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 or are enrolled in 400. (4). (SS).

Section 001. This course is designed to introduce students to the sociological perspective and then apply this perspective in analyzing the basic processes and institutions of modern society. To this end, students will be exposed to many of the important theories, concepts, and substantive concerns within the sociological tradition. While the course will focus on the contemporary United States, comparative and historical perspectives will also be utilized. Grades will be based on four exams. [Cost:1] [WL:4] (Kimeldorf)

Section 014. Here we explore society from the sociological perspective using theories and research to address questions about the origin, form, and changes in social functioning of: groups, deviance, social stratification by class, age, gender, and ethnicity, as well as the institutions such as family, state, work, religion, and education. Students earn grades through examinations, quizzes, an individual library project, and a group field work project. Mostly lecture and discussion. Cost:4 WL:1 (Wallace)

Section 024. This course is less a survey than a topical introduction. The subjects we take up (ranging from the sociobiology of incest avoidance to the social origins of religion) have been chosen first for their inherent interests and then for their capacity to illustrate characteristic modes of social scientific reasoning. They have been organized so as to roughly reflect the interests of the "founding fathers" of sociology: Karl Marx, Max Weber, and Emile Durkheim. Thus our prime concerns are with the effects of social inequality and stratification (Marx), the grounds of authority and social organization (Weber), and deviance and cultural sociology (Durkheim). Beyond reading and lectures, students will be learning to analyze data and formulate sociological ideas of their own. We use an interesting and very user-friendly PC data and analysis package to introduce some basic statistical concepts and research strategies. Through a series of exercises, students develop a sense of how sociological research is formulated and carried out. They then have the opportunity to do some research of their own with the data provided. A short report on this research (5 pages or so) is one of the course requirements. While this paper is an opportunity to actually do some sociology, our real concern is to develop the analytical skills fundamental to any social science. Throughout, Principles treats sociology less as a field to be mastered than as a fundamental contributor to a liberal education. At its conclusion, students will not have a "map" of the discipline in mind, but instead a practical sense of how social scientists strive to understand the complex world in which we live. The reading load averages about 65 pages (some more difficult than others) per week. We use a course pack and one book for the readings. Around 15 to 20 hours over the term (and another book) will be required to learn data analysis and do the research paper. [Cost:2] [WL:1] (Schneider)

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

INTRODUCTION TO SOCIOLOGY THROUGH SOCIAL PSYCHOLOGY. The purpose of this course is to introduce students to the area of Social Psychology within Sociology. The course will provide a general introduction to the social psychological perspective within Sociology; the study of social behavior as a product of the interaction between individuals and groups. Four major themes within Social Psychology will be examined: (1) the impact that one individual has on another individual, (2) the impact that a group has on its individual members, (3) the impact that individual members have on the group, and (4) the impact that one group has on another group. The themes, concepts, theoretical approaches, and research methods within social psychology will be presented and discussed. The course will consist of two lectures and one discussion section each week. There will be three exams for this course, each covering one third of the lecture and reading material. The exams will be multiple choice and short essay items. In addition, approximately 6, one-three page class exercises will also be given as assignments. These assignments will involve the application of social psychological theories and concepts. Attendance at lectures and discussion sections will be required and very important both for what you learn and how well you do in this course. (Orbuch)

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

Section 001 INTRODUCTION TO SOCIOLOGY THROUGH STUDY OF SOCIAL INEQUALITY. In this team-taught introduction to sociology, we will explore the pervasive influence of social, political, and economic inequality in the United States. We will investigate inequality in the areas of race and ethnicity, class, sex/gender, handicapping characteristics, and sexual orientation. Emphasis will be placed on how these different forms of inequality intersect. Students will be expected to become critical thinkers as they evaluate theories of why inequality exists. Finally, we will look at the ramifications of being privileged or under-privileged in our society. Films, lectures, guest speakers and exercises will be used to convey ideas and concepts. Course work will include multiple written exercises and a final exam. (Gerschick, Ore, Richberg)

