100. Principles of Sociology. Open to freshmen and sophomores. Juniors are strongly encouraged to enroll in Soc. 400. Seniors must elect Soc. 400. No credit granted to those who have completed or are enrolled in 400. No credit for seniors. (4). (SS).
SECTION 001. This course is less a survey than a topical introduction. The subjects we take up (ranging from the sociobiology of incest avoidance to the social origins of religion) have been chosen first for their inherent interests and then for their capacity to illustrate characteristic modes of social scientific reasoning. They have been organized so as to roughly reflect the interests of the "founding fathers" of sociology: Karl Marx, Max Weber, and Émile Durkheim. Thus our prime concerns are with the effects of social inequality and stratification (Marx), the grounds of authority and social organization (Weber), and deviance and cultural sociology (Durkheim). Beyond reading and lectures, students will be learning to analyze data and formulate sociological ideas of their own. We use an interesting and very user-friendly PC data and analysis package to introduce some basic statistical concepts and research strategies. Through a series of exercises, students develop a sense of how sociological research is formulated and carried out. They then have the opportunity to do some research of their own with the data provided. A short report on this research (5 pages or so) is one of the course requirements. While this paper is an opportunity to actually do some sociology, our real concern is to develop the analytical skills fundamental to any social science. Throughout, Principles treats sociology less as a field to be mastered than as a fundamental contributor to a liberal education. At its conclusion, students will not have a "map" of the discipline in mind, but instead a practical sense of how social scientists strive to understand the complex world in which we live. The reading load averages about 65 pages (some more difficult than others) per week. We use a course pack and one book for the readings. Around 15 to 20 hours over the term (and another book) will be required to learn data analysis and do the research paper. [Cost:2] [WL:1] (Schneider)
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 three exams. [Cost:1] [WL:4] (Kimeldorf)
101. Person and Society: An Introduction to Sociology Through Social Psychology. Open to freshmen and sophomores. Juniors are strongly encouraged and seniors must take Soc. 400, 401, 452, 464, 465, 470, 481, 482, or 486. No credit for seniors. (4). (SS).
INTRODUCTION TO SOCIOLOGY THROUGH SOCIAL PSYCHOLOGY. The purpose of this course is to introduce students to the area of Social Psychology within Sociology. The course will provide a general introduction to the social psychological perspective within Sociology; the study of social behavior as a product of the interaction between individuals and groups. Four major themes within Social Psychology will be examined: (1) the impact that one individual has on another individual, (2) the impact that a group has on its individual members, (3) the impact that individual members have on the group, and (4) the impact that one group has on another group. The themes, concepts, theoretical approaches, and research methods within social psychology will be presented and discussed. The course will consist of two lectures and one discussion section each week. There will be three exams for this course, each covering one third of the lecture and reading material. The exams will be multiple choice and short essay items. In addition, approximately 6, one-three page class exercises will also be given as assignments. These assignments will involve the application of social psychological theories and concepts. Attendance at lectures and discussion sections will be required and very important both for what you learn and how well you do in this course. (Orbuch)
102. Contemporary Social Issues: An Introduction to Sociology. Open to freshmen and sophomores. Juniors are strongly encouraged and seniors must take Soc. 302, 303, 400, 401, 423, 444, 450, 460, or 461. No credit for seniors. (4). (SS). Credit is granted for a combined total of 8 credits elected through Soc. 102, 202, 203, and 401.
