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 00l. This course will introduce the student to sociological analysis by considering the differing traditions of inquiry that exist within the discipline. Such traditions lead us to ask different kinds of questions and give us different understandings of the world in which we live. Moreover, such traditions shape our view of human possibilities, of what constitute ethical or just social arrangements, as well as what we simply accept as inevitable or "natural." Examples of the kinds of questions we will ask in the course are: why does poverty exist, and what would have to be done to eradicate it? How much inequality is a good thing? What are the causes of racism? How can we understand the kinds of changes occurring in families, between men and women, in contemporary American society? Course requirements, in addition to readings and lectures, include a midterm and final exam, participation in discussion sections and one five page paper. (Blum)
Section 014. "Principles of Sociology," focuses on how society can be systematically studied. It starts with tracing society throughout history and emphasizes the effect of the Enlightenment which laid the foundations for the discipline of sociology. The analysis then moves to the works of the social thinkers who laid out the structure of the discipline, Karl Marx, Max Weber and Emile Durkheim. After reviewing the four ways of looking at society formed after their contributions, the course centers on the components of society. Specifically, living in a society, organizing society (sex roles and social group, organizations and bureaucracy, deviance and social control) are studied in depth. The requirements include one midterm and one final examination. (Göçek)
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 to 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)
Section 015: INTRODUCTION TO SOCIOLOGY THROUGH THE STUDY OF THE FAMILY. This version of Sociology 102 will present an introduction to sociology through the study of family sociology. The course will start with some general introduction to the field of sociology and to the kinds of research methods sociologists use. Then these concepts and methods will be applied to an intensive study of family life, with a particular focus on continuity and change in American family patterns. Topics receiving particular emphasis will include historical origins of American family pattern; utopian alternatives to conventional families; class, ethnic, and racial variations in family life; and trends in dating, childrearing and the role of the aged. Lectures and section discussions will be combined and course assignments will include several quizzes, an independent research project and paper and a final exam. (Whyte)
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)
220/RC Soc. Sci. 220. Political Economy. (4). (SS).
See RC Social Science 220. (Thompson)
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 measurements 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 interests in the social sciences. (Frey)
304/Amer. Cult. 304. American Immigration. (3). (SS).
That America is a nation of immigrants is one of the most commonplace yet truest of statements. In this course we will survey a vast range of the American immigrant experience: that of the Irish, Germans, Jews, Italians, Chinese, Japanese, Blacks, Puerto Ricans, Cubans and Mexicans. At all times, our effort is to understand the immigrant past of these ethnic groups, both for what it tells us about the past as well as their present and possible future. Surveying these varied ethnic histories, we will analyze them from the contrasting sociological perspectives on race and ethnic relations. Moreover, we study immigrant biographies for what these insightful accounts of well-known American writers (e.g., Mario Puzo, Jade Snow Wong) tell us about the lived reality of immigration in their families. Throughout, our effort will be to understand what is unique to and shared among these many experiences. (Pedraza-Bailey)
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)
341(441). Sociology of Economic Development. Soc. 100, 195, or 400; or permission of instructor. (3). (SS).
Economic development concerns the long term rise in human productivity, and today marks major differences between rich and poor countries of the world. The Sociology of Economic Development concerns the non-economic determinants of these long term changes and cross-national differences. The course examines measures of social and economic change, including national income accounting and other social indicators. It also reviews sociological theories that attempt to explain this type of long term social and economic change. The course covers the long historical processes of western expansion, imperialism, colonialism and nationalism and the current political and organizational conditions associated with modern economic development planning. Much of the geographic focus is on Asia, especially on Southeast Asia, with comparisons of China and India as well. There is some attention to, though less detailed treatment of South America and Africa. There is a midterm and a final examination, and students do a paper, usually comparing two countries in their patterns of social and economic change. (Ness)
393/Hist. 333/Econ. 396/Pol. Sci. 396/Slavic 396/REES 396. Survey of Eastern Europe. (4). (SS).
See REES 396. (Meyer)
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 focuses on helping students develop the intellectual, interpersonal and organizational skills that would help them to recognize and respond constructively to intergroup conflict. Students will read and discuss social scientific works analyzing the roots of social and organizational conflict, as well as those dealing with theories and strategies of personal and social change. Practicum experiences, in and out of the classroom, will be utilized in order to maximize students' diverse learning opportunities and to facilitate skill development and transfer to real-life situation. Techniques of conflict analysis and intervention, of third party roles, of escalation and de-escalation, of bargaining and negotiation are among those we will investigate. The class is limited to twenty-five students. PERMISSION OF THE INSTRUCTOR IS REQUIRED, and preference will be given to students who have successfully completed Sociology 202/Pilot 189 (Intergroup Relations and Conflict). (Chesler)
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)
427. Societies and Institutions of Eastern Europe. (3). (SS).
Do the Soviet Union, Poland, Yugoslavia and other Communist Party led societies have the same power relations and inequality? Do they have similar social movements? Are they all headed down the same path of social transformation through PERESTROIKA? We consider these questions by comparing social structures and historical alternatives in various parts of Eastern Europe. We shall focus on how power relations help to explain various social transformations, from the initial revolutions which shaped actually existing socialism to the Yugoslav plan for self managing socialism, the 1956 revolution in Hungary, the Prague Spring of 1968, Polish Solidarity in 1980-81 and Gorbachev's program for change in the USSR. Lectures and discussion serve as the course forma. Both exams and research papers are expected to be course requirements. (Kennedy)
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)
