100. Principles of Sociology. Open to
freshmen and sophomores. Juniors and seniors must elect Soc. 400.
No credit granted to those who have completed 400. (4). (SS).
Section 001. Why do all societies have the institution of marriage? Are people on welfare lazy? Is it possible to do away with social and economic inequality? Why do people commit suicide? This course deals with these and similar questions about the basic workings of society and social life. One of our goals is to answer these questions; another, to suggest how sociological answers differ from psychological or common sense answers (when they do). There usually will be two lectures a week, supplemented with occasional films; the once-a-week discussion sections (enrollment of 25, led by a teaching assistant) will emphasize questions raised in the readings and lectures. Grading will be by examination (short answer and short essay questions emphasized). Texts: Vander Zanden and a 130 page course pack. (Mason)
Section 016-017. Sociology 100 will introduce the field of sociology by asking a series of questions, looking first for what patterns can be seen in social interactions; second, asking what arrangements determine the form of these patterns; third, how do the patterns and arrangements change over time; and finally suggesting some organizing principles to make sense out of the whole thing. If that sentence doesn't make sense to you, don't worry: we will define the terms and apply them to a number of real world situations. We will be looking at neighborhoods and the housing market; patterns of racial, sexual, and economic discrimination; the issue of who's responsible for pollution and poverty; the economic, social, and political power of big companies; and the problems and potentials for the provisions of health care. We will be making use of a number of resources in the University and the area (including our own experiences!) to supplement or challenge what we present. We look on this course as a joint venture among staff and students. The course meets in both lecture and discussion sections. The weekly lecture block will utilize a variety of learning experiences, lecture, discussion, films, guests, games and class exercises. Students will also meet in discussion sections. Student evaluation involves a midterm, short research project, and final exam, as well as additional assignments in discussion sections. There is no required textbook. Readings are drawn from the following four paperbacks, as well as a xeroxed course pack of articles. Herbert Gans, The Urban Villagers; Stephen Cole, The Sociological Method; William Ryan, Blaming the Victim; David Kotelchuck (ed.), Prognosis Negative: Crisis in the Health Care System. (M. Heirich)
Section 025. The purpose of this course is to introduce the classical works of K. Marx, E. Durkeim, M. Weber, and others so as to provide the student with a firm foundation in basic sociological principles, and to realize how these classical ideas are relevant to the study of current research on contemporary issues such as inequality, race relations, family, religion, class conflict, social change and revolution. The course will meet for two hours of lecture and one hour of discussion a week. Evaluation will consist of two small essays and a final examination. (Sfeir-Younis)
101. Person and Society: An Introduction to Sociology Through Social Psychology. (4). (SS).
This course provides an introduction to social psychology, with an emphasis (but not an exclusive one) on topics of special interest to sociologists. In terms of readings, both sociological and psychological work will be drawn on and the interdisciplinary nature of social psychology will be stressed. The course will be organized around two one-hour lectures and a two-hour discussion section. Grades will be based primarily on both short papers and exams. (Schuman)
102. Contemporary Social Issues: An Introduction to
Sociology. (4). (SS).
