Courses in SOCIOLOGY (DIVISION 482)

Primarily for Underclass Students

100. Principles of Sociology. Open to freshpersons and sophomores. Juniors are strongly encouraged to enroll in Soc. 400. Seniors must elect Soc. 400. No credit granted to those who have completed or are enrolled in 400. No credit for seniors. (4). (SS).
Section 001.
This course is less a survey than a topical introduction. A text is used to map the discipline, while lecturers and further readings take up subjects (ranging from the sociology of incest avoidance to the social reproduction of inequality) that 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). (Schneider)

Section 024. In this comparative and historical introduction to sociology, the power relations and social transformations that have shaped the modern world are the principal objects of study. Our main questions include these: Why did capitalism originate in northwestern Europe and not elsewhere? What are the principal classes of capitalist society, and why is conflict, rather than cooperation among these classes, the "tendency" of capitalism? What are the conditions that encourage the formation of movements based on gender or race/ethnic consciousness? And finally, what does the new world order based on capitalism's "triumph" promise for societies outside its "core." Will Eastern Europe share in the West's wealth? Are South Korea, Taiwan and Singapore models for success? Or might India and its story be the better reference for understanding the problems accompanying development in the new capitalist world system. Discussion section participation and two examinations will decide the grade received for the course. (Kennedy)

101. Person and Society: An Introduction to Sociology Through Social Psychology. Open to freshpersons and sophomores. Juniors are strongly encouraged and seniors must take Soc. 400, 401, 452, 463, 464, 465, 470, 481, 482, or 486. No credit for seniors. (4). (SS).

The course deals at an introductory level with a series of topics in Sociology that lie at the interface with Psychology. The aim is to make you aware of the kinds of questions and issues that social psychologists study, and especially to expose you to important conceptual frameworks that have been used to organize and investigate each of the information techniques, and more with getting you to think systematically about the determinants of social behavior. (Modigliani)

102. Contemporary Social Issues: An Introduction to Sociology. Open to freshpersons and sophomores. Juniors are strongly encouraged and seniors must take Soc. 302, 303, 400, 401, 423, 444, 447, 450, 460, or 461. No credit for seniors. (4). (SS). Credit is granted for a combined total of 8 credits elected through Soc. 102, 202, 203, and 401, provided that the course topics are different.
Section 001.
This course is designed to give students an understanding of how sociologists approach and study work in contemporary society. The first part of the course will cover the theories explaining social organization of work, paying particular attention to the nature of work in capitalist societies. Students will then be introduced to some of the major trends in work structures, issues of technology and control and the impact of these factors on the work and family lives of participating groups, defined by their class, race and gender. Empirical case studies will be presented and discussed. (Ngin)

Section 008 Introduction to Sociology Through Theory. This class focuses on how society is systematically studied in two parts. The first part traces the origins of the concept of society and emphasizes the effect of the Enlightenment which laid the foundations for the discipline of sociology. It covers the works of the social thinkers who laid out the structure of the discipline Karl Marx, Max Weber and Emile Durkheim and those who have made contemporary contributions, such as Jurgen Habermas and Anthony Giddens. In light of the theoretical perspectives offered by these social thinkers, the second part centers on components of society such as culture, sex roles and social groups, organizations and bureaucracy, stratification and inequality, and race and ethnicity. The course requirements include one midterm and one final examination. (Gocek)

Section 015 Introduction to Sociology Through Inequality in America. This course will introduce the student to sociological analysis by examining change and persistence in social inequality in 20th century America. We begin by reviewing different theoretical traditions, each of which shapes our view of human nature and human possibilities, as well as how much inequality is ethical, just, or inevitable. We then turn to the major forms of social inequality in America: class, race, and gender. While providing some historical background, our main focus will be on understanding the shaping and reshaping of American society in the latter half of the century. Examples of the kinds of questions asked in the course are: Why does poverty exist, and what would have to be done to eradicate it? Why does racism persist after the tremendous success of the Civil Rights Movement? How can we understand the kinds of changes occurring in families, between men, women, and children? Course requirements, in addition to readings and lectures, include a midterm and final exam, participation in sections, and a 7 page paper. (Blum)

111/University Courses 111. Introduction to Global Change II. No credit granted to those who have completed or are enrolled in Natural Resources 111. (4). (SS).

