Fall Course Guide

Courses in Sociology (Division 482)

Fall Term, 1998 (September 8-December 21, 1998)

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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 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. (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).
This course introduces students to the topics in Sociology that lie at the interface with Psychology. 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 individuals have on the group; (4) the impact that one group has on another group. The themes, concepts, theoretical approaches, and research methods within social psychology will be presented. Topics to be covered include socialization, the self, perception, cognition, attitudes, interpersonal relationships, group behavior, altruism, aggression, and deviance. (Carr)
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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: Immigrants 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 at the University. As such, it will be run as a seminar, 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, and 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 Life Stories and the Sociological Imagination. This course begins with sociologist C. Wright Mills' definition of sociology as the study of the intersection of biography and history. Course readings, in addition to Mills' classic work, The Sociological Imagination, will focus on autobiographies and memoirs. Together we will analyze these "life stories" to ascertain how "biography and history" intersect - how personal lives are changed and shaped by social circumstance. Mills also argued that a significant feature of sociological analysis is that it distinguishes "personal troubles" from "public issues". In addition to examining the intersection of biography and history, we will discuss how to tell the difference between private concerns and public issues in the lives of the people that we read about how to know whether we are reading about a shared social condition that has impact on individuals, or about a problem that is truly an individual one. Readings for the course will be selected to represent important social differences in American society such as race and ethnicity, gender, class, and age. (Rose)
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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. (Beale)
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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, 265, 311, 402, 405, 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). (R&E).
The goal of this course is to introduce students to the social history (past and present) of racial minorities in the United States. We will begin by defining the principal concepts that sociologists use in their analysis of race relations. Central to this discussion will be the understanding of racism NOT as prejudice, ignorance, an attitude, or a set of beliefs but rather as a comprehensive historical system that changes over time. After this theoretical discussion, we will survey the historical experiences of five racial minorities, namely, African Americans, Chicanos/Mexican Americans, American Indians, Puerto Ricans, and Asian Americans. The course will conclude with a discussion of possible solutions to the racial dilemmas faced by the U.S. (Bonilla-Silva)
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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 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's (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. (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).
This course is designed to give students a foundation in the skills and knowledge needed to facilitate multicultural group interactions, including structured intergroup dialogues. Topics include: basic group facilitation skills and their applications to multicultural settings; social identity group development; prejudice and stereotyping and their effects on groups; the nature of social oppression; facilitation of intergroup communication; conflict intervention skills; techniques of community building; and survey of some contemporary intergroup topic areas (e.g., affirmative action, sexual assault, separation/self-segregation). Students who successfully complete this training may apply to act as peer facilitators for the course Psychology 122, "Intergroup Dialogues." Recent trainees have facilitated dialogues with groups such as blacks/Jews; lesbians, gay men, bisexuals, and heterosexuals; white women/women of color; blacks/Latinos/as; men/women. Class meetings to be arranged, Permission of Instructor required. Contact Psychology Department for details. (Chesler)
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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 321. (Beale and 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. (Knodel)
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389. Practicum in Sociology. Permission of instructor. (2-4). (Excl). Offered mandatory credit/no credit. Up to four credits of 389 may be included in a concentration plan in sociology. A combined total of eight credits of Sociology 321, 389, and 395 may be counted toward a concentration in sociology. Laboratory fee ($22) required. (EXPERIENTIAL). May be repeated for a total of eight credits.
Sociology 389 is know as "Project Community" and "Trained Volunteer Corps." Students combine four to six 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 40 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, contact Project Community, 1024 Hill Street, 763-3548. Enrollment is by override only. (Chesler)
See  http://www.umich.edu/~ocsl/Proj_Community/index.html
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392/REES 395/Hist. 332/Poli. 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. (Martin)
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For Undergraduates and Graduates

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 the recurring theoretical debates about the role of business in modern society. (Mizruchi)
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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 organizations. We will consider the internal structure of organizations, the relationship of the organization to its environment, and the organizational strategies and decision-making. The first part of the course covers the internal structure of organizations and introduces three perspectives on organizational structure: organization 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 useful 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 the 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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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. (Anderson)
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447/WS 447. Sociology of Gender. (3). (SS).
See Women's Studies 447.
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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 361 or 381 strongly recommended. (3). (SS).
See Communication Studies 485. (Craig)
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465/Psych. 488. Sociological Analysis of Deviant Behavior. Introductory sociology or introductory psychology as a social science. (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)
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472/Psych. 381. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (3). (Excl).
See Psychology 381. (Bernstein)
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