7, 9

HOW CRIME IS MEASURED

Monday:  Lecture, “Social Scientific Numbers and Narrative:  What do They Teach Us?  Small group exercise:  playing the role of an ethnographer.  Discuss readings.
Read Barken, Criminology:  A Sociological Understanding, pp. 59-71. [Moodle]; Rosenfield, “Crime Decline in Context,” pp. 25-34. [Moodle]; Jacobs,“Researching Crack Dealers:  Dilemmas and Contradictions,” pp. 392-406. [Cromwell reader]

THEORETICAL EXPLANATIONS FOR CRIME

Wednesday:  Lecture, “Conservatives are Fence Builders, Liberals are Fence Sitters and Radicals are Out in Left Field.”  Class exercise:  matching lyrics to theories.  Discuss reading.
Read Williams, Blue Rage, Black Redemption:  A Memoir, pp. 3-42. [Moodle]

Friday:  Finish lecture.  Class exercise: four corners.  Discuss reading.
Read Williams, Blue Rage, Black Redemption:  A Memoir, pp. 42-75. [Moodle]
	
WEEK 4: 
September 12, 14, 16

STREET CRIME:  SERIAL KILLING

Monday: Lecture, “What do Ted, the Mad Biter and Giggling Grandma have in Common?  Serial Murder in America.”  Discuss reading.  
Read Fox, The Will to Kill, pp. 105-118. [Moodle]  Paper 2 due.

Wednesday:  Film clip, “Murder by Number.” Discuss film.

Friday:  Small group exercise:  wrapping our minds around BTK.
Read Magnus, 31 Years of the BTK Killer,” pp. 1-18. [Moodle]

WEEK 5: 
September 19, 21, 23        

STREET CRIME:  GANGS

Monday:  Lecture, “All Gang Activity is Criminal Activity:  A Modern Myth.”
Read Stretesky and Pogrebin, “Gang-Related Gun Violence:  Socialization, Identity, and Self,” pp. 301-323 [Cromwell reader]. Get revision comments on Paper 2 from RB.

Wednesday:  Discuss readings for the week.  Small group activity:  will the real Carlos Rodriguez please stand up?  
Read Miller, “Gender and Victimization Risk among Young Women in Gangs,” pp. 324-337 [Cromwell reader]; Hagedorn, “Homeboys, Dope Fiends, Legits, and New Jacks,” pp. 338-349 [Cromwell reader]

Friday: Film, “Gang Wars.”
	
WEEK 6: 
September 26, 28, 30

	 
STREET CRIME:  SEX WORK

Monday: Lecture, “Tricky Business:  The Social Organization of Sex Work.” 
Read Dalla, “Night Moves:  A Qualitative Investigation of Street-Level Sex Work,” pp. 63-73 [Moodle]

Wednesday:  Film, “Women in the Shadows.” Class exercise:  the choice between beige and gray.
Read Browne and Minichiello, “The Social Meanings Behind Male Sex Work,” pp. 598-622 [Moodle]

Friday: Discuss readings for the week.
Read Romenseko and Miller, “ The Second Step in Double Jeopardy:  Appropriating the Labor of Female Street Hustlers,” pp. 283-297 [Cromwell reader]  Paper 2 revision due.
	
WEEK 7: 
October 3, 5, 7 

WORKPLACE CRIME

Monday:  Small group exercise:  crime seriousness.  Film clip, “A Dangerous Business.”

Wednesday:  Lecture, “White Collar Offenders:  Sick, Greedy or Pawns of Advanced Capitalist Society?”
Read Coleman, The Criminal Elite, pp. 1-15.

Friday:  Discuss readings for the week.
Read Shover, Coffey and Hobbs, “Crime on the Line:  Telemarketing and the Changing Nature of Professional Crime,” pp. 205-223 [Cromwell reader]; Dabney, “Neutralization and Deviance in the Workplace:  Theft of Supplies and Medicines by Hospital Nurses,” pp. 235-248 [Cromwell reader]
	
WEEK 8:
October 10, 12, 14
	 
Monday:  Film, “Hackers.”
Read Holt, “Becoming a Computer Hacker:  Examining the Enculturation and Development of Computer Deviants,” pp. 109-123 [Cromwell reader]

Wednesday: Discuss readings for the week.
Read Copes and Vieraitis, “ Identity Theft:  Assessing Offenders’ Motivations and Strategies, “ pp. 124-137 [Cromwell reader]

Friday:  Mid-term exam	
WEEK 9: 
October 17, 19, 21

Fall Break!	
WEEK 10: 
October 24, 26, 28
	
INTIMATE VIOLENCE:  RAPE

Monday: Lecture, “Rape: Definitions, Prevalence and Contexts”
Read Sanday, Fraternity Gang Rape, pp. 1-50 [Book]

