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 195 or 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 sociology 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 the sociological perspective and then apply this perspective in analyzing some basic processes and institutions of modern society. 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. WL:1 (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 deals at an introductory level with a series of topics in Sociology that lie at the interface with Psychology. The aim is to make you aware of the kinds of questions and issues that social psychologists study, and especially to expose you to important conceptual frameworks that have been used to organize and investigate each of the topics covered. We will be less concerned with having you learn specific information or techniques, and more with getting you to think systematically about the determinants of social behavior. WL:4 (Modigliani)
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. This course examines the social processes by which organizations and institutions emerge, sustain themselves, and change over time. The organizing question is why do some organizations work to preserve themselves and the status quo, while others learn to adapt to changes and to challenge existing social structures and institutions. After an introduction to some principles of analysis and research in the social sciences, the first part of the course examines various concepts and mechanisms of social relations and social change. These mechanisms include socialization (learning, adaptation), rationalization (formalization, hierarchy, bureaucracy, division of labor), social power (domination, authority, empowerment, leadership, and ideology), and collective action (conflict, competition, cooperation, and reciprocal exchange). The second part of the course examines the development and transformation of organizational forms in three domains, namely economic, cultural, and social movement organizations. Economic organizations include small and large scale business, labor unions, guilds, trade associations, multinational corporations, among others. Cultural organizations can be found in the areas of religion, education, entertainment, mass media, performing arts, etc. Social movement organizations would include the various groupings that constitute the Civil Rights movement, the gay/lesbian movement, women's movement, ecology movement, and other groupings which try to change or prevent changes to accepted norms and established institutions in society. The requirements for the course include two exams and two papers. The second paper will analyze an organization of interest which is involved in promoting or restraining institutional change. Going beyond organizational description, the papers will use concepts and critically examine some of the theories developed in the course. WL:4 (Guilarte)
Section 009. What is sociology? What is "race" and "racism"? How do sociologists analyze "racial" matters in society? What methods do they employ for gathering and analyzing information about the effects of "racism"? What do sociologists who focus on attitudes, demography, stratification, cultural studies, sports, gender, education, health, politics, social movements, and the criminal justice system have to say about race relations in the U.S.? These are some of the issues that will be tackled in this course. The course will begin with a critical discussion of how sociologists have defined their enterprise and their conceptualization of "race," racism," "ethnicity," "prejudice," and other cardinal notions in the areea of race relations. After this discussion, we will survey the ways in which several subfields in sociology have looked at racial matters. The "data" of this survey will mostly involve five racial groups, namely, African Americans, Asian Americans, Puerto Ricans, American Indians, and Chicanos. (Bonilla-Silva)
Section 018 – Introduction to Sociology Through Social Inequality. American paradoxes: an extremely wealthy society with 20% of its children living in poverty; a nation that cherishes education but that witnesses great violence based on bigotry; a culture that simultaneously denounces and reinforces prejudice and discrimination. Many convenient beliefs and ideologies offer Americans a way to avoid personal responsibility for this collective failure. This course asks students to confront and critique inequality from a sociological perspective. We will explore the sources and consequences of inequality through experiential exercises and interactive lectures, through readings, films, and guest speakers. Specific issues may include sexual harassment, "political correctness," hate crimes, institutional discrimination, and many others. Grading will be based on class participation, several short papers, and a final exam. (Freyberg)
