Undergraduate Course Atlas - Fall 2008 - Department of Sociology

SOC 101: Introduction to General Sociology

Condron, MWF, 9:35-10:25, Max: 60 (staggered for pre-registration purposes)

Content: Sociologists assume that structural forces in society shape, and often constrain, human behavior. Yet, we create those structural forces in the first place. With these guiding assumptions in mind, this course provides students with an introduction to the various concepts and theories that sociologists use in attempting to explain how society works and why it works the way it does. Is it more useful to think of society as harmonious or conflict-ridden? Should we generalize about people? How do social contexts influence our sense of self and our interactions with others? Why do people commit deviant and criminal acts? How do we construct categories of class, race/ethnicity, and gender in the U.S., and what are the consequences of such categorizations? In this course, students learn what Sociology has to say about these and many other questions.

SOC 101: Introduction to General Sociology

Friedman, MWF 12:50-1:40, Max: 40 (staggered for pre-registration purposes)

SOC 101: Introduction to General Sociology

Gentry, TTh 1-2:15, Max: 60 (staggered for pre-registration purposes)

Content: The Introduction to General Sociology course is designed to provide students a broad overview of the individual and our larger society. Specifically, we will examine the great paradox of how we as individuals experience both social constraints and social construction of our own reality in key social institutions. We will explore how sociologists think about a variety of issues and topics, including social groups and organizations, deviance and crime, race, class, and gender, as well as family, education, the economy, and healthcare. In the process, you will locate your own sociological perspectives and make discoveries that will help you make sense of your social world. The course is divided into four parts. During part one, we will establish a foundation for studying society and social life by introducing students to: (a) the sociological perspective of studying society; (b) the research processes common in sociology; (c) major theoretical perspectives used by sociologists in analyzing and describing social issues in our society; (d) the major dimensions of culture in our society; and (e) the socialization process using "the American teenager" as a case study. During part two we will examine social groups and social control by introducing students to a framework for integrating key components of society including social institutions, social groups, and statuses and role sets. During part three we will examine social inequality through the lens of race, class, and gender as three central concepts that influences essentially all other aspects of people's lives. During part four we will examine select social institutions including: (a) family and intimate relationships; (b) education; (c) the economy and work; and (d) health, health care, and disability.

Particulars: There are two multiple choice exams, an on-line essay assignment, a 10-page book analysis; and a race, class, and gender film assignment. Attendance is taken randomly throughout the course.

SOC 105, Introduction: Population and Human Ecology

Yount, TTh 2:30-3:45, Max: 40

Content: This course is designed to introduce the student to sociological principles through emphasis on population issues and the processes that influence population change. The course will deal specifically with human mortality, survival, life expectancy and their determinants; human fertility; the causes of fertility change; birth control; attempts to increase or decrease population by governments; the policy and resource implications of very low fertility; the relationship between population growth and economic development; the relationship between population growth and the environment; the consequences of high population densities; the causes and consequences of various types of migration flows; and critical population issues facing the next generation.

SOC 190: Making Sense of Globalization

Lechner, MWF, 9:35-10:25, Max: 15 (Freshmen Seminar - Limited to First Year Students Only)

Content: Globalization affects everyday life through the clothes we wear, the shows we watch, the games we play, or websites we visit. It involves many people around the world, from IMF officials to Chinese workers, from African AIDS activists to Olympic athletes. The prospects of companies like Coca-Cola or the health of the Brazilian rainforest now depend on globalization. The process is also controversial, with some arguing that it creates great opportunities while others lament the economic and cultural problems it entails. To make sense of globalization, this seminar examines its meaning, merits, causes, and consequences, using a wide variety of examples.

Particulars: Readings will consist of books, articles, and Internet materials that explain and illustrate globalization. Requirements include an exam, at least one research paper, additional assignments, and very active participation in class discussion and structured debates.