Wednesday: Class exercise:  three vignettes.
Read Sanday, Fraternity Gang Rape, pp. 53-82 [Book]

Friday:  Discuss Sanday, part I
Read Sanday, Fraternity Gang Rape, pp. 83-125 [Book]
	
WEEK 11: 
October 31, November 2, 4

Monday: Lecture, “Rape from the Mouths of Rapists” Get Paper 3 assignment.
Read Sanday, Fraternity Gang Rape, pp. 127-164 [Book]

Wednesday:  Film, “Rape is…”
Read Sanday, Fraternity Gang Rape, pp. 165-197 [Book]

Friday: Discuss Sanday, part II
Read Sanday, Fraternity Gang Rape, pp. 198-236 [Book]
	
WEEK 12: 
November 7, 9, 11 

INTIMATE VIOLENCE:  HATE CRIME

Monday:  Lecture, “When Hate Motivates Crime.”  
Read King, Hate Crime, pp. 3-50 [Book] 

Wednesday:  Discuss King, parts 1 and 2
Read King, Hate Crime, pp. 53-112 [Book]

Friday:  Film, “Killing Time.”Discuss King, part 3
Read King, Hate Crime, pp. 115-213 [Book]
	
WEEK 13: 
November 14, 16, 18

CRIMINAL JUSTICE RESPONSES TO CRIME

Monday:  Lecture, “Why and How We Punish in the U.S.” 
Read Bach, How America Holds Court, pp. 1-9 [Book] Paper 3 due.
 
Wednesday:  RB at conference (Film, “The Plea”—first 60 minutes)
Read Bach, How America Holds Court, pp. 10-32 [Book]

Friday:  RB at conference (Film, “The Plea”—last 30 minutes)
Read Bach, How America Holds Court, pp. 33-76 [Book]
	
WEEK 14: 
November 21, 23, 25
	
Monday:  Discuss first half of book.
Read Bach, How America Holds Court, pp. 77-129 [Book] Paper 3 revision due.

Wednesday:  No class

Friday:  No class
	
WEEK 15: 
November 28, 30, December 2

Monday:  Lecture, tba
Read Bach, How America Holds Court, pp. 130-188 [Book] 

Wednesday:  Lecture, tba
Read Bach, How America Holds Court, pp. 189-230 [Book]

Friday:  Discuss second half of book
Read Bach,  How America Holds Court,  pp. 230-266 [Book]
	
WEEK 16: 
December 5, 7, 9

Monday:   “Comparing Criminal Justice Responses to Street Crime, Intimate Violence, and White Collar Crime.”

Wednesday:  Class exercise:  imagining alternatives.
Read Schiff, “Models, Challenges and the Promise of Restorative Conferencing Strategies,” pp. 315-338 [Moodle]

Friday:  End of the semester wrap-up.
	
FINAL EXAM ON DECEMBER 14, 8:30-11:30 A.M.

APPENDIX A
PAPER ASSIGNMENTS

Paper 1:  Crime Narrative

In no more than 2 pages (typed), write a true crime incident that you were either involved in directly or indirectly.  You may have been a victim, a perpetrator, or a witness.  Or you might want to recount a story that someone close to you experienced.  Either way, your knowledge should be such that you can write a detailed description of the people involved (no names), when and where the incident occurred, and what happened during and after the incident. Your story should be one that you will be willing to share with the rest of the class.

Due August 26.  Workshop in class August 29. Revision due August 31. (Hand in marked up draft and final revision.) These papers will be read, but not graded.

Paper 2:  Media Portrayals of Crime

Imagine you are visiting the United States for the first time and have no previous knowledge about this country.  You are interested in crime/the criminal justice system in America, so you read an issue of The New York Times.  What conclusions would you draw about crime/the criminal justice system in America based on your reading?

Part I: Data Collection
	
Randomly select a date in the last 10 years and locate a copy of the New York Times for that date.  You may do the assignment with a hard copy of the paper or on-line (which I explain to you below).  If you choose to do this on-line, the database only goes up through 2006, so select your date accordingly.  Read the titles of each article in the paper and cutout/copy/print all that are related to crime and the criminal justice system in the United States.

Follow this procedure if you prefer to do your data collection on-line:

1.  From Roy O. West Library website, click “Databases”
2.  Click “N”
3.  Select “New York Times, 1980-current”
4.  You will now find yourself in ProQuest.  Under “Browse Specific Issue,” select a day at random. The link should give you every article that appeared in the NYT that day.  It will be several hundred.
5.  Read through each title and select and print the full text of every article related to crime and the criminal justice system in the U.S.  [If you can’t tell by the title, you may have to skim the article to determine whether it is relevant.]  Do not pick and chose the crime articles; your goal is to identify all crime articles on a particular day. If your search generates less than ten articles or more than 20, select a different date.  Fewer than 10 will make it difficult to identify patterns.  More than 20 will require too much work.

