100. Principles of Sociology. Open to
freshpersons 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 freshpersons 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. Cost:2 WL:1 (Orbuch)
102. Contemporary Social Issues: An Introduction to
Sociology. Open to freshpersons 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: Introduction to Sociology through Organizations and Institutions. Knowledge of organizations, how they work, and how people work in them, provides a critical means for learning about and understanding societies. This course overviews a variety of institutional fields like the economy, education, religion, government, sports and the arts; and the organizations associated with them such as businesses, schools, churches, the police, sport teams, and modes of entertainment. Using these different institutional settings, the course examines a variety of sociological perspectives on concepts like authority, culture, discrimination, domination, hierarchies, inequality, power, empowerment, cooperation, competition, conflict, etc. While the course focuses primarily on the US, it examines these questions both historically and comparatively with other societies. Examining individual organizations and organizational forms over time provides a framework for understanding the forces which lead to organizational change and broader social transformations. (Guilarte)
Section 009: Introduction to Sociology through Social Movements. Open the newspaper on any given day and something that could be called a "social movement" is occuring somewhere in the world. The goal of some of these movements has been nothing less than the complete transformation of entire societies. Others have attempted to effect more limited changes. Keeping in mind the impact of social movements on our everyday lives, in this course we will define and try to understand a variety of collective actions in basic sociological terms, using historical and contemporary examples. The possibilities include the L.A. Riots, recent events in Eastern Europe, the American Civil Rights' Movement, the Women's Movement, various student movements, the French, Chinese, American, Russian Revolutions, the South African ANC, the National Association of Scholars, Tiananmen Square, dance/music/fashion crazes, banditry, and sports; but students are encouraged to think of and apply the theories discussed to their own examples. (Hart)
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 latter 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 freshpersons 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 both 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)
204/Pilot 189. Intergroup Relations and Conflict. (3). (SS).
See Pilot 189. (Schoem)
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. (Goldberg)
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)
303. Racial and Cultural Contacts. One
of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401;
or permission of instructor. No credit granted to those who have
completed or are enrolled in 503. (4). (SS).
Section 001. As the rebellion/riot of Los Angeles and the more recent struggle over admitting lesbians and gays into the military reinforced, we are at a pivotal point in racial, ethnic, and cultural conflict. This class will blend historical, anthropological, and sociological lines of inquiry to explore patterns of social relations in the U.S. and theoretical explanations for them. We will endeavor to move beyond Black/white relations to look at conflict among various minority groups as well as between lesbians and gays and heterosexuals. Texts under consideration include: Anzaldua, Making Face, Making Soul, Hooks, Black Looks, Kitano, Race Relations, Steinberg, The Ethnic Myth, and Takaki, From Different Shores. Readings, lectures, films, and guest speakers will be used to convey ideas and concepts. Although this is primarily a lecture course, an attempt will be made to break into discussion groups frequently. Reading will be moderately heavy. Grades will be based on a midterm and a final. (Gerschick)
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).
Section 001. This course provides an introduction to the logic and methods of social research. our primary objectives will be (a) to focus on the logic or reasoning behind social research, and (b) to familiarize students with a variety of research approaches used to accumulate evidence in the social sciences. While our major focus will be on survey research, we will also consider other quantitative and qualitative research approaches, and their strengths and limitations. The goals of the course are to make students more critical consumers of research findings, and to provide experience with the practice of systematic social research. Grading will be based on a combination of exams and papers, including a final research report. There are two lecture-discussion periods a week, as well as a weekly laboratory-practicum. Soc. 210 or equivalent or instructor's permission is a prerequisite. (Mizruchi)
330. Population Problems. (3). (SS).
This course focuses on a selection of population issues related to social and economic problems, both internationally and in the United States. Topics include the causes and consequences of rapid population growth, family planning policy, population aging, international migration, mortality in more and less developed countries, changing family structure, and AIDS. Students will also be introduced to basic concepts and measures used in the study of population structure and change. Classes will typically be devoted to lecture, interspersed with films, discussions, and small group exercises. Grades will be based on a final exam and on short critical papers based on reading materials, films, and newspaper coverage of population issues. (King)
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 t:o 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, Kritt)
392/Hist. 332/Pol. Sci. 395/Slavic 395/REES 395. Survey of the Soviet Union and its Successor States. (4). (SS).
