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 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 through history, and the distinctive features of our society. (Kinghorn)

Section 009. See description for Section 001. There will be two lectures and a discussion each 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; Randall Collins, Sociological Insight. (Hargens)

Section 016. See description for Section 001. Reading will be based on a text and a book of short articles. Coursewide evaluation will consist of a midterm, final, and a short paper. Special emphasis in the course will include cultural beliefs, religion, and sexual deviance. (Vaitkus)

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 short papers and exams. (Schuman)

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. Students are given an opportunity to empirically evaluate evidence taken from (1) a survey of families in the Detroit metropolitan area and (2) recent data derived from major communities in the United States. Grades are based on the exercises and papers written with the empirical data and one classroom exam. (Goldberg)

Section 008 Inequality in American Society. A major concern throughout the history of the United States has been the extent and causes of social inequality. Many governmental programs have been established to ameliorate such differences. For example, a social security program was established in the 1930s to assist the elderly. There was a civil right's revolution in the early 1960s and a War on Poverty later in that decade. We now have federal laws and court decrees which ban discrimination on the basis of sex. Despite these changes many questions remain unanswered. Are the poor impoverished because they are exploited, because they are unwilling to move to where the jobs are or because they are insufficiently diligent? Are racial differences in income and education largely attributable to persistent discrimination or to other reasons such as the willingness of minorities to depend upon governmental transfer payments? Are women gradually "catching up" with men in terms of occupational prestige and earnings or are sexual differences as large now as they ever were? Using the findings and methods of social science, this course will focus upon three types of inequality in contemporary American society. These are differences in economic status, sexual differences in status or achievement and differences which distinguish racial and ethnic groups. Much attention will be paid to the governmental policies which pertain to social inequality. Sessions on Mondays, Wednesdays and Fridays will be devoted to lectures. All students should elect one of these discussion sections. No paper will be required. Students will be asked to read nine paperback books. Grades will be assigned on the basis of three in-class tests and a final examination. These tests will include multiple choice items, short-answer questions and some discussion questions. (Farley)

Section 015: Sex and Gender in American Society. 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 sex 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 gender role socialization, cultural values, the legal system, and other American institutions help to perpetrate or reduce sex inequality. Grades will be based on in-class objective examinations and three papers. (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)

303. Racial and Cultural Contacts. No credit granted to those who have completed 503. (3). (SS).

There are major social and economic divisions between racial, ethnic, language and religious groups in the United States. This course will focus upon racial issues, although some attention will be devoted to ethnic, linguistic and religious divisions. The lectures and readings will describe the origins and persistence of racial prejudice and discrimination. They will also treat legal, social and economic differences between Blacks and whites; how these differences have changed since the settling of America and why. Attention will be given to the social movements and forces which seem likely to lead to future racial change. This class will meet on Mondays, Wednesdays and Fridays. Lectures will be presented on Mondays and Wednesdays. Some of the Friday session will be used for discussion, for tests or for films. Grades will be based upon three in-class tests and a final examination. These will include both multiple choice questions and brief essay questions. A paper will not be required. The readings include economic, sociological and psychological descriptions of racial issues and prejudice, decisions of the Supreme Court and various accounts of racial strife written by novelists and journalists. (Farley)

310. Introduction to Research Methods. Soc. 210. (4). (SS).

Sociology 310 provides an overview of the major methods of analysis used by sociologists. Special emphasis is placed on the logical foundations of experimental, quasi-experimental, and non-experimental search designs. Students will get practical experience in data analysis by carrying out a study of a personally chosen problem amenable for study with already collected data. Students taking Sociology 310 shall have had one previous substantive sociology course and Sociology 210. Sociology 310 is not a statistics course, although some topics build on concepts learned in Sociology 210, Sociology 310 emphasizes the essentials of making inferences from data, not algebraic or arithmetic skills. The main text for the course is Orenstein and Phillips, Understanding Social Research. (Hargens)

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

This course focuses on a variety of social, economic, and environmental problems associated with changes in population (for example, the consequences of teenage childbearing, the impact of poverty on population growth, problems associated with the aging of populations). Population policies and problems in both the less and more developed countries are examined. The course complements Soc. 430 (Intro. to Pop. Studies), but can be taken without taking 430. Class meets twice weekly for seventy-five minutes; films and discussion will be interspersed with lectures. Grading is by examination (no term paper required). Most readings will be contained in a course pack. (K. Mason)

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 the period of January 7-25. (Chesler)

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

See REES 396. (Meyer)

For Undergraduates and Graduates

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. (3). (SS).