SOC 190: Individual and Society

Johnson, MWF 11:45-12:35, Max: 15 (Freshmen Seminar - Limited to First Year Students Only)

Content: This course focuses on how social factors influence individuals' beliefs, perceptions, and behaviors. It is an interdisciplinary course, bridging ideas from sociology and psychology. Some processes we will be examining are: development of the self, identity construction and negotiation, emotion management, impression formation, and interpersonal attraction. In addition, we will dissect group processes involving conformity, minority influence, power, status, influence, and leadership.

Particulars: Requirements include three exams, a short research paper, and participation in discussions and in exercises in class that focus on the application of social psychological processes and theories in everyday life.

SOC 190: Race and Urban Life

Lewis, TTh 4-5:15, Max: 15 (Freshmen Seminar - Limited to First Year Students Only)

Content: In a now famous line from the 1970s, funk band Parliament spoke of "Chocolate Cities and Vanilla Suburbs." With this short phrase the band captured the deep racial fissures between cities and the surrounding metropolis. Do such fissures still exist? Does Clinton's then apt description still capture racial dynamics today? In this seminar we will examine how cities became racialized demographically and in the social imaginary and how that has or has not shaped the experiences of those living in cities. Some of the major topics we will examine include the following: the historical shift in the African-American population from being one that is largely rural to one that is largely urban; the growth of major cities and the creation of urban "Black Belts"; segregation and suburbanization; the decline of urban labor markets; drugs, gangs and violence; and urban school systems. We will look at a range of analyses towards developing historically informed, social scientific explanations of contemporary urban challenges. Run collaboratively, this course provides students with opportunities to closely examine the social space in which we live, to work collaboratively with peers, and to develop an independent research project.

SOC 190S: Sociology of Film

Hicks, MWF, 12:50-1:40, Max: 15 (Freshmen Seminar - Limited to First Year Students Only)

Content: Sociology studies culture as well as social relation: culture as the symbolic/expressive facet of society. In studying the sociology of film we'll be studying a subfield of the sociology of culture - film, especially narrative film, in particular.

What are some organizing patterns within films?
What are some important causes of these in the culture and society that lie beyond film?
What are some consequences of film, for example, for social assessments of film, violence in society, and so on?

In this course well examine and come up with some answers to these questions, as well as look at some aspects of film as a work place and as a stratification system for those employed in it. More importantly, we will find film a medium for developing conceptual, writing, research, discussion and presentational skills.

Texts: Will Wright, Sixguns and Society; Robert E. Kapsis, Hitchcock: the Making of a Reputation; and electronically available readings.

Particulars: The course will proceed as a combination of lecture course and seminar, enlivened by frequent film clips and roughly required film showings on Wednesday evenings, 8:00 to 10:30 PM weekly films. Two tests; several short summary (1-2 page) papers and a presentation.

SOC 201: Organizations and Society

Archibald, TTh 8:30-9:45, Max: 40

Content: Modern society is an organizational society. We are born in organizations, and we die in them. In between, our lives are shaped by organizational entities, such as schools, universities, business firms, the music and entertainment industry, government agencies, prisons, labor unions, voluntary associations, and political parties, that remain transparent to us. This course provides an introduction to the central authors and themes in the sociology of organizations. We will use a loose historical framework to examine various research paradigms detailing core topics associated with the study of organizations such as: bureaucracy, power and conflict, rationality, authority, work, technology, and organizational deviance. Students will be encouraged to develop a general understanding of this unique sociological perspective as it applies to organizations as diverse as the CDC, Enron, Tha Row Records, and Al-Qaeda.

