Courses in Sociology (Division 482)

Primarily for Underclass Students

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 Introduction to Sociology through Game Simulations.
This course has three separate modules, each one built around a game simulation of the relevant social processes. The first module uses CLUG (Community Land Use Game) and focuses on the social organization of the city. The second module uses What's News, and focuses on the role of the mass media in society. The third module uses SIMSOC (Simulated Society) and focuses on the management of large scale conflict and the maintenance of social order in a society. Each module will be used to illustrate a more general theoretical perspective in sociology such as human ecology, social construction of reality, and political economy. The course utilizes a combination of labs, discussions, films, reading and lectures within each module and work on each module is separately evaluated. (Stambaugh)

Section 004. This section of 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 with 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. 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. (Heirich)

Section 015. Sociology 100 is designed as an entry into the discipline. Its purpose is to provide a panoramic view of sociological perspectives and projects, both as a foundation for further study and as a life enrichment exercise with intrinsic value. Through topically diverse lectures, extensive readings, and a small independent project, the student will have an opportunity to become "at home" in the themes and procedures of classical and contemporary sociological study. Performance levels on three in-class exams and the independent project will provide the basis for grades. (Ice)

101. Person and Society: An Introduction to Sociology Through Social Psychology. (4). (SS).

This course covers a variety of social psychological topics. The first two weeks will be an introduction to sociology and social psychology. The next part of the course will focus primarily on the individual and explores questions such as: What is human nature? How do people learn to live in society? How do people view themselves, others, and the world around them? The last part of the course will cover topics on human interaction including: face to face interaction; small groups; social influence; conformity and deviance; sexism and racism; and collective action. The course will meet for one hour of lecture and three hours of discussion each week. (Rothenberg)

102. Contemporary Social Issues: An Introduction to Sociology. (4). (SS).
Section 001 Youth Cultures and Institutions.
This introductory sociology course will focus upon typical theories and principles of contemporary sociology. However, it will do so primarily by exploring youth cultures and youth-serving institutions. By bringing standard literature to bear on the experiences and institutional settings encountered by most students in the class, we hope to make sociology a relevant and meaningful intellectual venture. Portions of the term will include: Socialization and the Family; Education and Stratification; Adolescent Cultures and Community Structures; Bureaucracy and the University Experience; Interest Group Formation (by race and sex and class); Intimate Social Relations in Adulthood; Work Organizations and Careers. The class will meet as an entirety for one 2-hour session each week. In addition, sections of twenty-five students will meet for another 2-hour discussion. Students will be asked to write an individual paper, participate in a group research project, and take an essay examination. Mastery principles of learning will be used in providing feedback on grading some of this work. Sociology 102 is the basic prerequisite for other sociology courses. (Chesler)

Section 008 Contemporary Social Movements. The objective of this course is to impart a basic sociological understanding of society to beginning students by traveling a unique route. We will study society by focusing on social movements; i.e., Civil Rights and student movements of the sixties. (Morris)

Section 014: The American Family. This course introduces students to sociology through the study of the American family. It aims to inform students about how sociology is practiced and how sociological perspectives can help one more accurately understand the sources of continuity and change in American family life. Material on family life in other cultures and on American family life in earlier centuries is used to put current trends in perspective. Topics to be considered include kinship ties, women's roles, the role of the aged, sexual behavior, childrearing, and the Black family. No special background is required. Two lectures a week plus a discussion section. Evaluation will be based upon in-class exams plus short papers. (Whyte)

For Undergraduates Only

210. Elementary Statistics. (3). (SS).

This course provides a basic introduction to statistics for students in the social sciences. The course will concentrate on those statistical methods most useful in sociology and many of the examples will involve data drawn from sociological research. However, the course is also valuable for students in such fields as political science, history, education, pre-law, and social work. Those students will not have serious difficulties due to a lack of previous courses in sociology. Due to the nature of the variables often involved in social research, we devote more time to methods of dealing with discrete (categorical) variables, than is often the case in introductory courses taught through other departments. Rather than stressing mathematical proofs, we will concentrate on developing an intuitive understanding of the meanings, uses, and interpretations of various kinds of descriptive and inferential statistics. During lab periods students will be required to do some calculations and to use MIDAS and the university computer to carry out simple analyses. The course requirements include two exams, several lab exercises, and several brief quizzes. (Simkus)

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 have had or be taking Sociology 210, 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)

330. Population Problems. (3). (SS).

This course is an introduction to the study of population. Materials emphasize the determinants and the consequences of changes in population size and structure. No specific background is required. (Kadin)

335. The Urban Community. Credit is granted for only one course from among Soc. 335, 435, or 535. (3). (SS).

In this course, an examination of the spatial and social factors affecting location, organization and functioning of cities is made. Although both the internal arrangements and external connections of cities are analyzed, heaviest emphasis is placed on the examination of the internal arrangements of cities within the context of the processes of urbanization. Throughout the course contemporary urban problems found in the American city will be utilized as examples. (Deskins)

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)

393Hist. 333/Econ. 396/Pol. Sci. 396/Slavic 396/REES 396. Survey of Eastern Europe. (4). (SS).

