How to decide if you should do honours?

  • Doing well (GPA 3.0 on courses above first year)
  • Want to be immersed in sociology
  • Thinking of graduate school

Honours replace a major and is the most specialized degree we offer.

Two types of honours: coursework and thesis.

  • Coursework option, you need to take two extra 4th year courses;
  • Thesis option, you conduct research and write a thesis under the supervision of one of the sociology professors. Here is a list of previous thesis titles.

All students intending to do an Honours degree should, if at all possible, make this decision by the end of the second year. If you have decided on a thesis based honours you should have chosen a topic by the middle of the third year and should begin work on it during the summer, after consultation with a faculty member who has agreed to act as a thesis advisor.

To apply please complete the Honours Application form.
 
How to decide if you should do coursework honours

  • Interested in advanced classes in sociology
  • Have done the course rotation properly so can take the extra 4th year courses
  • Like the structure of classes
  • Like writing but don’t necessarily want to write a lot

How to decide if you should do thesis honours

  • Interested in advanced issues in sociology
  • Interested in doing a thesis-based M.A., or a Ph.D.
  • Want to investigate a topic in depth
  • Want to write a lot
  • Can balance working and researching (either in the summer before 4th year or during your 4th year)
  • Your topic fits with one of the professors’ areas and he or she agrees to supervise you

List of Previous Honours Titles

  • "'The Man I am Today': Exploring Narratives of Masculinity and Hardship in the Lives of Long Term Inmates in a Minimum Security Correctional Facility" by Emilie Arsenault.
  • "Community and Career: Assessing the Role of Youth Volunteering in Neoliberal Times" by Christian Down.
  •  "Understanding the Indigenous university experience: An exploration of student successes and challenges" by Mollie McGuire.
  •  "Teaching to the middle: An exploration of cultural capital and vocationalism in the streaming of grade eleven English classrooms" by Erin Lapp.
  •  "Catching the good guys?: Skatepark youth subculture, identity, and perceptions of the police" by Cora MacDonald.
  •  "Loopholes in Bourdieu's theory of cultural reproduction: A case study of second graders in a small Maritime university town" by Sophie Doyle.
  •  "'I knew what I was getting into':  A study of Canada's youth labour market in the context of a Canadian tree-planting camp" by Taylor Mooney.
  •  "Changes to Prostitution Legislation: Exploring the Perspective of Women in the Sex Trade in London, Ontario" by Vanessa Million.
  •  "It's Harder to Catch a Boy Because They're Tougher": Children's Performance and Understandings of Gender as they Relate to Storytelling in the Classroom" by Kate Paterson.
  •  "It Takes a Village: An Examination of the Community-Based Mental Health Services in Moncton, New Brunswick" by Robyn A. LeBlanc. 
  •  “Reinforcing Hegemony: Media Framing Practices Concerning Toronto G20 Protestors” by Marlee Leslie. 
  • “‘It’s harder to catch a boy because they are tougher’: Children’s performance and understandings of gender as they relate to storytelling in the classroom” by Kate Paterson. 
  • “It Takes A Village: An Examination of Community-Based Mental Health Services in Moncton, NB” by Robyn LeBlanc.
  • “Resistance, Respect, Resiliency: Experiences of Female College Athletes Who Play Non-traditional Contact Team Sports” by Lauren Hutchison. 
  • “Let’s See How Far We’ve Come: A Content Analysis of Sports Illustrated on the Portrayal of Female Athletes” by Breanna Rogers.
  • “Pride and Prejudice: The Lived Experiences of Social Assistance Recipients in New Brunswick” by Sylvie LeBlond.
  • “Girl Power Camps: A Study of Empowerment in Theory, Instruction, and Practice among Atlantic Canadian Girls” by Sarah J. Patriquin.
  • “The Social Context of Environmental Change: Sociology’s Role in a Warming World” by Andrew Clairmont.
  • “Medicalization, Individualism and Othering: Experiencing ADD/ADHD in Schools” by Jinette Comeau.
  • “Representation and Identity: 'Knowing' the Armenian Genocide” by Ivan Nault.