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. A comparative and historical method guides this introduction to the study of human societies. We consider hunting and gathering, horticultural, agrarian and industrial societies, although most of our attention is devoted to the two principal varieties of industrial society: capitalist and Soviet-type. Our investigation is inspired by three main substantive concerns: power relations, inequalities, and social change. For each societal type, we address questions like these: Is there a ruling class or group? What are its principal power resources? What resources do the ruled classes have? How does that affect the distribution of valued societal resources? What social features underlie the directions and pace of social change? What alternative futures face contemporary societies? (Kennedy)

Section 009. This course is designed to introduce students to the sociological perspective. Rather than offering a broad survey of the field, we will seek to understand and critically evaluate the major theories that have been advanced by sociologists to explain certain key social processes and institutions of modern society. While the course will focus on the contemporary United States, comparative and historical perspectives will also be utilized. Grades will be based on three exams. (Kimeldorf)

Section 020. To introduce you to the history, the theories, and the findings of this discipline is the main purpose of this course. The first part of this course (THE CLASSICAL TRADITION) explores the life and major theoretical contributions of the four founders of sociology: A. Comte, K. Marx, E. Durkheim, and M. Weber. Each one of them provides us with an interpretation of the world we now know as "modern capitalism." They explain how this social system emerged from earlier social forms and how they envision its future expansion or demise. The second part (CONTEMPORARY PROBLEMS) examines the legacy of these writers for current sociology and for the understanding of contemporary society. We will address such controversial issues as: Why do people conform? Why do they violate the rules of society? Why some people have so much more wealth than others? What is the nature of prejudice and discrimination? Why and how do people rebel? Hopefully, the substance and the manner in which this course is taught will enhance the development of a creative quality of mind which could provide you with a more insightful perspective to understand the complex relationship between the self and the world around us. One text (L. Coser, MASTERS OF SOCIOLOGICAL THOUGHT) and a course pack constitute the readings. A midterm, three 2-page essays, class participation, and a final exam will determine your grade. (Sfeir-Younis)

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

Section 001 LOVE AND INTIMACY: AN INTRODUCTION TO SOCIOLOGY THROUGH SOCIAL PSYCHOLOGY. Most of us are looking for a relationship that will carry us securely across the ocean of loneliness to the beautiful shores of joy, intimacy, and love. But, what is love? Why do we love others? Are loving and liking the same? We know that love is a very complex emotion, yet it is also a social and cultural ideal which is generated and expressed within the context of society and history. The aim of this course is to share with you the scholarly research, the theories, and the insights of social psychology on this topic. It also provides an opportunity to relate these findings to personal decisions in our lives. There will even emerge from our study of love some critical evaluation concerning the condition of contemporary society. Lectures, readings, and films are organized around a set of fundamental questions about the social reality of love. The following are some of the issues discussed: gender differences, transsexuality, the nature of intimacy, friendship, commitments and loving will be addressed. In exploring answers to these and other questions, we will examine important conceptual frameworks that have been developed to organize and investigate each one of these issues. This course will meet for three hours of lecture, and one hour of discussion each week. A midterm, three two-page essays, class participation and a final exam will determine your grade. (Sfeir-Younis) SOCIOLOGY THROUGH SOCIAL PSYCHOLOGY. Most of us are looking for a relationship that will carry us securely across the ocean of loneliness to the beautiful shores of joy, intimacy, and love. But, what is love? Why do we love others? Are loving and liking the same? We know that love is a very complex emotion, yet it is also a social and cultural ideal which is generated and expressed within the context of society and history. The aim of this course is to share with you the scholarly research, the theories, and the insights of social psychology on this topic. It also provides an opportunity to relate these findings to personal decisions in our lives. There will even emerge from our study of love some critical evaluation concerning the condition of contemporary society. Lectures, readings, and films are organized around a set of fundamental questions about the social reality of love. The following are some of the issues discussed: gender differences, transsexuality, the nature of intimacy, friendship, commitments and loving will be addressed. In exploring answers to these and other questions, we will examine important conceptual frameworks that have been developed to organize and investigate each one of these issues. This course will meet for three hours of lecture, and one hour of discussion each week. A midterm, three two-page essays, class participation and a final exam will determine your grade. (Sfeir-Younis)

