Spring 2019 Class Schedule
|SOCIOL 110-0||Intro to Sociology||Mary Beth Finch||TBA|
SOCIOL 110-0 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 202||Social Problems||Karrie Snyder||TBA|
SOCIOL 202 Social Problems
In this course, we will investigate how social conditions come to be defined as social problems. This course will be divided into two sections. The first section will be an overview of how sociologists have approached the study of social problems including theoretical perspectives (symbolic interactionist, conflict, structural-functionalist and constructionist perspectives). In this section, we will also conceptually examine the roles of policymakers, social advocates, and the media in the process of defining social problems. In the second section of the course, we will use the perspectives and conceptual tools from the first part to analyze contemporary social problems including bullying, violence among young people, and the effects of the media on children and teenagers. As a class, we will also examine the debates surrounding several social problems (such as teen pregnancy) to understand how interested parties can define a similar situation as problematic, but do so for very diverse reasons and in doing so suggest very different solutions.
|SOCIOL 208||Race and Society||Jackson Bartlett||TBA|
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 216-0||Gender and Society||Julia Behrman||TBA|
SOCIOL 216-0 Gender and Society
The course introduces students to the sociological analysis of gender, with emphasis on the contemporary US context. The first part of the course provides an overview of sociological theories and concepts related to the social construction of gender. Next, we explore the causes and consequences of gender inequalities in key social structures and institutions including the family; education; the labor market; and health-care service provision. We conclude by considering gender inequality in an international comparative context to understand cross-cutting similarities and differences, but also to highlight the role social policies can play in mitigating gender inequalities. By the end of the course students should be able to (i) demonstrate a clear understanding of gender as a central component of social organization; and (ii) critically analyze the role of social policy in perpetuating and/or mitigating gender inequalities.
|SOCIOL 227-0||Legal Studies Research Methods||Bob Nelson||TBA|
SOCIOL 227-0 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 232-0||Sexuality and Society||Tony Silva||TBA|
SOCIOL 232-0 Sexuality and Society
In this course we will examine how social context shapes sexuality, as well as how sexuality shapes society. Although many consider sexuality to be deeply personal, in fact social context greatly affects how individuals understand and experience sexuality. Questions this course will consider include: What is the relationship between individual identities and practices and broader social, cultural, and structural contexts? How has sexuality shaped political and economic processes? In what ways does sexuality intersect with gender, class, race/ethnicity, geographic location, and nationality? How is sexuality gendered and raced? The course will also consider how sexuality is related to different types of social inequalities. At the end of the course students will be able to discuss how studying sexuality helps us better understand complex social processes.
|SOCIOL 302||Sociology of Organizations||Mary Beth Finch||TBA|
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 303-0||Analysis and Interpretation of Social Data||Jean Clipperton||TBA|
SOCIOL 303-0 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 304||Politics of Racial Knowledge||Michael Rodriguez||TBA|
SOCIOL 304 Politics of Racial Knowledge
|SOCIOL 305-0||Population Dynamics||Christine Percheski||TBA|
SOCIOL 305-0 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 307-0||School and Society||Karrie Snyder||TBA|
SOCIOL 307-0 School and Society
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 and how students learn, and how schools fit into the larger society including how the educational system in the US interacts with political, economic, family, and cultural institutions. We will also spend much time focusing on how one's educational experiences and opportunities are shaped by their gender, class, and ethnic/racial statuses. We will focus on K-12 and college with specific topics including college admissions, same-sex schooling, and Teach for America. Throughout all of these issues and topics, we will examine how schools both challenge and support existing systems of inequality.
|SOCIOL 316||Economic Sociology: Capitalism and Crisis||Onur Ozgode||TBA|
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 329||Field Research and Methods of Data Collection||Michael Rodriguez||TBA|
SOCIOL 329 Field Research and Methods of Data Collection
From the inception of the field, sociologists have employed ethnographic and qualitative methods to analyze and understand the social world. In contrast to other forms of data collection, ethnographies provide a close, processual portrait of social relations, collective meanings, and interactions. The historical sociologist Charles Tilly once described ethnography as both a science and an art. No longer exclusively focused on "exotic" peoples or "deviant" urban populations, ethnographers have begun to examine elites and the powerful. Recent ethnographic works have explored party politics, scientific and intellectual communities, fashion entrepreneurs, ethnic organizations, and international development agencies. This demanding course introduces students to the craft of ethnography and participant observation. Students will read and evaluate ethnographic works, as well as engage in original ethnographic research and analysis. In the process of research and reading, we will reflect on questions of ethics, power, theory, and representation.
|SOCIOL 345-0||Class and Culture||Beth Red Bird||TBA|
SOCIOL 345-0 Class and Culture
This course covers the economic, social, and political causes and consequence of class in America. Specifically, this course examines the effects of class on culture, politics, social interaction, identity, social psychology, and language, and emphasizes ways that social class shapes the background and experiences of current Northwestern students and what their future will hold.
|SOCIOL 355-0||Medical Sociology||Carol Heimer||TBA|
SOCIOL 355-0 Medical Sociology
This course introduces some of the main topics of medical sociology: the social construction of health and illness; inequalities in the distribution of illness and health care; the globalization of health care; and the organization of health care work, the medical professions, and the health care system. Students will learn about variations in who gets sick and why, how the health professions evolved in the United States and how the health care "turf" has been divided among professions, whether and when patients and their families participate in medical decision making, why physicians have more authority and receive higher incomes in the U.S. than elsewhere, what doctors do when interns and residents make mistakes, what the relationship is between hospitals and other health care organizations and how that relationship has changed over time, how the American healthcare system compares to other healthcare systems, how expenditures on preventive medicine compare with expenditures on high-tech cutting-edge medicine, and why the U.S. invests so much in high-tech medicine.
|SOCIOL 376||Guns in the U.S.||Andy Papachristos||TBA|
SOCIOL 376 Guns in the U.S.
|SOCIOL 376-0||Heterosexualities||Hector Carrillo||TBA|
SOCIOL 376-0 Heterosexualities
|SOCIOL 376-0||Sociology of Race||Quincy Stewart||TBA|
SOCIOL 376-0 Sociology of Race
|SOCIOL 376-0||Sociology of Youth: A Global Perspective||Ayca Alemdaroglu||TBA|
SOCIOL 376-0 Sociology of Youth: A Global Perspective
|SOCIOL 401-2||Statistical Analysis of Social Data: Applied Regression Methods II||Lincoln Quillian||TBA|
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 406-2||Race, Gender, Du Bois and Sociological Theory||Aldon Morris||TBA|
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 476-0||Topics in Sociological Analysis: Interview Methods||Celeste Watkins-Hayes||TBA|
SOCIOL 476-0 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 476-0||Politics of Knowledge||Steven Epstein||TBA|
SOCIOL 476-0 Politics of Knowledge
|SOCIOL 476-0||Research Design||Julia Behrman||TBA|
SOCIOL 476-0 Research Design
|SOCIOL 570-0||Seminar on College Teaching||TBA||TBA|
SOCIOL 570-0 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.