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SOC-S
SOCIOLOGY
COURSE
DESCRIPTIONS
FALL
2015
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
30670 RSTR ARR
ARR ARR
Alderson A
ABOVE CLASS SECTION IS TAUGHT ONLINE
This course has three general objectives: (1) to introduce you to the field of sociology; (2) to help you to acquire
a broad understanding of the social forces that influence the world in which we live; and (3) to equip you with some
of the tools that will be useful in the future, in your career and as a citizen.
My goal in this course is to help you develop an informed perspective on contemporary U.S. society. However,
only part of the course will directly address the American experience. Our approach to the study of human society
will be comparative and historical. The guiding assumption of the comparative/historical method is that we can
better understand our own society by learning more about other societies, past and present. Through discussions,
readings, assignments, and lectures, we will engage a great deal of information on a broad range of human
societies. As one of the course requirements, you will also pursue a semester-long study of your own family history.
These educational experiences are designed to help you to gain a new understanding of your own society and to
help you develop a number of useful skills.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
14768 RSTR 09:05A-09:55A MWF Mukherjee
This course is designed to provide a broad overview and introduction to the discipline of sociology. We will
begin by discussing what sociology is, how sociologists do research, and the theories that guide the discipline. The
sociological perspective can help us to understand connections between self and society, order and conflict, and
continuity and change. The sociological perspective will also increase your awareness of how our culture,
institutions, families and friends shape our lives. You will develop a sociological perspective that will allow you to
analyze society in a way that reveals the often times hidden and/or overlooked social forces that shape our lives.
This approach will help you explore how social structures influence the ways we view and navigate the social
world. Using a variety of readings, class discussions, lectures we will expand our critical thinking and analytic
skills in order to explore and challenge our assumptions about people/society/ourselves.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
6167 RSTR 09:30A-10:45A TR Finlay B
This course provides students with a preliminary introduction into sociological perspectives, both classical and
contemporary. Why does the U.S. incarcerate more people than any other country in the world? Why do women get
paid less than men for the same jobs? Seeking systematic answers to these types of questions are a large part of
what sociologists do. By taking this course you will be able to develop a more critical perspective not only on what
you experience in the future, but also on the position you hold in society.
SOC-S 100 (6162) - INTRODUCTION TO SOCIOLOGY
6162 RSTR 10:10 AM – 11:00 AM MWF
Nichelson
The goal of this course is to help students learn the basics of sociological thought. Throughout the course we
will examine various elements of social life, focusing on issues related to power and inequality especially as this
pertains to race, class, and gender. We will learn how we construct and make sense of the social world around us, as
well as the challenges this presents. We will use examples from television, movies, literature, current events, and
pop culture to help us better understand these topics.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
8799 RSTR 11:15A-12:30P MW Hallett T
This is not a traditional introduction to sociology course. Instead of using a textbook (which many people find
boring), we’re going to be reading autobiographies from a diverse collection of Americans. In classes, we’re going
to learn sociological concepts and apply them to the autobiographies, as a means to understand the books
sociologically. In particular, we’re going to focus on the individual actions and decisions (agency) apparent in the
readings and the background social contexts (structure) that enable, constrain, and inform these individual
actions. We’ll also consider how the oftentimes path-breaking actions (agency) of these individuals create
opportunities (structure) for others. In addition to the readings, we’ll be analyzing portions of three documentaries
in class. In light of these materials, I hope we’ll reflect on our own backgrounds and experiences as a means to
inform our own actions in everyday life.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
8800 RSTR 11:15A-12:30P TR Von Der Haar C
Like other social sciences, sociology views social life from its own perspective. Understanding that perspective
is the primary goal of this course. It is from this perspective that students will learn the basic concepts, theories and
methods of sociology. As we consider some of the most important topics in sociology, you will learn how to think
in a different way. You will quickly discover that things are not always what they seem. This observation, which
is commonly known as the first wisdom of sociology, turns most students into social detectives. Approaching
lessons in this way shows students the value of sociology. Through assigned readings and class discussions, you
will learn how to look behind the scenes and under the surface to figure out how things really operate in social life.
Topics covered in this introductory course include: social change, social structure, social inequality, social
institutions (family, politics, economy), culture, and socialization.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
6165 RSTR 01:00P-02:15P TR Von Der Haar C
Like other social sciences, sociology views social life from its own perspective. Understanding that perspective
is the primary goal of this course. It is from this perspective that students will learn the basic concepts, theories and
methods of sociology. As we consider some of the most important topics in sociology, you will learn how to think
in a different way. You will quickly discover that things are not always what they seem. This observation, which
is commonly known as the first wisdom of sociology, turns most students into social detectives. Approaching
lessons in this way shows students the value of sociology. Through assigned readings and class discussions, you
will learn how to look behind the scenes and under the surface to figure out how things really operate in social life.
Topics covered in this introductory course include: social change, social structure, social inequality, social
institutions (family, politics, economy), culture, and socialization.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
6163 RSTR 02:30P-03:45P MW Hallett T
This is not a traditional introduction to sociology course. Instead of using a textbook (which many people find
boring), we’re going to be reading autobiographies from a diverse collection of Americans. In classes, we’re going
to learn sociological concepts and apply them to the autobiographies, as a means to understand the books
sociologically. In particular, we’re going to focus on the individual actions and decisions (agency) apparent in the
readings and the background social contexts (structure) that enable, constrain, and inform these individual
actions. We’ll also consider how the oftentimes path-breaking actions (agency) of these individuals create
opportunities (structure) for others. In addition to the readings, we’ll be analyzing portions of three documentaries
in class. In light of these materials, I hope we’ll reflect on our own backgrounds and experiences as a means to
inform our own actions in everyday life.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
8798 RSTR 02:30P-03:45P TR RSTR
Chen H
The goal of this course is to make you think from the sociological perspective. That is, you will learn how the
taken for granted social life is influenced by larger social processes. In order to do this, we will learn important
concepts, theories, and methods that sociologists use to understand social life. We will cover some important topics
in this course, including but not limiting to culture, social class, race & ethnicity, gender, social stratification,
education, work & economic life, and marriage & family. In addition, we will focus on some social research
methods, which are important analytical tools to address questions that sociologists ask.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
14766 RSTR 02:30P-03:45P TR Stapleton O
This course provides a broad introduction to sociology, the study of society and social behavior. Students will
gain an understanding of concepts such as structure and agency, and tools such as sociological research methods.
Using these concepts and tools students will develop the skills to think critically about how social contexts inform and are informed by - individual actions and decisions. This course explores topics such as power, inequality, race,
class, and gender. In addition to learning about these powerful social forces through the study of theory, students
will discuss them in the light of current events, issues and contexts.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
6170 RSTR 04:00P-05:15P MW Hernandez E
Sociology provides a lens to connect our everyday experiences with larger social phenomena. This course is
designed to introduce you to the field of sociology by providing a broad overview of the discipline. We will use
everyday examples of social phenomena and problems, such as the re-emerging measles outbreak among children
in the United States due to lower vaccination rates. You will also gain an introduction to sociological theory and
methodological approaches—both quantitative and qualitative—and important sociological concepts. These tools
will enable you to study the world around you using the sociological imagination, and develop your ability to
systematically study social issues.
