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. (3). (SS).
This course is an introduction to Sociology, the scientific study of social life. We will explore the basic principles of sociology and consider how these principles can be used to understand the social world. We will focus on issues of gender, race, and class. Students are expected to develop their capacity for critical thinking and participate actively in class discussions after preparing daily readings. Requirements for the term include two tests and a series of one-page written reactions to readings. WL:1 (Tyuse)
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. (3). (SS).
Section 101 – Person and Society: An Introduction to Sociology Through Social Psychology. This course will provide a general introduction to the social psychological perspective within sociology - a perspective that examines social behavior by looking at the interaction between individuals and groups/institutions/ society. The first half of the course will outline the various theoretical approaches and concepts that can be used to examine the impact individuals have on each other; the impact groups have on its individual members; the impact individuals have on groups; and the impact groups have on each other. The latter part of the course will focus more closely on how race/ethnicity, class and gender/sexuality influence these interactions. Students will be expected to read, discuss and write reaction papers on the course material; take a midterm exam, write a socio-biography and participate in a group project at the end of the term. WL:1 (Lopez)
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. (3).
(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 the Mass Media. What is sociology? How can it inform the occurrences of everyday life? For example, what do Rodney King and the L.A. riots have to do with sociology? What about Susan Faludi's notion of the backlash against women? And what about current controversies over immigration reform (like California's Proposition 187) or the relationship between race and IQ (according to Hernnstein & Murray)? In this course, we will explore many of the major topics in sociology: social stratification (by race, gender, class, sexual orientation, etc.); crime and deviance; the family; race relations; social psychology; urban sociology. In addition to using a more traditional introductory-level textbook, which will introduce sociological concepts in a formal manner, we will creatively use various forms of mass media: newspaper articles, magazine pieces, excerpts from popular books, segments of TV shows (such as "60 Minutes" or "20/20"), and films. In short, we will explore sociology by relating it to everyday life. Discussions will be an important part of the course. WL:1 (Honeycutt)
Section 102 – Introduction to Sociology through Gender and Youth. How do kids come to think of themselves as girls or boys, and how do they become adult women and men? How do the definitions of "woman," "man," "child," and "adult" organize the social world in ways that limit us? What is the relationship between gender and generation? Are girls and boys "incomplete" versions of women and men or is the experience of gender different for children than it is for adults? How do race, class, and sexual orientation influence the experience of gender? Does femininity mean the same thing to a young Chicana lesbian as it does to a working-class white teen who is straight? What does gangsta rap say about young Black men's notions of masculinity? In this course, we will examine gender and generational categories in order to understand how power and inequality are socially produced. We will pay close attention to how particular social structures - such as school, family, state, and labor market – shape and are shaped by gender and youth. In addition, we will study how young people actively participate in creating gender, race, and class divisions in their daily lives, and how they resist various relationships of power. During the first few weeks of the course, we will see how a variety of thinkers have addressed the question "What is gender?" The second section of the course will similarly pose the question "What is youth?" We will spend the remainder of the term looking at how social scientists, historians, novelists, and other social thinkers have explored links between gender and generation in their work. WL:1 (Roskin)
