Primarily for Underclass Students

100. Principles of Sociology. Open to freshmen 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).
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 freshmen and sophomores. Juniors are strongly encouraged and seniors must take Soc. 400, 401, 452, 464, 465, 470, 481, 482, or 486. No credit for seniors. (4). (SS).
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 course will consists of two lectures and one discussion section each week. (Orbuch)

102. Contemporary Social Issues: An Introduction to Sociology. Open to freshmen 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.
This course has numerous objectives: (1) to introduce students to different conceptions of men and masculinity and the debates surrounding them. (2) to get students to reflect on the consequences for men of being male and internalizing the social construct of masculinity. (3) to open up dialogue on this issue and link it to other contemporary social problems such as racism, sexism, and homophobia. (4) to discuss how different groups of people are affected by the dominant from of masculinity. Films. lectures, guest speakers, course pack readings, and exercises will be used to convey ideas and concepts. Course work will include six three-page exercises and a take-home final exam. Section six of this course will be devoted to producing a video on Men and Masculinities. An override is necessary to enroll in section six. For information call 747-4439. Cost: 2/3 WL: 4 (Gerschick)

SECTION 008: 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 been 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 American Civil Rights Movement, the women's movement, the French, Chinese, American, Mexican Revolutions, the South African ANC, the Associations of American 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. Assignments will include midterm and final exams, and several short writing exercises. (Hart)

SECTION 015: AMERICAN SOCIETY IN FILM AND LITERATURE. 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, sex and ethnic/racial inequalities. Film & literature are used only to study central features of American society. Readings include: Ellison, Fitzgerald, James, A. Miller, M. Norman, Steinbeck, Updike. Films include: A Thousand Clowns, An Officer and a Gentlemen, Long Day's Journey Into Night, One Flew Over the Cuckoo's Nest, The Little Foxes, Streetcar Named Desire, Harlan County USA. Grades are based on 4 short papers. Films on Wednesday nights. (Shively)

195. Principles in Sociology (Honors). Open to freshpersons and sophomores admitted to the Honors Program, or other freshman 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 Sociology 195 and Sociology 100 or 400. (4). (SS).
Prerequisite: None This course is designed to provide each student with an overall understanding-of the field of sociology. It focuses on five broad areas: 1) methods and theories in sociology; 2) culture and the individual; 3) structures of power; 4) social institutions; and 5) social change in the modern world. We will inquire into these aspects through our readings, discussions, and, most importantly, our critical thinking. Students' initiatives and active participation in this inquiry are highly recommended. Cost:NA WL:NA (Iburi)

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

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 objective of this course is to introduce students to three primary aspects of statistics: (1) brief consideration of how data recollected; (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)

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 permission of instructor. Sociology Honors students should elect this course concurrently with Soc. 397. (4). (Excl).
Section 006.
This course teaches methods of conducting social research. Three approaches to data collection will be considered: controlled experiments; sample surveys; and observation. We will consider the strengths and weaknesses of each approach as a means of gaining better understanding of social attitudes and behaviors. A further objective of the course will be to learn how to make use of social data to answer questions about the nature of social reality. This will entail the use of quantitative and graphical techniques. The course assumes minimal familiarity with social statistics. Students will be evaluated through short papers (5-8 pages) and a final exam. Instruction will be through lecture, discussion sections, and computer labs. Cost:2 WL:1 (Casterline)

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 t:o the Office of Community Service Learning, in the Michigan Union, Room 2205.

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.

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 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 '91-'92 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.

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 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.

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.

Cost:1 WL:5; enrollment is by override only; visit Project Community Office, 2205 Michigan Union. (Chesler)

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

For Undergraduates and Graduates

401. Contemporary Social Issues III.
(2-4). (Excl). Credit is granted for a tcombined otal of 8 credits elected through Soc. 102, 202, 203, and 401.

Section 001. Women and Health. For Winter Term, 1992, this course is jointly offered with Women's Studies 480.003. (Anspach)

404/Am. Cult. 404. Hispanic-Americans: Social Problems and Social Issues. Junior or senior standing. No credit granted to those who have completed or are enrolled in Amer. Cult. 410. (3). (Excl).
Latinos or Hispanics are the second largest minority in the U.S. Comprised of those origins however near or far come from the Spanish-speaking countries of Latin America, Latinos share a basic culture. At the same time, Latinos comprise very variegated experiences in the U.S. Both the reasons for migration from their countries and their processes of incorporation in American society vary widely. Together we will seek to understand both what they share and what is unique. This course explores the experiences of the major groups of Latinos in the U.S. Chicanos, Mexican immigrants, Puerto Ricans, Cubans both for what it tells us about them and for the social problems and social issues they serve to exemplify: issues of political versus economic migration, poverty and its impact on the family, immigration law and its consequences, the changing nature of work, the unfolding drama of comparative perspective. In addition, we will utilize different theoretical models to help us explain the contrasting experiences. Among the theoretical models we will examine will be the "push-pull" theory of migration, evolutionary perspectives on assimilation, internal colonialism, dual labor markets, the impact of state assistance, immigrant entrepreneurs,the middleman minority, and the impact of the ethnic enclave. (Pedraza)