See Russian and East European Studies 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. (Schneider)
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.
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 or 195. (3). (SS).
Section 001 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)
Section 002 Principles and Problems inroduces students to sociological analysis through an exploration of the fundamental questions that have shaped the discipline. The course presents a topical focus rather than a broad survey of the field with an emphasis on the dynamics of social control and conflict, conformity and deviance, inequality and social change. Readings cover the "pioneers" of sociology as well as the research of present day practitioners. This course aims to contribute to a liberal arts education by demonstrating the usefulness of a sociological approach to the controversies and problems which confront our society. Classes include a mixture of lectures and discussions, films and class exercises. Evaluation is based on class participation, several short essays, a mid-term and a final. (Kozura).
401. Contemporary Social Issues III. (2-4).
(Excl). 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 – Sociology of American Indians and Alaskan Natives. This course uses sociological concepts to understand the current social and economic position of American Indians in American society. Topics will include: a history of white-Indian relations; role of federal government in Indian life; pan-Indian movements; socioeconomic status of American Indians; economic development; assimilation and acculturation; and American Indian culture and identity. WL:4 (Shively)
Section 002 – Children, Youth, and Social Control. To examine the historical antecedents and contemporary theories of and policies toward children and youth, who are defined as neglected, status, or criminal offenders. Lecture format with intensive discussion of key texts. To read historical material by Philippe Aries, Linda Gordon, John Sutton, LaMar Empey, Tony Platt, and David Rothman, and contemporary materials by Meda Chesney-Lind, Joan Moore, and Barry Feld. Three papers, including legal research, theoretical essay, and socio-historical analysis. (Daly)
420. Complex Organizations. One of the
following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or
permission of instructor. (3). (Excl).
Section 001. Organizations provide the contexts for most aspects of living in contemporary societies. Ranging from the small businesses in most communities to the large corporations, from the voluntary political and religious organizations to the private firms pursuing profits, complex organizations shape our daily life and structure the relations and opportunities that we have as members, customers, and workers. This course examines a variety of theoretical perspectives, organizational forms and the different structures of authority, cooperation, and power which characterize them. Technological innovations and cultural changes are transforming organizations in important ways which challenge the more traditional hierarchical forms and promote more diffused horizontal networks of relations and team-like structures. These developments have implications for emergent new identities, meanings and ideologies of efficiency, control, productivity, creativity, and entrepreneurship. course examines these developments in the context of large and small business organizations and involves students with these questions through group research projects of organizations in the local area. (Guilarte)
426/Phil. 428/Asian Studies 428/Pol. Sci. 428. China's Evolution Under Communism. Upperclass standing or permission of instructor. (3). (Excl).
See Political Science 428. (Lieberthal)
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 chauvanistic nationalisms become a central cultural problem. Which culture of natio nhood 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.
447/Women's Studies 447. Gender Roles and Status. (3). (SS).
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. WL:4 (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. (Somers)
455/Rel. 455. Religion and Society. (3). (Excl).
Religious visions and religious traditions have come to play a major role in a changing world order. From Islamic Fundamentalism to Liberation Theology in Latin America and South Africa, understandings of sacred truth underlie the most basic struggles of modern times. Religion has brought out the very best and the worst in humans. Using lectures, readings, films, discussions and group presentations, this course asks how particular kinds of social arrangements affect our understandings of the sacred, and how sacred visions, traditions and loyalties in turn affect the changing social order of our time. Assignments will include three short papers, a group project, and a take-home final exam. (Heirich)
458. Sociology of Education. One of the following: 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. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
In this course we will examine basic aspects of social movements, including their origins, development, organizational structures, and what leads particular groups of people to join. We will also discuss various theoretical tendencies in social movement research and survey a range of social movements from global and historical perspectives. Possible examples include the American civil rights movement; the student movements of the 1960s and the New Left; women's movements; gay rights' activism; neo-conservative movements; the peace/nuclear freeze movement; the environmental or "green" movement; labor, peasant, and farm worker's uprisings; and national resistance movements and revolutions. Recent developments in Eastern Europe and urban America will also inform our analysis of the dynamics of social movements. Students are encouraged to follow the daily press for instances of social movement activity. Requirements: Reading and independent thought are essential components of the course. The scope of the reading is broad and assignments tend to be heavy. The readings will be discussed during the week that they are listed on the syllabus. To ensure that our meetings are lively and interesting for the entire group, please complete all the week's readings before Monday. You should come prepared with questions and comments on each week's reading. Grades will be based on class participation, a term paper, and a final exam. At least one previous sociology or political science course is recommended. A course pack of readings (including recommended articles) is available from Michigan Document Service, 603 Church St., 662-4530. In addition, Deborah Tannen, You Just Don't Understand: Women and Men In Conversation can be purchased at Shaman Drum Bookshop, 313 S. State St., 662-7407. (Hart)
462/Comm. 462. Cultural Theories of Communication. Soc. 100, Comm. 103, or Anthro. 101. (3). (Excl).
