Spring 2018 Class Schedule
|SOCIOL 101-6||First-Year Seminar: (Race and) Sex in the City||Jackson Bartlett||MW 12:30-1:50|
SOCIOL 101-6 First-Year Seminar: (Race and) Sex in the City
Have you ever wondered why "gay neighborhoods" tend to be mostly white and affluent, or why people tend to associate homophobia with low-income neighborhoods and communities of color? This course will first consider how sexuality--together with race, gender, and class--is built into the urban landscape. Second, it will interrogate popular assumptions about sexual difference, race, and place that serve to reinforce segregation in the twenty-first century. In the first unit, we will consider the relationship between race, sex, and the city in the post-war, Fordist era, where suburbia was king and the heteronormative, white, nuclear family was upheld by stereotypes of urban minorities as sexual others. In the second unit, we will examine cultural "reurbanization" and the shift towards broader social acceptance of a white homonormativity which casts of minorities as homophobic or "backward" in the march toward greater social progress. In each instance, students will consider how these social norms prop up urban political economy. As a first-year seminar, this course will include in class and out of class writing assignments and lots of discussion.
|SOCIOL 110||Intro to Sociology||Craig Rawlings||MWF 12:00-12:50|
SOCIOL 110 Intro to Sociology
Sociology emerges from the hunch that there are forces at work beyond our control (and often beyond our awareness) that influence how we think, feel, and act. Sociologists have turned this philosophical speculation into a systematic approach to building and testing theories. Sociological explanations center on the structure and dynamics of social groups (families, friendship networks, organizations, etc.) as enabling and constraining human behavior. In this course, you will learn to think like a sociologist - to use your "sociological imagination" to examine the social nature of a number of issues and behaviors, many of which may at first appear to be the results of strictly individual motives and personal choices. You will get a broad overview of the theories and methods used in sociology and how these are applied across a wide range of important phenomena, including gender, race, inequality, and education.
|SOCIOL 208||Race and Society||Quincy Stewart||TTh 11:00-12:20|
SOCIOL 208 Race and Society
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.
|SOCIOL 210||Families and Society||Christine Percheski||MW 3:30-4:50|
SOCIOL 210 Families and Society
This course will present a sociological view of the organization of contemporary family life in the United States and other Western industrialized countries. Topics covered will include dating, marriage, divorce, and fertility as well as interactions between parents and children. We will focus on changes over time and variations across social groups such as by class, race/ethnicity, and religion. We will also explore how public policies affect family life.
|SOCIOL 218||Education and Inequality: Focus on Chicago Public Schools||Karrie Snyder||MW 11:00-12:20|
SOCIOL 218 Education and Inequality: Focus on Chicago Public Schools
This course is an examination of social inequality in education, including its causes and consequences. The course will focus on the case study of Chicago Public Schools (CPS), a diverse school system in a major urban area. Building on existing sociological theories and concepts regarding educational stratification, as a class we will look at the influences of social inequality and diversity on the practice of education within CPS, including how educational outcomes vary across social student populations. We will also explore the historical development of CPS and the current state of social inequality and diversity within CPS. Social inequality takes on many forms and we will examine the interplay among multiple social statuses including gender, socioeconomic status, immigrant status, and race/ethnicity and explore how inequality impacts the experiences of the diverse student body present within CPS. Finally, we look at current efforts aimed at improving local Chicago public schools and the efficacy of these reform initiatives.
|SOCIOL 220||Health, Biomedicine, Culture, and Society||Steven Epstein||TTh 9:30-10:50|
SOCIOL 220 Health, Biomedicine, Culture, and Society
Present-day medicine and health care are flashpoints for a bewildering array of controversies--about whose interests the health care system should serve and how it should be organized; about the trustworthiness of the medical knowledge we rely on when we are confronted with the threat of illness; about the politics and ethics of biomedical research; about whether health care can be made affordable; about how the benefits of good health can be shared equitably across lines of social class, race, and gender; and about the proper roles of health professionals, scientists, patients, activists, and the state in establishing medical, political, and ethical priorities. By providing a broad introduction to the domain of health and biomedicine, this course will take up such controversies as matters of concern to all. We will analyze the cultural meanings associated with health and illness; the political controversies 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 we will also consider potential solutions.
|SOCIOL 226||Sociological Analysis||Jackson Bartlett||MW 2:00-3:20|
SOCIOL 226 Sociological Analysis
Logic and methods of social research, qualitative and quantitative analysis of social data, and ethical, political, and policy issues in social research. Foundation for further work in social research.
