Courses in Sociology (Division 482)

Primarily for Underclass Students

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 020 This course will introduce the student to sociological analysis by considering the differing traditions of inquiry that exist within the discipline. Such traditions lead us to ask different kinds of questions and give us different understandings of the world in which we live. Moreover, such traditions shape our view of human possibilities, of what constitute ethical or just social arrangements, as well as what we simply accept as inevitable or "natural." Examples of the kinds of questions we will ask in the course are: why does poverty exist, and what would have to be done to eradicate it? How much inequality is a good thing? What are the causes of racism? How can we understand the kinds of changes occurring in families, between men and women, in contemporary American society? Course requirements, in addition to readings and lectures, include a midterm and final exam, participation in discussion sections and one five page paper. [COST:1] [WL:4] (Blum)

SECTION 032. A Collegiate Fellows course; see page 3 of this COURSE GUIDE for a complete list of Collegiate Fellows courses. To introduce you to the history, the theories, and the findings of this discipline is the main purpose of this course. The first part of this course (THE CLASSICAL TRADITION) explores the life and major theoretical contributions of the four founding fathers of sociology. A. Comte, K. Marx, E. Durkheim, and M. Weber. Each one of them provides us with an interpretation of the world we now know as "modern capitalism." They explain how this social system emerged from earlier social forms and how they envision its future expansion or demise. The second part (CONTEMPORARY PROBLEMS) examines the legacy of these writers for current sociology and for the understanding of contemporary society. We will address such controversial issues as: Why do people conform? Why do they violate the rules of society? Why some people have so much more wealth than others? What is the nature of prejudice and discrimination? Why and how do people rebel? A midterm, three two-page essays, class participation, and a final exam will determine your grade. [WL:4] (Somers)

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. [Cost:2] [WL:4] (Modigliani)

102. Contemporary Social Issues: An Introduction to Sociology. (4). (SS). May be repeated for a total of 8 credits.

SECTION 001 INTRODUCTION TO SOCIOLOGY THROUGH SOCIAL INEQUALITY. In this introduction to sociology, we will explore the pervasive influence of social and economic inequality in our lives. We will investigate inequality in the areas of race, class, gender, and sexual orientation. Emphasis will be placed on how these different types intersect each other. We will also explore the various theories which try to account for this inequality. Finally, ramifications of inequality will be studied. We will look at what it means to be privileged or under-privileged in our society. Films, lectures, games and guest speakers will be used to convey ideas and concepts. Written work will include multiple exercises and one or two exams. [Cost:2] [WL:4] (Gerschick)

SECTION 009 INTRODUCTION TO SOCIOLOGY THROUGH POLITICAL ECONOMY. The course will start with a set of theoretical considerations and then examine the political economy of several issue areas focusing primarily on the United States. The theoretical considerations may include: 1) The social construction of value thru money, commodities, labor, and credit, and the mechanisms associated with them (barter, exchange, risk taking, etc.). 2) The relations between the "private" and the "public" social spheres and how they are reflected in notions of property, distribution/concentration of wealth, welfare, and individual and social rights and obligations. 3) The representation and articulation of interests by social classes, occupations, other social/economic groups and organizations, bureaucracies and the state. 4) The logic of individual and collective action and associated mechanisms such as competition in markets and mobilization in social movements. 5) Debate between rational and moral economy approaches to collective action. Some of the issues areas may include the political economy of race, class, gender, the environment, education/religion, crime, health care, and high technology information systems. [WL:4] (Guilarte)

SECTION 018: INTRODUCTION TO SOCIOLOGY THROUGH THEORY focuses on how society is systematically studied in two parts. The first part traces the origins of the concept of society and emphasizes the effect of Enlightenment which laid the foundations for the discipline of sociology. It covers the work of social thinkers who laid down the structure of the discipline Karl Marx, Max Weber and Émile Durkheim and those who have made contemporary contributions, such as Jurgen Habermas and Anthony Giddens. In light of the theoretical perspectives offered by these social thinkers, the second part centers on components of society such as culture, sex roles and social groups, organizations and bureaucracy, stratification and inequality, race and ethnicity. The course requirements include one midterm, one 7-10 page paper, and one final examination. [Cost:2] [WL:1] (Göçek)

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).

An intensive introduction to sociological theory and research.

