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 024. The purpose of this course is to introduce you to the discipline of sociology – the systematic study of human society and social behavior. You will become familiar with many of the topics sociologists study, major theoretical perspectives, and tools of analysis. In this course we'll place particular emphasis on deviance, the family, and patterns of inequality by social class, race-ethnicity, and gender. This course will be especially engaging for those of you interested in important social issues such as poverty, discrimination, changing gender roles, and changes in the family. Central goals of this course include: (1) helping you to learn to see social conditions and social change as consequences of cultural patterns rather than as accidental or random occurrences; and (2) helping you to gain a clear understanding of the social forces that shape our lives, experiences, and opportunities. WL:1 (Smock)
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).
This course explores the realm of human interaction using the social psychological perspective within sociology. Our goals include introducing theory and research within the discipline, but we will go further. We ask students to exercise a sociological style of thinking, and to understand its relevance in their lives. Each week, two lectures and a discussion section will explore how individuals' behavior is shaped by multiple, often hidden, social forces. As the term progresses, our focus will include how these social forces are, in turn, influenced by the behavior of individuals and groups. General topics will include learning and socialization; concepts of the self; social perception; attitudes and persuasion; interpersonal relationships; conformity and deviance; the role of power in everyday behavior; and collective action. Grades will be based on three papers, three exams, and class participation. (Freyberg)
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
Section 001 – Introduction to Sociology through Crime and Policing. This course has two principal goals. The first is to develop an appreciation for the sociological perspective on human action. The second is to apply that perspective toward a greater understanding of crime and law enforcement in the United States. We will examine a range of sociological theories that attempt to explain why crime occurs, and why society treats crime as problematic. We will also study the institutional apparatus society constructs to label, process and treat criminals, with a particular emphasis on urban policing. (Herbert)
Section 009 – Introduction to Sociology through Childhood and Adolescence. This course will introduce students to basic sociological theories and methods by studying the social worlds of children and adolescents. We will ask, how are children socialized? Do children have a culture or social world of their own? Is adolescence a "natural" stage of development or a social one? How do social characteristics like race, class, and gender shape peoples' experiences of adolescence? Do adolescents cause social problems? Are they "deviant"? Is teen suicide a social or psychological problem? We will read empirical studies about children and adolescents as well as classic texts by Durkheim, Mead, Erikson, and others. Students will be evaluated on exams and papers. Class will be in lecture format. Cost:2 WL:1 (Martin)
105. First Year Seminar in Sociology. Freshmen; sophomores with
permission of instructor. (3). (SS).
Section 001 – Jewish Identity. This course will examine issues of Jewish identity as it explores broader questions of intergroup relations, group survival, and community structure and organization. Students will explore the conflicts and struggles of American Jews (and the American Jewish community) to maintain themselves in a pluralistic society. Students will read a variety of social science texts as well as essays and autobiographies that address issues of Jewish identity. The success of this seminar will depend heavily on active student participation and students will be expected to come to class fully prepared to discuss readings, presentations, and films. Among the requirements will be an oral report, a 10-15 page paper, and a take-home essay exam. (Schoem)
220/RC Soc. Sci. 220. Political Economy. (4). (SS).
See RC Soc. Sci. 220. (F.Thompson)
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).
This course introduces to the student three important aspects of statistics. (1) Data collection: the methods through which researchers gather data, such as opinion polls, surveys, experiments, and sampling. (2) Data description: graphical and numerical procedures for summarizing and describing a data set. (3) Data analysis: ways in which data can be used to make decisions, to make predictions, and to draw inferences. Problem sets emphasize hands on experience in working with data, and provide opportunities to apply and interpret statistical procedures and results. Microcomputers will be used for some assignments, but no prior experience with microcomputers is necessary. No prior exposure to statistics or mathematics (aside from arithmetic and basic algebra) is assumed. Grading will be based on three exams (including the final) and problem sets. Class time includes lectures as well as discussion/ laboratory sessions. (Takata)
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 1960s? 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. Cost:2 WL:4 (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. Reading 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
303/CAAS 303. Race and Ethnic Relations. An
introductory course in Sociology or CAAS. (4). (SS). (This course meets the Race and Ethnicity Requirement).
