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 Sociology through Literature.
This course intends to give students an introduction to basic sociological concepts and modes of thinking through a reading of selected modern literature supplemented with introductory sociology text material. The presumption is that literature often captures the human experience better than the dry impersonal language of the sociologist. You will be exposed to short essays, plays and novels. Some of the selections include: The Stranger, Albert Camus; The Trial, Franz Kafka; Player Piano, Kurt Vonnegut Jr.,; The Dollmaker, Harriette Arnow; and Loneliness of the Long-Distance Runner, Alan Sillitoe. There is a lot of reading in this course. Lecture materials will include a treatment of the readings to show their sociological significance and will also utilize research findings of contemporary sociologists that bear upon the ideas presented in the readings. This is not a literary analysis course. There will be two lectures a week plus one section meeting with your teaching assistant. Grades will be based on a midterm and a final exam. For those students who make the appropriate arrangements, a paper may be written that will count for one-third of the grade. (R.Cole)

Section 009. An introduction to sociological theory and research from the perspective of political economy. Marx's theory of social class and class conflict will form the basis of a critical analysis of social norms and deviance, gender, and kinship, race and technicity, and social change. Texts include Domhoff, Who Rules America; Becker, The Other Side: Perspectives on Deviance; Tavris and Offir, The Longest War: Sex Differences in Perspective; and Williams, Capitalism and Slavery. (Paige)

Section 016. Sociology 100 is designed to introduce students to the sociological study of society. It is also designed to help you better to understand American society. To this end, you will be exposed to important theories, concepts, and methods of sociology and expected to apply them in thinking about American society. Throughout the course emphasis will be on the vast changes in human societies that have occurred in history, and the distinctive features of our society. There will be three lectures a week. Readings consist of the following three books and a course pack of articles. Marvin Harris, Cannibals and Kings, Vintage Books; Leon Bouvier, America's Baby Boom Generation, Population Reference Bureau; William Harris, The Harder We Run, Oxford Univ. Press. (Hargens)

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

This course introduces students to sociology by drawing on the concepts and perspectives of Social Psychology. It seeks to develop more systematic ways of viewing and understanding social life. Readings, discussions, films, and lectures will be used to present and illustrate a variety of useful conceptual frameworks. Three broad content areas will be examined: How people organize their experience of the social world, how they become socialized, and how they interrelate and influence each other. Specific topics include: social perception, the development of personal identity and especially gender identity, processes of inter-personal influence, conformity and social control. Grades will be based on small projects plus a midterm and final. (Kinghorn)

102. Contemporary Social Issues: An Introduction to Sociology. (4). (SS). May be repeated for a total of 8 credits.
Section 001 Ecological Perspectives.
This course will introduce students to sociology emphasizing the perspectives derived from population and human ecology. Particular attention will be given to the relationship between population, organization, and environment at the aggregate level and to the individual behavioral implications of the spatial aspects of ecological organization. The primary orientation of the course will be contrasted with alternative perspectives such as social anthropology and social psychology. Grades are based on several short empirical papers and one classroom exam. (D. Goldberg)

Section 008 Gender Inequality. Women's and men's lives in our society differ in so many ways that many people conclude that gender differences are somehow "natural." This course will challenge the assumption by looking at what gender differences exist and how they come about. We will examine sex differences in behavior and sex inequality in various American institutions, including the family, the educational system, the labor force, the economy, and politics. We will look at how sex-role socialization, cultural values, the legal system, and other American institutions function to perpetuate or reduce sex inequality. Grades will be based primarily on in-class objective examinations. (Reskin)

For Undergraduates Only

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. (Goldberg)

