Courses in Sociology (Division 482)

Introductory Courses

100. Principles of Sociology. Open to first- and second-year students. 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)
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101. Person and Society: An Introduction to Sociology Through Social Psychology. Open to first- and second-year students. Juniors are strongly encouraged and seniors must take Soc. 400 or 401. 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)
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102. Contemporary Social Issues: An Introduction to Sociology. Open to first- and second-year students. Juniors are strongly encouraged and seniors must take Soc. 400 or 401. 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 Social History.
This course examines key developments in American society since World War II and uses them as a basis for exploring fundamental sociological concepts. Our focus will be on the interplay of social structure, politics, and culture in shaping patterns of class and status, power and authority, ethnicity and race relations, gender roles and social change. Social historical events include: the ideology of the "Cold War," McCarthyism, the changing American Presidency, the Civil Rights and women's movements, the War in Vietnam, deindustrialization and the problem of scarcity, the rise of the New Right, globalization, and the construction of cyberspace as a social phenomenon. The purpose of the course is to introduce students to key ideas and controversies in the field of sociology and to help each student learn to use those ideas as prisms through which to analyze our contemporary social world. (Vogel)
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195. Principles in Sociology (Honors). Open to first- and second-year students admitted to the Honors Program, or other first- and second-year students 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).

The purpose of this course is to introduce students to the discipline of sociology. We will pursue a survey of the topics sociologists study, as well as major theoretical perspectives and methodologies. This course will be taught through the lens social inequality, with a focus on what sociology has to say about many of the most pressing social problems of our day. Through the analysis of race and ethnicity, social class, and gender issues, students will hone their abilities to think and write critically. Class will be conducted in seminar format. Students are expected to have completed scheduled readings before each class, and to arrive at class ready for class participation. (Harris)
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Primarily for First- and Second-year 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, involving a fair amount of discussion and writing. (Pedraza)

Section 002 Intergroup Relations, Conflict, and Community Building. This course will explore the possibilities for building community, giving particular attention to issues of race, ethnicity, gender, and class while acknowledging and addressing existing conflicts. How do we build community in our schools, neighborhoods, and cities comprised of people with perspectives, viewpoints, backgrounds that differ from our own? 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 inter group and community building, taking into account issues of power, conflict, and competing social interests. Students will be encouraged to bring in personal experience and perspective to enrich the discussion of theoretical readings. Active participation and considerable writing will be required. (Schoem)

Section 003 People and Global Environmental Changes. Changes in the natural and human-made environment are occurring on the scale of continents or larger, and over time spans of decades to centuries. These changes include the 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 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 affects on human beings, and what, if anything, humans can do to avert them or to mitigate their affects. This seminar will explore a variety of environmental changes, the human role in causing them, and the possible impact of these changes on humans and their societies. Students will read from a number of sources. At mid-term students will submit a brief factual report on a selected environmental change and its human dimensions. At the end of the term students will submit a research article, probably on the same topic. There will be few or no lectures, and no examinations; class discussion of reading material will be the primary mode of instruction. Attendance is mandatory, and effective participation in class discussion is strongly encouraged. (Rockwell)
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122/Psych. 122. Intergroup Dialogues. Permission of Instructor. Intended primarily for first and second year students. (2). (Excl). May not be included in a concentration in Psychology or Sociology. May be repeated for a total of four credits.

See Psychology 122.
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205. Poverty, Race, and Health. (3). (Excl).

This course critically examines the health status of the poor, and of major racial/ethnic minority groups in the United States. Attention will be focused on the patterned ways in which the health of these groups is embedded in the social, cultural, and political, and economic contexts and arrangements of U.S. society. Topics covered include the meaning and measurement of race, the ways in which racism affects health, the historic uses of minorities in medical research, how acculturation and migration affects health, and an examination of the specific health problems that disproportionately affect the minority group members. (Williams)
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220/RC Soc. Sci. 220. Political Economy. (4). (SS).

