100. Principles of Sociology. Open to freshmen and sophomores. Juniors and seniors must elect Soc. 400. No credit granted to those who have completed 400. (4). (SS).
SECTION 001 – Sociology Through Literature. Sociology through literature is a course intended to give students an introduction to basic sociological concepts and modes of thinking through a reading of selected modern literature supplemented with introductory sociology text material. The presumption is that literature often captures the human experience better than the dry impersonal language of the sociologist. You will be exposed to short essays, plays and novels. Some of the selections include: THE STRANGER, Albert Camus; THE GUIDE, R. K. Narayan; TO THE LIGHTHOUSE, Virginia Woolf; NO EXIT, Jean Paul Sartre; DEATH OF A SALESMAN, Arthur Miller; and LONELINESS OF THE LONG DISTANCE RUNNER, Alan Sillitoe. There is a lot of reading in this course! Lecture materials will include a treatment of readings to show their sociological significance and will also utilize research findings of contemporary sociologists that bear upon the ideas presented in the readings. This is NOT a literary analysis course. There will be two lectures a week plus one section meeting with your teaching assistant. Grades will be based on a midterm, a final exam, and some writing exercises. (R. Cole)
Section 009. A comparative and historical method guides this introduction to the study of human societies. We consider hunting and gathering, horticultural, agrarian and industrial societies, although most of our attention is devoted to the two principal varieties of industrial society: capitalist and Soviet-type. Our investigation is inspired by three main substantive concerns: power relations, inequalities, and social change. For each societal type, we address questions like these: Is there a ruling class or group? What are its principal power resources? What resources do the ruled groups or classes have? How does that affect the distribution of valued societal resources? What social features underlie the directions and pace of social change? What alternative futures face contemporary societies? (Kennedy)
Section 020. This course is designed to introduce students to the sociological perspective and then apply this perspective in analyzing the basic processes and institutions of modern society. To this end, students will be exposed to many of the important theories, concepts, and substantive concerns within the sociological tradition. While the course will focus on the contemporary United States, comparative and historical perspectives will also be utilized. Grades will be based on four exams. (Kimeldorf)
101. Person and Society: An Introduction to Sociology Through Social Psychology. (4). (SS).
This course introduces students to sociology by drawing on the concepts and perspectives of Social Psychology. It seeks to develop more systematic ways of viewing and understanding social life. Readings, films, and lectures will be used to present and illustrate a variety of useful conceptual frameworks. Three broad content areas will be examined: How people organize their experience of the social world, how they become socialized, and how they interrelate and influence each other. Specific topics include: Social perception and cognition, the development of personal identity and especially gender identity, processes of inter-personal influence and attitude change, conformity and social control. The course will meet for three hours of lecture each week. Grades will be based on a short paper plus a midterm and final. (Modigliani)
102. Contemporary Social Issues: An Introduction to Sociology. (4). (SS). May be repeated for a total of 8 credits.
Section 001 – Social Issues: An Introduction to Sociology Through Social Inequality. In this introduction to sociology, we will examine the pervasive influence of inequality in the organization of social life. The course begins with an introduction to the concept of inequality, as it applies to differentials in economic well-being, prestige, and power. We then examine the various forms that such inequalities take in relations between social classes, whites and Blacks, and men and women. How much and in what ways does it affect someone's life to belong to one social group rather than another? The next part of the course considers different theories about the causes and significance of economic, racial, and gender inequality. Here, we examine a broad array of theories and compare their implications for the meaning of social inequality in its various forms. The course concludes with an examination of the belief systems that accompany different kinds of inequality. How do people who enjoy the privileges or suffer the disadvantages of inequality interpret their experience? There will be three hours of lecture and one hour of discussion weekly. Written work will consist of two in-class examinations and one assignment in the discussion section. (Jackman)
Section 018: Social Issues: An Introduction to Sociology Through Social Movements. American society is characterized by racism, sexism, and student inequality. The purpose of this course is to explore these forms of inequality and to study social movements intent on changing inequality. The 1960s were a rich period in which social movements flourished. We will seek an understanding of both society and social movements by studying the Civil Rights, Student and Women's Movements of the 1960s. (A.Morris)