Instructor varies. See Caesar for current description.
|SOCIOL 227||Legal Studies Research Methods||Bob Nelson||TTh 9:30-10:50|
SOCIOL 227 Legal Studies Research Methods
Legal Studies Research Methods introduces students to research methods used in interdisciplinary legal studies, including jurisprudence and legal reasoning, qualitative and quantitative social science methods, and historical and textual analysis. The course is a prerequisite for the Advanced Research Seminar in Legal Studies, 398-1,- 2, and is intended to prepare students for the design of their own research project to be conducted in 398-1, -2. Through exposure to and engagement with interdisciplinary research methods on law and legal processes, the course will provide students with a deeper understanding of law in its historical and social context. The course will provide students with a set of research tools with which to conduct research on legal institutions. The course builds on content from Legal Studies 206, a prerequisite for 207. While part of the Legal Studies major sequence, the course will enrich the analytic skills of students from many fields who are interested in law or in interdisciplinary research methods. Prerequisite: LEGAL ST 206. Taught with SOCIOL 227; may not receive credit for both courses.
|SOCIOL 232||Sexuality and Society||Hector Carrillo||TTh 3:30-4:50|
SOCIOL 232 Sexuality and Society
Sexuality is fundamental to the cultural, economic, political, and social organization of the United States. This course examines the theoretical and methodological approaches that have been used in sociological studies of sexuality including those that guide sexuality-related analyses of meanings and identities, practices and behaviors, power and politics, and morality and social control. Topics will include sex work, sex tourism, sexual migration, LGBT social movements, relationships, the sexual moment, sexual diversity (including diversity by race, ethnicity, and social class), sexual violence, censorship, and moral panics. The course is divided in three parts. Part I provides some important conceptual foundations for us to understand the various approaches that have been used to study sexuality, as well as the contributions of sociology to the field of sexuality studies. In this section we will discuss the work and influence of Freud, Kinsey, and Foucault, as well as understandings that emerged from social constructionist approaches in sociology and anthropology. In Part II we will discuss the links and tensions between individuals' own interpretations and those that are made available to them within the sociocultural contexts in which they live. Among other topics, we will examine how people use and question existing categories of sexual identity, the connections and disconnections between notions of sexual identity and gender expectations, how sociocultural expectations emerge in the interpretations that people make while having sex, and the ways in which collective identities and sexuality-related social movements are formed. We will also pay close attention to forms of social inequality. Finally, in Part III, we will explore how and why sexuality is a heavily regulated social activity and one that is deeply connected with morality in contemporary society. We will pay close attention to topics such as the emergence of moral panics, the age of consent and the regulation of teen sexuality, sexual violence, and the criminalization of sex work and HIV.
|SOCIOL 302||Sociology of Organizations||Craig Rawlings||MW 9:30-10:50|
SOCIOL 302 Sociology of Organizations
Most of our waking hours are spent participating in various types of formal organizations - schools, corporations, churches, or (unfortunately) prisons. We generally begin our lives in hospitals, and often end our days in nursing homes. While we want to join some organizations (e.g. Northwestern - go Cats!), we also avoid others like plague (e.g. the DMV). But where do organizations come from? What do they have in common? How to they shape who we get to know, how we get ahead or fall behind? Why do organizations change or fail to change?
|SOCIOL 303||Analysis and Interpretation of Social Data||Jean Clipperton||MW 12:30-1:50|
SOCIOL 303 Analysis and Interpretation of Social Data
The course provides an in-depth introduction to the analysis and interpretation of data. We'll walk through basic statistical concepts to understand and analyze patterns in data. By the end of the course, students will be able to conduct analysis on data sets and will be ready to undertake a senior thesis, if interested.