See UC 111. (Ness, Teeri, Allan)

195. Principles in Sociology (Honors). Open to freshpersons and sophomores admitted to the Honors Program, or other freshpersons and sophomores with a grade point average of at least 3.2. Juniors are strongly encouraged and seniors must take Soc. 400. No credit for seniors. Credit is not granted for both Sociology 195 and Sociology 100 or 400. (4). (SS).

This course is an introduction to principles of the social science called sociology. It is a seminar, not a lecture course. It uses as its central teaching tool the laboratory approach common to the natural sciences. In the laboratory, one discovers the principles of a science by empirical discovery, and then those principles are articulated and integrated in discussion with the instructor. In the social sciences, the nearest equivalent to the laboratory is the data set containing survey or census data. We will use a simple, easy-to-use computer program called Chippendale to perform elementary analyses of data from a variety of sources, including the General Social Survey, the American National Election Study, and the U.S. Census of Population and Housing. The focus of these data sets is on differentials in the U.S. population in education, occupation, and attitudes, and on the equality (or inequality) of opportunity for Americans to attain "the American Dream." This subject matter is not the whole of sociology by any means, but it offers a vehicle for addressing the fundamental principles of the discipline in an empirical fashion. (Rockwell)

204/Pilot 189. Intergroup Relations and Conflict. (4). (SS).

See Pilot 189. (Schoem)

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

See RC Social Science 220. (Thompson)

For Undergraduates Only

210. Elementary Statistics. Sociology Honors students should elect this course prior to beginning the Honors Seminar sequence. Sociology concentrators must elect this course prior to their last term. 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 related to the world of alternative, testable ideas. Students are familiarized with a variety of descriptive statistics (interpretation of tables, measures of association, regression, etc.), inductive statistics (theory of sampling, significance tests) and the empirical origin of statistical data (surveys, censuses, observational studies). Several forms of decision-making based on quantitative and non-quantitative evidence are compared and contrasted. No special background or preparation is needed. Students capable of handling arithmetic have all the mathematical skills required for the course. 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 microcomputer. 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. Cost:2 WL:4 (Goldberg)

Section 008. The objective of this course is to introduce students to three primary aspects of statistics: (1) brief consideration of how data are collected; (2) examination of both graphical and numeric procedures for describing a data set; and (3), consideration of ways in which data can be used to make decisions, to make predictions, and to draw inferences: for example, to decide whether data from a sample of respondents are consistent with a hypothesis, or to quantify the elements of a theoretical model. There will be numerous problem sets designed to provide experience in applying and interpreting statistical procedures; some of these will require the use of microcomputers. No previous exposure to microcomputers or to any statistics or mathematics (beyond basic arithmetic and algebraic skills) is assumed. Grades will be based on three exams, several quizzes, and the problem sets. The class time will be split between lectures and discussion/laboratory sessions. Cost:3 (Rodgers)

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 laboratory 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)

303/CAAS 303. Racial and Cultural Contacts. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. No credit granted to those who have completed or are enrolled in 503. (4). (SS).

The goal of this course is to introduce students to the history and problems that racial minorities have faced in the United States. We will begin by defining the central concepts used by social scientists in their analysis of race relations, e.g., "race," "minority," "ethnicity," "racism," etc. Central to this discussion will be our understanding of "racism" NOT as "prejudice," "ignorance," an "attitude," or a "belief" but rather as a comprehensive historical system. With this framework in hand, we will survey the experiences of five racial minorities, namely, African Americans, Chicanos/Mexican Americans, American Indians, Puerto Ricans, and Asian Americans. The survey of each group will follow a structured pattern. First, a brief discussion of the most salient features of the history of the group in the U.S. Second, a discussion of some general problems affecting the group through either a general interpretation of the history of the group in the U.S. (Marable, Cornell, Kitano and Rogers) or through a historical case study of the group in one area of the U.S. (Montejano, Rodriguez). The course will conclude with a semi-open discussion of possible solutions to the racial dilemmas of the U.S.