Segments of this course are designed, in part, to help students prepare for social portion of the
Psychological, Social, and Biological Foundations of Behavior section of the new MCAT Exam.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
15525 RSTR 04:00P-05:15P TR Thomas C
This is a course for thoughtful travelers. When we wayfarers go on adventures, we learn about the world, its
people, and ourselves. We speak new languages and develop new ways of seeing things. So it is with sociology. In
this introductory course, we will learn new concepts and develop a new way of talking about our social world. We
will discuss topics such as culture, human interaction, social class, race, gender, health and medicine, education,
and work, among other exciting detours. Ultimately, we will be able to articulate how the social world shapes our
actions and how, in turn, our actions shape the social world.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
6166 RSTR 05:45P-07:00P TR Pandian R
The goal of this course is to provide students with a broad overview of the field of sociology and to help them
develop an informed perspective on society. Students will develop and use critical thinking skills to explore issues
related to power, political economy, inequality, class, race, gender, and other major social forces. While much of
our discussions will deal with the American experience, the course will also adopt a comparative perspective and
explore these issues in other societies, both past and present. In addition to learning about these topics through
classical sociological theories and current research, students will discuss these issues in the context of current
events.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
6169 RSTR 06:00P-08:30P W Turner
This course will provide an overview of sociology, giving students insight into how sociologists think about human
social life and institutions. Through exposure to the major theories, concepts, and research methods in the
discipline, students will develop a better understanding of the complexities of society and learn to challenge taken
for granted assumptions about social life.
SOC-S 100 INTRODUCTION TO SOCIOLOGY (3 CR)
14765
01:00P-03:30P MW Summers N
This CLASS MEETS SECOND EIGHT WEEKS ONLY
This course will serve as an introduction both to the academic field of Sociology and, more broadly, to the
sociological perspective. In learning about the field of Sociology you will learn about the theories that guide
sociological inquiry and the methods that sociologists employ to gain knowledge about what it is they study. In
developing a sociological perspective you will learn to think in terms of the larger social and historical forces which
shape the world we live in. More specifically, we will discuss topics such as race, class, gender, inequality,
socialization, and deviance and how these social forces both influence the lives of individuals and systematically
structure social life. Toward the end of class we will discuss and analyze our roles as consumers, citizens, and
workers in an effort to help you exercise your newly developed sociological imagination. This part of the course
will touch on everything from purchasing your morning coffee at Starbucks to what you can do to improve working
conditions in the sweatshops where your clothes are made.
SOC-S 101 SOCIAL PROBLEMS AND POLICIES (3 CR)
31125 RSTR 09:30A-10:45A TR Grace M
TOPIC: Medicine in America
Sociology provides a distinct lens through which to view health, illness, treatment seeking, and the organization
of medical care. In this course we will cover the theoretical orientations that guide sociological insight into these
areas and learn about the current state of empirical knowledge in the field. Topics will include the social origins of
illness; lay beliefs about disease; sociodemographic variations in healthcare utilization; the profession of medicine;
the structure of the American healthcare system; and cross-national disparities in health and longevity. Using a
variety of media, readings, class discussions, lectures, and interactive activities, we will expand our critical thinking
and analytic skills in order to challenge our assumptions about the social foundations of health disparities, the
sovereignty of medical providers, and the administration of health care.
SOC-S 101 SOCIAL PROBLEMS AND POLICIES (3 CR)
13673 RSTR 01:00P-02:15P MW Hernandez E
This course is designed, in
TOPIC: Medicine in America
The purpose of this course is to introduce students to sociology using
part, to help students
a medical sociology perspective. Medical sociology, or the sociology of
prepare for social portions
health and illness, provides a lens to understand how health and illness
of the Psychological, Social,
in the United States are shaped by broader social factors. Over the
and Biological Foundations
course of the semester we will
(1) discuss medical and public health institutions in the U.S. from a
of Behavior section of the
historical perspective
new MCAT Exam.
(2) learn about epidemiological and demographic (population-level)
approaches to health
(3) consider complementary and alternative medicine within the
dominant Western medical context
(4) explore the social construction and experience of physical illness, mental illness, and the medicalization of deviant
behavior
(5) investigate the interaction between patients and their health care providers; and (6) examine the social
determinants of health and health inequality.
This course is designed, in part, to help students prepare for social portions of the Psychological, Social, and
Biological Foundations of Behavior section of the new MCAT Exam.
SOC-S 101 SOCIAL PROBLEMS AND POLICIES (3 CR)
30680 RSTR 02:30P-03:45P MW Miller J
TOPIC: Food, Film, and Fine Art: Cultural Consumption as a Social Problem
Our tastes in food, in art, and in all forms of culture both produce and are products of our social location. This
course will examine the sociology of taste and cultural consumption, exploring the ways in which our
consumption of culture reproduces the social order and along with it, social inequality.
SOC-S 101 SOCIAL PROBLEMS AND POLICIES (3 CR)
7855 RSTR 04:00P-05:15P MW Lee J
TOPIC: Sociology of Asian America
*Above class meets with AAST-A 101
In this course, we will examine the histories, experiences, and cultures that shape the Asian American
community. Through books, articles, and films, we will learn about the commonalities as well as the diversity of
experiences among different Asian ethnic groups in the United States. Topics will include immigration, education,
stereotypes and discrimination, food, media, and youth culture.
SOC-S 101 SOCIAL PROBLEMS AND POLICIES (3 CR)
12649 RSTR 04:00P-05:15P TR Lista P
TOPIC: Fashion in Society
What do you have in common with Dandys in the 18th Century, Flappers in the Roaring 20s, and Greasers in the
1950s? Like these distinctive subcultures, you and I choose to wear clothes that reflect our sense of self and style.
Fashion reflects the way we view ourselves and the way we view the world around us. This course will offer
students a unique opportunity to apply sociological research and theory to the study of fashion. In this class, we will
discuss the history of fashion, the fashion industry, and the globalization of fashion, among other topics. Students
will be encouraged to suggest additional topics and bring their own interests into classroom. All students are
encouraged to sign up for this course - sneaker-head and hipster alike.
SOC-S 110 CHARTS, GRAPHS & TABLES (3 CR)
10924 RSTR 02:30P-03:45P TR Halpern-Manners A
This course provides an introduction to how sociologists collect, interpret, and display data about the social
world. The goal of the course is to provide you with the tools you need to become better producers and consumers
of quantitative information. The topics covered include the basics of research methods, sampling, and statistics; the
visual presentation of quantitative data; and the design of informative and easy-to-read tables. These topics will be
introduced through a series of hands-on examples and interactive classroom activities. By the end of the semester,
you will have gained valuable experience working with data and presenting it an effective and professional manner.