Texts: Hall, Richard H. Organizations: Structures, Processes and Outcomes, New Jersey: Prentice Hall; Selection of readings

Particulars: Two exams; several short summary (1-2 page) papers

SOC 213: Sociology of the Family

Schrimsher, TTh 11:30-12:45, Max: 40

Content: This course is designed to highlight important contemporary changes in society & the family, and explore the choices that are available to family members as well as constraints that often limit our choices, including critical issues that confront individuals and the family of the twenty first century. We will examine family roles, responsibilities and obligations over the life span. Specifically, we will look at:

defining the family
intimate relationships
gender, marriage & work issues
family diversity
parenting and parenthood
childhood and child rearing
intimate violence
divorce and remarriage
family transitions in adulthood
changing American families

SOC 221: Culture and Society

Scott, TTh 11:30-12:45, Max: 40

Content: This course surveys major themes and questions in the sociology of culture in three broad sections:

We begin by developing a vocabulary that is drawn from a variety of approaches. We will begin to ask questions such as: What is culture? How does it work?
We then examine the classical treatments of culture by Marx, Weber, and Durkheim as well as contemporary applications of classical theories in such areas as religion and childrearing.
The final section of the course will consist of a close look at two substantive areas within the sociology of culture: work and technology.

Particulars: Three in-class exams; one research paper

SOC 225: Sociology of Sex and Gender (Same as WS 231)

Werum, MWF, 11:45-12:35, Max: SOC=20, WS=20, TOTAL=40

Content: This course focuses on a variety of issues linked to gender relations, i.e., comparisons between women's and men's social experiences. Sociologists call gender a "social construct." This means that we are not born behaving as men should or as women should; rather we are taught values and behaviors relating to "appropriate" gender roles. At first, you will be introduced to different theories about gender roles, feminist and non feminist alike. We will draw on these theories throughout the semester, when we address issues such as: a) gender role socialization at school, through media, and in the family (i.e.,how do we learn to be feminine and masculine); b) the interaction between gender and class stratification; c) the interaction between gender and race/ethnic stratification; d) gender and work; e) gender and the law; f) gender and violence; g) social movements. In general, the course has a strong comparative and historical component. Not only will you learn about gender roles in contemporary US society, but you will also become acquainted with cross cultural research and with historical trends that have shifted the power relations between men and women.

Particulars: Three exams (partly multiple choice and partly essay), announced in class quizzes, regular attendance and participation

SOC 230: Sociological Aspects of Health and Illness

Levinson, TTh 1-2:15, Max: 90

Content: The course investigates how culture and social position place people at risk for health and illness, factors influencing utilization of health services, patterns of interaction between health professionals and patients and the organizational dynamics of health institutions such as hospitals. Students will learn how and why the health care delivery system is changing and how those changes in structure may influence the practice of medicine, nursing and other health professions, and the experiences of patients.

Particulars: Tentatively planned are three, non-cumulative short-essay/answer exams

SOC 245: Individual and Society

Scheuerman, MWF 2-2:50, Max: 25

Content: This course examines how social factors influence our beliefs, perceptions, and behaviors. We will investigate how individuals perceive others and their environment; how the social context influences interaction with others; how attitudes develop and change, and how individuals come together. We will also inspect how the dynamics of groups are affected by conflict, power, status, and influence.

SOC 247: Racial and Ethnic Relations (Same as AAS 247)

Cherribi, TTh 8:30-9:45, Max: SOC=20, AAS=20; Total=40

Content: This course focuses on historical and contemporary examples of race and ethnic relations and ethnic conflict. We discuss the changing ethnic and racial makeup of the US, in the context of theoretical debates in the literature and attention to comparative and historical analyses, and social structure. We also consider examples of ethnic relations and ethnic conflict abroad, focusing on country case studies. Readings: Electronically available articles and selected books.

Particulars: Attend class and engage in class discussions (10%), Mid term exam (30%), final exam (30%), 8 10 page research paper (30%)

SOC 266: Global Change

Lechner, MWF 10:40-11:30, Max: 40 (staggered for pre-registration purposes)

Content: We experience globalization when we watch a reality show invented in Europe or enjoy the play of foreign stars in the NBA, when we cultivate a taste for sushi or join an NGO that wants to save the rain forest. Globalization connects more and more people in many different ways across larger distances. By describing how local lives and global trends intertwine, this course examines the pervasive, significant, and contentious effects of globalization. It shows that global change makes the world smaller and more similar, but also creates new conflicts and differences. The course covers global aspects of topics ranging from sports and religion to business and law.