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 results. The course is built around a two hour practicum in which students help plan and carry out a substantial survey research project plus a smaller observational study. 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 intended for a wide range of students who might be interested in learning about the current population situation and the range of problems associated with it. There are no prerequisites for the course nor is any special background required although average ability to read tables and interpret quantitative material will be assumed. The course focuses specifically on social, economic and environmental problems associated with population and on population programs and policy. The course is a complement rather than an alternative to Soc. 430 (Introduction to Population Studies) which deals with the determinants of demographic behavior. Soc. 330 and 430 can be taken as a sequence although each is independent and can be taken separately. Sociology 330 presents a variety of views concerning the ways population is perceived as a problem and what should be done about it. The focus of the course is international, dealing both with less developed and more developed countries. Attention is given to population growth, urbanization and migration; population and development; adolescent pregnancy; food resources and environmental stress as related to population; age structure, aging and associated problems; and population policy and programs, especially those related to the reduction of birth rates. The course is run as a lecture with in-class discussion encouraged. Films and other audio-visual aids are used. Grades are based on in-class exams with extra credit given for class participation. (Knodel)

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, the Innovative Tutorial Experience and the Medical Field Project, 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 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 to add Sociology 389. overrides may be picked up at the Project Community office during January 5-28. (Chesler)

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

See REES 396. (Szporluk)

For Undergraduates and Graduates

402/Amer. Inst. 402. Social Change in America. Soc. 100, 101, 102, 203, or 400. (4). (SS).

See American Institutions 402. (Thomas)

405. Theory in Sociology. No credit granted to those who have completed 305. (3). (SS).

This course is designed to familiarize the student with classical and contemporary sociological theory. We will focus on works of Marx, Weber and Durkheim and a number of contemporary theorists. Our principal concern is to reach an understanding of the influential theories of societies and how they are useful today in making sense of the social world and stimulating additional research and theory-building. We will use both primary and secondary sources in this course. (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. (Organski)

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 has three aims: to acquaint you with knowledge on birth, death and population growth rates historically, and as they exist currently throughout the world; to examine causes and consequences of population trends and their components; to introduce basic demographic measures and methods such as the life table and standardization needed for analysis and for reading the relevant literature. Particular attention will be paid to differences between the less and more developed countries and to various aspects of the U. S. population, including future size and age structure. The course will consist basically of lectures, with questions and discussion encouraged. Grades will be based on exams. (Hermalin)

435. The Urban Community. Credit is granted for only one course from Soc. 335, 435, or 535. Does not meet sociology doctoral requirements. (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)

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 modern 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)

444. The American Family. (3). (SS).

An historical and sociological overview of American family patterns that emphasizes change in American family life and the determinants of this change. Major questions include the impact of industrialization, urbanization, immigration, slavery, and social class on family patterns. Readings for the course will include several books and a course pack. Class meetings will be devoted primarily to lectures, but with discussion and films interspersed. Grading will be by examination plus a short genealogical paper focusing on the student's family history. (K. Mason)

445. Comparative Family Systems. (3). (SS).

The course is designed to introduce students to materials on how family systems vary across cultures, and how modern changes (industrialization, urbanization, revolution, etc.) affect marriage and family. It will also introduce theories which attempt to explain family variation and change. Since the aims are broad, the course will broach a wide range of issues, from the incest taboo and sociobiology to the status of women and the fate of the family in utopian communities. The course takes primarily a lecture format, with questions encouraged. The readings include theoretical and descriptive studies and sets of choices of books describing family life in particular cultures that students can work on as case studies. (Lavely)

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

An analysis of the relationship between political and economic structures. The course begins with a review of alternative theoretical perspectives on the rise of the state and political transformation. The remainder of the course will examine the development of capitalism and its economic-political consequences in two areas: (1)the emergence of parliamentary democracy in the west and the subsequent patterns of social and political conflicts in these societies; (2)the impact of Western capitalism on the economic development of third world societies and the subsequent political changes and movements that have been generated in those societies. (Parsa)