See RC Social Science 220. (Thompson)
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For Undergraduates Only

210. Elementary Statistics. Sociology Honors students should elect this course prior to beginning the Honors Seminar sequence. Sociology concentrators should elect this course prior to their last term. No credit granted to those who have completed or are enrolled in Stat. 100, 402, 311, or 412, or Econ. 404 or 405. (4). (MSA). (BS). (QR/1).

This course introduces students to three important aspects of statistics: (1) data collection including opinion polls, surveys, experiments, and sampling; (2) data description graphical and numerical procedures for summarizing data; and (3) data analysis using data to make decisions, predictions, and draw inferences. Problem sets allow hands-on experience in working data, and provide opportunities to apply and interpret statistical procedures and results. Microcomputers will be used for some assignments. Students are not assumed to have any prior experience with microcomputers or any mathematical training beyond basic algebra. Grading is based on problem sets and three exams. Attendance at all lectures and discussion sections is essential. (Harris)
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212. Sports and Society. (3). (Excl).

American society has had a long 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 sports events such as baseball, football, and basketball has also increased 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. (Deskins)
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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. (Almaguer)
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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 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 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. (Pedraza)
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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. 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 computers 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)
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320/Psych. 310. Training in Processes of Intergroup Dialogues. Permission of Instructor. Open to Juniors and Seniors. (3). (Excl). (EXPERIENTIAL).

See Psychology 310. (Beale)
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321/Psych. 311. Practicum in Facilitating Intergroup Dialogues. Sociology 320 and permission of instructor. (3). (Excl). A combined total of 8 credits of Sociology 321, 389, and 395 may be counted toward a concentration in Sociology. (EXPERIENTIAL).

See Psychology 311. (Behling)
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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)
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389. Practicum in Sociology. Permission of instructor. (2-4). (Excl). Offered mandatory credit/no credit. Laboratory fee ($22) required. Up to 4 credits of 389 may be included in a concentration plan in Sociology. A combined total of 8 credits of Sociology 321, 389, and 395 may be counted toward a concentration in Sociology. (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)
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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). Laboratory fee ($10) required.

See Russian and East European Studies 395. (Rosenberg)
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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)
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For Undergraduates and Graduates

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, final exam, and participation in class discussion and exercises. (Takata)
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426/Pol. Sci. 428/Asian Studies 428/Phil. 428. China's Evolution Under Communism. Upperclass standing. (4). (Excl).

See Political Science 428. (Lieberthal)
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427. Societies and Institutions of Eastern Europe. (3). (Excl).
Section 001 Social Foundations of Identity.
The social transformations of postcommunist societies are among the most important problems for sociology to consider. In this course on Eastern Europe and the former Soviet Union, we'll consider exemplary work on (1) the making of the market economy and social protest around economic hardships, with a special focus on Poland and Russia; (2) on the necessity of nationalism and its relationship to civil society, with a special focus on Estonia, Ukraine, Uzbekistan, Romania, and Poland; (3) original data on how people talk about their everyday lives and the social problems they encounter, and why gender is especially important to consider in this context, with a special focus on Estonia, Ukraine, and Uzbekistan; (4) a review of why war is located in the `southern tier' of the postcommunist world, and why war must be understood in an `eventful' way, with a special focus on the Wars of Yugoslav Succession. Students will be expected to take one midterm examination and one final examination and be expected to participate in the discussion reserved for undergraduates. (Kennedy)
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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. (Knodel)
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447/WS 447. Gender Roles and Status. (3). (SS).

How do men and women decide who does the housework? Why do McDonald'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. (Martin)
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450. Political Sociology. (3). (SS).

"Politics is not an exact science," said Bismarck, himself a consummate politician: "It is the art of the possible." But in order to understand what is or isn't possible in a given political context, sociologists have argued, we need some form of social form and social research as a guide. But what exactly should that theory be, and what style of research would it entail? While exploring this contested terrain, sociologists have consistently posed a series of hard questions: can we define the nature of politics? how is the business of rule organized? what is the logic by which patters of political power vary historically and in different societies? how do ways of institutionalizing power shape the subsequent struggles against it? what are the implications of social theory for political change? These are just some of the general questions we will be exploring in this class.