SOC 266: Global Change

Rubtsova, MWF 3-3:50, Max: 40

SOC 307: Sociology of Education (same as EDS 307)

Freeman, MWF, 4-4:50, Max: SOC=20; EDS=20, TOTAL=40

Content: There are few institutions that shape the nature of social life as profoundly as systems of formal education. While education does not always take place within a formal setting, what occurs within, to, and as a result of the formal system of schooling plays a remarkable role in shaping social outcomes. This course will examine:

various theoretical approaches to education used by sociologists
factors that affect educational achievement and attainment from within and outside of schools
the structure of the formal system of schooling within the United States
the influence of educational policy on the nature of American education

Since issues of gender, race/ethnicity, and social class are inseparable from the experience of education, special emphasis will be placed on these issues throughout the course. Historical and comparative perspectives will be included to highlight our understanding of the educational system in the United States.

Particulars: Two exams, short essay assignments, small group projects

SOC 311: Political Sociology

Hicks/Amen, TTh 10-11:15, Max: 40

Content: One goal of this course is to provide an introductory overview of principal concepts, topics and theories of political sociology. Another is to introduce students to the political facet of American society, at home (e.g., value traditions and ideologies, social movements, party politics and policy) and in the world (war, role in globalization, terrorism).

Texts: Selected texts and electronically available articles; mid-term and take home, short paper and long paper.

SOC 330: Mental Health and Well Being

Michalec, MWF 10:40-11:30, Max: 40

Content: This course is an in-depth review of the theories and supporting evidence of our current understanding of:

the nature of mental health (includes mental illness and well-being)
causes of mental health and illness

This course is taught using the biopsychosocial model of health. This means students will learn about the proximal causes of mental health (biological), the medial causes of mental health (psychological), the distal causes of mental health (sociological), and the interconnections among the causes of mental health.

Particulars: 3 Exams (75% of your final grade) and 1 Research Paper 25% of your final grade).

SOC 337: Social Movements

DeFazio, MWF 3-3:50, Max: 25

Content: This course introduces upper-level sociology students to the study of social movements, through an in-depth examination of both the empirical and theoretical literature in the field. The approach will be mainly thematic, as we try to answer questions such as:

What is a social movement? How can we explain their emergence?
Why do people rebel? Who are the people that engage in protest activities?
What do social movements do? What are their tactics and strategies? How do they develop?
Which are the potential opponents and allies of a social movement? How do they interact?
What are the outcomes (if any) of social movements?

Throughout the course a special, but by no means exclusive, focus will be devoted to the Civil Rights movement in the US, culminating with a field trip at the Martin Luther King memorial in Atlanta. Students will be encouraged to investigate a social movement of their choice, and have a chance to deepen their knowledge on it by working on presentations and the final research paper.

Particulars: Presentation, Research Paper, Final Exam.

SOC 343: Mass Media

Scardaville, MWF, 2-2:50, Max: 25

Content: In this course, we examine the history and nature of mass media in four sections.

We begin by considering the social implications of new forms of mass media.
We then examine how various media industries (e.g., radio, TV, record, motion picture, print) are organized and how such organization is sometimes transformed by regulation, competition, or technology.
We focus next on the content of media products and investigate factors that promote stability and change in content.
Finally, we consider the audience for mass media products and inspect how they are affected by media content.

Particulars: Brief memos; midterm and final examination; research project.

SOC 348S: Aging in Society

Keyes, TTh 5:30-6:45, Max: 15

Content: We are "beings unto death," said the existential philosopher Martin Heidegger. Aging is a process initiated as a fetus in the womb and ends in the death. The typical college students reading this course description have already used one-third to one-quarter of their life. Although programmed at the genetic and cellular levels, aging occurs with remarkable variability. Aging is influenced greatly by historical (when it occurs) and social (where it occurs) context, influencing everything from the meaning of growing old to the rate of development and senescence. This course introduces students to the nature and study of human aging. We will entertain an array of questions ranging from why we age, how we age, what ages (e.g., mental capacity, memory, relationships, emotions, cells, etc.), how society shapes the aging process, and how societies worldwide are being shaped by the aging of their populations.