Section 008 INTRODUCTION TO SOCIOLOGY THROUGH POLITICAL ECONOMY. An introduction to sociology through a critical examination of the influence of Marxian political economy on the discipline. Basic concepts of Marxian social thought including class, law and the state, and a consideration of gender and racial stratification from a Marxian perspective. Contemporary Marxist thought and the crisis of socialism. Readings include: C. Wright Mills, THE MARXISTS; Studs Terkel, WORKING; Kristin Luker, ABORTION AND THE POLITICS OF MOTHERHOOD; Eric Williams, CAPITALISM AND SLAVERY. (Paige)

Section 015: SOCIOLOGY OF LOVE. Romantic love is perhaps the single, most powerful belief system in our society. It is a whole psychological and cultural package containing values, ideals, expectations and roles that guide our most meaningful relations with others. The purpose of this course is to share with you some of the major insights and theoretical frameworks for understanding the experience of romantic love in Western, capitalist, social systems. At the heart of this course lies an examination of the historical roots and the social political structures which have created our conceptions of love, gender identity and sense of self and have fostered our contemporary culture within which love relations take place in American society. In Part I, AGAINST LOVE: Rape, Pornography, and Prostitution, we seek to advance our understanding of the institutional barriers which prevent us from loving each other in just, equal, and joyful ways. Part II: LEARNING ABOUT LOVE: Gender Identity, Sexual Orientation and Transsexuality, invites us to reflect on how we have come to be socialized to conceive of our sexuality, our sexual orientation, and our sense of self. Part III: LOVE AND SOCIETY: Exchange Love, Addictive Love and Eating Disorders, examines the most prevalent ways of loving in our society and some of its most destructive consequences. In Part IV: BEING IN LOVE, we explore the possibility of loving in a novel and humane way, a way that could greatly improve the quality of our relationships. It could also be a powerful source of self-transformation and social change. Opportunities for learning will come form lectures, discussions, guest speakers, readings, experiential exercises, and journals. The pedagogy of this course is interactive based on dialogue, respect for each other, and responsibility for our own learning.

This course is a modification of my LOVE AND INTIMACY course, which I offered as Sociology 101 in Winter Terms, 1990, 1989 and 1988. If you took any of these classes, I would ask you please not to enroll in this course also, because of the considerable overlap of material. [Cost:3] [WL:4] (Luis Sfeir-Younis)

200. Sociology Undergraduate Orientation Course. (1). (Excl).

This is a one-credit course organized primarily for undeclared freshpersons and sophomores who are interested in Sociology, yet know little about the field. Its purpose is to encourage students to explore Sociology, to discover what Sociologists do, and to foster the development of critical thinking. Every week, the seminar will be visited by a different professor who will discuss the discipline and her/his own research. The presentation will be followed by a question-and-answer session and then students will break down into small groups with a peer facilitator to briefly discuss the reading and the presentation. Readings will come from two introductory texts and will introduce students to current issues in Sociology. The grade for the course incorporates class participation and two short papers. This course does not count as social science credit nor does it apply towards concentration requirements in Sociology. [Cost:1] [WL:4] (Gerschick)

204/Pilot 189. Intergroup Relations and Conflict. (3). (Excl).

See Pilot 189.

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

See RC Soc. Sci. 220. (Thompson)

For Undergraduates Only

210. Elementary Statistics. No credit granted to those who have completed or are enrolled in Poli.Sci. 280, Stat. 100, 402, 311, or 412, or Econ. 404 or 405. (4). (Excl).

Section 001. 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, census, 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)

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

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. Cost:2 WL:1 (Frey)

304/Amer. Cult. 304. American Immigration. (3). (Excl).