SOC-S 110 CHARTS, GRAPHS & TABLES (3 CR)
12520 RSTR 04:00P-05:15P MW Davies C
This course provides an introduction to how sociologists collect, interpret, and display data about the social
world. The goal of the course is to provide you with the tools you need to become better producers and consumers
of quantitative information. The topics covered include the basics of research methods, sampling, and statistics; the
visual presentation of quantitative data; and the design of informative and easy-to-read tables. These topics will be
introduced using data and examples from social science research. By the end of the semester, you will have gained
valuable experience working with data and presenting it an effective and professional manner.
SOC-S 110 CHARTS, GRAPHS & TABLES (3 CR)*
6171
05:45P-08:15P MW Caplan Z
*THIS CLASS MEETS SECOND EIGHT WEEKS ONLY
The structure of this course mirrors the process of doing social science research. In the first half of the course,
you will learn to think like a sociologist and to see everything, including scientific research, as a product of society.
You will apply this mindset to the different ways social scientists define and measure race, class, and gender. Next
you will learn about different methods of collecting data, including sampling procedures and research methods. In
the second half of the course, you will learn to use excel to turn raw data into meaningful information about the
social world, as well as how to best present this information to others (this is where Charts, Graphs, and Tables
comes in). The last few weeks of the course will be spent learning about structural inequality, and about past social
science research related to race, class, and gender. You will have a few occasional readings and regular out-of-class
assignments. These assignments will guide you in developing and answering your own research question related to
race, class, or gender inequality and will become the basis of your final paper.
*This course is NOT recommended for social science majors, as it overlaps greatly with Introduction to
Sociology, Research Methods, Statistics, and Race, Class, and Gender.
SOC-S 215 SOCIAL CHANGE (3 CR)
12522 RSTR 11:15A-12:30P TR Brooks C
In this course we investigate a series of major changes that have significantly altered family institutions,
inequality and poverty, gender relations, the economy and class structure, government policy, and mass opinion.
We also consider in what ways activists have influenced (and might further influence) the trajectory of social
change, perhaps enhancing the degree of equality and protection of rights in a turbulent, historical era.
A key part of our focus is on the United States since the 1960s. But to fully understand how and why American
society has (and has not) changed, we consider in detail a series of important lessons provided by European
democracies such as Sweden and the Netherlands, where high levels of economic development coexist with much
lower levels of poverty and inequality. This will enable us to appreciate better the remarkable diversity of
developed democracies, a phenomenon that continues to be poorly-understood in the media and in most many
discussions.
To better understand this phenomenon, we probe mechanisms underlying contemporary American society and
its European counterparts, considering the likely forms of social change in the near future. In passing, we consider
the potential significance of the presidency of Barack Obama, and how it might bear on themes and questions we
consider in the course of the semester.
SOC-S 217 SOCIAL INEQUALITY (3 CR)
30689 RSTR 01:00P-02:15P MW La Touche
This course will be issue driven, focusing on the relations of power, privilege and prestige that characterize
stratification and social inequality. The central question guiding the content for this course will be “who gets what
and why?” – underscoring the various socio-demographic factors (i.e. gender, race/ethnicity, class) that shape
individuals’ opportunities and life chances. Drawing upon contributions from social stratification scholars, this
course will transition from classic theories of inequality (e.g. Weber, Marx, and Sorensen), to more contemporary
applications (e.g. Blau, Grusky, and Davis & Moore). In accordance with the traditions of social stratification,
course material will favor structural explanations of inequality while examining the mechanisms by which
individuals and groups demonstrate divergent trajectories. My goal in this course is to help you develop a better
understanding of inequality in the U.S. context, although we will occasionally consider other societies.
SOC-S 230 SOCIETY & THE INDIVIDUAL (3 CR)
9272 RSTR 10:10A-11:00A MWF Powers A
This course is designed to introduce students to the concepts, theories, and practice of sociological social
psychology. We will consider how societal forces and social interaction shape the individual as well as how
individuals in interaction shape society. We will use three perspectives (symbolic interactionism, social structure
and personality, and group processes) to investigate topics such as the social nature of the self, how interactions are
ordered, cognition and perception, emotions, deviance, conformity, and how the groups we belong to influence our
behavior.
SOC-S 230 SOCIETY & THE INDIVIDUAL (3 CR)
6172 RSTR 04:00P-05:15P MW Blind J
Who are you? Why do you behave the way you do? How do changes in your social environments influence
your sense of self? How do your actions influence others and society at large? In this course, we will explore these
questions and more from the perspective of sociological social psychology. To answer these questions, the course
will examine the link between individuals and society. Students will be encouraged to connect social psychological
insights to their own experiences and the application of these ideas to everyday life. The class will provide an
overview of social psychological approaches to a variety of topics including group processes, conformity, conflict,
relationships, identity, and emotions.
This will not be a traditional course. In addition to a wide range of readings from sociology and social
psychology, experiential activities will contribute to students’ understanding of social processes. The activities will
encourage students to examine behaviors in real world situations and also consider how visiting different social
contexts within the university environment affects their own behavior and sense of self. Through the class readings,
activities, and even some “meta” discussion of the dynamics of our own classroom interaction, together we will
develop an understanding of the complex relationship between the individual and society.
SOC-S 311 POLITICS AND SOCIETY (3 CR)
30699 RSTR 01:00P-02:15P TR Brooks C
Why is the United States like it is? When do (and don’t) people go along with rules and arrangements, even
when they are characterized by injustice or inequality? What have (could) activists done (do) in the U.S. or Europe
to change things for the better?
Questions of this sort motivate political sociology, and this spring we will survey the field in some detail.
Political sociology offers a lot because while there is much we think we know, there is also a lot we don’t. That
makes things interesting when we look just how complicated such seemingly simple things like identity, choice,
and society can be.
Among the topics we’ll cover are the following: welfare states and the importance of policy, particularly within
Europe and the U.S.; the politics of family, gender, and sexuality; social movement activism; the complexity of
elections and public opinion; and the nature of identity and choice in the political realm, and also in everyday life.
Course requirements include regular attendance, participation, and examinations. I will have lecture materials, and
we will also set aside plenty of time for detailed discussions. That helps keep things both enjoyable and fruitful
with regard to getting into readings and issues in greater detail.
SOC-S 313 RELIGION AND SOCIETY (3 CR)
30708 RSTR 02:30P-03:45P MW Wright E
In this course, students will become familiar with the theories and research that make up the sociological study
of religion. Primarily, this course addresses issues related to how religions form, what they look like, why they look
the way they do, the ways they affect the lives of their members, and the ways in which they shape and are shaped
by society. More specifically, we will examine the role that religion has played in the history of the Western world
(and especially the United States), the ways that religion is changing in the modern world, and the ways that
religions address issues of race, class, gender, and sexuality. Finally, we will discuss a number of current events and
political issues that relate to religion, including (but not limited to) abortion, homosexuality, religious violence,
social movements, global conflict, and the formation of cults.
