Sociology

SOC 1. Introduction to Sociology. 5 Units.

This course to get students to think like a sociologist; to use core concepts and theories from the field of sociology to make sense of the most pressing issues of our time: race and ethnicity; gender and sexuality; family; education; social class and economic inequality; social connectedness; social movements; and immigration. The course will draw heavily on the research and writing of Stanford¿s own sociologist.

SOC 2. Self and Society: Introduction to Social Psychology. 4 Units.

Why do people behave the way they do? This is the fundamental question that drives social psychology. Through reading, lecture, and interactive discussion, students have the opportunity to explore and think critically about a variety of exciting issues including: what causes us to like, love, help, or hurt others; the effects of social influence and persuasion on individual thoughts, emotion, and behavior; and how the lessons of social psychology can be applied in contexts such as health, work, and relationships. The social forces studied in the class shape our behavior, though their operation cannot be seen directly. A central idea of this class is that awareness of these forces allows us to make choices in light of them, offering us more agency and wisdom in our everyday lives.
Same as: PSYCH 70

SOC 3. America: Unequal. 4 Units.

It was never imagined "when the U.S. was founded" that the rich would be so rich and the poor so poor. It was never imagined "when the U.S. was founded" that opportunities to get ahead would depend so profoundly on one's family circumstances and other starting conditions. How could this have happened in the "land of opportunity?" What are the effects of such profound inequality? And what, if anything, should be done about it?.
Same as: CSRE 3P, PUBLPOL 113

SOC 4. The Sociology of Music. 3-5 Units.

This course examines music¿its production, its consumption, and it contested role in society¿from a distinctly sociological lens. Why do we prefer certain songs, artists, and musical genres over others? How do we ¿use¿ music to signal group membership and create social categories like class, race, ethnicity, and gender? How does music perpetuate, but also challenge, broader inequalities? Why do some songs become hits? What effects are technology and digital media having on the ways we experience and think about music? Course readings and lectures will explore the various answers to these questions by introducing students to key sociological concepts and ideas. Class time will be spent moving between core theories, listening sessions, discussion of current musical events, and an interrogation of students¿ own musical experiences. Students will undertake a number of short research and writing assignments that call on them to make sociological sense of music in their own lives, in the lives of others, and in society at large.
Same as: AFRICAAM 4, CSRE 4

SOC 8. Sport, Competition, and Society. 4 Units.

This course uses the tools of social science to help understand debates and puzzles from contemporary sports, and in doing so shows how sports and other contests provide many telling examples of enduring social dynamics and larger social trends. We also consider how sport serves as the entry point for many larger debates about the morality and ethics raised by ongoing social change.

SOC 9N. 2020 Election, Understanding the National, Participating in the Local. 3 Units.

In this class we will read the literature on voting and elections. We will cover some literature on voting rights in the US. The class will have a field component, as students will not only be obligated to register to vote (if they are eligible), but also go out into the field, in groups, to register voters and talk to them about some local issue or candidate. Learn to understand the election system through participation! Each student will pick a local issue or candidate, and then the students will go out, in teams, to canvass around that local issue or candidate and learn about what their fellow citizens have to say about their chosen issue. Students will present a post-mortem about their chosen candidate or issue after the November elections are over.

SOC 10. Introduction to Computational Social Science. 4 Units.

The large-scale digitization of social life is providing new opportunities and research directions for social scientists. In this course, we will discuss how social scientists, and sociologists in particular, are using advances in computational techniques to further our knowledge of society. Some of the topics we will survey include online experiments, massive online social networks, large-scale text analysis, and geographical information systems. Students will learn principles of research design in addition to fundamental programming and data analysis techniques. By the end of the course they should be able to produce computational social science research of their own.

SOC 14N. Inequality in American Society. 4 Units.

An overview of the major forms of inequality in American society, their causes and consequences. Special attention will devoted to to public policy associated with inequality.

SOC 15N. The Transformation of Socialist Societies. 3 Units.

Preference to freshmen. The impact of societal organization on the lives of ordinary people in socialist societies and in the new societies arising through the processes of political, economic, and social transformation. Do the concepts of democratization and marketization suffice to characterize ongoing changes? Enrollment limited to 16.

SOC 18N. Ethics, Morality, and Markets. 3 Units.

Markets are inescapably entangled with questions of right and wrong. What counts as a fair price or a fair wage? Should people be able to sell their organs? Do companies have a responsibility to make sure algorithmic decisions don't perpetuate racism and misogyny? Even when market exchange seems coldly rational, it still embodies normative ideas about the right ways to value objects and people and to determine who gets what. In this seminar, we will study markets as social institutions permeated with moral meaning. We will explore how powerful actors work to institutionalize certain understandings of good and bad; unpack how particular moral visions materially benefit some groups of people more so than others; examine the ways people draw on notions of fairness to justify and contest the market's distribution of resources and opportunities; and consider who has agency to build markets according to different normative ideals. Most course readings are empirical research, so we will also critically discuss how social scientists use data and methods to build evidence about the way the world works.

SOC 19N. The Immigrant Experience in Everyday Life. 3 Units.

The seminar introduces students to major themes connected to the immigrant experience, including identity, education, assimilation, transnationalism, political membership, and intergroup relations. There will also be some attention given to research methodology. The seminar addresses these themes through reading ethnographies that document the everyday experience of immigrants and immigrant communities, broadly defined, in the United States. The course readings primarily come from more contemporary ethnographic research, but it will also include a sampling of ethnographies that examine the experience of previous waves of immigrants. Student participation will include in-class discussions of readings, short written responses to readings, and a final paper in which students draw on original ethnographic research that they conduct during the quarter. By the end of the quarter, students will be able to identify the social, political, and economic forces that shape the immigrant experience. More importantly, students will understand HOW these forces enter the immigrant experience in everyday life.

SOC 20N. What counts as "race," and why?. 4 Units.

Preference to freshmen. Seminar discussion of how various institutions in U.S. society employ racial categories, and how race is studied and conceptualized across disciplines. Course introduces perspectives from demography, history, law, genetics, sociology, psychology, and medicine. Students will read original social science research, learn to collect and analyze data from in-depth interviews, and use library resources to conduct legal/archival case studies.
Same as: CSRE 20N

SOC 21Q. Decoding our Emotions: Culture, Emotion, and Social Interaction. 3 Units.

Are emotions the same across cultures and societies? Are women really more emotional than men? Where and how do we draw the line between ¿normal¿ expressions of grief and diagnosable symptoms of depression? What role do fear and anger play in American politics? Although most of us think that feelings are deeply personal and private experiences - comprised of physiological and psychological elements - sociologists argue that they are heavily influenced by social factors. In this seminar, we¿ll explore the social side of emotion¿including how they are socially learned, shaped, regulated, controlled, and distributed in the population as well as the consequences of emotion culture, emotion norms, emotion management, emotional labor, and emotional deviance for individuals, social groups, and society.nnnAmerican society - and its corresponding landscape of norms, behaviors, and beliefs relating to emotion - will serve as a starting point for our analysis; however, throughout the course we will seek to place America¿s emotion culture in comparative and historical perspective. Students will read a broad range of texts and articles on the social shaping of emotion. Some of the readings will focus on specific emotions - including grief, anger, happiness, fear, and love - while others will focus on various aspects of emotion - including the commercialization of emotion and the role of emotion in politics and social movements. We will also consider how emotions are gendered and racialized across cultures. By the end of the quarter, you will have a better understanding of how our emotional lives are shaped by the historical, cultural, and social contexts in which we find ourselves.

SOC 22N. The Roots of Social Protest. 3 Units.

Preference to freshmen. The conditions under which social protest occurs and the emergence, success, and viability of contemporary social movements. Examples include women's civil rights, ecology, and antiwar and anti-globilization movements in the U.S. and elsewhere. Sociological theories to explain the timing, location, and causes of mobilization; how researchers evaluate these theories. Comparison of tactics, trajectories, and outcomes.

SOC 24N. Themes in Political and Historical Sociology: The Political Party. 4 Units.

This class focuses on the political party and on the different scholarly perspectives from which it has been studied. We will study these perspectives analytically¿to find the main elements that characterize them¿and historically¿to understand how the party has operated in different contexts and how scholarly interpretations have changed in time. The emphasis on the party requires a contextualization of two processes that have shaped the functioning of the institutions of the state in the last decades¿one operating below the state and the other operating abovenFrom below the state, the fragmentation of interests has been challenging the traditional identities that used to be embedded in the party. From above, international economic processes have been undermining the role of the state, and thus of the party, as the main vehicle for bringing grievances into the political arena. Thus, part of the agenda of the party is dominated by the activities of organized social movements that only partially follow traditional cleavages (class, status, race, ethnicity, urban/rural), while another part is dominated by multinational firms and banks that only partially represent national interests. Yet, to the extent that the institutions of the state remain relevant, the political party remains a powerful and significant actor of Modern democracies. The fundamental question of this class is to understand the way in which the party continues to shape the functioning of the state.n We will approach this question analytically and historically. Analytically, we will read through various definitions of what a party is. The aim is not to arrive at a ¿correct¿ definition of the party (there is not such a thing!) but to sharpen the differences between the several approaches. Historically, we will study the party in action with the goal of understanding the perspective from which the party was portrayed. Together, in this double exercise you will learn the tools of the trade, so to speak, of political sociology.

SOC 31N. Social Networks. 3 Units.

This Introductory Seminar reviews the history of social network studies, investigates how networks have changed over the past hundred years and asks how new technologies will impact them. We will draw from scholarly publications, popular culture and personal experience as ways to approach this central aspect of the human experience.

SOC 45Q. Understanding Race and Ethnicity in American Society. 4 Units.

Preference to sophomores. Historical overview of race in America, race and violence, race and socioeconomic well-being, and the future of race relations in America. Enrollment limited to 16.
Same as: CSRE 45Q

SOC 46N. Race, Ethnic, and National Identities: Imagined Communities. 3 Units.

Preference to freshmen. How new identities are created and legitimated. What does it mean to try on a different identity? National groups and ethnic groups are so large that one individual can know only an infinitesimal fraction of other group members. What explains the seeming coherence of groups? If identities are a product of the imagination, why are people willing to fight and die for them? Enrollment limited to 16.

SOC 97SI. Homeless Services in Silicon Valley. 2 Units.

Community engaged learning through applied academics encourages students tonidentify themselves as agents of social change, to use the experience of service tonaddress injustice in communities and to explore solutions to complex humanitariannissues locally. This quarter long course allows students to engage with the nonprofitnsector and partner organizations in a unique culture outside of the traditional classroom setting. We place participants at local organizations to do a quarter-long mentored project, supplemented with group reflection sessions. Through these meaningful, hands-on experiences, we hope to engage the Stanford student body in the issue of homelessness, specifically as faced by service providers.

SOC 100ASB. Pre-field Course for Alternative Spring Break. 1 Unit.

Limited to students participating in the Alternative Spring Break program. See http://asb.stanford.edu for more information.

SOC 100D. Organizational Theory. 3 Units.

Schools, prisons, hospitals, universities, restaurants, nations, sports teams - organizations are all around. They employ us, feed us, and provide us with sources of identity. This course is an introduction to the basic concepts and classic theories about organizations. What defines an organization? How should organizations structure themselves to accomplish their goals? When is it most desirable for an organizations merge with another? Lectures and readings will explore such questions, and contemporary examples in the media will bring them to life.

SOC 100SI. Student Initiated Course. 1 Unit.

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SOC 101D. Interpersonal Relations. 3 Units.

This course examines what happens when people interact together and how that interaction affects the nature of their thoughts, relationships, and behaviors. We will take a look at research from sociology and psychology to explore a diverse set of issues including conformity, stereotypes, and cognitive biases. At times we will look at deeply individual topics like cognition and happiness and at other times we will look at more macro-level issues like how we are affected by our social networks. However, throughout the whole class we will be looking at the dynamic and complex relationship between the individual and the social world.

SOC 102. Between Nation-Building and Liberalization: The Welfare State in Israel. 3 Units.

According to one commentator, the political economy of Israel is characterized by embedded illiberalism. In the context of a national and territorial conflict, the Israeli state fostered comprehensive nation-building projects (such as immigration absorption), via employment and social protection schemes. This course surveys the distinctive development of the Israeli welfare state in comparative perspective, and analyzes its particular politics and outcomes in the form of inclusion but also exclusion of different populations from full citizenship. The course will follow a chronological path from the pre-state crystallization of national welfare institutions to the current neo-liberalization trend that seems to undermine collectivist projects and advance the re-commodification of citizenship. Throughout the course we will discuss issues such as: the role of labor and nationalism in the design of social policy, the production of national, ethnic and gender inequality, and the dynamics of change and continuity following heightened liberalization and internationalization since the 1980s. The course exposes students to key issues of the sociology of the welfare state with particular emphasis on the development and role of the state in a deeply conflicted society, using the Israeli experience. At the conclusion of the course students are expected to understand how welfare state institutions reflect but also reproduce societal schisms and conflicts, and be familiar with central aspects of Israeli politics past and present.
Same as: JEWISHST 132

SOC 102A. Social Inequality in Israel. 3 Units.

Like the US, Israel is a nation of immigrants. Israel additionally shares with the US vast economic, ethnic/racial and gender gaps, which are shaped and are being shaped by the demographic diversity characterizing its society. The course will provide a comparative framework for analyzing social inequality in Israel. We will start by reviewing essential concepts and theories in the study of social stratification. We will then review the main cleavages characterizing Israeli society, while comparing them to gaps in other advances societies and particularly the US. We will focus on class, gender and ethnicity as the main distinctions and will examine their implications for differences in life chances in several domains across the life course. We will conclude with a discussion of possible scenarios for change, which are relevant to both Israel and the US. Throughout the course, we will study critical thinking techniques and will use them for analyzing issues that are central for the analysis of social inequality in Israel and elsewhere.
Same as: CSRE 132A, JEWISHST 132A

SOC 102D. Social Movements in the 21st Century: Innovations in Structures and Strategies. 4 Units.

The study of social movements is well developed in sociology, but has largely focused on movements that occurred prior to widespread use of cell phones, the Internet and social media. These technologies have allowed not just new mobilization strategies, but also new tactics and organizational structures. Recognizing the power of new technologies to change the way we interact and organize is integral to understanding the future of social movements as well as more routine organizational structures and interpersonal interactions.

SOC 103. Sociology of Citizenship. 3 Units.

Not only a legal status, citizenship forms a major concern for political sociologists interested in questions of membership, exclusion, redistribution, and struggles over the boundaries of collective identity. Citizenship is in essence membership in a political community that entails rights and duties, and structures a tripartite relationship between the individual, community and state. The institutions of citizenship include formal and bureaucratic rules of eligibility ¿ but also informal institutions such as identity and belonging. Throughout the course, students are exposed to key issues of the sociology of citizenship such as the historically different paths of men, women, minority groups and immigrants into citizenship, the contested development of rights and duties, the regulation of population, as well as insurgency and collective attempts to rearticulate the terms of the ¿contract¿ with the state. Israel, the USA, France and Germany are used as empirical illustrations. At the conclusion of the course students will know how to utilize the analytic framework of citizenship in order to analyze a wide range of political phenomena in contemporary societies.
Same as: JEWISHST 133

SOC 103A. WELFARE, WORK AND POVERTY.. 3 Units.

Early theorists of the welfare state described it as a reaction to the emergence of needs and interests of specific social groups during processes of economic development and change. Later theorists countered that the welfare state does not merely react to social cleavages during times of economic change but rather works to actively shape them, in line with worldviews or the interests of dominant group members. Adopting the latter approach, the goal of this course is to provide the tools and knowledge necessary for a critical evaluation of the social services provided to Israeli citizens and their impact on social and economic inequalities. The course will survey various approaches to the understanding of the goals of the welfare state. A comparative and historical account of the development of the welfare state will be presented, while highlighting recent developments, such as the increase in poverty rates and the aging of the population. During the course, we will examine the diverse needs that are served by the welfare state, as well as major dilemmas associated with the provision of services. Throughout the course, we will study critical thinking techniques and will use them for analyzing issues that are central for the development of social policies in Israel and the US.
Same as: CSRE 133J, JEWISHST 133A

SOC 103D. Can Women (and Men) Have it All? Gender and Work in the 21st Century. 3 Units.

This course will cover the current understanding of gender inequality in modern workplaces¿its sources, operationalizations, and consequences. Drawing from gender theories about topics like the motherhood penalty, unconscious bias in interactions, occupational segregation, work-life conflict, sexual harassment, and the backlash against women leaders, this course will explore the fundamental question: why do women continue to suffer in the workplace relative to men? The course will also examine the parallel question: what obstructs men from becoming more involved in the home? As families become less and less ¿traditional,¿ reflecting increasing diversity in.

SOC 104D. U.S. Attitudes to Crime and Policing. 3 Units.

This course examines how social groups, laws, and popular media impact Americans¿ attitudes towards criminal behaviors.  It draws on sociological and psychological research, enabling students to appreciate but also critique academic research.  Among the topics covered are social influence, laws, and media bias.  Students will conduct a research project on a topic of their choosing and present their findings to the class at the end of the quarter.

SOC 105. The Sociology of Emotions. 3 Units.

Although most of us think that feelings are deeply personal and private experiences, this seminar explores the social side of emotion¿including how they are socially learned, shaped, regulated, and distributed in the population as well as the consequences of emotion culture, emotion norms, emotional labor, and emotional deviance for individuals and society. We will consider specific emotions ¿ including jealousy, fear, sympathy, and happiness ¿ as well as more general patterns ¿ including the commercialization of emotion and the role of emotions in politics.

SOC 105D. Sociology of Health and Illness. 3 Units.

This course examines the social causes and context of health, illness, and health care in the United States. Who stays healthy and who gets sick? How do individuals experience and make sense of illness? How docontextual factors (including socioeconomic status, race/ethnicity, culture, social networks, and hospital quality) shape health and health care? What constitutes quality medical care and who gets it? To what degree do the spaces we inhabit and the relationships we form shape our health? What avenues exist for improving health care and reducing health disparities?In examining these questions, we will consider how social scientists, epidemiologists, public health experts, and physicians address them in research and in the field. Reflecting both qualitative and quantitative approaches, we will draw on literatures in social science, public health, and medicine. nnBy the end of the course, students will: 1) have insight into the various ways of defining and measuring health, including mortality, morbidity, physical functioning, and quality of life; 2) understand how a person¿s socio-demographic characteristics influence his or her health, including his or her ability to access resources vital to maintaining health and receiving treatment; 3) understand how researchersemploy theory and make causal inferences based on observational and experimental data; 4) comprehendhow patients and practitioners understand health and illness and their roles in the health care process; and 5) understand the role of medical care in the distribution of health outcomes across the population.

SOC 105VP. Contested markets in the Brazilian Amazon Rainforest. 2-3 Units.

Strategies of environmental movements to contain domestic and foreign corporations that are viewed as major perpetrators of rainforest devastation and the socio-economic degradation of this vast region. Topics: Origins, roles and inter-relations among corporations (zero deforestation agreements in soybean agriculture and cattle ranching), the development of environmental law and the efficacy of government and NGO movements¿ strategies, and whether this emerging economy shapes social classes, groups, tribes, family life to further embed inequality and immobility. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Same as: EARTHSYS 205VP, SOC 205VP

SOC 107. China After Mao. 5 Units.