|SOCIOL 305||Population Dynamics||Christine Percheski||TTh 3:30-4:50|
SOCIOL 305 Population Dynamics
This course is designed to provide students with an overview of the field of population studies, also known as demography. Demography covers all of the factors related to changes in the size and characteristics of a human population. The topics that will be covered in the course include health disparities in the United States, the impact of AIDS on family life and longevity in Africa, migration patterns within and from Latin America, the reasons behind sex-selective abortions in Asia, and the implications of the current low birthrates in Europe.
|SOCIOL 316||Economic Sociology: Capitalism and Crisis||Onur Ozgode||TTh 11:00-12:20|
SOCIOL 316 Economic Sociology: Capitalism and Crisis
What does the global financial crisis of 2008 mean for the future of capitalism? Is it the end of the unregulated, free market approach, or is it the start of an authoritarian political order controlled by billionaires? How the United States became a country riddled with extreme inequality and catastrophic financial crises? To answer these questions we will study key historical developments that led to the crisis of 2008 in three parts. We will begin with the crisis itself and explore why it happened. We will try to determine who should be held responsible, the bankers who gambled on our prosperity or the regulators and economists who turned a blind eye to them. In the second part of the course, we will go back to the 1930s and examine how elites built the Keynesian New Deal state to redistribute wealth with the goal of preventing the recurrence of another Great Depression. In the final part of the course, we will study the demise of the Keynesian state in the turbulent decade of the 1970s, when the US economy was hit with record unemployment and inflation in the face of global oil shocks. We will see how the Federal Reserve took over managing the economy, how this led to financial deregulation, and how a new right-wing coalition of politicians, grassroots activists, and policy advisers instituted the infamous Reagan tax cuts. Studying the history of our present in these three parts will allow us to rethink what the economic sources of power are in contemporary capitalism.
|SOCIOL 327||Youth and Society||Karrie Snyder||MW 2:00-3:20|
SOCIOL 327 Youth and Society
The course will be a critical examination of how "childhood" and "adolescence" have been defined in the U.S. We will consider how modern and historical conceptions of childhood and adolescence have evolved and how these definitions have been shaped by societal forces and institutions such as the economy, religion, and politics. We will also look at the lives of children themselves and how individuals experience being children, kids, teens, and so forth in a particular time and place.
|SOCIOL 329||Field Research and Methods of Data Collection||Karrie Snyder||TTh 9:30-10:50|
SOCIOL 329 Field Research and Methods of Data Collection
The goal of this course is to give students experience in qualitative research methodologies. Qualitative methods are a primary way that sociologists learn about the larger social world, test and develop theories and hypotheses, and make sense of complex situations and interactions. Qualitative methods allow sociologists to understand the world from the perspective of the individual and gain a better understanding of how the social world operates.
|SOCIOL 332||Work and Occupations||Ann Orloff||TTh 5:00-6:20|
SOCIOL 332 Work and Occupations
The gender division of labor is a key organizing principle in all known societies, but it takes a fascinating array of forms. In industrialized and post-industrial societies, women have increasingly taken up paid employment and moved into formerly-masculine fields, driven by demand for women workers as the economy shifts toward the service sector, and more recently by feminist movements. Yet women are still doing the majority of caring and household labor, while men's take-up of traditionally feminine caring labor has been far more limited. Moreover, the sex segregation of occupations and substantial gendered earnings gaps remain. Meanwhile, much of the work formerly done by housewives has been "outsourced" to paid service workers, many of whom migrate from global South to global North to take up this work. Scholars debate about whether and how these arrangements will change, and whether they may be influenced by political initiatives, either top-down (e.g., affirmative action to recruit women to STEM fields) or bottom-up (e.g., cultural and media campaigns to validate new norms). In this course, we will investigate the ways in which work - paid and unpaid, in families and in places of employment - is organized by gender and other forms of power, difference and inequality, such as race, class and migration/citizenship status. We will examine family divisions of labor: how do men and women divide domestic work and care for children? Where does non-familial provision come into play? What are the consequences for outcomes in paid employment and in terms of the distribution of time, respect, and power? We will learn about the development of the modern economy and occupational sex segregation, as well as how different kinds of men and women are treated at work. Finally, we will consider the role of government policy in sustaining or changing these arrangements. By the end of the course, students should understand how gender influences the kinds of work we do and how it is rewarded, how gender interacts with other forms of difference and inequality, how the economy is organized along gendered lines, and how public policies and political processes shape the gendered world of work.