See Communication 462. (Press)
463/Comm. 463. Mass Communication and Public Opinion. (3). (SS).
In this course we will examine public opinion polling in the United States with particular emphasis on the development over the last fifty years of commercial polling organizations; the role of the media in reporting and interpreting poll results; the effect surveys have had upon the conduct of politics and the enactment of public policies; the problems of predicting the outcomes of elections; and the differences in methods employed by commercial and academic survey organizations. (Steeh)
465/Psych. 488. Sociological Analysis of Deviant Behavior. (3). (SS).
An advanced undergraduate or graduate level course that addresses the broad question: how do people become social deviants? Films and simulation games will be used to concretize various types of deviance and deviance-producing processes, and readings will provide theoretical frameworks as well as further case material. Discussions will be the primary vehicles for bringing these elements together, with lectures playing a smaller role. Substantively, the course has two major parts. The first will examine in detail the social processes by which individuals are "officially" designated deviant: specifically, how social rules are created, enforced, and adjudicated by legislatures, the police, and the courts. The second will examine some major theories about the causes of deviant behavior by focusing on a series of more specific types of criminal activity: e.g., theft, delinquency, violent crimes, corporate crimes. Evaluation will be based on a midterm, a final and a 10-12 page paper. Cost:2 [WL:4] (Modigliani)
468. Criminology. (3). (SS).
The aims of the course are to consider problems of crime and justice across three sites of harm: intimate violence, street crime, and white-collar crime. Particular attention is given to the political and ideological dimensions of criminology and crime control, the organizational features of the justice system, and the moral dilemmas of punishment. Large lecture format with discussion sections. Four pieces of written work are expected: a comparison of two major types of crime statistics, a review essay on street crime, a research study of criminal court dispositional routines and a final exam. (Daly)
472(587)/Psych. 381. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (3). (Excl).
See Psychology 381.
475/MCO 475 (Public Health). Introduction to Medical Sociology. (3). (SS).
This course will explore social aspects of health, aging and the health care system in American society. We will examine such issues as the social causation of disease, relationships between doctors and patients, the health professions, health care among women and the poor, and the current health care crisis in a national and cross-cultural perspective. (Anspach)
477/Social Work 609. 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)
495. 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 – The Social Structure of the American City. In this seminar, an examination of the social and spatial factors affecting the location, organization, social structure and functioning of American cities is made. Although both the internal arrangements and external connections of cities are analyzed, heaviest emphasis is placed on the examination of the internal arrangements of cities within the context of contemporary social problems and spatial processes. Throughout the course, contemporary urban problems found in the American city will be utilized as examples. (Deskins)
Section 002 – Men and Masculinities. Masculinity, as a gender role, is a contested terrain filled with variation, contradictions, complexity, conflict and tension. The primary goal of this course is to explore this terrain by reviewing and critiquing a wide range of issues and perspectives on masculinity. This small seminar, limited to 15 students, is an ideal environment to do this. Books under consideration for adoption include: Hemphill and Beam, Brother to Brother; Segal, Slow Motion; Hagan, Women Respond to the Men's Movement; Thompson, To Be a Man; Majors and Billson, Cool Pose; Clatterbaugh, Contemporary Perspectives on Masculinity; Brittan, Masculinity and Power; Goldberg, The Hazards of Being Male; and Rapael, The Men from the Boys. Reading, class presentations, and short written assignments will be used to convey ideas and concepts and will provide the basis for grades. Discussion of course material will be stressed, consequently a high level of participation will be expected. Reading will be moderately heavy. Cost:3 WL:4 (Gerschick).
