SOCIOL 101-7 That Seventies Show: Politics and Society in the "Long 1970s" and the Origins of Our Time
This course explores the idea that the extreme level of political polarization and economic inequality that prevails in our own time can be traced to the conflicts and dilemmas of the "long 1970s." This fall, special attention will be devoted to the role of campus protest. In addition to exploring primary sources from the period, students will read an interdisciplinary selection of monographs, book chapters, and journal articles. Grades will be based on class discussion as well as a combination of short and long writing assignments.
SOCIOL 101-7 Gender, Race, Class, and Reality Television
How does The Bachelor shed light on modern courtship rituals, and what can Dance Moms teach us about the social functions of the family? What messages can we learn about the gendered and racialized social constructions of health and illness from The Biggest Loser? Reality television shows may seem like silly “guilty pleasures,” but they are also illuminating cultural artifacts that reflect contemporary American behaviors, norms, and tastes. In this course—by reading sociological literature, paired with episodes of reality shows—we will learn to analyze these forms of entertainment through a social scientific lens. We will consider the following questions: What messages about race, class and gender do these shows promote? What kinds of citizens are viewers encouraged to become through this genre? How are social differences represented within these programs? What impact do these shows have on our society, if any?
This course examines the experiences of young people today and how the experience of being a young person varies greatly by socioeconomic status, gender, race, and ethnicity. We will also spend time looking at how life stages associated with youth (such as 'tween, teenager, and emerging adulthood) have evolved and why the road to adulthood is often longer today. We will also consider how the media shapes societal views of young people and how young people use social media. Finally, we will consider how the lives of young people today (Millennials and Gen Z) compare to earlier generations (including Baby Boomers and Generation X), and we will look at inter-generational interactions at home, in school, and in the workplace.
Sociology is a field of study that examines how people and groups interact, navigate, and make decisions within the structure and constraints of their social world. Often these social processes go unobserved or unacknowledged, and sociologists treat it as their job to shed analytical light on how people experience and participate in society. Through sociological analysis, we can answer questions like: How did Evanston become largely segregated by race? Why is it illegal for people to sell their kidneys? Is suicide contagious? Why would someone pay for Instagram followers?
Sociology is a huge field of study, and includes and enormous variety of topics and methods. Each week, we will focus on a specific area of sociological study (Culture, Gender, Race, Family, Money, Deviance, etc.) with the goal of offering you a general overview of the types of questions sociologists ask and how they answer them. By the end of the quarter, you will be able to think sociologically about your own world, and hopefully develop a budding interest in one or more of the areas we discuss in class.
Law is everywhere. Law permits, prohibits, enables, legitimates, protects, and prosecutes. Law shapes our day-to-day lives in countless ways. This course examines the connections and relationships of law and society using an interdisciplinary social science approach. As one of the founders of the Law and Society movement observed, "law is too important to leave to lawyers." Accordingly, this course will borrow from several theoretical, disciplinary, and interdisciplinary perspectives (such as sociology, history, anthropology, political science, critical studies, and psychology) in order to explore the sociology of law and law's role primarily in the American context (but with some attention to international law and global human rights efforts). The thematic topics to be discussed include law and social control; law's role in social change; and law's capacity to reach into complex social relations and intervene in existing normative institutions and organizational structures.
This class will explore the nature of race in an effort to understand exactly what race is. It seeks to understand why race is such a potent force in American society. Close attention will be paid to the relationship between race, power, and social stratification. The course will examine the nature of racial conflict and major efforts to combat racial inequality.
What makes food social? What is sociological about eating? How does society shape our relationship with food? These are questions at the center of this course. During the span of this quarter, we will learn about the role of food in society, how social norms as well as culture impact our view of food and review the following topic within food and society: Food inequality, food and sustainability, food and gender and lastly, food culture in the US. We will do so by employing a sociological perspective to food that will help is critically engage with something we do every day - preparing and eating food. This is an introductory level class and does not require prior knowledge in sociology or in knowledge production. By the end of the quarter students will view food as a social and community construct that impacts our lives, well-being, and society.
This course introduces sociological approaches to economic institutions and behavior. The goal is to provide a set of sociological ideas to understand markets, prices, corporations, supply, demand, production, work, exchange, property, and other economic topics, in a different way.
A previous course in sociology is preferred but not required.
SOCIOL 220-0 Health, Biomedicine, Culture, and Society
We are told constantly, “take care of yourself!” and we do our best to eat well, sleep well, and stay healthy. Our bodies are important to us. They are also important to the institutions we are a part of, including our families, our schools, our jobs, and our country. They are all invested in keeping our bodies healthy and productive. However, the array of institutions interested in the value of our bodies often have additional incentives– our health is surrounded by a hoard of controversies:
- Why do some people get better medical care than others? - How should the healthcare system be organized? - How do we balance the risks of new medical treatments with the benefits? - What makes the stigma associated with disease and disability so enduring? - What happens when no diagnosis can be made?
This course offers conceptual tools and perspectives for answering these controversies. To do so it surveys a variety of topics related to the intersections of health, biomedicine, culture, and society. We will analyze the cultural meanings associated with health and illness; the political debates surrounding health care, medical knowledge production, and medical decision-making; and the structure of the social institutions that comprise the health care industry. We will examine many problems with the current state of health and health care in the United States and also consider potential solutions.