203. Contemporary Social Issues II. (3).
(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 – Comparative Social Movements: The Middle East and Latin America. What conditions compel people to join revolutionary/nationalist/religious social movements? Do women benefit from joining male-led social movements? Why do uprisings/movements fail or succeed? How do social movement tactics differ? These are some of the questions that will be grappled with in this course. The course will be comparative, looking at how gender, economic class, religion, and location in the international economy may affect the organization, demands, processes, and outcomes of social movements in both regions. Because of the short length of the term, I will focus on recent and current social movements in three countries within each region: Algeria, Palestine, and Iran (in the Middle East); and Mexico, Guatemala, and Peru (in Latin America). Each class meeting will be divided into two parts: A lecture and a student-led discussion based on the readings for that week. Theoretical social movement literature will be combined with readings that focus on social movements in particular countries. Student attendance, participation, and engagement with lectures, reading material, and each other will count for a significant portion of the overall course grade (and makes courses more interesting and rewarding for students). Student understanding of the readings and lectures will be tested with a midterm examination and a final. There will be no research paper required. WL:1 (Hasso)
Section 102 – Law and Social Organization. "The life of the Law is not logic but experience." With this declaration, O.W. Holmes brilliantly foreshadowed the organizing thesis of the still emerging discipline of law and social science. This discipline fundamentally grapples with, and attempts to explicate the dynamic interchange between law and social organization. This class will particularly explore how law exercises and extends its power through other social institutions; for example, we will examine how legal and medical discourses intermeshed and thereby amplified law's capacities for regulating women's bodies. Similarly, we will investigate how law has been imbricated in and has helped to structure the most routine practices of social life. This class will feature intensive lectures drawn from both academic literatures and from material newly available via the Internet. In addition, I will address various aspects of law and social organization by presenting weekly films and by assigning extensive weekly reading. WL:1 (Adwere-Boamah)
303/CAAS 303. Race and Ethnic Relations. An introductory course in Sociology or CAAS. (3). (SS). (This course fulfills the Race or Ethnicity Requirement).
At the beginning of this century, the great American philosopher and social commentator W.E.B. Dubois wrote that "the problem of the color line is the problem of the twentieth century." If Dubois were alive today, would he say that the color line was going to be the problem of the twenty-first century? Or would he think that the world had largely solved the problem of the color line? In this class, we will be reading about the history of racial and ethnic relations and discussing their relevance to today's world. We will talk about what race and ethnicity are and what role they play in organizing society. What role did slavery play in the formation of the United States and what do people today mean when they talk about the legacy of slavery? How should we deal with a long history of unfair treaties with Indian nations? Why were Japanese Americans forced out of their homes and into internment camps during World War II and should the victims of internment now be compensated for their losses? Why did Thurgood Marshall argue for complete desegregation and how has that affected affirmative action laws today? How did Puerto Rico become a protectorate/colony of the United States and why does it remain one to this day? These are the sorts of questions we will be raising and debating in this class. No formal background in sociology is required to take the course (although it will help). The course syllabus and other information are available from the instructor. Contact Chris Bettinger at the Department of Sociology or through e-mail. WL:1 (Bettinger)
468. Criminology. (3). (SS).
Criminology is the study of the causes, nature, and distribution of crime in society; the study of the physical, psychological, and social characteristics of criminals; the study of the victims of crime and their interaction with criminals. The study of deviance, as one response to the sociological treatment of crime, has drawn attention to the importance of power in society in conceptualizations of crime, raising questions as to the appropriateness of a sociological field of criminology. Feminism has drawn attention to the impossibility of simply incorporating gender into a class analysis, resulting in a state of affairs in which violence against women, female criminality, sentencing, prisons, and subcultures have demanded a rethinking of the debates within criminology. Some have questioned why the study of crime forefronts men and men's behavior, with the not always hidden implications of asking "why are women and women's behavior not more like men and men's behavior?" This course will examine the above issues in criminology from a critical feminist perspective, using sociological methods. We will read books which draw attention to gender as a central area of concern in criminology, asking if this will strengthen our understanding of crime in society. WL:1 (Spriggins)
475/MCO 475 (Public Health). Introduction to Medical Sociology. (3). (SS).
This course will explore social aspects of health, aging and the health care system in American society. We will examine such issues as the social causation of disease, relationships between doctors and patients, the health professions, health care among women and the poor, and the current health care crisis. WL:1 (Anspach)
495. Special Course. One of the following:
Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission
of instructor. (3). (Excl). May be repeated for credit, provided that the course topics are different.
Section 101 – Gender and Transformation in East Central Europe. For Spring Term, 1995, this section is offered jointly with REES 405.101. (Fuszara)
561/Psych. 513. Survey Research Design. One elementary statistics course. (3). (Excl). (BS).
See Psychology 513. (Yeaton)
562/Psych. 514. Survey Research Data Collection. One elementary statistics course. (3). (Excl). (BS).
See Psychology 514. (Dillman/Biemer/Mathiowetz)
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