China's post-1976 recovery from the late Mao era; its reorientation toward an open market-oriented economy; the consequences of this new model and runaway economic growth for standards of living, social life, inequality, and local governance; the political conflicts that have accompanied these changes.
Same as: SOC 207

SOC 107E. Education and Inequality: Big Data for Large-Scale Problems. 3-5 Units.

In this course, students will use data from the Stanford Education Data Archive (SEDA) to study the patterns, causes, consequences, and remedies of educational inequality in the US. SEDA is based on 200 million test score records, administrative data, and census data from every public school, school district, and community in the US. The course will include lectures, discussion, and small group research projects using SEDA and other data.
Same as: EDUC 107, EDUC 207, SOC 205

SOC 108. Political & Historical Sociology. 5 Units.

The differences between historical and sociological analysis of past events. The difference between constructing sociological explanations and describing past events. Topics include: the rise of Christianity, the mafia in a Sicilian village, the trade network of the East India Company.
Same as: SOC 208

SOC 109. Race and Immigration in the US : Boundaries and Mobility. 4 Units.

Drawing from theories and research in race/ethnicity, social psychology, inequality, and demography, and focusing on the U.S., this course examines how racial hierarchies affect immigrants¿ socioeconomic mobility and ethnic identities, and how immigrants and their descendants contribute to the reconstruction of racial and ethnic boundaries. Topics include: theories of international migration and assimilation; immigration and the labor market; racial and ethnic identities; immigrants and interracial relations; second-generation mobility and identities; transnationalism.

SOC 109D. Education and Society. 3 Units.

This course will draw on a range of sociological theories and approaches to explore the relationship between education and society. In particular, the course will focus on themes related to the role of education in social stratification, linkages between education and the economy, polity, and culture, and the organizational contexts of schooling. More specifically, topics within these themes include: dominant sociological theories (functional, conflict, and institutional) of the functions and roles of education in society, education and its relationship to different forms of capital (human, social and cultural), educational inequalities in achievement and attainment by race, class, and gender, the role of tracking and high stakes examinations in different education systemsaround the world, and the role of globalization in shaping educational goals and policy. The content of the course will focus not only on schooling in the United States, but will draw on cross-national and historical comparisons in order to illuminate the distinctive features of different education systems and provide a broad overview of the relationship between education and society.

SOC 111. State and Society in Korea. 4 Units.

20th-century Korea from a comparative historical perspective. Colonialism, nationalism, development, state-society relations, democratization, and globalization with reference to the Korean experience.
Same as: INTNLREL 143, SOC 211

SOC 111D. Social-Psychology and Economics: The trouble with how economists think you think. 5 Units.

This course will compare and contrast explanations for human behavior; specifically, those derived from economic theory with those from social-psychological research. Rationality, decision-making, happiness, motivation, the persistence of inequality, and evaluation of outputs will be examined. It will also investigate the shortcomings of estimating individual preferences without taking into account macro-level phenomenon, such as hierarchy and justice. For students who lack familiarity with economics, the course will also cover basic economic theory as necessary. The use of economic versus social-psychological theory in determining appropriate public policy will also be explored.

SOC 112. Comparative Democratic Development. 5 Units.

Social, cultural, political, economic, and international factors affecting the development and consolidation of democracy in historical and comparative perspective. Individual country experiences with democracy, democratization, and regime performance. Emphasis is on global third wave of democratization beginning in the mid-1970s, the recent global recession of democracy (including the rise of illiberal populist parties and movements), and the contemporary challenges and prospects for democratic change.
Same as: POLISCI 147

SOC 113. Comparative Corruption. 3 Units.

Causes, effects, and solutions to various forms of corruption in business and politics in both developing regions (e.g. Asia, E. Europe) and developed ones (the US and the EU).
Same as: POLISCI 143S

SOC 113D. Sociology of Sport. 5 Units.

This course is designed to examine sports from a sociological perspective and to develop a greater understanding of the impact of sports on societies and individuals. We will analyze sports and sporting cultures using several theoretical frameworks such as functionalism, conflict theory, critical theory, feminist theory, and an internationalist perspective. This course will address questions such as: What role do sports have in society? How can we understand the importance societies place on sports? How are social inequalities replicated or challenged through sports? How do sports influence individuals and the construction of a social reality?.

SOC 114. Economic Sociology. 4 Units.

(Graduate students register for 214.) The sociological approach to production, distribution, consumption, and markets, emphasizing the impact of norms, power, social structure, and institutions on the economy. Comparison of classic and contemporary approaches to the economy among the social science disciplines. Topics: consumption, labor markets, organization of professions such as law and medicine, the economic role of informal networks, industrial organization, including the structure and history of the computer and popular music industries, business alliances, capitalism in non-Western societies, and the transition from state socialism in E. Europe and China.
Same as: SOC 214

SOC 114D. Sociology of the Great Recession. 5 Units.

The Great Recession (2007-2009), one of the most socially significant events of our time. This course will cover the economic, social, cultural, and political consequences of the recession. We will address its impact on: inequality; job prospects for college graduates; trust in the government; the 2012 presidential election; marriage; child birth; and immigration. We examine the rise of protest movements during the recession period, such as Occupy Wall Street and the Tea Party, and explore the idea of "class warfare". Class will feature several guest speakers and will focus on developing a general understanding of trends emerging in these events.

SOC 115. Topics in Economic Sociology. 5 Units.

How does a corporation¿s practice of religion affect your employment? How do your personal data become a corporation's private property? How does corporate behavior reinforce the marginalization of certain populations? The answers to these questions have varied as society's conceptualization of corporations evolved from simple, legal fiction to rights and responsibilities similar to those of humans. In this seminar, we critically examine relationships between corporations and citizens, and analyze the idea of corporation as citizen. Through careful reading, discussion, reflection, and writing, you will understand how corporations are socially constructed and in turn regulate social behavior. We will empower each other to thoughtfully question and possibly change our relationships with these major actors in economic sociology.

SOC 115D. Can Law Fix Race? Race, Law, and Contemporary American Society. 5 Units.

In this Age of Obama, why are we still talking about legal remedies to racial inequality? This course will explore this question from an interdisciplinary perspective, focusing on perspectives from law and social science. Students will read both actual Supreme Court opinions as well as foundational works in the sociology of race and law. Through readings and discussion, students will leave this course with 1) a background in the historical role of the law in relation to race; 2) an understanding in how law¿s role in the maintenance of racial inequality has evolved; and 3) an ability to articulate their own views on why we are and whether we should be still talking about race, using both theory and empirical evidence to support their views. Specifically, students will be able to answer this question: ¿Is it appropriate for law to attempt to remedy racial inequality?¿.

SOC 116. Chinese Organizations and Management. 5 Units.

Seminar for advanced undergraduates and all graduate students.
Same as: SOC 216

SOC 116D. The Sociological Complexities of Human Trafficking. 5 Units.

Human trafficking is more than a crime and a human rights violation; it reveals the complex interactions of social norms, policies, and actions. In this course, we will consider norms of sexuality and morality in relation to sex trafficking and consenting sex workers, politics and labor policy in relation to labor trafficking and day workers, and political consumerism as a form of collective action in relation to fair trade. Specific topics include the impact of legalized prostitution on human trafficking, the effects of the annual US-released Trafficking In Persons report on international migrant labor laws, and the question of whether or not fair trade is fair. This seminar will provide students opportunities to think critically about society and to collaborate as researchers and activists on the issue of human trafficking.

SOC 117A. China Under Mao. 5 Units.

(Graduate students register for 217A.) The transformation of Chinese society from the 1949 revolution to the eve of China's reforms in 1978: creation of a socialist economy, reorganization of rural society and urban workplaces, emergence of new inequalities of power and opportunity, and new forms of social conflict during Mao's Cultural Revolution of 1966-69 and its aftermath.
Same as: SOC 217A

SOC 117D. Recognizing Inequality. 3 Units.

Over the last few years social and economic inequality has become a major topic in the media and public policy. Gaps and inequalities between groups exist across a range of arenas including education, wages and promotions, housing and cultural consumption. In this course we'll bring these big ideas down to the individual level--investigating and analyzing manifestations of inequality in our everyday lives, considering why these inequalities exist and developing strategies to alleviate them. This seminar will call upon students' imagination and analytical savvy to tackle pressing societal problems by considering the dynamics of their own lives. In the process, students will develop skills that can be applied in fields as diverse as public policy, health care, non-profit work and entrepreneurship.

SOC 118. Social Movements and Collective Action. 4 Units.

Why social movements arise, who participates in them, the obstacles they face, the tactics they choose, and how to gauge movement success or failure. Theory and empirical research. Application of concepts and methods to social movements such as civil rights, environmental justice, antiglobalization, and anti-war.
Same as: SOC 218

SOC 118D. Ice Cream Sales Don't Cause Shark Attacks: Debunking Pseudoscience and Conducting Good Research. 3 Units.

Conducting good research requires careful design and analysis, but much of the research we consume from media and political outlets often presents spurious correlations as causal relationships. What do we need to do and why to rule out spuriousness? The focus will be on using our intuition about what information we would need to properly answer questions about social life. We will find that apparently complicated statistical tests are simply following the same logic necessary to reach conclusions about social science's most interesting questions.

SOC 119. Understanding Large-Scale Societal Change: The Case of the 1960s. 5 Units.

The demographic, economic, political, and cultural roots of social change in the 60s; its legacy in the present U.S.
Same as: SOC 219

SOC 119D. The Power of Social Networks in Everyday Life. 3 Units.

Why do some people have better ideas than others? Why are some more likely to be bullied in school, get a job, or catch a disease? Why do some innovations, apps, rumors, or revolutions spread like a wildfire, while others never get off the ground? Why are Facebook, Twitter, Instagram or Spotify so good at recommending people, news, pictures, or songs we might know or like? What do a power outage, the collapse of the Roman Empire, a human stroke, and the Financial Crisis of 2008 have in common? What explains the success of Silicon Valley? And why are there only six (or less) people between us and any other human on this planet? While these questions may seem totally unrelated to each other on first glance, they can all be explored with the help of a single, yet powerful framework: social network analysis. In this class, you will learn to see the world as a web of relations: not only are people, ideas/concepts and things all increasingly connected to each other; the pattern of these relations can tell us a great deal about many phenomena in our social world that defy traditional explanations. At the end of this class, you will not only see networks everywhere; you will have taken a big step toward connecting some of the dots in (y)our world: this is the power of thinking in relations.

SOC 119VP. Introduction to Social Demography: A Comparative Approach (Israel & US). 3 Units.

In this class we will learn about Israel's unique demographic structure and we will compare it to the US and other countries. Reading materials include general theories as well as research published in scholarly journals. In the first half of this class we will review basic demographic concepts (mortality, fertility and migration), and we will apply them to the Israeli context, with comparisons between different social groups in Israel and with comparison to the US. We will also review basic demographic theories (theories of population change) and apply them to different countries. nnIn the second half of the class we will focus on demography of the family. We will ask how fertility, marriage and divorce differ for different population groups in Israel and the US, and we will tie family processes to current theories of gender and family change. We will also learn how demographic processes may be related to the reproduction of poverty, and inequality.
Same as: JEWISHST 130VP

SOC 120. Interpersonal Relations. 4 Units.

(Graduate students register for 220.) Forming ties, developing norms, status, conformity, deviance, social exchange, power, and coalition formation; important traditions of research have developed from the basic theories of these processes. Emphasis is on understanding basic theories and drawing out their implications for change in a broad range of situations, families, work groups, and friendship groups.
Same as: SOC 220

SOC 120D. From ICE Detention to #MeToo: Sociology of Law and Social Inequality. 3-5 Units.

What does mass incarceration have in common with ICE detention? What role do little-known legal doctrines from the previous century play in making courts inaccessible to survivors of sexual assault and trans people fighting discrimination? In this class we will answer those questions by examining how the seemingly objective nature of the law makes it a potent social tool to promote the interests of the powerful at the expense of the powerless while appearing neutral. This obfuscating power of the law has long been used to reinforce and perpetuate forms of social inequality. In this class we will analyze a few notable examples of such usage of the law and their role as pillars of current social inequality: We will examine how the high burden of proof courts have placed on complainants claiming gender discrimination has blocked most targets of such discrimination from seeking legal remedy; We will examine how redlining and mass incarceration have resulted in the current rates of racial inequality; and how immigration law has resulted in a seemingly objective yet deeply racist system of detention by ICE.

SOC 120VP. Poverty and Inequality in Israel and the US: A Comparative Approach. 3 Units.

Poverty rates in Israel are high and have been relatively stable in recent decades, with about one fifth of all households (and a third of all children) living below the poverty line. In this class we will learn about poverty and inequality in Israel and we will compare with the US and other countries.nnIn the first few weeks of this class we will review basic theories of poverty and inequality and we will discuss how theories regarding poverty have changed over the years, from the "culture of poverty" to theories of welfare state regimes. We will also learn about various ways of measuring poverty, material hardship, and inequality, and we will review the methods and data used.nnIn the remaining weeks of the class we will turn to substantive topics such as gender, immigration, ethnicity/nationality, welfare policy, age, and health. Within each topic we will survey the debates within contemporary scholarship and we will compare Israel and the US. Examination of these issues will introduce students to some of the challenges that Israeli society faces today.
Same as: CSRE 120P, JEWISHST 131VP

SOC 121. The Individual in Social Structure: Foundations in Sociological Social Psychology. 5 Units.

Dynamics of the relationship between the individual and social structure, the relationship between the individual and immediate social context, and relationships between individuals. Focus is on the dominant theoretical perspectives in sociological social psychology: social structure and personality, structural social psychology, and symbolic interactionism.

SOC 121VP. Family and Society: A Comparative Approach (Israel & the US). 3 Units.

Families are changing: Non-marital partnerships such as cohabitation are becoming more common, marriage is delayed and fertility is declining. In this class we will learn about how families are changing in Israel and we will compare with the US and other countries. Reading materials include general theories as well as research published in scholarly journals. nnAfter reviewing general theories and major scholarly debates concerning issues of family change, we will turn to specific family processes and compare Israel, the US and other countries. We will ask how family transitions may differ for different population groups and at different stages of the life course, and we will tie family processes to current theories of gender. nnWe will cover a wide range of topics, from marriage and marital dissolution to cohabitation, LAT and remarriage. We will also discuss changes in women's labor force participation and how it bears on fertility, parenthood and household division of labor. Within each substantive topic we will survey the debates within contemporary scholarship and we will compare Israel and the US.
Same as: JEWISHST 132VP, SOC 221VP

SOC 122D. Free Speech and Inclusion on Campus. 3 Units.

How do we balance norms of inclusion and respect with norms of free speech? This seminar course utilizes readings from sociology, political science, and legal/ethical reasoning to elucidate the larger structures and ideals that are at stake in the debates over what kind of speech is tolerable, or more normatively speaking, desirable, at colleges and universities. The expected learning outcomes are: a greater understanding of the free speech's role in American society and democracy, how America's position on free speech compares to other countries, and how speech restriction and liberties can reveal larger patterns in social structure and agency. Finally, key skills students will develop are learning how to identify common ethical frameworks that academic and popular authors use and how to analyze the origins of and changes in social institutions and social structures.
Same as: AMSTUD 122D

SOC 123. Sex and Love in Modern U.S. Society. 3 Units.

Social influences on private intimate relations involving romantic love and sexuality. Topics include the sexual revolution, contraception, dating, hook-ups, cohabitation, sexual orientation, and changing cultural meanings of marriage, gender, and romantic love.
Same as: FEMGEN 123, SOC 223

SOC 124. Gender and Technology. 3 Units.

Gender and Technology historicizes the process through which technical skills and modern-day American computing technologies have been imbued with masculinist associations. We explore how social processes link technical expertise to gendered domains, and how ideas about gender are shaped in turn by the resulting technologies. Students explore how American gender roles from the 19th century to the present¿as they intersect with race, class, and sexuality¿are constructed with and through technologies in order to better understand the masculinist defaults of the tech industry in the Silicon Valley.

SOC 124D. The Intuition of Social Research. 3 Units.

Understanding the intuition behind key statistics in social science research. The focus will be on reverse-engineering statistical tests by starting with asking what information we would need to answer questions about social life. From here, we will find that apparently complicated statistical tests are simply following the same logic necessary to reach conclusions about social life. Nearly all statistical tests start from the foundations of probability sampling, mean group differences, and variability. With these foundational concepts, students will understand the intuition behind (and similarity between) standard t-tests and the mechanics of multivariate regressions. By focusing on providing students with a firm grasp of the basic foundations of statistics, students will be better prepared to understand the purpose and logic of more complex statistical tests, which serve to answer social science¿s most interesting questions.

SOC 124VP. Social Inequalities and Poverty in Latin America with focus on Brazil. 3-5 Units.

The central goal of this course is to promote an academic debate and knowledge exchange about social inequalities and poverty in Latin America, with an emphasis on Brazil, analyzing their impact on the scope of politics, the design of social policies and the interests of society. It is based on an analysis of Angus Deaton's work (Nobel Prize in Economics, 2015), that develops an economic-historical study and points out the great economic and social transformations that affect the process of evolution of social and health inequalities. Thus, what is proposed here is an analysis of the mutation of inequalities throughout the history of humanity. Deaton's relevant contribution is his approach to the process of overcoming inequalities and poverty over the last three centuries. His work demonstrates that, although the advances in terms of economic growth and quality of life have been extraordinary, there are inequalities between different regions and countries around the world. From this contextualization, the aim of this course is to discuss a contemporary approach to social development centered on the ideas of Amartya Sen (Nobel Prize in Economics, 1998), with a focus on capabilities. Sen's innovative perspective establishes that development should be centered on individuals¿ freedom of choice.
Same as: SOC 224VP

SOC 125. Sociology of Religion. 5 Units.

The social patterns of religious belief and practice, and the classical and contemporary theoretical approaches to understanding these patterns. Topics: churches, sects and cults, sources of religious pluralism, relationships between religion and aspects of social structures including the economy, class structure, ethnicity, social networks, and the state.

SOC 125D. Sociology of Learning. 3 Units.

Learn how to learn. We spend considerable time learning in school, yet we devote comparatively little time to investigating the learning process. This course uses a variety of learning situations to interrogate how we learn, understand how our social environment shapes the process, and refine our own unique learning styles. We employ project-based, experiential methods to enhance the exploration of core sociological concepts that affect learning, such as status, authority, and norms. Emphasis is placed on the social construction of specific contexts for learning such as school, work, and even the artist¿s studio. Students develop learning skills that are transferable to other classes and non-school contexts.

SOC 126. Introduction to Social Networks. 4 Units.

(Graduate students register for 226.) Theory, methods, and research. Concepts such as density, homogeneity, and centrality; applications to substantive areas. The impact of social network structure on individuals and groups in areas such as communities, neighborhoods, families, work life, and innovations.
Same as: SOC 226

SOC 126D. Wellbeing and Society. 3-4 Units.