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

This course concentrates on the role of educational institutions in modern industrialized societies (primarily the U.S.). The course is designed to familiarize students with current sociological, social psychological and demographic perspectives on schools and schooling processes. The readings and lectures will focus on the role of educational institutions in the allocation, socialization and certification of individuals for social life. The course will emphasize both theory and current research findings in the area. Among the topics to be covered are: the economic "benefits" of a college degree, the role of the "baby boom" in SAT score declines, the influence of teacher expectations on student performance and the nature-nurture IQ controversy. We will also discuss the implications of current social policies that use the school as a tool for social reform. (Mahard)

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 movement and the student and Black movements of the 1960's. A major portion of the course will be devoted to theory and research on revolution with particular emphasis on Twentieth Century revolutions in the underdeveloped world. Contemporary revolution in Central America will be the focus on this section but comparisons will be drawn with revolution in Vietnam, Cuba and Southern Africa. Students will be encouraged to join the social movement of their choice and reflect on the experience in a term paper. More conventional library research papers on a particular social movement are also acceptable. (Paige)

461. Social Movements. (3). (SS).

This course is designed for students who wish to engage in critical in-depth analysis of the Civil Rights and white student movements. Basic sociological concepts of power, conflict, class, complex organizations, and race will be explored. In order to get a handle on these movements we will explore relevant sociological theories and research pertaining to "social movements." (A.Morris)

464. Socialization and Social Control Throughout the Life Cycle. (3). (SS).

This course provides an overview of the major stages and processes of socialization and social control across the lifecourse. I plan to cover the major phases of the life cycle, including childhood, adolescence, the transition to adulthood and adult roles, retirement and old age. Due to the nature of the subject matter, issues covered in this course intersect with marriage and family life, schooling, work and labor markets, and historical influences. The course will begin by focusing on the major paradigms for studying socialization and social control and theories that have been developed to understand the social and behavioral processes occurring at one or another life stage. The course will emphasize the interplay between these issues and current research in the field. Four exams will be given over the course of the term. No final exam is planned. (Alwin)

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).

This course will be a general survey of recent work related to the area of juvenile delinquency. Topics will include the history of childhood, crime (delinquency) causation, the juvenile justice system, the police and policy issues concerning the handling of juveniles. (Rauma)

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

This course will be a survey of recent work in the field of criminology. Topics will include theories of crime causation, sociology of law, the police, the courts, the prisons, the history of the use of punishment, and current policy attempts to control crime. (Rauma)

470. Social Influence. A previous course in social psychology elected either through Psychology or Sociology. (3). (SS).

The course deals broadly with the issues of how people's behavior and beliefs are changed by other individuals, groups, and social events. Topics to be covered include conformity, group pressure, reference groups, cognitive dissonance, balance, face-saving, reciprocity, brainwashing, and obedience to legitimate authority. These topics are organized in terms of four paradigms, or broad frameworks, that have been used by researchers to study the area: cognitive and interpersonal consistency, means-ends or functional analysis, self-image and the social construction of reality, and activitation of prior commitments. Class time will emphasize discussion of the reading material and of films and exercises, along with some lectures. Evaluation will be based on a midterm and final. (Modigliani)

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

This course will focus on the study of the health care system in the U.S. and how it functions to promote (or impede) health. In addition, factors that affected the historical development of the system and factors currently operating to alter the system will be studied. The course will cover how one enters the system (definitions of illness), and how the various components of the system operate in relation to each other, as well as system outcomes. Students will critically evaluate data, and will prepare a research paper. (Foote)

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

See Psychology 486.

495, 496, 497. Special Courses. (2-3). (SS). May be repeated for credit.

Sociology 495 and 496 are offered Winter, 1984.

