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).
Section 001.
This course introduces students to sociological analysis through the classic questions of equity, mobility, participation, and socialization. After a brief introduction to social theory, we examine the major institutions and compare perspectives on social problems and controversies. Examples include: The Economy: why does poverty persist? what are different explanations for racial inequality? Politics: is participation open to America? The Family: what happened to male breadwinner/female homemaker family? Education: is bilingual education good or bad? The course emphasizes the advantages of sociology as a discipline, linking individual-level analysis to social structure and focusing on the relations between different institutional arenas. Course requirements, in addition to readings and lectures, include a midterm and final exam, participation in sections and one five-page paper. (Blum)

Section 024. This course is both a survey and a topical introduction. A text is used to map the discipline,while lectures and further readings take up subjects (ranging from the sociobiology of incest avoidance to the social reproduction of inequality) that have been chosen first for their inherent interest and then for their capacity to illustrate characteristic modes of social scientific reasoning. Topics have been organized so as to roughly reflect the interests of he "founding fathers" of sociology: Karl Marx, Max Weber, and Emile Durkheim. Thus our prime concerns are with the effects of social inequality and stratification (Marx), the grounds of authority and social organization (Weber), and deviance and cultural sociology (Durkheim). (Schneider)

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, 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 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, provided that the course topics are different.
Section 001: Men and Masculinities.
Given that masculinity, as a gender role, is a contested terrain filled with conflict and tension, this course has numerous objectives: (1) to explore different conceptions of appropriate forms of masculinity. (2) to get students to reflect on the consequences for men of being male and internalizing the social construct of masculinity. (3) to discuss the ways that women and men who are marginalized are affected by dominant conceptions of masculinity. (4) to link dominant conceptions of masculinity to contemporary social problems such as racism, sexism, and homophobia. Films, lectures, guest speakers, readings, and exercises will be used to convey ideas and concepts. Discussion of course material will be stressed, consequently a high level of participation will be expected. Reading will be moderately heavy. Grades will be based on four written exercises, participation, and midterm and final exams. Cost:2 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, Thelma and Louise, 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)

111/University Courses 111. Introduction to Global Change II. (4). (SS).

See Soc 111. (Ness, Teeri, Allan)

202. Contemporary Social Issues I. (2-4). (Excl). Credit is granted for a combined total of 8 credits elected through Soc. 102, 202, 203, and 401, provided that the course topics are different.
The Social Construction of Gender and Sexuality.
This course will discuss the social construction of reality through a focus on gender relations, sexuality, and sexual orientation. Among other things, we will examine relations between men and women; masculinity, femininity and androgyny; lesbians, bisexual people, gay men, and heterosexuals; and racial stereotypes and sexuality. This will be done through the use of lectures, films, readings, small group discussions, and interactive games. 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 modern readings would be used, including theoretical and experiential subject matter. Class performance will be evaluated through several papers that will require students to relate Sociological theories with personal life experiences. (Ore)

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

See RC Soc. Sci. 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)

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).

This course provides an introduction to the logic and methods of social research. Our primary objectives will be (a) to focus on the logic or reasoning behind social research, and (b) to familiarize students with a variety of research approaches used to accumulate evidence in the social sciences. While our major focus will be on survey research, we will also consider their quantitative and qualitative research approaches, and their strengths and limitations. The goals of the course are to make students more critical consumers of research findings, and to provide experience with the practice of systematic social research. Grading will be based on a combination of exams and papers, including a final research report. There are two lecture-discussion periods a week, as well as a weekly laboratory-practicum. This course will meet ECB requirements for those so registered. Soc 210 or equivalent or instructor's permission is a prerequisite. (Webster and Montcalm)

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

This course focuses on a selection of population issues related to social and economic problems, both internationally and in the United States. Topics include the causes and consequences of rapid population growth, family planning policy, population aging, international migration, mortality in more and less developed countries, changing family structure, and AIDS. Students will also be introduced to basic concepts and measures used in the study of population structure and change. Classes will typically be devoted to lecture, interspersed with films, discussions, and small group exercises. Grades will be based on a final exam and on short critical papers based on reading materials, films, and newspaper coverage of population issues. (King)

