Primarily for Underclass Students

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. A text is used to map the discipline, while lecturers and further readings take up subjects (ranging from the sociobiology of incest avoidance to the social reproduction of inequality) that 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 Emile 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). (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 ns 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. (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, 463, 464, 465, 470, 481, 482, or 486. No credit for seniors. (4). (SS).

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 course will consist of two lectures and one discussion section each week. (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, 447, 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, provided that the course topics are different.
Section 001: Men and Masculinities.
Masculinity as a gender role is a contested terrain filled with conflict and tension. Most everyone has an opinion of the appropriate roles for men. However, not everyone has equal amounts of power to act on their perspective. The primary goal of this course is to explore this contested terrain. It attempts to move beyond many Men's Studies courses which focus specifically on men by also examining how notions of masculinity affect women and different groups of men. This course, then, has numerous objectives: 1) To get students to reflect on the consequences for men of being male and internalizing the social construct of masculinity. 2) To discuss the ways that women and men who are marginalized are affected by dominant conceptions of masculinity. 3) To elucidate and demystify men and masculinity. 4) To open up dialogue on this issue and link it to other contemporary social problems such as racism, sexism, and homophobia; specifically looking at how dominant conceptions of masculinity exacerbate them. Films, lectures, guest speakers, readings, and exercises will be used to convey ideas and concepts. Discussion of course material will be stressed, consequently a high level of participation will be expected. Reading will be moderately heavy. Grades will be based on six written exercises, participation, and a final exam. (Gerschick)

Section 009: American Society in Film and Literature. Plays, films and novels by American social realists are used to analyze some fundamental values, structures, and social processes underlying American society. Emphasis is on processes of social control, including causes of conformity and deviance, and stratification, including class, sex and ethnic/racial inequalities. Film and literature are used only to study central features of American Society. Readings include: K. Chopin, R. Ellison, F.S. Fitzgerald, H. James, A. Miller, M. Norman, J. Steinback. Films include: A Thousand Clowns, The Accused, Ballad of Gregorio Cortez, Five Easy Pieces, Long Day's Journey Into Night, One Flew Over the Cuckoo's Nest, The Little Foxes, Thelma & Louise, Streetcar Named Desire, Harlan County USA. Grades are based on 4 short papers. Films on Wednesday nights. Cost:2 WL:1 (Shively)

Section 018: Introduction to Sociology through Inequality in America. This course will introduce the student to sociological analysis by examining change and persistence in social inequality in 20th century America. We begin by reviewing different theoretical traditions, each of which shapes our view of human nature and human possibilities, as well as how much inequality is ethical, just, or inevitable. We then turn to the major forms of social inequality in America: class, race, and gender. While providing some historical background, our main focus will be on understanding the shaping and reshaping of American society in the late half of the century. Examples of the kinds of questions asked in the course are: Why does poverty exist, and what would have to be done to eradicate it? Why does racism persist after the tremendous success of the Civil Rights Movement? How can we understand the kinds of changes occurring in families, between men, women, and children? Course requirements, in addition to readings and lectures, include a midterm and final exam, participation in sections, and a 7-8 page paper. (Blum)

195. Principles in Sociology (Honors). Open to freshpersons 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 take Soc. 400. No credit for seniors. Credit is not granted for Sociology 195 and Sociology 100 or 400. (4). (SS).

This seminar is intended to provide students with a grounding in some of the important classical texts of sociology. Readings will focus on the work of four major theorists, Emile Durkheim, Karl Marx, Max Weber and Georg Simmel, but we will also survey some recent work inspired by these theoretical traditions. The seminar will emphasize both the issues raised by the texts and the further development of students' critical analytical skills. (Adams)

For Undergraduates Only

210. Elementary Statistics. Sociology Honors students should elect this course prior to beginning the Honors Seminar sequence. Sociology concentrators must elect this course prior to their last term. No credit granted to those who have completed or are enrolled in Poli.Sci. 280, Stat. 100, 402, 311, or 412, or Econ. 404 or 405. (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. [WL:NA] (Goldberg)

310. Introduction to Research Methods. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. Sociology Honors students should elect this course concurrently with Soc. 397. (4). (Excl).

The course is designed to acquaint students with the array of methods used to understand social phenomena, so that they become more critical consumers of published research results and gain hands-on experience with a variety of techniques. Topics include the scientific method and the nature of causation, research design and measurement, methods of observation including survey research and filed research, and testing hypotheses. The course combines lectures and labs in which students will learn to carry out specific aspects of a research project. Evaluation is based on exams and a series of short papers in which students write up the results of their research. A course in elementary statistics id desired background. (Hermalin)

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 countries. Attention is given to population growth, urbanization and migration; population and development; 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. (Knodel)

331. Population Trends in the United States: Their Economic and Social Consequences. (3). (Excl).

This course examines both historical and contemporary population trends in the United States. The causes and implications of population change and distribution are considered. Following a brief examination of the materials and methods of demography, the course traces the settlement and redistribution patterns, of several groups, with particular emphasis on the implications of population clustering for individuals, net of their personal characteristics. Each student writes an empirical paper based on census data provided in the course. (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 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 60 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; the environment; with the homeless; and with elderly, the mentally ill, the disabled, and in hospitals. For more information and for an override come to the Office of Community Service Learning, in the Michigan Union, Room 2205.