SECTION 001 – INTRODUCTION TO SOCIOLOGY THROUGH STUDY OF SOCIAL INEQUALITY. In this team-taught introduction to sociology, we will explore the pervasive influence of social, political, and economic inequality in the United States. We will investigate inequality in the areas of race and ethnicity, class, sex/gender, handicapping characteristics, and sexual orientation. Emphasis will be placed on how these different forms of inequality intersect. Students will be expected to become critical thinkers as they evaluate theories of why inequality exists. Finally, we will look at the ramifications of being privileged or under-privileged in our society. Films, lectures, guest speakers and exercises will be used to convey ideas and concepts. Course work will include multiple written exercises and a final exam. (Gerschick, and 2 additional instructors)
SECTION 009. INTRODUCTION TO SOCIOLOGY THROUGH POLITICAL ECONOMY. The course considers social problems from a political economy perspective. Four theoretical approaches to political economy, namely the classical liberal, the welfare liberal, radical or Marxist, and feminist provide a framework for the study of various social issues. The course considers and critiques these and other perspectives, but tends to emphasize the welfare liberal perspective. The course begins with theoretical and philosophical issues before proceeding to the more substantive issues, focusing primarily on the United States. The theoretical considerations include an exposition of the major approaches to political economy, focusing in themes like the relation between the 'private' and the 'public' social spheres, the social construction of value, property, hierarchies, markets, rights and obligations. The course then explores several social institutions and structures such as business firms, work, class, family, race, gender and social issues associated with them such as distribution / concentration of wealth, welfare, inequality, individual choice, and government intervention and policy. The course aims to provide an informed and critical view of various approaches to political economy, and its importance to understanding our and other societies. WL: NA (Guilarte)
195. Principles in Sociology (Honors). Open to freshmen and sophomores admitted to the Honors Program, or other freshman and sophomores with a grade point average of at least 3.2. Juniors are strongly encouraged and seniors must elect Soc. 400. No credit for seniors. Credit is not granted for Sociology 195 and Sociology 100 or 400. (4). (SS).
SECTION 001. This course takes an innovative approach in teaching introductory sociology: it utilizes primary sources and emphasizes critical thinking. The course is divided into three parts: sociological theory, sociological methodology, and contemporary American society. For theory, you will read classical sociologists such as Marx, Weber, and Durkheim. For methodology, you will learn the logic (as well as the "illogic") of reasoning in social science. For contemporary American society, you will pursue a research project in an area of your own interest with data that have already been collected. You should be prepared to take computer labs. Prior knowledge of microcomputers and popular softwares is helpful but not required. Cost:2 WL:2 (Yu Xie)
SECTION 002. This course is an introduction to the science of sociology. It is organized around several broad issue areas and we will address a number of questions as we examine each of those issues. Among the topics we will explore are the following: the Sociological Process, Sociological Concepts and Theories, Investigative Techniques; Explaining Social Behavior, The Emergences of Social Groups, Learning and Transmitting Culture; Deviance and Conformity, Social control; Inequality and Stratification, Conflict; Social Institutions (Family, Religion, Polity, Formal Organizations, Economy and Education) Social Change, Collective Behavior and Social Movements.
200. Sociology Undergraduate Orientation Course. (1). (Excl).
This is a one-credit course organized primarily for undeclared freshpersons and sophomores who are interested in Sociology, yet know little about the field. Its purpose is to encourage students to explore Sociology, to discover what Sociologists do, and to foster the development of critical thinking. Every week, the seminar will be visited by a different professor who will discuss the discipline and her/his own research. The presentation will be followed by a question-and-answer session and then students will break down into small groups with a peer facilitator to briefly discuss the reading and the presentation. Readings will come from an introductory text and will introduce students to current issues in Sociology. The grade for the course incorporates class participation and short papers. This course does not count as social science credit nor does it apply towards concentration requirements in Sociology. [Cost:1] [WL:4] (Gerschick)
204/Pilot 189. Intergroup Relations and Conflict. (3). (SS).
See Pilot 189.
For Undergraduates Only
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)
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; demographic impact of AIDS; 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)
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 known as "Project Community" and "Trained Volunteer Corps." Students combine 4 to 6 hours of weekly service in community settings, with weekly student-led seminars. Seminars are interactive, focus on related sociological issues, and provide a time for mutual support, planning and problem-solving. Over 50 sections offer settings that include working in school classrooms with "at-risk" children and youth in a variety of tutoring, chemical dependency, mentoring situations; in the adult and juvenile criminal justice system; with adult literacy; with the homeless; and with elderly, the mentally ill, the disabled, and in hospitals. For more information, come to the Office of Community Service Learning, in the Michigan Union, Room 2205.