412. Ethnic Identity and Intergroup Relations. Permission of instructor. Students are required to have taken courses in ethnic studies or intergroup relations. (3). (Excl).
The first part of the course will examine ethnic identity, exploring the experience of growing up in the United States as a member of an ethnic group. The second part of the course will examine intergroup relations, looking at ethnic minority groups in relation to the majority population and in relation to one another. Students will be invited to bring personal experience and perspective to enrich the discussion of assigned readings. Active participation, a research paper or ethnic autobiography, and take home essay exam(s) will be required. Cost: 2 WL: 5 For overrides call the Intergroup Relations Program Office 936-1875 or the instructor. (Schoem)

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

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

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

454. Law and Social Organization. (3). (SS).
This course is designed to examine the organization of law in society and the relationships between law and society. The approach will be primarily from a sociological perspective; however, the views of anthropologists, political scientists, philosophers, jurists, and others will also be explored. While the course will be a survey of "law and society" in general, topics of current interest will serve to bring focus to the material: free speech, the death penalty, rape laws, affirmative action and anti-discrimination laws, etc. Various rules and regulations of the University "society" also will be examined in the context of the concepts being studied. Students will be expected to think critically and independently about legal systems and the role of law in society. Evaluation will be based on one or two midterm examinations, a final examination, and two or three short papers. (Sharphorn)

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

467. Juvenile Delinquency. (3). (Excl).
This course will examine juvenile delinquency in the United States. Specific topics will include the nature and extent of delinquency, biological, psychological, and sociological theories of the causes of delinquency, the history of delinquency prevention and juvenile court, the handling of delinquents by the police and juvenile court officials, and various types of prevention and treatment programs. There will be two, ninety minute lectures each week. Grading will be based on two midterms, a paper and a final exam. [Cost:3] [WL:4] (Wallace)

468. Criminology. (3). (SS).
In this course we explore the systematic study of crime focusing particularly on explanations of crime and societal reactions to crime (including law, police, courts, and correctional institutions). Students are encouraged to combine their study of lectures and the literature with their own exploration of the field to arrive at a better understanding of crime and how we might improve our dealing with it. [Cost:4] [WL:1] (Wallace)

470. Social Influence. One previous course in social psychology elected either through Psychology or Sociology. (3). (Excl).
The course deals broadly with the issues of how people's behavior and beliefs are changed by individuals and groups. Topics to be covered include conformity, group pressure, reference groups, cognitive dissonance, balance, face-saving, reciprocity, brainwashing, and obedience to legitimate authority. These topics are organized in the terms of four paradigms, or broad frameworks, that have been used by researchers to study the area: cognitive and interpersonal consistency, means-end or functional analysis, the elaboration likelihood model (ELM), and activation of prior commitments. Class time will emphasize student-led discussion of the reading material and of films and exercises, along with an equal amount of lectures. Evaluation will be based on a midterm and final. [Cost:2] [WL:4] (Modigliani)

481. Interaction Processes: The Self in Social Encounters. One previous course in social psychology elected either through Psychology or Sociology. (3). (Excl).
An advanced, undergraduate, social psychology course that examines how the self both adapts to, and shapes conduct in, social encounters. We will explore a variety of perspectives on the self ranging from those that view it as a relatively stable, enduring, biographic entity to those that view it as a more changeable, adaptable, situated entity. We shall also be concerned with the breakdown and reconstruction of both selves and social encounters, typified by phenomena such as shyness, face-saving, impression-management, shame, embarrassment, and other social and psychological consequences of breaching social expectations. The course will be conducted in seminar style with students contributing to class presentation and to leading discussions. Evaluation will be based on three papers. The course is open to any student who has previously taken a social psychology course. Cost:2 WL:3/4 (Modigliani)

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.
Section 001. The Development and Underdevelopment in North Africa Today.
The aim of this course is to re-examine the issue of societal development and underdevelopment, through a survey of the most important current trends in social theory. The focus will be specifically on dependency and world systems theories, evaluating their capacity and shortcomings in dealing with various socio-cultural and political contexts such as those of present day North African societies. The course will review concrete examples of social and cultural transformations in contemporary North African societies, providing a closer examination of their achievements and their limitations. The course will blend lectures with student essays throughout the semester culminating in a take-home exam. Cost:1 (Stambouli)

Section 002. The Welfare State and Society in Scandinavia. For Winter Term, 1992, this course is jointly offered with Scandinavian 460.001. (Bjorn)

For Sociology Honors Students, Seniors, and Graduates

597. Special Course.
Graduate standing or permission of instructor. Some background in social psychology is desirable. (3 each). (Excl). May be repeated for a total of 6 credits.
SECTION 002: CLASS STRUCTURE AND POLITICAL SYSTEMS IN CONTMEPORARY NORTH AFRICA. The main goal of this seminar is to explore the nature of the state in contemporary North African countries. Specific topics will include: a comparative analysis of political systems, their capabilities to interact with the respective civil society and to cope with its present challenges. The seminar will blend lectures with student essays throughout the term, culminating in a take-home exam. WL:1 (Stambouli)

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