460. Social Change. (3). (SS).
This course focuses on how change in society can be systematically studied. The course starts with a discussion of the concept of social change – the exploration of various attempts to study social change before the advent of sociology as a discipline ensues. Then, the views of Karl Marx, Max Weber and Emile Durkheim on social change are studied in depth. The works of these social thinkers lead to the analysis of change within four theoretical approaches; conflict, functionalism and modernization, symbolic interactionist and critical. This introduction to social change is followed by studying its various aspects, specifically social change in individuals, organizations, mode of production, superstructure, and finally the world-system. The requirements include one midterm, one final examination or paper. (Göçek)
461. Social Movements. (3). (SS).
Section 001. 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)
Section 002. Over the past two decades, the literature on social movements – their origins, their organizational structures, the circumstances which cause them to occur during certain historical periods, what motivates individuals or groups to join them – has been steadily evolving. Recently, two strands of social movement theory have been distinguished (1) the European "structural" and/or "cultural" approach, which seeks to explain social movements in terms of factors linked to national political and social systems; and (2) the American "resource mobilization" approach, which concentrates more on how individuals and groups compile the "resources" necessary to create successful social movements. A third category, that of Marxist theories which emphasize the role of socio-economic class interest in collective action, has a longer tradition. In this course we will examine some of the major works from the three branches of analysis and apply these theories to specific examples such as the civil rights and student movements of the 1960s; the women's movement; the neo-conservative movement; the peace/nuclear freeze movement; the environmental or "green" movement; the South African and Chilean resistance movements; various labor, peasant and farm worker's movements. Recommended:300-level course in social science or consent of the instructor. Four written assignments – a bibliography and three 8-10 page papers, the result of an in-depth study of a particular movement. (Hart)
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)
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. (Ezekiel)
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 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. 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.
This course will explore the topics of ethnic identity and intergroup relations, focusing primarily on the experience of Blacks, Jews, and Hispanics. Active participation in the class will be encouraged through small group discussions and writing groups. Enrollment in the course will be limited to 20-25 students. Admission is by permission of the instructor for students who have taken some course(s) in ethnic studies or intergroup relations. Students will be graded on participation, a 30-50 page ethnic autobiography, and two short essay exams. Overrides available by calling 936-1875. (Schoem)
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, 1989, 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? How similar or different are the patterns of family organization in Mainland China and Taiwan? 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 (Ezekiel)
591. Special Areas of Social Psychology. Soc. 590 or permission of instructor. (3). (SS).
THROUGHOUT THE LIFE CYCLE. This course will cover research and theory on the structure, process and content of socialization in modern society. The course will be organized as a proseminar with students taking a major role in introducing and discussing the readings. Grades are to be based on four writing assignments: three (3) take-home assignments and a final research paper. The Take-home assignments will occur at relevant points in the coverage of course material. They will generally ask students to critique course material or develop responses to theoretical questions. The research paper (15 pages maximum) will focus on a theoretical or empirical problem falling within the subject matter of the course. This may take a number of possible forms – students may read and write on a particular problem or they may develop a small-scale research project, involving the analysis of some form of data. This assignment should be viewed as an opportunity to work independently and in an area of student interest. (Alwin)
595. Special Course. (3). (SS).
SOCIOLOGY OF FAMILIES AND HOUSEHOLDS. This course will provide an intensive examination of family and household structures, process and transitions. One particular focus of the course will be on marital formation and dissolution, emphasizing trends, determinants, and consequences of marriage and divorce. A second focus will be on intergenerational relations and the ways in which households evolve and divide across family life cycles and individual life courses. The course will emphasize a discussion format with students being asked to organize and lead discussions. In addition to learning the substance of the sociology of families and households, students will receive hands-on training and experience with the preparation of proposals. As part of this process, students will be asked to prepare a research proposal concerning some aspect of family and household behavior or structure. In addition, students will be asked to provide critiques of other proposals. Discussion participation, discussion leadership, the proposal, and the proposal critique will form the basis of student evaluation. No exams are scheduled. (Thornton)
596. Special Course. (3). (SS).
SEMINAR ON COMPARATIVE COMMUNISM. Do Communist Party led societies in China, the USSR and Eastern Europe have a common systemic nature? Which features are essentially similar and which are not? Do these societies experience the same kinds of pressure for reform? Are similar reform policies being considered and promoted? How are they to be brought about? These general questions organize the readings and discussion of this graduate seminar. Although the instructors have special interest in Eastern Europe, the USSR and China, students interested in other "existing socialisms" are welcome. Some combination of oral presentations, brief papers and a final research paper is expected. (M.Kennedy/M.Whyte)
597. Special Course. (3 each). (SS).
BIOSOCIAL DETERMINANTS OF FERTILITY. This course examines the biological and social factors that influence human fertility. Emphasis will be placed on how biological factors are determined or mediated by social and behavioral factors. The course will begin with an overview of the biological basis of human reproduction and fertility. A large portion of the course will cover the components of natural fertility, and variability in natural fertility within and among populations. Methods of fertility control will also be covered. The last section of the course will focus on special topics such as the effects of nutrition, disease and exercise on fertility. Readings will include selections from demographic, epidemiological and medical literature. The class will be structured as combined lecture and discussion. The first section of the class will rely more heavily on lecture material, while special topics will be more in seminar format. There will be an in-class midterm and final exam, and a short review paper on a topic related to the course. (Riley)
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