Section 001 – Racial and Cultural Contacts. Analysis of the implications of racial differences, the factors affecting prejudice and discrimination, the structural aspects of group conflicts, and the possibilities of change in America and in other societies.
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).
This course provides experience and training in systematic social research - especially, but not only, survey research. There are three lecture-discussion periods a week, plus a weekly two hour laboratory-practicum. Especially through the latter, students and staff will design, carry out, analyze, and report a serious piece of research – the main results of which can be made public in some form.
330. Population Problems. (3). (SS).
This course focuses on a selection of population issues that relate to contemporary social and economic problems. Among the topics covered are the effects of immigration on the U.S., American teenage childbearing, factors influencing world population growth, and the AIDS pandemic. Students are expected to master a modest amount of technical material, learn some basic demographic facts and theories, and think critically about why certain population trends become defined as "problems." Classes will generally be devoted to lecture, interspersed with films and discussion. Grades are based on in-class midterm and final exams and on two short critical papers. (King)
341. Sociology of Economic Development. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
This course will introduce the sociology of economic development, including both classic texts in the area and more contemporary debates about how economic change alters societies. Readings will draw on cases from Latin America, Africa, and Asia. Thematic issues will include political-economic questions about the rise of a modern world system, the nature of development and underdevelopment, and whether we are entering a new era of globalization; political questions about the relationship between institutional change and economic development; and social issues such as the impact of economic change on gender relations, urbanization, and population growth. (Seidman)
389. Practicum in Sociology. Permission of instructor. Up to 4 credits may be included in a concentration plan in Sociology. A combined total of 8 credits of Sociology 389 and 395 may be counted toward a concentration 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)
393/Hist. 333/Pol. Sci. 396/Slavic 396/REES 396. Survey of East Central Europe. (4). (SS).
See Russian and East European Studies 396. (Porter)
397. Junior Honors in Sociology. Honors standing in sociology. Soc. 210 or permission of instructor. Prior or concurrent enrollment in Soc. 310 or 512. (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 of 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. (Rose)
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. (Rose)
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 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.
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.
404/Am. Cult. 404. Hispanic-Americans: Social Problems and Social Issues. Junior or senior standing. (3). (Excl).
Hispanic-Americans share a cultural heritage yet they comprise variegated experiences in the U.S. Both their reasons for migration and their processes of incorporation vary widely. To understand these we will use various theoretical perspectives and we will seek to understand the social problems and social issues Hispanic-Americans serve to exemplify, such as political vs. economic migration, the ethnic enclave, ethnic identity, social movements, cultural vs. structural assimilation. (Pedraza)
430. Introduction to Population Studies. Soc. 430 does not meet core requirements for graduate students in sociology. No credit granted to those who have completed or are enrolled in 530. (3). (Excl). (QR/2).
This course examines the major population processes: mortality, fertility, and migration. It is an introduction to the technical and substantive aspects of demography – the study of the growth and structure of human populations. If you look at the size of the population of a geographic area at two points in time, people are added to that population through births and migrants into the area; people are removed from that population through deaths and migrants out of the area. The study of the determinants of the basic population processes of mortality, fertility, and migration is, thus, actually the study of the determinants of population growth or decline. You will be introduced to basic demographic measures of each of these processes and methods for analyzing them, such as the life table and types of standardization. No formal background in statistics is required, but much of the material is quantitative. The ability to read and understand tables is essential, as well as willingness to try to understand explanations of the results of statistical analyses. You will become acquainted with the major trends and differentials in these demographic processes historically and currently. A particular emphasis is on the similarities and differences in demographic patterns among Europe historically, currently less-developed countries, and currently developed countries. This course concentrates on the causes of population processes rather than on the effects of population processes. Sociology 330 concentrates on the effects of population processes.
440. Sociology of Work. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
Analyzes meaning of work in comparative perspective with particular emphasis on institutional constraints. Focus on job satisfaction, management ideology, employee participation in decision-making labor force trends, and alternatives to bureaucracy. (Krecker)
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. After an introduction focusing on theories of family change, 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 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 changes and to assess how family members' experiences mesh with the materials and explanations presented in the course. WL:1 (Adams)
447/WS 447. Gender Roles and Status. (3). (SS).