105 First Year Seminar in Sociology. Freshman; sophomores with permission of instructor. (3). (SS).
This course will examine issues of Jewish identity as it explores broader questions of intergroup relations, group survival, and community structure and organization. Students will explore the conflicts and struggles of American Jews (and the American Jewish community) to maintain themselves in a pluralistic society. Students will read a variety of social science texts as well as essays and autobiographies that address issues of Jewish identity. The success of this seminar will depend heavily on active student participation and students will be expected to come to class fully prepared to discuss readings, presentations, and films. Among the requirements will be an oral report, a 10-15 page paper, and a take-home essay exam. (Schoem)
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)
202. Contemporary Social Issues I. (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 – Health Care Reform: Issues and Prospects. American Medicine, a world pace-setter for sophisticated, technological innovation, it absorbs over 14% of our gross national product, a per person costs are double those found in Europe. Yet on many measures of the health of the population, the U.S. ranks near the bottom of the list of industrialized nations. 38.5 million Americans have no health insurance to pay for this ever-more-expensive care. Why has this happened? What issues are in dispute as Congress considers health care reform? What kinds of changes are needed to make the American health care system work better? And why is reform of the health insurance markets seen as the route to larger system change? This course addresses these questions, using sociological analysis to understand the politics of current decision making about health care reform. Its instructor, Max, Heirich, is actively involved as a consultant to a member of Congress and to various groups now working on health care reform. (Heirich)
220/RC Soc. Sci. 220. Political Economy. (4). (SS).
See RC Social Science 220. (Thompson)
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). (QR/1).
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)
231. Investigating Social and Demographic Change in America. (4). (SS). (QR/2).
This computer-based course will allow participants to investigate how major social, economic, and political changes have affected the demographic structure of the national population in the past four decades. How greatly have black-white income differences become reduced since the 1960's? To what extent has the traditional family disintegrated? Do service industries continue to dominate the nation's labor force? Through readings, lectures, and exercises on the Apple Macintosh computer course you will learn how to examine such questions using U. S. census data and simple statistical analyses. In the process you will come to understand how major dimensions of the nation's social and demographic structure have changed from 1950 to the present. (Frey)
302/American Culture 302. Introduction to American Society. (3). (Excl).
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, gender and ethnic/racial inequalities. Film and literature are used only to study central features of American society. Readings include: R. Ellison, F.S. Fitzgerald, H. James, M. Norman, J. Steinbeck, and J. Welch. Films include: A Thousand Clowns, The Accused, Do The Right Thing, One Flew Over The Cuckoo's Nest, The Little Foxes, Thelma & Louise. Grades are based on discussion and four short papers. WL:1 (Shively)
303/CAAS 303. Race and Ethnic Relations. 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). (This course fulfills the Race or Ethnicity Requirement in the fall and winter terms only).
This course introduces students to selected historical and sociological literature on race and ethnic relations in the United States. The first few weeks of the term explore the historical structuring of a racial and ethnic hierarchy in this country that has privileged "white" European American ethnic groups. In examining both the structural and ideological dimensions of this racial stratification system, we give considerable attention to carefully delineating its social, cultural, political, and economic foundations. We then turn our main attention to comparatively surveying the impact of "white supremacy" on the historical experiences of African Americans in the Northern and Southern regions of the country and Mexican Americans in the Far West. We will also give some attention in lecture to the historical experiences of Native Americans, Asian Americans, and other Latino populations and, thereby, add yet another comparative dimension to this course. Moreover, we shall devote special consideration throughout the semester to the gendered and class dimensions of the racial subordination of people of color in this country. Differences in the relationship of and women of color to the dominant culture, and of individuals in various class locations, in a central feature of our historical-sociological inquiry. The final weeks of the course consider the merits of controversial public policy programs (such as affirmative action, bilingual education, etc.) designed to challenge and ameliorate the enduring legacy of racial inequality in the United States. (Almaguer)
304/Amer. Cult. 304. American Immigration. (3). (SS).
That America is a nation of immigrants is one of the most common place yet truest of statements. In this course we will survey a vast range of the American immigrant experience: that of the Irish, Germans, Jews, Italians, Chinese, Japanese, Blacks, Puerto Ricans, Cubans and Mexicans. Immigration to American can be broadly understood as consisting of four major waves: the first one, that which consisted of Northwest Europeans who immigrated up to the mid-19th century; the second one, that which consisted of Southern and Eastern Europeans at the end of the 19th century and beginning of the 20th; the third one, the movement from the south to the north of Black Americans and Mexicans precipitated by the two world wars; and the fourth one, from 1965 on, is still ongoing in the present, of immigrants mostly from Latin America and Asia. At all times, our effort is to understand the immigrant past of these ethnic groups, both for what it tells us about the past as well as their present and possible future. Course requirements: the written requirements for this course consist of two exams. Both the exams will be in-class tests, consisting of short-answer questions that will draw from the lectures and our discussion of the readings. Each exam will be worth 50 points. (Pedraza)
310. Introduction to Research Methods. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or completion of one social science couse in economics, anthropology, political science, psychology or other sociology course; or permission of instructor. Sociology Honors students should elect this course concurrently with Soc. 397. (4). (Excl). (QR/1).