Political sociology is a vast area. Sociology 450 aims to give students a sample of that breath by exploring a variety of topics, beginning with basic concepts and theories of power and the state. We then use these tools in the first half of the course to survey key debates, including those concerning the origin and functioning of capitalistic democracies, the rise of the modern state, and the distribution of power in the contemporary United States. The second half of the class deals with the contestation of power relations, and incorporates readings on the Civil Rights movement, the politics of abortion, controversies over "political correctness" in the academy, and the dynamics of social revolutions and large-scale social transformations. Sociology 450 is mainly a lecture class, supplemented by small-group discussions and occasional films. Students will be evaluated on the basis of two exams (a midterm and a noncumulative final), each worth 1/4 of the final grade, and two short papers, each also worth 1/4 of the final grade. Students will receive a handout very early in the term about the requirements for the papers, which are due on Tuesday, October 18, and Friday, December 9. (Adams)
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452. Law and Social Psychology. (3). (Excl).

This is an upper-level course designed to cover a topic of shared interest to lawyers and social psychologists. The course will cover at least five areas of intersection and conflict between law and social science: (1) the memory and perception literature in social psychology and experimental psychology, applied to testimony and eyewitness identification; (2) the attribution of responsibility literature and clinical psychology literature on insanity, applied to the issue of diminished responsibility before the law; (3) the small groups and group dynamics literature, applied to jury decision-making; (4) public opinion research applied to the capital punishment debate; and (5) the literature on total institutions, applied to the operation of prison systems. (Sharphorn)
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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)
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458. Sociology of Education. One introductory course in sociology. (3). (Excl).

This course will examine the role of schooling in reproducing and reinforcing prevailing social, political, and economic relationships, including a focus on how the dominant school culture can marginalize students from different backgrounds and experiences. During the first half of the course we will explore the history of schooling, the interaction of schooling and social stratification, the social organization of schools and classrooms, and the uses of both formal and hidden curriculums. During the second half of the course we will look at contemporary policy issues related to schools and debate the potential of these policies to create social change through schooling. Students will have a role in the presentation and discussion of assigned readings and will be asked to examine their own educational experiences in order to relate personal experience to the impact of schooling on society. (Kinney)
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463/Comm. 485. Mass Communication and Public Opinion. Comm. Studies 351 or 371 strongly recommended. (3). (SS).

See Communication Studies 485. (Craig)
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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)
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472/Psych. 381. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (3). (Excl).

See Psychology 381. (Burnstein)
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490/REES 490/WS 492. Women and Islam: A Sociological Perspective. (3). (Excl).

This course explores the theoretical and methodological issues involved in studying women. It specifically questions the adequacy of the existing paradigms in analyzing women's position in society and searches for alternate formulations. The context of the Middle East, in general, and Islam in particular extends women's issues beyond Western cultural and religious boundaries. The course starts with an introduction to the existing paradigms on women's position in sociology, women's studies and Near Eastern Studies. After a lecture on the position of women in Islamic history, it proceeds to study women in contemporary contexts such as in Iran and Saudi Arabia, Turkey, Egypt and the Fertile Crescent, North Africa, and contemporary U.S. society. The course requirements include one midterm, one class presentation (on the final paper), and a final paper. (Göçek)
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495. Special Course. One introductory course in sociology. (3). (Excl). May be repeated for credit, provided that the course topics are different.
Section 001 Social Foundations of Identity.
This course consists of an exploration of contemporary sociological and social psychological approaches to identity. Our quest differs from that of psychology, where individual-centered approaches to identity predominate. Instead, we will explore how the social world provides us with the resources to label others, and how we can account for the differences that may exist between social identity and self-identity. The key questions that we will explore include the following: (1) How do individuals label people who are different from themselves? (2) How do social contexts affect the ways by which individuals locate themselves? and (3) How are social identities constructed and how do they relate to self-identities? Throughout this course we will pay particular attention to race, gender, and sexual orientation as bases for considering identity. (Young)
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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. (Mizruchi)
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521/CAAS 521. African American Intellectual Thought. Senior standing. (3). (Excl).

See CAAS 521. (Young)
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