SECTION 001. (Leadership Development Class). Designed for freshmen and sophomores who are aspiring leaders, new leaders or members of an organization. The student's participation in an organization will serve as both a testing ground for skills learned in the seminars as well as a resource for class discussions. Skills such as listening, communication, problem-solving, conflict resolution and assertiveness will be reviewed and rehearsed. Stages of organizational development will be reviewed, enabling students to acquire the ability to recognize symptoms of organizational function and dysfunction.
SECTION 002. (Advanced Leadership Seminar). This course is designed for junior and seniors who have held or currently hold organizational positions of significant responsibility. The seminar sessions consist of four modules, each consisting of a series of sessions which examine current issues, trends, concepts and situations related to leadership and organizational development. Students' past and present leadership experiences will serve as an important resource for the class.
Sections 004-010, 046 047 (Health and Special Populations). Students in these sections work as volunteers in local hospitals or with a variety of special populations in the community. You will find your life enriched through being a friend to a retarded adult living in a group home, working with a developmentally disabled child on sports skills or community interaction, with children at SAFE House, assisting in activities at a drop-in center for homeless and mentally ill persons struggling to stay out of the institutions. Seminars look at health and health care access and at issues related to the interaction of society, social attitudes, policies, and the specific population.
SECTIONS 011-013, 019, 050. (Public Classrooms and Tutoring). Students in these sections are involved as classroom aides during the school day, or as tutors/mentors in a variety of after-school settings for children and youth considered "at- risk" in the school system. Working with small groups of children or one-on-one with students needing assistance and participating in the general classroom activities is a rewarding way to learn much about yourself and about schooling. After-school programs allow you to establish a particular relationship with one or two children while being supported by the group project. Previous teaching experience or training is not necessary. Seminars focus on issues of race, class, gender, achievement and expectations as they affect the schooling of children in our society.
SECTION 049. (Environmental Advocacy) Students in this section will be responsible for contacting one of five agencies and setting up their own volunteer placement. Sites include Project Grow, Ecology Center and others.
Sections 014, 015, 048 (Pre-School Centers). Students may choose from a host of centers. Each center has its own distinctive philosophy. Students play with and read to children, help teachers and help to create a fun and stimulating environment.
SECTIONS 055 and 056. (Intergroup Relations). In the Blacks and Jews Project students will examine questions regarding the relationship between African Americans and Jews. Students will have the opportunity to explore their own ethnic backgrounds as well as commonalities and differences. Students will develop skills that enable them to constructively deal with conflict and enhance intergroup understanding. The Blacks and Whites Project is similar in focus, but may be limited to Couzens Hall residents only. Both groups will have a service project in the community and a weekly discussion group.
SECTIONS 020-026, 032-034. (Adult Corrections). Project Community involves students with adults in a range of different Criminal Justice settings. Opportunities include: student led discussion groups with inmates, pre-release counseling, facilitating a creative writing seminar, courtwatching.
SECTIONS 027-031, 035, 036. (Juvenile Justice) Project Community involves students with youth in a variety of Juvenile Justice settings. These include: mentoring at-risk youth in a diversion program, being special friends to group home residents and providing recreational and educational activities to institutionalized teens in detention and training schools. Most projects have a small group focus although some one-to-one placements are available.
SECTIONS 037-043. (Chemical Dependency). Project Community is committed to involving students in all levels of chemical dependency programming. During the '91-'92 academic year, service-learning opportunities are offered for volunteers in children's prevention, education and child care programs, as mentors and tutors with adolescents, and in adult treatment within the criminal justice system. Some site placements require a two term commitment beginning in the fall term. Two and three credit opportunities are available each term. Interested students must interview with the Program Director prior to enrollment.