SOC-S 316 THE FAMILY (3 CR)
12525 RSTR 01:00P-02:15P MW McManus P
What is a family, what do families do, and why do family practices and beliefs create so much controversy? This
course has three principal goals: (1) to examine diversity in American families in order assess our taken-for-granted
practices and beliefs about families (2) to compare American family patterns, practices, and social issues with those
of other nations (3) to sharpen critical thinking skills by scrutinizing the nature and quality of evidence offered in
support of different theoretical perspectives on families. Grading is based on written journal responses to the
readings, three multiple-choice quizzes, a final exam or paper and class participation.
SOC-S 316 THE FAMILY (3 CR)
14952
11:15A-12:30P MW McManus P
What is a family, what do families do, and why do family practices and beliefs create so much controversy?
This course has three principal goals: (1) to examine diversity in American families in order assess our taken-forgranted practices and beliefs about families (2) to compare American family patterns, practices, and social issues
with those of other nations (3) to sharpen critical thinking skills by scrutinizing the nature and quality of evidence
offered in support of different theoretical perspectives on families. Grading is based on written journal responses to
the readings, three multiple-choice quizzes, a final exam or paper and class participation.
SOC-S 316 THE FAMILY (3 CR)
30716
05:45P-08:15P TR Groggel A
*This class meets second eight weeks only
Family is an important social institution that is a constant feature in both society and individuals' everyday lives.
In this course focuses on family in the United States. We will use a sociological perspective to explore the topics of
love, marriage, gender, parenthood, childhood, sex and sexuality. It will introduce you to how sociologists study
families by exploring topics such as the transition from childhood and adolescence and rituals of dating and mate
selection.
What is a "family"? How did it originate? How do we decide who counts and does not count as family? What role
does culture play in patterns of family formation? How do families aid us in "becoming" males and females? What
attracts us to other people? Why do people get married? How do conceptions of privacy and abuse relate to the
environment of the family? In this course, we will move beyond personal notions of family and use a critical
perspective to explore these questions.
SOC-S 320 DEVIANT BEH & SOCIAL CONTROL (3 CR)
6977 RSTR 11:15A-12:30P TR Setchfield
This course provides an in-depth introduction to deviant behavior and social control. We will think of deviance
as norm-breaking behavior, broadly conceived. Therefore, we will not only discuss things like criminal behavior,
but everyday forms of deviance as well. Instead of looking at deviant behavior as something to be explained at only
an individual level, we will use the sociological perspective to understand how society helps create and define
deviant behavior. We will discuss deviance as a social construction that changes in different cultural and historical
contexts, thinking about the ways in which certain norms and values come to be cherished and upheld within social
groups while others are looked down upon or even ignored. In addition we will take into account various forms of
social control that are designed to encourage conformity to social norms and ways in which they guide peoples'
behavior. Finally, we will consider the importance of deviant behavior in creating social change.
SOC-S 321 SEXUAL DIVERSITY (3 CR)
31132 RSTR 01:00P-02:15P TR Weinberg M
This course provides a sociological examination of empirical research on the diversity of human sexual
behavior. It considers research on the varying moral evaluations of different sexualities and the prevalence of these
particular sexual behaviors in different social sectors. It examines how these practices and their evaluation are
socially shaped by one's society, region, neighborhood, social class, and ethnicity, and how sexuality and changes
in it are also related to one's biological sex, age, and generation. The development and complexity of biological sex,
gender roles, and sexual preference are examined, as is the evolving nature of commercial sex, its genderization,
and issues of criminalization/decriminalization. Finally, some less common sexual practices are examined in terms
of their development and personal meaning. Specific topics are organized into three sections: "The Role of the
Mind, Body, and Society," "Culture, Social Structure, and Sexuality," and "Minorities of Sex, Gender, and
Sexuality." Lectures, Films, Guest Speaker, Discussion.
SOC-S 324 MENTAL ILLNESS (3 CR)
12156 RSTR 01:00P-02:15P TR Perry B
What deviant behaviors are labeled mental illnesses and why? What causes mental illness? How should we as a
society understand, prevent, and respond to mental illness? This course examines sociological theories and research
pertaining to the definition, experience, and treatment of mental disorders. We will compare and contrast
sociological perspectives on mental illness with the perspectives offered by biomedicine, psychiatry, and allied
disciplines. Some examples of topics we will cover in class include: the rise of Prozac and mood disorders in
America; how and why your gender, race, and social class shape your risk for mental illness; autism and other
childhood disorders; stigma and discrimination toward people with mental illness; sociopathy, violence, and mass
shootings; prisons as the new asylums; and mental illness in the media. This course covers three broad areas: the
definition and measurement of mental illness, the social origins of mental health and mental illness, and personal,
community, and societal responses to mental illness. Class sessions will emphasize group discussions and exercises
based on original scholarly writings and personal memoirs. Discussions and exercises are designed to encourage the
development of analytic skills, recognition of the benefits of collaborative approaches to complex problems, and
independent exploration of course material.
SOC-S 325 CRIMINOLOGY (3 CR)
10925 RSTR 11:15A-12:30P TR Sevell
This course is designed to introduce students to both mainstream and more radical research within the
Sociological and Criminological traditions. Stylistically, the content of this course and its analysis will be an
exercise in “Cultural Criminology.” To that end, we will be less interested in what things like norms, laws, the legal
system, etc. are “supposed” to do, and more interested in what they actually do. We will interrogate official
statistics, including the methodologies used to collect them, and will challenge common conceptions and
explanations of crime. Our subject matter will include topics as diverse as drug use, sex work, community, Mass
Incarceration, the War on Drugs, among many others. From the labeling of glassblowers as terrorists to the
criminalization of Black bodies, this course will engage students with some of the complex, and admittedly grim
issues that pervade our social world.
SOC-S 335 RACE AND ETHNIC RELATIONS (3 CR)
33916 RSTR 06:00P-08:30P M
Kwon H
In this course, we will be introduced to broader sociological perspectives on race and ethnic
relations. Race scholars have used biology, culture, and social structure to explain racial inequalities. Eugenics,
assimilation, internal colonialism, racial formation, whiteness, and critical racial theory are some of the major
theories that have developed in relation to each other in different historical contexts. We will first learn about these
theories and then focus on topics related to color blind racism, hate crime, institutionalized racism, racialized
gender, and racial identity. Students who take this class will understand (1) how racial inequality is inextricably
related with other systems of inequalities to shape our social interactions and life chances (2) that racial categories
and meanings are not fixed but always changing according to social forces, and (3) how a larger system of racial
inequalities both enables and constrains individual agency and shapes the process of resistance and social change.