200. Sociology Undergraduate Orientation Course. (1). (Excl).

This is a one credit hour course organized for sociology concentrators and other students with a strong interest in Sociology. Its primary purpose is to encourage students to explore the field of sociology, to discover what sociologists do, and to foster the development of critical and imaginative thinking. Every week, a different professor from our department will talk about the field of sociology, their research and teaching interests, as well as sharing some relevant aspects of their biographies. In this manner, students will be given a general introduction to the history, theories, the major findings, and the central problems of the disciplines. Students will also have the opportunity to ask questions and to interact informally with the speaker. The format of this class is designed to introduce students to faculty members and to create a forum where students and faculty can discuss their concerns and share their interests. Readings will consist of a set of articles about sociology, most of them authored by our weekly speaker. Students are expected to attend regularly, participate actively and to keep a weekly 3-5 page journal. Evaluation of student performance will also depend on a midterm and final examination. Students will receive a grade for this course. (Sfeir-Younis)

For Undergraduates Only

210. Elementary Statistics. (4). (Excl).

SECTION 001. 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)

SECTION 008. A survey of statistics in research. Students are introduced to descriptive measures and problems of inference in relation to a wide range of materials. An introduction to statistical packages on microcomputers is provided. [WL:4]

212. Sports and Society. (3). (Excl).

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. [WL:4] (Deskins)

302. Introduction to American Society. (3). (Excl).

An introduction to the dynamics of American society from a political economy perspective. The course is divided into two inter-related sections. In section one, we will examine the social structure of the United States by mapping out the relationship between the dominant class, the state, and large corporations. In section two, with this analytical "map" in mind, we will explore how these same social forces have shaped our nation's foreign policy since World War II. The course will be broadly comparative and will utilize both historical and contemporary approaches. Grades will be based on three exams. [Cost:2] [WL:4] (Kimeldorf)

310. Introduction to Research Methods. Soc. 210. (4). (Excl).

SECTION 001. This course teaches the essentials of reasoning with quantitative data. You will learn how to translate arguments about social life into arguments with consequences for counted data. You do exercises on all of the phases of quantitative analysis: How to make an argument, how to translate the argument into a set of assertions about relationships among variables, how to assess the match between data and argument, and how to present the results in coherent fashion. You read examples of research and criticize them, carry out small exercises with real data using the microcomputers, and learn to use some of the statistics you were exposed to in Soc. 210. You also learn word processing on microcomputers so that you can do your papers efficiently. Even if you are not a sociology concentrator you are welcome to take this course; you will not be handicapped by lack of background either in sociology or statistics. [Cost:3] [WL:1] (W.Mason)

SECTION 005. This course teaches the main basic research methods used by social scientists: observation, survey, experimentation, and statistics. It demonstrates the logic (as well as the "illogic") of reasoning in social science. You will learn how to use microcomputers for statistical analysis and word processing. Evaluation is based on eight quizzes (40%) and four research projects (60%). You should be prepared to take computer labs. Prior knowledge of IBM-family microcomputers and popular softwares (such as Lotus 1-2-3, and Microsoft Word) is helpful but not required. The research projects will be based on real data that have already been collected. [Cost:3] [WL:1] (Xie)

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. [Cost:1] [WL:4] (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. [Cost:1] [WL:4] (Goldberg)

341(441). Sociology of Economic Development. Soc. 100, 195, or 400; or permission of instructor. (3). (Excl).

This course will address large and medium scale processes of social transformation associated with economic development. The historical organizational and economic transformations which shape the formation of wealth and the improvement of social welfare will be examined in terms of long term processes of imperialism, colonialism, and nationalism. Smaller scale processes include national policy on trade, industrial and agricultural development, population growth, debt/credit (balance of payments) management, and bureaucratic control. The various theoretical approaches will be examined and compared. The measurement and evaluation of economic development will have special attention for analytical and comparative purposes. Issues of technological innovation and diffusion will be addressed in the context of structural patterns of interaction and resource capacity. The course will also try to make some connections between industrial, financial and human capital, and their relations to the productive and distributive mechanisms in different countries. The distinct roles of international organizations and nation states in organizing and controlling economic development provide alternative views of long term forms of coordination and control over the economic and social transformations. The course requirements will consist of a midterm and a final paper. [WL:4] (Guilarte)

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 Office. in the Michigan Union (2205 Michigan Union). [Cost:1] [WL:3] (Chesler)

392/Hist. 332/Econ. 395/Pol. Sci. 395/Slavic 395/REES 395. Survey of the Soviet Union. (4). (SS).