210. Elementary Statistics. (4). (SS).
The purpose of the course is to provide literacy in the evaluation of quantitative evidence as it relates to the world of alternative, testable ideas. Students are familiarized with a variety of descriptive statistics (interpretation of tables, measures of association, regression, etc.), inductive statistics (theory of sampling, significance tests) and the empirical origin of statistical data (surveys, consensuses, observational studies). Several forms of decision-making based on quantitative and non-quantitative evidence are compared and contrasted. No special background or preparation is needed. Students capable of handling arithmetic have all the mathematical skills required for the course. Problem sets are routinely assigned to illustrate the concepts of the course. Additionally, the course will provide students with an introduction to "statistical packages" easily used on microcomputers. NO PREVIOUS EXPERIENCE WITH THIS TECHNOLOGY IS NECESSARY. This will provide an opportunity to analyze and discuss some real data sets. Course grades are determined by performance on three major exams (including the final) and some quizzes given in the discussion sections. The new format generates four credit hours from two lectures and two hours of discussion per week. (Goldberg)
212. Sports and Society. (3). (SS).
American society has had a long love affair with sport. The number of sport participants has increased tremendously over the last decade, as has the proliferation of sports facilities and organizations. Larger proportions of our population than ever before are now directly and indirectly participating in sports activities. Spectator participation in the traditional sport events such as baseball, football and basketball has also increased as has the hours of exposure to these events on television where twenty-four hours of sports broadcasting is now easily available on cable sports channels. Not only is there increased media exposure to the traditional sports events, but now tennis, golf and gymnastics also enjoy national as well as international prominence. It is also apparent that American society's attitude towards sports participation has expanded to more fully include minorities and women. Age no longer is seen as much of a constraint to participation as it once was. There are now programs available from the cradle to the grave. Given the fact that sport is an integral part of our society most of our knowledge of sport comes mainly from hearsay, observation, and sports journalism which has until recently not been too critical. In this information environment, the sports myths which have been perpetuated have remained unchallenged. In this course the linkages between sport and society will systematically be examined within the respective functionalist and conflict theoretical frameworks accepting the premise that sports is a microcosm of society. Among the issues covered in this course using these theoretical approaches are: the manner in which sport is linked to social institutions, the role of sport in the process of socializing youth with American values, the degree to which sport is segregated, the role that sport plays in upward mobility, the ways that sport shapes character, the relationships between sport and education, the role of the media in sport, and the political economy of sport, to name a few. These issues will be identified and examined in this course to clarify the relationships that exist between sport and society and the impact that these relationships have on the various segments of American society. (Deskins)
303. Racial and Cultural Contacts. No credit granted to those who have completed 503. (3). (SS).
There are major social and economic divisions between racial, ethnic, language and religious groups in the United States. This course will focus upon racial issues, although some attention will be devoted to ethnic, linguistic and religious divisions. The lectures and readings will describe the origins and persistence of racial prejudice and discrimination. They will also treat legal, social and economic differences between Blacks and whites; how these differences have changed since the settling of America and why. Attention will be given to the social movements and forces which seem likely to land to future racial change. This class will meet on Mondays, Wednesdays and Fridays. Lectures will be presented on Mondays and Wednesday. Some of the Friday session will be used for discussion, for tests or for films. Grades will be based upon three in-class tests and a final examination. These will include both multiple choice questions and brief essay questions. A paper WILL NOT be required. The readings include economic, sociological and psychological descriptions of racial issues and prejudice, decisions of the Supreme Court and various accounts of racial strife written by novelists and journalists. (Farley)
