This class examines the history of urban and suburban housing in the twentieth century US. We will examine the relationship between postwar suburban development as a corollary to the "underdevelopment" of American cities contributing to what scholars have described as the "urban crisis" of the 1960s. Housing choice and location were largely shaped by discriminatory practices in the real estate market, thus, the course explores the consequences of the relationship between public policy and private institutions in shaping the metropolitan area including after the passage of federal anti-housing discrimination legislation in the late 1960s.

Since the publication in the 1980s of the seminal essay by Chandra Mohanty, "Under Western Eyes," feminist scholarship has sought to decolonize knowledge by decentering the Global North and rejecting the universalization of Western experiences. Differences in experiences across cultures and nations became a focal point of feminist inquiry. Universal claims engendered suspicion, leading many to reject analysis of larger systems such as "patriarchy." The avoidance of ethnocentrism also became a priority. How do we achieve these goals? In other words, how do we decolonize feminist knowledge?

Would universal health insurance improve the health of the poor? Do patterns of arrests in US cities show evidence of racial profiling? What accounts for who votes and their choice of candidates? This course will teach students how to address these and other social science questions by analyzing quantitative data. The course introduces basic principles of statistical inference and programming skills for data analysis. The goal is to provide students with the foundation necessary to analyze data in their own research and to become critical consumers of statistical claims made in the news media, in policy reports, and in academic research.

This is the second class of the quantitative methods field sequence in the PhD. in Politics, which covers foundations in mathematical statistics,applied statistics, and econometrics for Ph.D. students in Politics and other social and behavioral sciences. It is a continuation of POL 572. It reviews the linear model and covers panel data models, generalized method of moments, nonlinear regression, non-parametric methods, and resampling methods, among other topics.

This course provides a broad overview of the field of population studies. Topics covered include: a survey of past and current trends in the growth of the population, analysis of the components of population change (fertility, mortality, migration) and their determinants, the social and economic consequences of population change (environmental, ageing and the welfare state), racial/ethnic and spatial inequality and population policy. The readings cover issues in industrialized as well as low-income countries, with a focus on the U.S. for several topics.

This course will introduces students to the discipline of sociology (the systematic study of human groups, institutions and societies). Students will learn the major theoretical approaches within the field as well as the diverse research methods used in sociological investigations. These tools will be applied to a wide variety of special topics studied by sociologists, including family, work, education, religion and social movements, as well as dynamics of class, gender, race and ethnic inequalities within and across countries.

An introduction to the social bases of American politics and the political forces in the shaping of American society. Topics include divisions of class, race, gender, and party; struggles over national identity and immigration; social movements and civic participation; changes in the media; and the uncertain future of American democracy.

This seminar will examine social implications of the American food system as it developed during the twentieth century by delving into topics that range from gender, race, and labor to the construction of supermarkets, development of industrial meat production, and the increasing use of biotechnology in food production.

This course is an introduction to the logic and practice of social science research. The goal is to provide methodological training that will enable students to design and execute successful independent research projects. We review a range of approaches used by sociologists to answer research questions, including field experiments, surveys, observation, in-depth interviews, and mixed method research.

Most research in sociology is quantitative, and it is important for students to be able to critically evaluate published quantitative research. Ideally, students should also be able to conduct empirical research involving statistical methods. This course provides the foundation for both goals. The course focuses specifically on how to determine, apply, and interpret statistical methods appropriate for answering a sociological research question given a particular set of data. Basic probability theory is introduced as a building block of statistical reasoning, and a variety of commonly-used statistical methods are covered in the course.

What is the social basis for the production and distribution of carbon emissions, the source of human-induced climate change? Which people, companies, and countries are responsible? On whom do the effects fall? What makes change possible? We examine the institutions that try to govern carbon emissions, with a focus on different types of governments, social movements, and private firms. We consider how these actors are both similar and different across rich and poor countries, and across the global, national, and urban scales. And we debate proposed solutions that rely on the analyses and evidence that we have studied earlier in the course.

This course seeks to help students understanding the basic elements of the ethnographic method and how it can be applied to the analysis of various public policy settings. We will focus on the suitability of ethnography for addressing at least three basic issues: (1) how people on the ground are affected by public policies; (2) the unintended consequences of public policy; (3) the co-production of public services, particularly the interaction between front line bureaucrats and their clients.