See REES 396. (Simkus)

For Undergraduates and Graduates

401. Contemporary Social Issues III. (2-4). (SS). Credit is granted for a combined total of 8 credits elected through Soc. 202, 203, and 401.

This course will consider four major issues with respect to women. Section one will consider the female offender. We will examine the traditional forms of female criminal behavior and the possibility that these traditional forms are changing. Section two will consider the victimization of women. Here we will study sexual assault, pornography, and family violence. Section three will examine females as enforcers of the law, as police, prison guards and court personnel. Finally, Section four will consider females as "out-put" from the C.J. system. Here we will examine women as prisoners, as parolees, and the rehabilitation efforts directed at them. We will also consider the issue of treatment of women in the C.J. system with respect to the types of behavior that are illegatized, and the types and severity of punishment imposed. This course will have a demanding reading list. The textbooks that have been selected are Dateman & Scarpitti, Women, Crime and Justice; Alder, Sister in Crime; Griffin, Pornography and Silence; Gialombardo, The Social World of Imprisoned Girls; and Martin, Breaking and Entering. There will be an extensive course packet to supplement these readings. (Lynes)

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)

434/CAAS 434. Social Organization of Black Communities. (3). (SS).

We will examine the organization of contemporary Black communities in this course. Among the questions addressed are: How do major social institutions in these communities function? What are the major organizing principles underlying Black community structure? The specific topics to be covered include assessments of Black community cultural value systems, key institutions (e.g., Black churches, Black families) and relations with the larger society (e.g., political economy, oppression). Selected readings: John Gwaltney, Drylongso; Carter G. Woodson, Mis-Education of the Negro; Vincent Harding, There is a River; Franz Fanon, Wretched of the Earth and William Wilson, Declining Significance of Race. Course format will be lecture-guided discussion. Course requirements: Two short papers (three-five pages), book review (two-three pages) and term paper (approximately fifteen pages). (Allen)

441. Social Aspects of Economic Development. (3). (SS).

The course is broadly concerned with the emergence of Western capitalism and its impact on world economic development. Much emphasis is placed on both colonial expansion and imperialist domination as primary influences in the patterns of development within the third world countries. The course will focus on an analysis of world economic systems with some special attention to problems of industrialization, agricultural development and income inequalities. Finally, the course will end with proposals for strategies of even and sustained economic growth and development. (Parsa)

447/Women's Studies 447. Gender Roles and Status. (3). (SS).

This course begins with the comparative study of gender organization and inequality in a wide range of societies, including simple hunting-and-gathering societies, horticultural societies, and traditional agricultural societies. Key questions addressed are the social roots of gender inequality and the conditions that enhance or undermine men's control of women. The second half of the course focuses on contemporary industrial societies, especially the U.S., and examines gender organization and inequality in the legal, family and economic systems. Emphasis is placed on the roots of economic inequality between the sexes in the United States. Most readings are also contained in a course pack; a paperback text or supplementary book may also be selected. Bi-weekly class meetings will feature a combination of lectures, discussions, and films (the last used frequently in the first half of the course). Grading by examination (term paper required for graduate students). (K. Mason)

450. Political Sociology. (3). (SS).

An examination of the relationship between economy and the polity with particular emphasis on social classes and class conflict. The course will examine the historical development and political effects of the core economic institution of the contemporary world, the large and often multinational corporation, in two related contexts. (1) The rise of the capitalist world economy and its impact on third world societies through colonialism, imperialism, and dependent development. The growth of revolutionary political movements in Southeast Asia, Southern Africa and Latin America and local elite responses to these movements. (2) The development of the concentrated corporate economy, including the development of multinational corporations, in the United States in the twentieth century. An examination of the political and social consequences of corporate concentration and control including political capitalism in the oil industry, oligopoly, surplus and the rise and fall of the American automobile industry, defense contractors and the military industrial complex. Social and political movements of students, workers and others organizing in reaction to corporate power will also be considered. Readings include Edwards et al., The Capitalist System; Moore, Social Origins of Dictatorship and Democracy; Geertz, Agricultural Involution; Baran and Sweezy, Monopoly Capital; Rothschild, Paradise Lost: The Decline of the Auto-Industrial Age; Blair, The Control of Oil; and Mills, The Power Elite. (J. 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 three one-hour lecture sessions per week. 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)

