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 195 or 400. No credit for seniors. (4). (SS).
Section 001.
In this course we will be introduced to Sociology, a discipline focusing on analysis of the social world. Through the exploration of various issues of social stratification and inequality, we will come to understand the basic principles of sociology. Among other things, we will discuss the social construction of reality, relations between women and men; race and ethnic relations; masculinity, femininity, and androgyny; work and access to resources; lesbians, bisexual people, gay men, and heterosexuals; and sexuality. This will be done through the use of lectures, films, readings, and small group discussions. The purpose of this class is for students to explore some of the many elements of our society that are used as forms of stratification and barriers to equality. Historical as well as contemporary readings will be used. Class performance will be evaluated through class participation, group presentations and several papers that will require students to relate Sociological theories with personal life experiences. (Ore)

Section 024. Why is sex, the most personal of experiences, the object of so much social regulation? How does TV make us feel involved in yet simultaneously removed from society? Has government policy abandoned the Black and Hispanic poor to a "hyperghetto" in the inner city? Why is the American economy in trouble? Why are Taiwan, Singapore, South Korea and Hong Kong doing so well, economically? Why did communism collapse in the USSR and Eastern Europe, and what is replacing it? Does the end to Cold War mean peace, or just the proliferation of conventional wars? Why ask these questions anyway? These questions arise from time to time in our newspapers, talk shows, and election campaigns. They are also the stuff of sociology. If you are tired of commercial and political hype (or at least if you want a supplement) and want to explore answers to these questions on the basis of good social theory and research, TAKE THIS COURSE. We'll focus on major public issues in this course, but your obligations are typically academic. You must attend lectures and discussion sections, take two exams, and use your growing sociological imagination to write 3 essays reviewing a book, a film, and a piece of your everyday life. (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 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. (Orbuch)

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 Fundamentals of Sociological Theory.
This course will introduce students to the fundamental theoretical issues at the core of the discipline through a critical analysis of the sociological paradigms based on the writings of Emile Durkheim, Max Weber, and Karl Marx. It will focus on the manner in which social realities may be understood from multiple perspectives. While the course is not designed as a survey course, it will integrate the classics of social theory with the works of contemporary social theorists who do not always agree with the methods or the conclusions of the founders of the discipline. Special emphasis will be placed on the responses of feminist and multicultural social theorists to the manner in which sociology has traditionally approached issues such as class, stratification, and social change. The course will require a large amount of reading, but does not require a prior knowledge of sociology. Class performance will be evaluated through three papers and a final exam. (Oko)

Section 008 Introduction to Sociology Through Race Relations. The goal of this class is to introduce students to the area of sociology through the prism of race and ethnic relations in the United States. The discussion and the materials selected for the class are exclusively catered for freshmen and sophomores. After a brief discussion of what the sociological enterprise is all about and the major concepts in the area of race and ethnicity, we will review the status of four racial minorities in the U.S. (African Americans, Chicanos, American Indians, and Puerto Ricans). The review will be structured as follows: first, an overview of the history of the group in the U.S.; second, a discussion of the socio-economic standing of the group vis-à-vis the majority racial group; and finally, we will survey some issues of special concern to the group in question. The course will end with a discussion of some of the most controversial "racial" issues in contemporary America. Three in-class exams (50% objective and 50% essay). The instructor will lecture twice a week and students will review, discuss, and critique the material in their discussion sections. Cost:3 (Bonilla-Silva)

Section 015 Introduction to Sociology Through Social Movements. Open the newspaper on any given day and something that could be called a "social movement" is occurring somewhere in the world. The goal of some of these movements has nothing less than the complete transformation of entire societies. Others have attempted to effect more limited changes. Keeping in mind the impact of social movements on our everyday lives, in this course we will define and try to understand a variety of collective actions in basic sociological terms, using historical and contemporary examples. The possibilities include the L.A. Riots, recent events in Eastern Europe, the American Civil Rights' Movement, the Women's Movements, various student movements, the French, Chinese, American, Russian Revolutions, the South African ANC, the National Association of Scholars, Tiananmen Square, dance/ music/ fashion crazes, banditry, and sports; but students are encouraged to think of and apply the theories discussed to their own examples. (Hart)

105. First Year Seminar in Sociology. Freshman; sophomores with permission of instructor. (3). (SS).
Section 001 People and Global Environmental Changes.
Changes in the environment are occurring on the scale of continents or larger, and over time spans of decades to centuries. These changes include emissions of greenhouse gases, depletion of the ozone layer, acid precipitation and deposition, and loss of biodiversity. Human action to satisfy human needs and wants is the prime cause of almost all of these changes. The changes are incontestably real, and some of them began several centuries ago. What is uncertain is the magnitude of the changes, their future course, and their effects on human beings. This seminar will explore global environmental changes, the human role in causing them, and the possible impacts of these changes on humans and their societies. Students will read several books, prepare a proposal for a college curriculum, and write a term paper. There will be few lectures; class discussion of reading material will be the primary mode of instruction. (Rockwell)