310. Introduction to Research Methods. Soc. 210. (4). (SS).
This course provides an overview of the major research methods used by social scientists. The topics covered are: formation of research questions; selection from design alternatives; instrument development, sampling and data collection; the logic and conduct of statistical analyses; and report writing. Students obtain practical experience in study design, analysis, and reporting through executing a study using data that have already been collected. By preparing a series of brief papers based on this study, students become familiar with the requirements of technical writing for both professional and lay audiences. Instruction is provided in the use of software for data analysis and word processing. (Quinn)
330. Population Problems. (3). (SS).
This course is intended for a wide range of students who might be interested in learning about the current population situation and the range of problems associated with it. There are no prerequisites for the course, nor is any special background required – although average ability to read tables and interpret quantitative material will be assumed. The course focuses specifically on social and economic problems associated with population matters. Family planning and other related population programs and policies are discussed. The course is a complement rather than an alternative to Soc 430 (Introduction to Population Studies) which deals with the determinants of behavior. Soc. 330 presents a variety of views concerning the ways population is perceived as a problem and what should be done about it. The focus of the course is international, dealing both with less developed and more developed countries. Attention is given to population growth, urbanization and migration; population and development; adolescent pregnancy; population and food; age structure, aging and associated problems; and population policy and programs, especially those related to the reduction of birth rates. The course is run as a lecture with in-class discussions encouraged. Films and other audio-visual aids are used. Grades are based largely on in-class exams. Written assignments and class participation are given some additional weight. (Knodel)
331. Population Trends in the United States: Their Economic and Social Consequences. (3). (SS).
This course examines both historical and contemporary demographic trends in the United States from an ecological perspective. The causes of changes in population growth and distribution as well as their implications for the economy and the social structure are considered. "American demographics" is one of the more frequently used terms to roughly describe the contents of the course. There are no prerequisites. (Goldberg)
389. Practicum in Sociology. Permission of instructor. May not be included in a concentration plan in sociology. (2-4). (Excl). Offered mandatory credit/no credit. (EXPERIENTIAL). May be repeated for a total of 8 credits.
The practicum in sociology provides students with the opportunity for experiential learning through volunteer work in a variety of community organizations. Field placements for students are arranged through the programs of Project Community at the University of Michigan. Project Community includes the Inmate Project, the Innovative Tutorial Experience and the Medical Field Project as well as several smaller programs which may vary each term. In addition to their work in the community, students keep logs of their work experience and write short papers integrating their field activities with sociological analyses. Speakers, weekly seminars and outside readings also are used to promote learning of general sociological principles and to broaden students' understanding of their field work. There is no pre-registration for Soc. 389. INTERESTED STUDENTS SHOULD CONTACT THE PROJECT COMMUNITY OFFICE (763-3548, 2204 Michigan Union) at the beginning of the term to add Soc. 389. Overrides may be picked up at the Project Community office. (Chesler)
392/Hist. 332/Econ. 395/Pol. Sci. 395/Slavic 395/REES 395. Survey of the Soviet Union. (4). (SS).
See Russian and East European Studies 395.
405. Theory in Sociology. No credit granted to those who have completed 305. (3). (SS).
Sociological theory is examined in its historical formation and contemporary frameworks. Although we briefly consider sociological theories precursors in the Scottish Moralists, Rousseau, Hegel, and Tocqueville, we focus on the classical sociological writings of Marx and Engels, Weber, Durkheim, Simmel and Mead. Students are expected to read original texts and offer brief summaries and critiques of essential writings. The final third of the course is devoted to a discussion of contemporary theoretical discourse emphasizing the following themes: (1) structure and agency in sociological explanation; (2) the logics of positivist and interpretative theory; and (3) the possibilities for a post-modern critical theory. A final paper analyzing one or more of these issues in a classical text is required. (Kennedy)
415/Amer. Inst. 415. Organizations, Industries and the State. One of the following: introductory economics, psychology, or political science. (3). (SS).
See American Institutions 415. (Zald)
423/Am. Cult. 421. Social Stratification. (3). (SS).