How do sociologists do their work? How do they make discoveries and draw conclusions about the social world around us? This course is an introduction to sociological research methods. We will learn how to design a research study - everything from choosing a topic and formulating a research question to developing a research plan. We will explore a range of research methods from surveys, interviewing, observational methods and content analysis to "big" data approaches. We will also think about the strengths and weaknesses of various sociological methods and what these methods can contribute to our understanding of the social world. We will also debate and discuss the role of the researcher in the research process along with thinking about ethical concerns and IRB protections for research subjects. We will also critically examine how social science research is presented to us in our everyday lives (including news reporting, political polls and social media postings). The goal of this course is for students to be able to design an appropriate methods plan to investigate a sociological research question they are interested in, but also to become more critical when learning about the latest social science study from media and social media outlets.
A reputation is not something that happens, but is something that is made. This course is about how reputations get made and where our beliefs about others come from.
Throughout the quarter, we will ask questions like:
How do we change our behavior when perceived by others? How do others frame our behaviors for their own purposes. What kind of work do people put into constructing the memories of themselves and others? Are memories political? Where do heroes come from? How about villains?
Fortunately for us, a number of cultural sociologists and social psychologists have spent their careers writing about these topics. We will spend the quarter engaging with these scholars and their texts, while bringing in current and historical examples of reputation management. Throughout the quarter, we will think through sociological concepts like trust, style, drama, jokes, character, coolness, gossip, and fame.
By then end of this course, we will know to think carefully and analytically about how reputations emerge, how they persist, and how they change. In doing so, we will see that our perceptions of others come from somewhere, and it is worthwhile to take a step back and understand where our perception’s of others come from.
This course is a critical sociological look at education in the United States with a focus on contemporary debates and issues. The course will cover how sociologists have both theoretically and empirically looked at schooling practices, what students learn, and how schools fit into the larger society including how the educational system in the U.S. interacts with political, economic, familial, and cultural institutions. We will also spend much time examining how educational experiences and opportunities are shaped by multiple social statuses including gender, socioeconomic status, race and ethnicity. We will focus on K-12 and higher education including the transition to higher education. Throughout all of these issues and topics, we will consider how schools both challenge and support existing systems of inequality.
This course examines the relationship between law and the distribution of power in society, with a particular emphasis on law and social change in the United States. Readings will be drawn from the social sciences and history, as well as selected court cases that raise critical questions about the role of race, gender, and sexual orientation in American society. Among the material we will examine are the documents made public in the shooting death of Michael Brown in Ferguson, Missouri. Students should be aware that some of this material is graphic and disturbing.
Social networks have a profound affect on what you feel, think, and do. Whether or not you get a job, who will date or marry, whether or not you’ll catch a contagious disease are all affected by the social networks in which you live. This class explores the ways our social networks shape society, and how society shapes our social networks. Social Network Analysis (SNA) refers to both a theoretical perspective and a set of methodological techniques. As a theoretical perspective, SNA stresses the interdependence among social actors. This approach views the social world as patterns or regularities in relationships among interacting units and focuses on how such patterns affect the behavior of network units or actors. A “structure” emerges as a persistent pattern of interaction that can influence a multitude of behaviors, such as getting a job, income attainment, political decision making, social revolutions, organizational merges, global finance and trade markets, delinquent youth behaviors, the spread of infectious diseases, and so on. As a methodological approach, SNA refers to a catalog of techniques steeped in mathematical graph theory and now extending to statistical simulation, and algebraic models. This course surveys the growing field of SNA, emphasizing the merger of theory and method.
This course is an opportunity for students to critically examine what is often a taken-for-granted aspect of social life: gender. This course will involve learning about gender as well as applying gender theory. We will study a variety of theoretical approaches to the study of gender, with particular focus on ethnomethodological, post-structural, macro-institutional, and intersectional approaches to the topic. By the end of the term, students will be able to 1) describe and compare theoretical anchors for the study of gender and 2) in writing, demonstrate mastery of two theoretical approaches to gender and apply one theory to a topic of their choosing. Prior course experience in gender/sexuality studies (by way of taking Gender & Society or other course work) is strongly advised.
This is the first class in a two-quarter sequence in which students will complete a senior thesis in sociology. In this fall quarter, students will identify and motivate a sociological research question and create a research design and empirical strategy that will answer that question. Students will also complete a research proposal and begin data collection. Finally, students will connect with a faculty advisor in the Department of Sociology. The faculty advisor will provide each student with intellectual input throughout the research and writing process. They will also serve as the primary reader of the thesis when it is complete.
SOCIOL 400-0 Introduction to Statistics and Statistical Software
This course is designed to teach you the basics of single variable calculus, probability, set theory, random variables, and hypothesis testing. The course prepares students for the next class in the statistics sequence. Required Math Prefresher **BEFORE** the quarter starts - contact instructor for details and schedule.
SOCIOL 406-1 Classical Theory in Sociological Analysis
Against the backdrop of Cartesian reservations about the possibility of a "science" of the social world, this course examines several of the major justifications that social thinkers have offered, historically, for constructing such a science. In the process, the course also considers the different conceptions of the social world that have been part of these justifications. The principal thinkers examined are Emile Durkheim, Karl Marx, Max Weber, and W.E.B. Du Bois.
Introduction to the department, faculty, and adjunct faculty. Faculty discuss their research and teaching interests. Mandatory two-quarter weekly seminar for first-year study.
This course guides second-year Ph.D. students in the Sociology department in preparing a draft of their second-year paper. A series of exercises leads in incremental steps to a full draft, and feedback is provided from the professor as well as from other students.