SECTIONS 051-054. The Trained Volunteer Corps projects offer the opportunity to work with individuals who are vulnerable in our communities. Students choose from among a variety of agencies that work with homeless, elderly, at-risk youth and adult literacy. TVC students receive hands on skills training to enable them to work effectively at their sites.
Cost:1 WL:5; enrollment is by override only; visit Project Community Office, 2205 Michigan Union. (Chesler)
392/Hist. 332/Pol. Sci. 395/Slavic 395/REES 395. Survey of the Soviet Union. (4). (SS).
See REES 395 (Szporluk)
398. Senior Honors in Sociology. Honors standing in Sociology. Soc. 210 and 310, and permission of instructor. (3). (Excl).
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.
400. Sociological Principles and Problems. For juniors, seniors, and graduate students with no background in sociology. No credit granted to those who have completed or are enrolled in 100. (3). (SS).
This course introduces students to characteristic modes of sociological analysis. Rather than survey the discipline, it reviews exemplary theoretical and empirical work to provide insight into how sociologists explain phenomena like conflict, inequality, and deviant behavior. Such insight is conceived of as contributing to a liberal education as well as introducing a field of study. Students will be expected to work with primary tests, and comment critically on lectures and readings. Evaluation on basis of exams and a paper. [Cost:2] [WL:4] (Schneider)
405. Theory in Sociology. No credit granted to those who have completed or are enrolled in 305. (3). (Excl).
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, Oliver Cox, Angela Davis, Judith Stacey, and Nancy Fraser. Finally 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. There will be three examinations; part of each of these exercises involves take-home essay preparation. [Cost:3] [WL:4] (Kennedy)
410. The American Jewish Community. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
The course examines current issues and ongoing controversies within the American Jewish community as it reviews broadly the sociological literature on American Jewry. Students become familiar with contemporary trends at the individual, group, and institutional levels, and forces operating to create change. Students study topics such as ethnic identity, intergroup relations, group survival, and community structure and organization as the class explores the conflicts and struggles of the American Jews to maintain themselves in a pluralistic society. Cost:2 WL:4 (Schoem)
420. Complex Organizations. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
Organizations provide the contexts for most aspects of modern living. They structure the way people produce goods, conduct business, socialize, search for scientific knowledge, provide services, pursue religious community, acquire professional status, coerce and coopt opponents, educate the young, make and enforce laws, etc. The course examines a variety of theoretical perspectives and their application to the understanding of organizations. These perspectives include several contemporary views that emphasize problems of organizational efficiency, rationality, culture, legitimacy, adaptation, and learning. The course also considers several critical approaches to organizations that include ecological, radical or Marxist, feminist, humanist, and political economy views. The course explores the historical development of certain modern organizational structures and roles such as the corporation, the manager, the engineer, the bureaucrat, and the laborer. The emphasis is on conceptual analysis and insight derived from theory and applied to contemporary examples and case studies. (Guilarte)
423/Am. Cult. 421. Social Stratification. (3). (Excl).
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 we 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. Therefore, 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: How does stratification develop? Who gets what and why? What are the psychological consequences of inequality? 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 of inequality? How do social movements that strive for equality take place? Equality of opportunity or equality of outcomes?
427. Societies and Institutions of Eastern Europe. (3). (Excl).
Post-Communist societies are new kinds of societies. Even if their principal actors are trying to establish that capitalism and democracy are their aims, these societies will develop their own dynamics given the heritage they bring with them. For one thing, Marxism and other leftist discourses have become quite illegitimate while free market ideologies have taken center stage. But how long will that last? Various celebrations of national identity under communism were relatively unproblematic given the prevalence of a common oppressor, but with a new contested and multiple politics, the tension between universalistic and chauvinistic nationalisms become a central cultural problem. Which culture of nationhood will win out? Gender relations are also transformed in post communist transition, but not necessarily in the direction of any existing pattern. Feminist thought was identified often with old communist authorities, but the necessity of the feminist turn is becoming increasingly obvious as traditional patriarchal authorities return to power in the post-communist scene. Will we see a new kind of feminist movement in Eastern Europe? These are some of the general questions that will guide our analysis of post-communist transition in Eastern Europe and the USSR. We shall engage these questions most directly by examining recent sociological analyses of the transition, including works by Tatyana Zaslavskaja, Bogdan Denitch, Ivan Szelenyi, and others. Background in sociology and/or East European studies is highly recommended. (Kennedy)
430. Introduction to Population Studies. Soc. 430 does not meet core requirements for graduate students in sociology. No credit granted to those who have completed or are enrolled in 530. (3). (Excl).