By stratification we mean inequality, as it manifests itself in different social classes, castes, race or ethnic groups, the sexes. The inequality that attends these social groups lies not only in their differential wealth, power, and influence, but also in their contrasting life experiences, chances and perceptions. In this seminar, at the outset he will examine the writings of Karl Marx and Max Weber, to whom social science owes the concepts that constitute the foundations of our study; social class, status, ethnicity, power, legitimacy, attitudes, social movements, organizations. Thereafter, we will focus each session on some of the topics encompassed by the study of stratification. A question announces each of the topics, for which the readings provide illustrative materials, arguments, and debates. The readings include both classic and contemporary statements. The questions are as follows: Who gets what and why? Is social class objective or subjective? What are the psychological consequences of inequality? What determines social mobility? How is inequality manifested in work organizations? Is the origin of ethnic inequality class, caste, or race? How is contemporary ethnic inequality explained? Is the family cause or consequence or inequality? How do social movements that strive for equality take place? Equality of opportunity or equality of outcomes? (Pedraza-Bailey)
428. Social Institutions of Communist China. (3). (SS).
The course is a general and systematic introduction to the way Chinese society is organized today, and how it has changed since 1949. The main topics covered are the historical background, political and legal institutions and values, economic institutions, village life, the family, educational institutions, cities and stratification. No previous background on China is assumed, and the course attempts to present as thorough an understanding of contemporary Chinese social organization as possible, given the amount of time available. Readings cover a variety of points of view, and include some options for students with particular interests. The course includes a midterm and final examination, with a term paper substitutable for the final. The course attempts to understand Chinese society by frequent comparisons with traditional China, with the Soviet Union, and with other developing societies and their problems. (Whyte)
435. The Urban Community. Credit is granted for only one course from Soc. 335, 435, or 535. Does not meet sociology doctoral requirements. (3). (SS).
In this course an examination of the spatial and social factors affecting location, organization and functioning of cities is made. Although both the internal arrangements and external connections of cities are analyzed, heaviest emphasis is placed on the examination of the internal arrangements of cities within the context of social and spatial processes. Throughout the course contemporary urban problems found in the American city will be utilized as examples. Exercises, a paper and two examinations will be scheduled. (Deskins)
441. Social Aspects of Economic Development. (3). (SS).
The course is broadly concerned with the large scale social changes that are associated with modern economic development – or the sustained increase in human productivity and welfare. Much of the emphasis is placed upon the long historical processes of imperialism, colonialism and nationalism that arise from western economic development and expansion, and the nature of the world economic system that this expansion has produced. We examine the major theoretical positions that currently attempt to interpret the system and the dynamics of its nation-state members. Specific attention is given to the measurement and social meaning of economic development and the variety of modern forces – including foreign trade and aid, national development policies, national administrative systems, and population growth - which today appear to hold central positions in determining the course of national and worldwide economic development. Much of the substantive national experience is drawn from Southern Asia, but comparisons are also made with Latin America and Africa. There is a midterm and a final examination, and a paper. (Ness)
444. The American Family. (3). (SS).
This course will involve the study of the American family through both a sociological and historical perspective. Readings and lectures on the historical evolution of American family life are designed to help students understand current family patterns and anticipate future changes. A number of topics will receive special emphasis; for example, the impact of slavery on Black families, immigrants and family change, evolving patterns of marriage and divorce, changes in sexual attitudes and behavior, continuity and change in the roles of women, and communes and other alternative forms of family life. The course is primarily a lecture course. Assessment of student performance is in terms of examinations or alternative term papers. (Whyte)
447/Women's Studies 447. Gender Roles and Status. (3). (SS).
This course will explore what it means to be male or female in contemporary American society. Emphasizing the interplay between the personal and political (macro and micro). We will examine the lives of men and women in the arenas of work, the family, and personal relationships. Special topics to be addressed include aging, mental health, and the men's liberation controversy. (Anspach)
454. Law and Social Organization. (3). (SS).
This course is intended as an introduction to the sociology of law. It is not intended to be an exhaustive overview, but instead will focus on a series of current and classic topics in the field. The topics covered vary from year to year. They may include such things as: dispute processing, legal reasoning, procedural justice, the effectiveness of law, law and social change, law and justice, the jury system, the courts, the practice of law, and the police. Evaluation will include one to two midterm examinations and a final examination. In addition, students will be asked to engage in certain activities, like a simulated negotiation, or attending a court hearing, and to write brief reflections on the experience. (Lempert)
455/Rel. 455. Religion and Society. (3). (SS).