This is a survey of sociology intended primarily for students not majoring in the field, usually in their third or fourth year, and for whom this may be the only course taken in sociology. There are no prerequisites; the course may be used as the introductory requirement for the concentration. We cover the basic perspective that distinguished the discipline, some of its cultural theories and its methods of observation and analysis and introduce briefly a sample of the topics commonly treated in the field. Specific topics covered may be socialization, social stratification, urban society, industrial organization, race and ethnicity, revolution and social change, population (including the population bomb and world-wide attempts to diffuse it), and gender roles. (Converse)

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 is designed for students who wish to engage in critical and in-depth analysis of social inequality in the U. S. and American social movements that have attempted to bring about change. In particular, we will examine the Civil Rights, student and Women's movements. Basic sociological concepts of power, conflict, social class and race will be explored. (Morris)

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)

423. Social Stratification. (3). (SS).

This is an upper level undergraduate course dealing with social classes, stratification, and inequality. We will study the degrees and effects of inequality, and the ways social organization and policy affect these. Compared to other offerings of this course, we will give more stress to comparative differences in inequality across different kinds of societies. The format of the course will combine lectures, discussions, and presentations, and some of the classes will take the form of a seminar. Requirements will be individualized so that there will be no problems for those with no previous background in this subject; however, the course would be a good advanced class to follow one of the Soc. 102 offerings related to inequality. Required readings: Kerbo, Social Stratification; Korpi, The Working Class in Welfare Capitalism; Lane, The Socialist Industrial State; Giddens, The Class Structure of the Advanced Societies; and a course pack. Course requirements: Two exams, a paper, and a class presentation. (Simkus)

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).

This course will provide general background knowledge about social institutions in such states as Bulgaria, Czechoslovakia, Hungary, Poland, Romania, and Yugoslavia, and an investigation of several specialized topics: (1) social stratification and inequality, (2) social movements and uprisings, (3) self-management in Yugoslavia, and (4) themes of social life, as revealed through novels and films. Course requirements will be individualized to meet the needs of the class members, who generally have varied background knowledge and E. Europe. Requirements include two examinations, a presentation, and attendance at several films. (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 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. (Anderson)

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).

A descriptive study of the form and development of the urban community with respect to demographic, structural, spatial and temporal patterns, and functional organization. The relationship of city and hinterland. The course will meet for two 1- ^ hour sessions a week. Grades will be based on class participation and a midterm and final exam. (Frey)

440. Sociology of Work. (3). (SS).

The organization and meaning of work in modern society is analyzed through the perspectives of both conflict and functional theory. Major theories concerning the nature of post-industrial society and labor market stratification will be advanced, in addition to the application of key organizational trends such as professionalization and bureaucratization. Special attention will be paid to alternatives to conventional managerial ideology, with a focus on the Japanese work structure. The occupational experiences of women, Blacks, skilled and unskilled workers will be discussed, as well as the impact of work on social alienation, health, and family life. Evaluation will be based on two examinations and a term paper. Some prior familiarity with basic social science concepts is recommended. (Vaitkus)

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

The course is broadly concerned with the emergence of industrialization and western capitalism and its impact on world economic development. Much emphasis is placed on both colonial expansion, imperialist domination and nationalism. The course will focus on an analysis of world economic systems with some special attention to problems of industrialization, agricultural development and income inequalities. Special 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. There is a midterm, a final examination and a 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 the expansion of educational opportunities, industrialization, urbanization, and mortality decline on family patterns. Course readings include several books and a course pack. Class meetings will be divided between lectures, discussions, and films. Grading will be by examination plus a short genealogical paper focusing on the student's family history. (Thornton)

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 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 in higher education. (Allen)

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

The major focus of this course will be on large scale social and historic transformations. In the first part, the course will study the development of capitalism in the west and the rise of the modern world system. It will examine the American social movements in the twentieth century. The second part of the course will be devoted to the analysis of the connections between Western modernization and social revolutions in the developing countries. Few specific cases will be examined in detail. (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 smaller 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).