This course examines the major population processes: mortality, fertility, and migration. It is an introduction to the technical and substantive aspects of demography – the study of the growth and structure of human populations. If you look at the size of the population of a geographic area at two points in time, people are added to that population through births and migrants into the area; people are removed from that population through deaths and migrants out of the area. The study of the determinants of the basic population processes of mortality, fertility, and migration is, thus, actually the study of the determinants of population growth or decline. You will be introduced to basic demographic measures of each of these processes and methods for analyzing them, such as the life table and types of standardization. No formal background in statistics is required, but much of the material is quantitative. The ability to read and understand tables is essential, as well as willingness to try to understand explanations of the results of statistical analyses. You will become acquainted with the major trends and differentials in these demographic processes historically and currently. A particular emphasis is on the similarities and differences in demographic patterns among Europe historically, currently less-developed countries, and currently developed countries. This course concentrates on the causes of population processes rather than on the effects of population processes. Sociology 330 – Population Problems concentrates on the effects of population processes.
440. Sociology of Work. Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
Work is fundamental to the creation, structuring, and maintenance of social life. There is great variation in the meaning attached to work, both within and among societies For most people, productive activity occupies a significant part of their lives and helps define now they view themselves and their relation with others. This course with consider ways in which work is defined, legitimated, and conducted within the social context. Because an understanding of work changes over time, this course examines a historical analysis of work in non-industrialized and industrialized (capitalist and socialist) societies. A cross- cultural analysis of Work will be considered as well as the social meaning attached to leisure. Other topics may include, but not necessarily be limited to the union movement; women and work; white, pink, and blue collar work; work and the family (e.g., dual career families and single parent families); work and education (e.g., traditional and non-traditional students in higher education, credentialism); the political economy of work (i.e., rise of the service sector, internationalization of labor). The course will have a lecture plus discussion format and relevant film/videos may be shown. Students will be evaluated on the basis of a research paper, a midterm, and a final exam. Classroom discussion is encouraged. Cost:2 WL:2 (Lang)
444. The American Family. Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (SS).
This course will analyze the American family through both a sociological and historical perspective. Readings and lectures on the historical development of American family life are designed to help students understand current family patterns and anticipate future changes. A number of topics will be emphasized, including: the impact of slavery on Black families; immigrants and family change; evolving patterns of marriage and divorce; continuity and change in the roles of women, and alternative forms of family organization. The course is primarily a lecture course, but with periodic discussion sections and films. Student performance will be assessed by means of exams and short papers. (Adams)
447/Women's Studies 447. Gender Roles and Status. (3). (SS).
This course focuses on inequality between the sexes: why it arises, why it is greater in some societies than in others, and how it is perpetuated across the generations. While the topics and readings focus on issues which are specific to gender inequality, they are representative of more general substantive areas in the field of sociology, e. g., power, conflict, and stratification. Topics include: the division of labor between men and women; the relationship between social class and gender; the dynamics of occupational sex segregation; gender differences in social mobility, socialization and educational attainment; racial and cross-national variations in gender inequality. Grades are based on an in-class midterm. take-home final, and one short paper. Cost:2 (Shively)
454. Law and Social Organization. (3). (SS).
This course is based on research which examines the law and the legal system from a social science perspective. It seeks to understand the nature of the laws and the role that law plays in political and social life.