Section 003 Transforming America: Immigrants Then and Now. That America is a nation of immigrants is one of the most common yet truest 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. 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 the beginning of the 20th; the third one, the movement from the South to the North of Black Americans and Mexicans precipitated by 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 will be 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. This course is a First-Year Seminar, limited to 25 entering students at the University. As such, it will be run as a seminar, involving a fair amount of discussion and writing. (Pedraza)

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 designed to introduce you to the discipline of sociology - scientific study of human society and social behavior. We will begin by examining the major theoretical perspectives and research methodologies of sociology. We'll then examine several areas of sociological theory and research including socialization, deviance, race, ethnicity, gender, and social class. Key goals of this course include: (1) helping you to critically evaluate your assumptions about society; and (2) helping you to gain a clear understanding of the social forces that shape our lives, experiences, and opportunities.

205. Poverty, Race, and Health. (3). (Excl).

This course critically examines the health status of the poor, and of the major racial/ethnic minority groups in the United States. Attention will be focused on the patterned ways in which the health of these groups is embedded in the social, cultural, political and economic contexts and arrangements of U.S. society. Topics covered include the meaning and measurement of race, the ways in which racism affects health, the historic uses of minorities in medical research, how acculturation and migration affects health, and an examination of specific health problems that disproportionately affect minority group members. Cost:3 WL:4 (Williams)

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). (BS). (QR/1).

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)

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

American society has had a long love affair with sport. The number of sport participants has increased tremendously over the last decade, as has the proliferation of sports facilities and organizations. Larger proportions of our population than ever before are now directly and indirectly participating in sports activities. Spectator participation in the traditional sport events such as baseball, football and basketball has also increased as has the hours of exposure to these events on television where twenty-four hours of sports broadcasting is now easily available on cable sports channels. Not only is there increased media exposure to the traditional sports events, but now tennis, golf and gymnastics also enjoy national as well as international prominence. (Deskins)

231. Investigating Social and Demographic Change in America. (4). (SS). (QR/2).

This computer-based course is for freshpersons and sophomores. It will allow participants to investigate how major social, economic, and political changes have affected the demographic structure of the national population in the past four decades. How greatly have Black-white income differences become reduced since the 1960's? To what extent has the traditional family disintegrated? Do service industries continue to dominate the nation's labor force? Through readings, lectures, and exercises on the Apple Macintosh computer you will learn how to examine such questions using U.S. census data and simple statistical analyses. In the process you will come to understand how major dimensions of the nation's social and demographic structure have changed from 1950 to the present. (Frey)

302/Amer. Cult. 302. Introduction to American Society. (3). (Excl).

Plays, films, and novels by American social realists are used to analyze some fundamental values, structures, and social processes underlying American society. Emphasis is on processes of social control, including causes of conformity and deviance, and stratification, including class, gender and ethnic/racial inequalities. Film and literature are used only to study central features of American society. Readings Include: R. Ellison, F.S. Fitzgerald, H. James, A. Miller, M. Norman, J. Steinbeck, and J. Welch. Grades are based on discussion and four short papers. WL:3 (Shively)

303/CAAS 303. Race and Ethnic Relations. An introductory course in Sociology or CAAS. (4). (SS). (This course fulfills the Race or Ethnicity Requirement).
Section 001 Race and Cultural Contacts.
The goal of this course is to introduce students to the social history (past and present) of racial minorities in the United States. We will begin by defining the principal concepts that sociologists use in their analysis of race relations. Central to this discussion will be the understanding of "racism" NOT as "prejudice," "ignorance," an "attitude," or a "set of beliefs" but rather as a comprehensive historical system that changes over time. After this theoretical discussion, we will survey the historical experiences of five racial minorities, namely, African Americans, Chicanos/ Mexican Americans, American Indians, Puerto Ricans, and Asian Americans. The course will conclude with a discussion of possible solutions to the racial dilemmas faced by the U.S. The bulk of your grade will be based on your performance in three in-class exams. The exams are 50% multiple choice and 50% essay. The instructor will lecture two times a week and the students will meet with their TAs once a week to discuss the topics and issues raised in lecture. Cost:3 WL:4 (Bonilla-Silva)

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 course 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). (BS). (QR/1; QR/2 in the half-term).

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)

331. Population Trends in the United States: Their Economic and Social Consequences. (3). (Excl). (QR/1; QR/2 in the half-term).

