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 intended to introduce the sociological perspective as a useful tool for understanding many of the basic processes and institutional characteristics of modern societies. Students will be exposed to the contending school of thought that have evolved to explain the sources of inequality, power, and social change. While the course will focus on the contemporary United States, comparative and historical perspectives will also be employed. Grades are based largely on three in-class exams. WL:1 (Kimeldorf)
Section 020. How do class, race, age, gender, and sexual preference shape our and other peoples' lives? Why do people who make $30,000 and people who make $140,000 all feel middle class? Why do women in dual career couples do a month of 24 hour days more housework per year than men? Why do we need affirmative action? Why do women Marines have to wear makeup and take etiquette classes? Why do we spend almost five times as much of the federal budget on the elderly than on children? In this course we will use sociological imagination, theory, analysis, and empirical research to answer these questions. We will examine various theoretical explanations for social inequality in the United States as well as empirical research about inequality. Students will learn to think and write critically about the basic concepts of the discipline and to use research and theory when engaging in a discussion of these issues. WL:1 (Martin)
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).
Section 001 – Person and Society. The purpose of this course is to introduce students to the area of Social Psychology within Sociology. The course will provide a general introduction to the social psychological perspective within Sociology; the study of social behavior as a product of the interaction between individuals and groups. Four major themes within Social Psychology will be examined: (1) the impact that one individual has on another individual, (2) the impact that a group has on its individual members, (3) the impact that individual members have on the group, and (4) the impact that one group has on another group. The themes, concepts, theoretical approaches, and research methods within social psychology will be presented and discussed. The course will consist of two lectures and two hours of discussion section each week. There will be three exams for this course, each covering one third of the lecture and reading material. The exams will be multiple choice and short essay items. In addition, THREE five-page class exercises will also be given as assignments. These assignments will involve the application of Social Psychological theories and concepts. Attendance at lectures and discussion sections will be required and very important for what you learn and how well you do in this course. 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 Race Relations. What is Sociology? What is "race" and "racism"? How do sociologists analyze racial matters in society? What methods do they employ for gathering and assessing the effects of racism? These are some of the questions that will be examined in this course. My experience as a sociologist tells me that it is virtually impossible to have an intelligent discussion on contemporary racial matters without having a substantial understanding of the history of racial minorities in the U.S. Hence the bulk of this course will be spent studying how different racial/ethnic minorities entered in the U.S., what labor slots they filled, and what type of reception they got from the dominant racial group. The course will begin with a succinct discussion of how sociologists have defined their enterprise. This will be followed by some lectures in which central concepts in the area of race and ethnic relations (e.g., race, ethnicity, prejudice, and racism) will be defined. After this discussion, we will survey the history of FOUR racial/ethnic groups, namely, African Americans, Puerto Ricans, American Indians, and Chicanos. At the very end of the term, I will discuss FOUR topics: (1) Why have some ethnic groups "succeeded" in the U.S. and other not? (2) Are we experiencing a period of "reverse racism" in the U.S.? (3) Is Affirmative Action a form of "Reverse Racism"? and (4) How can we solve the racial problems afflicting the U.S.? WL:1 (Bonilla-Silva)
Section 009 – Introduction to Sociology through Social Inequality. The purpose of this course is to introduce you to sociology by examining one of the discipline's central subareas: social inequality. Through our investigation of sociological approaches to social inequality you will become familiar with some of sociology's key theoretical perspectives, sociological concepts, and tools of analysis. Specific topics we will study include: income inequality in the United States, poverty, race-ethnic and gender prejudice and discrimination, race-ethnic residential segregation, changing gender roles, the gender gap in wages, and changes in the "family." Central goals of this course also include: (1) helping you to learn to see social conditions and social change as consequences of cultural patterns rather than accidental or random occurrences; and (2) helping you to gain an understanding of the social forces that shape our lives, experiences, and opportunities. (Smock)
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 – Social Inequality and Popular Culture. (3 credits). This course examines a range of film and literature from a sociological perspective. We will study these works both for their depiction of existing social problems and for their role in reflecting and reproducing, or constructing and popularizing, dominant ideologies. To this end the course will draw upon fundamental sociological concepts and debates. For example, we will consider the importance of values within society, the concepts of structure and agency, processes and institutions of social control, notions of deviance and conformity, and the multiple forms of social inequality and hierarchical stratification. By the end of the course, students should be familiar with these concepts and issues and be able to apply them in future analyses of selected films and literature. Importantly, students should understand that this is not a film analysis class per se. That is, no prior knowledge of film production or film making techniques (such as those taught in film and video or communication studies classes) is required or expected. WL:1 (Palmer)
Primarily for Underclass Students
105. First Year Seminar in Sociology. Freshmen;
sophomores with permission of instructor. (3). (SS).