336. The Study of Cities and Urbanization. (4). (Excl).

This course examines the process of urbanization, urbanism and the evolution of cities. Discussions will go beyond the contemporary American city. Cross cultural comparisons will require students to assemble data on a city outside of North America for analysis. The course organization consists of two parts. The lecture is the format for the first part and discussion format with student participation for the second. These discussions will focus on various topics dealing with the process of urbanization and inequality in specific cross cultural settings. Course requirements include a project or paper, a set of exercises, midterm, and final examinations. (Deskins)

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.

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 '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.

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.

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 East Central Europe. (4). (SS).

See Russian and Eastern European Studies 396. (Eagle)

For Undergraduates and Graduates

400. Sociological Principles and Problems. For juniors, seniors, and graduate students with no background in sociology. No credit granted to those who have completed or are enrolled in 100. (3). (SS).

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.

401. Contemporary Social Issues III. (2-4). (Excl). Credit is granted for a combined total of 8 credits elected through Soc. 102, 202, 203, and 401, provided that the course topics are different.

This course is a practicum in intergroup relations. We will focus on academic explorations of theories of group conflict and change and on the practical situations wherein these theories apply to social life. In addition, we will examine and practice various modes of intervening in conflict situations to help solve problems, focus on underlying issues, resolve (or not) conflicts, escalate or deescalate tension, reduce racism/ sexism and other forms of social injustice, and seek social change. Readings, class discussions, experiential exercises, and actual involvement in social change organizations are activities will be emphasized. It will be important for students to have had some prior experience in intergroup dialogue or instruction. (Chesler)

410. The American Jewish Community. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).

The course examines current issues and ongoing controversies within the American Jewish community as it reviews broadly the sociological literature on American Jewry. Students become familiar with contemporary trends at the individual, group, and organizational levels, and forces operating to create change. Students study topics such as Jewish identity, intergroup relations, group survival, and community structure and organization as the class explores the conflicts and struggles of the Jews in the U.S. to maintain themselves in a pluralistic society. (Schoem)

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

Why do some people get ahead while others do not? What are the effects of education, class background, race, and gender on one's occupational prestige? Why do some people make more money than others, even those with the same education and skills? Social inequality is a ubiquitous feature of modern societies and the study of social inequality is a central concern of sociology. This course deals with the sources and consequences of social inequality. We begin with a consideration of the models of social class proposed by Marx and Weber. We then examine the major from of stratification research in contemporary American sociology: the status- attainment approach. Following a critical evaluation of this work, we discuss recent alternatives to it, including network analysis and the new theories of class, race, and gender inequality. The focus will be on the United States, but references to other countries will be made where appropriate. (Mizruchi)

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 will investigate the economic activity which produces and reproduces our social and material life. It will emphasize the day to day experience of work and its consequences for the structuring of life chances in contemporary society. We will draw on a range of literature to explore the ways in which the nature of work is being transformed, both here in the United States and cross-culturally.

442. Occupations and Professions. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).

An introduction to occupational sociology. Social implications of the division of labor. Characteristics and organization of major occupations; nature and organization of modern professions. Prerequisites: one of the following introductory courses in Sociology: 100, 101, 195, 202, 203, 400, 401, or permission of instructor.