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. As Muller and Espenshade (1985) pointed out in THE FOURTH WAVE, immigration to America can be broadly understood as consisting of four major waves: the first one, that which consisted of Northwest Europeans who immigrated up to the mid-19th century; the second one, that which consisted of Southern and Eastern Europeans at the end of the 19th century and beginning of the 20th; the third one, the movement from the South to the North of Black Americans and Mexicans precipitated by the two World Wars; and the fourth one, from 1965 on, is still ongoing in the present, of immigrants mostly from Latin America and Asia. 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. An article on each of the immigrant groups that is the result of research conducted by a member of that ethnic group will help us to survey these varied ethnic histories. We will analyze them from the contrasting sociological perspectives on race and ethnic relations. Furthermore, in THE IMMIGRANT EXPERIENCE, Thomas Wheeler has collected the insightful accounts of well-known American writers who experienced immigration as a lived reality in their families. These first-hand accounts will help us to understand the felt experience of immigration. COURSE REQUIREMENTS: The written requirements for this course consist of two exams. Both the exams will be in-class tests, consisting of short-answer questions that will draw from the lectures and our discussion of the readings. So come to class prepared to discuss! Class attendance and participation will be taken into account in determining the final grade. Each exam will be worth 50 points. (Pedraza-Bailey)

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

Section 001. This course teaches the main basic research methods used by social scientists: observation, survey, experimentation, and statistics. It demonstrates the logic (as well as the "illogic") of reasoning in social science. You will learn how to use microcomputers for statistical analysis and word processing. Evaluation is based on eight quizzes (40%) and four research projects (60%). You should be prepared to take computer labs. Prior knowledge of IBM-family microcomputers and popular softwares (such as Lotus 1-2-3, and Microsoft Word) is helpful but not required. The research projects will be based on real data that have already been collected. [Cost:3] [WL:1] (Xie)

Section 006. This course teaches methods of conducting social research. Three approaches to data collection will be considered: controlled experiments; sample surveys; and observation. We will consider the strengths and weaknesses of each approach as a means of gaining better understanding of social attitudes and behaviors. A further objective of the course will be to learn how to make use of social data to answer questions about the nature of social reality. This will entail the use of quantitative and graphical techniques. The course assumes minimal familiarity with social statistics. Students will be evaluated through short papers (5-8 pages) and a final exam. Instruction will be through lecture, discussion sections, and computer labs. Cost:2 WL:1 (Casterline)

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

This course is intended for a wide range of students who might be interested in learning about current population conditions and the range of social and economic issues associated with them. A variety of views are presented concerning the ways population is perceived as a problem and what should be done about it. Students are introduced to basic demographic concepts and measures which help provide a framework for examining a wide range of international and national population-related issues. Some of the issues include causes and consequences of population growth, migration, third-world urbanization, population and food, aging of populations, adolescent pregnancy, family planning and population policy and programs. There are no special prerequisites for the course, but students will be expected to learn to interpret quantitative material. The course is conducted as a lecture with in-class discussion encouraged. Films and other audio-visual materials are used. Grades are based largely on in-class exams. Short written assignments and class participation are given some additional weight. [Cost:2] [WL:1] (Christenson)

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.

Sociology 389 is Project Community. As a service-learning course, Project Community is committed to both service in the community and to student learning. Students choose from over 30 community field settings in the areas of education, health care and criminal justice. Each section includes field work at a community agency or institution, a weekly seminar, and readings and writings. The seminars are participatory and seek to bridge experiences in the community with the theory in the course pack. Sections vary from two to four credits. Field settings include schools, community centers, child care centers, hospitals, crisis centers, senior centers, adult and juvenile correctional facilities. For more information, come to the Project Community Office. in the Michigan Union (2205 Michigan Union). [Cost:1] [WL:5. Go to Project Community Office (M.Union 2nd floor) for an override. (Chesler)

Section 001 LEADERSHIP DEVELOPMENT CLASS. Designed for freshman and sophomores who are aspiring leaders, new leaders, or members of an organization. The student's participation in an organization will serve as both a testing ground for skills learned in the seminars as well as a resource for class discussions. Skills such as listening, communication, problem solving, conflict resolution, and assertiveness will be reviewed and rehearsed. Stages of organizational development will be reviewed, enabling students to acquire the ability to recognize symptoms of organizational function and dysfunction. This section requires instructor approval. Students must secure override from the student organization development center or Project Community office, 2202 Michigan Union, and CRISP for the course.