495. This seminar will focus on problems and programs in the application of sociology (and by inference and examples of other social sciences). This objective requires some examination of the role of social science in society (and sometimes vice versa), both from a theoretical point of view and with pragmatic and concrete examples. Among the applied social scientific efforts we will examine: evaluation research, research utilization, policy analysis, consultant roles, court testimony, action research, tactical research, and clinical research. Students should have a solid background in one of the social sciences, with at least some acquaintance with sociology itself. (Chesler)

496. This course will focus on crimes of some of America's largest corporations. The course will seek to develop systematic ways of viewing and understanding "organizational crimes." Crimes include the manufacturing of defective and dangerous products, toxic wastes, price-fixing, and political pay-offs. Three broad content areas will be examined: the substance and nature of the crimes themselves, various aspects of corporate structure which influence crime; and legal and other external constraints which try to control corporate crime. Specific topics include: the crime: case studies, the corporate executive; the cover-up, and the law. (Kinghorn)

For Sociology Honors Students, Seniors, and Graduates

528. Selected Topics in the Analysis of Chinese Society. Soc. 428 or permission of instructor. (3). (SS).

This is a seminar on contemporary Chinese society. Students enrolling must have had at least one previous course on contemporary China or the consent of the instructor. The focus this year will be on stratification in socialist societies. Does China have social classes? How effective were the egalitarian reforms of the Cultural Revolution period? What have the trends been in income distribution within China? What implications do the post-Mao reforms have for inequality in China? Students will pick particular topics or problem areas as the basis for preliminary reports to the group and a final research paper. Knowledge of Chinese is not required, but it can't hurt. (Whyte)

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)

591. Special Areas of Social Psychology. Soc. 590 or permission of instructor. (3). (SS).
Section 001 Intergroup Attitudes and Group Consciousness.
This seminar has two goals: to give students a basic grounding in the literature on intergroup attitudes and group consciousness, and to provide an opportunity for students to develop their research skills. In pursuit of the first goal, we will read and discuss literature on a variety of pertinent issues, such as: (1)What is an attitude, how is it structured, and how should it be measured? (2) What is the meaning of such key concepts as stereotypes, prejudice, tolerance, and group consciousness? How useful are those concepts and how should they be measured? What relevance do these concepts have for personal and political behavior? (3) What factors determine the shape of intergroup attitudes and group consciousness, at both the aggregate and the individual level? Is intergroup differentiation an intrinsic cognitive process, a symptom of narrow parochialism that can be erased by education, or an expression of different objective interests? How does the pattern of intergroup contact affect the shape and content of intergroup attitudes and group consciousness? Readings will range from Karl Marx to Gordon Allpot, among the classics, and will also include more recent conceptual and empirical work by sociologists, psychologists, and political scientists. Work assignments in the seminar will emphasize the development of empirical research skills. Students will be encouraged to read the extant literature from a critical perspective and to identify problems in conception, measurement, and method. Each student will work on a paper and present that paper to the seminar. The paper must deal with some aspects of the empirical research process, with the specifics to be worked out with each student on an individual basis, depending on individual taste, experience, and need. Where appropriate, students will be encouraged to work on an empirical research paper using extant survey data, but papers might alternatively present a critical review of the literature on a specialized topic, a critique of a piece of research, or an empirical research proposal. (Jackman)

595, 596, 597. Special Courses. (3 each). (SS).

Sociology 595 and 597 are offered Winter, 1984.

595: Seminar in Applied Sociology. This seminar will be offered jointing with Sociology 495. See 495 for description.

597: Contemporary Japanese Social Organization. This is a working seminar for graduate students who have either a strong background in Asian studies or in a social science (or both), and wish to use the sociological analysis of some aspect of Japanese society to further their research agenda. The basic question we will examine will be: does the thesis of Japanese cultural uniqueness have any validity, and if it does, does it have any impact on the function of Japanese social institutions (family, sex roles, community, education, work, leisure, politics and economics, deviance and discrimination, religion and the meaning of death)? We will construct a social scientific definition of "national character" and use it to consider this question. Grading will be based on a term paper and class participation. The term paper should be well researched and closely related to the student's academic goals. Readings will include: Kobutai no Hongi (in English); Nakane, Japanese Society; Lebra, Japanese Patterns of Behavior; Smith, Kurusu; Roheln, Japan's High Schools; and Lebra, Japanese Culture and Behavior. (Broadbent)


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