Section 001-006 – Introduction to Sociology through the Study of Social Pathology. The basic principles of sociology are explored in this course in the context of readings about crime, drug and alcohol abuse, and mental illness. The course begins with a series of lectures that provide a general overview of the field of sociology. This consumes about one fourth of the term. The remaining three fourths are devoted, in turn, to the three substantive areas enumerated above. The course grade is determined by a midterm and a final exam. (Kessler)
Section 010-015: Social Inequality. Some people have great wealth, health, and opportunities, while others are much less fortunate. To a great extent, inequalities in life chances are not simply a matter of fortune, but are a product of the ways in which societies are organized. How great are the differences between countries in the amount of social inequality people experience? What explains the existence of such inequalities? How much can they be changed? Are there trade offs between equality and freedom? How are social classes formed and reinforced? This course provides an introduction to sociology through an in-depth analysis of such questions. The first weeks of the course will provide a brief introduction to sociology and methods of social research, stressing concepts and methods helpful in studying social stratification and inequality. In the second part of the course, we will study cross-national differences in social organization and inequality in capitalist, social democratic, and Marxist-Leninist societies such as the U.S., Sweden, Yugoslavia, Hungary, the USSR, and China. In the final portion of the course, we will concentrate on social classes and inequalities in the United States. This course will concentrate primarily on comparative class-based inequalities within countries, rather than on inequalities based on sex or race. There are two hours of lecture and one hour of discussion per week; two exams, an in-class essay, a couple of outside movies, and a couple of brief reports. Partial reading list: Blumberg, Inequality in an Age of Decline; Domhoff, The Powers That Be; Lindblom, Politics and Markets, and essays by Milton Friedman, Marx, George Gilder, Stalin, B.F. Skinner, Lester Thurow, Walter Korpi, Pope John Paul II, and others. (Simkus)
Section 020 – Introduction to Sociology: Analyzing Social Problems and Solutions: Crime, Poverty and Employment. This course is an introduction to sociology through social problems which examines how society defines certain states-of-affairs as "social problems," and how groups mobilize to develop and apply policy to deal with the socially-constructed "problems." Particular attention will be given to the interests and involvements of organizations and social class and racial groups in promoting different conceptions of the problems and preferred solutions. The problems selected for study – crime, poverty and unemployment - are especially enlightening with respect to understanding the nature and dynamics of inter-group conflict and cooperation in the formulation and application of policy. Readings will cover not only sociological theory and quantitative research on these problems but also autobiographical and ethnographic accounts of people directly affected by policies on crime, poverty and unemployment. Grades will be based on a one-hour in-class midterm exam, a two-hour in-class final exam, and a short paper and/or exercise coupled with an oral presentation. The course structure will follow a lecture format with in-class discussion. There will also be several films. (C. King)
210. Elementary Statistics. (3). (SS).
The purpose of the course is to provide literacy in the evaluation of quantitative evidence as it relates to the world of alternative, testable ideas. Students are familiarized with a variety of descriptive statistics (interpretation of tables, measures of association, regression, etc.), inductive statistics (theory of sampling, significance tests) and the empirical origin of statistical data (surveys, censuses, observational studies). Several forms of decision-making based on quantitative and non-quantitative evidence are compared and contrasted. No special background or preparation is needed. Students capable of handling arithmetic have all the mathematical skills required for the course. There are two lectures and one lab scheduled each week. Problem sets are routinely assigned to illustrate the concepts of the course. Student grades are determined by performance on three examinations, two given during the term and the final exam. The text used in the course: Blalock, Social Statistics. (Goldberg)
302. Introduction to American Society. (3). (SS).
The major objective of this course will be to critically evaluate the contemporary American society. The following areas will be explored: class, race, and gender inequality; the role of large scale bureaucracies and corporations; the ways in which American educational institutions are structured to produce inequality; and, the emergence and development of social movements (i.e., Civil Rights, and student movement) intent on changing American society. Current sociological perspectives and literature will be used in our attempt to get a handle on these complex and diverse issues. (A. Morris)
310. Introduction to Research Methods. Soc. 210. (4). (SS).
Sociology 310 provides students with an opportunity to develop sociological ideas on their own, to test these ideas in field settings, and to analyze and report the resulting data. The course is built around a two hour practicum in which students help plan and carry out at least one substantial research project. As part of this research, students gain personal experience in some form of field observation or interviewing, are introduced to the University's computer and discover that it is really a friendly beast, and write a paper on a personally chosen problem using data collected by the class. Individual assistance is provided for both the computing and the data analysis paper. Grades are based on participation in the class projects, exams, and papers. Students should have had at least one previous introductory sociology course, and Sociology 210 or its equivalent, or obtain the instructor's advice before registering. Sociology 310 is not a statistics course and parts of it have little to do with statistics, but parts will enable students to make practical use of some simple statistics. (Schuman)