102. Contemporary Social Issues: An Introduction to Sociology. (4). (SS). May be repeated for a total of 8 credits.

Section 001 Social Issues: An Introduction to Sociology Through Social Inequality. In this introduction to sociology, we will examine the pervasive influence of inequality in the organization of social life. The course begins with an introduction to the concept of inequality, as it applies to differentials in economic well-being, prestige, and power. We then examine the various forms that such inequalities take in relations between social classes, whites and Blacks, and men and women. How much and in what ways does it affect someone's life to belong to one social group rather than another? The next part of the course considers different theories about the causes and significance of economic, racial, and gender inequality. Here, we examine a broad array of theories and compare their implications for the meaning of social inequality in its various forms. The course concludes with an examination of the belief systems that accompany different kinds of inequality. How do people who enjoy the privileges or suffer the disadvantages of inequality interpret their experience? There will be three hours of lecture and one hour of discussion weekly. Written work will consist of two in-class examinations and one assignment in the discussion section. (Jackman)

195. Honors in Principles of Sociology. Open to freshmen and sophomores admitted to the Honors Program, and to others with a grade point average of at least 3.2. Credit is not granted for Sociology 195 and Sociology 100 or 400. (4). (SS).

This course is not a survey of all of sociology. It is a highly selective introduction designed to provide each student with the TOOLS of sociological analysis. After the first weeks of introductory lectures and discussions, students will form research teams to carry out their own projects to be presented orally at the end of the term. Throughout the term we will follow the progress of each project, exchanging experiences and criticism. In class we will cover: (1) concepts used in analyzing social groups of various sizes and types as well as the processes that go on within these groups; (2) introduction to methods of inquiry and study design sufficient to allow you to develop your own project and critique others. (Anspach) a highly selective introduction designed to provide each student with the TOOLS of sociological analysis. After the first weeks of introductory lectures and discussions, students will form research teams to carry out their own projects to be presented orally at the end of the term. Throughout the term we will follow the progress of each project, exchanging experiences and criticism. In class we will cover: (1) concepts used in analyzing social groups of various sizes and types as well as the processes that go on within these groups; (2) introduction to methods of inquiry and study design sufficient to allow you to develop your own project and critique others. (Anspach)

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

Section 001 THE IDEOLOGY OF RACE, GENDER, AND CLASS RELATIONS. In this class we will examine the beliefs, attitudes, and values that accompany different systems of social inequality, with a special interest in race, gender, and class relations in the United States. We will examine the central concerns of research on racial prejudice, political tolerance, class consciousness, and gender-role attitudes. We will then consider alternative theories about the causes and consequences of different kinds of intergroup attitudes and ideologies. What are the factors that explain the expression of different kinds of attitudes by the members of dominant and subordinate social groups, and what effects do these attitudes have on the continuation or alteration of the unequal relationship between the groups? (Jackman) In this class we will examine the beliefs, attitudes, and values that accompany different systems of social inequality, with a special interest in race, gender, and class relations in the United States. We will examine the central concerns of research on racial prejudice, political tolerance, class consciousness, and gender-role attitudes. We will then consider alternative theories about the causes and consequences of different kinds of intergroup attitudes and ideologies. What are the factors that explain the expression of different kinds of attitudes by the members of dominant and subordinate social groups, and what effects do these attitudes have on the continuation or alteration of the unequal relationship between the groups? (Jackman)

220/RC Soc. Sci. 220. Political Economy. (4). (SS).