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 attianment; 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:4 (Shively)
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)
452. Law and Social Psychology. (3). (Excl).
This is an upper-level course designed to cover topics of shared interest to lawyers and social psychologists. The course will cover at least five areas of intersection and conflict between law and social science: (1) the memory and perception literature in social psychology and experimental psychology, applied to testimony and eyewitness identification; (2) the attribution of responsibility literature and the clinical psychology literature on insanity, applied to the issue of diminished responsibility before the law; (3) the small groups and groups dynamics literature, applied to jury decision-making; (4) public opinion research applied to the capital punishment debate; and (5) the literature on total institutions, applied to the operation of prison systems. (Sharphorn)
454. Law and Social Organization. (3). (SS).
This course is an introduction to the social scientific study of law with a particular emphasis on sociological perspectives. We will explore the way in which social, cultural, and political life informs and is informed by the law and legal processes. Classical and contemporary sociological theories of law, instances of lawmaking, and the application and interpretation of the law shed light on these relationships. Grading based on a combination of essay exams and papers. (Beckett)
455/Rel. 455. Religion and Society. (3). (Excl).
Ultimate reality (the focus of religion) becomes understood quite differently as people pursue religious quests within different social contexts. This course uses sociological methods of inquiry to explore the emergence of new religious movements, the ways that organizations respond to extraordinary experiences like mysticism and the ecstatic, the kinds of impact social forces have on organized religion, and the ways that religion, in turn, affects other areas of social life. (McGinn)
460. Social Change. (3). (Excl).
The recent implosion of the Soviet empire will serve as an example of massive and momentous social change, called either a revolution or chaos. Evolving societies and institutions of the former Soviet realm are analyzed in the longer term historical-sociological perspective, since the formation of modern world-system in the 16th century. Particular emphasis is made on the previous great transformations of Eastern Europe, invariably caused by the challenges of the West. Additional highlights provided by comparisons to structurally similar, but culturally and geopolitically different regions of the capitalist world-economy – East Asia and Latin America. Criteria of evaluation: class participation, midterm exam, and final paper or exam. Cost:3
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 eventual 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).
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)
467. Juvenile Delinquency. (3). (Excl).
This course provides a comprehensive introduction to juvenile delinquency in the United States. After a brief historical review of the development of delinquency as a social problem, the course considers a variety of theoretical perspectives that attempt to explain why delinquency occurs. Attention then turns to some groups typically considered delinquent, such as youth gangs and taggers. The course concludes with a consideration of how delinquents are processed through the legal system, and the various alternatives for prevention and treatment. (Herbert)
468. Criminology. (3). (SS).
This lecture course is an introduction to the study of crime and its control from a sociological perspective. The primary focus is on the way in which social factors (such as the distribution of power, race, class, and gender) shape both the incidence of crime and efforts to control it. The course begins by considering recent crime patterns and the way in which media images may distort these. Next, we will examine theories of crime and consider their applicability to different types of crime (such as street and drug-related crime, family violence, and white-collar crime). In the remainder of the seminar we will evaluate the current approach to crime control and discuss possible alternatives. Grades are based on three essay exams, one paper, and section participation. (Beckett)
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.
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)
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 – Korea and the Pacific Rim: Development and Capitalism. This course pursues two comparative approaches in understanding the characteristics and changes of Korean industrial relations in Asia. The first approach traces the genealogy of Development Studies, in which the Korean experience becomes the defining mode of the economic miracle in Asia. It probes how Development theories are embedded in a particular mode of understanding non-Western societies, in which East Asian development is primarily compared with Latin American model, constituting the category of "developing Others" to the "developed West." The second approach examines how the analytical mode of the "strong state and dependent society" represents and misinterprets the state-business-society networks, the operation of social institutions, and their historical changes. (Park)
Section 002 – Women, Body, and Work. This course examines women and work in the two social worlds of the family and the workplace, as well as the Euro-American middle class community and its Others, including African Americans and Asians. It illustrates, through comparative case studies, the systematic but variable ways in which women's work in the two worlds is structured by bio-cultural determinism. By juxtaposing different racial and class communities, we will discuss such basic issues as the universality/difference of women's identity embodied in their sexualized and maternalized body, the private/public divide, and the category of women. (Park)
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. Social relations take many forms that include those among equals and between subordinates and superiors. This seminar examines dynamic forms of social action and interaction that entail taking into account the interests and perspectives of others. These include cooperation, competition, bargaining, negotiations, mediation, conflict resolution among others. These dynamic relations usually entail gaming and strategic forms of interaction. Students examine a variety of theoretical perspectives that focus on these phenomena. Social psychological perspectives account for feelings and emotions like jealousy, envy, risk taking, trust, altruism, and egoism in their analysis of competition and cooperation. Rational actor theories view these phenomena from a calculus of the individual interests of the actors. Ecological models use natural selection, adaptation, and innovation arguments to examine cooperative and competitive behavior. Social networks provide the basis for mechanisms of communication and social influence and power which may promote cooperative or convergence of behavior. Interpersonal and social and economic markets, oligopolies, unions, cartels, coalitions, alliances, trade associations, cliques, fraternal and voluntary associations, other cooperative and non-cooperative groups provide the empirical basis for the theoretical perspectives examined. The requirements include a paper and exams. There are no specific prerequisites 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)