458. Sociology of Education. Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
The course focuses on the role of schooling in reproducing and reinforcing prevailing social, political, and economic relationships. It assesses the potential contradictions between the societal functions of schooling and the professed goals of educators. The ideas and language which we use to define and to shape our responses to current educational problems will be considered important objects of analysis in their own right. In general, the course pursues these themes by examining the sources of educational change, the organizational context of schooling, the impact of schooling on social stratification, social organization within the school and the classroom, the social impact of the formal curriculum, and methods of selection and differentiation in schools. Contemporary policy issues relevant to these considerations will be addressed. More specifically, a set of themes will run through the course, and should be kept in mind during reading, writing, and discussion. These involve the ways in which schools – especially American public schools – carry out tasks which may summarize the many goals of education. These themes are: Socialization. How do and should schools socialize young people through training in the skills and attitudes to be expected of them in the larger adult society? Custodial function. How do and should schools serve as custodians of partially socialized young persons who are not considered capable of productive labor or legal responsibility? Stratification. What role do and should schools serve in allocating members of each new generation to strata in adult society? Choice and control. What choices of schools and courses do students and their families have? How do these choices affect social stratification? (Lee)
461. Social Movements. Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
Over the past two decades, the literature on social movements - their origins, their organizational structures, the circumstances which cause them to occur during certain historical periods, what motivates individuals or groups to join them – has been steadily evolving. Recently, two strands of social movement theory have been distinguished: 1) the European "structural" or "cultural" approach, which seeks to explain social movements in terms of factors linked to national political and social systems; and 2) the American "resource mobilization" approach, which concentrates more on how individuals and groups compile the "resources" necessary to create successful social movements. A third category, that of Marxist theories which emphasize the role of socio-economic class interest in collective action, has a longer tradition. In this course we will examine some of the major works from the three branches of analysis and apply these theories to specific examples such as the civil rights and student movements of the 1960s; the women's movement; the neo-conservative movement; the peace/nuclear freeze movement; the environmental or "green" movement; the South African and Chilean resistance movements; various labor, peasant, and farm worker's movements. Recent developments in China and Eastern Europe will also inform our analysis of the dynamics of social movements.
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. [COST:2] [WL:4] (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. [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:4] [WL:1] (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. [Cost:2] [WL:1] (Rose Gibson)
482/Psych. 482. Personal Organization and Social Organization. (3). (Excl).
See Psychology 482. (Veroff/Douvan)
486/Psych. 486. Attitudes and Social Behavior. Introductory psychology; or senior standing and permission of instructor. (3). (Excl).
See Psychology 486.
495. Special Course. Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (2-3). (Excl). May be repeated for credit.
SECTION 001. Sociology of Human Sexuality. This course will examine human sexuality from a societal and interpersonal context. The course will be divided into 5 sections: 1) Cultural and subcultural influences on Human Sexuality, 2) Sexual development, interaction, and relationships, 3) Social aspects of biological issues, 4) Issues and concern about sexual patterns, and 5) acquisition and dissemination of sexual knowledge. Students should have a previous course in sociology or psychology, or consent of instructor. (Orbuch)
496. Special Course. Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (2-3). (Excl). May be repeated for credit.
SECTION 001 – WOMEN AND WORK IN AMERICAN SOCIETY. For Fall Term, 1991, this section is offered jointly with WS 480.002. (Blum)
497. Special Course. Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (2-3). (Excl). May be repeated for credit.
SECTION 001. SCANDINAVIAN HEALTH POLICY. For Fall, 1991, this section is jointly offered with Scandinavian 460. (Rosenthal)
503. Race and Culture Contacts. Soc. 100, 101, 102, 195, 202, 203, 400, or 401; and permission of instructor. No credit granted to those who have completed or are enrolled in 303. (3). (Excl).
