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: A WALK WITH TOM JEFFERSON, Philip Levine; THE GUIDE,R.K. Narayan; Maya Angelou, I KNOW WHY THE CAGED BIRD SINGS; 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 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 009:INTRODUCTION TO SOCIOLOGY THROUGH AN EXAMINATION OF THE WORLD COMMUNITY. This course will begin with an introduction to the basic perspectives of sociology, including social structure, socialization and theories of society. It will then apply this perspective to the world, or international scene; including the western expansion since the 15th Century and the impact of western institutions and social organization on other societies in Africa, Asia and the Americas. It will cover experiences from the 15th Century through the formation and operation of the United Nations, multinational corporations and other international organizations today. (Ness)
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)
195. Honors in Principles of Sociology. Open to freshmen and sophomores admitted to the Honors Program, and to others with a grade point average of at least 3.2. Credit is not granted for Sociology 195 and Sociology 100 or 400. (4). (SS).
This course is an Honors course equivalent to Sociology 100. It provides a general introduction to Sociology for Honors students. The precise emphasis and content will vary with the instructor.
204/Pilot 189. Intergroup Relations and Conflict. (3). (Excl).
See Pilot Program 189.
For Undergraduates Only
210. Elementary Statistics. (4). (Excl).
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, censensus, 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)
310. Introduction to Research Methods. Soc. 210. (4). (Excl).
This course is intended to familiarize students with the methodology sociologists use to learn about social phenomena. One objective of this course will be to demonstrate the significance of the scientific method for accumulating knowledge in the field of sociology. Good sociological research adheres to strict scientific methods and procedures. It involves developing theories and hypotheses and the testing these hypotheses using various modes of observation. The course will provide students with a broad overview of the logic and practice of sociological research. A second objective of the course will be to give students some "hands on" experience with survey research. They will be given the opportunity to test hypotheses of their choosing with survey data using a standard statistical package, SPSS-X, to analyze these data on the computer. A previous statistics course is required. Some familiarity with the computer is desirable. There will be three exams, five short papers and several in-class exercises. (W.Frey)
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). (Excl).
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.
Sociology 389 is Project Community. As a service-learning course, Project Community is committed to both service in the community and to student learning. Students choose from over 30 community field settings in the areas of education, health care and criminal justice. Each section includes field work at a community agency or institution, a weekly seminar, and readings and writings. The seminars are participatory and seek to bridge experiences in the community with the theory in the course pack. Sections vary from two to four credits. Field settings include schools, community centers, child care centers, hospitals, crisis centers, senior centers, adult and juvenile correctional facilities. For more information, come to the Project Community Information Fair on Wednesday, March 29, from 6:30 to 7:30 p.m. in the Michigan Union's Kuenzel Room. Thereafter, come to Project Community, 2205 Michigan Union. (Chesler)
392/Hist. 332/Econ. 395/Pol. Sci. 395/Slavic 395/REES 395. Survey of the Soviet Union. (4). (SS).
See REES 395. (Szporluk)
401. Contemporary Social Issues III. (2-4). (Excl). Credit is granted for a combined total of 8 credits elected through Soc. 202, 203, and 401.
SECTION 001 – WOMEN AND ISLAM: A SOCIOLOGICAL PERSPECTIVE. The course explores the theoretical and methodological issues involved in studying women; specifically, it questions if the existing paradigms are adequate to understand women's position in society and, if new ones are needed, what the guidelines for developing those should be. The context of the Middle East in general, and Islam in particular, introduces new dimensions into this problematic by extending women's issues beyond Western cultural and religious boundaries. The requirements include one midterm, one class-presentation (on the final paper), and one final paper. (Göçek)
SECTION 002 – WOMEN'S HEALTH. This course will examine the issue of sexual inequality in health and medicine, emphasizing women's experiences as providers and consumers of health care. The course will explore such issues as: sex differences in health and illness, including "symbolic sicknesses" of women (e.g., eating disorders); the history of women as healer and providers of health care and their exclusion from medicine; how doctors make decisions about women's health; and the treatment of poor women and women of color. (Anspach)
444. The American Family. (3). (SS).
This course focuses on the American family, especially how it has changed over time. Topics include the formation of new family units (dating and courtship), marriage, divorce and remarriage, childbearing patterns, the roles of men, women and children in the family economy, childrearing practices, and patterns of household formation and dissolution. Historical as well as contemporary readings are contained in several books and a course pack (there is no textbook per se). Classes are devoted primarily to lectures, with discussion interspersed and occasional films. Grading by examination. (K.Mason)
445. Comparative Family Systems. (3). (Excl).
This course is designed to introduce students to materials on how family life varies around the world. The first half of the course uses primarily cross-cultural materials dealing with pre-industrial societies. The second-half of the course is concerned with how modern changes (industrialization, urbanization, revolution, etc.) affect family life and a consideration of recent changes in family life in America. Along the way students will be presented with a variety of theories and studies designed to explain how and why family life varies; why the position of women is higher in some societies than others, why some societies allow more freedom of mate selection than others, and so forth. The course takes primarily a lecture format, with interruptions and questions encouraged. The readings include some common theoretical and descriptive studies, and sets of choices of books describing family life in particular cultures that students can work on as case studies. (Whyte)
