This is an unofficial list of courses anticipated in coming quarters. Finalized course schedules are published on the registrar's Course Search Page. The documents of record for courses and requirements can be found at the College Catalog and the Graduate Announcement archives.

Fall 2019

Undergraduate

20000. Intro to Human Development. (E. Raikhel)

20001. Theories of Sexuality and Gender (K. Schilt, L. Berlant)

20175. The Sociology of Deviant Behavior (K. Schilt)

20209. Adolescent Development (M. Beale Spencer)

20305. Inequality in Urban Spaces. (M. Keels)

21000. Cultural Psychology. ( R. Shweder)

22350. Social Neuroscience

23301. Culture, Mental Health and Psychiatry. (E. Raikhel)

23407. Apprenticeship: Learning on the Job ( D. Ansari)

25002. Feminism, Race, Culture, and Liberation (T. Mandviwala)

26000. Introduction to Social Psychology (B. Goldstein)

27860. History of Evolutionary Behavior Sciences (D. Maestripieri)

27861. Darwinism and Literature. (D. Maestripieri, R. Richards)

29900. Honors Paper Preparation. (K. Robbins)

Graduate

30901. Biopsychology of Sex Differences. (J. Mateo)

31000. Cultural Psychology: Philosophical and Theoretical Foundations. (R. Shweder)

32401. Multilevel Modeling. (D. Hedeker)

32402. Statistical Applications. (R. Gibbons)

33301. Culture, Mental Health and Psychiatry. (E. Raikhel)

34501. Anthropology of Museums -1

37201 Language in Culture 1. (M. Silverstein)

37860. History of Evolutionary Behavioral Sciences. (D. Maestripieri)

37861. Darwinism and Literature. (D. Maestripieri, R. Richards)

40000. HD Concepts. (J. Lucy)

40207. Development in Adolescents. (M. Beale Spencer)

42402. Trial Research in Human Development - II. (R. Shweder)

43600. Processes of Judgment and Decision Making. (B. Goldstein)

48412. Publications, Grants, and the Academic Job Market. (D. Maestripieri)

Winter 2020

Undergraduate

20300. Biological Psychology. (S. London, G. Norman)

20122. Introduction to Population (L.Waite) 

21401. African Civilization II. (K. Hickerson)

21500. Darwinian Health. (J. Mateo)

22103. Feminisms & Anthropology (J. Cole, J. Chu)

23249. Animal Behavior. (S. Pruett-Jones)

23305. Critical Studies of Mental Health In Higher Education. (E. Raikhel)

23406. Migration Trajectories: Ethnographies of Place and the Production of Diasporas. ( D. Ansari)

25120. Child Development and Public Policy. (A. Kalil)

28301. Disability and Design. (M. Friedner, J. Iverson)

29700. Undergraduate Reading and Research. (Select Faculty Advisor)

Graduate

31230. Stigma Lab. (M. Friedner)

32103. Feminisms & Anthropology. (J. Cole, J. Chu)

32200. Anthropology and 'The Good Life': Ethics, Morality, Well Being. (F.  Mckay)

33305. Critical Studies of Mental Health in Higher Education. (E. Raikhel)

37202. Language in Culture-2. (M. Silverstein)

39900. Readings: Human Development. (Select Faculty Advisor)

40112. Seminar: Health & Society. (L. Waite)

40900. Behavior Psychology. (J. Mateo)

45100. Anthropology of the Body. (S. Brotherton)

45699.When Cultures Collide: Multiculturalism in Liberal Democracies. (R. Shweder)