All societies have had some notion of what makes for a good life. The scientific study of wellbeing, however, is relatively new. As our capacity to collect data about people grows, our understanding of who is well and who is not is also rapidly evolving. Today, we understand wellbeing as having many dimensions, encompassing happiness, purpose, pleasure, health, income, social connection, and inclusion. What determines how individuals fare in these domains of life? How can we improve our collective and individual wellbeing? In this course, we will learn how our ability to pursue wellbeing is shaped by social factors, such as inequality, social networks, culture, government, and markets. We will draw on empirical research and case studies in sociology, psychology, anthropology, and economics. This course largely focuses on the US, but we will also discuss research from other countries in order to develop an appreciation for the role of social context in shaping wellbeing. Class discussions and assignments will focus on applying insights from academic scholarship to understand current social problems, including the COVID-19 epidemic and its consequences for society.

SOC 127. Bargaining, Power, and Influence in Social Interaction. 5 Units.

(Graduate students register for 227.) Research and theoretical work on bargaining, social influence, and issues of power and justice in social settings such as teams, work groups, and organizations. Theoretical approaches to the exercise of power and influence in social groups and related issues in social interaction such as the promotion of cooperation, effects of competition and conflict, negotiation, and intergroup relations. Enrollment limited to 40.
Same as: SOC 227

SOC 127D. Gender At Work: Understanding Gender Inequality in the Workplace. 3 Units.

Recent events have directed attention to the vastly different workplace experiences individuals encounter based on their gender. But just how does gender structure employment outcomes and experiences? This course will examine the ways in which gender comes to be embedded in organizations and conceptions of work and skill, as well as how gender interacts with other identities, like race, class, and sexuality, to create inequality in the workplace. We will discuss the role of discrimination, bias, and harassment as well as occupational segregation and devaluation in producing unequal outcomes among people of diverse genders. By the end of this course, students will be able to think critically about how gender impacts labor market outcomes as well as develop their own ideas for spaces for further research as well as intervention.

SOC 128. Introduction to Social Network Analysis. 5 Units.

(Graduate students register for SOC 228.) Theory and methods of network analysis in sociology (with an emphasis on social movements), anthropology, history, social psychology, economics, political science, and public health. Prerequisite: basic mathematics.
Same as: SOC 228

SOC 129X. Urban Education. 3-5 Units.

(Graduate students register for EDUC 212 or SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Same as: AFRICAAM 112, CSRE 112X, EDUC 112, EDUC 212, SOC 229X

SOC 130. Education and Society. 4-5 Units.

The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Same as: EDUC 120C, EDUC 220C, SOC 230

SOC 132J. Sociology of Jewishness. 3-5 Units.

Examines the place of the Jewish people in society throughout various locales and historical periods to understand how interactions among Jews and with other groups have shaped Jewish identities. Topics include modernism, the Holocaust, Israel/nationhood, race/ethnicity, intermarriage, and assimilation. Uses theoretical, empirical, and historical material from multiple social scientific fields of study and explores the study of Judaism from several major sociological lenses.
Same as: CSRE 132J, JEWISHST 132D

SOC 133. Law and Wikinomics: The Economic and Social Organization of the Legal Profession. 1-5 Unit.

(Graduate and Law students enroll in 333.) Seminar. Emphasis is on the labor market for large-firm lawyers, including the market for entry-level lawyers, attorney retention and promotion practices, lateral hiring of partners, and increased use of forms of employment such as the non-equity form of partnership. Race and gender discrimination and occupational segregation; market-based pressure tactics for organizational reform. Students groups collect and analyze data about the profession and its markets. Multimedia tools for analysis and for producing workplace reforms. May be repeated for credit. Prerequisite: consent of instructor.
Same as: SOC 333

SOC 133A. Building and Leading Inclusive Organizations. 3 Units.

This course takes a problem-solving focus. Our main goal is to learn to design research-based interventions to improve diversity, equity and inclusion outcomes in organizations. U.S. society has become increasingly more diverse, and yet our organizations do not reflect that diversity. Further, even successful efforts to improve diversity are often not accompanied by a plan to create truly inclusive organizations that support a diverse workforce or student body. We will begin by comparing explanations for the lack of diversity and inclusion in modern organizations. We will then examine research that illustrates the cost to individuals and organizations for failing to leverage the diverse talent in our society. Guest speakers will share their challenges and successes in increasing diversity, equity, and inclusion (DEI) in the organizations where they work. Then, it will be your turn. Working in teams you will design your own research-based intervention to promote DEI at the organizational, team, and individual level and present your intervention to the class. Along the way, you will also learn effective strategies for navigating non-inclusive organizations and for being an effective change agent in your own environment.
Same as: SOC 233A

SOC 133D. Globalization and Social Change. 4 Units.

How do we make sense of a world that is becoming increasingly interconnected, and where social problems like climate change, democratization, human rights, and economic stability are increasingly global in their scope? How have international institutions attempted to regulate these processes and maintain social order? Why have recent social and political movements in an increasing number of countries targeted globalization as a source of their society¿s problems? In this course, we will explore how globalization is as an economic, political, and cultural process that shapes major social problems in today¿s world. To do so, we will draw on a range of theories and interdisciplinary research in economics, political science, and sociology.

SOC 134. Gender and Education in Global and Comparative Perspectives. 3-4 Units.

This course introduces students to theories and perspectives from the social sciences relevant to an understanding of the role of education in relation to structures of gender differentiation, hierarchy, and power. It familiarizes students with and enables them to critically evaluate research on the status of children, adolescents, and young adults around the world and their participation patterns in various sectors of society, particularly in education. Students have the opportunity to gain research skills by designing research proposals or to develop action plans on topics of their choosing related to gender and education from global and/or comparative perspectives.
Same as: EDUC 197, FEMGEN 297

SOC 134D. Sex, Courtship, and Marriage in America. 3 Units.

How people meet, who they date, and when they settle down have all changed dramatically in recent decades. This course will provide students with a thorough overview of demographic, sociological, and historical perspectives on sex, relationships, and family in the United States. Students will become familiar with the empirical patterns and trends, political and cultural debates, and policy issues concerning historical and modern romantic and sexual relationships, as well as the major theories and research methods used in the sociological study of relationships. Throughout the course, we will explore how changes in modern relationships may affect broader patterns of social inequality and family structure. Additionally, we will examine how the mate selection process intersects with various aspects of gender, sexuality, class, race, and technology.
Same as: FEMGEN 134D

SOC 135. Poverty, Inequality, and Social Policy in the United States. 3-4 Units.

Over the last three decades, inequality in America has increased substantially. Why has this happened, and what can be done about it? The course will begin by surveying the basic features of poverty, inequality, and economic mobility in the 21st century. From here we will discuss issues related to discrimination, education and schools, criminal justice, and the changing nature of the family as forces that shape inequality. We will also focus on the main social policy options for addressing inequality in the United States, including income support for the poor, taxing higher incomes, efforts to encourage philanthropy, and other institutional reforms.
Same as: SOC 235

SOC 135D. Law and Inequality. 3 Units.

How does social welfare policy contribute to social (in)justice? Why does discrimination based on race face heightened scrutiny in court compared to gender? Does inequality cause crime? This course explores the intersection between sociology and the law with a focus on inequality. We will address the question: how does the law create and respond to inequality between people and groups? We will learn some legal doctrine throughout but we will prioritize examining a sociological theory of law and justice. This course takes an interdisciplinary approach using a variety of materials including judicial opinions, scholarly papers, and newspaper articles.

SOC 136. Sociology of Law. 4 Units.

(Graduate students register for 236) This course explores major issues and debates in the sociology of law. Topics include historical perspectives on the origins of law; rationality and legal sanctions; normative decision making and morality; cognitive decision making; crime and deviance, with particular attention to the problem of mass incarceration; the "law in action" versus the "law on the books;" organizational responses to law, particularly in the context of sexual harassment and discrimination in education and employment; the roles of lawyers, judges, and juries; and law and social change with particular emphasis on the American civil rights movement. Special Instructions: Students are expected to attend a weekly TA-led discussion section in addition to lecture. Sections will be scheduled after the start of term at times when all students can attend. Paper requirements are flexible. Cross listed with the Law School (LAW 7511). See "Special Instructions" in course description above. Elements Used in Grading: Class participation, paper proposal, three short papers and a final paper (see syllabus for details).
Same as: SOC 236

SOC 136A. Law and Society. 5 Units.

Law and social inequality. Major sociological perspectives on where the law comes from, what law and justice systems do, and how they work.
Same as: SOC 236A

SOC 136B. Advanced Topics in Sociology of Law. 5 Units.

(Same as LAW 538.) Historical perspectives on the origins of law, rationality and legal sanctions, law on the books versus the law in action, crime and deviance, school desegregation, privitization of prisons, American civil rights, file sharing, jury decision making, the role of lawyers and judges, and cynicism about the American legal system.
Same as: SOC 236B

SOC 137. Global Inequality. 4 Units.

Absolute world poverty has declined considerably in the last twenty years, but elites have gained disproportionately from the growth of the global economy, leading to serious concerns about inequality in several countries, as well as in global policy circles. This discussion-based seminar explores how global capitalism affects worldwide inequality. Topics include the evolution, causes, and structure of global inequality, the links between inequality and human development, and potential solutions to global inequality.

SOC 139. American Indians in Contemporary Society. 4 Units.

(Graduate students register for 239.) The social position of American Indians in contemporary American society, 1890 to the present. The demographic resurgence of American Indians, changes in social and economic status, ethnic identification and political mobilization, and institutions such as tribal governments and the Bureau of Indian Affairs. Recommended: 138 or a course in American history.
Same as: NATIVEAM 139, SOC 239

SOC 140. Introduction to Social Stratification. 3 Units.

(Graduate students register for 240.) The main classical and modern explanations of the causes of social, economic, and political inequality. Issues include: power; processes that create and maintain inequality; the central axes of inequality in contemporary societies (race, ethnicity, class, and gender); the consequences of inequality for individuals and groups; and how social policy can mitigate and exacerbate inequality. Cases include technologically simple groups, the Indian caste system, and the modern U.S.
Same as: SOC 240

SOC 141. Monitoring the Crisis. 4-5 Units.

A course devoted to understanding how people are faring as the country's health and economic crisis unfolds. The premise of the course is that, as important and valuable as surveys are, it's a capital mistake to presume that we know what needs to be asked and that fixed-response answers adequately convey the depth of what's happening. We introduce a new type of qualitative method that allows for discovery by capturing the voices of the people, learn what they're thinking and fearing, and understand the decisions they're making. Students are trained in immersive interviewing by completing actual interviews, coding and analyzing their field notes, and then writing reports describing what's happening across the country. These reports will be designed to find out who's hurting, why they're hurting, and how we can better respond to the crisis. Students interested should submit the following application: https://docs.google.com/forms/d/e/1FAIpQLSfdOZsnpOCg4zTRbVny0ikxpZEd1AFEEJh3K9KjvINyfbWMGw/viewformnnThe course is open to students who have taken it in earlier quarters, with repeating students allowed to omit the training sessions and, in lieu of those sessions, complete additional field work and writing. Field work will include unique interviews with new participants each lab period, along with corresponding coding, analyses, and reports.
Same as: PSYCH 145A, PUBLPOL 141, SOC 241, URBANST 149

SOC 141P. Public Interest Tech: Case Studies. 1 Unit.

What does public interest technology look like in practice? Each week, a guest speaker will present a case study of their work to improve government and public systems through innovative methods, data-driven efforts, emerging technology, and human-centered design. Students will reflect on the practicalities, ethics, and best practices of public interest technology work.
Same as: SOC 241P

SOC 142. Sociology of Gender. 3 Units.

The aim of this course is to provide students with an understanding of the sociological conceptualization of gender. Through the sociological lens, gender is not an individual attribute or a role, but rather a system of social practices that constructs two different categories of people men and women and organizes social interaction and inequality around this difference. First we will explore what ¿gender¿ is according to sociologists and the current state of gender inequality in the labor market, at home, and at school. We will then investigate how gender structures our everyday lives through the individual, interactional, and institutional levels. Finally, we will discuss avenues for reducing gender inequality. Throughout the course, we will prioritize reading, evaluating, and questioning sociological theory and research on gender.".
Same as: FEMGEN 142, FEMGEN 242, SOC 242

SOC 143. Sociology of the Middle Class. 4 Units.

This class focuses on understanding of how social research is conducted, and gaining the ability to evaluate the quality ofnempirical research. The course will focus on the process of designing a research project, including: formulating research questions, developing hypotheses, developing valid and reliable measures, deciding on the types of data needed, making decisions on sampling, choosing research design and data collection methods, the challenges of making causal inferences, and criteria for evaluating the quality of social research.

SOC 144. Inequality and the Workplace. 5 Units.

How characteristics of workplaces, such as hiring practices, workforce diversity, organizational policies and legal mandates, produce variation in inequality. Examines the sources, extent, and consequences of workplace inequality across gender, racial and ethnic lines. Topics include earnings, social status, geographical location, and opportunities for people in the workforce.
Same as: SOC 244

SOC 145. Race and Ethnic Relations in the USA. 4 Units.

(Graduate students register for 245.) Race and ethnic relations in the U.S. and elsewhere. The processes that render ethnic and racial boundary markers, such as skin color, language, and culture, salient in interaction situations. Why only some groups become targets of ethnic attacks. The social dynamics of ethnic hostility and ethnic/racial protest movements.
Same as: CSRE 145, SOC 245

SOC 146. Introduction to Comparative Studies in Race and Ethnicity. 5 Units.

How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section. In accordance with Stanford virtual learning policies implemented for the Spring Quarter, all community engagement activities for this section will be conducted virtually. Please sign up for section 2 #33285 with Kendra, A. if you are interested in participating in virtual community engagement.
Same as: CSRE 196C, ENGLISH 172D, PSYCH 155, TAPS 165

SOC 147. Race and Ethnicity Around the World. 4 Units.

(Graduate students register for 247.) How have the definitions, categories, and consequences of race and ethnicity differed across time and place? This course offers a historical and sociological survey of racialized divisions around the globe. Case studies include: affirmative action policies, policies of segregation and ghettoization, countries with genocidal pasts, invisible minorities, and countries that refuse to count their citizens by race at all.
Same as: CSRE 147A, SOC 247

SOC 149. The Urban Underclass. 4 Units.

(Graduate students register for 249.) Recent research and theory on the urban underclass, including evidence on the concentration of African Americans in urban ghettos, and the debate surrounding the causes of poverty in urban settings. Ethnic/racial conflict, residential segregation, and changes in the family structure of the urban poor.
Same as: CSRE 149A, SOC 249, URBANST 112

SOC 150. Race and Political Sociology. 3 Units.

How race informs the theories and research within political sociology. The state's role in creation and maintenance of racial categories, the ways in which racial identity motivates political actors, how race is used to legitimate policy decisions, comparisons across racial groups. Emphasis on understanding the ways race operates in the political arena.
Same as: CSRE 150, SOC 250

SOC 151. From the Cradle to the Grave: How Demographic Processes Shape the Social World. 4-5 Units.

(Graduate students register for 251 and 5 units. Undergraduates register for 151 and 4 units.) Comparative analysis of historical, contemporary, and anticipated demographic change. Draws on case studies from around the world to explore the relationship between social structure and population dynamics. Introduces demographic measures, concepts and theory. Course combines lecture and seminar-style discussion.
Same as: SOC 251

SOC 152. The Social Determinants of Health. 4 Units.

Our social and physical environments are widely recognized as playing a central role in shaping patterns of health and disease within and across populations. Across disciplines, a key question has been: How does the social environment ¿gets under the skin to influence health? In this course, we will explore how social scientists, epidemiologists, public health experts, and physicians tackle this question. Reflecting both qualitative and quantitative approaches, we will draw on literatures in social science, public health, and medicine to understand the processes through which our environments shape health outcomes. We will examine a number of key social determinants of health, wellness and illness. These determinants include socioeconomic status, gender. race/ethnicity, religious affiliation, neighborhoods, environments, social relationships, and health care. We will also discuss a host of mechanisms through which these factors are hypothesized to influence health, such as stress, lifestyle, and access to health resources. An overall theme will be how contextual factors that adversely affect health are inequitably distributed and thereby fuel health disparities. Through all of this, we will assess the promise of public policy, planning and research for generating more equitable health outcomes across society.
Same as: SOC 252

SOC 153. Activism and Intersectionality. 3-4 Units.

How are contemporary U.S. social movements shaped by the intersections of race, class, gender, and sexuality? This course explores the emergence, dynamics, tactics, and targets of social movements. Readings include empirical and theoretical social movement texts, including deep dives into Black, White, and Chicana feminisms; the KKK; and queer/LGBT movements. We will explore how social movement emergence and persistence is related to participants¿ identities and experiences with inequality; how the dynamics, targets, and tactics of mobilized participants are shaped by race, class, gender, and/or sexuality; and how social movement scholars have addressed the intersectional nature of inequality, identity, and community.
Same as: AFRICAAM 141X, CSRE 141X, FEMGEN 141

SOC 154. The Politics of Algorithms. 4-5 Units.

Algorithms have become central actors in today's digital world. In areas as diverse as social media, journalism, education, healthcare, and policing, computing technologies increasingly mediate communication processes. This course will provide an introduction to the social and cultural forces shaping the construction, institutionalization, and uses of algorithms. In so doing, we will explore how algorithms relate to political issues of modernization, power, and inequality. Readings will range from social scientific analyses to media coverage of ongoing controversies relating to Big Data. Students will leave the course with a better appreciation of the broader challenges associated with researching, building, and using algorithms.
Same as: COMM 154, COMM 254, CSRE 154T, SOC 254C

SOC 155. The Changing American Family. 4 Units.

Family change from historical, social, demographic, and legal perspectives. Extramarital cohabitation, divorce, later marriage, interracial marriage, and same-sex cohabitation. The emergence of same-sex marriage as a political issue. Are recent changes in the American family really as dramatic as they seem? Theories about what causes family systems to change.
Same as: FEMGEN 155, FEMGEN 255, SOC 255

SOC 156A. The Changing American City. 4 Units.

After decades of decline, U.S. cities today are undergoing major transformations. Young professionals are flocking to cities instead of fleeing to the suburbs. Massive increases in immigration have transformed the racial and ethnic diversity of cities and their neighborhoods. Public housing projects that once defined the inner city are disappearing, and crime rates have fallen dramatically. Do these changes signal the end of residential segregation and urban inequality? Who do these changes benefit? This course will explore these issues and strategies to address them through readings and discussion, analyzing a changing neighborhood in a major city in the Bay Area in groups (which will include at least one site visit), and studying a changing neighborhood or city of their choice for their final project. The course does not have pre-requisites.
Same as: CSRE 156, SOC 256A, URBANST 156A

SOC 157. Ending Poverty with Technology. 5 Units.

There are growing worries that new technologies may eliminate work, increase inequality, and create a large dependent class subsisting on transfers. But can technology instead be turned against itself and used to end poverty? This class explores the sources of domestic poverty and then examines how new technologies might be developed to eliminate poverty completely. We first survey existing poverty-reducing products and then attempt to imagine new products that might end poverty by equalizing access to information, reducing transaction costs, or equalizing access to training. In a follow-up class in the spring quarter, students who choose to continue will select the most promising ideas, continue to develop them, and begin the design task within Stanford¿s new Poverty and Technology Lab.
Same as: PUBLPOL 147

SOC 158. Ending Poverty with Technology: A Practicum.. 5 Units.