What do Bishop Tutu, Jerry Falwell, Mahatma Gandhi and Muktenanda share in common? And how can we understand the remarkable differences that mark their approach to religion and the sacred? Ultimate reality (the focus of Religion) becomes understood quite differently as people pursue religious quests within different social contexts. The course uses sociological methods of inquiry to explore the emergence of new religious movements, the ways that organizations respond to extraordinary experiences like mysticism and the ecstatic, the kinds of impact social forces have on organized religion, and the ways that religion, in turn, affects other areas of social life. (Heirich)
465/Psych. 488. Sociological Analysis of Deviant Behavior. (3). (SS).
An advanced undergraduate or graduate level course that addresses the broad question: how do people become social deviants? Films and simulation games will be used to concretize various types of deviance and deviance-producing processes, and readings will provide theoretical frameworks as well as further case material. Discussions will be the primary vehicles for bringing these elements together, with lectures playing a smaller role. Substantively, the course has two major parts. The first will examine in detail the social processes by which individuals are "officially" designated deviant: specifically, how social rules are created, enforced, and adjudicated by legislatures, the police, and the courts. The second will examine some major theories about the causes of deviant behavior by focusing on a series of more specific types of criminal activity: e.g., theft, delinquency, violent crimes, corporate crimes. Evaluation will be based on a midterm, a final and a 10-12 page paper. (Modigliani)
475/MCO 475 (Public Health). Introduction to Medical Sociology. (3). (SS).
This course will explore social aspects of health, illness, and health care system in American society. We will examine such issues as relationships between doctors and patients, the health professions, health care among women and the poor, and the current health care crisis. (Anspach)
486/Psych. 486. Attitudes and Social Behavior. Introductory psychology; or senior standing and permission of instructor. (3). (SS).
See Psychology 486. (001 – Ezekiel; 010 – Nisbett)
530. Population Problems. Soc. 100, 195, or 400. Open only to graduate students. Undergraduates admitted by permission of instructor. Credit is not granted for both Soc. 430 and 530. (4).
This course is an analysis of how the population of the world and of major countries arrived at their present positions. The basic demographic processes which determined demographic change – fertility, mortality and migration – are each treated as to their measurement, history, and present status. There is special consideration of the demographic transition from high to low birth rates and death rates. The processes determining fertility levels are analyzed separately for less and more developed countries. The pattern of migration is studied with special reference to the United States. Finally, there is a consideration of the age-sex structures resulting from various combinations of demographic processes and how they affect projections of the U.S. and the world. (Knodel)
541. Contemporary Japanese Society: Convergence Theory. Upperclass or graduate standing. (3). (SS).
This course is intended to provide undergraduates and graduates with a broad overview of contemporary Japanese society. Particular attention is focused on the social changes occurring in major institutional areas. Wherever possible, comparative data is introduced so that comparative evaluations with other industrialized nations can be made. Convergence theory provides the theoretical framework with which we will be operating. Convergence theory presumes that Japanese institutions and values are coming to approximate those of other advanced western nations by virtue of the imperatives of modern technology and other characteristics of advanced industrial nations. We will also assess a more recent variant of convergence theory which asserts that Japan by virtue of its late development has become the prototype for other advanced nations to emulate. Class meets once a week for three hours with strong emphasis on student discussion. After the fourth week, one typed three page (maximum) paper will be required for each week thereafter. This paper will be based on critical evaluation of the assigned readings. There will be no term paper and no exams. There are no prerequisite courses but a strong social science background is helpful. (Cole)
587/Psych. 516. Advanced Laboratory in Social Psychology. Stat. 402 or 300; and Psych. 382 or prior or concurrent enrollment in Soc. 486. (3). (Excl).