SOC-S 335 RACE AND ETHNIC RELATIONS (3 CR)
15258 RSTR 02:30P-03:45P MW Ivory T
Race and ethnicity have played a significant role in shaping the course of most modern societies. Both are also
contentious terms with a variety of contested meanings. How can it be that these two highly relevant social terms
are at the same time widely known and poorly understood? This course will examine the historical meaning and
legacy of race and ethnicity in the United States and beyond. By the end of this course, you will understand how
race and ethnicity have developed and changed as social concepts in the United States. You will also be able to
identify several key issues in both historical and contemporary U.S. racial and ethnic relations. We will begin by
examining the consolidation of racial categories and the expansion of ethnic categories over the course of the 20th
Century. We will then look at contemporary instances of racial and ethnic intersections and interactions within the
United States. We will end by comparing and contrasting racial and ethnic relations in societies outside the United
States.
SOC-S 338 GENDER ROLES (3 CR)
9962 RSTR 04:00P-05:15P TR Puentes
What is gender? How do we come to be “gendered”? This course focuses on gender in society by analyzing the
impact of the social construction of gender and how gender acts as a system of stratification shaping our everyday
lives. By examining the ways in which gender influences our attitudes, behaviors, customs, and interactions we will
develop a better understanding of how and why society prescribes different gender roles to females and males. We
will also explore how social institutions shape our assumptions about gender roles. We will discuss how gender
roles affect the expectations, experiences, and opportunities of men, women, girls, and boys. In doing so, we will
examine the construction femininity and masculinity and how these concepts can be used in understanding gender
roles. While exploring and applying a variety of perspectives to gender, we will also discuss the intersection of
gender with race, social class, and sexuality.
SOC-S 339 THE SOCIOLOGY OF MEDIA (3 CR)
11716 RSTR 04:00P-05:15P TR Von Der Haar C
This class is designed to increase your knowledge and understanding of the media in the 21st Century. We
begin by asking: What’s News? To answer this question, we compare the front pages of newspapers worldwide
for July 21, 2014. The headlines for this date clearly show that people in different parts of the world see different
versions of reality. Do we live in different worlds? Or, is the truth a victim of cultural misunderstandings or even
deliberate attempts to manipulate reality? To answer these questions, we will examine the people, the social
institutions, and the processes that are involved in the creation of media products.
The first part of this course focuses on news—what it is, the people who create it, the influences upon these
individuals, and the routine processes that operate to exert an influence of their own. We will then look at an
intermediate outer circle of influence upon media—social institutions including the political system and the
economy. In various ways, these institutions can guarantee or limit the freedom of the media. In the United States,
the notion of a free media no longer carries the same guarantees that it once did. Thus, we will ask: Who
ultimately controls reality—a government that dictates what is said or the owners of media who hire, pay and can
fire those who create media products for them? Finally, we will consider the outermost circle of influence upon
media—ideology. Conceived as the set of beliefs upon which a particular social system is based, we examine
ideology in terms of the basic buildings blocks of culture—values, norms, symbols, language, myths, and societal
power structures. Focusing on entertainment media, we will see that “sports is not just a game.” Media coverage
of games sends messages about achievement and success, power, and where various groups fit in the social
structure. In a similar way, glamour and health magazines send strong messages about societal expectations for
men and women. We will see that media reflect the core values of culture and play a central role in transferring
ideas and beliefs from one generation to the next.
SOC-S 340 SOCIAL THEORY (3 CR)
14211 RSTR 05:45P-08:15P W Rojas F
This course has two goals: introducing students to social theory and improving your writing skills. What is
social theory? A social theory is an attempt to explain some kind of social fact. For example, why did the
industrial revolution happen? Why is the United States the wealthiest and most powerful nation in the world? Why
do African-Americans consistently make less money than whites? Answers to these kinds of questions are called
Asocial theories. This course is also writing intensive. My other goal is to help you develop critical thinking skills
and express yourself in words. Therefore, there will be frequent writing assignments.
This course is not for the meek. I expect students to work through some hard tests and to write a lot. What's the
pay-off? You will have skills that you will use the rest of your life. Even if you cannot remember what Max
Weber said about religion, you will be able to ask big questions about the social world and write clearly.
SOC-S 344 SOCIOLOGY OF CHILDHOOD (3 CR)
6578 RSTR 02:30P-03:45P TR Helvey F
What does it mean to be a kid? How do kids influence society? By adopting a sociological perspective, we can
think about children as social actors and understand the impact they have on the world around them. Using a variety
of reading and discussion materials, this class will examine how the meaning of childhood has varied over time and
across cultures, and how children's experiences vary across different social groups. In doing so, we will recognize
that children are shaped by their social contexts, but that they also play an active role in making sense of and
responding to their social worlds. Finally, we will explore the challenges and inequalities children face, and discuss
strategies for leveling the playing field in families, schools, and communities. During this class, students will be
challenged to use their sociological imaginations to think about and evaluate their own childhood experiences.
SOC-S 365 HEALTH BEHAVIOR ANALYSIS (3 CR)
30724
09:30A-10:45A TR Perry B
TOPIC: Social Foundations of Behavior: Applications for Health Settings
S365 is an introduction to foundational social theories and concepts through the lens of health, healing, and
medicine. Social science perspectives on health disparities across populations, how health and disease are defined
and managed, and cultural experiences of illness provide a window into a broader understanding of social life. The
course will focus on four major social theories – social constructionism, symbolic interactionism, conflict theory,
and functionalism. We will use these theoretical foundations and related core concepts to explore topics like
physician-patient interaction and the social organization and distribution of health care. S365 is ideal for students
with career aspirations in medicine, nursing, or other health professions, and covers the sociology content included
on the MCAT exam. This course also provides a critical foundation for those interested in learning about
population health from the point of view of social science.
SOC-S 370 RESEARCH METHODS IN SOCIOLOGY (3 CR)
6173 LECTURE
11:15A-12:30P TR Halpern-Manners A
This course is designed to introduce you to the ways that sociologists gather, present, and evaluate evidence
about society. You will gain a working knowledge of common sociological methods including ethnography,
archival research, surveys, and experiments. Throughout the course, primary emphasis will be placed on developing
your ability to effectively critique and engage with the empirical research that others have done--skills that should
serve you well across a variety of real-world settings. This objective will be accomplished through a combination of
interactive examples and readings from diverse strands of contemporary social science research.
Laboratory (LABS) for S370
6175
09:05A-09:55A W
Caputo J
6176
10:10A-11:00A W
Caputo J
6174
11:15A-12:05P W
Caputo J
SOC-S 371 STATISTICS FOR SOCIOLOGY (3 CR)
9958 LECTURE
02:30P-03:45P TR van der Does T
Statistics are frequently used by the media and politicians to make claims and predictions. Most of us have
heard such things as "women earn less than men" or "Obama is likely to win the next presidential election". In this
class, we will learn techniques to understand, assess and produce similar statistics. We will first focus on describing
a sample of people and then use this information to generalize about a larger population. Topics will include
measures of central tendency and spread, basic probability, confidence intervals, hypothesis testing and ordinary
least squares regression. Students taking this class will learn to analyze data using a statistical analysis software
(SPSS) and present findings in a clear and compelling way. These skills are very marketable and used in many
industries. To take this course, you do not need to have any previous experience with statistics.