Section 002 ADVANCED LEADERSHIP SEMINAR. This course is designed for juniors and seniors who have held or currently hold organizational positions of significant responsibility. The seminar sessions consist of four modules, each consisting of a series of sessions which examine current issues, trends, concepts, and situations related to leadership and organizational development. Students' past and present leadership experiences will serve as an important resource for the class. This section requires instructor approval. Students must secure override from the student organization development center or Project Community office, 2202 Michigan Union, and CRISP for the course.

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

See REES 396.. (Szporluk)

397. Junior Honors in Sociology. Honors standing in sociology. (3). (Excl).

This is the first in a three-course sequence (Sociology 397, 398, 399) that will guide students through the completion of their Honors thesis. The objective this course is to prepare junior-year honor students for the research and writing of their Honors thesis. Upon completion of the seminar, there is a strong preference that students should have a completed, and instructor approved, prospectus. In addition, initial overtures should have been made to prospective faculty mentors. Students should be in a position to begin research in earnest upon completion of the seminar. (Schneider)

398. Senior Honors in Sociology. Honors standing in sociology. (3-4). (Excl). (INDEPENDENT).

This is the second course of a three-course sequence (Sociology 397, 398, 399) designed to guide the students through the completion of their Honors thesis. The focus of this seminar will be on collection and analysis of data for the thesis. Time will be spent every week sharing research experiences and problems, and doing problem-solving.

399. Senior Honors in Sociology. Honors standing in sociology. (3-4). (Excl). (INDEPENDENT).

This is the third course of a three-course sequence (Sociology 397,398, 399) designed to guide the student through the completion of their Honors thesis. At this point in the sequence, students will be working primarily with their faculty mentors. The seminar will meet periodically to continue to share research experiences and problems and to do problem solving. Towards the end of the term, students will present their research papers to the seminar for feedback.

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 or are enrolled in 100. (3). (SS).

This course introduces students to characteristic modes of sociological analysis. Rather than survey the discipline, it reviews exemplary theoretical and empirical work to provide insight into how sociologists explain phenomena like conflict, inequality, and deviant behavior. Such insight is conceived of as contributing to a liberal education as well as introducing a field of study. Students will be expected to work with primary tests, and comment critically on lectures and readings. Evaluation on basis of exams and a paper. [Cost:2] [WL:4] (Schneider)

412. Ethnic Identity and Intergroup Relations. Permission of instructor. Students are required to have taken courses in ethnic studies or intergroup relations. (3). (Excl).

This course will explore a wide range of questions on ethnic identity and intergroup relations. The first part of the course will examine ethnic identity, looking at the experience of growing up in the United States as a member of an ethnic group, with particular attention given to ethnic minority groups. The second part of the course will examine intergroup relations, looking at the experience of various groups in relation the majority population and in relation to one another. Students may read autobiographical works and case studies as well as empirical and theoretical background material. Students will be invited to bring personal experience and perspective to enrich the discussion of such readings. Students will be graded on a research/writing project, a midterm and final exam, and class participation. [Cost:2] [WL:5. For overrides call Pilot Program 764-7521 or Sociology office] (Schoem)

420. Complex Organizations. (3). (Excl).

Organizations provide the context for most aspects of modern living. They structure the way people produce goods, conduct business, socialize, search for scientific knowledge, provide services, pursue religious community, acquire professional status, coerce and coopt opponents, educate the young, make and enforce laws, etc. The course examines a variety of theoretical perspectives and their application to the understanding of organizations. The purpose of the course is to examine the relations between individuals and organizations, organizations and society, and organizations with other organizations. To do this, the course explores different perspectives including interpersonal, rational, ecological, institutional, cultural, political, and informational theoretical models. The course emphasizes the connection between analysis and the practical implications for different organizations. (Guilarte)

