In addition to the regularly taught courses listed below, Special Topics courses are often offered.
101. IntroSoc: Principles of Sociology.
An introduction to how and why particular groups of people act, think and feel as they do from a social perspective. The course explores different kinds of sociological explanations as well as a variety of substantive areas within the discipline, including deviance, power, social inequality, the family, collective behavior, formal organizations and others. The substantive areas emphasized vary by instructor.
110. IntroSoc: Global Problems.
This course introduces students to the sociological perspective through examination of global actors, processes and problems. The course focuses on the process of the consolidation of the world into a single economy. While some people and some regions have benefited greatly, others have suffered tremendously. We look at how social disparities take shape and figure out the reasons they are justified.
112. IntroSoc: Inequality.
An introductory course that examines forces behind the unequal distribution of economic, political, social, cultural and psychological rewards in contemporary U.S. society and globally. The course also examines the consequences of this distribution for both individuals and societies. Students are encouraged to take a closer look at social inequality through fieldwork projects and autobiographical reflections.
161. IntroSoc: Social Problems and Policy.
This course explores the causes of and responses to the phenomena labeled “social problems.” The course examines how social phenomena are defined as problems and developed into issues. We investigate the role of the media, social movements, government and private capital in identifying problems and placing them on the public agenda. We also focus on a variety of policies proposed (and/or implemented) in response to specific social problems and the political conflicts that result from competing policy alternatives. The social impacts of various policy options associated with these issues are explored.
187. IntroSoc: Environment and Society.
This course explores the complex interrelations between human societies and the environment via the sociological perspective. The sociological perspective is a means of making the familiar aspects of our lives, and our understandings of the world, seem strange and new. In doing so we can better analyze our world and our place in that world especially with regard to human and natural interactions. In this course we will learn about the concepts, theories, and methods that sociologists use to understand critical issues of environmental degradation and ecological crises and how these problems are experienced differently depending on one’s location in global society. By the end of the course students will become familiar with analytical tools that enable an understanding of some underlying drivers of environmental degradation and ideas of what can be done to chart a better future. Also offered as ENVS 187.
203. Foundations of Social Theory.
This course brings under scrutiny the false dichotomies crowding the sociological imagination: structure/agency, history/theory, macro/micro, global/local. The broad-based analytical perspective enables students to appreciate theory in the context of historical relations and processes, and to approach history a coherent theoretical angle of vision. Students are encouraged and expected to reflect on hegemonic rationales and conventional structures of knowledge themselves.. Students are assisted to perceive the absurd fixation of mainstream knowledge on simplification and the axiomatic authority of disjunction, reduction, reification and abstraction . They are encouraged to see the virtue of complexity as alternative form of knowledge of ecological/historical relations and processes. The objective of the course is to empower students by allowing them to discard simplification, and to embark on complexity as the intellectual path suitable to their reality. Prerequisite: any 100-level or 200-level Sociology course.
221. Sociology of Sex and Gender.
This introduction to social science ways of thinking about sex and gender provides an overview of contributions from a variety of disciplines and considers both theoretical and historical materials. We examine the social construction of gender and sexuality and the ways gender and sexuality and society interact with and affect each other, and how change takes place. The social developments and history of gender and sexualities are explored, and contemporary issues studied. In particular, how and why gender and sex became politicized, and continue to be so, is explored.
224. Family, Community and Globalization (w/Community-Based Learning component).
The process of globalization no longer requires a workforce rooted in place. Rather, the need of this new, “flexible capitalism” is for a workforce that is mobile, unencumbered by connections to family, place and community. These larger structural changes do not operate as abstractions. They affect the lives of people at all levels. This course examines the influence of globalization on families and communities. To facilitate an understanding of these processes and their consequences, integrated into this course is a required experiential component through Community-Based Learning. Students develop reciprocity between their classroom experience and work within the local community. This course fulfills the Experiential Component requirement for majors. Permission of instructor required.
228. Race and Ethnicity.
This course introduces students to race and ethnicity from a social-historical perspective. It provides a conceptual background for understanding race and ethnicity. We do not treat race or ethnicity as “natural” or “obvious” identities, but study the sociological and historical emergence of race as an idea: as an effective way to categorize people and as a legitimate basis for social and structural hierarchies. We focus on how socio-historical relations and processes led to current conceptions and patterns of race and ethnic categories in the U.S., and consider possibilities challenging the nature of racial/ethnic identities by examining changes in political economy and anti-racist social movements.