450. Political Sociology. (3). (SS).
An examination of the relationship between economy and the polity with particular emphasis on social classes and class conflict. The course will examine the historical development and political effects of the core economic institution of the contemporary world, the large and often multinational corporation, in two related contexts. (1) The rise of the capitalist world economy and its impact on third world societies through colonialism, imperialism, and dependent development. The growth of revolutionary political movements in Southeast Asia, Southern Africa and Latin America and local elite responses to these movements. (2) The development of the concentrated corporate economy, including the development of multinational corporations, in the United States in the twentieth century. An examination of the political and social consequences of corporate concentration and control including political capitalism in the oil industry, oligopoly, surplus and the rise and fall of the American automobile industry, defense contractors and the military industrial complex. Readings include Edwards et. al., THE CAPITALIST SYSTEM; Moore, SOCIAL ORIGINS OF DICTATORSHIP AND DEMOCRACY; Gunder Frank, LATIN AMERICA; UNDERDEVELOPMENT OR REVOLUTION; Baran and Sweezy, MONOPOLY CAPITAL; and Mills, THE POWER ELITE. (Paige)
454. Law and Social Organization. (3). (SS).
This is a Collegiate Fellows course, emphasizing critical thinking. See page 3 of this COURSE GUIDE for a complete list of Collegiate Fellows courses. Law and social organization will introduce students to the connections between concepts of justice, law, and social change. The course will focus on a number of social movements – e.g., the Civil Rights movement – and will ask how and why social groups so often appeal to the law in the pursuit of social justice. Questions the course will ask include: What exactly is social justice? Why do we have so many competing ideas of justice? Is justice inherently a matter of law? And from where do these ideas of justice derive? The sociological, historical, and philosophical roots of competing ideals of justice will be explored, and we will analyze the vision of society and its moral character that these ideals reflect. Emphasis will be put on the question of whether concepts of social justice conflict with the practical demands of economic efficiency. The course will then go on to analyze the relationship between law and politics, and the varying social impact of different legal decisions, legislative acts, and legal practices. Finally we will examine how social movements with their different interpretations of justice and their often conflicting claims to legal rights have influenced politics and social change. Evaluation will be based upon one or two midterms, a final exam or paper, and class participation. (Somers)
465/Psych. 488. Sociological Analysis of Deviant Behavior. (3). (Excl).
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)
467. Juvenile Delinquency. (3). (Excl).
This course will examine juvenile delinquency in the United States. Specific topics will include the nature and extent of delinquency, biological, psychological, and sociological theories of the causes of delinquency, the history of delinquency prevention and juvenile court, the handling of delinquents by the police and juvenile court officials, and various types of prevention and treatment programs. There will be two, ninety minute lectures each week. Grading will be based on two midterms, a paper and a final exam. (Rauma)
468. Criminology. (3). (SS).
This course will be a survey of recent work in the field of criminology. Topics will include theories of crime causation, the sociology of law, the police, the courts, the prison system, and the history of punishment and imprisonment. There will be two lectures and one discussion each week. Grading will be based on two midterms, a final exam, and work completed in the discussion section. (Rauma)
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)
482/Psych. 482. Personal Organization and Social Organization. (3). (Excl).
See Psychology 482. (Veroff)
486/Psych. 486. Attitudes and Social Behavior. Introductory psychology; or senior standing and permission of instructor. (3). (Excl).
See Psychology 486. (Ezekiel)
530. Introduction to Population Studies. 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). (Excl).
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)
587/Psych. 516. Advanced Laboratory in Social Psychology. Stat. 402; and Psych. 382 or prior or concurrent enrollment in Soc. 486. (3). (Excl).
See Psychology 516. (Ezekiel)
590. Proseminar in Social Psychology. Graduate standing or permission of instructor. Some background in social psychology is desirable. (3). (Excl).
This course provides graduate-level coverage of social psychology as a broad interdisciplinary area, but with emphasis on the sociological side. Students will read and discuss a set of primary works that deal with the social sources of individual action, with the social construction of reality, and with social interaction, as well as with a series of special topics such as the self, socialization, and the nature of attitudes and their relation to behavior. Several papers are required; there is no exam. Advanced undergraduates with good background in sociology or psychology are permitted to take the course provided they have the approval of the instructor. (Modigliani)
591. Special Areas of Social Psychology. Soc. 590 or permission of instructor. (3). (Excl).
This course will deal with theory and research on attitudes, related concepts such as beliefs, norms and values, and the connections between all of these terms and actions. Approximately equal attention will be given to survey-based and experimental approaches to studying these various issues, and some attention as well to other methodological perspectives, such as autobiography, cultural history, and observation of natural behavior. We will also consider attitude change at both the individual and the societal level. The course will proceed primarily on the basis of group discussion of a common set of readings. Students will also be expected to prepare three brief papers based on the assigned readings and one somewhat longer paper on a relevant topic of their own choice. The course is intended primarily for graduate students in the social sciences, but well-prepared undergraduates may enroll with the instructor's permission. (Schuman)
595. Special Course. (3). (Excl).
SECTION 001 – SOCIOLOGY OF FERTILITY. This course emphasizes theories and evidence about the determinants of human fertility, especially sociological theories 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, and the revisions of this theory presented by Ronald Freedman, John Caldwell and others. 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 (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 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)
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