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

See Political Science 428. (Oksenberg)

427. Societies and Institutions of Eastern Europe. (3). (Excl).

Post-Communist societies are new kinds of societies. Even if their principal actors are trying to establish that capitalism and democracy are their aims, these societies will develop their own dynamics given the heritage they bring with them. For one thing, Marxism and other leftist discourses have become quite illegitimate while free market ideologies have taken center stage. But how long will that last? Various celebrations of national identity under communism were relatively unproblematic given the prevalence of a common oppressor, but with a new contested and multiple politics, the tension between universalistic and chauvinistic nationalisms become a central cultural problem. Which culture of nationhood will win out? Gender relations are also transformed in post communist transition, but not necessarily in the direction of any existing pattern. Feminist thought was identified often with old communist authorities, but the necessity of the feminist turn is becoming increasingly obvious as traditional patriarchal authorities return to power in the post-communist scene. Will we see a new kind of feminist movement in Eastern Europe? These are some of the general questions that will guide our analysis of post-communist transition in Eastern Europe and the USSR. We shall engage these questions most directly by examining recent sociological analyses of the transition, including works by Tatyana Zaslavskaja, Bogdan Denitch, Ivan Szelenyi, and others. Background in sociology and/or East European studies is highly recommended. (Kennedy)

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

This course will analyze the American family through both a sociological and historical perspective. Readings and lectures on the historical development of American family life are designed to help students understand current family patterns and anticipate future changes. A number of topics will be emphasized, including: the impact of slavery on Black families; immigrants and family change; evolving patterns of marriage and divorce; continuity and change in the roles of women, and alternative forms of family organization. The course is primarily a lecture course, but with periodic discussion sections and films. Student performance will be assessed by means of exams and short papers. (Adams)

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

This course is designed to examine the organization of law in society and the relationships between law and society. The approach, however will be primarily from a sociological perspective; however, the views of anthropologists, political scientists, philosophers, jurists, and others will also be explored. While the course will be a survey of "law and society" in general, topics of current interest will serve to bring focus to the material: free speech, the death penalty, rape laws, affirmative action and anti-discrimination laws, etc. Various rules and regulations of the University "society" also will be examined in the context of the concepts being studied. Students will be expected to think critically and independently about legal systems and the role of law in society. Evaluation will be based on one or two midterm examinations, a final examination, and one or two short papers. (Sharpton)

460. Social Change. (3). (Excl).

The broad agenda for this course is to review theories and strategies/programs of social change, especially as they apply in the contemporary American situation. Moreover, our focus will be on change that is intentional and planned, in one fashion or another, by one party or another. Of course, any voluntarist or intentional effort does make assumptions about the operation of broadly deterministic forces of economies, polities and cultures, and we will review these assumptions and general social theory for their illumination of our primary concerns. Organizations and communities will receive special attention as targets or loci of change, and concerns about resource equity and social justice will be prominent as change goals or criteria. Some lectures will occur, but emphasis will be placed on student discussions, based upon readings and in-as-well-as-out-of-class exercises. [Cost:2] [WL:1,4] (Chesler)

462/Comm. 462. Cultural Theories of Communication. Soc. 100, Comm. 103, or Anthro. 101. (3). (Excl).

See Communication 462. (Press)

465/Psych. 488. Sociological Analysis of Deviant Behavior. (3). (Excl).