Will robots, automation, and technology eliminate work and create a large poverty-sticken dependent class? Or will they eliminate poverty, free us from the tyranny of work, and usher in a new society defined by leisure and creative pursuits? This two-quarter class is dedicated to exploring new theories about poverty while at the same time incubating applied technology solutions. The first quarter is devoted to examining the theory of technology-based solutions to poverty, and the second quarter is devoted to planning a viable technology-based product that will reduce poverty. This product may then be built in a follow-up Using Tech for Good (Computer Science 50) class in the first quarter of 2018 (but class participants are not required to take that follow-up class). The course is premised on the view that innovative solutions to poverty will be based on new conversations and an authentic collaboration between Silicon Valley and leaders from education, government, and low-income communities.
Same as: PUBLPOL 148

SOC 159. Social and Cultural Dimensions of Global Indigeneity. 4 Units.

This course will expose students to the rise of a world-wide indigenous identity, common themes embraced by indigenous people, and common challenges these groups confront when dealing with the larger social environment that surrounds them. Topics to be covered include tribal sovereignty, rights, and recognition; language preservation; the maintenance of cultural integrity and ethnic authenticity; cultural production and the commodification of indigenous culture; literary traditions; indigenous social movements; natural resources and land disputes; and the disadvantaged social position that these groups typically occupy.
Same as: SOC 259

SOC 160. Formal Organizations. 4 Units.

(Graduate students register for 260.) The roles of formal organizations in production processes, market transactions, and social movements; and as sources of income and ladders of mobility. Relationships of modern organizations to environments and internal structures and processes. Concepts, models, and tools for analyzing organizational phenomena in contemporary societies. Sources include the literature and case studies.
Same as: SOC 260

SOC 161. The Social Science of Entrepreneurship. 4 Units.

(Graduate students register for 261.) Who is likely to become an entrepreneur and where is entrepreneurship likely to occur? Classic and contemporary theory and research. Interaction with expert practitioners in creating entrepreneurial opportunities including venture and corporate capitalists. The role of culture, markets, hierarchies, and networks. Market creation and change, and factors that affect success of new organizations. Field projects on entrepreneurial environments such as technology licensing offices, entrepreneurial development organizations, venture capital firms, and corporate venturing groups.
Same as: SOC 261

SOC 162. The Social Regulation of Markets. 3 Units.

Social and political forces that shape market outcomes. The emergence and creation of markets, how markets go wrong, and the roles of government and society in structuring market exchange. Applied topics include development, inequality, globalization, and economic meltdown. Preference to Sociology majors and Sociology coterm students.
Same as: SOC 262

SOC 163. Foundations of Organizational Theory. 5 Units.

Foundational material in organizational theory literature.
Same as: SOC 263

SOC 164. Immigration and the Changing United States. 4 Units.

The role of race and ethnicity in immigrant group integration in the U.S. Topics include: theories of integration; racial and ethnic identity formation; racial and ethnic change; immigration policy; intermarriage; hybrid racial and ethnic identities; comparisons between contemporary and historical waves of immigration.
Same as: CHILATST 164, CSRE 164, SOC 264

SOC 165. Seminar on the Everday Lives of Immigrants. 5 Units.

Everyday experience of immigrants and the immigrant second generation through the ethnographic lens. Ethnographies that focus on the immigrant experience. Limited enrollment.
Same as: SOC 265

SOC 166. Mexicans, Mexican Americans, and Chicanos in American Society. 5 Units.

Contemporary sociological issues affecting Mexican-origin people in the U.S. Topics include: the immigrant experience, immigration policy, identity, socioeconomic integration, internal diversity, and theories of incorporation.
Same as: CHILATST 166, SOC 266

SOC 167A. Asia-Pacific Transformation. 4 Units.

Post-WW II transformation in the Asia-Pacific region, with focus on the ascent of Japan, the development of newly industrialized capitalist countries (S. Korea and Taiwan), the emergence of socialist states (China and N. Korea), and the changing relationship between the U.S. and these countries.
Same as: INTLPOL 244D, SOC 267A

SOC 167VP. Justice + Poverty Innovation:Create new solutions for people to navigate housing, medical, & debt. 4 Units.

How can emerging technologies and human-centered design be used to help people going through problems with housing, medical care, and debt? In this class, we will work with local partners to develop new tech and design prototypes to address poverty-related problems. We will explore new digital solutions, as well as how to use emerging technologies like AI and blockchain. At the same time, we will explore policy and legal reforms that could address root causes of the problems.nStudents will work in small, interdisciplinary teams with partners organizations in law, medicine, and policy. They will do design research in the field, propose new solutions and test them, and develop new initiatives that will be piloted. The goal is to incubate promising, feasible public interest technology and design projects.nThe class will be run in parallel to similar classes in Mexico, Guatemala, and Colombia. Students will have the chance to learn about similar innovation efforts in other countries, and will be challenged to think about how their own projects could be replicated and scaled.

SOC 168. Global Organizations: The Matrix of Change. 4 Units.

We learn how to apply analytical tools from the social sciences to organizations, and study how to design effective organizations and projects within and across institutional settings. A variety of organizations are included and how they deal with strategy changes and accountability. The theme for this year's class is on accountability of non-profit organizations such as Doctors Without Borders, The International Rescue Committee and The Red Cross. Recommended: FINANCE 377, MS&E 180, SOC 160, ECON 149, or MGTECON 330.
Same as: PUBLPOL 168, PUBLPOL 268, SOC 268

SOC 169. Introduction to Intersectionality. 4 Units.

"Intersectionality" is so popular, it's almost impossible to avoid: it was added to the Merriam-Webster dictionary in 2017, it was painted on signs at the Women's Marches, and it guides modern day social movement organizers. But what does intersectionality mean? What can intersectionality offer And what does it mean for research and social movements to be truly intersectional? The aim of this course is to provide students with an understanding of the concept of intersectionality. First, we will delve into the works (chiefly from Black feminist scholars) that provide the foundation for today's concept of intersectionality. We will then explore, compare, and critique sociological research that applies (or fails to apply) an intersectional lens to its objects of study. Finally, we will investigate the use of intersectionality in social movements and outside academia. Throughout the course, we will prioritize reading, evaluating, and questioning sociological theory and research.
Same as: AFRICAAM 169B, FEMGEN 169

SOC 170. Classics of Modern Social Theory. 4 Units.

(Graduate students register for 270). Sociologists seek to understand how society works, specifically: how social life is organized, changed, and maintained. Sociological theory provides hypotheses for explaining social life. All empirical research in sociology is enriched by, and has some basis in, sociological theories. This course introduces students to the earliest sociological theories and the thinkers who developed them. Specifically, we will discuss the work of W.E.B. Du Bois, Emile Durkheim, Max Weber, and Karl Marx. We will compare and contrast how they thought about important modern-day social realities such as capitalism, racism, crime, religion, and social cohesion. We will consider how these early theories and thinkers influence the way sociologists think about and study the social world today.
Same as: SOC 270

SOC 172. Computational Social Science. 4-5 Units.

This course introduces students to computational social science from a sociological perspective, grounding popular computational methods such as text mining and network analysis in sociological theory. While the course is open to graduate and advanced undergraduate students from any discipline, the materials will be primarily sourced from sociology. Students with no prior computer science experience will find this course a menu of potential methodologies for future research, while students with some programming experience or with a pre-existing research question can use this course to advance their research projects. By framing these methods in sociological theory, students will gain a more critical understanding of why scientists select these methods and how computational methods impact society.

SOC 173. Gender and Higher Education: National and International Perspectives. 3-4 Units.

This course examines the ways in which higher education structures and policies interact with gender, gender identity, and other characteristics in the United States, around the world, and over time. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. Topics include undergraduate and graduate education; identity and sexuality; gender and science; gender and faculty; and feminist scholarship and pedagogy.
Same as: EDUC 173, EDUC 273, FEMGEN 173, SOC 273

SOC 176. The Social Life of Neighborhoods. 3-5 Units.

How do neighborhoods come to be? How and why do they change? What is the role of power, money, race, immigration, segregation, culture, government, and other forces? In this course, students will interrogate these questions using literatures from sociology, geography, and political science, along with archival, observational, interview, and cartographic (GIS) methods. Students will work in small groups to create content (e.g., images, audio, and video) for a self-guided ¿neighborhood tour,¿ which will be added to a mobile app and/or website.
Same as: AFRICAAM 76B, CSRE 176B, SOC 276, URBANST 179

SOC 177. The Sociology of Popular Culture. 3 Units.

Why do some songs become popular, but not others? Why are music genres that were wildly popular in the 1950s no longer popular today? Trends and fads and can be found nearly everywhere in our daily lives movie tropes, skirt lengths, styles of shoes, internet memes, hot stock-picks all of these go in and out of fashion. But, why should they? Did something change? And if so¿what? This course seeks to understand how and why things become (un)popular. The course begins with early 20th century theories on the massification and commodification of culture and traces development of this literature over time. Topics covered include propaganda, social influence, and significant responses to questions such as: What constitutes high/low culture? Does popular culture manifest--"from the bottom-up", for the people by the people--or is popular culture dictated--"from the top down", by elites and commercial interests? To what extent do social networks (and the status and power of the people within them) influence these relationships? How is popular culture received, interpreted, and used? Today, the media landscape looks significantly different than it did in the early 20th century, and in the final portion of the course we will consider the extent to which new technologies, media platforms, hyper-focused advertising, and cluster-based similarity algorithms have impacted the way we think about and answer these questions. In the final portion of the course, we will critically examine active and ongoing debates in the literature related to this question and produce a final paper that contributes to the discussion. No final exam.

SOC 177D. Economic Elites in the 21st Century. 3-5 Units.

Elites have gained disproportionately from the growth of the global economy over the past two decades, leading to serious concerns about inequality and to protests against the 1% in several countries. This course addresses the role of economic elites in the world economy and their relationship to global inequality. Topics include the evolution and consequences of global inequality, the composition of economic elites in various countries, and economic elites¿ impact on politics, education, culture, and the economy in the US and abroad. We also discuss potential solutions to global inequality.
Same as: SOC 277D

SOC 178. The Politics of Inequality. 5 Units.

This course is about the distribution of power in contemporary democratic societies, and especially in the US: who governs? Is there a ``power elite,'' whose preferences dominate public policy making? Or, does policy reflect a wide range of interests? What is the relationship between income and power? What are the political consequences of increasing income inequality? How do income differences across racial and ethnic groups affect the quality of their representation? What are effective remedies for unequal influence? Finally, which institutions move democratic practice furthest towards full democratic equality? This course will address these questions, focusing first on local distributions of power, and then considering the implications of inequality in state and national politics. nStudents will have the opportunity to study income inequality using income and labor force surveys in a mid-term assignment. Then, in a final paper, students will conduct an empirical examination of the implications of income inequality for American democracy.
Same as: POLISCI 147P, PUBLPOL 247

SOC 179A. Crime and Punishment in America. 4-5 Units.

This course provides a comprehensive introduction to the way crime has been defined and punished in the United States. Recent social movements such as the Movement for Black Lives have drawn attention to the problem of mass incarceration and officer-involved shootings of people of color. These movements have underscored the centrality of the criminal justice system in defining citizenship, race, and democracy in America. How did our country get here? This course provides a social scientific perspective on America¿s past and present approach to crime and punishment. Readings and discussions focus on racism in policing, court processing, and incarceration; the social construction of crime and violence; punishment among the privileged; the collateral consequences of punishment in poor communities of color; and normative debates about social justice, racial justice, and reforming the criminal justice system. Students will learn to gather their own knowledge and contribute to normative debates through a field report assignment and an op-ed writing assignment.
Same as: AFRICAAM 179A, CSRE 179A, SOC 279A

SOC 179N. The Science of Diverse Communities. 3 Units.

This course is an exploration. Most generally, its aim is to identify distinguishing features of good diverse communities and articulate them well enough to offer principles or guidelines for how to design and manage such communities - all with a particular focus on educational communities like schools, universities, academic disciplines, etc., but with the hope that such principles might generalize to other kinds of organizations and the broader society. The readings range from those on the origins of human communities and social identities to those on intergroup trust building. They also aim to embed our discussions in the major diversity issues of the day, or example, what's in the news about campus life. nnnThus the course has a practical purpose: to develop testable ideas for improving the comfort level, fairness and goodness-for-all of identity diverse communities--especially in educational settings. nnnThe course also has a basic science purpose: to explore the psychological significance of community. Is there a psychological need for community? Is there something about a need for community that can't be reduced to other needs, for example, for a gender, racial or sexual-orientation identity? How strong is the need for community against other needs? What kinds of human groupings can satisfy it? In meeting this need, can membership in one community substitute for membership in others? What do people need from communities in order to thrive in them? Do strong diverse communities dampen intergroup biases? Can strong community loyalty mitigate identity tensions within communities? nnnSuch questions, the hope is, will help us develop a more systematic understanding of the challenges and opportunities inherent in diverse human communities.
Same as: CSRE 30N, EDUC 30N, PSYCH 30N

SOC 180A. Foundations of Social Research. 4 Units.

Formulating a research question, developing hypotheses, probability and non-probability sampling, developing valid and reliable measures, qualitative and quantitative data, choosing research design and data collection methods, challenges of making causal inference, and criteria for evaluating the quality of social research. Emphasis is on how social research is done, rather than application of different methods. Limited enrollment; preference to Sociology and Urban Studies majors, and Sociology coterms.
Same as: CSRE 180A, SOC 280A

SOC 180B. Introduction to Data Analysis. 4 Units.

Preference to Sociology majors and minors. Enrollment for non-sociologists will open two weeks after winter enrollment begins. Methods for analyzing and evaluating quantitative data in sociological research. Students will be taught how to run and interpret multivariate regressions, how to test hypotheses, and how to read and critique published data analyses.
Same as: CSRE 180B, SOC 280B

SOC 181B. Sociological Methods: Statistics. 5 Units.

(Graduate students register for 281B.) Statistical methods of relevance to sociology: contingency tables, correlation, and regression.
Same as: SOC 281B

SOC 183D. Addictions, Self, and Society. 3 Units.

From your daily cup(s) of coffee to the ¿War on Drugs,¿ drugs touch the lives of most people. Yet, how societies deal with drug use and abuse change throughout time. In this course, we will look at drug use and abuse through a sociological lens, exploring how micro (personal), meso (interactional), and macro (structural) level forces underpin the meanings, experiences, and policies associated with drug use and abuse in the United States. Beyond this, we will examine how these forces contribute to persistent systems of inequality among different groups. This will not serve as a ¿how to¿ course, but one in which you will be asked to critically examine the role of drugs and their effects on society. By the end of this course, students should be able to:.

SOC 184D. Policing in Society: From Precincts to Playgrounds. 3 Units.

This course examines the social underpinnings of historical and modern-day policing. We will analyze trends in policing practices in the US through time, and ask how ¿ and to what effect ¿ police have become enmeshed in the social fabric of American life. Students will be exposed to some of the methods social scientists use to investigate society¿s most pressing issues as we examine the intersections of policing with other institutions (e.g. education, technology, and health) through both popular journalism and rigorous academic research.

SOC 185D. Gender and Politics. 3 Units.

Despite gains in recent years, women remain dramatically underrepresented in virtually all realms of the American political system. In this course, students will become familiar with the empirical patterns and trends, social and cultural debates, and policy issues concerning the role of gender in American politics. We will examine the gender gap in voting patterns and mass political participation, as well as strategies for increasing women¿s representation. Students will come to understand the effects of women¿s lack of parity, including policy attitudes, processes, and outcomes. Furthermore, we will explore gender inequality in politics through an intersectional lens of race, class, age, education, and sexuality.

SOC 188. One in Five: The Law, Politics, and Policy of Campus Sexual Assault. 3-5 Units.

TRIGGER WARNING: Over the past several years the issue of campus sexual assault and harassment has exploded into the public discourse. Multiple studies have reinforced the finding that between 20-25% of college women (and a similar proportion of students identifying as transgender and gender-nonconforming, as well as approximately 10% of male students) experience sexual assault carried out through force or while the victim was incapacitated during their time in college. Fraternities have been found to be associated with an increased risk of female sexual assault on campus. Vulnerable students and those from marginalized groups are often found to be at increased risk. This is also a significant problem in k12 education. Sexual harassment rates are even higher. Survivors have come forward across the country with harrowing stories of assault followed by what they describe as an insensitive or indifferent response from college administrators. These survivors have launched one of the most successful, and surprising, social movements in recent memory. As a result, the federal government under President Obama stepped up its civil rights enforcement in this area, with over 300 colleges and universities under investigation for allegedly mishandling student sexual assault complaints as of the end of that administration. At the same time, the Obama administration's heightened response led to a series of high-profile lawsuits by accused students who assert that they were falsely accused or subjected to mishandled investigations that lacked sufficient due process protections. The one thing that survivors and accused students appear to agree on is that colleges are not handling these matters appropriately and appeared to be more concerned with protection the institutional brand than with stopping rape or protecting student rights. Colleges have meanwhile complained of being whipsawed between survivors, accused students, interest groups, and enforcement authorities. In an about-face that many found shocking, the Trump Administration rescinded all of the Obama-era guidance on the subject of sexual harassment and has promulgated new proposed regulations that would offer significantly greater protection to accused students and to institutions and commensurately less protection to survivors. An increasingly partisan Congress has been unable to pass legislation addressing the issue. It is unclear whether or to what extent the incoming Biden Administration will move to withdraw or amend the DeVos regulations. Meanwhile in schools have moved toward adopting an uneven patchwork of policies in which some schools cover conduct (for example, off campus conduct) that DeVos excluded from the purview of Title IX under the ambit of "supplemental" conduct policies and procedures setting up policy confusion and inequalities for students of different schools.This course focuses on the legal, policy, and political issues surrounding sexual assault and harassment on college campuses. Each week we will read, dissect, compare and critique a set of readings that include social science, history, literature, legal, policy, journalism, and narrative explorations of the topic of campus sexual assault. We will explore the history of gender-based violence and the efforts to implement legal protections for survivors in the educational context. We will also study the basic legal frameworks governing campus assault, focusing on the relevant federal laws such as Title IX and the Clery Act. We will critically explore the ways that responses to this violence have varied by the race, class, gender identity, sexual orientation, and other characteristics of parties and institutions. We will hear from guest speakers who are actively involved in shaping policy and advocating in this area, including lawyers, activists, journalists, and policymakers. This year we will also host special guest speaker Chanel Miller, author of the bestselling memoir Know My Name. The subject matter of this course is sensitive, and students are expected to treat the material with maturity. Much of the reading and subject matter may be upsetting and/or triggering for students who identify as survivors. There is no therapeutic component for this course, although supportive campus resources and Title IX staff are available for those who need them.Elements used in grading: Grades will be based on class attendance, class participation, and a research paper or project and class presentation Enrollment is by INSTRUCTOR PERMISSION. Access the consent form here https://www-cdn.law.stanford.edu/wp-content/uploads/2021/01/20-21-Spr-LAW-7065-FEMGEN-143-SOC-188-One-in-Five-The-Law-Politics-and-Policy-of-Campus-Sexual-Assault-Michele-Landis-Dauber-Emma-Tsurkov-Consent-Form.docx or email etsurkov@stanford.edu to request a form via email. Applications will be reviewed on a rolling basis until the class is full. Demand for the class is high and participation is capped at 18. The class usually fills quickly, so make sure to apply early. Cross-listed with the Law School ( LAW 7065 and with Sociology ( SOC 188).
Same as: FEMGEN 143

SOC 189. Race and Immigration. 4-5 Units.