Section 001 – Transforming America Then and Now. That America is a nation of immigrants is one of the most common yet truest 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 America 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 East Europeans at the end of the 19th century and the beginning of the 20th; the third one, the movement from the South to the North of Black Americans and Mexicans precipitated by 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 will be 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. This course is a First-Year Seminar, limited to 25 entering students. As such, it will be run as a seminar, involving a fair amount of discussion and writing. WL:1 (Pedraza)
Section 002 – Intergroup Relations, Conflict, and Community Building. This course will explore the possibilities for building community across different racial and ethnic groups while acknowledging and addressing existing conflicts. How do we build community in our schools, neighborhoods and cities comprised of people with perspectives and viewpoints that differ from our own? As communities, how do we constructively address conflicts that naturally arise among and within different groups? To what extent do this country's democratic principles continue to bind our society in the face of growing racial and class divisions? This seminar will explore a wide range of questions on intergroup relations and community building, taking into account issues of power, conflict, and competing social interests. Students will be encouraged to bring personal experience and perspective to enrich the discussion of theoretical readings. Active participation and considerable writing will be required. WL:1 (Schoem)
Section 003 – People and Global Environmental Change. Changes in the environment are occurring on the scale of continents or larger, and over time spans of decades to centuries. These changes include emissions of greenhouse gases, depletion of the ozone layer, acid precipitation and deposition, and loss of biodiversity. Human action to satisfy human needs and wants is the prime cause of almost all of these changes. The changes are incontestably real, and some of them began several centuries ago. What is uncertain is the magnitude of the changes, their future course, and their effects on human beings. This seminar will explore global environmental changes, the human role in causing them, and the possible impacts of these changes on humans and their societies. Students will read several books, prepare a proposal for a college curriculum, and write a term paper. There will be few lectures; class discussion of reading material will be the primary mode of instruction. WL:1 (Rockwell)
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). (BS). (QR/1).
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 statics (interpretation of tables, measures of association, regression, etc.), inductive statics (theory of sampling, significance tests) and the empirical origin of statistical data (surveys, consensus, 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 credits from two lectures and two hours of discussion per week. WL:1 (Goldberg)
302/Amer. Cult. 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. WL:1 (Shively)
303/CAAS 303. Race and Ethnic Relations. An introductory course in Sociology or CAAS. (4). (SS). (This course meets the Race and Ethnicity Requirement).
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 American 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, theory, add yet another comparative dimension to this course. Moreover, we shall devote special consideration throughout the term to the gendered and class dimensions of the racial subordination of people of color in this country. Differences in the relationship of men and women of color to the dominant culture, and of individuals in various class locations, is a central feature of our historical-sociological inquiry. WL:1 (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 East 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 percent. WL:1 (Pedraza)
310. Introduction to Research Methods. One introductory course in sociology; or completion of one social science course 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). (BS). (QR/1).