Our consideration of delinquency as a social problem will be divided into three sections: (1) the nature and extent of delinquency (emphasizing cultural definitions and methods of measurement), (2) causes of delinquency (emphasizing major sociological theories), and (3) society's response to delinquency (emphasizing decision-making in the juvenile justice system and "treatment" methods). Students will be encouraged not only to learn the factual material of the course, but to integrate it with their own values and thereby develop coherent positions on the major issues in juvenile justice. Grades will be based on two in-class exams, a take home final, and a paper. (Osgood)

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, prisons, and the history of the use of punishment. Lectures will be one and one half hours long, two days a week. (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 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)

477. Sociology of Aging. (3). (SS).

Sociology of Aging looks at age and the role of the elderly as an element of the social structure of modern society. The course looks at the cultural and social roles into which individuals move (and which are left) as the process of "aging" continues, and considers the ways in which those roles articulate each with the other and the societal structure as well. Comparison of American society and Japanese society highlights both similarities and differences. Economic, political, and symbolic roles receive special emphasis. A basic course in sociology is recommended. Programs and services are not considered, but the elderly as an element in the political economy of the welfare state is touched upon. The course is a lecture/discussion format with two take home exams and a term paper as bases of evaluation. (Tropman)

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

See Psychology 486. (Withey)

495. Special Course. (2-3). (SS). May be repeated for credit.
Section 001 Situated Activity: Self in Social Encounters.
This is an advanced, undergraduate, social psychology course that examines how the self both adapts to, and affects conduct in, social encounters. In order to explore the linkage between relatively stable self-identities and the more transitory self-images that enter into social encounters, we will explore a variety of perspectives on the self ranging from those that view the self as a relatively enduring, inclusive, biographic entity to those that view it as a more changeable, circumscribed situated entity. We shall be concerned also with the breakdown and reconstruction of both selves and social encounters as typified by such phenomena as embarrassment, individual face-saving, co-operative face-saving, and the deliberate breaching of social expectations. Framework that have sought to explicate the link between self and social encounter (notably the work of Goffman and Alexander) will be applied to certain well-known situated phenomena (e.g., bystander apathy, obedience, conformity, the Zimbardo prison study) to see if they can add to our understanding of them. Students are invited to suggest other relevant topics. The course will be conducted in seminar style with students contributing to class presentation and to leading discussion. Evaluation will be based on a term paper and a final. The course is open to anyone who has taken a previous course in social psychology. (Modigliani)

496. Special Course. (2-3). (SS). May be repeated for credit.
Section 001 Corporate Crime in America.
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

556/Anthro. 535. Peasant Society and Culture. Senior standing or permission of instructor. (3). (SS).

See Cultural Anthropology 535. (Diamond)

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. (Burnstein)

591. Special Areas of Social Psychology. Soc. 590 or permission of instructor. (3). (SS).
Section 001 Small Groups.
This course will deal with the topic of small groups. We will examine the dynamics of small groups, as they occur in a variety of settings families, peer systems, work arrangements, therapy settings, change movements, etc. Moreover, we will examine small groups from a variety of analytic levels: as collections of individuals, as a group level reality in themselves, as sub-units of a larger organization or community, etc. Readings will be suggested and lectures given, but the bulk of the instructional design will be a seminar format, with students as a (small) group sharing responsibility for teaching and learning. The course is intended primarily for graduate students in sociology and psychology, but is open to others with permission of the instructor. (Chesler)


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