See RC Social Science 220. (Thompson)

For Undergraduates Only

210. Elementary Statistics. (4). (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, censensus, 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. Problem sets are routinely assigned to illustrate the concepts of the course. Additionally, the course will provide students with an introduction to "statistical packages" easily used on microcomputers. NO PREVIOUS EXPERIENCE WITH THIS TECHNOLOGY IS NECESSARY. This will provide an opportunity to analyze and discuss some real data sets. Course grades are determined by performance on three major exams (including the final) and some quizzes given in the discussion sections. The new format generates four credit hours from two lectures and two hours of discussion per week. (Goldberg)

212. Sports and Society. (3). (SS).

American society has had a long love affair with sport. The number of sport participants has increased tremendously over the last decade, as has the proliferation of sports facilities and organizations. Larger proportions of our population than ever before are now directly and indirectly participating in sports activities. Spectator participation in the traditional sport events such as baseball, football and basketball has also increased as has the hours of exposure to these events on television where twenty-four hours of sports broadcasting is now easily available on cable sports channels. Not only is there increased media exposure to the traditional sports events, but now tennis, golf and gymnastics also enjoy national as well as international prominence. It is also apparent that American society's attitude towards sports participation has expanded to more fully include minorities and women. Age no longer is seen as much of a constraint to participation as it once was. There are now programs available from the cradle to the grave. Given the fact that sport is an integral part of our society most of our knowledge of sport comes mainly from hearsay, observation, and sports journalism which has until recently not been too critical. In this information environment, the sports myths which have been perpetuated have remained unchallenged. In this course the linkages between sport and society will systematically be examined within the respective functionalist and conflict theoretical frameworks accepting the premise that sports is a microcosm of society. Among the issues covered in this course using these theoretical approaches are: the manner in which sport is linked to social institutions, the role of sport in the process of socializing youth with American values, the degree to which sport is segregated, the role that sport plays in upward mobility, the ways that sport shapes character, the relationships between sport and education, the role of the media in sport, and the political economy of sport, to name a few. These issues will be identified and examined in this course to clarify the relationships that exist between sport and society and the impact that these relationships have on the various segments of American society. (Deskins)

231. Investigating Social and Demographic Change in America. (4). (SS).

The purpose of this course is to introduce quantitatively oriented freshman- and sophomore-level students to basic dimensions of social and demographic stratification in American society, and to learn how and why they have changed over the past four decades. The course will engage students in computer exercises on the Apple Macintosh computer. In successive "modules," the students will examine changes in race relations, social inequality, family change, women's roles, and industrial structure. Parallel to classroom lectures and discussions, students, in small teams, will engage in computer investigations of U.S. census data in which they will explore the ways in which these changes have become transmitted across different population groups and geographic areas. These investigations are designed to familiarize students with the measurement of these basic dimensions of social stratification, and to give them some exposure to social science data analysis. Students who will feel comfortable working with computers and simple statistics should benefit most from this course. Those with interests in the physical sciences or mathematics, will be just as welcome as those with interest in the social sciences. (W. Frey) oriented freshman- and sophomore-level students to basic dimensions of social and demographic stratification in American society, and to learn how and why they have changed over the past four decades. The course will engage students in computer exercises on the Apple Macintosh computer. In successive "modules," the students will examine changes in race relations, social inequality, family change, women's roles, and industrial structure. Parallel to classroom lectures and discussions, students, in small teams, will engage in computer investigations of U.S. census data in which they will explore the ways in which these changes have become transmitted across different population groups and geographic areas. These investigations are designed to familiarize students with the measurement of these basic dimensions of social stratification, and to give them some exposure to social science data analysis. Students who will feel comfortable working with computers and simple statistics should benefit most from this course. Those with interests in the physical sciences or mathematics, will be just as welcome as those with interest in the social sciences. (W. Frey)

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) 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).

This course is intended to familiarize students with the methodology sociologists use to learn about social phenomena. One objective of this course will be to demonstrate the significance of the scientific method for accumulating knowledge in the field of sociology. Good sociological research adheres to strict scientific methods and procedures. It involves developing theories and hypotheses and testing these hypotheses using various modes of observation. The course will provide students with a broad overview of the logic and practice of sociological research. A second objective of the course will be to give students some "hands on" experience with survey research. They will be given the opportunity to test hypotheses of their choosing with survey data using a standard statistical package, SPSS-X, to analyze these data on the computer. A previous statistics course is required. Some familiarity with the computer is desirable. There will be three exams, five short papers and several in-class exercises. (W. Frey) methodology sociologists use to learn about social phenomena. One objective of this course will be to demonstrate the significance of the scientific method for accumulating knowledge in the field of sociology. Good sociological research adheres to strict scientific methods and procedures. It involves developing theories and hypotheses and testing these hypotheses using various modes of observation. The course will provide students with a broad overview of the logic and practice of sociological research. A second objective of the course will be to give students some "hands on" experience with survey research. They will be given the opportunity to test hypotheses of their choosing with survey data using a standard statistical package, SPSS-X, to analyze these data on the computer. A previous statistics course is required. Some familiarity with the computer is desirable. There will be three exams, five short papers and several in-class exercises. (W. Frey)