|SOCIOL 333||Sociology of Gender and Sexuality in the Middle East||Ayca Alemdaroglu||TTh 3:30-4:50|
SOCIOL 333 Sociology of Gender and Sexuality in the Middle East
This course explores social constructions and experiences of gender and sexuality in the Middle East. Drawing on the historical, sociological and anthropological research in the region, the course aims to question the stereotypes about the subordination of Muslim women and men to offer a systematic reading and an analytical discussion of the political, economic and cultural structures that inform femininity and masculinity in the region. The course will start with the examination of women in early Islamic sources, then will move on to nationalist and modernization movements in the 19th and 20th centuries. Gender relations, women's and men's lives in contemporary Egypt, Turkey and Iran will be the central part of the course. In this framework, we will pay special attention to Islamist mobilization, family, sexuality, neoliberalism, women's labor, the experiences of LGBT, and finally women's political role.
|SOCIOL 334||Social Protest and Social Change Around the World||Robert Braun||MW 3:30-4:50|
SOCIOL 334 Social Protest and Social Change Around the World
In this course we will examine an important driver of cultural and political transformation: social movements. As the Arab Spring, Russian Revolution and Civil Rights movement reveal ordinary people have been able to shape institutions through extraordinary mobilization. This course will try to shed light on the root causes of mobilization by reviewing both theory and research on social movements. Understanding movements requires both an understanding of abstract theories and detailed knowledge of specific instances of collective action. During lecture you will be introduced to social movement theories. Readings apply these theories to specific cases such as the civil rights movement, the Iranian Revolution, the revolutions of 1989, immigrant mobilization in Europe and the pro-abortion movement in the US. Students will explore an additional case on their own. After discussing classical theories of mobilization that emphasize cleavages, grievances and collective breakdown, this class will study movements from the ground up. It starts with the question why individuals decide to join movements, highlighting the importance of individual networks, norms and emotions. It then studies the role of organizational resources and networks in mobilization and ends with factors located in the broader political and cultural context. As you will soon find out all of these factors are intertwined.
|SOCIOL 356||Sociology of Gender: Gender, Politics, Social Movements, and Policy||Ann Orloff||TTh 2:00-3:20|
SOCIOL 356 Sociology of Gender: Gender, Politics, Social Movements, and Policy
In this class, we will investigate how gender – as a set of relations, identities and cultural schemas -- shapes politics, including political participation and representation, social policy, and the formation of social movements (e.g., feminist and anti-feminist movements). We will also investigate how, in turn, political institutions and policies shape gender. Gender is understood as situated in a landscape of complex inequalities, social differences and power differentials related also to race, class, sexuality, religion. We aim to understand gendered politics and policy from both "top down" and "bottom up" perspectives, in the US and other countries. Among the topics we’ll cover are an introduction to theories of gender; the intersection of gender, race and class; the history and present situation of women’s movements; women’s and men’s political representation; social policy and law relevant to work, family, and reproduction; masculinities and political power.
|SOCIOL 376||Energy, Politics, and Society||Sinan Erensu||MW 11:00-12:20|
SOCIOL 376 Energy, Politics, and Society
Energy has unique qualities: it is both invisible and omnipotent; often intangible yet constantly sought after, competed over and subject to desire and anxiety. It powers up the industry, lights up homes and workplaces; makes distances shorter; provides warmth and safety. Yet, the ways in which we produce and use energy also lead to monopolies, fuel authoritarian governments, underwrite regional conflicts and risk the future of the planet. The current crisis of energy in the context of climate change puts all these qualities of energy and our dependence on it under scrutiny. This class reflects on energy at this critical juncture, aims to demystify energy, making it understandable in its social, political and cultural contexts, and discusses the democratic possibilities that energy preferences can open-up or shut-down. Throughout the class, we focus on the relationship between energy resources and the formation of nation-state, delve into cultures of energy and the link between energy consumption and political subjectivities, examine cases of energy disputes and how energy infrastructures impact neighboring communities, and deliberate on the threat of climate change and alternative energy futures.