Part II: Data Analysis

Read each article and analyze it in relation to the Glassner reading and lecture material on media images of the most common type of crime, perpetrator and victim.  Is the article consistent or inconsistent with these images?  in what ways?  Looking at your group of articles as a whole, what conclusions would you make about crime in America?  Are these conclusions accurate or do they reinforce the “typical media portrayals” presented in class and discussed by Glassner?

Hint: To facilitate your analysis, sort the articles that are similar to each other in terms of the dimensions of media portrayals discussed in class.  Then, summarize or characterize each pile of articles.  The goal is to be able to identify patterns, which you can then give examples of using a specific article or two.  You should also look for deviant cases–articles that don’t fit neatly with the patterns you have identified–and try to make sense out of them.  Do not write about every article individually.  Instead, situate the articles into the larger themes.  Illustration: “Four of the 13 articles challenge the stereotypic image of victims represented by the media by blah, blah, blah.  For example, according to the article on burglary, the victim did x, y and z.”

Part III: Write Your Paper

Your paper should be approximately 5-6, double-spaced, typed pages with standard margins and font type.  It should have a title that accurately reflects the thesis of your paper.  Attach the articles you used for your analysis to your paper; it is fine to have marked up and taken notes on these copies.

Well-written papers will have a clear thesis statement and an organized text. You will be evaluated on how carefully you analyzed the articles in relation to the course reading/lecture material, how well you identify and develop a specific argument and how well you integrate specific examples from your data to support the argument.  

Due  September 12.  Critiqued by RB by September 19.  Revision due September 30.  (Hand in marked up draft and final revision.)

Paper 3:  Comparing Crime Contexts

We have read about and discussed crime in three distinct contexts:  the street, the workplace, intimate relations.  What have you learned about crime that applies to all three contexts?  What have you learned that varies significantly across the three contexts? Select two commonalties and two differences, discuss them and support your claims with specific evidence from the course readings and lecture material.  [Be sure to cite where your evidence comes from.]  The similarities and differences you select should apply across the three contexts.  The paper should be 5-6 pages double-spaced with standard fonts and margins. Devote equal time (roughly) to the commonalties and the differences.  Be sure to include title, a clear thesis statement and a “Works Cited” page. You will be evaluated on how well you develop your argument and how well you integrate specific examples/evidence from the reading.

Due November 14.  Then, self-critiqued and critiqued by a peer who is not a member of this class or a W Center consultant. You will not receive comments from me on this paper. Revision due November 21. (Hand in marked up draft—marked by you and outside reviewer—and final revision. I will have the original paper.)

APPENDIX B 
Preparing Notes and References, ASA Format
DePauw University Writing Center

When writing a documented paper, keep in mind two basic principles when citing your source:
1.	Your reader must be able to find the source from the information in your citation.
2.	Your reader must be able to immediately determine which information is borrowed from a source and which information is your own.  

Forms for footnoting may vary depending upon the discipline or the department you are writing for.  At DePauw, many professors of History, Art History, Religious Studies and others prefer the formats presented in the Chicago Manual of Style.  In general, though, the humanities (English, languages, Religion, Philosophy, Art, Music) use the style recommended by the Modern Language Association (MLA) and the social sciences use the form recommended by the American Psychological Association (APA).  However, within some social sciences, the documentation differs slightly; for instance, Sociology.  This guide is adapted from the American Sociological Association format. 

General Principles for Quoting and In-Text Citation

If you quote directly, even if you use no more than a word or phrase, you must place quotation marks around the quoted material.
When writing an analytical research paper, you are expected to do more than simply string together quotes or paraphrased section of sources; a substantial portion of the paper should be your own ideas, judgments and conclusions about the subject.  
ASA format requires in-text citations; this citation is a parenthetical note including the author’s last name, year of publication, and page number – for example, (Stantrock 1997: 168.)  The page number is only included when you quote directly from the work or refer to specific passages, otherwise the author’s last name and publication date are sufficient.  

Martin’s goal in designing her assessment tool was “to document criminal behavior and predict later recidivism rates” (Stantrock 1997: 168).  One limitation of Martin’s research is the limited number of crimes it tests; only white collar criminals are included in the assessment (Ross, 1998).  Poznanski (1998) believes that if Martin would have included crimes against a person as well as white collar crimes, the results would have differed significantly.  