233. Consuming Food.
Food is often seen as human beings' biological needs. However, food is also how we relate to others as social beings. How we eat, cook, and share food and what we consider to be food are bound with social and cultural meanings, as tastes and preferences are socially constructed and often related to class, gender, age, and ethnicity. This course will explore how industrialized agriculture and the food processing industry has changed our relationship to food and the various controversies over alternative food systems like organic food, local food, vegetarian and vegan food, and techno-food. It will also look at how the global capitalist food system has commoditized food and transformed food provision and consumption in developing countries, creating the concurrent existence of epidemic hunger and obesity in the world today. It will discuss the impacts of such a system on farmers and land use in both developed and developing countries.
235. Earning a Living: Work and Occupations in a Global Economy.
Much of the construction of our self-identity is concerned with preparation for and taking up a place in the occupational structure. Our occupations and the “social value” of the work we do contribute to definitions of our social worth. This course is about the complex of social, economic, political, cultural and psychological processes that contribute to what we want to “be” when we “grow up” and what then becomes possible in a global economy. It examines what happens when there is no place for us.
236. Education and Society.
This course provides a critical examination of the structure and consequences of one of our society’s major institutions: the formal system of education. It is through participation in this institution that individuals access societal rewards. The course examines the structure of the formal system of education, the processes that maintain this structure, and the consequences of both for individuals and for larger society.
238. Social Services, Agencies and Advocacy. (w/Community-Based Learning component)
An examination of the structure, processes and outcomes of human service organizations. We consider their promises and limitations, including the political, economic, legal and cultural climate in which they operate as well as the point where policy is translated into practice. We also explore issues and strategies related to “client” advocacy and empowerment. Integral to this course is participation in a placement with a local human service agency through partnership with Community-Based Learning. Possible placements may include the Department of Social Services, Citizens against Violent Acts, Renewal House, police agencies and courts. This course fulfills the Experiential Component requirement for majors. Permission of instructor required.
246. What’s So Bad About Aging. (w/Community-Based Learning component)
This course examines the impact of aging on individuals and society, as well as the reactions of individuals and societies to aging. Theories and research on aging will be discussed, as well as the social, demographic, economic, historical, cultural, political, and health factors related to the aging process. Topics include diversity in the aging experience, housing and long term care, health care, social support networks, interpersonal relationships, work and retirement, leisure, and death and dying. A Community Based Learning component is integrated with the course material to facilitate a thorough understanding of aging in society. This course fulfills the Experiential Component requirement for majors. Permission of instructor required.
253. Race, Class, and Environmental Justice.
This course focuses on the distribution of environmental degradation and environmental protection, both domestically and globally. The social processes that generate synergistic racism and class stratification, affecting the distribution of ecological costs and benefits, are explored. Substantive topics include the siting of hazardous facilities and thermo-nuclear weapons testing, the socio-ecological conditions of migrant farm workers, extraction of resources from Native lands, and the transnational export of toxic waste to the “Global South.” The course examines the origins and impacts of a distinct environmental justice movement that has emerged in the U.S. Written and oral assignments involve individual and collaborative quests for socially equitable solutions to socio-eco-historical injustices. Also offered as ENVS 253.
272. Cults and New Religious Movements.
The rise of new religious and spiritual movements (NRMs) in North America since the 1960s is a response to the rapidly changing religious, social and political conditions of the modern world. The objective of this course is to explore the origins, nature, beliefs and practices of NRMs. Who joins these groups and why? Do NRMs “brainwash” their followers? Are NRMs dangerous and violent? How have NRMs been portrayed in the mass media and in particular by the news media? Also offered as REL 288.
275. Medical Sociology.
In this course we examine a variety of aspects of health, illness, medical systems and institutions from a sociological perspective. We look at the social causes and consequences of illness, the social construction of disease, and roles played by patients, medical personnel, health institutions and society and the ethical questions they present. Attention is paid to health policy development in the United States and that of other countries.
278. China’s Market Transition.
Is the 21st Century the Chinese century? Since the adoption of the reform and opening-up policy in 1979, China has embarked on a path of miraculous economic growth. Although still declared as a socialist country, China is increasingly influenced by market and global capitalism, and Chinese society has changed in profound ways. This course focuses on China’s transformation from a planned economy to a more market-oriented economy, and examines changes in the social fabrics in tandem with its economic transition, such as the role of private entrepreneurs and social networks, and the effect of the reforms on culture, social classes, genders, and ethnic minorities. Also offered as ASIA 278.
288. Dilemmas of Development.
What does development mean? Is economic development always at the expense of social integration? By whose standard should we measure development? Is there a single best way of development? Are some cultures more likely to develop than others? Is globalization the remedy for underdevelopment? This course covers the basic sociological theories on development and globalization, and answers the above questions by looking at issues such as gender and class inequality, power of multinational corporations and multilateral agencies, consumerism, environment, and the search for alternative models in Asia and other parts of the world. Also offered as ASIA 288.