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 survey a vast range of the American immigrant experience: that of the Irish, Germans, Jew, 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 that 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)

310. Introduction to Research Methods. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or completion of one social science couse in economics, anthropology, political science, psychology or other sociology course; or permission of instructor. Sociology Honors students should elect this course concurrently with Soc. 397. (4). (Excl).

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 computers for statistical analysis and word processing. Evaluation is based on four quizzes (50%) and four research projects (50%). You should be prepared to take computer labs. Prior knowledge of computers 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. (Xie)

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 known as "Project Community" and "Trained Volunteer Corps." Students combine 4 to 6 hours of weekly service in community settings, with weekly student-led seminars. Seminars are interactive, focus on related sociological issues, and provide a time for mutual support, planning and problem-solving. Over 50 sections offer settings that include working in school classrooms with "at-risk" children and youth in a variety of tutoring, chemical dependency, mentoring situations; in the adult and juvenile criminal justice system; with adult literacy; with the homeless; and with elderly, the mentally ill, the disabled, and in hospitals. For more information, come to the Office of Community Service Learning, in the Michigan Union, Room 2205. Cost:1 WL:5; enrollment is by override only; visit Project Community Office, 2205 Michigan Union. (Chesler, Kritt)

Section 001 Leadership Development Class. Designed for freshmen 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.

Section 002 Advanced Leadership Seminar. This course is designed for junior 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.

Sections 004-010, 046, 047 Health and Special Populations. Students in these sections work as volunteers in local hospitals or with a variety of special populations in the community. You will find your life enriched through being a friend to a retarded adult living in a group home, working with a developmentally disabled child on sports skills or community interaction, with children at SAFE House, assisting in activities at a drop-in center for~ homeless and mentally ill persons struggling to stay out of the institutions. Seminars look at health and health care access and at issues related to the interaction of society, social attitudes, policies, and the specific population.

Sections 011-013, 019, 050 Public Classrooms and Tutoring. Students in these sections are involved as classroom aides during the school day, or as tutors/mentors in a variety of after-school settings for children and youth considered "at- risk" in the school system. Working with small groups of children or one-on-one with students needing assistance and participating in the general classroom activities is a rewarding way to learn much about yourself and about schooling. After-school programs allow you to establish a particular relationship with one or two children while being supported by the group project. Previous teaching experience or training is not necessary. Seminars focus on issues of race, class, gender, achievement and expectations as they affect the schooling of children in our society.

Section 049 Environmental Advocacy. Students in this section will be responsible for contacting one of five agencies and setting up their own volunteer placement. Sites include Project Grow, Ecology Center and others.

Sections 014, 015, 048 Pre-School Centers. Students may choose from a host of centers. Each center has its own distinctive philosophy. Students play with and read to children, help teachers and help to create a fun and stimulating environment.

Sections 055 and 056 Intergroup Relations. In the Blacks and Jews Project students will examine questions regarding the relationship between African Americans and Jews. Students will have the opportunity to explore their own ethnic backgrounds as well as commonalities and differences. Students will develop skills that enable them to constructively deal with conflict and enhance intergroup understanding. The Blacks and Whites Project is similar in focus, but may be limited to Couzens Hall residents only. Both groups will have a service project in the community and a weekly discussion group.

Sections 020-026, 032-034 Adult Corrections. Project Community involves students with adults in a range of different Criminal Justice settings. Opportunities include: student led discussion groups with inmates, pre-release counseling, facilitating a creative writing seminar, courtwatching.

Sections 027-031, 035, 036 Juvenile Justice. Project Community involves students with youth in a variety of Juvenile Justice settings. These include: mentoring at-risk youth in a diversion program, being special friends to group home residents and providing recreational and educational activities to institutionalized teens in detention and training schools. Most projects have a small group focus although some one-to-one placements are available.

Sections 037-043 Chemical Dependency. Project Community is committed to involving students in all levels of chemical dependency programming. During the '93-'94 academic year, service-learning opportunities are offered for volunteers in children's prevention, education and child care programs, as mentors and tutors with adolescents, and in adult treatment within the criminal justice system. Some site placements require a two term commitment beginning in the fall term. Two and three credit opportunities are available each term. Interested students must interview with the Program Director prior to enrollment.