Section 001-002 (Leadership) Section 001 is 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. Section 002 is designed for junior and seniors who have held or currently hold organizational positions of significant responsibility. The seminar sessions examine current issues, trends, concepts and situations related to leadership and organizational development.

Sections 003-010 (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, 016-019, 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 are involved with agencies committed to the environment, such as 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 061, 062, 063 (Intergroup Relations). Students will examine the relationship between the two ethnic groups represented in each section, explore their own ethnic backgrounds, as well as commonalities and differences (with others in the section). Students will develop skills to constructively deal with conflict and enhance intergroup understanding. Sections include Blacks and Jews, Blacks and Whites, and Women of Color and White Women. All 3 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 variety of Criminal Justice settings. Opportunities include: leading creative writing seminars in prison, conducting needs assessments in jail, tutoring the developmentally disabled serving alternative sentences and court watching.

Sections 027-031, 035-036 (Juvenile Justice). Students work with youth in a variety of Juvenile Justice settings. These include: mentoring at-risk adolescents in a diversion program, being special friends to residents in a community placement and providing recreational and educational activities to 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 involves students in all levels of chemical dependency programming. During the '92/'93 academic year, service(TM)learning opportunities are available 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 sites require a two term commitment, beginning in the Fall. Interested students must interview with the Program Director prior to enrollment.

Sections 051-058 (Homeless, Youth at Risk, Literacy, Elderly). Trained Volunteer Corps offers a wide selection of community settings and allows students to choose the site that best meets their needs and interests. Weekly seminars offer support, reflections and an opportunity to better understand some current national problems. Students interested in homelessness can work in a family shelter helping residents with meals and chores; help run a homeless women's group; or provide nurturing care and recreation to homeless children. The youth at risk students can play pool and coach basketball at the Boys and Girls Club; be a friend and mentor to a needy child from Willow Run; tutor a teenager having trouble in school; or lead activities at an after school program. Students interested in literacy can tutor adults who want to improve their skills to get a better job or to be able to read to their children. Tutors may go to local prisons and work with inmates trying to change their lives. A student working with the elderly can be a friendly visitor to a homebound senior; a companion to a nursing home resident or an activity leader at an adult day care center.

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

See REES 395.

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.

399. Senior Honors in Sociology. Honors standing in Sociology. Soc. 210 and 310, and permission of instructor. (3). (Excl).

This is the third course of a three-course sequence (Sociology 397,398, 399) designed to guide students through the completion of their Honors theses. 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.

For Undergraduates and Graduates

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] (Adams)

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

"Sociological Theory" focuses on the systematic study of society through theory. The first part of the course centers on the emergence of sociological theory; it traces the origins of the concept of society and emphasizes the effect of the Enlightenment which built the foundations for the discipline of sociology. It covers the works of the social thinkers who laid out the structure of the discipline Karl Marx, Max Hebrew and Emile Durkheim and of 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, and race and ethnicity. The course requirements include one mid-term, one class presentation (on the final paper), and one final paper.

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, effectiveness, rationality, culture, legitimacy, adaptation, and learning. The course also considers critical approaches to organizations that include ecological, radical, or Marxist feminist, humanist, and political economy views. The course emphasizes perspectives associated with small business organizations and their growth, including the emergence of management, technological innovation and diffusion, entrepreneurship, and forms of ownership and control. Students are required to do a project associated with small business. (Guilarte)

426/Phil. 428/Asian Studies 428/Pol. Sci. 428. China's Evolution Under Communism. Upperclass standing or permission of instructor. (4). (Excl).