49900. Research in Human Development. (Select Faculty Advisor)


Spring 2020

Undergraduate

20100. Human Development Research Designs. (G. Hong)

20907. Xcap: The Experiment Capstone - What is an Intervention (For Mental Health)? (E. Raikhel)

21920. The Evolution of Language. (S. Mufwene)

23002. Suicide: One Phenomenon, Multiple Perspectives. (S. Miklin)

23370. Bright and Dark Sides of Empathy. (J. Decety)

23405. Cultural Diversity, Structural Barriers, and Multilingualism in Clinical and Healing Encounters. (D. Ansari)

24341. Topics in Medical Anthropology. (S. Brotherton)

25003. Multicultural Development and Gender. (T. Mandviwala)

25010. Debating Science: Legitimacy, Authority, and Knowledge. (S. Ye)

25011. Ethnography in US Education. (S. Ye)

25900. Intro to Developmental Psychology. (K. O'Doherty)

29700. Undergraduate Reading and Research. (Select Faculty Advisor)

29800. BA Honors Seminar. (K. Robbins)

29900. BA Honors Preparation (K. Robbins)

Graduate

30511. Computing for the Social Sciences. (B. Soltoff)

34710. In Conversation with Language & Culture. (P. Fan)

38950. The Development of Communicative Competence. (M. Casillas)

40310. Multicultural Development and Gender. (S. Brotherton)

41603. Advanced Seminar in Developmental Psychology. (S. Levine, A. Shaw)

39900. Readings: Human Development. (Select Faculty Advisor)

41920. The Evolution of Language. (S. Mufwene)

42401. Trial Research in Human Development 1. (M. Friedner)

40853. Topics in Dev. Psychology. (A. Shaw)

49900. Research in Human Development. (Select Faculty Advisor)


Courses

Undergraduate

Course Areas
A. Comparative Behavioral Biology
B. Life Course Development
C. Culture and Community
D. Mental Health
M. Methods

20000. Intro to Human Development. PQ: CHDV majors or intended majors. (=PSYC 20850) This course provides an introduction to the study of lives in context. The nature of human development from infancy through old age will be explored through theory and empirical findings from various disciplines. Reading and discussion will emphasize the interrelations of biological, psychological, sociocultural forces at different points of the life cycle. CHDV Distribution: R (Raikhel, Autumn).

20001 Theories of Sexuality and Gender. PQ: Some background in critical theory. This is a one-quarter, seminar-style introductory course for undergraduates. Its aim is triple: to engage scenes and concepts central to the interdisciplinary study of gender and sexuality; to provide familiarity with key theoretical anchors for that study; and to provide skills for deriving the theoretical bases of any kind of method. Students will produce descriptive, argumentative, and experimental engagements with theory and its scenes as the quarter progresses. Prior course experience in gender/sexuality studies (by way of the general education civilization studies courses or other course work) is strongly advised.CHDV Distribution B, C (K. Schilt, L. Berlant).

20100. Human Development Research Designs in the Social Sciences. (=PSYC 21100)This course aims to expose students to a variety of examples of well-designed social research addressing questions of great interest and importance. One goal is clarify what it means to do"interesting" research. A second goal is to appreciate the features of good research design. A third goal is to examine the variety of research methodologies in the social sciences, including ethnography, clinical case interviewing, survey research, experimental studies of cognition and social behavior, behavior observations, longitudinal research, and model building. The general emphasis is on what might be called the aesthetics of well-designed research. CHDV Distribution: R (G. Hong, Spring).

20123. The Family. (=SOCI 20123, GNSE 20100, HLTH 20100) PQ: Prerequisites include one or more general introductory courses in sociology or a related social science or consent of the instructor.  Everyone is a member of a family. The family has been one of the most important social institutions in every society throughout history. But the shape that families take, the functions they fill, and the problems they face vary historically and cross-culturally. So families in Sweden look different from and act differently than families in Saudi Arabia or Brazil. And American families today differ dramatically from a century ago. This course looks at families from a sociological perspective, focusing on the family as a social group, the institution of the family, and differences in families within and across societies. We consider how public policies—such as those aiding needy families (TANF) and recognizing same-sex marriage—affect families and how family members work to influence public policies. We draw on contemporary media representations of families and their challenges in order to evaluate sociological theories. The course follows lecture/discussion format. Students are responsible for three one-page papers on topics drawn from the course, a mid-term, and a final. (L. Waite, Autumn)