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

This introductory course covers a variety of population-related problems, both in developing countries and in the United States. Examples include problems of hunger and disease associated with rapid population growth, urban problems associated with rapid migration to the cities in developing countries, and problems in the United States associated with the "birth dearth." The course consists primarily of lectures, with films, videos, and class discussion interspersed. Grading by examination. No text; readings contained in a course pack. (K. Mason) population-related problems, both in developing countries and in the United States. Examples include problems of hunger and disease associated with rapid population growth, urban problems associated with rapid migration to the cities in developing countries, and problems in the United States associated with the "birth dearth." The course consists primarily of lectures, with films, videos, and class discussion interspersed. Grading by examination. No text; readings contained in a course pack. (K. Mason)

336. The Study of Cities and Urbanization. (4). (SS).

This course examines the process of urbanization, urbanism and the evolution of cities. Discussions will go beyond the contemporary American city. Cross cultural comparisons will require students to assemble data on a city outside of North America for analysis. The course organization consists of two parts. The lecture is the format for the first part and discussion format with student participation for the second part. These discussions will focus on various topics dealing with the process of urbanization in specific cross cultural settings. Course requirements include a project or paper, a set of exercises, a midterm and a final examination. (Deskins) and the evolution of cities. Discussions will go beyond the contemporary American city. Cross cultural comparisons will require students to assemble data on a city outside of North America for analysis. The course organization consists of two parts. The lecture is the format for the first part and discussion format with student participation for the second part. These discussions will focus on various topics dealing with the process of urbanization in specific cross cultural settings. Course requirements include a project or paper, a set of exercises, a midterm and a final examination. (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 pre-registration for Soc. 389. INTERESTED STUDENTS SHOULD CONTACT THE PROJECT COMMUNITY OFFICE (763-3548, 2204 Michigan Union) AT THE BEGINNING OF THE TERM TO ADD SOC. 389. Overrides may be picked up at the Project Community office. (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

404/Am. Cult. 404. Hispanic-Americans: Social Problems and Social Issues. Junior or senior standing. No credit granted to those who have completed Amer. Cult. 410. (3). (SS).

See American Culture 404. (Pedraza-Bailey)

426/Phil. 428/Econ. 428/Asian Studies 428/Pol. Sci. 428. China's Evolution Under Communism. Upperclass standing or permission of instructor. (4). (SS).

See Political Science 428. (Oksenberg)

442. Occupations and Professions. (3). (SS).

This course will provide a critical look at the American occupational structure and its historical development. We will consider differing theoretical perspectives on the social division of labor and its relation to the class structure as we examine the major occupational categories and their characteristics. Central issues will include: how the labor process has changed over time, what the impact of occupationally-based politics or workplace politics has been, and the persistence of race and gender-based segregation of work and divisions within the labor force. In addition to those occupations and professions included in the paid labor force, we will also briefly consider the importance of unpaid housework within the social division of labor. The course will conclude with a discussion of occupational mobility. Grades will be based on midterm and final essay exams. (Blum) occupational structure and its historical development. We will consider differing theoretical perspectives on the social division of labor and its relation to the class structure as we examine the major occupational categories and their characteristics. Central issues will include: how the labor process has changed over time, what the impact of occupationally-based politics or workplace politics has been, and the persistence of race and gender-based segregation of work and divisions within the labor force. In addition to those occupations and professions included in the paid labor force, we will also briefly consider the importance of unpaid housework within the social division of labor. The course will conclude with a discussion of occupational mobility. Grades will be based on midterm and final essay exams. (Blum)