See Political Science 428. (Lieberthal)

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

This course is a general and systematic introduction to the way Chinese society is organized today, and how it has changed since 1949. The main topics covered are the historical background, political and legal institutions and values, economic institutions, village life, the family, educational institutions, cities and stratification. No previous background on China is assumed, and the course attempts to present as thorough an understanding of contemporary Chinese social organization as possible, given the amount of time available. Readings cover a variety of points of view, and include some options for students with particular interests. The course includes a midterm and final examination, with a term paper substitutable for the final. The course attempts to understand Chinese society by frequent comparisons with traditional China, with the Soviet Union, and with other developing societies and their problems. (Whyte)

447/Women's Studies 447. Gender Roles and Status. (3). (SS).
Section 001:
This course focuses on social inequalities which are based on gender specific social roles. 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: inequalities in interpersonal behavior, the family and work organization, socialization and educational attainment; dynamics of occupational sex segregation; and implications of inequality for family violence, sexual harassment, and rape. Grades are based on midterms and research paper. (Shively)

Section 002: To be a female or male in society is to be socially defined as woman or a man, as a gendered being. We make ourselves, including our masculinities and femininities within social and historical contexts. This course is about how women and men are made and how we make ourselves in American Society. We will explore what femininity and masculinity mean, how they are organized, and how social institutions (e.g., family, education, religion, economy, and political structure) sustain and elaborate them. The course will have a lecture plus discussion format and relevant films/videos may be shown. Students will be evaluated on the basis of a research paper, a midterm exam and a final exam. Classroom discussion is encouraged. Both concentrators and non-concentrators are welcome, and the course will be structured accordingly. (Lang)

454. Law and Social Organization. (3). (SS).
Section 001: Law and Social Organization.
Law is both an effect and a constituent feature of social organization. It is little present in intimate relationships and small-scale societies, but a pervasive feature of less intimate relationships in modern states. It can be the embodiment and guarantor privilege or a tool in the hands of disfavored groups seeking social change. This course uses anthropological and sociological studies of law to explain its creation, character, and effects. Though there are no prerequisites, a reasonable level of sophistication in the social sciences is presumed. (Schneider)

460. Social Change. (3). (Excl).

"Social Change" focuses on how change in society can be systematically studied. The course starts with a discussion of the concept of social change the exploration of various attempts to study social change ensues. The study of the works of Karl Marx, Max Weber, and Emile Durkheim lead to the analysis of change within four theoretical approaches, conflict, functionalist, symbolic interactionist, and critical. This introduction to social change is followed by a study of the various dimensions of change. The course will conclude with a survey of distopias (such as 1984, Looking Backwards, Handmaid's Tale ) to depict possible trajectories of change. The requirements include one mid-term, one class presentation (on the final paper), and one final paper. (Gocek)

464. Socialization and Social Control Throughout the Life Cycle. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).

This course will focus on the influence of social environments on human development (socialization) over the life-span. The primary emphasis will be on the role of the family in mediating these influences. In addition, material presented will emphasize the historical, social structural, developmental and political issues that arise in connection with the examination of the family's role in the socialization of its members. These issues are addressed from a life-span perspective, meaning that socialization is considered to be lifelong process extending from birth through old age. The course is organized in two general study modules: one that focuses on perspectives on social change and the family (part I), and one that focuses on major factors that influence human development in family (Part II). The course will have an inter-disciplinary flavor, in that a wide range of theoretical perspectives will be considered, including rational choice theories, psychoanalytic and other developmental theories, exchange and equity theories, and "ecological" theories of the family. In addition to reviewing relevant theories, current empirical literatures will be reviewed and assessed. Students will have a role in the organization, presentation and discussion of assigned readings. (Alwin)

472(587)/Psych. 381. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (3). (Excl).

See Psychology 381.

496. Special Course. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl). May be repeated for credit, provided that the course topics are different.
Section 002: Introduction to Structural Sociology.
Structural sociology is an approach in which human action, rather than determined by norms, values, or other subjective phenomena, is viewed as a consequence of the systems of social relations by which people are constrained. This course presents an introduction to structural sociology. For each of several substantive topics, we shall compare traditional sociological approaches with the structural alternative. The topics covered include racial and ethnic relations, the sociology of development, social movements and collective behavior, similarity of attitudes, social structure and health, networks and the urban community, labor markets and social inequality, power in social groups, corporations, and markets, and business-government relations.

497. Special Course. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl). May be repeated for credit, provided that the course topics are different.
Section 001: Special Topics in Social Inequality.
Social Inequality is pervasive today. equally pervasive are explanations of the causes, consequences, and solutions to it. Recently a number of new books have challenged conventional thinking on these issues. Among the questions raised by these works are: Is there a backlash against women as their societal power slowly increases? Is internalized oppression the largest barrier to the advancement of people of color? Is social class more important than race when discussing urban ghettos? Why have some races and ethnic groups prospered in the United States while others have dome less well? Under what circumstances, if any, is it justifiable to treat people differently? This small seminar, limited to 14 students, is ideally suited to discussing these questions. Lectures, readings, and class presentations will be used to convey ideas and concepts. Discussion of course material will be stressed, consequently a high level of participation will be expected. Reading will be moderately heavy. Students will be expected to come to class prepared to discuss the reading. Additionally, each class will be facilitated by a class member. Grades will be based on one class presentation, participation, and a research paper. (Gerschick)

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