See REES 395. (Szporluk)

397. Junior Honors in Sociology. Honors standing in sociology. (3). (Excl).

This is the first in a three-course sequence (Sociology 397, 398, 399) that will guide students through the completion of their Honors thesis. The objective this course is to prepare junior-year honor students for the research and writing of their Honors thesis. Upon completion of the seminar, there is a strong preference that students should have a completed, and instructor approved, prospectus. In addition, initial overtures should have been made to prospective faculty mentors. Students should be in a position to begin research in earnest upon completion of the seminar. [Cost:2] [WL:3]

398. Senior Honors in Sociology. Honors standing in sociology. (3-4). (Excl). (INDEPENDENT).

This is the second course of a three-course sequence (Sociology 397, 398, 399) designed to guide the students through the completion of their Honors thesis. The focus of this seminar will be on collection and analysis of data for the thesis. Time will be spent every week sharing research experiences and problems, and doing problem-solving. [Cost:1] [WL:5, Call the Sociology Department]

399. Senior Honors in Sociology. Honors standing in sociology. (3-4). (Excl). (INDEPENDENT).

This is the third course of a three-course sequence (Sociology 397,398, 399) designed to guide the student through the completion of their Honors thesis. At this point in the sequence, students will be working primarily with their faculty mentors. The seminar will meet periodically to continue to share research experiences and problems and to do problem solving. Towards the end of the term, students will present their research papers to the seminar for feedback. [Cost:1] [WL:5, Call the Sociology Department.]

For Undergraduates and Graduates

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 searches for alternative formulations. The context of the Middle East in general, and Islam in particular extends women's issues beyond Western cultural and religious boundaries. The course starts with an introduction to the existing paradigms on women's position in sociology, women's studies and Near Eastern Studies. After a lecture on the position of women in Islamic history, it proceeds to study women in contemporary contexts such as in Iran and Saudi Arabia, Turkey, Egypt and the Fertile Cresent, North Africa, and contemporary U.S. society. The course requirements include one midterm, one class-presentation (on the final paper), and one final paper. [Cost:2] [WL:1] (Göçek)

SECTION 002 PRACTICUM IN INTERGROUP CONFLICT AND SOCIAL CHANGE (3 credits). This course focuses on helping students develop the intellectual, interpersonal and organizational skills that would help them to recognize and respond constructively to intergroup conflict. Students will read and discuss social scientific works analyzing the roots of social and organizational conflict, as well as those dealing with theories and strategies of personal and social change. Practicum experiences, in and out of the classroom, will be utilized in order to maximize students' diverse learning opportunities and to facilitate skill development and transfer to real-life situation. Techniques of conflict analysis and intervention, of third party roles, of escalation and de-escalation, of bargaining and negotiation, are among those we will investigate. The class is limited to 25 students. Preference will be given to students who have successfully completed Sociology 204/Pilot 189 (Intergroup Relations and Conflict) [Cost:1] [WL:5, Permission of instructor is required and an application form for the class is available in the Sociology Office (4028B LS&A) or the Pilot Program Office (1521 Alice Lloyd)] (Chesler)

405. Theory in Sociology. No credit granted to those who have completed 305. (3). (Excl).

SECTION 001. Sociological theory is examined in its historical formation and contemporary framework. Part I of the course considers the distinction, variety, and value of sociological theory. Part II examines the traditionally revered ancestors of contemporary sociological theory. In this context, we discuss Marx, Weber, Simmel, Durkheim and Mead, as well as subsequent transformations of their work. Because traditions are themselves living and not etched in stone, we ask why other sociologists are not considered part of the grand tradition. Why, in particular, are all of these ancestors white men? In order to reconstruct a more inclusive tradition, we also examine in this context work by and about WEB DuBois and Dorothy Smith. Finally, in the last section of the course, we consider current developments and controversies in sociological work, including a) the difference and relationships between macro and micro sociology; and b) the distinction of positivistic, hermeneutic and critical epistemologies in the construction of social theory. The first two thirds of each class will be lecture and the last third will be organized around discussion. Students are expected to come prepared to discuss the materials under review each day. Two review essays are required. There also will be a midterm examination and a cumulative final examination. [Cost:3] [WL:4] (Kennedy)