In the contemporary United States, supposedly race-neutral immigration laws have racially-unequal consequences. Immigrants from Mexico, Central America, and the Middle East are central to ongoing debates about who's includable, and who's excludable, from American society. These present-day dynamics mirror the historical forms of exclusion imposed on immigrants from places as diverse as China, Eastern Europe, Ireland, Italy, Japan, and much of Africa. These groups' varied experiences of exclusion underscore the long-time encoding of race into U.S. immigration policy and practice. Readings and discussions center on how immigration law has become racialized in its construction and in its enforcement over the last 150 years.
Same as: AFRICAAM 190, CSRE 189, SOC 289

SOC 190. Undergraduate Individual Study. 1-5 Unit.

Prior arrangement required.

SOC 190A. Social Impact Careers Intensive. 2 Units.

This course helps students make the transition from Stanford to careers with social impact. Perhaps you want to help lead an advocacy organization¿s issue campaigns, develop sustainable transportation policies for a city or contribute to growing a social enterprise. You will learn from alumni speakers working social impact fields, identify jobs that align with your interests and skills, build a personal network for your eventual job search, and become job-search ready through resume, cover letter and interviewing preparation. Through a variety of exercises, you will clarify and articulate your skills and the value you can bring to an organization. You will conduct informational interviews with people working in your fields of interest, to both learn more about relevant and make valuable connections. The teaching team includes a lead instructor with decades of experience in the social sector, the heads of public service career advising at the Haas Center and BEAM career educators.
Same as: URBANST 190A

SOC 191. Undergraduate Directed Research. 1-5 Unit.

Work on a project of student's choice under supervision of a faculty member. Prior arrangement required.

SOC 192. Undergraduate Research Apprenticeship. 1-5 Unit.

Work in an apprentice-like relationship with faculty on an on-going research project. Prior arrangement required.

SOC 193. Undergraduate Teaching Apprenticeship. 1-5 Unit.

Prior arrangement required.

SOC 194. Computational Undergraduate Research. 1-5 Unit.

Computational sociology research working with faculty on an on-going technical research project. Applications for position reviewed on a rolling basis.

SOC 196. Senior Thesis. 1-15 Unit.

Work on an honors thesis project under faculty supervision (see description of honors program). Must be arranged early in the year of graduation or before.

SOC 200. Junior/Senior Seminar for Majors. 4 Units.

For Sociology majors. Capstone course in which sociological problems are framed, linked to theories, and answers pursued through research designs. Independent research. How to formulate a research question; how to integrate theory and methods. Prerequisites: SOC 170, 180B.

SOC 201. Preparation for Senior Project. 5 Units.

First part of capstone experience for Urban Studies majors pursuing an internship-based research project or honors thesis. Assignments culminate in a research proposal, which may be submitted for funding. Students also identify and prepare for a related internship, normally to begin in Spring Quarter in URBANST 201B or in Summer. Research proposed in the final assignment may be carried out in Spring or Summer Quarter; consent required for Autumn Quarter research. Service Learning Course (certified by Haas Center).
Same as: URBANST 201

SOC 202. Junior Seminar: Preparation for Research. 5 Units.

Required of all juniors in Sociology who plan to write an honors thesis. Students write a research prospectus and grant proposal, which may be submitted for funding. Research proposal in final assignment may be carried out in Spring or Summer Quarter; consent required for Autumn Quarter research.

SOC 204. Capstone Research Seminar. 5 Units.

This course focuses on the sociological research and writing process and fulfills the Writing In the Major (WIM) requirement for Sociology majors. Students will write a substantial paper based on the research project developed in 202 or a project developed during the course. Students in the honors program or co-terms in the research track may incorporate their paper into their thesis. Sociology majors who are seniors may take SOC 204 as their sole WIM class, as a substitute for SOC 200, with no prerequisites required. The class is designed to support students as they complete an original research project during the quarter or a piece of a larger honors or master¿s thesis.

SOC 205. Education and Inequality: Big Data for Large-Scale Problems. 3-5 Units.

In this course, students will use data from the Stanford Education Data Archive (SEDA) to study the patterns, causes, consequences, and remedies of educational inequality in the US. SEDA is based on 200 million test score records, administrative data, and census data from every public school, school district, and community in the US. The course will include lectures, discussion, and small group research projects using SEDA and other data.
Same as: EDUC 107, EDUC 207, SOC 107E

SOC 205VP. Contested markets in the Brazilian Amazon Rainforest. 2-3 Units.

Strategies of environmental movements to contain domestic and foreign corporations that are viewed as major perpetrators of rainforest devastation and the socio-economic degradation of this vast region. Topics: Origins, roles and inter-relations among corporations (zero deforestation agreements in soybean agriculture and cattle ranching), the development of environmental law and the efficacy of government and NGO movements¿ strategies, and whether this emerging economy shapes social classes, groups, tribes, family life to further embed inequality and immobility. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Same as: EARTHSYS 205VP, SOC 105VP

SOC 207. China After Mao. 5 Units.

China's post-1976 recovery from the late Mao era; its reorientation toward an open market-oriented economy; the consequences of this new model and runaway economic growth for standards of living, social life, inequality, and local governance; the political conflicts that have accompanied these changes.
Same as: SOC 107

SOC 208. Political & Historical Sociology. 5 Units.

The differences between historical and sociological analysis of past events. The difference between constructing sociological explanations and describing past events. Topics include: the rise of Christianity, the mafia in a Sicilian village, the trade network of the East India Company.
Same as: SOC 108

SOC 211. State and Society in Korea. 4 Units.

20th-century Korea from a comparative historical perspective. Colonialism, nationalism, development, state-society relations, democratization, and globalization with reference to the Korean experience.
Same as: INTNLREL 143, SOC 111

SOC 214. Economic Sociology. 4 Units.

(Graduate students register for 214.) The sociological approach to production, distribution, consumption, and markets, emphasizing the impact of norms, power, social structure, and institutions on the economy. Comparison of classic and contemporary approaches to the economy among the social science disciplines. Topics: consumption, labor markets, organization of professions such as law and medicine, the economic role of informal networks, industrial organization, including the structure and history of the computer and popular music industries, business alliances, capitalism in non-Western societies, and the transition from state socialism in E. Europe and China.
Same as: SOC 114

SOC 216. Chinese Organizations and Management. 5 Units.

Seminar for advanced undergraduates and all graduate students.
Same as: SOC 116

SOC 217A. China Under Mao. 5 Units.

(Graduate students register for 217A.) The transformation of Chinese society from the 1949 revolution to the eve of China's reforms in 1978: creation of a socialist economy, reorganization of rural society and urban workplaces, emergence of new inequalities of power and opportunity, and new forms of social conflict during Mao's Cultural Revolution of 1966-69 and its aftermath.
Same as: SOC 117A

SOC 217B. Chinese Politics and Society. 3-5 Units.

(Doctoral students register for 317B.) This seminar surveys the major turning points that have shaped China's evolution since 1949. The topics covered include the Great Leap Forward, the Cultural Revolution, the political and economic turning point of the early 1980s, the political crisis of 1989, the restructuring of the state sector since the 1990s, and the patterns of protest that have accompanied the rapid social changes over the past three decades. We will conclude the course with current debates about China's future.
Same as: HISTORY 293F, HISTORY 393F, SOC 317B

SOC 218. Social Movements and Collective Action. 4 Units.

Why social movements arise, who participates in them, the obstacles they face, the tactics they choose, and how to gauge movement success or failure. Theory and empirical research. Application of concepts and methods to social movements such as civil rights, environmental justice, antiglobalization, and anti-war.
Same as: SOC 118

SOC 219. Understanding Large-Scale Societal Change: The Case of the 1960s. 5 Units.

The demographic, economic, political, and cultural roots of social change in the 60s; its legacy in the present U.S.
Same as: SOC 119

SOC 220. Interpersonal Relations. 4 Units.

(Graduate students register for 220.) Forming ties, developing norms, status, conformity, deviance, social exchange, power, and coalition formation; important traditions of research have developed from the basic theories of these processes. Emphasis is on understanding basic theories and drawing out their implications for change in a broad range of situations, families, work groups, and friendship groups.
Same as: SOC 120

SOC 221VP. Family and Society: A Comparative Approach (Israel & the US). 3 Units.

Families are changing: Non-marital partnerships such as cohabitation are becoming more common, marriage is delayed and fertility is declining. In this class we will learn about how families are changing in Israel and we will compare with the US and other countries. Reading materials include general theories as well as research published in scholarly journals. nnAfter reviewing general theories and major scholarly debates concerning issues of family change, we will turn to specific family processes and compare Israel, the US and other countries. We will ask how family transitions may differ for different population groups and at different stages of the life course, and we will tie family processes to current theories of gender. nnWe will cover a wide range of topics, from marriage and marital dissolution to cohabitation, LAT and remarriage. We will also discuss changes in women's labor force participation and how it bears on fertility, parenthood and household division of labor. Within each substantive topic we will survey the debates within contemporary scholarship and we will compare Israel and the US.
Same as: JEWISHST 132VP, SOC 121VP

SOC 223. Sex and Love in Modern U.S. Society. 3 Units.

Social influences on private intimate relations involving romantic love and sexuality. Topics include the sexual revolution, contraception, dating, hook-ups, cohabitation, sexual orientation, and changing cultural meanings of marriage, gender, and romantic love.
Same as: FEMGEN 123, SOC 123

SOC 224B. Relational Sociology. 4 Units.

Conversations, social relationships and social networks are the core features of social life. In this course we explore how conversations, relationships, and social networks not only have their own unique and independent characteristics, but how they shape one another and come to characterize many of the settings we enter and live in. As such, students will be introduced to theories and research methodologies concerning social interaction, social relationships, and social networks, as well as descriptions of how these research strands interrelate to form a larger relational sociology that can be employed to characterize a variety of social phenomenon. This course is suitable to advanced undergraduates and doctoral students.
Same as: EDUC 312

SOC 224VP. Social Inequalities and Poverty in Latin America with focus on Brazil. 3-5 Units.

The central goal of this course is to promote an academic debate and knowledge exchange about social inequalities and poverty in Latin America, with an emphasis on Brazil, analyzing their impact on the scope of politics, the design of social policies and the interests of society. It is based on an analysis of Angus Deaton's work (Nobel Prize in Economics, 2015), that develops an economic-historical study and points out the great economic and social transformations that affect the process of evolution of social and health inequalities. Thus, what is proposed here is an analysis of the mutation of inequalities throughout the history of humanity. Deaton's relevant contribution is his approach to the process of overcoming inequalities and poverty over the last three centuries. His work demonstrates that, although the advances in terms of economic growth and quality of life have been extraordinary, there are inequalities between different regions and countries around the world. From this contextualization, the aim of this course is to discuss a contemporary approach to social development centered on the ideas of Amartya Sen (Nobel Prize in Economics, 1998), with a focus on capabilities. Sen's innovative perspective establishes that development should be centered on individuals¿ freedom of choice.
Same as: SOC 124VP

SOC 226. Introduction to Social Networks. 4 Units.

(Graduate students register for 226.) Theory, methods, and research. Concepts such as density, homogeneity, and centrality; applications to substantive areas. The impact of social network structure on individuals and groups in areas such as communities, neighborhoods, families, work life, and innovations.
Same as: SOC 126

SOC 227. Bargaining, Power, and Influence in Social Interaction. 5 Units.

(Graduate students register for 227.) Research and theoretical work on bargaining, social influence, and issues of power and justice in social settings such as teams, work groups, and organizations. Theoretical approaches to the exercise of power and influence in social groups and related issues in social interaction such as the promotion of cooperation, effects of competition and conflict, negotiation, and intergroup relations. Enrollment limited to 40.
Same as: SOC 127

SOC 228. Introduction to Social Network Analysis. 5 Units.

(Graduate students register for SOC 228.) Theory and methods of network analysis in sociology (with an emphasis on social movements), anthropology, history, social psychology, economics, political science, and public health. Prerequisite: basic mathematics.
Same as: SOC 128

SOC 229X. Urban Education. 3-5 Units.

(Graduate students register for EDUC 212 or SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Same as: AFRICAAM 112, CSRE 112X, EDUC 112, EDUC 212, SOC 129X

SOC 230. Education and Society. 4-5 Units.

The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Same as: EDUC 120C, EDUC 220C, SOC 130

SOC 231. World, Societal, and Educational Change: Comparative Perspectives. 4-5 Units.

Theoretical perspectives and empirical studies on the structural and cultural sources of educational expansion and differentiation, and on the cultural and structural consequences of educational institutionalization. Research topics: education and nation building; education, mobility, and equality; education, international organizations, and world culture.
Same as: EDUC 136, EDUC 306D

SOC 232. Genetics and Society. 3 Units.

This course will focus on social science engagement with developments in genetic research, focusing on two key issues. First, social scientists are trying to figure out how genetic data can be used to help them better understand phenomena they have been long endeavoring to understand. Second, social scientists try to improve understanding of how social environments moderate, amplify, or attenuate genetic influences on outcomes.
Same as: EDUC 373

SOC 233A. Building and Leading Inclusive Organizations. 3 Units.

This course takes a problem-solving focus. Our main goal is to learn to design research-based interventions to improve diversity, equity and inclusion outcomes in organizations. U.S. society has become increasingly more diverse, and yet our organizations do not reflect that diversity. Further, even successful efforts to improve diversity are often not accompanied by a plan to create truly inclusive organizations that support a diverse workforce or student body. We will begin by comparing explanations for the lack of diversity and inclusion in modern organizations. We will then examine research that illustrates the cost to individuals and organizations for failing to leverage the diverse talent in our society. Guest speakers will share their challenges and successes in increasing diversity, equity, and inclusion (DEI) in the organizations where they work. Then, it will be your turn. Working in teams you will design your own research-based intervention to promote DEI at the organizational, team, and individual level and present your intervention to the class. Along the way, you will also learn effective strategies for navigating non-inclusive organizations and for being an effective change agent in your own environment.
Same as: SOC 133A

SOC 234. Research Seminar on Access to Justice. 1-5 Unit.

The functions and dysfunctions of modern legal systems. Topics include: official statements of the U.S. and the EU about the rights of parties to civil disputes; the roles of lawyers as gatekeepers and facilitators; the filtering process by which injuries and experiences become the basis for legal claims; access to and use of courts; the balance of power and advantage between individual persons and organizations in disputes. Prerequisite: advanced undergraduate or graduate standing, or consent of instructor.
Same as: SOC 334

SOC 235. Poverty, Inequality, and Social Policy in the United States. 3-4 Units.

Over the last three decades, inequality in America has increased substantially. Why has this happened, and what can be done about it? The course will begin by surveying the basic features of poverty, inequality, and economic mobility in the 21st century. From here we will discuss issues related to discrimination, education and schools, criminal justice, and the changing nature of the family as forces that shape inequality. We will also focus on the main social policy options for addressing inequality in the United States, including income support for the poor, taxing higher incomes, efforts to encourage philanthropy, and other institutional reforms.
Same as: SOC 135

SOC 236. Sociology of Law. 4 Units.

(Graduate students register for 236) This course explores major issues and debates in the sociology of law. Topics include historical perspectives on the origins of law; rationality and legal sanctions; normative decision making and morality; cognitive decision making; crime and deviance, with particular attention to the problem of mass incarceration; the "law in action" versus the "law on the books;" organizational responses to law, particularly in the context of sexual harassment and discrimination in education and employment; the roles of lawyers, judges, and juries; and law and social change with particular emphasis on the American civil rights movement. Special Instructions: Students are expected to attend a weekly TA-led discussion section in addition to lecture. Sections will be scheduled after the start of term at times when all students can attend. Paper requirements are flexible. Cross listed with the Law School (LAW 7511). See "Special Instructions" in course description above. Elements Used in Grading: Class participation, paper proposal, three short papers and a final paper (see syllabus for details).
Same as: SOC 136

SOC 236A. Law and Society. 5 Units.

Law and social inequality. Major sociological perspectives on where the law comes from, what law and justice systems do, and how they work.
Same as: SOC 136A

SOC 236B. Advanced Topics in Sociology of Law. 5 Units.

(Same as LAW 538.) Historical perspectives on the origins of law, rationality and legal sanctions, law on the books versus the law in action, crime and deviance, school desegregation, privitization of prisons, American civil rights, file sharing, jury decision making, the role of lawyers and judges, and cynicism about the American legal system.
Same as: SOC 136B

SOC 238. Market Oriented Policies in Education. 3-4 Units.

Introducing market dynamics in education remains a highly controversial policy issue. In this course we will discuss the main ideas supporting the market approach in education and the key arguments against these policies; we will also review some of the evidence concerning the effects of market policies in education such as privatization, vouchers, and school choice; and finally, we will study several issues related to market oriented reforms, such as performance accountability, school segregation, and peer effects in education.
Same as: EDUC 238

SOC 239. American Indians in Contemporary Society. 4 Units.

(Graduate students register for 239.) The social position of American Indians in contemporary American society, 1890 to the present. The demographic resurgence of American Indians, changes in social and economic status, ethnic identification and political mobilization, and institutions such as tribal governments and the Bureau of Indian Affairs. Recommended: 138 or a course in American history.
Same as: NATIVEAM 139, SOC 139

SOC 240. Introduction to Social Stratification. 3 Units.

(Graduate students register for 240.) The main classical and modern explanations of the causes of social, economic, and political inequality. Issues include: power; processes that create and maintain inequality; the central axes of inequality in contemporary societies (race, ethnicity, class, and gender); the consequences of inequality for individuals and groups; and how social policy can mitigate and exacerbate inequality. Cases include technologically simple groups, the Indian caste system, and the modern U.S.
Same as: SOC 140

SOC 240W. CPI Seminar. 1-2 Unit.

A workshop devoted to presenting ongoing research on poverty and inequality in the United States. Open to all students interested in (a) building a better infrastructure for monitoring poverty and inequality, (b) building cutting-edge models of the causes and consequences of poverty and inequality, and (b) building better policy to reduce poverty and inequality. Required for all National Poverty Fellows funded by the Stanford Center on Poverty and Inequality. May be repeat for credit starting 8/1/2016.
Same as: SOC 340W

SOC 241. Monitoring the Crisis. 4-5 Units.

A course devoted to understanding how people are faring as the country's health and economic crisis unfolds. The premise of the course is that, as important and valuable as surveys are, it's a capital mistake to presume that we know what needs to be asked and that fixed-response answers adequately convey the depth of what's happening. We introduce a new type of qualitative method that allows for discovery by capturing the voices of the people, learn what they're thinking and fearing, and understand the decisions they're making. Students are trained in immersive interviewing by completing actual interviews, coding and analyzing their field notes, and then writing reports describing what's happening across the country. These reports will be designed to find out who's hurting, why they're hurting, and how we can better respond to the crisis. Students interested should submit the following application: https://docs.google.com/forms/d/e/1FAIpQLSfdOZsnpOCg4zTRbVny0ikxpZEd1AFEEJh3K9KjvINyfbWMGw/viewformnnThe course is open to students who have taken it in earlier quarters, with repeating students allowed to omit the training sessions and, in lieu of those sessions, complete additional field work and writing. Field work will include unique interviews with new participants each lab period, along with corresponding coding, analyses, and reports.
Same as: PSYCH 145A, PUBLPOL 141, SOC 141, URBANST 149

SOC 241P. Public Interest Tech: Case Studies. 1 Unit.