Particulars: Final grade is based on a combination of exams, reaction/reflection papers, attendance, participation, and an extra credit option.

SOC 355WR: Social Research I

Browne, TTh 2:30-3:45, Max: 20

Content: This course is a practical introduction to research methods commonly used by social scientists, including experiments, surveys, focus groups, participant observation, content analysis, and analysis of comparative-historical data. The course has three main objectives. First, you will learn how to translate theoretical issues into researchable sociological questions. Second, you will learn how to choose an appropriate research design and recognize its strengths and limitations. Third, you will gain actual experience in the collection and analysis of data. The overall goal is to provide you with the critical skills necessary for being a savvy consumer and producer of social research data.

SOC 355WR: Social Research I

Mullis, TTh 11:30-12:45, Max: 20

SOC 370A: Community Building and Social Change (Same as POLS 370A, CBSC 370A)

See Political Science 370A for details.

[Written permission from the instructor required. Prerequisite for admission to the Community Building and Social Change Fellowship.]

SOC 389: Happiness-The Sociology Of

Keyes, TTh 2:30-3:45, Max: 90

Content: This course emphasizes the new science of happiness, integrating findings from positive
psychology, psychiatry, behavioral genetics, neuroscience, economics, and sociology.

In addition to science, happiness is a topic that is common to the core of politics and policy, education, law, religion, and philosophy. As such, happiness is a topic that has the potential to integrate and unite human beings through the shared pursuit of enlightenment. Most famously formulated in the American Declaration of Independence as unalienable right, “the pursuit of happiness” theme is an ancient and enduring ideal grounded in various Eastern, Hebrew, Greco-Roman, and Christian sources. This course will seek to introduce students to the new science of happiness through the engagement and connection of it to these ancient and enduring ideals embodied in the institutions of politics, policy, education, law, and religion.

Particulars: Weekly (or every other week) short quizzes, exercises/essays, and short projects.

SOC 389: Economic Development in Africa (Same as AFS 389)

Cherribi/Vojta, Th 4:00-6:30 p.m., Max: SOC=20, AFS=20, TOTAL=40

Content: "The greatest challenge that we face in this modern world, particularly young people like you, is what we do about the situation in the poor parts of the world", said President Carter in our 2004 course that focused on Mali.

Very often the situation facing low income countries (LICs) is difficult to grasp because is it complex and multifaceted. This course will investigate and scrutinize development theories, policies and practices in LICs, and work on concrete situations to enlist new paths for economic development. One of the objectives of the course is to question and understand cultural, political and social behaviors that impact economic behavior. How can insights from the social sciences and humanities help us to understand economic behavior and development? We will see how new perspectives on economic development may enhance practice, policy and theory. We will study how different forms of capital -- social, economic, cultural, symbolic, etc. -- may mobilize or demobilize the human or financial capital necessary for laying the foundations for sustainable development. Key practitioners in the field of development and finance will be invited to speak to the course, alongside a series of extracurricular master classes that will be held on topics such as financial stability and development standards. The countries on which the course will concentrate include Mali, Senegal, Liberia.

The course is open to all Emory College students interested in economic development in LICs. Students from other schools in Emory University require permission of the instructor. The goals of the course:

to research and develop a general framework which will improve low income countries' prospects for development and their ability to attract and stimulate responsible domestic and foreign investment AND
to further identify, define, and implement specific projects that will contribute to their development.