290. Independent Study in Sociology. (0.5 unit)
Open to students who wish to pursue more specialized or advanced sociological study, fieldwork and research with a faculty mentor. Prerequisite: at least one Sociology course. Permission of instructor is required.
300. Qualitative Research Methods.
This writing-intensive course is an introduction to a variety of qualitative social research methods. It includes discussions of the principles of social research, the relationship between theory and method, research design, issues of validity and reliability, and dilemmas and ethical concerns in qualitative research. Students learn qualitative techniques of gathering and interpreting data through a variety of “hands-on” projects in the field and classroom using methods such as participant observation, in-depth interviews, content analysis and other unobtrusive methods. Students engage in an individually designed, ongoing research project throughout the semester. Prerequisite: SOC 203 Foundations of Social Theory.
301. Quantitative Research Methods.
This writing-intensive course is an introduction to a variety of quantitative social research methods, with emphasis on survey data. Students learn using a hands-on, computer-based approach to quantitative data analysis. The course covers topics such as hypothesis construction, conceptualization and operationalization, sampling, data collection and analysis, reliability and validity, and the ethical concerns of quantitative methods. Students engage in questionnaire and table construction, and data management and analysis using SPSS while conducting an individually designed, ongoing research project throughout the semester. Prerequisite: SOC 203 Foundations of Social Theory.
302. Capstone Seminar: Visual Sociology.
This seminar is about “looking” and “seeing” and about the power of visual representations. The course examines the use of the visual and visual representations to reveal aspects of society operating on both the macro and micro levels. Substantive questions are explored through individual and group projects. This course fulfills the Capstone requirement for majors. Prerequisites: 1 Sociology course at the 100-level, one Sociology course at the 200-level, and SOC 203 Foundations of Social Theory. SOC 300 Qualitative Research Methods or 301 Quantitative Research Methods recommended but not required.
308. Capstone Seminar: Death and Dying.
This course will explore social, historical, ethical, and cultural aspects of death and dying. We will analyze the social meaning of death from a historical and cross-cultural perspective. Additional topics include: the historical evaluation of images and attitudes toward death, ways of dying, the medicalization and consequences of high-tech dying, life extension, the role of palliative care and hospice, euthanasia, body disposal and abuse, and the death industry. The course will offer an opportunity to formulate, analyze, and deepen your own views on a number of issues related to death and dying. This course fulfills the Capstone requirement for majors. Prerequisites: 1 Sociology course at the 100-level, one Sociology course at the 200-level, and SOC 203 Foundations of Social Theory. SOC 300 Qualitative Research Methods or 301 Quantitative Research Methods recommended but not required.
Internship opportunities exist in social welfare, gerontology, health care, social policy, law, criminal justice, the media and college administration. The department also encourages students to be imaginative and innovative in developing internships to meet their own interests. Internships require a commitment of eight hours a week. Students may not enroll in more than one semester of internship credit without petitioning the sociology department for approval. Permission of instructor is required. Students interested in exploring internship opportunities must contact the instructor prior to course registration during the preceding semester. Not open to first-year students. Prerequisite: at least 2 Sociology courses. This course fulfills the Experiential Component requirement for majors. Permission of instructor required.
310. Capstone Seminar: Slavery, Race and Culture.
The purpose of this seminar is to familiarize students with the world of slavery and its relation to the wider world of capitalism. Long a part of the global capitalist economy, slaves and slavery have been critical historical agents in shaping various aspects of social relations. The history of slavery has laid the foundation for race formations. Far from being a peculiar institution, slavery is indeed central to the making of the modern age. Also offered as AFS 310.. This course fulfills the Capstone requirement for majors. Prerequisites: 1 Sociology course at the 100-level, one Sociology course at the 200-level, and SOC 203 Foundations of Social Theory. SOC 300 Qualitative Research Methods or 301 Quantitative Research Methods recommended but not required.
314. Capstone Seminar: Nomads in World History.
Throughout history, the terms nomad and barbarian have been used interchangeably, and with negative connotations. Similarly, the terms settled and civilized have been synonymous, with positive associations. This dichotomy arises out of particular class and power interests and has had, as a consequence, an impact on our understanding of world history and the place of nomads in it. It has resulted in the stigmatization of nomads. In this course, we bring the nomadic factor back to focus and establish a more comprehensive picture and interpretation of world history. This course fulfills the Capstone requirement for majors. Also offered as ENVS 314. Prerequisites: 1 Sociology course at the 100-level, one Sociology course at the 200-level, and SOC 203 Foundations of Social Theory. SOC 300 Qualitative Research Methods or 301 Quantitative Research Methods recommended but not required.