Laboratory (LABS FOR S371)
9959
12:20P-01:10P W
Zack E
9960
01:25P-02:15P W
Zack E
9961
02:30P-03:20P W
Zack E
SOC-Y 398 INTRNSHP IN PROFESSIONAL PRACT (1-3 CR)
6192 PERM ARR
ARR ARR
Hallett T
SOC-S 410 ADV TPCS: SOCIAL ORGANIZATION (3 CR)
31145 PERM 01:00P-03:30P W Rojas F
TOPIC: SOCIAL NETWORKS
*This class meets COLLEGE Intensive Writing section requirements
This course will be an introduction to the study of social networks. We will study economic relations, friendship
and social ties and how their role on social and economic affairs. We will also discuss new research on electronic
social networks like Facebook and Twitter.
SOC-S 422 CONSTRUCTING SEXUALITY (3 CR)
30733 PERM 04:00P-06:20P R Weinberg M
*This class meets with SOC-S 522
The aim of the course is to provide an understanding of the social constructionist perspective and its
development and application in the area of human sexuality. The course will cover the sources of the evolution of
constructionism: symbolic interactionism (and other interpretive approaches) in the United States, the influence of
the French post-structuralists, inputs from Britain and New Zealand, the role played by feminist scholars and queer
theorists, and the contributions of postmodernism and cultural studies. Students will see how these different
contributions have complemented one another in a contemporary approach to the study of human sexuality.
In terms of substantive content, the course will examine how the constructions (i.e., meanings, interpretations)
of various forms and facets of sexuality are related to the evaluator's historical, cultural and social location. We will
look at the role of power, politics, religion, and discourse in shaping constructions of sexualities and socially-linked
processes that underlie certain traditional interpretations. This analysis casts into relief the role of macrosociological factors as well as those on the interpersonal level (such as the "slight of hand" used in transforming
notions about statistical normality into imputations about psychiatric abnormality - e.g., most people are
heterosexual, so bisexual and gay/lesbian people are psychologically abnormal). A "sex radical pluralist" model of
interpretation (one that has been delineated by social constructionists) is proposed as an alternative to the traditional
model. The specific "sexualities" to be discussed include nudism, forms of sex work, intergenerational sex,
homosexuality, bisexuality, sexual contact with animals, transgenderism and sexuality, fetishism, sadomasochism,
fisting, urine play, and playing with and ingesting feces. The course will be organized around lectures, audio-visual
materials (explicit sexual materials of many of the behaviors listed above), a guest speaker, and discussions. If you
will be offended by the explicit videos or by explicit sexual language, or trenchant analyses of the role of political
and religious ideology in subjugating sexual minorities, please do not take this class.
SOC-S 498 HONORS THESIS SEMINAR I (3 CR)
7498 PERM 04:15P-06:45P R Pavalko E
S498: May not be taken for Graduate credit
This is the first course in a 2-course sequence that makes up the Honors Thesis Seminar. The second course,
S499, is taken in the spring semester.
The honors thesis seminar is different from most other courses you have taken. While some undergraduate
courses give you a limited opportunity to study a topic of your choice in more depth, independent research and
writing is the main focus of the Senior Honors Thesis Seminar. Conducting independent research and writing is
challenging, but also can be very rewarding.
The primary aim of S498-S499 is to guide you in producing a senior honors thesis that demonstrates your
understanding of the craft of sociology. Your thesis will allow you to come to a new, in-depth understanding of a
problem that you think is important. It will demonstrate your understanding of that topic, your skill as a researcher,
and your ability to write about that research in a way that others can understand. Your thesis begins with a research
question that makes an original contribution to some aspect of the social world. The original contribution may take
the form of new information you collect, or analysis of data that has been collected for a different purpose, but in
either case it will involve the collection and/or analysis of empirical data. The final written version of an honors
thesis is usually 25-30 pages (double-spaced). As your instructor for this course, I will be the primary faculty
member directing your honors thesis research.
For more information on the Honors Thesis Seminar, please contact the undergraduate adviser.
SOC-S 500 PROSEMINAR IN SOCIOLOGY (1 CR)
6180 PERM 09:00A-10:30A M Michelson E
SOC-S 502 LAUNCHING YOUR ACADEMIC CAREER (1 CR)
6181 PERM 10:45A-11:45A M Michelson E
SOC-S 506 TCHNG OF UNDERGRAD SOCIOLOGY (3 CR)
6182 PERM 05:30P-08:00P W Lee J
The primary goal of this class is to assist you in becoming an effective undergraduate sociology instructor.
More specifically, this course aims to help you: improve your skill at various teaching activities (e.g., lecturing,
leading discussions, and evaluating and motivating students); become sensitive to sociological/social psychological
phenomena that appear in college classrooms; formulate a teaching style and philosophy that you can expand and
refine with experience; and learn about the policies and politics of higher education. Perhaps most importantly, this
course is intended to provide you (as a new instructor) with a forum for sharing your experiences with,and
obtaining support from, your peers.
Course periods will be organized around mini-lectures, group or guest presentations, and discussions of
experiences relevant to the topic of the day. In addition, we will leave time each class period to discuss questions
and problems that come up during the course of your teaching that are not directly related to the topic of the day.
This course is restricted to sociology graduate students who are teaching for the first time.
SOC-S 522 CONSTRUCTING SEXUALITY (3 CR)
30742 PERM 04:00P-06:20P R Weinberg M
This class meets with SOC-S 422
*This class meets COLLEGE Intensive Writing section requirements
The aim of the course is to provide an understanding of the social constructionist perspective and its
development and application in the area of human sexuality. The course will cover the sources of the evolution of
constructionism: symbolic interactionism (and other interpretive approaches) in the United States, the influence of
the French post-structuralists, inputs from Britain and New Zealand, the role played by feminist scholars and queer
theorists, and the contributions of postmodernism and cultural studies. Students will see how these different
contributions have complemented one another in a contemporary approach to the study of human sexuality.
In terms of substantive content, the course will examine how the constructions (i.e., meanings, interpretations) of
various forms and facets of sexuality are related to the evaluator's historical, cultural and social location. We will
look at the role of power, politics, religion, and discourse in shaping constructions of sexualities and socially-linked
processes that underlie certain traditional interpretations. This analysis casts into relief the role of macrosociological factors as well as those on the interpersonal level (such as the "slight of hand" used in transforming
notions about statistical normality into imputations about psychiatric abnormality - e.g., most people are
heterosexual, so bisexual and gay/lesbian people are psychologically abnormal). A "sex radical pluralist" model of
interpretation (one that has been delineated by social constructionists) is proposed as an alternative to the traditional
model. The specific "sexualities" to be discussed include nudism, forms of sex work, intergenerational sex,
homosexuality, bisexuality, sexual contact with animals, transgenderism and sexuality, fetishism, sadomasochism,
fisting, urine play, and playing with and ingesting feces. The course will be organized around lectures, audio-visual
materials (explicit sexual materials of many of the behaviors listed above), a guest speaker, and discussions. If you
will be offended by the explicit videos or by explicit sexual language, or trenchant analyses of the role of political
and religious ideology in subjugating sexual minorities, please do not take this class.