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 001 – Women and Work in American Society. This seminar explores both the historical roots and contemporary persistence of the gender division of labor and women's subordinate economic status. We ask why modern organizations are characterized by gendered job segregation, low wages for "women's work," and the association of masculinity with skill, authority, and workers' self-organization. For those interested in labor movements, the seminar emphasizes the ambivalence of organized labor in America toward fully accepting either white women or women of color AS workers. We also look at women's "invisible" work, and evaluate the recent gains women have made or failed to make. The course is an intensive seminar, emphasizing reading, discussion, and writing in place of examination-based grading. Students are graded on the basis of participation, group presentations, and written papers. (Blum)
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 – Introduction to Structural Sociology. Why do some people make more money than others, even those with the same education and skills? How do people find jobs? What are the sources of racial conflict? What kinds of obstacles do women and minorities face in the workplace? Why are some countries industrialized and wealthy while others are underdeveloped and poor? Under what conditions do people participate in social movements? From where do peoples' attitudes and beliefs originate? What are the social causes of health and illness? How do markets and corporations operate? How politically powerful is big business in the United States? Structural sociology is an approach to answering these and other questions about human behavior. This course presents an introduction to structural sociology. For several topics, including those listed above, we shall compare traditional sociological approaches with the structural alternative. The course will be run as a seminar, with an emphasis on student partcipation. (Mizruchi).
Section 002 – Sociology as Science and Humanities. This seminar explores ways in which substantive sociological topics can be enriched by considering issues or approaches drawn from disciplines usually considered as humanities, e.g., philosophy, literature, jurisprudence. The course begins with a consideration of challenges to the notion of sociology as a science and current ways of thinking about knowledge systems. It then turns to substantive issues, such as the sociology of justice and asks how writing in the humanities may aid in enriching sociological research. Students are expected to have some background in social science and at least two courses in a humanities discipline. The class will be taught as a seminar with emphasis upon student participation. Sixty percent of the grade will be based on a paper. [Meets with Sociology 597.002] (Zald)
503. Race and Culture Contacts. One of the following: 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)
513/Poli. Sci. 513. Detroit
Area Study. Permission of instructor. (3). (Excl).
Section 001 – Survey Analysis: Functional Health of the Elderly. As the third and final course in the Detroit Area Study sequence, the objective of this course is to give students experience in moving from the stage of having collected survey data to the preparation of a publishable paper. We will discuss the various steps in this overall process, including data coding; file preparation; the formulation of specific research objectives; the translation of those research objectives into hypotheses that can be tested or a model with parameters that can be estimated from the available data, the designation of indicators for the relevant concepts, and the selection of appropriate statistical procedures; the implementation of the data analysis; writing the paper; submitting the paper to a journal; the evaluation of the paper by the editor and reviewers; and rewriting the paper in response to the reviews. Students should, in general, have taken basic statistics courses and the previous course in the DAS sequence. It is often difficult for students to make the transition from a statistics course, with a sequence of topics and well-defined questions, to the analysis of actual data where you must define the questions as well as doing the appropriate procedures to obtain statistics to address those questions. This course provides the opportunity for a hands-on experience with the analysis of data that the student was involved in generating, and with writing an article that describes findings to professional colleagues. (Rodgers)
522. Qualitative Research Methods. Senior standing and permission of instructor. (3). (Excl).
This one-term introduction to qualitative research methods will emphasize the use of such techniques in an action research framework. Several class sessions will focus on ways of gathering data suitable for qualitative analysis, and several sessions will focus on analytic techniques especially useful with qualitative data. Several data sets will be available for students to work with. Questions of research design, and utilization of findings will consider researcher-field relationships, and the issues involved in alignment with various parties in social disputes and controversies. In addition to individual assignments, students will be asked to work in small groups to create a research report. The course is co-taught by Professors Mark Chesler (Sociology) and Barbara Israel (Public Health). Permission of the instructors is required.
530. Introduction to Population Studies. One
of the following: 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 Soc. 430. (4). (Excl).