335. The Urban Community. Credit is granted for only one course from among Soc. 335, 435, or 535. (3). (SS).
This course surveys urban society from an international and national perspective. World urbanization and the consequent organization of human activities will be considered. Special attention is placed on the American city, its historical development and internal structure. Topics include technological bases for different city "types," urban social organizations, suburbanization, ethnic segregation, urban poverty, municipal finances and juvenile delinquency. Students will be encouraged to choose a topic for in-depth exploration. (DeVos)
389. Practicum in Sociology. Permission of instructor. May not be included in a concentration plan in sociology. (2-4). (Excl). Offered mandatory credit/no credit. (EXPERIENTIAL). May be repeated for a total of 8 credits.
The practicum in sociology provides students with the opportunity for experiential learning through volunteer work in a variety of community organizations. Field placements for students are arranged through the programs of Project Community at the University of Michigan. Project Community includes the Inmate Project, and the Innovative Tutorial Experience, as well as several smaller programs which may vary each term. In addition to their work in the community, students keep logs of their work experience and write short papers integrating their field activities with sociological analyses. Speakers, weekly seminars and outside readings also are used to promote learning of general sociological principles and to broaden students' understanding of the setting of their field work. There is no preregistration for Soc. 389. Interested students should contact the Project Community Office (763-3548, 2204 Michigan Union) at the beginning of the term and add Sociology 389 at the beginning of the term. (Chesler)
400. Sociological Principles and Problems. For
juniors, seniors, and graduate students with no background in
sociology. No credit granted to those who have completed 100.
Section 001. This course in sociology will be general in its orientation and will be presented from an analytical and macro-sociological perspective. In other words, the focus will be on the characteristics of entire societies viewed in both an historical and a comparative fashion. The lectures and readings will emphasize theories and theorists of macrosociology. Students will be introduced to the general theories of such thinkers as Emile Durkheim, Karl Marx and Max Weber. The course will begin with a unit on the nature of explanation in the social sciences, i.e., the different ways in which sociologists go about "explaining" the phenomena they study. The remainder of the term will be partitioned into units dealing with major forms of social organization: community, class and hierarchy. In those units, we will use studies of diverse settings as the raw materials of sociological analysis. Those settings will include: rural villages in China, the U.S. automobile industry, agribusiness in the Southwest, the inner city and the "modern" family. Grading in the course will be based on a midterm exam, a short paper and a final exam. (Thomas)
Section 002. CEW evening program. Students should obtain an override from CEW. This course will examine basic assumptions of both sociological theory and the research process. No prior knowledge of either is assumed although the course will assume junior-senior levels of academic skills. The focus of the program will be on the student's application of sociological and research principles learned. The application will be in the form of a research project focusing on the student's investigation of one significant issue. Intermittent progress reports on the development of the research task, plus the final research paper of no more than 20 pages will constitute the course grade. (Canjar)
405. Theory in Sociology. No credit granted to those who have completed 305. (3). (SS).
This course introduces the student to the formal analysis of social theory. First, the course reviews the formal properties of theories of human behavior and social relations. Second, some classical conjectures as well as contemporary theories are analyzed. The major tools used in the course are algebra and elementary calculus. Probability distributions are used to model variate distributions in social aggregates. At the completion of this course, the student will have acquired the tools necessary for analyzing any social theory in terms of its formal properties. There will be a final examination. Required text: Hastings and Peacock. (Jasso)
420. Complex Organizations. (3). (SS).
This course will be designed to familiarize the student with the many faces of complex organizations. We will explore the origins of complex organizations. We will then examine complex organizations as power instruments. The course will also be concerned with the ways in which complex organizations function as conservative instruments of the status quo. Finally, we will turn our attention to the ways in which social movement organizations (e.g., NAACP, SCLC, SNCC, CORE, SDS, etc.) functioned as instruments of social change. Tentative texts: Perrow, Charles, Complex Organizations: A Critical Essay; Domhoff, William, Higher Circles. (A. Morris)
426/Phil. 428/Econ. 428/Asian Studies 428/Pol. Sci. 428. China's Evolution Under Communism. Upperclass or graduate standing. (4). (SS).