|SOCIOL 376||The Car||Al Hunter||TTh 11:00-12:20|
SOCIOL 376 The Car
The automobile is a central and ubiquitous object in the day to day life of most Americans and a major icon in the history of American culture. This course will cross-cut a number of disciplines and schools, and the number of potential topics students might pursue are almost unlimited. Just a few examples include the car as a status symbol in identity and inequality, as an environmental issue in global warming, as an engineering and design problem for electric and driverless cars, as a medical health and safety issue in traffic fatalities, as a contributor to the psychology or "road rage", as products of automakers and related industries and business firms in marketing and advertising, as part of the new "sharing economy" such as Uber and Lyft, as a sport as in NASCAR racing, and as political and urban planning issues from the building of expressways to policing in patrol cars. Each student will pursue in-depth a topic of their choice related to "the car." In addition, the car will be seen as an "icon" in American culture as reflecting certain key values - such as individualism, independence and freedom - and as portrayed in film, literature, music and art.
|SOCIOL 376||College Life||Anthony Johnson||MW 3:30-4:50|
SOCIOL 376 College Life
Sociological studies of higher education have long focused on predicting the relationship between inputs (e.g., parent education) and outputs (e.g., degree attainment). However, scholars have increasingly become interested in opening the "black box" of the college student experience. Using a sociological lens, this course examines the experiential core of college life from the time students are accepted to college to their transition into the workforce, with a particular focus on culture, social identities, and inequalities. We will look at cultural processes of inequality reproduction at various levels of analysis including the institutional, group, and micro-interactional levels and across different university contexts. The course will focus specifically on identities related to social class, race/ethnicity, and gender. Topics will include college admissions, parental involvement, extracurricular life, major selection, peer cultures, and college-to-work transitions. The structure of the course will include a mixture of discussions, lectures, and short videos and documentaries. A major deliverable of the course is a final paper where students will have the opportunity to write about a slice of their own college experiences from a sociological perspective.
|SOCIOL 379||Understanding Genocide||Robert Braun||MW 12:30-1:50|
SOCIOL 379 Understanding Genocide
In this course we will examine one of the most destructive, evil and perplexing phenomena haunting society: genocide - i.e. , the on a large scale organized exclusion and killing of populations defined by race, ethnicity, nationality or religion. In the first section of this course students will be introduced to ideational, rational and psychological explanations of genocide. Causes of genocide can be found at different levels of analysis. We will focus on theories at three different levels. First, we will look at how national and international processes such as modernization and political leadership cause genocide (macro level). Second, we will look at why individuals decide to participate in or condone mass killings (micro level). Third, we will look at what role subnational groups such as religious communities play (meso level). In the second part of this course, we will assess the validity of different explanations through the comparative study of three particular cases: the Holocaust, the Armenian Genocide and Rwanda. Students will explore a fourth case on their own. We will end the course with a discussion on foreign intervention.
|SOCIOL 401-2||Statistical Analysis of Social Data: Applied Regression Methods II||Lincoln Quillian||TTh 2:00-3:20|
SOCIOL 401-2 Statistical Analysis of Social Data: Applied Regression Methods II
Regression models with categorical and discrete outcomes: categorical variables, maximum likelihood estimation (MLE), probit and logistic regression, logit models, tobit models, and advanced STATA techniques. For first-year graduate students in sociology.
|SOCIOL 403||Field Methods||Carol Heimer||Th 3:30-6:50|
SOCIOL 403 Field Methods
Application of the methods of case study, interviewing, and participant observation.
|SOCIOL 406-2||Race, Gender, Du Bois and Sociological Theory||Aldon Morris||T 9:30-12:20|
SOCIOL 406-2 Race, Gender, Du Bois and Sociological Theory
This course addresses the role that social factors play in in the development of sociological perspectives and schools of thought. Attention will focus on the role of race, gender and power in the rise of American sociology. The case of W. E. B. Du Bois will be highlighted to shed light on the origins and development of American sociology.