Brief Bios of instructors:

Mr. Vojta is a former Vice Chairman of the Board, director, and member of the Management Committee of Bankers Trust Company and its parent, Bankers Trust New York Corporation. Currently Mr. Vojta is the Founder and Chairman of eStandardsForum, Inc., a financial services information company. He is also a Director of the Financial Services Forum, an organization formed by 21 of the nation's most prominent, diversified American financial firms. This organization focuses on regulatory, legislative, and public policy issues related to the global financial system. Mr. Vojta is a director of The Private Export Funding Corporation (PEFCO), Asur Corp., Urstadt-Biddle Properties, Sumitomo Bank Capital Markets, Center for International Private Enterprise, and International Executive Service Corps; a member of the Council on Foreign Relations and the New York State Banking Board; a Fellow at the Center for Strategic and International Studies; Chairman of the Board of the Wharton Financial Institutions Center at the University of Pennsylvania; Chairman of the Financial Standards Foundation, the Yale International Institute of Corporate Governance, the Westchester Group, and the CAUX Roundtable. Mr. Vojta is also a Distinguished Fellow of the Center for the Study of Public Scholarship at Emory.

Sam Cherribi (PhD, University of Amsterdam) is Senior Lecturer in Sociology and Assistant to the Provost at Emory University. He is contributing editor for Global Vision and for Global Vision Africa, magazines aimed at business, government and NGO readers. He has been interviewed in many European, U.S. African and Middle Eastern news media. A former member of the Dutch Parliament (1994-2002), African development was in his portfolio. He was also Member of the Assembly of the Council of Europe (CoE) and Member of the Assembly of the West European Union (WEU) as well as the North-South Institute, which aims to bring aid from Europe to Africa. He also served as an observer in the Dutch delegation to the United Nations in New York.

SOC 389: Political Psychology (Same as POLS 385 and PSYC 385)

Shultziner, MWF, 2:00-2:50, MAX: POLS=20; SOC=10, PSYC=10, TOTAL=40

Content: This is an introduction to Political Psychology, the study of political phenomena with tools from psychology and evolutionary psychology. We will explore various theories and ways of thinking in political psychology. We will often compare these to traditional theories and models within the social sciences. We will cover a wide range of topics including the philosophy of science behind political psychology; rational and irrational behavior; election campaigning, personality and decision making; social attitudes; political communication and media affects; group identity and dynamics; persuasion and attitude change; obedience and resistance to authority; and the psychological causes of democratization.

Texts: Sears, David O., Leonie Huddy, and Robert Jervis. 2003. Oxford Handbook of Political Psychology. Oxford: Oxford University Press.

Particulars: Students will have a mid-term exam (25%), short assignment(s) (15%), and write a final examination (60%). Class participation in encouraged and may count up to an additional 10% bonus of the final grade. Students will also send weekly reflection paragraphs on the subjects and readings discussed in class.

SOC 389: Modernity and Social Change in East Asia (Same as REALC 375 and EAS 385)

Lee, TTh, 2:30-3:45, MAX: SOC=6; REALC=6; EAS=6, TOTAL=18

Content: The basic objective of this course is to understand modern transformation in East Asian Countries (primarily China, Japan, Taiwan, South and North Korea). This course will examine political, economic and cultural development of such countries from a comparative perspective. Throughout this course students could find out the commonality and differences among them. In the first half of the course the historical makings of societies in the region mostly from a macro-perspective will be compared. In the second half, the current shape of everyday lives and cultures from a micro-perspective will be compared based upon the understanding of historical and macro context. In those works students could understand how and why they diverged in their historical path to modernity, and what still remains to be common among them. This course is not aimed to survey a general history of those countries, but to discuss major issues in social change and cultural patterns in the region from a comparative perspective.