See Political Science 428. (Oksenberg)
427. Societies and Institutions of Eastern Europe. (3). (SS).
The societies of Eastern Europe are interesting both because of their unique national histories, traditions, and social institutions, and because of their various experiences in attempting to construct a form of socialism. We will examine the transformation of the pre-WW II societies of such countries as Yugoslavia, Hungary, Poland, and the USSR into their present forms. Particular attention will be given to the transformation of the prewar class structures, social equality and inequality, worker's management, the position of the intellectuals, social uprisings, and differing views of the nature of Marxist-Leninist socialism as organized in Eastern Europe. This course is appropriate both for those with no previous background in E. European history and for those with some background who wish to learn more about recent social issues from a sociological perspective. Among the readings for this course are portions of the following: Lane, The Socialist Industrial State; Berend and Ranki, East-Central Europe in the 19th and 20th Centuries; Ferge, A Society in the Making; Connor, Socialism, Politics, and Equality; Konrad & Szelenyi, The Intellectuals' Road to Class Power; Therborn, What Does the Ruling Class Do When It Rules?; Milosz, The Captive Mind; Doder, The Yugoslavs; and Kundera, Life is Elsewhere. Course requirements: two exams, a book review, and an in-class essay. (Simkus)
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 530. (3). (SS).
This course deals with the vital revolutions. It is concerned with why fertility and mortality were high for millennia and why in modern times there have been major changes in birth, death, migration, and population growth rates. We begin with a survey of birth, death and population growth rates throughout the world. We are especially concerned with the difference between the less and more developed countries. We study the history and current differences in fertility, mortality, and migration. After considering these three components of population change, we consider how together they are likely to affect the future size and structure of the U.S. and world populations. We consider as special cases the populations of China, Indonesia, Taiwan and India. Demographic measurement methods are considered at an elementary level sufficient to help the student read the pertinent literature. (Freedman)
441. Social Aspects of Economic Development. (3). (SS).
The course is broadly concerned with the large scale social changes that are associated with modern economic development - or the sustained increase in human productivity and welfare. Much of the emphasis is placed upon the long historical processes of imperialism, colonialism and nationalism, that arises from western economic development and expansion, and the nature of the world economic system that this expansion has produced. We examine the major theoretical positions that currently attempt to interpret the system and the dynamics of its nation-state members. Specific attention is given to the measurement and social meaning of economic development and the variety of mode forces – including foreign trade and aid, national development policies, national administrative systems, and population growth – which today appear to hold central positions in determining the course of national and world-wide economic development. Much of the substantive national experience is drawn from Southern Asia, but comparisons are also made with Latin America and Africa. There is a midterm and a final examination, and an optional paper. (Ness)
445. Comparative Family Systems. (3). (SS).
This course is designed to introduce students to materials on how family life varies around the world. The first half of the course uses primarily cross-cultural materials dealing with pre-industrial societies. The second half of the course concerns how modern changes (industrialization, urbanization, revolution, etc.) affect family life, and a consideration of recent changes in family life in America. Along the way students will be presented with a variety of theories and studies designed to explain how and why family life varies; why the position of women is higher in some societies than others, why divorce rates are higher in some societies than others, why some societies allow more freedom of mate choice than others, and so forth. (DeVos)
450. Political Sociology. (3). (SS).
A survey of major forms of political organization in historical and comparative perspective with particular emphasis on the relationship between economy and polity. A critical examination of theories of the origin, development and revolutionary transformation of political systems at different levels of technological complexity. Topics include state formation and economic organization in agrarian societies, industrialization and revolutionary change in underdeveloped societies and problems of corporate state relationships in American society. (Paige)