Notice that in the above example, the second and third sentences do not contain quoted material.  However, if you paraphrase (rephrase in your own words), you must still cite your source, including a full documentation in the reference list.  

WARNING:  If your “paraphrased” material uses primarily the wording of your source, you are in danger of plagiarizing.  Either use quotation marks or completely reword and restate the source.  

In addition, if there are three authors, give all last names in the first citation in the text; afterwards use the first name and et al.; for more than three names, use the first author’s last name and et al during all citations.  
For example:  (Smith, Garcia and Lee 1956: 15)  (Smith et al. 1956: 17)

All references cited in the text must be listed in a reference list following the paper in a separate section headed “References.”

References

A reference list following the ASA style is arranged alphabetically by author’s last name.  If no author is provided, alphabetize by the title of the article or book.  This list is double-spaced and includes hanging indentions; meaning that the second and subsequent lines of an individual bibliographic entry are indented or “tabbed” in five spaces.  Multiple items by the same author are arranged in order by year of publication, earliest year first.  After the first citation by that author, six hyphens and a period (------.) can replace the name in repeated references.  

The following examples demonstrate the standard form for providing bibliographic information in ASA style.  
For books, the information appears as follows: 

Author’s Last name, first name and middle initial.  Year of Publication.  Title of Book.  City of Publication: Publisher.  
A journal article is slightly different:

Author’s last name, first name and middle initial.  Year of publication.  “Title of article.”  Name of Journal volume number: page number(s).   
Note that all entries appear double spaced with hanging indentation. 

For further examples, please see the attached page.   

Sample References

Books (One Author)
De Anda, Roberto M. 1995. Chicanas and Chicanos in Contemporary Society. Boston, 
             MA: Allyn and Bacon.
Books (Two Authors)
Herrera-Sobek, María and Helena María Viramontes. 1995. Chicana (W)rites: On Word and Film. Berkeley, CA: Third Woman Press.
Chapter in Book
Nathan, Peter E. and Raymond S. Niaura. 1987. "Prevention of Alcohol Problems." Pp. 333-354 in Treatment and Prevention of Alcohol Problems: A Resource Manual, edited by W.M. Cox.  Orlando, FL: Academic Press, Inc.
No Author
Manual of Style. 1993. 14th ed. Chicago, IL: University of Chicago Press.
Journal Articles (One Author)
Garcia, Alma M. 1998. "An Intellectual Odyssey: Chicana/Chicano Studies Moving into the Twenty-first Century." Journal of American Ethnic History 18:109.
Journal Article (Two or More Authors)
Exum, William H., Robert J. Menges, Bari Watkins, and Patricia Berglund.1984. "Making it at the Top: Women and Minority Faculty in the Academic Labor Market." American Behavioral Scientist 27:301-324.
Magazine
Jana, Reena. 2000. "Preventing Culture Clashes - As the IT Workforce Grows More Diverse, Managers Must Improve Awareness Without Creating Inconsistency." InfoWorld, April 24, pp. 95.
Newspaper
Rimland, Bernard. 2000. "Do Children's Shots Invite Autism?" Los Angeles Times, April 26, A13.
Articles Retrieved in Electronic Format
Commercial Databases
Graham, Lorie M. 1998. "The Past Never Vanishes: A Contextual Critique of the Existing Indian Family Doctrine" American Indian Law Review, 23:1. Retrieved May 25, 1999 Available: LEXIS-NEXIS Academic Universe, Law Reviews.

Web Version of Newspapers
Clary, Mike. 2000. "Vieques Protesters Removed Without Incident." Los Angeles Times, May 5. Retrieved May 5, 2000 (http://www.latimes.com/news/nation/updates/lat_vieques000505.htm).
Web Base Journals
Smith, Herman W. and Takako Nomi. 2000. "Is Amae the Key to
Understanding Japanese Culture?." Electronic Journal of 
Sociology 5:1. Retrieved May 5, 2000 (http://www.sociology.org/content/vol005.001/smith-nomi.html).
Information Posted on a Web Site
American Sociological Association. 2000. "Scholarship of Teaching and Learning Workshop." Washington, DC: American Sociological Association, Retrieved May 5, 2000 (http://www.asanet.org/members/socwkshp.html).
Government Documents
United States. Dept. of Housing and Urban Development. 1999. Rehab a home with HUD's 203(k): HUD and FHA are on your side. Washington, DC: U.S. Dept. of Housing and Urban Development.
Dissertations & Theses
Valencia, Albert. 1995. "An Examination of Selected Characteristics of Mexican-American Battered Women and Implications for Service Providers." Ph.D. dissertation, Department of Education, University of the Pacific, Stockton, CA.