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

This course provides a sociological overview of U.S. Family patterns. The first half of the course adopts an historical perspective, while the second half examines specific issues and controversies pertaining to contemporary family structures and change. Soc 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 a short paper, each worth one-third of the final grade. For the paper, each student will choose one aspect of family life (such as childrearing, divorce, gender relations, etc.) and interview different members in various generations of an American family/kin network, in order to identify the continuities and to assess how their experiences mesh with the materials and explanations presented in the course. This family/kin group may be your own, but it need not be. Students will receive a handout with more information about the paper. (Adams)

447/Women's Studies 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. (Shively)

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)

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

461. Social Movements. One of the following: Soc. 100, 101, 102, 195, 202, 203, 400, or 401; or permission of instructor. (3). (Excl).
Section 002.
Over the past two decades, the literature on social movements their origins, their organizational structures, the circumstances which cause them to occur during certain historical periods, what motivates individuals or groups to join them has been steadily evolving. Recently, two stands of social movement theory have been distinguished: (1) the European "structural" approach, which seeks to explain social movements in terms of factors linked to national political and social systems; and (2) the American "resource mobilization" approach, which concentrates more on how individuals and groups compile the "resources" necessary to create successful social movements. A third category, that of Marxist theories which emphasize the role of socio-economic class interest in collective action, has a longer tradition. In this course we will examine some of the major works from the three branches of analysis and apply these theories to specific examples such as the civil rights and student movements of the 1960s: the women's movement; the neo-conservative movement; the peace/nuclear freeze movement; the environmental or "green" movement; the South African and Chilean resistance movements; various labor, peasant, and farm worker's movements. (Hart)

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

This course will examine how people become social deviants and how the institutions of our society contribute to the creation of deviance. The theories and methods of sociology will be employed to explain the origins and perpetuations of deviance. First, the course will focus on the legislative, enforcement, judicial and corrections systems which determine who will be designated deviant and with what consequences. The emphasis will then shift to an examination of particular forms of deviance with the goal of critically evaluating relevant sociological theory. The readings will cover both earlier pioneering research as well as more recent work in the field. Course grades will be based largely on a term paper, a mid term and a final exam. (Kozura)

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

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

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

See Psychology 381.

490. 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. (Gocek)

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: The Social Structure of the American City.
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 examination of the internal arrangements of cities within the context of contemporary social problems and spatial processes. Throughout the course, contemporary urban problems found in the American city will be utilized as examples. (Deskins)

Section 002: Gender and Society- Hierarchies in the Workplace. Gender hierarchies have been a persistent feature of modern economies, and modern organizations are characterized by gendered job segregation, low wages for "women's work," and the association of masculinity with skill, authority, and workers' self- organization. This seminar will examine such patterns in the 20th century, with emphasis on the U.S. and Western Europe. Topics will include: How do jobs become, and then stay "gendered?" How do labor movements dealt with gender issues? Race and gender on the job: looking at some prototypical occupations. Sexuality and work: harassment, homophobia, and prostitution. Masculinity as the exclusion of women? This seminar will emphasize student participation and presentations. Written assignments include two brief memos and one longer research paper. (Blum)

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.

This seminar explores ways in which substantive sociological topics can be enriched by considering issues or approaches drawn from disciplines usually considered as humanities, e.g., philosophy, literature, jurisprudence. The course begins with a consideration of challenges to the notion of sociology as a science and current ways of thinking about knowledge systems. It then turns to substantive issues, such as the sociology of justice and asks how writing in the humanities may aid in enriching sociological research. Students are expected to have some background in social science and at least two courses in a humanities discipline. The class will be taught as a seminar with emphasis upon student participation. Sixty percent of the grade will be based on a paper. (Zald)

For Sociology Honors Students, Seniors, and Graduates

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

This is the first term of a two semester sequence that constitutes the practicum in survey research known as the Detroit Area Study (DAS). The aim of the practicum is to provide a working knowledge of the strengths and weaknesses of the survey method. Sociology 512 concentrates on survey methodology including discussion and practice related to questionnaire development, pretesting, sampling and blocklisting, coding, and interviewer training. The skills taught during class periods are preparation for out of class field work that culminates in the conduct of a full scale survey of residents in the tri-county Detroit metropolitan area. The substantive topic of the survey changes from year to year. In 1993, the study will focus on the functional health of the elderly emphasizing both the consequences of limitations on physical and cognitive activities and the methodological problems associated with measuring functional health. (Steeh)