452. Law and Social Psychology. (3). (SS).
This is an upper-level course designed to cover topics of shared interest to lawyers and social psychologists. It is open to students who have taken Sociology 100 or to students with psychology or pre-law backgrounds. There will be two lecture sessions per week, each 1 1/2 hours. A number of these sessions will be devoted to discussions, films, and guest speakers. The course will cover at least five areas of intersection and conflict between law and social science: (1) memory and perception literature in social psychology and experimental psychology, applied to testimony and eyewitness identification; (2) the attribution of responsibility literature and the clinical psychology literature on insanity, applied to the issue of diminished responsibility before the law; (3) the small group 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. (Hamilton)
458. Sociology of Education. (3). (SS).
This course concentrates on the role of educational institutions in modern industrialized societies (primarily the U.S.). The major purpose of the course is to develop an appreciation for current sociological, social, psychological and demographic perspectives on schools and schooling processes. The readings and lectures will elaborate the role of educational institutions in the allocation, socialization and certification of individuals for social life. An emphasis will be placed on both theory and current research findings in the area. Some of the topics to be covered in the course are: the economic 'benefits' of a college degree, the role of the 'baby-boom' in S.A.T. score declines, the influence of teacher expectations in classroom performance, IQ and the 'nature-nurture' controversy, and school desegregation issues. A list of readings, assignments and course requirements will be available at the first scheduled meeting of class. (Alwin)
460. Social Change. (3). (SS).
An introduction to theory and research on social change through a consideration of major social movements in the United States and in the underdeveloped world. The examination of American social movements will include the labor movements of the 1960's. A major portion of the course will be devoted to the theories of revolution with particular emphasis on Twentieth Century revolutions in the underdeveloped world. Specific cases of revolution will include Vietnam, Cuba, Angola and contemporary Central America. (Paige)
465/Psych. 488. Sociological Analysis of Deviant Behavior. (3). (SS).
An advanced undergraduate or graduate level course that addresses the broad question: how do people become social deviants? Films and simulation games will be used to concretize various types of deviance and deviance-producing processes, and readings will provide theoretical frameworks as well as further case material. Discussions will be the primary vehicles for bringing these elements together, with lectures playing only a minor role. Students must be prepared to raise questions or else to resolve for themselves the inevitable loose-ends associated with such a discussion-oriented course. Substantively, the course has two major parts. The first will examine in detail the social processes by which individuals are "officially" designated deviant: specifically, how social rules are created, enforced, and adjudicated by legislatures, the police, and the courts. The second will examine some major theories about the causes of deviant behavior by focusing on a series of more specific types of criminal activity: e.g., theft, delinquency, violent crimes, corporate crimes. A portion of the course will also be devoted to student projects entailing analyses of the autobiographies of deviants of the student's own choosing. (Modigliani)
467. Juvenile Delinquency. (3). (SS).
In this course, we will examine traditional sociological conceptions of the causes of delinquent behavior. We will also consider those punitive and therapeutic approaches which have been used to respond to delinquency. Course requirements include a midterm and a final. (Canjar)
476. Sociology of Social Welfare. Soc. 100, 101, or 102. (3). (SS).
This course will examine the social processes which give rise to social welfare institutions, the organizational characteristics of these institutions, and their impact on the social structure, particularly, the reduction of social inequality. Among the topics to be covered will be: the rise of the welfare state; becoming a client of the welfare industry; the societal impact of the welfare state with reference to inequality, poverty, family dislocation, and the status of oppressed minorities; the future of the welfare state. Evaluation will be based on a midterm and a final exam, and on a paper on a topic selected by the student. The course will be a mix of lectures and discussions. (Hasenfeld)
486/Psych. 486. Attitudes and Social Behavior. Introductory psychology; or senior standing and permission of instructor. (3). (SS).