503. Race and Culture. Graduate standing; seniors by permission of instructor. (3). (Excl).
In this seminar we will examine different patterns of race and ethnic relations from a historical and comparative perspective. We examine how the belief in racial superiority evolved over time by examining how race was socially constructed in different times and in different places: the U.S. South, Brazil, Nazi Germany. In so doing, we also examine slavery, the plantation society, genocide, as well as the Indian caste system. The experience of the racial minorities is contrasted with that of the voluntary immigrants. We also seek to assess the impact of the Civil Rights Movement on contemporary outcomes in America and to examine contemporary problems, such as those of the persistent poverty of the underclass and segregation. This course is open to graduate students only and to Seniors with permission of instructor. (Pedraza)
512/Poli. Sci. 512. Detroit Area Study. Permission of instructor. (4). (Excl).
This is the first course in the two term sequence that constitutes the practicum in survey research known as the Detroit Area Study. This practicum provides students with a working knowledge of the strengths and weaknesses of the survey method. Sociology 512 concentrates on survey methodology including discussion of recent research. Class time will be devoted to instruction and practice in questionnaire development, pretesting, blacklisting, sampling, 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 area. The substantive topic of the survey changes from year to year. In 1996 the study will examine two topics: (1) why people are willing to participate in surveys; and (2) whether the social contacts residents maintain inside their own neighborhoods differ by race and class. Cost:1 WL:3 (Steeh)
535. The Urban Community. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; and Soc. 510 and permission of instructor. Credit is granted for only one course from among Soc. 335, 435, and 535. (3). (Excl).
In this seminar an examination of the social and spatial factors affecting the location, organization, social structure, and functioning of American cities is made. Although, both the internal arrangements and external connections of cities are analyzed, heaviest emphasis is placed on the examinations of the internal arrangements of cities within the context of contemporary social problems and spatial processes. Throughout the course contemporary urban problems in American cities will be utilized as examples. (Deskins)
544. Sociology of Family and Kinship. Graduate standing or permission of instructor. (3). (Excl).
There has been an explosion of concern about the health and viability of the family as the key link between generations. While we can send spacecraft to Jupiter, the resolution of key social issues arising from widespread changes in family formation and dissolution has proven much less tractable. This graduate seminar will provide an overview of the family as a unit of social organization, historical and cross-cultural views of the family through time and space, theoretical perspectives on the family, methods of analysis, and research on specific topics, including childbearing, marital formation and dissolution, family structure, and kinship networks. Evaluations will be based upon one paper, two exams, and class participation. Students completing this course should have a solid basis for understanding the context, sources, and consequences of family change, for working in settings in which these issues arise, and for framing and pursuing their own research agendas. Cost:2 WL:3 (Hofferth)
561/Psych. 513. Survey Research Design. One elementary statistics course. (2). (Excl). (BS).
See Psychology 513. (Knauper)
591. Special Areas of Social Psychology. Graduate standing or
permission of instructor. Some background in social psychology is desirable.