591. Special Areas of Social Psychology. Graduate standing or permission of instructor. Some background in social psychology is desirable. (3). (Excl).
Section 001: Social, Family, and Personal Relationships.
The course is designed to provide a general overview to theory and research on social, family, and personal relationships. We will examine current theory and research in the area and students will gain knowledge of the social psychology of relationships. The history, present stature, and future directions of this area of study also will be discussed. A theme that will pervade the course as a whole is the interdisciplinary nature of the research in this area. Seminar format. Graduate students in any department are welcome. (Orbuch)

Section 002: Social Factors in Mental Health and Illness. This is a graduate seminar which reviews the sociological and social psychological literature on social causes of mental disorders. The course begins by reviewing the main theoretical paradigms concerning social causes of mental illness. The remainder of the semester is devoted to detailed critical analyses of the recent empirical literature. Grading will be based on a classroom presentation, participation in classroom discussions, and a paper based on a review of one part of the literature. (Kessler)

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 002: Introduction to Structural Sociology.
Structural sociology is an approach in which human action, rather than determined by norms, values, or other subjective phenomena, is viewed as a consequence of the social relations by which people are constrained. This course presents an introduction to structural sociology and its primary subtype, social network analysis. For each of several substantive topics, we shall compare traditional sociological approaches with the structural alternative. The topics covered include race-ethnic and gender relations, the sociology of development, social movements and collective behavior, friendship, similarity of attitudes, social structure and health, networks and the urban community, business- government relations, and the sociology of culture. The focus will be theoretical and substantive rather than methodological, and no quantitative background is required. The course is designed as a seminar for graduate students. Highly motivated undergraduates with a strong background in sociology may request permission to enroll. (Mizruchi)

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

Section 002: Health and Aging- Research Issues in Social Policy. The cost crisis in health care and in care for a rapidly expanding aging population forces a re-examination of current organizational and institutional practices. Policy-oriented social research will be used as part of that re-thinking of approaches to health care and services to the aging. This graduate-level seminar examines the nature of the current crises, its relation to other political agendas, and the role that social science researchers play in policy formation and re-examination. We will identify key issues, interest groups that use social science information, strategic kinds of research questions to ask at this point in time, and possible sources of data. We also will examine research strategies that let social scientists help shape policy debates as they unfold. Grading will be based on papers, student presentations and contributions to discussion. You can use this course to develop a thesis proposal, if you wish. (Heirich)

Section 003: Fertility and Women's Status. For Winter Term 1993, this course is jointly offered with PPIH 695. This seminar is intended to engender an intellectual discourse on theoretical, empirical and methodological issues concerning the relationship between the status of women and demographic behavior. The demographic emphasis will focus on fertility, but the course will also consider issues relating to maternal and child mortality, nuptiality, labor force participation, and migration. The first half of the course will stress theory and the second half will concentrate on operationalization and measurement. Micro and macro perspectives will be examined. The course will draw on many cultures and contexts, largely from the "developing" world. Students from all social sciences, public health and public policy disciplines are welcomed. Some prior knowledge of quantitative or qualitative methods is necessary. Students with their own data base (e.g., for a thesis) will be able to use it in this course. All students will be expected to participate in seminar discussions actively. (Balk)

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 001: Feminist Theory and Social Science Methodology.
This course surveys the impact that feminist theory has had on research methodologies used in various social sciences. We will examine the notion that our idea of science and our common research practices generally are informed by a male perspective on the objective and social world. We will also consider individual social sciences and look at both feminist critiques of work in these fields and work that has been informed by ideas about feminist methodology.

Some formal or informal background in women's studies and a social science discipline is a prerequisite for this course. The course will be run as a discussion- based seminar. Grades will be based on class participation and a written paper (annotated bibliography, critical literature review, or research prospectus in the student's area of interest. (King and Press)

Section 002. See Sociology 497. (Zald)

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