Laws, events and court decisions of the 1960s suggest that American values and norms shifted with regard to three important dimensions of public life. First, the nation gradually condemned racial discrimination. Second, there was much greater acceptance of women pursuing careers and combining full-time work with marriage and child rearing. Third, values about sexuality changed and many of the laws sought to limit the use of birth control and to restrict sex to heterosexual married couples were removed from the books. Before our society had time to adjust to these shifting paradigms, an economic restructuring began with the oil price crisis in 1973. Manufacturing firms sought to increase productivity by reducing employment and a long term secular shift in consumer spending led to a rapid growth of jobs in the service sector. This was matched by declining in employment in the goods producing sector. As a result of these trends, wages have stagnated for about two decades. Even with sustained economic growth in the 1980s men in the early 1990s earned less than men did before the oil price shock but for women wages rose consistently. As a result, the gender gap in earnings is smaller now than in the past. This course focuses upon contemporary social, economic and demographic changes in the United States with an emphasis upon findings from the censuses of 1980 and 1990. Fundamental trends will be identified and their implications discussed. These include increased economic polarization, the pronounced shift away from traditional families, the gradual incorporation of women into the labor force, racial changes and the growing diversity of our population resulting from high rates of immigration from Latin America and Asia. This course is oriented to students interested in current economic trends or contemporary social change. No formal courses in statistics are required by data from recent studies will be examined. There will be two in-class tests and a final. Additional information may be obtained by directing specific questions to: (Farley)

389. Practicum in Sociology. Permission of instructor. Up to 4 credits may be included in a concentration plan in Sociology. (2-4). (Excl). Offered mandatory credit/no credit. Laboratory fee ($23) required. (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 East European Studies 396. (M. Kennedy)

For Undergraduates and Graduates

405. Theory in Sociology. No credit granted to those who have completed or are enrolled in 305. (3). (Excl).

"Sociological Theory," focuses on the systematic study of society through theory. The first part of the course centers on the emergence of sociological theory; it traces the origins of the concept of society and emphasizes the effect of the Enlightenment which built 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 of 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, one class presentation (on the final paper), and one final paper. (Goçek)

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, part of the Theme Semester on "Conflict and Community," will explore a wide range of questions on ethnic identity and intergroup relations. Students will read essays and case studies as well as theoretical and empirical background material. Students will be encouraged to bring personal experience and perspective to enrich the discussion of such readings. Active participation, a research paper, ethnic autobiography and/or other written assignment and a take-home essay exam will be required. Cost:2 WL:1 (Schoem)

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

This course is designed to give students an understanding of how sociologists approach the study of work and economic relations. While we will focus on contemporary issues concerning work and workers, the course is framed historically. The course is organized around three major themes: First, economic relations are embedded in wider social, cultural, and political processes. Second, workplace relations are structured around issues of control. Third, gender and race/ethnicity have shaped both the wider processes in which economic relations are embedded and the structuring of workplaces and labor markets. A variety of different forms of work is covered, as are special topics of current interest in contemporary workplaces. Cost:3 WL:l (Rose)

447/WS 447. Gender Roles and Status. (3). (SS).
Section 001.
This course focuses on social inequalities which are based on gender specific social roles. While the topics and readings focus on issues which are specific to gender inequality, they are representative of more general substantive areas in the field of sociology, e.g., power, conflict, and stratification. Topics include: inequalities in interpersonal behavior, the family and work organization, socialization and educational attainment; dynamics of occupational sex segregation; and implications of inequality for family violence, sexual harassment, and rape. Grades are based on midterms and research paper. WL:3 (Shively)

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

An examination of the social bases of politics with particular emphasis on the relationship between economy and polity. Basic concepts in political thought such as state, class, and nation will be examined in the context of the politics of Third World Societies and the Contemporary United States. Particular emphasis will be placed on (1) United States policy and the rise of popular and revolutionary movements in the Third World in the cold war and post-cold war periods and the changing bases of United States intervention in Vietnam, Central America, Haiti and elsewhere (2) international political economy, the changing relationships between rich and poor countries and the rise of new economic challengers in Asia (3) Crises in Twentieth Century American capitalism and attempts to deal with these crises and their associated social problems (unemployment, poverty, social unrest) through New Deal, Reagan and Clinton policies. (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)

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

In this course we will examine basic aspects of social movements, including their origins, development, organization structures, and what leads particular groups of people to join. We will also discuss various theoretical tendencies in social movement research and survey a range of social movements from global and historical perspectives. Possible examples include the American civil rights movement; the student movements of the 1960s and the New Left; women's movements; gay rights' activism; neo-conservative movements; the peace/nuclear freeze movement; the environmental or "green" movement; labor, peasant, and farm worker's uprisings; and national resistance movements an revolutions. Recent developments in Eastern Europe and urban America will also inform our analysis of the dynamics of social movements. Students are encouraged to follow the daily press for instances of social movement activity. (Hart)