Sections 051-054. The Trained Volunteer Corps projects offer the opportunity to work with individuals who are vulnerable in our communities. Students choose from among a variety of agencies that work with homeless, elderly, at-risk youth and adult literacy. TVC students receive hands on skills training to enable them to work effectively at their sites.

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

See Russian and Eastern European Studies 396. (Gitelman)

398. Senior Honors in Sociology. Honors standing in sociology. Soc. 210 and 310, and permission of instructor. (3). (Excl).

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. (Schneider)

399. Senior Honors in Sociology. Honors standing in sociology. Soc. 210 and 310, and permission of instructor. (3). (Excl).

This is the third course of a three-course sequence (Sociology 397, 398, 399) designed to guide students through the completion of their Honors theses. 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 or 195. (3). (SS).

Principles and problems 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. (Schneider)

401. Contemporary Social Issues III. (2-4). (Excl). Credit is granted for a combined total of 8 credits elected through Soc. 102, 202, 203, and 401, provided that the course topics are different.
Culture and Belief Systems.
This course takes as its starting point the division Marx made between "base" (economic forces) and "super-structure" (ideologies, culture, religion). It will then proceed to ask the question "Are cultures and beliefs things that produce societies, or do societies produce them?" The course will combine sociological and anthropological theory with experiential explorations of the topic. Experiential work will include going into the community to observe a belief system at work, examining sub-cultures here in Ann Arbor, and self-reflection work about the impact of culture and belief systems in our own lives. (Weigers)

420. Complex Organizations. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).

Organizations provide the contexts for most aspects of modem 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 co-opt 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. These perspectives include several contemporary views that emphasize problems of organizational efficiency, effectiveness, rationality, culture, legitimacy, adaptation, and learning. The course also considers critical approaches to organizations that include ecological, radical, or Marxist feminist, humanist, and political economy views. The course emphasizes perspectives associated with small business organizations and their growth, including the emergence of management, technological innovation and diffusion, entrepreneurship, and forms of ownership and control. Students are required to do a project associated with small business. (Guilarte)

423/Am. Cult. 421. Social Stratification. (3). (Excl).

This course presents a study of social class and inequality in advanced industrial societies. The focus will be on the United States, but references to other countries will be made where appropriate. The course begins with a review of general concepts in sociology. It then moves to a consideration of the models of social class proposed by Marx and Weber. We discuss the reasons for the rejection of Marx's approach by American Sociologists in the post World War II era, followed by an examination of the major variant of stratification research in contemporary American sociology, the status-attainment approach. Following a critical evaluation of this work, we shall discuss recent alternatives to it, including network analysis, neo-Marxism, and the new theories of race and gender inequality. Finally, we shall subject these works to a critical examination. (Mizruchi)

444. The American Family. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (SS).

This course provides a sociological overview of U.S. family patterns. The first half of the course adopts an historical perspective, while the second half examines specific issues and controversies pertaining to contemporary family structures and change. Sociology 444 is primarily a lecture class, with some films and class discussions. Student performance will be assessed by means of two exams (midterm and non-cumulative final), and two short papers. For the final paper, each student will choose one aspect of family life (such as child-rearing, divorce, gender relations, etc.) and interview different members in various generations of an American family/kin network, in order to identify the continuities and to assess how their experiences mesh with the materials and explanations presented in the course. WL:1 (Adams)

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

This course is about the social construction of gender, the different and changing positions of men and women in society, and the changing relationships between women and men. We examine how gender differences are reproduced culturally, and become embedded in social practices that structure relations of power. We explore how the definitions of masculinity and femininity vary over time and cross-culturally, and how the structures of race and class interrelate with gender to shape society, and to define people's experiences. We will cover such topics as work and the division of labor, power, sexuality, gender and family life, violence and cultural representations. Grades are based on two exams and either several short papers or a research paper. Lectures and discussion will be supplemented by film and video to convey concepts. Cost:3 WL:4 (Rose)