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. [COST: 2] [WL:4] (Modigliani)

467. Juvenile Delinquency. (3). (Excl).

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. (Burke)

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

In this course we explore the systematic study of crime focusing particularly on explanations of crime and societal reactions to crime (including law, police, courts, and correctional institutions). Students are encouraged to combine their study of lectures and the literature with their own exploration of the field to arrive at a better understanding of crime and how we might improve our dealing with it. [Cost:4] [WL:1] (Wallace)

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

The course deals broadly with the issues 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 the terms of four paradigms, or broad frameworks, that have been used by researchers to study the area: cognitive and interpersonal consistency, means-end or functional analysis, the elaboration likelihood model (ELM), and activation 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. [Cost:2] [WL:4] (Modigliani)

496. Special Course. (2-3). (Excl). May be repeated for credit.

Section 001 WOMEN AND WORK IN AMERICAN SOCIETY. This seminar will explore both the historical roots and contemporary persistence of the sexual division of labor and women's subordinate economic status. Specific topics will include: the building of the female labor force and uses of gender ideology in industrializing America; the distinct experiences of minority and immigrant women; the ambivalence of organized labor; women's invisible work; and finally, an evaluation of the recent gains women have made and have failed to make. The course will be an intensive senior seminar, emphasizing reading, synthesis, and independent writing, in place of the usual examination-based grading. Students will be graded on the basis of class participation, presentations, and two written projects: an oral history and a policy investigation. This course is appropriate for seniors in the social sciences or Women's Studies. [Cost:3] [WL:4] (Blum)

For Sociology Honors Students, Seniors, and Graduates

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

See Psychology 516.

591. Special Areas of Social Psychology. Soc. 590 or permission of instructor. (3). (Excl).

Section 001 INTERGENERATIONAL RELATIONSHIPS IN THE FAMILY OVER THE LIFECOURSE. This course will cover the topic of intergenerational relationships in the family from a life course perspective. The focus will be on the historical, social structural, social psychological and developmental aspects of intergenerational relations. Although most of the life course will be covered, emphasis will be given to two major contexts: intergenerational relationships during the period of childhood socialization and intergenerational relationships during old age. The course will have an inter-disciplinary flavor, in that a wide range of theoretical perspectives will be considered, including rational choice theories, psychoanalytic and other developmental theories, exchange and equity theories, and "ecological" theories of the family. In addition to reviewing relevant theories, current empirical literatures will be reviewed and assessed. Students will have a role in the organization, presentation and discussion of assigned readings. Students will complete three short take- home assignments during the course of the term and will complete an empirical research and writing project due at the end of the term. (Alwin)

595. Special Course. (3). (Excl).

Section 001 SOCIAL AND PERSONAL RELATIONSHIPS. This course is designed to provide a general overview to theory and research on social and personal relationships. We will examine current literature and research in the area and students will gain knowledge of the social psychology of relationships. The history, present stature, and future directions of this area of study also will be discussed. A theme that will pervade the course as a whole is the interdisciplinary nature of the research in this area. The course will meet once a week for two hours. (Orbuch)

596. Special Course. (3). (Excl).

Section 001 STUDIES IN SOCIOLOGY AS SCIENCE AND HUMANITIES. (3 credits). In modern times sociology has been treated as a science, ignoring its intrinsic ties to the humanities. The course explores the gains to be made by explicitly drawing upon the humanities to improve the RIGOR and RICHNESS of sociological analysis. Making the link explicit, requires us to draw upon philosophy, literary analysis, and history. After exploring epistemological issues, the seminar will explore foundational methodological and substantive issues that are illuminated by such an approach. Among others, concepts of causation and of justice will be explored. Grades will be based on class participation, short written exercises and a term paper. This course requires senior or graduate standing. Students with some background in the humanities are especially welcome. Cost:3 WL:1 (Zald)

597. Special Course. (3 each). (Excl).

Section 002 SOCIOLOGY OF HEALTH AND AGING. This course will explore social aspects of health, aging and the health care system. We will examine such issues as the social causation of disease, relationships between doctors and patients, the health professions, health care among women and the poor, and the current health care crisis in U.S. and cross-cultural contexts. (Anspach, Hermalin, and House)


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