What does public interest technology look like in practice? Each week, a guest speaker will present a case study of their work to improve government and public systems through innovative methods, data-driven efforts, emerging technology, and human-centered design. Students will reflect on the practicalities, ethics, and best practices of public interest technology work.
Same as: SOC 141P

SOC 242. Sociology of Gender. 3 Units.

The aim of this course is to provide students with an understanding of the sociological conceptualization of gender. Through the sociological lens, gender is not an individual attribute or a role, but rather a system of social practices that constructs two different categories of people men and women and organizes social interaction and inequality around this difference. First we will explore what ¿gender¿ is according to sociologists and the current state of gender inequality in the labor market, at home, and at school. We will then investigate how gender structures our everyday lives through the individual, interactional, and institutional levels. Finally, we will discuss avenues for reducing gender inequality. Throughout the course, we will prioritize reading, evaluating, and questioning sociological theory and research on gender.".
Same as: FEMGEN 142, FEMGEN 242, SOC 142

SOC 244. Inequality and the Workplace. 5 Units.

How characteristics of workplaces, such as hiring practices, workforce diversity, organizational policies and legal mandates, produce variation in inequality. Examines the sources, extent, and consequences of workplace inequality across gender, racial and ethnic lines. Topics include earnings, social status, geographical location, and opportunities for people in the workforce.
Same as: SOC 144

SOC 245. Race and Ethnic Relations in the USA. 4 Units.

(Graduate students register for 245.) Race and ethnic relations in the U.S. and elsewhere. The processes that render ethnic and racial boundary markers, such as skin color, language, and culture, salient in interaction situations. Why only some groups become targets of ethnic attacks. The social dynamics of ethnic hostility and ethnic/racial protest movements.
Same as: CSRE 145, SOC 145

SOC 246A. Ethnographies of Race, Crime, and Justice. 4-5 Units.

This course provides graduate students with a survey introduction to influential ethnographic and interview-based sociological research on race, crime, and justice. Recent social movements such as the Movement for Black Lives have drawn attention to the problem of mass criminalization in the U.S. These movements have underscored the centrality of the criminal legal system in defining race in America. Each week, students will read ethnographic books and journal articles on the role of race and racism in different dimensions of the criminal legal process from policing to court processing to incarceration written in the early twentieth century to the present. In addition to gaining foundational knowledge on the key debates within the sociological and criminological literature, students will also gain important insight into the most rigorous qualitative social science methods for studying these topics, and how these methods have changed over time.
Same as: SOC 346A

SOC 247. Race and Ethnicity Around the World. 4 Units.

(Graduate students register for 247.) How have the definitions, categories, and consequences of race and ethnicity differed across time and place? This course offers a historical and sociological survey of racialized divisions around the globe. Case studies include: affirmative action policies, policies of segregation and ghettoization, countries with genocidal pasts, invisible minorities, and countries that refuse to count their citizens by race at all.
Same as: CSRE 147A, SOC 147

SOC 249. The Urban Underclass. 4 Units.

(Graduate students register for 249.) Recent research and theory on the urban underclass, including evidence on the concentration of African Americans in urban ghettos, and the debate surrounding the causes of poverty in urban settings. Ethnic/racial conflict, residential segregation, and changes in the family structure of the urban poor.
Same as: CSRE 149A, SOC 149, URBANST 112

SOC 250. Race and Political Sociology. 3 Units.

How race informs the theories and research within political sociology. The state's role in creation and maintenance of racial categories, the ways in which racial identity motivates political actors, how race is used to legitimate policy decisions, comparisons across racial groups. Emphasis on understanding the ways race operates in the political arena.
Same as: CSRE 150, SOC 150

SOC 251. From the Cradle to the Grave: How Demographic Processes Shape the Social World. 4-5 Units.

(Graduate students register for 251 and 5 units. Undergraduates register for 151 and 4 units.) Comparative analysis of historical, contemporary, and anticipated demographic change. Draws on case studies from around the world to explore the relationship between social structure and population dynamics. Introduces demographic measures, concepts and theory. Course combines lecture and seminar-style discussion.
Same as: SOC 151

SOC 252. The Social Determinants of Health. 4 Units.

Our social and physical environments are widely recognized as playing a central role in shaping patterns of health and disease within and across populations. Across disciplines, a key question has been: How does the social environment ¿gets under the skin to influence health? In this course, we will explore how social scientists, epidemiologists, public health experts, and physicians tackle this question. Reflecting both qualitative and quantitative approaches, we will draw on literatures in social science, public health, and medicine to understand the processes through which our environments shape health outcomes. We will examine a number of key social determinants of health, wellness and illness. These determinants include socioeconomic status, gender. race/ethnicity, religious affiliation, neighborhoods, environments, social relationships, and health care. We will also discuss a host of mechanisms through which these factors are hypothesized to influence health, such as stress, lifestyle, and access to health resources. An overall theme will be how contextual factors that adversely affect health are inequitably distributed and thereby fuel health disparities. Through all of this, we will assess the promise of public policy, planning and research for generating more equitable health outcomes across society.
Same as: SOC 152

SOC 254. Welfare State. 4-5 Units.

This seminar introduces students to the key literature, questions, and debates about the modern welfare state. Emergence, growth, and purported demise of the welfare state. American welfare state in comparative perspective. Social and political factors affecting state development including political parties, labor markets, gender, demographic change, and immigration.
Same as: SOC 354

SOC 254C. The Politics of Algorithms. 4-5 Units.

Algorithms have become central actors in today's digital world. In areas as diverse as social media, journalism, education, healthcare, and policing, computing technologies increasingly mediate communication processes. This course will provide an introduction to the social and cultural forces shaping the construction, institutionalization, and uses of algorithms. In so doing, we will explore how algorithms relate to political issues of modernization, power, and inequality. Readings will range from social scientific analyses to media coverage of ongoing controversies relating to Big Data. Students will leave the course with a better appreciation of the broader challenges associated with researching, building, and using algorithms.
Same as: COMM 154, COMM 254, CSRE 154T, SOC 154

SOC 255. The Changing American Family. 4 Units.

Family change from historical, social, demographic, and legal perspectives. Extramarital cohabitation, divorce, later marriage, interracial marriage, and same-sex cohabitation. The emergence of same-sex marriage as a political issue. Are recent changes in the American family really as dramatic as they seem? Theories about what causes family systems to change.
Same as: FEMGEN 155, FEMGEN 255, SOC 155

SOC 256A. The Changing American City. 4 Units.

After decades of decline, U.S. cities today are undergoing major transformations. Young professionals are flocking to cities instead of fleeing to the suburbs. Massive increases in immigration have transformed the racial and ethnic diversity of cities and their neighborhoods. Public housing projects that once defined the inner city are disappearing, and crime rates have fallen dramatically. Do these changes signal the end of residential segregation and urban inequality? Who do these changes benefit? This course will explore these issues and strategies to address them through readings and discussion, analyzing a changing neighborhood in a major city in the Bay Area in groups (which will include at least one site visit), and studying a changing neighborhood or city of their choice for their final project. The course does not have pre-requisites.
Same as: CSRE 156, SOC 156A, URBANST 156A

SOC 258B. Quasi-Experimental Research Design & Analysis. 3-5 Units.

This course surveys quantitative methods to make causal inferences in the absence of randomized experiment including the use of natural and quasi-experiments, instrumental variables, regression discontinuity, fixed effects estimators, and difference-in-differences. We emphasize the proper interpretation of these research designs and critical engagement with their key assumptions for applied researchers. Prerequisites: Prior training in multivariate regression (e.g., ECON 102B or the permission of the instructor).
Same as: EDUC 430B

SOC 258C. Using Data to Describe the World: Descriptive Social Science Research Techniques. 3-5 Units.

This course focuses on the skills needed to conduct theoretically-informed and policy-relevant descriptive social science. Students read recent examples of rigorous descriptive quantitative research that exemplifies the use of data to describe important phenomena related to educational and social inequality. The course will help develop skills necessary to conceptualize, operationalize, and communicate descriptive research, including techniques related to measurement and measurement error, data harmonization, data reduction, and visualization. Students develop a descriptive project during the course. Prerequisite: satisfactory completion of a course in multivariate regression.
Same as: EDUC 430C

SOC 259. Social and Cultural Dimensions of Global Indigeneity. 4 Units.

This course will expose students to the rise of a world-wide indigenous identity, common themes embraced by indigenous people, and common challenges these groups confront when dealing with the larger social environment that surrounds them. Topics to be covered include tribal sovereignty, rights, and recognition; language preservation; the maintenance of cultural integrity and ethnic authenticity; cultural production and the commodification of indigenous culture; literary traditions; indigenous social movements; natural resources and land disputes; and the disadvantaged social position that these groups typically occupy.
Same as: SOC 159

SOC 260. Formal Organizations. 4 Units.

(Graduate students register for 260.) The roles of formal organizations in production processes, market transactions, and social movements; and as sources of income and ladders of mobility. Relationships of modern organizations to environments and internal structures and processes. Concepts, models, and tools for analyzing organizational phenomena in contemporary societies. Sources include the literature and case studies.
Same as: SOC 160

SOC 261. The Social Science of Entrepreneurship. 4 Units.

(Graduate students register for 261.) Who is likely to become an entrepreneur and where is entrepreneurship likely to occur? Classic and contemporary theory and research. Interaction with expert practitioners in creating entrepreneurial opportunities including venture and corporate capitalists. The role of culture, markets, hierarchies, and networks. Market creation and change, and factors that affect success of new organizations. Field projects on entrepreneurial environments such as technology licensing offices, entrepreneurial development organizations, venture capital firms, and corporate venturing groups.
Same as: SOC 161

SOC 262. The Social Regulation of Markets. 3 Units.

Social and political forces that shape market outcomes. The emergence and creation of markets, how markets go wrong, and the roles of government and society in structuring market exchange. Applied topics include development, inequality, globalization, and economic meltdown. Preference to Sociology majors and Sociology coterm students.
Same as: SOC 162

SOC 263. Foundations of Organizational Theory. 5 Units.

Foundational material in organizational theory literature.
Same as: SOC 163

SOC 264. Immigration and the Changing United States. 4 Units.

The role of race and ethnicity in immigrant group integration in the U.S. Topics include: theories of integration; racial and ethnic identity formation; racial and ethnic change; immigration policy; intermarriage; hybrid racial and ethnic identities; comparisons between contemporary and historical waves of immigration.
Same as: CHILATST 164, CSRE 164, SOC 164

SOC 265. Seminar on the Everday Lives of Immigrants. 5 Units.

Everyday experience of immigrants and the immigrant second generation through the ethnographic lens. Ethnographies that focus on the immigrant experience. Limited enrollment.
Same as: SOC 165

SOC 266. Mexicans, Mexican Americans, and Chicanos in American Society. 5 Units.

Contemporary sociological issues affecting Mexican-origin people in the U.S. Topics include: the immigrant experience, immigration policy, identity, socioeconomic integration, internal diversity, and theories of incorporation.
Same as: CHILATST 166, SOC 166

SOC 267A. Asia-Pacific Transformation. 4 Units.

Post-WW II transformation in the Asia-Pacific region, with focus on the ascent of Japan, the development of newly industrialized capitalist countries (S. Korea and Taiwan), the emergence of socialist states (China and N. Korea), and the changing relationship between the U.S. and these countries.
Same as: INTLPOL 244D, SOC 167A

SOC 268. Global Organizations: The Matrix of Change. 4 Units.

We learn how to apply analytical tools from the social sciences to organizations, and study how to design effective organizations and projects within and across institutional settings. A variety of organizations are included and how they deal with strategy changes and accountability. The theme for this year's class is on accountability of non-profit organizations such as Doctors Without Borders, The International Rescue Committee and The Red Cross. Recommended: FINANCE 377, MS&E 180, SOC 160, ECON 149, or MGTECON 330.
Same as: PUBLPOL 168, PUBLPOL 268, SOC 168

SOC 270. Classics of Modern Social Theory. 4 Units.

(Graduate students register for 270). Sociologists seek to understand how society works, specifically: how social life is organized, changed, and maintained. Sociological theory provides hypotheses for explaining social life. All empirical research in sociology is enriched by, and has some basis in, sociological theories. This course introduces students to the earliest sociological theories and the thinkers who developed them. Specifically, we will discuss the work of W.E.B. Du Bois, Emile Durkheim, Max Weber, and Karl Marx. We will compare and contrast how they thought about important modern-day social realities such as capitalism, racism, crime, religion, and social cohesion. We will consider how these early theories and thinkers influence the way sociologists think about and study the social world today.
Same as: SOC 170

SOC 273. Gender and Higher Education: National and International Perspectives. 3-4 Units.

This course examines the ways in which higher education structures and policies interact with gender, gender identity, and other characteristics in the United States, around the world, and over time. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. Topics include undergraduate and graduate education; identity and sexuality; gender and science; gender and faculty; and feminist scholarship and pedagogy.
Same as: EDUC 173, EDUC 273, FEMGEN 173, SOC 173

SOC 276. The Social Life of Neighborhoods. 3-5 Units.

How do neighborhoods come to be? How and why do they change? What is the role of power, money, race, immigration, segregation, culture, government, and other forces? In this course, students will interrogate these questions using literatures from sociology, geography, and political science, along with archival, observational, interview, and cartographic (GIS) methods. Students will work in small groups to create content (e.g., images, audio, and video) for a self-guided ¿neighborhood tour,¿ which will be added to a mobile app and/or website.
Same as: AFRICAAM 76B, CSRE 176B, SOC 176, URBANST 179

SOC 277D. Economic Elites in the 21st Century. 3-5 Units.

Elites have gained disproportionately from the growth of the global economy over the past two decades, leading to serious concerns about inequality and to protests against the 1% in several countries. This course addresses the role of economic elites in the world economy and their relationship to global inequality. Topics include the evolution and consequences of global inequality, the composition of economic elites in various countries, and economic elites¿ impact on politics, education, culture, and the economy in the US and abroad. We also discuss potential solutions to global inequality.
Same as: SOC 177D

SOC 278. Introduction to Computational Social Science. 3 Units.

With a vast amount of data now collected on our online and offline actions -- from what we buy, to where we travel, to who we interact with -- we have an unprecedented opportunity to study complex social systems. This opportunity, however, comes with scientific, engineering, and ethical challenges. In this hands-on course, we develop ideas from computer science and statistics to address problems in sociology, economics, political science, and beyond. We cover techniques for collecting and parsing data, methods for large-scale machine learning, and principles for effectively communicating results. To see how these techniques are applied in practice, we discuss recent research findings in a variety of areas. Prerequisites: introductory course in applied statistics, and experience coding in R, Python, or another high-level language.
Same as: MS&E 231

SOC 279. Law, Order, & Algorithms. 3 Units.

Human decision making is increasingly being displaced by predictive algorithms. Judges sentence defendants based on statistical risk scores; regulators take enforcement actions based on predicted violations; advertisers target materials based on demographic attributes; and employers evaluate applicants and employees based on machine-learned models. One concern with the rise of such algorithmic decision making is that it may replicate or exacerbate human bias. This course surveys the legal and ethical principles for assessing the equity of algorithms, describes statistical techniques for designing fair systems, and considers how anti-discrimination law and the design of algorithms may need to evolve to account for machine bias. Concepts will be developed in part through guided in-class coding exercises. Admission is by consent of instructor and is limited to 20 students. To enroll in the class, please complete the course application by March 20, available at: https://5harad.com/mse330/. Grading is based on response papers, class participation, and a final project. Prerequisite: CS 106A or equivalent knowledge of coding.
Same as: CS 209, CSRE 230, MS&E 330

SOC 279A. Crime and Punishment in America. 4-5 Units.

This course provides a comprehensive introduction to the way crime has been defined and punished in the United States. Recent social movements such as the Movement for Black Lives have drawn attention to the problem of mass incarceration and officer-involved shootings of people of color. These movements have underscored the centrality of the criminal justice system in defining citizenship, race, and democracy in America. How did our country get here? This course provides a social scientific perspective on America¿s past and present approach to crime and punishment. Readings and discussions focus on racism in policing, court processing, and incarceration; the social construction of crime and violence; punishment among the privileged; the collateral consequences of punishment in poor communities of color; and normative debates about social justice, racial justice, and reforming the criminal justice system. Students will learn to gather their own knowledge and contribute to normative debates through a field report assignment and an op-ed writing assignment.
Same as: AFRICAAM 179A, CSRE 179A, SOC 179A

SOC 280A. Foundations of Social Research. 4 Units.

Formulating a research question, developing hypotheses, probability and non-probability sampling, developing valid and reliable measures, qualitative and quantitative data, choosing research design and data collection methods, challenges of making causal inference, and criteria for evaluating the quality of social research. Emphasis is on how social research is done, rather than application of different methods. Limited enrollment; preference to Sociology and Urban Studies majors, and Sociology coterms.
Same as: CSRE 180A, SOC 180A

SOC 280B. Introduction to Data Analysis. 4 Units.

Preference to Sociology majors and minors. Enrollment for non-sociologists will open two weeks after winter enrollment begins. Methods for analyzing and evaluating quantitative data in sociological research. Students will be taught how to run and interpret multivariate regressions, how to test hypotheses, and how to read and critique published data analyses.
Same as: CSRE 180B, SOC 180B

SOC 281. Natural Language Processing & Text-Based Machine Learning in the Social Sciences. 4 Units.

Digital communications (including social media) are the largest data sets of our time, and most of it is text. Social scientists need to be able to digest small and big data sets alike, process it and extract psychological insight. This applied and project-focused course introduces students to a Python codebase developed to facilitate text analysis in the social sciences (see dlatk.wwbp.org -- knowledge of Python is helpful but not required). The goal is to practice these methods in guided tutorials and project-based work so that the students can apply them to their own research contexts and be prepared to write up the results for publication. The course will provide best practices, as well as access to and familiarity with a Linux-based server environment to process text, including the extraction of words and phrases, topics and psychological dictionaries. We will also practice the use of machine learning based on text data for psychological assessment, and the further statistical analysis of language variables in R. Familiarity with Python is helpful but not required. Basic familiarity with R is expected. The ability to wrangle data into a spreadsheet-like format is expected. A basic introduction to SQL will be given in the course. Familiarity with SSH and basic Linux is helpful but not required. Understanding of regression is expected.
Same as: PSYCH 290, SYMSYS 195T

SOC 281B. Sociological Methods: Statistics. 5 Units.

(Graduate students register for 281B.) Statistical methods of relevance to sociology: contingency tables, correlation, and regression.
Same as: SOC 181B

SOC 289. Race and Immigration. 4-5 Units.

In the contemporary United States, supposedly race-neutral immigration laws have racially-unequal consequences. Immigrants from Mexico, Central America, and the Middle East are central to ongoing debates about who's includable, and who's excludable, from American society. These present-day dynamics mirror the historical forms of exclusion imposed on immigrants from places as diverse as China, Eastern Europe, Ireland, Italy, Japan, and much of Africa. These groups' varied experiences of exclusion underscore the long-time encoding of race into U.S. immigration policy and practice. Readings and discussions center on how immigration law has become racialized in its construction and in its enforcement over the last 150 years.
Same as: AFRICAAM 190, CSRE 189, SOC 189

SOC 290. Coterminal MA individual study. 1-5 Unit.