This course provides experience and training in systematic social research – especially, but not only, survey research. There are three lecture-discussion periods a week, plus a weekly two hour laboratory-practicum. Especially through the latter, students and staff will design, carry out, analyze, and report a serious piece of research – the main results of which can be made public in some form. (Schuman)
330. Population Problems. (3). (SS).
The 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 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. (Knodel)
331. Population Trends in the United States: Their Economic and Social Consequences. (3). (Excl). (QR/1).
Four basic trends characterize social, economic and demographic and demographic shifts in the United States in the 1980s. First, there was sustained economic growth occurring at a time of industrial restructuring. This means there were many "winners" in the decade, especially those who had specialized skills and recent retirees. There were also "losers," especially younger men with no more than a high school education. Second, on almost all indicators of economic status, women – especially those who entered the labor force after 1975 – did well vis-a-vis men leading to substantial reductions in gender gaps. Third, thanks to a high rate of immigration from abroad, the racial/ethnic composition of the population changed greatly although the impact of immigration is felt most heavily in specific metropolises. Finally, there was a continuing shift away from traditional families as the age at marriage continued to rise, married women increased their labor force activity, divorce occurred frequently and a steadily increasing fraction of children were born to unmarried women. This course focuses upon contemporary changes in American society. Readings will cover historical developments and present several theoretical perspectives but an important component will be the examination of data from the 1980 and 1990 censuses. This will be done to describe how social and economic changes are occurring and why. Each week one of the class sessions will meet in a classroom equipped with computers so that students may become familiar with the analysis of the data gathered by our government to monitor social change. No prior knowledge of computing or statistics is required. Students interested in current economic trends, social change, shifts over time in the status of women or minorities, immigration and those interested in marketing issues will be particularly interested in the content of this course and its assignments. (Farley)
336. The Study of Cities and Urbanization. (4). (Excl).
This course will examine the process of urbanization as it relates to urbanism as a way of life. Students will be introduced to the literature on the process of urbanization and the evolution of cities. Discussions will range beyond the contemporary American city in space and time. Cross cultural comparisons will be made which will require students to assemble data on a city outside of North America. The course will consist of formal lectures for the first part. A discussion format will be followed for the remainder of the course which will require active student participation. These discussions will focus on the various topics dealing with the process of urbanization in specific cross cultural settings. (Deskins)
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. Laboratory fee ($23) required. (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.
Cost:1 WL:5; enrollment is by override only; visit Project Community
Office, 2205 Michigan Union. (Chesler, Kritt)
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 '93-'94 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.
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 or 195. (3). (SS).
Principles and problems 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. (Schneider)
404/Am. Cult. 404. Hispanic-Americans: Social Problems and Social Issues. Junior or senior standing. No credit granted to those who have completed or are enrolled in Amer. Cult. 410. (3). (Excl).