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

An introduction to political sociology with a particular emphasis on the relationship between economics and politics. Basic concepts such as power, state, nation and class will be introduced and applied to the analysis of the development, control and change of political systems in historical and comparative perspective. Particular emphasis will be given to the analysis of imperialism, underdevelopment and revolution in the Third World and to the relationship between the modern corporation and the state in industrial society. Introductory level courses in sociology or political science desirable but not required. Lecture/discussion; midterm and final. (Paige)

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

This course is based on research which examines the law and the legal system from a social science perspective. It seeks to understand the nature of the laws and the role that law plays in political and social life. (Somers)

458. Sociology of Education. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
Sociology of Education: Comparative Perspectives.
This course explores the theoretical and methodological issues involved in studying education in a comparative context. The course starts with a general introduction to trends in comparative education. A discussion of theoretical frameworks, lodged in Karl Marx, Max Weber and Emile Durkheim's conceptions, identifies the social boundaries of education. Issues of "Western" education in the First and Third world contexts follows; the effects, in particular, of secularization, European colonization, and religious / political reactions are studied in depth. The course concludes with an analysis of contemporary reform movements that emerge to generate alternative educational systems. The role of the state, ethnic and racial minorities, gender issues in constructing these alternatives are spelled out. The course requirements include one midterm, one class presentation (on the final paper), and the final paper. (Goçek)

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

The agenda for this course is to review theories and programs of social change, especially, as they apply to the contemporary American scene. Moreover, our focus will be on change that is intended or planned in one fashion or another, by one or more sets of voluntary actors. Methods of instruction will include brief lectures, but also involve substantial group discussion, small teams working in and out of class on experiential projects, and readings. (Chesler)

461. Social Movements. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).

This course is equal parts history and theory. To understand social movements, we need to ask not only "What happened/is happening?," but "Why do people join movements?," "What type of organization works best?," "How is solidarity achieved?," and "What influences the success or failure of a movement?" Extensive readings will sketch the history of various social movements, while students are expected to provide detailed examination and critique of theoretical approaches to these events. The course examines civil rights, women's, labor, environmental, and nationalist movements, among others. It will have elements of a seminar, with heavy emphasis placed on careful reading and classroom discussion. Grades will be based on class participation, an in-class midterm exam, and a term paper. (Freyberg)

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. Cost:2 WL:4 (Modigliani)

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

The aims of the course are to consider problems of crime and justice across three sites of harm: intimate violence, street crime, and white-collar crime. Particular attention is given to the political and ideological dimensions of criminology and crime control, the organizational features of the justice system, and the moral dilemmas of punishment. Large lecture format with discussion sections. Four pieces of written work are expected: a comparison of two major types of crime statistics, a review essay on street crime, a research study of criminal court dispositional routines or a study of crime in the media, and a final exam. (Daly)

472(587)/Psych. 381. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (3). (Excl).

See Psychology 381.

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

This course will explore social aspects of health, aging and the health care system in American society. 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 a national and cross-cultural perspective. (Anspach)

495. Special Course. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl). May be repeated for credit, provided that the course topics are different.
Section 001 Sociology of Culture.
Culture is the expressive side of social life, and it varies widely from one time or group to another. The sociology of culture attempts to explain this variation, often by focusing on the organizational framework in which expression occurs. Why do some societies value spontaneous and others ritualized forms of expression, for instance? How does "high culture" differ from "popular culture" and why? A major focus is on culture as a product. For instance, how are romance novels produced, who consumes them, and why? What is the difference between art produced for private patrons and art produced for the market? Did the advent of rock and roll say something about youth culture in America or only about changes in the structure of the recording industry? Why does Hollywood reward superficiality? How does the production of science differ from that of art, and why? Why is there an avant garde, and why is it disliked in Cincinnati? By its nature, the course assumes a broad familiarity with culture. Background in sociology and/or anthropology is also advisable. (Schneider)