315. Capstone Seminar: Family and Relationship Violence. (w/Community-Based Learning component)
In this seminar we examine the culturally relative and historically changing definitions of family violence, human rights, specific manifestations of family/relationship violence and its relationship to larger societal power arrangements, consequences of violence within the family for both individuals and larger society, and our normative, legal and policy responses to family violence. Integral to this seminar is four hours per week with a local agency that deals with family/relationship violence. Possible placements: the Department of Social Services, Citizens Against Violent Acts, Renewal House, Reachout, police agencies and courts. Placements are made in collaboration with Community-Based Learning. This course fulfills the Experiential Component and Capstone requirement for majors. Prerequisites: 1 Sociology course at the 100-level, one Sociology course at the 200-level, and SOC 203 Foundations of Social Theory. SOC 300 Qualitative Research Methods or 301 Quantitative Research Methods recommended but not required.
337. Capstone Seminar: Economy and Society.
Early sociologists, like Karl Marx, Emile Durkheim, and Max Weber, were interested in the causes and consequences of the rise of capitalism, and the analyses of changes in economic behavior patterns were important pieces in their works. Then for most of the 20th century, sociologists turned away from the study of economic activities. Under the division of labor, the study of economic behavior was considered to be the turf of economists. That changed in early 1980s when sociologists started to reclaim the lost land and bring a sociological lens to the study of economic activities that emphasizes the importance of social structures, relationships, values, and even emotions in shaping economic behavior. This course will offer a survey of the growing field of economic sociology and look at how social institutions, social networks, power, and values affect the economy. We will also compare the different approaches that economists and sociologists take. Prerequisites: 1 Sociology course at the 100-level, one Sociology course at the 200-level, and SOC 203 Foundations of Social Theory. SOC 300 Qualitative Research Methods or 301 Quantitative Research Methods recommended but not required.
377. Capstone Seminar: Sociology of Consumption.
In this seminar, we explore consumption along a wide range of material dimensions. The sociology of consumption is concerned with the relationships of (a) the social to the natural and (b) the social to the social and (c) their consequences, such as social disruption and environmental destruction; “things” are fetishized and humans are commodified. The sociology of consumption helps us to understand this in the context of both the capitalist world economy and cultural expressions from early modernity to postmodernity. . This course fulfills the Capstone requirement for majors. Also offered through Environmental Studies as ENVS 377. Prerequisites: 1 Sociology course at the 100-level, one Sociology course at the 200-level, and SOC 203 Foundations of Social Theory. SOC 300 Qualitative Research Methods or 301 Quantitative Research Methods recommended but not required.
390. Independent Study in Sociology. (1 unit)
Open to students who wish to pursue more specialized or advanced sociological study and research with a faculty mentor. Prerequisite: at least two sociology courses. Permission of instructor required.
465. Environmental Sociology.
What is the “environment”? How do we know it’s in trouble? Why should we protect it? What are we protecting it from? Who are we protecting it for? We examine both the social origins of the major environmental problems facing us today and the political conflicts that result. We focus on the role of society’s use of natural resources in creating these crises, as well as the way societies identify them as social problems, and examine the social responses. We explore the ways in which these responses lead to political conflicts, and seek to develop viable solutions to socio-environmental problems. Prerequisites: 1 Sociology course at the 100-level, one Sociology course at the 200-level, and SOC 203 Foundations of Social Theory. SOC 300 Qualitative Research Methods or 301 Quantitative Research Methods recommended but not required.
486. Capstone Independent Study.
This requires completion of an individual research project mentored by one of the sociology faculty. Before registering, students should work with a faculty mentor to prepare a research proposal outlining the intended thesis, theoretical framework, methodology and ethical considerations including the application for human subjects review approval where necessary. This is a one-semester project (Fall or Spring). Permission of instructor required. Prerequisites: 203 Foundations of Social Theory, 300 or 301 Research Methods, any 300 or 400 level topical seminar, and a Capstone Project Application submitted to the Sociology Department for approval prior to preregistration the semester before the start of the project. Prerequisite: SOC 203 Foundations of Social Theory, SOC 300 Qualitative Research Methods or 301 Quantitative Research Methods, and any 300-level or 400-level Capstone seminar.
495/496 Honors in Sociology.
This requires completion of an individual research project mentored by one of the sociology faculty. The project is undertaken over two semesters. Students need to register for both 495 (fall) and 496 (spring). Honors will be granted to students who have completed and defended a thesis before a departmental committee. Permission of instructor required. Prerequisites: 3.5 major GPA, 203 Foundations of Social Theory, 300 or 301 Research Methods, any 300 or 400 level topical seminar, and a Capstone Project Application submitted to the Sociology Department for approval prior to preregistration the semester before the start of the project. Prerequisites: SOC 203 Foundations of Social Theory, SOC 300 Qualitative Research Methods OR 301 Quantitative Research Methods, and any 300-level or 400-level Capstone seminar.