See American Culture 404. (Pedraza)
420. Complex Organizations. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
This course provides an introduction to contemporary organization theory and research. The main themes of course are organized along two dimensions. The first dimension considers concerns the organizational choice between developing an internal hierarchy versus negotiating, contracting and bargaining externally with other organizations. The second dimension focuses on the dynamics of competition, conflict and cooperation within and between organizations. The first part of the course provides a survey of early perspectives on organization including theories of bureaucracy, oligarchies, scientific management, human relations management, and contingency theories. This part of the course examines the plurality of organizational forms. The second part of the course examines some of the contemporary perspectives and debates between sociologists and economists of organizations. These include theoretical perspectives like population ecology, institutional theory, resource dependence, principal-agency theory, transaction costs theories, and representative research examples associated with them. Examples will be drawn from the business, social movement, and social networks literatures. Students will use case studies and research accounts to examine and contrast the logic and assumptions of different organizational theories. The course will conclude with special topics on cooperative organizational forms with various network configurations and dynamics. These cooperative forms include organizational alliances, joint ventures, partnerships, federations, conglomerates, multinationals, consortia, cartels, syndicates, unions, guilds, and others. In this context, we will examine the advantages to cooperation, and the difficulties (like the free rider problem) and conflicts of culture and interest associated with these structures. The course introduces simple mathematical models of game theory to formalize some of the concepts of competition and cooperation. Some background in microeconomics would be useful, but is not required. The requirements for this course include two examinations, a paper and a class presentation. (Guilarte)
426/Pol. Sci. 428/Asian Studies 428/Phil. 428. China's Evolution Under Communism. Upperclass standing or permission of instructor. (3). (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 tern 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)
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). (QR/2).
This course is a general introduction to the field of demography and focuses on the major population processes of mortality, fertility, and migration. The aim is to acquaint the student with the major trends and differentials in demographic behavior, with attention to the contrasts between the developed and developing countries of the world. This course also covers the basic measurement techniques of demography and emphasizes quantitative evidence in understanding population trends and differentials. There are no formal prerequisites, but students must be willing to read quantitative material and to learn to critically evaluate tables of numbers. This course concentrates on the causes of population processes, rather than on the effects of population processes, which is the focus of Sociology 330. (Knodel)
444. The American Family. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (SS).
This course provides a sociological overview of U.S. family patterns. The first half of the course adopts an historical perspective, while the second half examines specific issues and controversies pertaining to contemporary family structures and change. Sociology 444 is primarily a lecture class, with some films and class discussions. Student performance will be assessed by means of two exams (midterm and non-cumulative final), and two short papers. For the final paper, each student will choose one aspect of family life (such as child-rearing, divorce, gender relations, etc.) and interview different members in various generations of an American family/kin network, in order to identify the continuities and to assess how their experiences mesh with the materials and explanations presented in the course. WL:1 (Adams)
445. Comparative Family Systems. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
This course is concerned with how and why family customs and organization of families have varied around the world and how they have changed over time. The course deals with both cross-cultural variations in family patterns in major civilizations in the West and in Asia. Various aspects of family patterns receive special emphasis: the status of women, divorce, childrearing, controls over sexuality, and the process of mate choice. Course readings involve a combination of case studies in particular cultures and societies and general works on variation and change in family patterns. Course requirements include two short papers based upon case study readings, a midterm, and a final exam or optional final term paper. (Whyte)
447/Women's Studies 447. Gender Roles and Status. (3). (SS).
Women are viewed through a sociological lens that privileges women's experiences, research, and standpoints in relation to society. We document gender stratification, and explore feminist theory and scholarship and work by activists that affect the status of women, e.g., history, science and technology, economic and political institutions and the law, and education. We will link feminist reconceptions to our daily lives: views of ourselves and women, effects on family and home, education, paid and unpaid work, the environment; in effect, our changing life chances in society. We will acknowledge differences amongst women (for example, those created by race, class, age, culture) as well as recognize commonalitites amongst women created by local and global patriarchal systems. And, throughout, we will emphasize ways in which women have sought empowerment and social change, the ways in which feminist theory and action affect the social reproduction and consequences of gender inequality. (Wellin)
450. Political Sociology. (3). (SS).
Sociology 450 explores a variety of topics in political sociology. The class will begin by laying out basic concepts and theories of political power, and go on to examine the origins and functioning of capitalist democracies and the distribution of power in the contemporary United States. In the latter part of the course, we will deal with a number of topics related to the contestation of power relations: the civil rights movement, the politics of abortion, the "political correctness" controversy in the academy, and social revolutions and large-scale social transformations. Sociology 450 is mainly a lecture class, supplemented by occasional fllms and small-group discussions. Students will be evaluated on the basis of exams and short papers. (Adams)
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)
458. Sociology of Education. One of the
following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or
permission of instructor. (3). (Excl).