This course teaches the main basic research methods used by social scientists: observation, survey, experimentation, and statistics. It demonstrates the logic (as well as the "illogic") of reasoning in social science. You will learn how to use computer for statistical analysis and word processing. Evaluation is based on four quizzes (40%) and four research projects (60%). You should be prepared to take computer labs. Prior knowledge of IBM-family microcomputers and popular software (such as Microsoft Word and Excel) is helpful but not required. The research projects will be based on real data that have already been collected. WL:1 (Xie)
330. Population Problems. (3). (SS).
This course is intended for a wide range of students who might be interested in learning about the current population situation and the range of problems associated with it. There are no prerequisites for the course, nor is any special background required – although average ability to read tables and interpret quantitative material will be assumed. The course focuses specifically on social and economic problems associated with population matters. Family planning and other related population programs and policies are discussed. The course is a complement rather than an alternative to Soc. 430 (Introduction to Population Studies) which deals with the determinants of behavior. Soc. 330 presents a variety of views concerning the ways population is perceived as a problem and what should be done about it. The focus of the course is international, dealing both with less developed and more developed countries. Attention is given to population growth; population and development; demographic impact of AIDS; age structure, aging and associated problems; and population policy and programs, especially those related to the reduction of birth rates. The course is run as a lecture with in- class discussions encouraged. Films and other audio-visual aids are used. Grades are based largely on in-class exams. Written assignments and class participation are given some additional weight. WL:1 (Knodel)
331. Population Trends in the United States: Their Economic and Social Consequences. (3). (Excl). (QR/1).
The United States in the 1990s is strikingly different from what it was just forty years ago. Gone is the idolized vision of a two-parent, father-supported Ozzie and Harriet society with annual increases in income and with every generation having a much higher standard of living than the previous one. In its place is an America of varied races and ethnic backgrounds where families take on many forms and mothers frequently work outside the home even while they raise young children. This country now provides opportunities for a broader spectrum of individuals than ever before, but new social and economic trends provoke apprehension and frustration in many who thought their futures were secure since they worked hard and played by the rules. Students enrolling in this course will read several books and chapters about the social and economic trends that are now influencing this country. In addition, there will be eight computer assignments asking students to prepare convincing tabulations and analyze data from the Public Use Microdata Samples of the 1980 and 1990 censuses using software specially developed for that purpose. This course does not require any previous training in statistics but there will be an emphasis upon determining how social and economic trends are measured and how we can appropriately use social science data to draw unambiguous conclusions about social, demographic, and economic changes in the Unites States. WL:1 (Farley)
389. Practicum in Sociology. Permission of instructor. Up to 4 credits may be included in a concentration plan in Sociology. A combined total of 8 credits of Sociology 389 and 395 may be counted toward a concentration 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. Enrollment is by override only. (Chesler)
392/REES 395/Hist. 332/Pol. Sci. 395/Slavic 395. Survey of Russia: The Russian Empire, the Soviet Union, and the Successor States. (4). (SS).
See REES 395. (Bartlett)
395. Directed Reading or Research. Permission of concentration advisor and supervising staff member. A combined total of 8 credits of Sociology 389 and 395 may be counted toward a concentration in Sociology. (1-4). (Excl). (INDEPENDENT). May be repeated for credit in the same or different terms.
For students interested in work not available within the framework of regular Departmental offerings (either work beyond the scope of present course offerings for students who have completed available courses with at least a grade of B or work in areas not available through existing course work for students with a 3.0 grade point average). Graduate students should elect Sociology 995.
398. Senior Honors in Sociology. Honors standing in sociology. Soc. 210 and 310, and permission of instructor. (3). (Excl).
This is a 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. WL:1 (Rose)
415. Economic Sociology. One of the following: introductory economics, psychology, or political science. (3). (Excl).
The field of economic sociology is one of the most vibrant and rapidly growing areas of the discipline. This course presents an introduction to economic sociology. We begin with an examination of sociological perspectives on markets and historical background on the development of capitalist economies. We then focus on the rise of the large American corporation as well as its internal workings. Finally, we turn to the relation between corporations and the larger society, focusing on the issues of corporate social responsibility, corporate control, and the role of business in politics and government. Throughout the course the emphasis will be on recurring theoretical debates about the role of business in modern society. WL:1 (Mizruchi)