In this seminar we will examine different patterns of race and ethnic relations from a historical and comparative perspective. We examine how the belief in racial superiority evolved over time by examining how race was socially constructed in different times and in different places: the U.S. South, Brazil, Nazi Germany. In so doing, we also examine slavery, the plantation society, genocide, as well as the Indian caste system. The experience of the racial minorities is contrasted with that of the voluntary immigrants. We also seek to assess the impact of the Civil Rights Movement on contemporary outcomes in America and to examine contemporary problems, such as those of the persistent poverty of the underclass and segregation. This course is open to graduate students only and to Seniors with permission of instructor. (Pedraza)
530. Introduction to Population Studies. Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. Open only to graduate students. Undergraduates admitted by permission of instructor. No credit granted to those who have completed or are enrolled in Soc. 430. (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)
541. Contemporary Japanese Society: Convergence Theory. Graduate standing; undergrads must have one of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
This course provides undergraduates and graduates with a broad overview of Japan with emphasis on changes on changes in economic and related institutions. Implicit comparison with the United States provides perspective, and offers the practical possibility of drawing lessons useful to the social organization of our own economic institutions. Whether such useful applications are feasible is one central question of the course. Convergence theory, the idea that as societies industrialize their institutions will increasingly come to resemble each other, forms the basic perspective of the course. After reading each section s studies, we try to assess whether Japan is following in the footsteps of earlier industrializers, taking a different course due to different cultural background, or becoming an innovator which the West would do will to imitate.
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] (Modigliani)
596. Special Course. Graduate standing or permission of instructor. Some background in social psychology is desirable. (3). (Excl).
SECTION 001. FAMILY, GENDER, AND THE STATE. This seminar will explore the relatively new interdisciplinary interest in the intersection of family structures, gender and states. A major goal of the seminar will be to disentangle the ways in which states structure and are structured by differences based, on gender, sexuality, and distinctive family practices. After a general theoretical introduction, the class will focus on special topics, including: fertility, reproduction and state policies; the reciprocal impact of family forms/strategies and state-building; family, gender and the comparative development of welfare states; domestic violence; discourses of family, gender and sexuality in ideologies of citizenship and nationalism. Students will be evaluated by means of class participation and a final paper. Prerequisite: Graduate student standing or permission of the instructor Cost:3 WL:3 (Adams)
597. Special Course. (3 each). (Excl).
SECTION 001. SOCIOLOGY OF CULTURE. This course investigates the relationships between social structures and cultural expressions. We shall examine theoretical foundations, exemplary studies, and research strategies in the sociology of culture. Our substantive emphasis will be on literature, art, religion, and popular culture, although we shall also consider issues involving ideology, style, and values. Topics include: sociological approaches to the study of culture; cultural markets and culture- producing organizations; popular culture vs. high culture; form and meaning in art; and the sociological study of aesthetic meaning. The course emphasizes the development of clear theoretical models of the relationship between culture and society. Throughout the course we will attempt to identify central, unresolved problems for future research. Grades are based on discussion and four short papers. (Shively)
SECTION 002. TOPICS IN SOCIOLOGY AND PHILOSOPHY. N.B. This graduate seminar is also a CSST (Comparative Studies in Social Transformations) course. Every philosophy presupposes a sociology, suggests Alasdair MacIntyre, but the complement has not been returned. Sociologists stubbornly maintain that a "science of society" is not concerned with epistemological and normative issues. This seminar will challenge this assumption by exploring the extensive relationships between philosophy and sociology. We first will examine sociology's philosophical origins in the Enlightenment tradition, as well as the counter-Enlightenment and Romantic responses. A key focus will be the philosophical debate over sociology's claim to be an objective science. Attention especially will be given to the sociological implications of the current dissolution of the Enlightenment tradition – postmodernism, post-structuralism, feminism, and the "linguistic" and "historic" turns. Our central question will be: How are we to study society if science and truth, meaning and morality, are not "discovered" but politically and culturally "constructed?" Readings and topics will cover the link between sociology and the humanities, feminist theories of social science epistemology and philosophy, the challenge to "objectivity" in history and science, the sociological implications of current debate in political and moral philosophy, the philosophy and sociology of science, and the viability of "realism. " Students will be expected to have familiarity with the classics of social theory. (Somers)
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