Section 001-003. This class provides an introduction to the concepts and measures used in demographic analysis, and a substantive overview of patterns and trends in fertility, mortality, and migration in more and less developed countries. Grades will be based on short papers, homework exercises, and an in-class final exam. Students have the option of enrolling in a 1-2 credit accompanying computer lab that will teach use of demographic and graphic software appropriate for analyzing and presenting demographic data. (King)
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)
591. Special Areas of Social Psychology. Graduate
standing or permission of instructor. Some background in social
psychology is desirable. (3). (Excl).
Section 001 – The Self. The course is a graduate seminar which reviews the sociological and social psychological literature on the concept of the "self." We will discuss the main theoretical paradigms and recent empirical research that incorporate views of the self. (Orbuch)
595. Special Course. Graduate standing
or permission of instructor. Some background in social psychology
is desirable. (3). (Excl). May be repeated for a total of 6 credits.
Section 001 – Introduction to Family and Kinship Sociology. The class will provide an introduction to the study of families and kinship. Students completing this course should be able to deal effectively with many of the core concepts and conceptual frameworks used in the field. The student should also become familiar with the analytical frameworks for studying family and household processes as they unfold dynamically through time. No single course, no matter how ambitious, can even begin to cover the broad area of the family. This course has opted to provide students a broad overview of family and kinship sociology. The course will provide a historical perspective on family studies, emphasizing some of the successes and failures of the field. The course will examine some of the important concepts in family study. Particularly important here are conceptual frameworks that link the family to the larger social structure. The course will emphasize change – both at the individual and at the societal levels. The course will include both comparative and historical perspectives. Theoretical-frameworks useful for understanding family behavior and change will be considered. (Thornton)
Section 002 – Migration and Urbanization. This graduate course will examine the major substantive areas of migration research and the relationship between migration and urbanization, drawing from the demographic, sociological and geographic literature. The seminar will familiarize participants with existing literature on redistribution patterns and issues, provide an overview of theories and models which have been proposed to explain migration in various contexts, and cover the methods of analysis and availability of data that can be used to examine the migration component of population change. (Frey)
596. Special Course. Graduate standing or permission of instructor. Some background in social psychology is desirable. (3). (Excl). May be repeated for a total of 6 credits.
Section 001 – Topics in Class Analysis. This graduate-level seminar explores recent theoretical and empirical advances in the analysis of the working class under industrial capitalism. The readings are divided into three distinct but overlapping units. The first unit surveys contemporary theories of social class, as deployed within Marxism and Weberian traditions, as well as recent theorizing, on gender and race. Unit two the growing body of historical research on class formation by examining recent debates concerning class consciousness, organization and action. Deepening the discussion of class formation, unit three turns to the perennial problem of "American exceptionalism" as a "failed" case of working-class formation. (Kimeldorf)
Section 003 – Nations and Nationalisms. In this weekly seminar, the social and cultural construction of the "nation" will be considered in various contexts. We shall also consider alternative ideologies of nationalism that emerge from different definitions of the nation. We begin by considering various general theories of nationalism, from Hobsbawn K. Gellner, to Anderson, but then turn to specific regions, depending on student interests. Eastern Europe will feature prominently. A seminar paper and seminar participation are required.
597. Special Course. Graduate standing
or permission of instructor. Some background in social psychology
is desirable. (3 each). (Excl). May be repeated for a total of
Section 001 – Sociology as Science and Humanities. For Fall Term, 1993, this course is jointly offered with Sociology 497.002. (Zald)
Section 002 – Demography of Aging. The goal of the course is to provide you with insight into those aspects of demographic analysis that have a clear relation to gerontology – like the nature and measure of age structure, and the life table – as well as a more subtle set of demographic perspectives that will prove useful for micro- and macro-modeling. Topics to be addressed include: determinants of age structure; measuring and projecting mortality; differentials in older age mortality; major issues in mortality and morbidity; characteristics of the elderly; modeling the determinants and consequences of demographic events; and societal consequences of population aging. Attention will also be paid to computer programs with special relevance to the demography of aging, sources of data, and several issues in research methods. The technical level of the course will be tailored to students' background, but a prior population course is highly recommended. Students will carry out several exercises and a longer paper. (Hermalin)
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