See Psychology 516. (001 – Ezekiel; 002 – Burnstein)
591. Special Areas of Social Psychology. Soc. 590 or permission of instructor. (3). (SS).
INTERGROUP ATTITUDES And GROUP CONSCIOUSNESS. This seminar has two goals: to give students a basic grounding in the literature on intergroup attitudes and group consciousness, and to provide an opportunity for students to develop their research skills. In pursuit of the first goal, we will read and discuss literature on a variety of pertinent issues, such as: (1) What is an attitude, how is it structured, and how should it be measured? (2) What is the meaning of such key concepts as stereotypes, prejudice, tolerance, and group consciousness? How useful are those concepts and how should they be measured? What relevance do these concepts have for personal and political behavior? (3) What factors determine the shape of intergroup attitudes and group consciousness, at both the aggregate and the individual level? Is intergroup differentiation an intrinsic cognitive process, a symptom of narrow parochialism that can be erased by education, or an expression of different objective interests? How does that pattern of intergroup contact affect the shape and content of intergroup attitudes and group consciousness? Readings will range from Karl Marx to Gordon Allport, among the classics, and will also include more recent conceptual and empirical work by sociologists, psychologists, and political scientists. Work assignments in the seminar will emphasize the development of empirical research skills. Students will be encouraged to read the extant literature from a critical perspective and to identify problems in conception, measurement, and method. Each student will work on a paper and present that paper to the seminar. The paper must deal with some aspect of the empirical research process, with the specifics to be worked out with each student on an individual basis, depending on individual taste, experience, and need. Where appropriate, students will be encouraged to work on an empirical research paper using extant survey data, but papers might alternatively present a critical review of the literature on a specialized topic, a critique of a piece of research, or an empirical research proposal. (M. Jackman)
595. Special Course. (3). (SS).
SECTION 001 – SOCIOLOGY OF FERTILITY. This course emphasizes theories and evidence about the determinants of human fertility, especially sociological theories and evidence concerned with the secular decline of fertility in historical and contemporary human populations. The course will cover major theoretical traditions, including classic demographic transition theory, the revisions of this theory presented by Ronald Freedman, John Caldwell and others, and Marxian family strategies approaches. If time permits, alternative social science perspectives will also be examined (e.g., the evolutionary ecology perspective employed by socio-biologically oriented anthropologists). Both ideas and the evidence for them (or lack thereof) will be emphasized. The course will also deal with major theoretical and methodological controversies current in the field of fertility studies, including the extent to which family limitation was historically an innovative behavior or instead an adaptation of older behavioral patterns; the extent to which the decline of fertility was and is a response to ideational factors as opposed to changed material conditions; and the relative utility for understanding the determinants of fertility change of traditional demographic surveys, intensive field studies having both qualitative and quantitative components, focus group interviews, and other methodologies. The course will be oriented toward graduate students and sophisticated advanced undergraduates who are specializing in population studies to be able to read the literature critically (e.g., students who have taken Sociology 530 and 630. The course will have a seminar or proseminar format in which critical discussion of readings or of student papers is the focus. Evaluation of student performance will be through paper(s) and/or take-home examination(s). (Mason)
596. Special Course. (3). (SS).
CULTURE, ACTION and SOCIAL CHANGE. If actors are constrained by the cultural frames through which they think and the social institutions in which they live, how can they act so as to transform their societies? Social theories that emphasize constraints have difficulty explaining transformative actions, and theories that emphasize action often have inadequate conceptualizations of constraints. This course will try to develop a theory that mediates the apparent contradiction between constraint and agency. We will examine the socio-cultural constitution of actors, the nature of resources for and constraints on action, and the ways in which social and cultural structures shape and limit the possibilities for social change. Readings will include works by Louis Althusser, Pierre Bourdieu, Michel Foucault, Anthony Giddens, Marshall Sahlins, Goran Therborn, and Raymond Williams. The course will be taught primarily by discussions of assigned readings, although there may be occasional lectures. There will b a brief midterm paper and a longer final paper. (Sewell)
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