SECTION 002. This is a course in the theories of sociology. As such, it aims to explore the nature of sociological theory as well as the major varieties of theories within the discipline. We will focus primarily on those theorists that contributed significantly to the "classical" theories of sociology Karl Marx, Max Weber and Émile Durkheim. We will examine their views of society and how they influenced both one another and other classical and contemporary sociologists. There will be considerable reading for this course. Evaluation will be based on analytical short papers and/or take home exams. It is expected that the student has some familiarity with the discipline of sociology, such as a 100-level course. The method of instruction will primarily be discussion rather than lecture. [Cost:3] [WL:4] (Hyde)

415 /Am. Inst. 415. Organizations, Industries and the State. One of the following: introductory economics, psychology, or political science. (3). (SS).

This course offers an integrated view of the interactions between formal organizations and socio-political systems. It examines large, diversified, modern corporate organizations, explicitly recognizing the constraints imposed by modern state-advanced capitalist societies. It integrates literature from sociology, political science, and economics to provide a better understanding of the organizational, industrial, and political parameters that guide the behavior of particular organizations. The course explicitly includes historical studies and cross-national comparisons of both capitalist and socialist economies. [Cost:3] [WL:1] (Zald)

428. Social Institutions of Communist China. (3). (Excl).

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. [WL:4] (Whyte)

442. Occupations and Professions. (3). (Excl).

This course will provide a critical look at the American occupational structure and its historical development. We will consider differing theoretical perspectives on the social division of labor and its relation to the class structure as we examine the major occupational categories and their characteristics. Central issues will include: how the labor process has changed over time, what the impact of occupationally-based politics or workplace politics has been, and the persistence of race and gender-based segregation of work and divisions within the laborforce. In addition to those occupations and professions included in the paid laborforce, we will also briefly consider the importance of unpaid housework within the social division of labor. The course will conclude with a discussion of occupational mobility. Grades will be based on midterm and final essay exams as well as a paper. [Cost:3] [WL:4] (Blum)

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, but with periodic discussion sessions and films. Assessment of student performance is in terms of examinations or alternative term papers. [WL:4] (Whyte)

445. Comparative Family Systems. (3). (Excl).

This course focuses on the major forms that families have taken in different historical and cultural settings around the world. We will first review universal features of family systems and ask why they exist. This includes an exploration of the incest taboo, social rules about sexuality and gender relationships, and the obligations between persons related to each other by marriage and "blood." The remainder of the course will review family arrangements in different parts of Asia, Africa, and Europe, again with an emphasis on the question of why differences exist. Readings will include ethnographic monographs and articles contained in a course pack; there will be no textbook used. The course will involve lectures, discussions, films and videos. Grading by examination. [Cost:2] [WL:5, Call 998-7149 to see about getting an override into the course.] (Mason)

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)

452. Law and Social Psychology. (3). (Excl).

Law and social psychology intersect around issues of norms and justice. Sociology 452 examines the concepts of norms, responsibility and justice in both a social psychological and legal context and discusses how findings from social psychology, which is a science, bear on issues that arise in the law, a normative system of social control. After exploring abstract concepts like justice and responsibility in some detail, the course looks in some depth at one institution, the jury, which lies closest to the intersection of these two fields and which has been the subject of extensive social psychological research. [Cost:2] [WL:1] (Lempert)

454. Law and Social Organization. (3). (SS).

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. [WL:4] (Somers)

455/Rel. 455. Religion and Society. (3). (Excl).

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, affect other areas of social life. [Cost:3] [WL:4] (Heirich)

461. Social Movements. (3). (Excl).

Analysis of the social context, goals, internal organization, strategies, and tactics of social movements. Examination of utopias, revolutions, political extremism, civil rights groups, and student radicalism.

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. [Cost:3] [WL:4] (Wallace)

468. Criminology. (3). (SS).

In this course we explore the systematic study of crime focusing particularly on explanations of crime and societal reactions to crime (including law, police, courts, and correctional institutions). Students are encouraged to combine their study of lectures and the literature with their own exploration of the field to arrive at a better understanding of crime and how we might improve our dealing with it. [Cost:3] [WL:4] (Wallace)

477. Sociology of Aging. (3). (Excl).

This course examines the major constructs, theories, and issues in social gerontology today within the context of the aging of our society. The most current debates and empirical findings in regard to such topics as: theories of aging and psychosocial influences on the health and functioning of the aging will be considered; as will variations in aging and the effects of the aging society due to gender, race, and ethnicity. (Rose Gibson)

486/Psych. 486. Attitudes and Social Behavior. Introductory psychology; or senior standing and permission of instructor. (3). (Excl).