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

This course focuses on the American family, especially how it has changed over time. Topics include the formation of new family units (dating and courtship), childbearing patterns, the roles of men, women and children in the family economy, childrearing practices, and patterns of household formation and dissolution. Historical as well as contemporary readings are contained in several books and a course pack (there is no textbook per se). Classes are devoted primarily to lectures, with discussion interspersed and occasional films. Grading by examination plus a term paper focusing on historical change in the student's own family. (K. Mason) how it has changed over time. Topics include the formation of new family units (dating and courtship), childbearing patterns, the roles of men, women and children in the family economy, childrearing practices, and patterns of household formation and dissolution. Historical as well as contemporary readings are contained in several books and a course pack (there is no textbook per se). Classes are devoted primarily to lectures, with discussion interspersed and occasional films. Grading by examination plus a term paper focusing on historical change in the student's own family. (K. Mason)

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

This course will examine differing theoretical perspectives on the social construction of gender out of biologically-based sexual categories. We will root these theories of gender within the major traditions of social theory, asking how each accounts for gender asymmetry and what vision of change each implies. Five major perspectives on gender will be considered: conservative, liberal, Marxist, radical feminist, and socialist feminist. Readings will include selections from classic texts such as the essays of John Stuart Mill, from contemporary "classics" such as Betty Freidan's THE FEMININE MYSTIQUE, and from the work of current scholars. Students will be required to write one ten page paper, examining an empirical issue of their choice from differing theoretical perspectives. Grades will be based on the paper, and midterm and final exams. (Blum) perspectives on the social construction of gender out of biologically-based sexual categories. We will root these theories of gender within the major traditions of social theory, asking how each accounts for gender asymmetry and what vision of change each implies. Five major perspectives on gender will be considered: conservative, liberal, Marxist, radical feminist, and socialist feminist. Readings will include selections from classic texts such as the essays of John Stuart Mill, from contemporary "classics" such as Betty Freidan's THE FEMININE MYSTIQUE, and from the work of current scholars. Students will be required to write one ten page paper, examining an empirical issue of their choice from differing theoretical perspectives. Grades will be based on the paper, and midterm and final exams. (Blum)

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. Readings include Edwards et. al., THE CAPITALIST SYSTEM; Moore, SOCIAL ORIGINS OF DICTATORSHIP AND DEMOCRACY; Gunder Frank, LATIN AMERICA; UNDERDEVELOPMENT OR REVOLUTION; Baran and Sweezy, MONOPOLY CAPITAL; and Mills, THE POWER ELITE. (Paige) 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. Readings include Edwards et. al., THE CAPITALIST SYSTEM; Moore, SOCIAL ORIGINS OF DICTATORSHIP AND DEMOCRACY; Gunder Frank, LATIN AMERICA; UNDERDEVELOPMENT OR REVOLUTION; Baran and Sweezy, MONOPOLY CAPITAL; and Mills, THE POWER ELITE. (Paige)

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

Law and social organization is intended to introduce students to the connections between social movements and the law. The course will focus on a number of social movements e.g., Civil Rights, the anti-abortion movement, the movement for desegregated schooling and will examine how and why these movements have appealed to the law as a means of achieving their goals. The sociological and historical roots of often conflicting ideals of justice will be explored. The course will ask what vision of society and social organization is reflected in these ideals and interpretations of law? And how have these social movements and their claims to legal rights influenced politics and social change? Evaluation will be based on one or two midterm exams, a final exam or paper, and class participation. There may be one or two assignments asking students to reflect briefly on the readings or on some aspect of their experience with the law. (Somers) students to the connections between social movements and the law. The course will focus on a number of social movements e.g., Civil Rights, the anti-abortion movement, the movement for desegregated schooling and will examine how and why these movements have appealed to the law as a means of achieving their goals. The sociological and historical roots of often conflicting ideals of justice will be explored. The course will ask what vision of society and social organization is reflected in these ideals and interpretations of law? And how have these social movements and their claims to legal rights influenced politics and social change? Evaluation will be based on one or two midterm exams, a final exam or paper, and class participation. There may be one or two assignments asking students to reflect briefly on the readings or on some aspect of their experience with the law. (Somers)