Sociology as a discipline was not institutionalized until the early 20th century, but sociological thinking predates the discipline by at least a century. In this course, we examine the development of social thought through the writings of sociology's founders as they developed the idea of the social and its relationship to the development of the individual and to economic and political transformation. While the course lingers on Marx, Weber, Durkheim and Simmel, it also explores their intellectual contexts, their interlocutors and their legacies up through the middle of the 20th century.

A rigorous first course in regression with applications to social science. Assuming only basic math, the course covers probability, inference from random samples, multiple regression and modern causal inference. Throughout we provide an introduction to programming with the open-source statistical package R and examples from current social science research.

Sociology as a discipline was not institutionalized until the early 20th century, but sociological thinking predates the discipline by at least a century. In this course, we examine the development of social thought through the writings of sociology's founders as they developed the idea of the social and its relationship to the development of the individual and to economic and political transformation. While the course lingers on Marx, Weber, Durkheim and Simmel, it also explores their intellectual contexts, their interlocutors and their legacies up through the middle of the 20th century.

Preparation of quantitative research papers based on field experiments, laboratory experiments, survey procedures, and secondary analysis of existing data banks.

The focus of the course is recent developments in statistical methods used in human quantitative genetics. We begin with traditional kinship-based approaches and move to molecular genetics approaches. Topics include gene discovery, calculation of heritability of traits using genetic markers, genetic correlation of traits, population stratification, prediction, ancestry, family-based models. Additional, optional modules that we may cover include: methods to detect selection, genes and social networks, the promise and pitfalls of Mendelian randomization, models to detect variance-regulating loci, and gene-by-environment interactions.

The United States has more poverty than any other advanced democracy. Why? This seminar explores the causes and consequences of, and solutions to, poverty. Topics covered include: theories of inequality, poverty measurement, housing, work, segregation, racism, exploitation, narrative change, and public policy.

This course introduces students to the historical and contemporary sociological literature on immigrant integration, which includes various aspects of immigrants' economic, social, and political integration. Students also gain a comprehensive understanding of the multiple dimensions, challenges, and opportunities associated with immigrant integration across different periods and national contexts.

The Research Apprenticeship involves faculty assignment to students that lead to the acquisition of new research skills by the student and/or may lead to a joint research project during that semester or in the future. This may include quantitative or qualitative research methods and/or a substantive area of research (i.e. a survey of a literature). It is required during each semester of the first two years of graduate study (A,B,C,D). SOC 599A and 599C are offered in the fall and SOC 599B and 599D are offered in the spring.

Poverty and inequality are increasing. In this class, a comparative approach will be applied that highlights country differences with a special emphasis on the US Israel comparison. In the first few weeks of this class, basic theories of poverty and inequality will be reviewed, and how theories regarding poverty have changed over the years will be discussed. In the remaining weeks, discussion will turn to substantive topics such as gender, immigration, ethnicity/nationality, age, and health.

This survey course will introduce you to the central issues in K-12 education policy. We will first consider the normative dimensions of education policymaking: What are the substantive and distributional goals of K-12 public education? What does, and should, equality of educational opportunity mean in theory and practice? After introducing a framework for combining values and evidence, we will consider the empirical evidence on a range of policy levers, including policies that address school accountability, teacher quality, school choice, and curricula.

Course aims to improve students' abilities to understand and critically evaluate public opinion polls and surveys, particularly as they are used to influence public policy. Course begins with an overview of contrasting perspectives on the role of public opinion in politics, then examines the evolution of public opinion polling in the US and other countries. Class visits a major polling operation to get a firsthand look at procedures used for designing representative samples and conducting surveys by telephone, mail and Internet.

This seminar introduces the study of gentrification, with a focus on mapping projects using GIS (Geographic Information Systems) software. Readings, films, and site visits will situate the topic, as the course examines how racial landscapes of gentrification, culture and politics have been influenced by and helped drive urban change. Tutorials in ArcGIS will allow students to convert observations of urban life into fresh data and work with existing datasets. Learn to read maps critically, undertake multifaceted spatial analysis, and master new cartographic practices associated with emerging scholarship in the Digital and Urban Humanities.