See Psychology 486.

490. Women and Islam: A Sociological Perspective. (3). (Excl).

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 searches for alternative formulations. The context of the Middle East in general, and Islam in particular extends women's issues beyond Western cultural and religious boundaries. The course starts with an introduction to the existing paradigms on women's position in sociology, women's studies and Near Eastern Studies. After a lecture on the position of women in Islamic history, it proceeds to study women in contemporary contexts such as in Iran and Saudi Arabia, Turkey, Egypt and the Fertile Crescent, North Africa, and contemporary U.S. society. The course requirements include one midterm, one class-presentation (on the final paper), and one final paper. [Cost:2] [WL:1] (Göçek)

495. Special Course. (2-3). (Excl). May be repeated for credit.

Special course, consult time schedule for topics.

496. Special Course. (2-3). (Excl). May be repeated for credit.

Special course, consult time schedule for topics.

For Sociology Honors Students, Seniors, and Graduates

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. [Cost:1] [WL:4] (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.

590. Proseminar in Social Psychology. Graduate standing or permission of instructor. Some background in social psychology is desirable. (3). (Excl).

This course is intended as a graduate-level introduction to social psychology from a sociological perspective. The course attempts to provide an orientation to the historical development of the field and its current state. As such, it must cover a wide range of material, at some cost in terms of depth of coverage. Greater depth in a variety of specific areas is available in the various Sociology 591 seminars and in courses in the Psychology Department. This course provides at least a brief introduction to all of the topics presented covered in those seminars. [Cost:3] [WL:1] (House)

591. Special Areas of Social Psychology. Soc. 590 or permission of instructor. (3). (Excl).

This social psychology seminar, intended for graduate students and advanced undergraduates (with permission of instructor), will be concerned with two broad questions. How do people become social deviants? And, how do punishments get fitted to deviant acts? Broadly speaking, social deviance is conduct perceived to fall outside the bounds of what a collectivity considers tolerable. The course questions will be pursued using two derivative but more specific conceptions of deviance: (1) acts/actors that violate the laws of a collectivity; (2) acts/actors that are reacted to punitively by the collectivity. The first conception will lead to an examination of the social and psychological factors that might motivate actors to behave in ways that are collectively prohibited. The second will lead to an examination of the organizational process through which a collectivity designates certain actors as deviant and, accordingly, punishes them. These issues will be pursued in the context of three specific classes of crime: street crime, corporate crime, and rape. For each class we shall seek to understand both how these criminals become deviant, and why the degree of punitive reaction varies as it does from one to the other. In addition to a term paper approximately 25 pages in length, class participation and discussion leadership will also be expected. [Cost:3] [WL:4] (Modigliani)

595. Special Course. (3). (Excl).

SECTION 001 SOCIOLOGY OF FAMILIES AND HOUSEHOLDS. This course will provide an intensive examination of family and household structures, process and transitions. One particular focus of the course will be on marital formation and dissolution, emphasizing trends, determinants, and consequences of marriage and divorce. A second focus will be on intergenerational relations and the ways in which households evolve and divide across family life cycles and individual life courses. The course will emphasize a discussion format with students being asked to organize and lead discussions. In addition to learning the substance of the sociology of families and households, students will receive hands-on training and experience with the preparation of proposals. As part of this process, students will be asked to provide critiques of other proposals. Discussion participation, discussion leadership, the proposal, and the proposal critique will form the basis of student evaluation. No exams are scheduled. [Cost:3] [WL:1] (Thornton)

SECTION 002 DEMOGRAPHY OF AGING. (Hermalin)

596. Special Course. (3). (Excl).

SECTION 001 HUMAN SOCIOBIOLOGY. This course will critically explain human social organization and behavior in genetic or evolutionary terms. Aspects of social organization and behavior that the course will touch on include reproductive behavior, the organization of the family and gender relations, conflict and war, the formation of specialized groups, physical and sexual abuse, and social relationships and health. The seminar's format will consist primarily of group discussion of specific readings. Participants will also be asked to write term papers on specialized topics, either alone or working in teams, and to present these papers to the class. Grading will be based on the papers plus one take-home examination on required reading in the first half of the term. (House and Mason)


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