454. Law and Social Organization. (3). (SS).

The analysis of law as an instrument of social control and social change. Attention will be given to different modes of dispute settlement and to the creation and interpretation of rules governing individual and organizational interactions. The focus of the course is on American law with less emphasis on law in other parts of the world. The course will have a midterm and a final exam (each worth approximately one-third of the grade) and one term paper. Readings will include a new text in sociology of law available through course-pack, plus supplemental articles, cases, and one paperback. (Hamilton)

458. Sociology of Education. (3). (SS).

This course will examine the role of education and the structure of educational institutions in American society. The process by which skills, cultural norms, and cultural values are transmitted will be studied. Also, the distribution of educational opportunity will be explored. These issues will be dealt with at the level of the classroom, the school, and the community. The latter part of the course will focus on desegregation and the creation of educational change. (Rothenberg)

460. Social Change. (3). (SS).

The major focus of this course will be on large scale social and historic transformations. It studies the development of capitalism in the West and its impact upon class conflict in the modern world. It will examine the American labor movement in the early period of the Twentieth Century. The course will also look at the rise of Fascism in Germany. A major part of the course will be devoted to the theories of collective action and social revolution in the developing countries. Few specific cases will be examined. (Parsa)

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. (Lynes)

468. Criminology. (3). (SS).

One of the most common assertions in the study of crime and crime control is that the culture and social institutions of the United States cause the patterns of criminal activity in the society. In this course we critically examine these ideas exploring theory and evidence about the relationships between patterns of crime and crime control activity and the social and cultural institutions of American society. Specific topics include the social theory of criminal behavior, the behavior of the crime control system (police, courts, and prisons), economic conditions and crime, capital punishment, gun control, mandatory sentencing, and the relationship between pornography and violent crime. There will be two lectures per week. Evaluations are based on a research paper and two in-class examinations. (Loftin)

475/MCO 475 (Public Health). Introduction to Medical Sociology. (3). (SS).

This course considers a number of important issues in the sociological study of health and illness: the influence of race and sex and class on health and illness; the role of social stress and environmental factors in health and illness; the ways in which people of different social statuses respond to illness; the operations of organized health care systems, as well as professional-client/consumer interactions in health care; the economics (and alternative plans) of health care in America. Students will be expected to read and write research papers, and will be asked to make input to the course agenda. (Chesler)

486/Psych. 486. Attitudes and Social Behavior. Introductory psychology; or senior standing and permission of instructor. (3). (SS).

See Psychology 486. (Bowman)

For Sociology Honors Students, Seniors, and Graduates

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 Social Psychology. Stat. 402 or 300, and prior or concurrent enrollment in Soc. 486. (3). (SS).

See Psychology 516. (Ezekiel)

595, 596, 597. Special Courses. (3 each). (SS).
Section 001 Justice: Social Psychological Approaches.
The class is open to graduates and undergraduates with extensive background in social psychology. We will begin with an overview and review of basic social psychological approaches to justice. The bulk of the course, however, will be devoted to study of several books and readers on justice that have come out in the last five years. Depending on the size of enrollment, some selection of books to concentrate on may be possible. Requirements will include short summary/critiques of book segments/topics to share with fellow class members plus leadership of one or more discussions. (Hamilton)

Section 002. The seminar will focus on an understanding of the social systems of communist (or state socialist) societies, and particularly on the Soviet Union, Eastern Europe and China. The course is concerned with such questions as whether there are distinctive features shared by such communist societies in spite of their varied historical and cultural legacies; how such societies differ from capitalist societies in the West; whether there are common stages of change and development that state socialist societies go through; and whether there are trends toward "convergence" in the social organization of socialist and capitalist societies. A special emphasis will be placed on issues of class, inequality and social mobility: Are the lines of social cleavage different in socialist from capitalist societies? Can one meaningfully talk of classes in a state socialist society? Is there more or less inequality and social mobility in socialist than in capitalist societies? How do the contours of stratification change over time in socialist societies? No specific prerequisites, although either previous courses on at least one state socialist society or on social stratification would be useful. Taught jointly by Martin Whyte and Al Simkus. Evaluation of students based primarily on a series of short papers required over the course of the term. (Whyte)

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