420. Complex Organizations. One introductory course in sociology. (3). (Excl).
This course provides an introduction to contemporary theory and research on complex organizations, such as business enterprises, schools, government, and voluntary associations. We will consider the internal structure of organizations, the relationship of the organization to its environment, and organizational strategies and decision-making. The first part of the course covers the internal structure of organizations and introduces three perspectives on organizational structure: organizations as rational systems, as natural systems, and as open systems. The second part of the course places the organization in a wider context and examines the organization's relationship to the various elements of its environment. We will learn how different theories conceptualize the organization's environment, and how organizations manage their relationship to the environment. In the third part of the course we will discuss organizational strategies and decision-making, or what makes organizations effective and successful. The course will conclude with an examination of Japanese organizations; using theories learned in the course, we will examine how and why Japanese organizations differ from Western organizations in their structure and behavior. Readings will include both theoretical material and case studies. Course requirements are three short essays and a final exam. (Takata)
426/Pol. Sci. 428/Asian Studies 428/Phil. 428. China's Evolution Under Communism. Upperclass standing or permission of instructor. (4). (Excl).
See Political Science 428. (Lieberthal)
427. Societies and Institutions of Eastern Europe.
Section 001 – Identity and Problems in the Former Soviet Union. Although the collapse of Soviet rule was welcomed by many, the number and depth of social problems facing people and governments in the lands of the Former Soviet Union (FSU) are daunting. In this seminar, we shall identify the kinds of social problems that predominate in the FSU and explore whether problems vary in centrality in Russia, Estonia, Uzbekistan, and Ukraine. But such a question demands that we look also at how social problems are themselves recognized. While there might be growing inequality everywhere, and while nationalist politics might become more central in each site, whether these are problems or not depends on how they are framed, and who does the framing. We shall thus focus on the link between identity – based for instance on nationality, class, gender, and politics – and the recognition of problems. This course is part of a larger research project and we shall be using materials collected on site, as well as receive scholars from these countries in our seminar. Undergraduate and graduate student are both welcome; for the former, there will be two examinations over the course of the term, and for the latter, a single seminar paper will be required. WL:1 (Kennedy, Andersen)
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 intended as a general introduction to the study of population. There are no prerequisites, although ability to deal with quantitative material and concepts is essential. Considerable emphasis is given to basic demographic concepts, their measurement and interrelationships. The basic demographic processes which determined demographic change – fertility, mortality, and migration - are each treated as to their measurement, history, and present status. There is special consideration of the demographic transition from high to low birth rates and death rates. The processes determining fertility levels are analyzed separately for less and more developed countries. Finally, there is a consideration of the age-sex structures resulting from various combinations of demographic processes and how they affect projections of the U.S. and the world. WL:1 (Knodel)
440. Sociology of Work. One introductory course in sociology. (3). (Excl).
Why are women paid less than men for performing the same work? Why are some occupations considered "women's work" and others "men's work?" Are technological innovations really "de-skilling" jobs? What are the future prospects for work and individual work careers in an era of organizational down-sizing and economic restructuring? This course addresses these and related questions by introducing students to the sociological study of work, review major theoretical perspectives on work and occupations, and apply social science theory and concepts to understand contemporary issues and debates concerning paid and unpaid work. The varying work experiences and occupational opportunities of men and women will be highlighted by considering such topics as the gender gap in pay, occupational sex segregation, and the relationship between paid work and family work. WL:1 (Krecker)
447/WS 447. Gender Roles and Status. (3). (SS).
How do men and women decide who does the housework? Why do MacDonald's workers think that running the counter is a woman's job, but working the stove is a man's? What is the significance of children's "cooties" games? How do fraternities construct masculinity? This course will answer these questions with a focus on gender and gender inequality. More broadly we will ask: how is gender constructed? What is the primary locus or cause of gender inequality? What are men's and women's experiences of gender? How do race, class, and sexuality interact with gender? We will examine gender and the state, gender and work, gender and family, gender and the body. Each of these areas have been theorized as the locus of gender inequality. WL:1 (Martin)
454. Law and Social Organization. (3). (SS).
The analysis of law as an instrument of social control and social change. Attention will be given to different modes of dispute settlement and to the creation and interpretation of rules giving individual and organizational interactions. WL:1 (Sharphorn)