Texts: TBA

SOC 389S: Language Variation and Change (Same as LING 340S and ANT 340S)

Pak, TTh, 2:30-3:45, MAX: LING=12, SOC=3, ANT=3; TOTAL=18

Content: No two people or groups of people use language in exactly the same way. Why is this so? How and why does language vary? How can we know when, how and why language is changing? The field of variationist sociolinguistics was first developed by William Labov as one way to respond to these questions, and has subsequently become the most well-known branch of sociolinguistics. This course introduces students to the principles of the study of language change, including techniques for analyzing variation and change in phonetics, phonology, morphology, lexicon, syntax, and discourse. During the course we will examine specific case studies from dialects of American English and other languages, and students will develop research projects of their own in which they collect and analyze their own linguistic data.

Texts: Many of the assigned readings will be from Miriam Meyerhoff's Introducing Sociolinguistics (2006, Routledge) Additional assigned readings will be made available electronically.

Particulars: Grading will be based on homeworks, exams, field project reports, and class participation.

SOC 443S: Sociology of Music

Dowd, TTh 1-2:15, Max: 15

Content: The sociology of music has a long history. Its initial development benefited from the work of scholars who played central roles in the sociological discipline, including Georg Simmel, Max Weber, and Theodor Adorno. Its subsequent maturation was aided by emergent schools of thoughts whose respective proponents accumulated systematic analyses of musical life, such as the production- of-culture approach associated with Richard Peterson. Its recent boom has been fueled by sophisticated use of theories and methods and by thoughtful debate regarding fundamental concepts.

We delve into this important literature and grapple with the social and cultural foundations of music. We do so in three broad sections, considering:

the production of music
the content of music
the reception and uses of music

Along the way, we address a number of important questions, which include the following: How did we come to have the current system of music, with its particular notes and forms of composition? Why does much music sound so similar? What types of environments foster innovative music and musical diversity? Why are some types of music (e.g., the works of Beethoven) deemed as "high culture" while other types (e.g., rhythm and blues) are classified as "popular culture?" How do issues of race, gender, and class shape the production and consumption of music? How do people use music in their everyday lives?

Particulars: Three take-home examinations and a final paper; course readings and other class materials located on class Blackboard site

SOC 457WR: Development of Sociological Theory

Boli, TTh 10-11:15, Max: 40

Content: This course introduces and critically analyzes the sociological theories of Marx, Weber, Durkheim, and Mead, as well as examples of recent theoretical work following these classic traditions. Major themes include the rise of modern society, dimensions of stratification, social solidarity and identity, and the social nature of the individual and the self.

Particulars: Three exams; term paper; extensive reading; writing and analysis exercises.

SOC 457WR: Development of Sociological Theory

Steidl, MWF 12:50-1:40, Max: 25

Content: This course will systematically review some of the classical sociological theorists that have contributed to current sociological thought. We will closely read, discuss, and analyze original works by six authors (Smith, Marx, Durkheim, Weber, DuBois, and Goffman) and will focus on the socio-historical context within which the texts were written as well as their relevance for understanding contemporary society and social issues. Major themes include the rise of modern society, dimensions of stratification, social solidarity and identity, and the social nature of the individual and the self.

Particulars: Extensive reading, several analytical writing assignments, 1 group presentation, 2 exams, and participation in classroom discussions.

SOC 494RWR: Sociology Internship

Griffiths, Max: 10 (permission of instructor required for registration purposes)

Content: The internship involves supervised work in a social service agency or other organization. Students work from 10 hours (4 credits) to 30 hours (12 credits) a week. An effort is made to place students in agencies or organizations that match their research and/or career interests. Opportunities include counseling in a program for adult offenders on probation, work in a family planning agency, work at the Centers for Disease Control, work at Cable News Network, etc.

Particulars:

A 10-page paper describing the social service agency or organization and the student's work in it.
A research paper from 20 (4 credits) to 40 (12 credits) pages long.
Attendance at two seminar meetings.
Individual meetings with the faculty supervisor.
Limited to declared Sociology majors only.
Written permission required from Instructor prior to registering.

SOC 495BWR, 497R, 498R, and 499R require written permission from Dr. Mullis before registering. Please contact Katie Wilson for additional information.

Department of Sociology - Emory University

Undergraduate Course Atlas - Fall 2008