|SOCIOL 476||Topics in Sociological Analysis: Interview Methods||Celeste Watkins-Hayes||W 9:30-12:20|
SOCIOL 476 Topics in Sociological Analysis: Interview Methods
In this course, students will develop the necessary skills to conceptualize, plan, and execute interview-based research projects. We will cover topics such as fine-tuning a research idea, formulating research questions, designing a rigorous research plan, navigating the IRB process, recruiting respondents, creating the interview guide, conducting interviews, and analyzing and writing up data. We will also consider reflexivity, ethics, and the complexities of interviewing various populations. Students at all levels of the graduate student process are welcome. However, the course tends to focus on issues that arise at the beginning stages of a second year paper or dissertation proposal. Those students will therefore receive preference in course enrollment.
|SOCIOL 476||Topics in Sociological Analysis: Sociology of Health, Illness, and Biomedicine||Steven Epstein||M 9:00-11:50|
SOCIOL 476 Topics in Sociological Analysis: Sociology of Health, Illness, and Biomedicine
This course will provide an introduction to central topics in the sociology of medicine while also suggesting how that field is being redefined and reinvigorated by science and technology studies. We will seek to understand health, health care, and biomedicine by exploring multiple domains: the work sites in which health professionals interact with one another and with their clients; the research settings where medical knowledge and technologies are generated; the cultural arenas within which ideas of health and disease circulate; the market relations that produce health care as a commodity; the institutions that transform social inequalities into health disparities; the social movements that challenge biomedical practices and the authority of experts; and the bodies and selves that experience and are remade by illness.
|SOCIOL 476||Topics in Sociological Analysis: Demography: Methods of Population Analysis||Quincy Stewart||W 2:00-4:50|
SOCIOL 476 Topics in Sociological Analysis: Demography: Methods of Population Analysis
Formal demography is characterized by its focus on the enduring collectivity of population and careful study of the processes responsible for changes in population size and composition. Of particular interest to the demographer, are the processes of fertility, mortality and migration. In addition to these three basic areas of research, demographers are also interested in a number of related issues within the broad social science and health research spectrum including marriage, retirement, segregation, disability and land use. At the heart of all of these empirical analyses of populations and related issues is a particular way of looking at the world and a related set of methodological techniques.
This course aims to introduce students to the principal methodological tools used by demographers for studying changes in population size and composition. And, we will use the development of the formal demographic system as a way of thinking about formal systems more broadly. Students in the course will first learn the basic measures of mortality, fertility and migration—population change. Then, we will use these measures to build life tables, multiple and associated-single decrement life tables, as well as stable populations, population projections, and the simple event history analysis. Students will learn to apply these and other demographic methods through a series of weekly problem sets.
|SOCIOL 476||Topics in Sociological Analysis: Law & Global Capitalism||Bruce Carruthers & Stephen Nelson||M 1:00-3:50|
SOCIOL 476 Topics in Sociological Analysis: Law & Global Capitalism
Globalization entails greater interdependence and less national autonomy. It occurs as international flows of capital, goods, services, and people increase. Economic transactions, interactions and relationships that formerly occurred within national boundaries now occur across them. As part of globalization, legal forms and institutions are also spreading throughout the world. Transactions involving capital, goods, services and people are not self-sustaining, but rather, they are supported and regulated by an institutional foundation that typically centers on the legal system. Because the frameworks that support these transactions exist primarily at the level of the nation-state, a governance mismatch has emerged. We examine the role of law in supporting global markets and the tensions created from this mismatch.
|SOCIOL 570||Seminar on College Teaching||Erik Lovell||Th 9:30-11:20|
SOCIOL 570 Seminar on College Teaching
This course should be seen as a first step in a never-ending mission for developing one's own pedagogical skills. Students will learn each stage of the collegiate course design and implementation process: creating syllabi, teaching effectively, and evaluating both student and teacher. Assignments throughout the course are designed primarily to help students improve and reflect on their teaching. The final assignment is to create a teaching portfolio that will lay the foundations for what students would use on the academic job market. As part of the course, students gain hands-on teaching experience by the department's 110 course: Introduction to Sociology. TAing for 110 will require students to lead a discussion section every week along with grading essays, midterms, and the final exam. The first two weeks of the course will prepare students to quickly learn and execute their responsibilities.