Section 001 – Social Influence. This graduate seminar starts from the premise that mechanisms of social influence underlie a wide range of important societal processes – ranging from socialization, to marketing, to social control. Its objective is to examine, at a conceptual and theoretical level, a variety of ways in which individuals and organizations can operate to change people's attitudes, beliefs, and behavior. Types of influence phenomena to be explored include: conformity, obedience, group pressure, induced compliance, reciprocity, minority influence, and self-fulfilling prophecies. The seminar is open to any graduate student with prior course experience in Psychology or Sociology, and to qualified undergraduates with permission of the instructor. The method of instruction will be class discussion. Evaluation will be based on papers and contribution to discussion. (Modigliani)
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 – Sociology of Gender. In the early 1980s Stacey and Thorne claimed that the feminist revolution in sociology was "missing." In this course we will look at how sociologists of gender have tried to inspire that revolution over the past fifteen years. We will read both empirical and theoretical work, but will concentrate on scholarship by sociologists (and a few social scientists) rather than looking at all of feminist research and theory. We will ask – what does the sociology of gender look like today and how did this field take shape? We will read Chodorow, Thorne, Hochschild, Connell, West and Zimmerman, Collins, Smith, and others. Students will be evaluated on papers. Class will be in seminar format. Cost:3 WL:4 (Martin)
Section 002 – Population Issues: Gender Stratification. This seminar examines major theoretical and research issues in gender stratification and inequality. We will draw largely on the sociological literature, although the reading list also includes selections from other disciplines such as history, economics, political science, and anthropology. Our subject matter includes theories and concepts, data, methods, and facts about: the feminization of poverty; the gender gap in wages; occupational segregation; mother-only families; gender inequality in work inside the home and parenting; the intersection of gender, social class, and race-ethnic inequalities; the position of women cross-culturally; and the gender implications of social policy. Approximately three-fourths of the term is devoted to discussion of the readings. The last part of the term is devoted to presentation and discussion of student research proposals. (Smock)
Section 003 – Peripheral Post-Industrialization: Comparative Development in Puerto Rico and Ireland. A study of the political economy of post-WWII socioeconomic development of two island economies with strong colonial and neocolonial ties to metropolitan economies: the United Kingdom and the United States. Historical and geopolitical parallels are considered as conditions for analogous development paths from export platforms for manufacturing to platforms for knowledge-intensive postindustrial industries (i.e., high-tech manufactures, international services, tourism, banking). Changes in the social structure of production are analyzed as the key explanatory variables of changes in the social structure: migration, feminization of the labor force, marginalization of traditional activities. (Pantojas)
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 – The Political Economy of Korean Capitalism. This course practices the term "political economy" in two senses: unequal knowledge constructions of a multipolar world and non-Western societies and real events constituting business systems and work relations. Recognizing the pressing issues that counter the theoretical containment of non-Western societies, it offers a critique of Development Studies as a problematic construction of capitalist developments in the "Third World." With Korea as a defining case, this course examines how a set of analytic canons – the strong state, the dependent bourgeoisie, and the militant/docile labor – emerges in social science literature as a normative category of successful Asian development, and whether this set of analytical categories captures historical features and dynamics of the business relations and institutions in Korea. The readings include research on Korea and other Asian societies, as well as theories of orientalism/postorientalism. (Park)
Section 002 – International Issues of Racial Stratification. This course will explore contemporary theoretical debates about the nature of racial stratification through a comparative histories examination of three well-documented cases: the United States, South Africa, and Brazil. After a brief section introducing some of the major contemporary theoretical schools, we will use historical and comparative material to examine the construction of different kinds of racial ideologies and racial orders; discussions of how racial stratification shapes and is shaped by economic and social inequality; and the character of different social movements challenging racial inequality. Finally, we will look at policy designed to challenge racial inequalities, especially at how different contexts alter policy options. (Seidman)
597. 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 – Rethinking Marxism. The worldwide collapse of Communism, the rise of new social movements, and the global restructuring of capitalism present profound challenges to Marxist social theory and to social sciences influenced by Marxist thought. The seminar will critically examine the basic assumptions of Marxism in light of these challenges. Particular attention will be given to areas such as gender, ethnicity, sexual orientation, and ecology that have been the focus of new social movements but are not well explained by the classical model and to areas such as ethics, religion, intimacy, and emotion notably neglected in the ruling ideologies of formerly existing Communist societies. The efforts of the Frankfurt school and others to construct a "socialism with a human face," will be examined, but the emphasis will be on generating new concepts. Students will be expected to develop projects rethinking Marxist concepts in light of one or more of the areas neglected by classical Marxism. Some familiarity with classical Marxist thought will be useful but not required. (Paige)
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