458. Sociology of Education. One introductory course in sociology. (3). (Excl).
This course focuses on the role of schooling in reproducing and reinforcing prevailing social, political, and economic relationships. It assesses the contradictions between the societal functions of schooling and the 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. This description may vary depending on the individual instructor. WL:1 (Kinney)
460. Social Change. (3). (Excl).
The broad agenda of this course is to review programs and theories of social change, especially as they apply to the contemporary U.S. scene. Our focus will primarily be national and contemporary. Moreover, our focus will primarily be on change that is intentionally pursued, in one fashion or another, rather than on the sweep of unmanipulable or deterministic cultural, political, or economic forces. We will examine: theoretical assumptions about social change and social change strategies; various levels and targets of change activity; the dynamics of social change mobilization in communities and organization; and the relationship between conflict and conflict-management and social change. Students will be required to complete regular assignments, work together in small classroom teams, and observe and/or join a local social change organization or effort in order to write a term paper. WL:1 (Chesler)
463/Comm. 485. Mass Communication and Public Opinion. Comm. Studies 351 or 371 strongly recommended. (3). (SS).
See Communication 485. (Craig)
464. Socialization and Social Control Throughout the
Life Cycle. One introductory course in sociology.
Section 001 – Socialization Across the Life-Span. This course will focus on the influence of social environments on human development (socialization) over the life-span. The primary emphasis will be on the role of the family in mediating these influences. In addition, material presented will emphasize the historical, social structural, developmental and political issues that arise in connection with the examination of the family's role in the socialization of its members. These issues are addressed from a life-span perspective, meaning that socialization is considered to be lifelong process extending from birth through old age. The course is organized in two general study modules; one that focuses on perspective on social change and the family (Part I), and one that focuses on major factors that influence human development in family (Part II). The course will have an interdisciplinary flavor, in that a wide range of theoretical perspectives will be considered, including rational choice theories, psychoanalytic and other developmental theories, exchange and equity theories, and "ecological" theories of the family. In addition to reviewing relevant theories, current empirical literature's will be reviewed and assessed. Students will have a role in the organization, presentation, and discussion of assigned readings. WL:1 (Alwin)
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. WL:1 (Modigliani)
472/Psych. 381. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (3). (Excl).
See Psychology 381. (Burnstein)
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 (Taylor)
481. Interaction Processes: The Self in Social Encounters. One previous course in social psychology elected either through psychology or sociology. (3). (Excl).
An advanced, undergraduate, social psychology course that examines how the self both adapts to, and shapes conduct in, social encounters. We will explore a variety of perspectives on the self ranging from those that view it as a relatively stable, enduring, biographic entity to those that view it as a more changeable, adaptable, situated entity. We shall also be concerned with the breakdown and reconstruction of both selves and social encounters, typified by phenomena such as shyness, face-saving, impression-management, shame, embarrassment, and other social and psychological consequences of breaching social expectations. The course will be conducted in seminar style with students contributing to class presentation and to leading discussions. Evaluation will be based on three papers. The course is open to any student who has previously taken a social psychology course. WL:1 (Modigliani)
496. Special Course. One introductory
course in sociology. (3). (Excl). May be repeated for credit, provided that the course topics are different.
Section 001 – Advanced Seminar in Sociological Theory. This course provides an intensive examination of current debates within sociological theory through a focus on a range of substantive topics. The emphasis will be on social structural approaches but we will examine alternative perspectives, including cultural ones, as well. The substantive topics on which we will focus include race and ethnic relations, gender, the sociology of development, social movements, social structure and health, labor markets and social inequality, corporations and markets, and business-government relations. The class will be run as a seminar, with an emphasis on discussion. WL:1 (Mizruchi)
University of Michigan | College of LS&A | Student Academic Affairs | LS&A Bulletin Index
This page maintained by LS&A Academic Information and Publications, 1228 Angell Hall
of the University of Michigan,
Ann Arbor, MI 48109 USA +1 734 764-1817
Trademarks of the University of Michigan may not be electronically or otherwise altered or separated from this document or used for any non-University purpose.