Section 002 The Achieving Society: Child Development and Education in Japan. During the past 30 years, Japan has transformed itself from a poor, backward, and defeated nation into one of the most prosperous, modern, and dynamic societies in the world. Many observers see Japan's child-rearing and educational systems as the driving forces behind this remarkable social and economic change. Using materials from a variety of disciplines, this course will explore the sociological, psychological, and cultural factors that make Japanese child-rearing and education so effective in producing high-achieving, motivated, and cooperative individuals. We will examine in-depth the structure and dynamics of the Japanese family, specific methods of Japanese child-rearing, and the problem behaviors uniquely associated with child development in Japan. In addition, we will cover a broad spectrum of topics that bear on Japanese education including economics, cultural values, social norms, deviant behavior, gender, and power hierarchies. Classes will consist of a combination of lectures and discussions. A background in psychology, sociology, or Japanese studies would be helpful but is not required. (Crystal)

For Sociology Honors Students, Seniors, and Graduates

512/Poli. Sci. 512. Detroit Area Study. Permission of instructor. (3). (Excl).

Sociology 512 is the first course in the two term sequence that constitutes the practicum in survey research known as the Detroit Area Study (DAS). The aim of this practicum is to provide a working knowledge of the strengths and weaknesses of the survey method. Sociology 512 concentrates on survey methodology including discussion of current research. Class time will be devoted to instruction and practice related to questionnaire development, pretesting, sampling and blocklisting, coding, and interviewer training. The skills taught during class periods are preparation for out of class field work that culminates in the conduct of a full scale survey of residents in the tri-county Detroit metropolitan area. The substantive topic of the survey changes from year to year. In 1994 the study will focus on the impact of education on attitudes. The survey will be designed to make sense of the conflicting claims about the effects of education and to create a typology that distinguishes when education fosters liberal attitudes, when it promotes mainly lip service to democratic ideals, and when it provides a defense of group position and the status quo. (Steeh)

595. Special Course. Graduate standing or permission of instructor. Some background in social psychology is desirable. (3). (Excl). May be repeated for a total of 6 credits.
Section 001 Family, Gender, and the State.
This seminar will explore the relatively new interdisciplinary interest in the intersection of family structures, gender and states. A major goal of the seminar will be to disentangle the ways in which states structure and are structured by differences bases, on gender, sexuality, and distinctive family practices. After a general theoretical introduction, the class will focus on special topics, including: fertility, reproduction and state policies; the reciprocal impact of family forms/strategies and state-building: family, gender and the comparative development of welfare state; domestic violence; discourses of family, gender and sexuality in ideologies of citizenship and nationalism. Students will be evaluated by means of class participation and a final paper. Cost:3 WL:3 (Adams)

596. Special Course. Graduate standing or permission of instructor. Some background in social psychology is desirable. (3). (Excl). May be repeated for a total of 6 credits.
Section 001 Feminist Approaches to the Social Sciences.
This graduate-level seminar examines the multifaceted impact that feminist scholarship has had on the social sciences, with particular emphasis on issues of methodology and epistemology. Adding women, and then gender, on to traditional research agendas often leads to questioning the customary practices of knowledge production and validation. Yet not all feminist scholarship is reflexive about such issues. The course therefore is divided into three sections: an introductory section raising the major dialogs between women-centered standpoints, women of color standpoints, and postmodern feminism; a section considering the major methodological approaches and feminist critiques of each; and a third section sampling topics in which feminist research has made major interdisciplinary contributions (such as: gendering the political, explaining job segregation, constructing heterosexuality, constructing gay and lesbian identities, etc.). (Blum)

Section 002 Women, Crime, and Justice. The aims of this course are to understand women's experiences as law-breakers and victims, and to discuss problems for feminist theory, research, and activism in making sense of women's criminalization, victimization, and meanings of justice. Readings are in four bodies of theory and research: feminism, law, criminology, and social science. Authors include Angela Browne, Becky and Russell Dobash, Carol Smart, Nicole Rafter, Maureen Cain, Sandra Harding, Meda Chesney-Lind, Catherine MacKinnon, Susan Estrich, Kathleen Ferraro, Kristin Bumiller, Liz Kelly, and Liv Finstad. Intensive seminar format with student-led discussion. Students write an intellectual journal that summarizes and analyzes the readings each week. (Daly)


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