Prior arrangement required.

SOC 291. Coterminal MA directed research. 1-5 Unit.

Work on a project of student's choice under supervision of a faculty member. Prior arrangement required.

SOC 292. Coterminal MA research apprenticeship. 1-5 Unit.

Work in an apprentice-like relationship with faculty on an on-going research project. Prior arrangement required.

SOC 297. Globalization and Higher Education. 3-4 Units.

This course examines the expansion, impact, and organization of higher education across the world. This course engages students with sociological theory and comparative research on global and national sources of influence on higher education developments, e.g. admissions criteria, curricular content, governance structure.. At the end of the course students should be able to compare and contrast developments across countries.
Same as: EDUC 349

SOC 298. The Social Psychology of Contemporary American Politics. 4 Units.

Where do individuals' political attitudes and behaviors come from, and how can they be changed? In this class we will read and discuss cutting-edge research from social psychology, sociology, and political science on topics such as polarization, persuasion, elitism, social activism, and racial resentment. A central idea of the class is that social and psychological factors powerfully influence political views, and research in this area can help to understand our often confusing political landscape. Additionally, understanding the causal architecture of political attitudes and behavior is essential for taking effective political action, especially in this time of deep and growing political divides. Enrollment is permission by instructor only: please email: willer@stanford.edu.
Same as: SOC 398

SOC 300. Workshop: The Art and Joy of Teaching. 2 Units.

Note: for first-year Sociology Doctoral Students only. This class will prepare you to teach Stanford students in your role as a TA or instructor. It rests on the idea that teaching is both an art to learn and cultivate, and a source of great joy and personal meaning during your graduate career and beyond. The course¿s main goal is to help you become an effective instructor in your day-to-day teaching, covering skills such as how to deliver a powerful lecture, lead an engaging discussion section, build an inclusive classroom, describe your personal pedagogy to others, juggle teaching logistics and competing demands, and make the best use of technology and campus resources. You will also discover that teaching is, above all, a deeply personal process that should take into account the different backgrounds, stories, and learning styles of both students and instructors to enable students to flourish academically and personally. Throughout this class, we will explore different philosophies and ways of teaching so that you can cultivate and employ your own, personalized pedagogy. It is my hope that you will use this course as a springboard to embark on your own teaching journey. With a growth mindset and the right tools in our hands, we can begin to both transform and be transformed by our students: this is the art and joy of teaching.

SOC 301. Play and Games. 3-4 Units.

Social life would be unimaginable without play and games. Students will be introduced to social theories of play and games; the history of games and their variation; readings concerned with how play and games affect interaction and socialization; how race and gender are enacted in and through play and games; how play and games relate to creativity and innovation; and how games can be designed for engrossment and the accomplishment of various tasks and learning goals. Course intended mainly for doctoral students, though master¿s and undergraduate students are welcome. This is a new course, so please expect collaboration with instructor and other students to shape the course content.
Same as: EDUC 414

SOC 302. Introduction to Data Science. 3-5 Units.

Social scientists can benefit greatly from utilizing new data sources like electronic administration records or digital communications, but they require tools and techniques to make sense of their scope and complexity. This course offers the opportunity to understand and apply popular data science techniques regarding data visualization, data reduction and data analysis.
Same as: EDUC 143, EDUC 423

SOC 302A. Introduction to Data Science I: Data Processing. 3-4 Units.

Quantitative data require considerable work before they are ready to be analyzed: they are often messy, incomplete and potentially biased. This course is designed to help you thoughtfully collect, manage, clean and represent data so it can offer substantive information researchers can act upon. In our weekly sessions you will take a critical and reflective approach to these tasks and learn the technical skills needed to get your data into shape. Education and social science datasets will be our focus.
Same as: EDUC 423A

SOC 302B. Introduction to Data Science II: Machine learning. 3-4 Units.

This course centers on the question of how you can use various data science techniques to understand social phenomena. Applied to education and social science topics, the course will introduce you to supervised and unsupervised machine learning algorithms, new data, and provide you the skills to thoughtfully evaluate and assess machine learning performance and implications.
Same as: EDUC 423B

SOC 304. Experimental Methods in the Social Sciences. 4 Units.

This course will introduce students to the logic, design, and implementation of experiments for social science research. We will begin by developing an understanding of how experimental research designs can address some of the central threats to causal identification, such as selection and omitted variables bias. Students will then engage with scholarship that has utilized experimental research designs to produce theoretical insights about topics ranging from social stratification to the dynamics of cultural markets to political mobilization. This course will also cover techniques for analyzing experimental data, strategies for dealing with noncompliance, and combining experiments with other methods of inquiry. The course will culminate with students developing an experimental research design proposal related to their own scholarly interests. While a basic understanding of statistics is necessary for this course, the emphasis will be on research design.

SOC 305. Graduate Proseminar. 1 Unit.

For first-year Sociology doctoral students only, Introduction and orientation to the field of Sociology. May be repeat for credit.

SOC 308. Social Demography. 4-5 Units.

For graduate students and advanced undergraduates. Topics: models of fertility behavior, migration models, stable population theory, life table analysis, data sources, and measurement problems. How population behavior affects social processes, and how social processes influence population dynamics. Recommended: sociological research methods; basic regression analysis and log linear models.

SOC 309. Nations and Nationalism. 3-5 Units.

The nation as a form of collective identity in the modern era. Major works in the study of nations and nationalism from comparative perspectives with focus on Europe and E. Asia.

SOC 310. Political Sociology. 4-5 Units.

Theory and research on the relationship between social structure and politics. Social foundations of political order, the generation and transformation of ideologies and political identities, social origins of revolutionary movements, and social consequences of political revolution. Prerequisite: doctoral student.

SOC 311A. Workshop: Comparative Studies of Educational and Political Systems. 1-5 Unit.

Analysis of quantitative and longitudinal data on national educational systems and political structures. May be repeated for credit. Prerequisite: consent of instructor.
Same as: EDUC 387

SOC 312G. Careers and Organizations. 3 Units.

The careers of individuals are shaped by their movement within and between organizations, whether those be established employers or entrepreneurial ventures. Conversely, organizations of all sizes are shaped by the flows of individuals through them as individuals construct careers by pursuing different opportunities. This course will examine sociological and economic theory and research on this mutually constitutive relationship. Possible topics include inequality and attainment processes, internal labor markets, mobility dynamics, individual and organizational learning, ecological influences, gender and racial segregation, discrimination, and entrepreneurship as a career process.

SOC 312W. Workshop: Political Sociology, Social Movements, and Collective Action. 1-2 Unit.

Faculty and student presentations of ongoing research on topics including: social movement and organizations, and the relationship between them; democracy movements; legislative and policy outcomes; and collective action tactics, strategies, and trajectories. May be repeated for credit. Restricted to Sociology doctoral students; others by consent of instructor.

SOC 314. Economic Sociology. 4-5 Units.

Classical and contemporary literature covering the sociological approach to markets and the economy, and comparing it to other disciplines. Topics: consumption, labor, professions, industrial organization, and the varieties of capitalism; historical and comparative perspectives on market and non-market provision of goods and services, and on transitions among economic systems. The relative impact of culture, institutions, norms, social networks, technology, and material conditions. Prerequisite: doctoral student status or consent of instructor. Please note: Lecture and discussion section are both required.

SOC 315W. Workshop: Economic Sociology and Organizations. 1-2 Unit.

Theory, methods, and research in the sociology of the economy and of formal organizations, through presentations of ongoing work by students, faculty, and guest speakers, and discussion of recent literature and controversies. May be repeated for credit. Restricted to Sociology doctoral students; others by consent of instructor.

SOC 316. Historical and Comparative Sociology. 4-5 Units.

Theory and research on macro-historical changes of sociological significance such as the rise of capitalism, the causes and consequences of revolutions, and the formation of the modern nation state and global world system. Methodological issues in historical and comparative sociology.

SOC 317B. Chinese Politics and Society. 3-5 Units.

(Doctoral students register for 317B.) This seminar surveys the major turning points that have shaped China's evolution since 1949. The topics covered include the Great Leap Forward, the Cultural Revolution, the political and economic turning point of the early 1980s, the political crisis of 1989, the restructuring of the state sector since the 1990s, and the patterns of protest that have accompanied the rapid social changes over the past three decades. We will conclude the course with current debates about China's future.
Same as: HISTORY 293F, HISTORY 393F, SOC 217B

SOC 317W. Computational Sociology. 1-2 Unit.

Yearlong workshop where doctoral students are encouraged to collaborate with peers and faculty who share an interest in employing computational techniques in the pursuit of researching social network dynamics, text analysis, histories, and theories of action that help explain social phenomena. Students present their own research and provide helpful feedback on others' work. Presentations may concern dissertation proposals, grants, article submissions, book proposals, datasets, methodologies and other texts. Repeatable for credit.
Same as: EDUC 317

SOC 318. Social Movements and Collective Action. 4-5 Units.

Topics: causes, dynamics, and outcomes of social movements; organizational dimensions of collective action; and causes and consequences of individual activism.

SOC 319. Ethnographic Methods. 1-5 Unit.

This course offers an introduction to the practice and politics of ethnographic fieldwork. It provides a "how to" of ethnographic research, in which students will conduct an ethnographic project of their own, complemented by weekly readings and discussions. In the process, we will discuss the theory and epistemology of fieldwork, along with the practicalities and politics of fieldwork in different domains. We will examine different stages of ethnographic research (entering the field, conducting and recording fieldwork, exiting the field and writing it up), different methods (observations, interviews, "going along"), as well as distinct styles of ethnographic work (virtual ethnography, organizational ethnography, narrative ethnography, etc.). The course will serve as a participative workshop for students to exchange field notes, share practical advice, and consolidate their research interests. Prerequisite: Must be Communication student, or obtain approval from instructor.
Same as: COMM 314

SOC 320. Foundations of Social Psychology. 4-5 Units.

Major theoretical perspectives, and their assumptions and problems, in interpersonal processes and social psychology. Techniques of investigation and methodological issues. Perspectives: symbolic interaction, social structure and personality, and cognitive and group processes.

SOC 321. Nonprofits, Philanthropy & Society. 3-4 Units.

Over the past several decades nonprofit organizations have become increasingly central entities in society, and with this growing status and importance their roles are increasingly complex.We consider the social, political and economic dynamics of philanthropy and the nonprofit sector, focusing mainly (but not exclusively) on the US. The class is best suited for graduate students looking for an advanced analytic understanding of the sector and those wishing to conduct research in the field; it is not intended to provide training in nonprofit management.
Same as: EDUC 321, PUBLPOL 321

SOC 321W. Workshop: Social Psychology and Gender. 1-2 Unit.

Advanced graduate student workshop in social psychology. Current theories and research agendas, recent publications, and presentations of ongoing research by faculty and students. May be repeated for credit. Prerequisite: consent of instructor.

SOC 323. Sociology of the Family. 4-5 Units.

Sociological research on changing family forms. Topics include courtship, marriage, fertility, divorce, conflict, relationship skills and satisfaction, gender patterns, power relations within the family, and class and race differences in patterns. Enrollment limited to graduate students.

SOC 324. Social Networks. 3-5 Units.

How the study of social networks contributes to sociological research. Application of core concepts to patterns of relations among actors, including connectivity and clusters, duality of categories and networks, centrality and power, balance and transitivity, structural equivalence, and blockmodels. Friendship and kinship networks, diffusion of ideas and infectious diseases, brokerage in markets and organizations, and patronage and political influence in historical contexts.

SOC 325W. Workshop: Graduate Family. 1-2 Unit.

PhD students will present their own work weekly, and read and critique the research-in-progress of their peers on issues of family, household structure, interpersonal relationships, marriage, demography, survey data, demographic methods, statistical methods, and related fields. May be repeat for credit starting 8/1/2016.

SOC 326. New Media and Journalism. 1-5 Unit.

New media technologies are transforming how people create and consume information. In this course, we study journalism as an organized field of practice to examine what digital technologies change -- and what they don't change -- about production, diffusion, and reception of news around the globe. The course will cover topics such as changing professional boundaries in a networked environment; the decentralization of news production with social media platforms; the changes in editorial judgement related to automation; the construction of algorithmic audiences; and the promises and challenges associated with data journalism. Moving beyond simplistic analyses of the internet as a universal explanation for all changes in journalism, this course explores how new technologies interact with existing practices, representations, and institutions.
Same as: COMM 350

SOC 327. Frontiers of Social Psychology. 1-5 Unit.

Advanced topics, current developments, theory, and empirical research. Possible topics include social identity processes, status beliefs and processes, social exchange, affect and social cohesion, legitimacy, social difference and inequality, norms, and social dilemmas.

SOC 328. The Sociology of Work and Employment. 4 Units.

Work and employment have the ability to promote economic security as well as reinforce poverty, provide meaning as well as induce alienation, generate collaboration as well as reproduce difference. Indeed, work and employment are central components of the human experience and structure significant portions of our lives. This course introduces students to current theoretical and empirical issues in sociological scholarship on work and employment. The substantive topics covered in this course will include job search and finding work, the hiring process, changing employment relations, job loss and unemployment, racial and gender stratification at work, unpaid labor and care work, as well as work and family intersections. Theoretical and methodological innovation in recent scholarship will be highlighted throughout the course. The course will culminate with students developing a proposal for a research project designed to address a significant gap in existing scholarship on work and employment.

SOC 330. Sociology of Science. 3-4 Units.

The sociology of science concerns the social structures and practices by which human beings interpret, use and create intellectual innovations. In particular we will explore the claim that scientific facts are socially constructed and ask whether such a characterization has limits. Course readings will concern the formation and decline of various thought communities, intellectual social movements, scientific disciplines, and broader research paradigms. A special focus will be placed on interdisciplinarity as we explore whether the collision of fields can result in new scientific advances. This course is suitable to advanced undergraduates and doctoral students.
Same as: EDUC 120, EDUC 320, STS 200Q

SOC 331. The Conduct of Qualitative Inquiry. 3-4 Units.

Two quarter sequence for doctoral students to engage in research that anticipates, is a pilot study for, or feeds into their dissertations. Prior approval for dissertation study not required. Students engage in common research processes including: developing interview questions; interviewing; coding, analyzing, and interpreting data; theorizing; and writing up results. Participant observation as needed. Preference to students who intend to enroll in 327C.
Same as: EDUC 327A

SOC 332. Sociology of Education. 3-5 Units.

Seminar. Key sociological theories and empirical studies of of the relationship between education and other major social institutions, focusing on drivers of educational change, the organizational infrastructures of education, and the implication of education in processes of social stratification. Targeted to doctoral students.
Same as: EDUC 310

SOC 333. Law and Wikinomics: The Economic and Social Organization of the Legal Profession. 1-5 Unit.

(Graduate and Law students enroll in 333.) Seminar. Emphasis is on the labor market for large-firm lawyers, including the market for entry-level lawyers, attorney retention and promotion practices, lateral hiring of partners, and increased use of forms of employment such as the non-equity form of partnership. Race and gender discrimination and occupational segregation; market-based pressure tactics for organizational reform. Students groups collect and analyze data about the profession and its markets. Multimedia tools for analysis and for producing workplace reforms. May be repeated for credit. Prerequisite: consent of instructor.
Same as: SOC 133

SOC 334. Research Seminar on Access to Justice. 1-5 Unit.

The functions and dysfunctions of modern legal systems. Topics include: official statements of the U.S. and the EU about the rights of parties to civil disputes; the roles of lawyers as gatekeepers and facilitators; the filtering process by which injuries and experiences become the basis for legal claims; access to and use of courts; the balance of power and advantage between individual persons and organizations in disputes. Prerequisite: advanced undergraduate or graduate standing, or consent of instructor.
Same as: SOC 234

SOC 336. Sociology of Law. 3-5 Units.

Sociological examination of law as a mechanism of social regulation and as a field of knowledge. Explores classical and contemporary theoretical and empirical contributions to the sociology of law. Law and social control, law and social change, social reality of the law, the profession and practice of law, legal mobilization, and the influence of race, gender, and social status in legal decisions and processes.

SOC 338W. Workshop: Sociology of Law. 1-5 Unit.

(Same as LAW 581.) Required for joint degree J.D./Ph.D. students in Sociology in the first three years of program; open to Ph.D. students in Sociology and related disciplines. Empirical, sociological study of law and legal institutions. Topics such as the relation of law to inequality and stratification, social movements, organizations and institutions, political sociology and state development, and the social construction of disputes and dispute resolution processes. Research presentations. Career development issues. May be repeated for credit.

SOC 339. Gender Meanings and Processes. 5 Units.

Current theories and research on the social processes, such as socialization, status processes, stereotyping, and cognition, that produce gender difference and inequality. Intersections of gender with race, class, and bodies. Applications to workplaces, schools, families, and intimate relationships. Prerequisite: consent of instructor required.

SOC 340. Social Stratification. 4-5 Units.

Classical and contemporary approaches to the unequal distribution of goods, status, and power. Modern analytic models of the effects of social contact, cultural capital, family background, and luck in producing inequality. The role of education in stratification. The causes and consequences of inequality by race and gender. The structure of social classes, status groupings, and prestige hierarchies in various societies. Labor markets and their role in inequality. The implications of inequality for individual lifestyles. The rise of the new class, the underclass, and other emerging forms of stratification. Prerequisite: Ph.D. student or consent of instructor.

SOC 340W. CPI Seminar. 1-2 Unit.

A workshop devoted to presenting ongoing research on poverty and inequality in the United States. Open to all students interested in (a) building a better infrastructure for monitoring poverty and inequality, (b) building cutting-edge models of the causes and consequences of poverty and inequality, and (b) building better policy to reduce poverty and inequality. Required for all National Poverty Fellows funded by the Stanford Center on Poverty and Inequality. May be repeat for credit starting 8/1/2016.
Same as: SOC 240W

SOC 341W. Workshop: Inequality. 1-2 Unit.

Causes, consequences, and structure of inequality; how inequality results from and shapes social classes, occupations, professions, and other aspects of the economy. Research presentations by students, faculty, and guest speakers. Discussion of controversies, theories, and recent writings. May be repeated for credit. Restricted to Sociology doctoral students; others by consent of instructor.

SOC 342B. Gender and Social Structure. 5 Units.

The role of gender in structuring contemporary life. Social forces affecting gender at the psychological, interactional, and structural levels. Gender inequality in labor markets, education, the household, and other institutions. Theories and research literature.

SOC 343W. Gender and Gender Inequality Workshop. 1-3 Unit.

This workshop is intended for PhD students whose graduate research is centered on gender and/or gender inequalities. Students will take turns presenting their research and get feedback from other students and faculty.

SOC 344. Intersectionality: Theory, Methods & Research. 4 Units.

In this seminar, we will trace intersectionality from its activist origins outside of academia to its practice in contemporary social science research (and back). We will consider the range of approaches and interpretations that have emerged over the past 30 years, since Kimberlé Crenshaw coined the term to critique anti-discrimination litigation, and do so with an eye toward application: how to best incorporate the insights of intersectionality into original social science research, across a variety of topics and methods. Open to all students pursuing graduate degrees in Sociology, as well as PhD students in other disciplines with instructor consent.

SOC 344A. Culture and Markets. 4 Units.