Sociology of Education: Comparative Perspectives. This course explores the theoretical and methodological issues involved in studying education in a comparative context. The course starts with a general introduction to trends in comparative education. A discussion of theoretical frameworks, lodged in Karl Marx, Max Weber and Emile Durkheim's conceptions, identifies the social boundaries of education. Issues of "Western" education in the First and Third world contexts follows; the effects, in particular, of secularization, European colonization, and religious / political reactions are studied in depth. The course concludes with an analysis of contemporary reform movements that emerge to generate alternative educational systems. The role of the state, ethnic and racial minorities, gender issues in constructing these alternatives are spelled out. The course requirements include one midterm, one class presentation (on the final paper), and the final paper. (Goçek)
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. (Goçek)
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).
The course will examine how people become social deviants and how relevant social institutions contribute to this process. Early portions will examine the legal enforcement, judicial and corrections systems which together determine who will be designated deviant and with what consequences. Later portions will focus on particular forms of deviance (e.g., delinquency, theft, fraud, rape) with a view to understanding and evaluating the several theoretical perspectives that have been proposed to explain their genesis and perpetuation. (Modigliani)
467. Juvenile Delinquency. (3). (Excl).
To examine the historical antecedents and contemporary theories of and polices toward children and youth, who are defined as neglected, status offenders, or criminal offenders. To read historical material by Philippe Aries, Linda Gordon, Tony Platt, and David Rothman, and contemporary analyses by Meda Chesney Lind, Jerome Miller, and Barry Feld. To compare variation in the legal status of juveniles by state. To read contemporary studies of young men and women caught up in the juvenile system and to relate their experiences to theories of juvenile delinquency. To consider debates over children's rights for protection and for liberation. Two papers and two exams. (Daly)
468. Criminology. (3). (SS).
Sociology's interest in crime covers a broad range of issues, from how specific acts come to be designated criminal and how "crime waves" are generated, to how criminals are recruited and then treated by the criminal justice system. We will review research on the origins of law(s), on why individuals and groups disobey them, and on how criminals are then treated. While the course focuses on the contemporary American situation, it seeks to illuminate it with historical and cross-naitonal comparisions. (Schneider)
472(587)/Psych. 381. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (3). (Excl).
See Psychology 381.
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 (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 main focus of this course will be to comprehensively survey classical and contemporary research and theories in sociological social psychology, all the while keeping an eye to the methods that are used to study social psychology. Because of the growth of social psychology over the years, a complete survey is impossible, but some course topics include: history of sociological social psychology, socialization across the lifecourse, the self, health and illness, sex and gender, cognition and emotions, family and interpersonal relationships, intergroup relations, and group dynamics. The course will also teach skills to critically evaluate theories, methods, and research. (Orbuch)
Section 002 – Modernity, Islamic Movements, and the Gender Question. Studying the gender question is an essential point of departure for the understanding of modernization as well islamization of Muslim countries. In almost all Muslim countries the attempts of modernization/westernization were closely related with the emancipation of women. And today in contemporary Muslim countries, the Islamic movements acquire visibility through women's veiling. Therefore the gender question is intrinsically related to a civilizational issue, that is Western versus Islamic society. Issues addressed will include private/public spheres in a Muslim context, indentity construction, criticisms of modernity, body politics, Islamic ethics and aesthetics. This coverage will be supplemented by attention to studies on Islamic vieling and Islamic movements with special emphasis on the Turkish experience and by references to feminist and post-modernist theories. The basic requirement for the seminar is a short proposal and a longer research paper on a subject to be determined with the instructor. (Göle)
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 – 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 their 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. The course will be run as a seminar, with an approaches with the structural alternative. Emphasis on student participation. (Mizruchi)
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