See Sociology 486. (Jackson)
489. Game Simulation of Social Processes. (3). (SS).
This course is somewhat unusual in format; essentially, it is a workshop. During Unit 1, you will be playing games and analyzing them. The purpose of this part is to familiarize you with the general nature of game simulation. During Unit 2, you will begin working on your own game simulation on a process of your choice. We will meet as a group, discussing the process and breaking up into sub-groups to carry out appropriate exercises. During Unit 3, you will complete and play test your own game simulation.
The course includes a very modest amount of outside reading. During Unit 1 you will be asked to read some general work on game simulations as well as materials necessary to play various games. During Unit 2 you will be expected to read any major work that is relevant to the process you have chosen to capture in a game. In addition, you will be expected to complete a series of exercises which use the ideas discussed in class and in the readings.
There are no exams in the course. Your final grade will be based on two things: (a) the quality of your final product – the game simulation you develop and the justification and explanation of it, and (b) the successful completion of the exercises. The exercises will not be graded. If they are satisfactory, you will be credited with having completed them; if any are unsatisfactory, we will ask you to redo them until they are satisfactory. In some cases, if an exercise goes well beyond what we expect, we will designate extra credit for it. Failure to complete exercises successfully will reduce your final grade. (Gamson)
495, 496, 497. Special Courses. (2-3).
(SS). May be repeated for credit.
Section 001 – Marx and Sociology: Classical and Contemporary Perspectives. Marxian perspectives on major social issues have been enjoying a resurgence in the past decade. Social and economic crises in the United States and in the world economy have caused increasing numbers of people to seek alternatives to time-worn, partial explanations for social conflict, inequality and economic depression. Marxian alternatives to mainstream sociology, economics and political science have met growing interest inside academia and outside the ivy-covered walls. This resurgence in interest has been further stimulated by the broadening of Marxian analysis beyond the rigid orthodoxy to include critical reflection on a host of theoretical and practical issues. In an effort to assess the utility of these perspectives for understanding contemporary crises and for developing a Marxian sociology, this course will attempt to link "classical" theory with recent Marxist and neo-Marxist theory and empirical research. Three general lines of theory and research will be emphasized in this course: work, ideology and the state. Lectures and discussions will focus on original works by Karl Marx, Friedrich Engels, V.I. Lenin, Rosa Luxemburg, Leon Trotsky, Georg Lukács and Antonio Gramsci. Core readings will include: Capital (Volume 1), State and Revolution, What is to Be Done, Imperialism, The Accumulation of Capital, History and Class Consciousness, State and Civil Society, and The Modern Prince. Works by more recent writers in the areas of work, ideology and the state will be included and will form the basis for students' papers. The course is probably best suited for advanced undergraduates and for graduate students in sociology, economics, political science, history and related fields. The mix of lecture and discussion time will be determined largely by the number of students enrolled. Evaluation will be based on three short papers on topics related to the readings. (Thomas)
Section 002 – Crimes and Punishment: Deviance and Social Power. What is the relationship between crime and punishment? Is it the most serious crimes that are most likely to receive a certain and severe punishment? What determines which crimes will be cracked down on? These and related questions will be explored by examining four types of crime (street crime, corporate crime, rape, wife-battery) in conjunction with the criminal justice systems designed to suppress them. The object will be to better understand the sources of these crimes, as well as the manner and reasons why they are differently condoned or repressed by the criminal justice system. Most of the course will follow a seminar format with pairs of students giving presentations and leading group discussions. The general topics for presentations and bibliographies may be modified to better suit student interests. Evaluation will be based on presentations, a related paper and on a final exam emphasizing material from class presentations and discussion. (Modigliani)
583/Psych. 583. Introduction to Survey Research I. Introductory psychology and statistics; or permission of instructor. I (3); III b (4). (SS).
See Psychology 583. (Quinn)
587/Psych. 516. Advanced Laboratory in Attitudes and Social Behavior. Stat. 402 or 300, and prior or concurrent enrollment in Soc. 486. (3). (SS).
See Psychology 516. (Section 001 – Ezekiel; Section 002, Nisbett)
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