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

This course will focus on collective acts and social movements in both developed and developing societies. The course will begin with an examination of theories of social movement and collective action. It will then proceed to analyze the development of modern political and economic systems and their impact on social conflict. The course will investigate several social movements in the United States, including the labor, civil rights, and the New Right. The second part of the course will examine the development experiences of third world countries and the cause of revolutionary movements in the Twentieth Century. The role of multinational corporations and other institutions will be critically investigated. The main region of our analysis will be Central America, South Africa and the Middle East. There will be a midterm and a final exam. (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 a smaller role. 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. Evaluation will be based on a midterm, a final and a 10-12 page paper. (Modigliani)

467. Juvenile Delinquency. (3). (SS).

This course will examine juvenile delinquency in the United States. Specific topics will include the nature and extent of delinquency, biological, psychological, and sociological theories of the causes of delinquency, the history of delinquency prevention and juvenile court, the handling of delinquents by the police and juvenile court officials, and various types of prevention and treatment programs. There will be two, ninety minute lectures each week. Grading will be based on two midterms, a paper and a final exam. (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, the sociology of law, the police, the courts, the prison system, and the history of punishment and imprisonment. There will be two lectures and one discussion each week. Grading will be based on two midterms, a final exam, and work completed in the discussion section. (Rauma)

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

The course deals broadly with the issue of how people's behavior and beliefs are changed by individuals and groups. 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, the elaboration likelihood model (ELM), and activitation of prior commitments. Class time will emphasize student-led discussion of the reading material and of films and exercises, along with an equal amount of lectures. Evaluation will be based on a midterm and final. (Modigliani)

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

See Psychology 486 (Steele)

495. Special Course. (2-3). (SS). May be repeated for credit.

Section 001 Interaction Processes: 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 and 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. Frameworks 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 three papers; two shorter ones and one longer one (10-12 pp). 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.

CONTEMPORARY PALESTINIAN SOCIETY. This introduction to the social structure and institutions of contemporary Palestinian society will focus on Palestinian communities in the Galilee, the central highland (the West Bank), and Gaza. A historical overview will trace the social changes brought about by the successive regimes of the late Ottoman period, the British Mandate, Jordanian rule, and Israeli occupation. The relationship between dispersal and the growth of Palestinian nationalism will be discussed in the context of greater Syrian, pan-Arab nationalism, and the conflict with Jewish nationalism. Particular stress on issues of change and continuity in Palestinian society today. The course will also cover social, economic, and cultural trends in the twenty years of Israeli occupation and the options open for the future. (Tamari)

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 seminar focuses on an intensive analysis of selected aspects of social life in the People's Republic of China. The focus for Winter Term, 1988, will be on continuity and change in the Chinese family. Topics to be considered include: What were the distinctive features of family organization in China before 1949? What have been the policies of the government since 1949, and how have these changed over time? What methods has the government used to try to alter patterns of family life? How much have patterns of family life in different segments of Chinese society actually changed? What are Chinese families organized like nowadays? Special attention will be given to a number of aspects of family organization in China: family structure, the process of mate choice, the role of women, and fertility. Students will prepare a number of short class presentations and then select one special topic as the basis for a seminar paper. (Whyte)

587/Psych. 516. Advanced Laboratory in Social Psychology. Stat. 402 or 300; and Psych. 382 OR prior or concurrent enrollment in Soc. 486. (3). (Excl).

See Psychology 516 (Hilton)

595. Special Course. (3). (SS).

URBANIZATION IN THE ARAB WORLD. This graduate seminar will cover four themes in Middle Eastern urbanization: (1) the concept of the "Islamic city": its uses, misuses and abuses (2) the "Arab City" in the context of the current debate on third world urbanization and the legacy of the colonial city (3) the "rural/urban Nexus" and the impact of peasant migrations on the social fabric and structure of the urban landscape, urban stratification, and urban life-style (4) the urban intelligentsia and the formation of contemporary cultural thought in the crucible of the middle eastern city. The course will discuss regional variations in urban development with selected case studies (including: San'a, Cairo, Rabat, Jerusalem, Tripoli and Kuwait). (Tamari)


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