Courses in Sociology (Division 482)

Primarily for Underclass Students

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. (Tyuse)

202. Contemporary Social Issues I. (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 Visions of the Self.
Sociologists often speak of the idea that "the self is social." But what could this possibly mean? In this course we will examine many different visions of the self and its relationship to society, and we'll work to uncover the models of the self which lie at the heart of different streams of social theorizing. We will examine Marxist, American pragmatist, existentialist, symbolic interactionist, Foulcauldian and various feminist perspectives, among others. However, no prior experience with these perspective is necessary. Great emphasis will be placed on learning to read social theory and finding ways to make it comprehensible and enjoyable. Grades will be based on three short writing assignments, class participation, and a brief take-home final. (Galtz)

For Undergraduates Only

304/Amer. Cult. 304. American Immigration. (3). (SS).

Almost everyone in the U.S. today is either an immigrant or a descendant of immigrants a fact often forgotten in contemporary battles over immigration policy. In this course we will explore the experiences of various immigrant groups, including the British, Irish, Scandinavians, Jews, Japanese, Chinese, Italians, African-Americans, Mexicans, Puerto Ricans, Cubans, Koreans, Filipinos, and Vietnamese. We will pay particular attention to the historical context in which these groups came to America, and what that context meant for their success (or lack thereof). We will also discuss current immigration controversies including California's Proposition 187, English-only laws, debates over what immigration policy should be, and inter-ethnic conflict. Discussion will be an integral part of the course and will be worth 20% of the final grade. Other course requirements: in-class midterm (20%), research paper on students' own immigrant histories (30%), and in-class final (30%). (Honeycutt)

For Undergraduates and Graduates

401. Contemporary Social Issues III. (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 Black Women and Violence.
This course will survey important issues relating to violence against African American women. Using a sociological approach that is largely structural and social psychological, we will examine the causes and consequences of various forms of violence against women (including sexual assault, domestic violence, sexual harassment, and child sexual abuse), and Black women's responses to such violence. Most importantly, violence against women and the social structures which contribute to it will not be studies in isolation from other social problems, but will be linked to race and class based forms of oppression. In addition, students will be consistently encouraged to develop critical thinking skills and to critically engage the issues presented. Because of the prevalence of violence against Black women, the issues presented and discussed in this seminar are practical ones - issues which most of us will be forced to thoughtfully consider at some point in our lives. Therefore, we will approach course issues and subjects from a perspective which attempts to connect theory to practice. (White)

423/Am. Cult. 421. Social Stratification. (3). (Excl).
Section 101 Forces Affecting our Life Chances in Contemporary Society.
Recent data, theories, and policies about social inequalities in the United States and elsewhere in the world represent some of the most enlightening contributions that the field of sociology has to offer the university community. Understanding enduring patterns of differences and similarities among social groups, and their effects in contemporary society, can contribute substantially toward more comprehensive employment, social, and personal perspectives. Social inequalities among classes, women, men, and minorities will be examined in national and global contexts, focusing later in the course on the environmental consequences of social stratification. Classes will include lectures, small group discussions, visual (usually video) presentation, and large- and small-group experiential exercises. Attendance is required. There will be two examinations, at lease one of which will be a take-home exam. Study groups are encouraged. A lot of flexibility is available for the final course requirement: you may choose to do a paper, an individual or group project (such as panels, video presentations, and so on), or you may choose an "action option" to work in the community on a relevant project for course credit. Our goal will be to create an open, interesting, and even enjoyable arena in which to examine how individuals and groups are differentiated and evaluated, and to examine the social consequences resulting from these evaluations. (Wellin)

444. The American Family. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (SS).
Section 101 Critical Perspectives on Family in the U.S.
What is a family? Which social relationship "count" as family relationships and why? This course will look critically at how family life has been created, regulated, and experienced in the United States. Throughout the course, we will examine the impact of gender, race, class, and sexual orientation on family formation and state "intervention" in families. We will explore the following topics in depth: mothering, fathering, adoption and surrogacy, class and poverty, contemporary and historical views of childhood, sexuality, companionate marriage and divorce, adolescence, and family violence. Students will grapple with the following questions: How have ideas about family life changed historically? How have gender, race, class, and sexuality shaped mothering and fathering practices? What is the state's role in creating and regulating family life? How do ideas about race and biological connection inform state adoption policies? Why are lesbian and gay couples prohibited from marrying? How does poverty affect family organization and practices? How are power and affection expressed within families? (Roskin)

447/WS 447. Gender Roles and Status. (3). (SS).

This course will explore theories of sex(uality) and gender developed in the social sciences. Although the focus will be on sociology, the contributions of work in other disciplines will be included. Questions guiding the content of the class include: How are "man" and "woman" made meaningful? Why is the sex of a newborn so important? Why do gender roles seem natural? Why does sexuality look so different cross-culturally and historically? Current films, articles from the popular press, and contemporary debates in the new, will be used to develop arguments and illustrate the importance of theoretical work on sex and gender. Students will be encouraged to develop their own research question and investigate it using the analytical tools learned in the course. One research paper and two shorter papers will be required. Class meetings will be seminar style, with students taking turns leading the discussion. Readings will be primarily theoretical, with students testing the theories presented through the empirical data provided in films, television, and in popular magazines. (Deerman)

450. Political Sociology. (3). (SS).
Section 101 Nationalism and Ethnic Conflict.
Revisits social and historical sources of modern nationalism. The overall goal of the course is to teach students to interpret ethnic conflicts anywhere in the world, but particular salience will be given to East European examples (Bosnia, Chechnya, Nagorno, Karabagh, etc.) (Derluguian)

458. Sociology of Education. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).

This course explores the theoretical and methodological issues involved in studying education in a comparative context. The course starts with a general introduction to trends in comparative education. A discussion of theoretical frameworks, lodged in Karl Marx, Max Weber, and Émile Durkheim's conceptions, identifies the social boundaries of education. Issues of "Western" education in the First and Third world contexts follows; the effects, in particular, of secularization, European colonization, and religious/political reactions are studied in depth. The course concludes with an analysis of contemporary reform movements that emerge to generate alternative educational systems. The role of the state, ethnic and racial minorities, gender issues in constructing these alternatives are spelled out. The course requirements include one midterm, one class presentation (on the final paper), and the final paper. (Goçek)

For Sociology Honors Students, Seniors, and Graduates

561/Psych. 513. Survey Research Design. One elementary statistics course. (3). (Excl). (BS).

See Psychology 513. (Yeaton)

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