464. Socialization and Social Control Throughout the Life Cycle. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).

This course focuses on the influence of social environments on human development and socialization over the fife-span. The primary emphasis will be on the role of the family in mediating socio-environmental influences on the developing person. The influence of the family will be considered within a framework that emphasizes critical developmental, structural, historical, and political factors that define and constrain the social environment and the influence it has on the individual. The main theme of the course this term is on family change and its consequences for the socialization of children in contemporary industrialized societies. We will track the major dimensions of change in the modem family over the past century, and trace their influences on the social environments that shape the development of children. We will focus on the possible links between family change and changes in the development of children. The course has an inter-disciplinary flavor, in that a wide range of theoretical perspectives will be considered, and a cross-national focus, as issues will be examined broadly, and not simply in American society. In recent relevant empirical research that bears on these issues. Course components include lectures, primary and secondary readings, video presentations, and classroom discussion. An extensive bibliography on topics related to the course will be provide, as a basis for supplemental reading and for final paper preparation. (Alwin)

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

The course will examine how people become social deviants and how relevant social institutions contribute to this process. Early portions will examine the legal enforcement, judicial and corrections systems which together determine who will be designated deviant and with what consequences. Later portions will focus on particular forms of deviance (e.g., delinquency, theft, fraud, rape) with a view to understanding and evaluating the several theoretical perspectives that have been proposed to explain their genesis and perpetuation. (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 media and crime, 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. Three pieces of written work are expected: a comparison of two major types of crime statistics, a review essay on street crime, and an analysis of "reality television." There is a midterm 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. (Anspach)

477/Social Work 609. Sociology of Aging. (3). (Excl).

This course examines the major constructs, theories, and issues in social gerontology today within the context of the aging of our society. The most current debates and empirical findings in regard to such topics as: theories of aging and psychosocial influences on the health and functioning of the aging will be considered; as will variations in aging and the effects of the aging society due to gender, race, and ethnicity. Cost:2 WL:1 (Gibson)

490/REES 490/Women's Studies 492. Women and Islam: A Sociological Perspective. (3). (Excl).

This course explores the theoretical and methodological issues involved in studying women. It specifically questions the adequacy of the existing paradigms in analyzing women's position in society and searches for alternate formulations. the context of the Middle East, in general, and Islam in particular extends women's issues beyond Western cultural and religious boundaries. The course starts with an introduction to the existing paradigms on women's position in sociology, women's studies and Near Eastern Studies. After a lecture on the position of women in Islamic history, it proceeds to study women in contemporary contexts such as in Iran and Saudi Arabia, Turkey, Egypt and the Fertile Crescent, North Africa, and contemporary U.S. society. The course requirements include one midterm, one class presentation (on the final paper), and the one final paper. (Goçek)

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 002 Globalization, Democratization, and Neonationalisms.
For Winter Term, 1995, this section is offered jointly with Anthropology 298.001. (Dashti)

496. 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 Cooperation and Competition.
In addition to hierarchical or vertical relations, sociologists have long given great importance to relations among actors who hold roughly the same or complementary status and who compete and cooperate with one another in their every day actions and objectives. This course, conducted as a seminar, will examine a spectrum of theories and perspectives on horizontal relations, focusing on cooperation and competition. Theoretical approaches to competition may include ecological models based on natural selection, adaptation and innovation arguments, economic models of markets, oligopolies, cartels and other non-cooperative situations, including some game theoretic formulations. These will be compared with perspectives that take into account of social comparison, interaction and social networks within and between groups and organizations with institutional and strategic mechanisms at work. With respect to cooperation, the course examines a selection of theoretical issues regarding reciprocity, collective action, exchange, social risk, trust, bargaining, and mediation which have application in the study of the formation, maintenance and breakdown of alliances, cliques, joint-ventures, trade associations, trade unions, coalitions, guilds, fraternal and voluntary associations, and many others. Students will examine debates on the rationality and non-rationality of competition and group solidarity. The main requirement will be a written project due at the end of the course. There are no specific pre-requisites for this course beyond some advanced undergraduate courses in one or more of the social science disciplines. Interested students should consult with the instructor. (Guilarte)

497. 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 Work Careers and Labor Markets.
Work careers are comprised of individual patterns of movement among different locations in the labor market in and out of the labor force, between jobs and occupations as well as within and across different employing organizations. This course introduces students to theory and research on these topics. We will examine individual processes of status and wage attainment in the labor market, the effects of labor market structures, such as unionization, on work outcomes, and the relationship between organizational characteristics and individual career patterns. Comparisons of the work experiences of men and women - the causes and consequences of their work patterns and the implications of industrial, occupational, and organizational restructuring will be featured. Students will be evaluated on the basis of two exams and a paper. Cost:2 WL:4 (Krecker)

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