SOC-S 530 INTRO TO SOCIAL PSYCHOLOGY (3 CR)
6183 PERM 11:30A-01:30P W Thoits P
This course provides a graduate-level introduction to the theories and some key empirical findings of
sociological social psychology. It is organized around the major theoretical orientations in contemporary social
psychology and their application to selected research questions. Emphasis is placed on understanding the basic
assumptions of each orientation. Although we will focus on the sociological literature and the distinct insights that
sociology brings to the interdisciplinary field of social psychology, we will review some psychological theories and
research that have served as complements to or an impetus for sociological developments. You will write six essays
of 4-6 typed, double-spaced pages focused on readings in the seminar, plus one final paper in which you apply one
or more theoretical approaches from the seminar to a substantive or research problem of your choice.
SOC-S 540 SOCIOLOGICAL THEORY (3 CR)
6184 PERM 03:00P-05:00P W Gieryn T
This is the boring old required graduate theory survey, in which students are forced to ponder conceptual
abstractions that have nothing to do with why they chose sociology as their life's work and that are completely
useless when it comes time to write the Big D...
NEVER! This class will be a valiant (possibly foolhardy) attempt to make social theory not only interesting but
useful for students entering careers of teaching and doing research in sociology. How? Our vision throughout the
semester will be presentist: that is, we shall focus our attention on the theoretical choices facing sociologists today.
Now, perhaps more so than at any other moment in the history of our discipline, it is essential to keep asking the
question: how shall I do sociology? The question is difficult not because answers are scarce, but because there are
so many answers to choose from. Frankly, I celebrate the diversity of sociologies on the menu these days; tired
formulas are not why I chose this profession.
Have no fear: the "greats" will be covered. But our presentist focus will have us read the Holy Trinity (M, D and
W) not as intellectual history but as resources for doing sociology in the new millennium. The classics offer a
legacy of concepts, explanations, interpretations and methodologies, from which we must pick and choose the parts
useful for the agenda each of us has set. But soon we'll quit the antiquities and move on--over half the semester
will be spent on social theory since WWII. Once upon a time, our predecessors chose among Marxism,
functionalism and symbolic interactionism; today, we face the bewildering array of critical theory, rational choice,
feminism, constructivism, field theory... There is no mainstream any more in social theory, just many babbling
brooks.
What are the contentious theoretical issues that face us now? Here are some questions--old and new--that
sociologists will continue to answer in different ways: what is scientific sociology, or is that an oxymoron? and
BTW, just what IS science, anyway? how are politics related to intellectual inquiry? if you choose micro units of
analysis, how do you then deal with the macro (and vice versa)? how are structure and agency linked? is culture
something we should leave to anthropologists? is the demarcation "social organization|social psychology" (ossified
in the curriculum of this Department) a dusty impediment to good sociology? is reductionism inevitable? who,
besides sociologists, does sociology? is it desirable to explain? whatever shall we do with the non-human, or the
non-social? is nomothetic knowledge dangerous? do we need the word "institution" at all - or "role?"
At the end of the semester, each of us should be able to answer these questions (and others) in an informed,
principled way, drawing on our readings of how other smart social theorists answered them. Of course, it is
impossible to do this in fifteen weeks, but...
SOC-S 558 ADVANCED RESEARCH TECHNIQUES (3 CR)
6185 PERM 03:00P-05:30P M Benard S
A primary goal of graduate training in sociology is to move from being a consumer to a producer of social
research. This course is designed to provide a first step in this endeavor by surveying fundamental issues that arise
in the design of all types of sociological research as well as issues specific to particular types of data collection and
analysis. This is a course in research design and is meant to provide an introduction to a range of topics. The
primary objectives of the course are to 1) introduce fundamental aspects of research design that transcend specific
modes of data collection, 2) to provide practice in developing researchable questions and designing methods to
answer those questions through a research proposal, 3) to introduce and assess common techniques for social
science data collection and 4) to introduce you to some of the work of IU Sociology faculty and students through
research examples.
SOC-S 650 STAT TECHNQS IN SOCIOLOGY II (3 CR)
31440 PERM LECTURE 01:00P-02:15P TR Long S
STAT 503 / SOC 650 is a course in in applied statistics that assumes you have completed a class in linear
regression, such as Soc 554. Categorical Data Analysis deals with regression models in which the dependent
variable is binary, nominal, ordinal, or count. Models that are discussed include probit and logit for binary
outcomes, ordered logit and ordered probit for ordinal outcomes, multinomial logit for nominal outcomes, and
Poisson regression and zero inflated models for count. http://www.indiana.edu/~jslsoc/teaching_CDAiu.htm
Laboratory (LAB FOR S650)
31442 PERM 02:30P-04:30P TR Mize T
This class meets with another section of SOC-S 650 and three sections of STAT-S 503
Laboratory (LAB FOR S650)
31443 PERM 05:30P-07:30P TR Mize T
This class meets with another section of SOC-S 650 and three sections of STAT-S 503
SOC-S 651 TPCS IN QUANTITATIVE SOCIOLOGY (3 CR)
9963 PERM 09:30A-10:45A TR Long S
TOPIC: Multivariate Analysis
This class deals with techniques referred to broadly as multivariate methods. We focuses on how these methods
can be used to transform a set of related variables into a smaller number of more fundamental measures. This is
sometimes referred to as "scaling". Examples of how these methods might be used include: multiple tests scores
used to create a measure of ability; using variables for exposure to cultural events to create a scale of cultural
capital; using questions about interactions with people having a mental illness to create a measure of social
distance. Creating scales is often a critical first step in data analysis. Too often a simple summated scale, presented
along with Crohnbach's alpha, is all that is done, possibly obscuring as much as it reveals. After reviewing methods
such as multidimensional scaling, principal components, and cluster analysis, we focus on latent structure analysis
(LSA). LSA includes exploratory factor analysis, confirmatory factor analysis, latent class analysis, item response
models, and structural equation modeling. Assignment will involve exercises applying these models to real data.
Feel free to email me at jslong at indiana dot edu with questions.
http://www.indiana.edu/~jslsoc/teaching_MViu.htm
Laboratory (LAB FOR S651)
31447 PERM 05:00P-07:00P R
TOPIC: Multivariate Analysis
Long S
SOC-S 652 TOPICS IN QUALITATIVE METHODS (3 CR)
30751 PERM 12:00P-02:30P M Thoits P
TOPIC: Qualitative Interviewing
This course will cover types of qualitative interview study designs, development of interview guides,
sampling, probing strategies, transcription conventions, coding strategies, analysis of qualitative data, ways to
defend qualitative work in articles, selection and presentation of evidence, and ethical issues in qualitative research.