In this course, we seek to understand economic markets as cultural institutions. Far from natural or inevitable entities, markets are social constructions that rely upon¿and reproduce¿particular shared understandings about how the world is and should be. In this course, we consider the cognitive, expressive, and normative aspects of culture in order to analyze the existence of markets, the forms they take, and the justifications for the effects they have. We begin by exploring the cultural constitution of market goods and actors. How do some, but not other, objects come to be exchanged via the market, and why do companies and consumers look and act the way they do? We then dig deeper into the key cultural forms and processes that enable and constrain economic phenomena. In what ways do classification, quantification, narrative, metaphor, and so on give rise to the market as we experience it, and who has the power to shape the way these processes take hold? Next, we delve into two special cases: money, which some hold to be impervious to social considerations, and cultural objects, which some hold to be impervious to market logic. Both turn out to be much more complicated. In the final part of course, we explore the cultural aspects of organizations and economic policymaking. The course readings are largely empirical research, so we will also critically discuss how sociologists use data and methods to build evidence.

SOC 346. Workshop: Ethnography. 1-2 Unit.

Restricted to doctoral students. Student research employing ethnographic methods. May be repeated for credit. Prerequisite: consent of instructor.

SOC 346A. Ethnographies of Race, Crime, and Justice. 4-5 Units.

This course provides graduate students with a survey introduction to influential ethnographic and interview-based sociological research on race, crime, and justice. Recent social movements such as the Movement for Black Lives have drawn attention to the problem of mass criminalization in the U.S. These movements have underscored the centrality of the criminal legal system in defining race in America. Each week, students will read ethnographic books and journal articles on the role of race and racism in different dimensions of the criminal legal process from policing to court processing to incarceration written in the early twentieth century to the present. In addition to gaining foundational knowledge on the key debates within the sociological and criminological literature, students will also gain important insight into the most rigorous qualitative social science methods for studying these topics, and how these methods have changed over time.
Same as: SOC 246A

SOC 348. Advanced Topics in the Sociology of Gender. 3-5 Units.

Seminar for graduate students who have research projects in progress that focus on questions about gender and society. Research projects can be at any stage from the initial development to the final writing up of results. Focus is on questions posed by the research projects of the seminar participants. Readings include relevant background to each other's questions and present their own work in progress. A final paper reports the progress on the seminar member's research project. May be repeat for credit.

SOC 349. Race, Space, and Stratification. 4 Units.

Racial and ethnic stratification has been a defining yet shifting feature of U.S. society, and such inequalities shape and are shaped by the ecological structure of places. This course is a survey course for doctoral students covering sociological scholarship at the intersection of racial stratification and urban sociology. The class will include foundational readings and discussions on urban sociological theories, urban decline and suburbanization, segregation, poverty, neighborhood effects, crime and disorder, gentrification, and immigration. The course will also include discussion of new and innovative data sources and methods for research in this area throughout the quarter. Students will develop or continue a research project designed to contribute to scholarship on racial stratification and urban sociology.

SOC 350. Sociology of Race. 4 Units.

In this seminar, we focus our sociological lens on the concept of race itself. We will explore theoretical and conceptual debates about race and ethnicity, the history of counting by race in surveys and official statistics, as well as critiques of how race is operationalized in both quantitative and qualitative studies. By the end of the course, students will be prepared to conduct their own theoretically and methodologically rigorous research that advances knowledge about race and racial inequality. Prerequisite: Sociology graduate student; otherwise, please email instructor for consent to enroll.

SOC 350W. Workshop: Migration, Ethnicity, Race and Nation. 1-3 Unit.

Weekly research workshop with a focus on ongoing research by faculty and graduate student participants, new theory and research, and recent publications. Workshop participants will present their own work, and read and critique the research-in-progress of their peers. May be repeated for credit. Prerequisite: Sociology doctoral student or consent of instructor.

SOC 351. Counterfactuals and Causal Inference in the Social Sciences. 3-5 Units.

Questions about causal effects and processes are critical in the social sciences, and range from macro-level concerns such as Does capitalism cause democracy? to micro-level ones such as Does educational attainment increase individual earnings / health /civic participation?. This course trains students in quantitative approaches designed to address causal questions with observational and quasi-experimental data, including propensity score methods, fixed and random effects, instrumental variables, and regression discontinuity, among others. The underlying intuition, statistical formulation, and implementation of each approach will be discussed. The course will also examine topics relevant for researches addressing causal questions such as sensitivity analysis, mediation analysis, and integration of quantitative and qualitative approaches. Prerequisites: SOC 381 and SOC 382 or equivalent. Undergraduate students should request instructor's permission.

SOC 354. Welfare State. 4-5 Units.

This seminar introduces students to the key literature, questions, and debates about the modern welfare state. Emergence, growth, and purported demise of the welfare state. American welfare state in comparative perspective. Social and political factors affecting state development including political parties, labor markets, gender, demographic change, and immigration.
Same as: SOC 254

SOC 356. Strategy and Organizations. 3 Units.

Why are some organizations more competitive than others?  This is one of the defining questions of the interdisciplinary research field known as strategic management.  In this seminar, we will survey the field of strategic management as seen through the lens of organization theory, touching on the four main theoretical approaches that have developed there.nnMost work in strategic management pays little attention to particular theoretical perspectives, and is organized more by the topic - the phenomenon being studied - such as market exit, growth, performance, mergers and acquisitions, innovation, and the like.  I have catalogued the research in strategic management both according to theoretical perspective and topic, and that structure is developed in this course.  Our goal is to help you to identify theoretical perspectives as you try to understand the strategy field.

SOC 357. Immigration and Assimilation. 3-5 Units.

Major theoretical debates and empirical applications in the study of immigrant assimilation. Topics include racial and ethnic identity, socioeconomic integration, political participation, and national identity. Companion to SOC 358.

SOC 358. Sociology of Immigration. 5 Units.

Topics vary each quarter but may include: theories and processes of migration and immigrant incorporation; historical and contemporary perspectives on race, ethnicity, and immigration; immigration law and policy; transnationalism; nations and nationalism.

SOC 359. Organizations and Uncertainty. 3-5 Units.

Organizations and environments characterized by institutional uncertainty. Beliefs at the roots of shared routines and institutional myths are absent. Institutionalists and neo-institutionalists, organizations facing uncertain institutional environments.

SOC 361. Social Psychology of Organizations. 3 Units.

This seminar focuses on social psychological theories and research relevant to organizational behavior. It reviews the current research topics in micro-organizational behavior, linking these to foundations in cognitive and social psychology and sociology. Topics include models of attribution, decision making, emotion, coordination, influence and persuasion, and the psychology of power and culture. Prerequisites: Enrollment in a PhD program. graduate-level social psychology course.

SOC 361W. Workshop: Networks and Organizations. 1-3 Unit.

For students doing advanced research. Group comments and criticism on dissertation projects at any phase of completion, including data problems, empirical and theoretical challenges, presentation refinement, and job market presentations. Collaboration, debate, and shaping research ideas. Prerequisite: courses in organizational theory or social network analysis.
Same as: EDUC 361

SOC 362. Organization and Environment. 3 Units.

This seminar considers the leading sociological approaches to analyzing relations of organizations and environments, with a special emphasis on dynamics. Attention is given to theoretical formulations, research designs, and results of empirical studies. Prerequisite: Enrollment in a PhD program.

SOC 363A. Seminar on Organizational Theory. 5 Units.

The social science literature on organizations assessed through consideration of the major theoretical traditions and lines of research predominant in the field. For PhD students only.
Same as: EDUC 375A, MS&E 389

SOC 363B. Seminar on Organizations: Institutional Analysis. 3-5 Units.

Seminar. Key lines of inquiry on organizational change, emphasizing network, institutional, and evolutionary arguments.
Same as: EDUC 375B

SOC 366A. Organizational Ecology. 3 Units.

This seminar examines theoretical and methodological issues in the study of the ecology of organizations. Particular attention is given to the dynamics that characterize the interface between organizational populations and their audiences.
Same as: OB 601

SOC 367. Institutional Analysis of Organizations. 3-5 Units.

Reading and research on the nature, origins, and effects of the modern institutional system. Emphasis is on the effects of institutional systems on organizational structure.

SOC 367A. Graduate Seminar on Organizations and Networks. 3-5 Units.

This graduate seminar surveys recent developments in research activities at the intersection of organizations and networks. The goals of the seminar are to examine ongoing research activities, related theoretical ideas and research design, and to identify unresolved intellectual problems for future research. Topics include: (1) networks within organizational hierarchy; (2) inter-organizational networks such as strategic alliance and knowledge diffusion; (3) models of hierarchical networks.

SOC 368W. Workshop: China Social Science. 1 Unit.

For Ph.D. students in the social sciences and history. Research on contemporary society and politics in the People's Republic of China. May be repeated for credit. Prerequisite: consent of instructor.
Same as: POLISCI 448R

SOC 369. Social Network Methods. 3-5 Units.

Introduction to social network theory, methods, and research applications in sociology. Network concepts of interactionist (balance, cohesion, centrality) and structuralist (structural equivalence, roles, duality) traditions are defined and applied to topics in small groups, social movements, organizations, communities. Students apply these techniques to data on schools and classrooms.
Same as: EDUC 316

SOC 370A. SOCIOLOGICAL THEORY. 5 Units.

Restricted to Sociology doctoral students with preference to first year students.The traditions of structural analysis derived from the work of Marx, Weber, and related thinkers. Antecedent ideas in foundational works are traced through contemporary theory and research on political conflict, social stratification, formal organization, and the economy.

SOC 370B. Social Interaction and Group Process. 3-5 Units.

Theoretical strategies for the study of interaction, group, and network processes, including rational choice and exchange theory, the theory of action, symbolic interactionism, formal sociology, and social phenomenology. Antecedent ideas in foundational works and contemporary programs of theoretical research.

SOC 372. Theoretical Analysis and Research Design. 3-5 Units.

Restricted to Sociology Doctoral students only and required for Ph.D. in Sociology. This seminar is designed to deepen students¿ understanding of the epistemological foundations of social science, the construction and analysis of theories, and the design of empirical research.

SOC 374. Philanthropy and Civil Society. 1-3 Unit.

Cross-listed with Law (LAW 7071), Political Science (POLISCI 334) and Sociology (SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 3 units.
Same as: EDUC 374, POLISCI 334

SOC 375W. Workshop: Politics, Morality, and Hierarchy. 1-2 Unit.

Advanced research workshop with a focus on new theory and research, recent publications, and current research by faculty and graduate student participants. Topics of relevant research include, but are not restricted to, morality, cooperation, solidarity, politics, status, and power. May be repeated for credit.

SOC 376. Perspectives on Organization and Environment: Social Movement Organizations and Environments. 3 Units.

This course examines the interaction between organizations and their environments. It is given every year by a different faculty member. What follows is the description of the course for the academic year 2012-13: This research seminar explores recent theory and research on social movement organizations and their environments. We'll consider the way in which organizational theories help us to explain social movement phenomena, and the way in which social movement theories help us to explain organizational phenomena.

SOC 376A. Ethnographic and Fieldwork Methods. 4-5 Units.

This graduate level seminar is the first of an intensive two-quarter-long course in ethnographic and fieldwork methods. Students will receive hands-on training in the epistemology, theory, methods, and politics of fieldwork. This begins by learning how to critically engage ethnographic and qualitative books and articles. Next, students will become acquainted with field research techniques and issues through a number of class exercises. Students will learn the dynamics of gaining access, building rapport, writing field notes, crafting memos, and executing various modes of analyses. Finally, students will begin conducting their own fieldwork research in a field site of their choosing. Students should plan to spend at least five hours per week in the field, write and submit formal field notes, and craft a final paper that analyzes their fieldwork data. Class session will be divided in two parts. First, students will discuss the readings and topics of the week. The remainder of the class will be devoted to discussing research experiences and/or analyzing fellow students' field notes. Students should anticipate producing an article or chapter length research paper by the end of the second quarter of the class.nnPriority given to Graduate students.

SOC 376B. Ethnographic and Fieldwork Methods. 3-5 Units.

This graduate level seminar is the first of an intensive two-quarter-long course in ethnographic and fieldwork methods. Students will receive hands-on training in the epistemology, theory, methods, and politics of fieldwork. This begins by learning how to critically engage ethnographic and qualitative books and articles. Next, students will become acquainted with field research techniques and issues through a number of class exercises. Students will learn the dynamics of gaining access, building rapport, writing field notes, crafting memos, and executing various modes of analyses. Finally, students will begin conducting their own fieldwork research in a field site of their choosing. Students should plan to spend at least five hours per week in the field, write and submit formal field notes, and craft a final paper that analyzes their fieldwork data. Class session will be divided in two parts. First, students will discuss the readings and topics of the week. The remainder of the class will be devoted to discussing research experiences and/or analyzing fellow students¿ field notes. Students should anticipate producing an article or chapter length research paper by the end of the second quarter of the class.nnPriority given to Graduate students¿.

SOC 378. Seminar on Institutional Theory and World Society. 1-5 Unit.

Sociological analyses of the rise and impact of the expanded modern world order, with its internationalized organizations and globalized discourse. Consequences for national and local society: education, political organization, economic structure, the environment, and science. The centrality of the individual and the rationalized organization as legitimated actors.

SOC 379. Methods for Network Analysis. 4-5 Units.

In this course, we learn how to collect and analyze social network data. We begin by learning the fundamentals of graph theory and replicating well-known network studies. In the process, we cover classic network methods from centrality to block-modeling. We then move to the frontiers of network analysis. Topics include visualization, modeling and simulation, dynamic network analysis, network experiments, semantic network analysis, and analyzing social networks at scale. Sources and ways of collecting network data will be discussed and students will apply methods they learn to data of their own.

SOC 380. Qualitative Methods. 3-5 Units.

Priority to Sociology doctoral students. Emphasis is on observational and interview-based research. Limited enrollment.

SOC 380W. Workshop: Qualitative and Fieldwork Methods. 1-3 Unit.

Presentations and discussion of ongoing ethnographic, interview-based, and other fieldwork research by faculty and students . May be repeated for credit. Prerequisite: Sociology doctoral student or consent of instructor.

SOC 381. Sociological Methodology I: Introduction. 5 Units.

Enrollment limited to first-year Sociology doctoral students. Other students by instructor permission only. n This course provides a conceptual and applied introduction to quantitative social sciences methodology, including measurement, sampling and descriptive statistics, statistical inference, ANOVA, factor analysis, and ordinary least squares regression. Students will be introduced to both the methodological logic and techniques of statistical data analysis. The course will present the purpose, goals, and mathematical assumptions behind techniques of statistical analysis and will discuss applications to analyzing data and interpreting results. In addition to the lecture time, SOC381 includes a weekly lab section to learn statistical software and conduct applied research.n*Students enrolling in Soc381 are strongly encouraged to take a 1-week Math/Statistics refresher course from September 16 to September 20. Please contact the instructor at torche@stanford.edu for details.

SOC 382. Sociological Methodology II: Principles of Regression Analysis. 4-5 Units.

Preference to Sociology doctoral students. Other students by instructor permission only. Required for Ph.D. in Sociology. Enrollment limited to first-year Sociology doctoral students. Rigorous treatment of linear regression models, model assumptions, and various remedies for when these assumptions are violated. Introduction to panel data analysis. Enrollment limited to 15. Prerequisites: 381.

SOC 383. Sociological Methodology III: Models for Discrete Outcomes. 5 Units.

Required for Ph.D. in Sociology; other students by instructor permission only. enrollment limited to first-year Sociology doctoral students. The rationale for and interpretation of static and dynamic models for the analysis of discrete variables. Prerequisites: 381 and 382, or equivalents.

SOC 384. New Models and Methods in the Social Sciences. 3-5 Units.

Two-week intensive introduction to new statistical approaches. Emphasis is on applications. Topics may include network models, multilevel models, latent class models, mixed methods, new qualitative methods, growth models, geostatistical tools, survey-based experiments, new methods for estimating causal effects, web-based surveys, advanced discrete choice models, and diffusion models.

SOC 385A. Research Practicum 1. 2 Units.

Workshop on research methods and writing research papers for second year Sociology doctoral students. Ongoing student research, methodological problems, writing challenges, and possible solutions. Required for second year paper.

SOC 385B. Research Practicum II. 2 Units.

Workshop on research methods and writing research papers for second year Sociology doctoral students. Ongoing student research, methodological problems, writing challenges, and possible solutions. Required for second year paper.

SOC 388. Log-Linear Models. 3-5 Units.

Analysis of categorical data with log-linear and negative binomial models. Measures of fit and hypothesis testing.

SOC 389. Mixed Method Research Design and Analysis. 3-5 Units.

Research designs that incorporate qualitative and quantitative analyses in a single project. The tension between thinking case-wise and variable-wise; how the focus on relationships between variables that is the hallmark of the quantitative approach can be brought into qualitative work.

SOC 390. Graduate Individual Study. 1-5 Unit.

May be repeated for credit. Appropriate for in-person instruction.

SOC 391. Graduate Directed Research. 1-5 Unit.

May be repeated for credit. Appropriate for in-person instruction.

SOC 392. Curricular Practical Training. 1-5 Unit.

CPT course required for international students completing degree requirements. Appropriate for in-person instruction.

SOC 393. Teaching Apprenticeship. 1-15 Unit.

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SOC 396. Sociology Colloquium. 1 Unit.

The Sociology Colloquium is a semimonthly seminar held throughout the academic year, in which distinguished scholars present their cutting-edge research findings. Enrollment for credit, and regular attendance, is required for all first and second year Sociology doctoral students.

SOC 398. The Social Psychology of Contemporary American Politics. 4 Units.

Where do individuals' political attitudes and behaviors come from, and how can they be changed? In this class we will read and discuss cutting-edge research from social psychology, sociology, and political science on topics such as polarization, persuasion, elitism, social activism, and racial resentment. A central idea of the class is that social and psychological factors powerfully influence political views, and research in this area can help to understand our often confusing political landscape. Additionally, understanding the causal architecture of political attitudes and behavior is essential for taking effective political action, especially in this time of deep and growing political divides. Enrollment is permission by instructor only: please email: willer@stanford.edu.
Same as: SOC 298

SOC 635. Social Movements and Organziations. 4 Units.

This research seminar is intended for students seeking to learn more about how collective action underpins institutional change in organizations and industries, and how the success of collective action, in turn, hinges on organizational structures and processes to recruit and mobilize individuals. The purpose of this course is to provide you a roadmap for you to roam the terrain of movements and organizations, and be prepared to generate original research ideas that extend inquiry in your chosen area of research.

SOC 670. Designing Social Research. 4 Units.

This is a course in the design of social research, with a particular emphasis on research field (i.e., non-laboratory) settings. As such, the course is a forum for discussing and developing an understanding of the different strategies social theorists employ to explain social processes, develop theories, and make these theories as believable as possible. In general, these issues will be discussed in the context of sociological research on organizations, but this will not be the exclusive focus of the course. A range of topics will be covered, for example: formulating and motivating research questions; varieties of explanation; experimental and quasi-experimental methods, including natural experiments; counterfactual models; conceptualization and measurement; sampling and case selection; qualitative and quantitative approaches. This course is particularly oriented toward developing an appreciation of the tradeoffs of different approaches. It is well suited to Ph.D. students working on qualifying papers and dissertation proposals.

SOC 802. TGR Dissertation. 0 Units.

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