Primarily for Underclass Students

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. (SS).

This course explores the realm of human interaction using the social psychological perspective within sociology. our goals include introducing theory and research within the discipline, but we will go further. I ask students to exercise a sociological style of thinking, and to understand its relevance in their lives. Each week, both lecture and classroom discussion will explore how individuals' behavior is shaped by multiple, often hidden, social forces. As the term progresses, our focus will include how these social forces are, in turn, influenced by the behavior of individuals and groups. General topics will include learning and socialization; concepts of the self; social perception; attitudes and persuasion; interpersonal relationships; conformity and deviance; the role of power in everyday behavior; and collective action. Grades will be based on two papers, two exams, and class participation. (Freyberg)

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. (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 101 Introduction to Sociology through Social Inequality.
In this introduction to sociology, we will explore the pervasive influence of social and economic inequality in the United States today. We will explore inequality on the basis of race and ethnicity, class, sexual orientation, gender, and disability. We will discuss and critique the different theories which try to account for this inequality. Finally, the ramifications of social inequality for different groups of people will be explored. Thus we will investigate what it means to be privileged or underprivileged in our society. Discussions, films, lectures, exercises, and guest speakers will be used to convey ideas and concepts. Discussion of course material will be stressed, consequently a high level of participation will be expected. Reading will be moderately heavy. Grades will be based on quizzes, a final exam, and participation. (Gerschick)

Section 102 Introduction to Sociology through Education. The educational institution of the U.S. will be used as a basis to introduce basic sociological concepts and theories (i.e., social mobility, social stratification, social inequality). Readings will include articles and selected chapters from: Blau & Duncan The American Occupational Structure, Bowles & Gintis Schooling in Capitalist America, Christopher Jencks Inequality: A Reassessment of the Effect of Family and Schooling in America, James Coleman Equality of Educational Opportunity, Jonathan Kozol Savage Inequalities: Children in America's Schools, and John Ogbu Minority Status and Schooling. Specific issues and topics to be covered will include the following: school desegregation, busing, public & private education, urban & suburban public school inequities, racial/ethnic disparities in achievement, curriculum tracking, and school dropouts. Issues of race, class, and gender will be addressed throughout the entire course. Lectures, readings, and in-class exercises will be used to convey ideas and concepts and written work will include critical review essays and two exams. (Ybarra)

Section 103 Introduction to Sociology through Deviant Behavior. Deviant Behavior will examine how people become social deviants with an emphasis on how the institutions of our society contribute to the creation of deviance. The theories and methods of sociology will be introduced and employed to explain the origins and perpetuation of deviance. The course will first examine the legislative, enforcement, judicial, and corrections systems which determine who will be designated deviant and with what consequences. The emphasis will then shift to an examination of particular deviant acts with the goal of critically evaluating relevant sociological theory. The readings will cover both earlier pioneering research as well as more recent work in the field. The reading load will be moderate. The books will cost approximately $50. Course grades will be based largely on class participation, a term paper and a final exam. (Kozura)

Section 104 Introduction to Sociology through Work. This course is designed to expose the student to various theoretical and conceptual issues relevant to sociologists by examining the social construction of work and the workplace in the United States. As such, it will focus upon sociological concerns as they relate to the study of workers and capitalists, rather than following a standard "survey" format as is often the structure of introductory level courses. Primary attention will be given to the strengths and weaknesses of classical sociological theorists, such as Marx, Weber, and Durkheim, in an analysis of production and accumulation processes. Particular scrutiny will be brought to bear on how issues of class, gender, and race are structured by, and facilitate the structuring of, the production process. The format of class meetings will be a combination of lecture and discussion sections. Documentary and dramatic films will be used occasionally to illustrate concepts covered in the lectures and the readings. The course requirements include class attendance and satisfactory performance on a midterm and a final examination. Expenses for course materials are expected to be moderate, requiring the purchase of no more than three books and a modest course pack. (O'Hearon)

202. Contemporary Social Issues I. (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 101 Women, Race, and Class: The Role of Race and Class in the Feminist Movement.
This course will examine the presence and absence of women of different race and class backgrounds, and sexual orientations, in recent popular feminist movements. This will be done through the use of lectures, films, readings and small group discussions. The purpose of this class will be for students to gain knowledge of historical and current women's movements in U.S. Society as well as to gain an understanding of the often exclusionary nature of these movements. Historical as well as contemporary readings will be used, including theoretical and experiential subject matter. Class performance would be evaluated through numerous papers, requiring the students to relate Sociological theories with personal life experiences. (Ore)

Section 102 Gender Issues. This course will take a sociological perspective to a number of important gender issues, including socialization, the workforce, family and domestic labor, body images, and rape. We will include readings and discussions on both masculinity and femininity. Requirements for the course include two exams, a research paper, and several short assignments. (Deussen)

For Undergraduates Only

389. Practicum in Sociology. Permission of instructor. May not be included in a concentration plan in sociology. (Excl). Offered mandatory credit/no credit. (EXPERIENTIAL). May be repeated for a total of 8 credits.
Section 101 Playing to Grow: A Creative Intervention with Migrant Worker Children in Michigan.
This class will offer students a unique opportunity to integrate theory and practice as they learn the theory and methods of an innovative psychological intervention called Playing to Grow which we will implement with children of Mexican and Mexican-American migrant labor workers in nearby Michigan communities. During the Spring Term, half of our class time will be spent on discussions of psychological and sociological readings focused on the social, political, historical, and psychological experiences of migrant, immigrant, and refugee populations; in addition, there will be an emphasis on theories of child development and creative approaches to clinical intervention with children. The second half of each class during the Spring Term will be spent learning experientially the various activities and techniques of the Playing to Grow intervention. We will use methods of dramatization such as role plays and sociodrama, different art techniques such as individual and collective drawings as well as collage, collective story making, and a variety of fun, trust-building group games and activities. Considerable time will be spent reflecting on the purpose and method of each activity. During the Summer Term, students will lead Playing to Grow workshops with groups of children in migrant worker camps. There will be opportunities to learn basic research skills required to evaluate the effects of an intervention of this type. Requirements include a weekly journal, two papers, and a strong commitment to actively participate in all class discussions and activities.

For Undergraduates and Graduates

472(587)/Psych. 381. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (Excl).

See Psychology 381. (Ezekiel)

495. Special Course. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (Excl). May be repeated for credit, provided that the course topics are different.
Section 101: Men and Masculinities.
Masculinity as a gender role is a contested terrain filled with conflict and tension. Most everyone has an opinion of the appropriate roles for men. However, not everyone has equal amounts of power to act on their perspective. The primary goal of this course is to explore this contested terrain. It attempts to move beyond many Men's studies courses which focus specifically on men by also examining how notions masculinity affect women and different groups of men. This course, then, has numerous objectives: (1). To get students to reflect on the consequences for men of being male and internalizing the social construct of masculinity. (2). To discuss the ways that women and men who are marginalized are affected by dominant conceptions of masculinity (3). To elucidate and demystify men and masculinity. (4). To open up dialogue on this issue and link it to other contemporary social problems such as racism, sexism, and homophobia; specifically looking at how dominant conceptions of masculinity exacerbate them. Films, lectures, guest speakers, readings, and exercises will be used to convey ideas and concepts. Discussion of course material will be stressed, consequently a high level of participation will be expected. Reading will be moderately heavy. Grades will be based on a research paper and participation. (Gerschick)

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