In addition to background readings, hands-on experience with all stages of this type of research will be a part of the
course. Students who hope/plan to expand on and eventually publish from the data they collect during this course
must apply for Human Subjects approval before the semester starts to avoid delays in meeting seminar assignments.
SOC-S 660 ADVANCED TOPICS (3 CR)
15401 PERM 02:30P-05:00P T Okamoto D
TOPIC: Race and Ethnic Relations
The purpose of this graduate seminar is to examine contemporary theoretical and empirical debates in the
sociological literature on race and ethnicity in the U.S. This course is designed to provide an overview of the
subfield. Specifically, we will explore the ways in which researchers theorize about processes of racial/ethnic
group formation, continuing racial inequality, immigrant incorporation into U.S. society, racial/ethnic conflict and
mobilization, and new forms of ethnic identity. We will also examine the different methodological approaches and
types of data and evidence used to understand these outcomes and processes.
An underlying assumption of the course is that race and ethnicity has been and continues to be an important
feature of contemporary American society, and it will be our task to understand how and to what extent race and
ethnicity can provide distinct and important insights about core elements and institutions in the U.S. and beyond. In
doing so, we will cover core debates in the literature regarding the fundamental or essential nature of race, whether
the significance of race is declining in the U.S., and how immigration and race intersect to produce new social
hierarchies. We will also examine race relations in Brazil, deemed by its political leaders as a "racial democracy",
which is a particularly interesting comparison for the U.S. case.
Because this course focuses on contemporary ethnic and racial relations in the U.S., prior knowledge of
historical trends in immigration and race relations will be particularly useful.
Additionally, an understanding of elementary statistics and regression models will be useful but is not required.
Students are required to engage in thoughtful discussion of the course materials during all class meetings, write 4-6
short papers over the course of the semester, and complete a final course paper.
Below is a sampling of books that we will be reading excerpts from:
Cornell, Stephen and Douglas Hartmann. 2011. Ethnicity and Race: Making Identities in a
Changing World. Thousand Oaks, CA: Pine Forge Press.
Kasinitz, Philip, Mary C. Waters, John H. Mollenkopf, and Jennifer Holdaway. 2008. Inheriting
the City: The Children of Immigrants Come of Age. NY: Russell Sage Foundation.
McDermott, Monica. 2006. Working Class White: The Making and Unmaking of Race Relations.
Berkeley: University of California Press.
Omi, Michael and Howard Winant. 1994. Racial Formation in the United States: From the
1960s to the 1980s. New York: Routledge.
Telles, Edward E. 2004. Race in Another America: The Significance of Skin Color in Brazil.
Princeton: Princeton University Press.
SOC-S 660 ADVANCED TOPICS (3 CR)
31448 PERM 09:00A-11:15A W Pescosolido B
TOPIC: The Response to Illness: Social Organization of Health Care Systems - Lay and Professional
Medical Sociology is a subfield of the discipline of sociology. As such, it draws from and feeds theories,
methods and analytic techniques to the larger discipline. Issues of life, death, health, disease, and healing offer a
powerful window into understanding society as a whole. The most important issues in sociology - structure, culture,
social process - all have a role in theorizing and providing empirical evidence on health, illness, and healing.
Understanding how these phenomena operate offers a way to explore and push forward sociological ideas and
approaches on social life.
This course covers how individuals, professions, organizations, and societies shape their response to illness,
disease, and healing. We begin with historic foundations and a loose illness career and macro-to-micro approach.
We will deal with societal-based, cultural issues including lay beliefs of under-lying cause, construction and stigma,
the labeling of health and illness by individuals, communities (as in social movements or cross-national differences)
and societally-designated professionals through medicalization and diagnostic processes. We will also address
attempts to understand the interface between community and treatment systems; explore social processes of
treatment including the physician-patient relationship, treatment experiences, and outcomes; and explore the nature
of healing, professions and occupations and the meaning of health care systems.
Course organization:
 Lecture provides the historical framing and move to contemporary issues and challenges with a focus on
classic debates, foundational pieces, and next steps.
 Students have general background readings from the most recent handbook in the area: Hand-book of the
Sociology of Health, Illness and Healing (2012), usually accompanied by a classic piece in the subfield.
 Student-specific background knowledge, based on sign-up readings. Students will be required to sign up for
a set number of pieces during the semester.
 Primary responsibility for the historical foundation will lie with the professor, while students, as sociology's
"professionals-in-training," share responsibility for participation in (and will sometimes lead) the
discussion.
 I will provide a detailed list of other readings that offer a view of the classic and contemporary works on
the topic.
Course objectives: We use a somewhat flexible "learning contract" approach that will tailor the course goals to
each student's career stage and academic goals. The goals will be for students to complete the course with: 1) A
historically informed foundation to understand the sociological approach and contribution on a broad set of topics
in the organization of the response to illness and disease; 2) A preliminary look at current controversies in the
response to illness and current attempts to contribute to them; 3) A deeper level of expertise in a self-selected area
of the course, with the potential to pursue a research agenda in this or other substantively-related area; 4) An
improved ability to ask critical questions and suggest possible innovations in theory, method, and empirical
research avenues to push sociological theory and social policy forward; 5) An improved ability to present
sociological materials - to grasp current material and work alone or in teams to prepare an insightful and engaging
presentation which covers the assigned materials, raises questions, and pose challenges for "next steps."
SOC-S 660 ADVANCED TOPICS (3 CR)
30760 PERM 02:30P-04:30P R Cha Y
TOPIC: Sociology of Gender
This is an advanced seminar style course that takes a broad theoretical approach to understanding gender as a
social phenomenon. There is increasing consensus among sociologists of gender that gender is not primarily an
identity or role taught in childhood and enacted in family relations. Instead, gender is an institutionalized system of
social practices that constitute people as two significantly different categories, men and women, and organize social
relations, and structures of inequality on the basis of that difference. We will begin with an examination of the key
theoretical works in sociology that address this conceptualization, focusing on social processes that occur at the
macro, interactional, and micro levels. We will also consider how gender intersects with other axes of inequality,
such as class and race. We will then apply these theoretical approaches as we explore the processes by which
gender difference and inequality are maintained or changed in contemporary society.
SOC-S 700 TOPICAL SEMINAR 1 (3 CR)*
33472 PERM 10:50A-12:50P R Powell B
This course is intended for students working on a sociologically informed research project, preferably in the
areas in social interaction and social structure or in stratification, broadly conceived. When they enroll in the
course, students are expected to have paper in one of these areas that can be revised over the course of the semester.
The product of the course is a paper suitable for submission to an academic professional journal. The course will be
run as a workshop in the practicalities of doing research, writing up the results, and publishing. Issues related to
study design, sampling, measurement, methods of data analysis, interpretation, and writing, as these apply to the
specific projects being worked on, will be discussed each week. Readings, apart from those in the literature being
drawn upon in each project, will be minimal. The research products will be presented to the class at the end of the
semester.
*Before registering for this class, students are strongly advised to meet with Professor Powell to discuss
the paper they plan to revise.