20209. Adolescent Development. Adolescence represents a period of unusually rapid growth and development. At the same time, under the best of social circumstances and contextual conditions, the teenage years represent a challenging period. The period also affords unparalleled opportunities with appropriate levels of support. Thus, the approach taken acknowledges the challenges and untoward outcomes, while also speculates about the predictors of resiliency and the sources of positive youth development.  The perspective taken unpacks the developmental period's complexity as exacerbated by the many contextual and cultural forces which are often made worse by unacknowledged socially structured conditions, which interact with youths' unavoidable and unique meaning making processes. As a fuction of  some youths' privileging situations versus the low resource and chronic conditions of others, both coping processes and identity formation processes are emphasized as highly consequential. Thus, stage specific developmental processes are explored for understanding gap findings for a society's diverse youth. In sum, the course presents the experiences of diverse youth from a variety of theoretical perspectives. The strategy improves our understanding about the "what" of human development as well as the "how." Ultimately, the conceptual orientation described is critical for 1) designing better social policy, 2) improving  the training and support of socializing agents (e.g., teachers), and 3) enhancing human developmenetal outcomes (e.g., resilient patterns). CHDV Distribution B  (M. B. Spencer. Autumn)

21000/31000. Cultural Psychology.  (=PSYC 23000/33000, ANTH 24320/35110, GNSE 21001/31000, AMER 33000) PQ: Third or fourth year standing. There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space.  At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world.  Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups.  In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization and reasoning. CHDV Distribution: B, C; 2*, 3* (R. Shweder, Autumn).

21500. Darwinian Health. (=GNDR 21500, HIPS 22401, =HLTH 21500)  This course will use an evolutionary, rather than clinical, approach to understanding why we get sick. In particular, we will consider how health issues such as menstruation, senescence, pregnancy sickness, menopause, and diseases can be considered adaptations rather than pathologies. We will also discuss how our rapidly changing environments can reduce the benefits of these adaptations. CHDV Distribution: A (J. Mateo, Winter)

22350. Social Neuroscience. (=BIOS 24137, ECON 21830, NSCI 21000, PSYC 22350) Social species, by definition, create emergent organizations beyond the individual — structures ranging from dyads and families to groups and cultures. Social neuroscience is the interdisciplinary field devoted to the study of neural, hormonal, cellular, and genetic mechanisms, and to the study of the associations and influences between social and biological levels of organization.The course provides a valuable interdisciplinary framework for students in psychology, neuroscience, behavioral economics and comparative human development. Many aspects of social cognition will be examined, including but not limited to attachment, attraction, altruism, contagion, cooperation, competition, dominance, empathy, isolation, morality, and social decision-making. J. Decety. Autumn. CHDV Distribution: B

23002.  Suicide: One Phenomenon, Multiple PerspectivesThis course provides an overview of multiple approaches to studies of social and individual ‘problems’ through the case study of suicide. including social and medical sciences, philosophy, law and even art—through the case study of suicide. Through the class, the students will: (1) acquire a complex and contextualized picture of suicide, as well as deviance and (mental) health more generally, (2) develop a basic understanding assumptions and approaches central to various fields of inquiry, including social and medical sciences, philosophy, law and even art, (3) investigate a phenomenon of their own interest in a way that can assist them with future projects (e.g. thesis)CHDV Distribution:  (S. Miklin, Spring)

23301/33301. Culture, Mental Health and Psychiatry. (=ANTH 24315, ANTH 35115, HIPS 27302, HIPS 27302) Prerequisites: Undergraduates must have previously completed a SOSC sequence. While mental illness has recently been framed in largely neurobiological terms as “brain disease,” there has also been an increasing awareness of the contingency of psychiatric diagnoses.  In this course, we will draw upon readings from medical and psychological anthropology, cultural psychiatry, and science studies to examine this paradox and to examine mental health and illness as a set of subjective experiences, social processes and objects of knowledge and intervention. On a conceptual level, the course invites students to think through the complex relationships between categories of knowledge and clinical technologies (in this case, mainly psychiatric ones) and the subjectivities of persons living with mental illness.  Put in slightly different terms, we will look at the multiple links between psychiatrists’ professional accounts of mental illness and patients' experiences of it. Questions explored include:  CHDV Distribution: C, D (E. Raikhel, Autumn)

23305/33305. Critical Studies of Mental Health in Higher Education. PQ: Registration by instructor consent only. This course draws on a range of perspectives from across the interpretive, critical, and humanistic social sciences to examine the issues of mental health, illness, and distress in higher education. CHDV Distribution D, 4 (E. Raikhel, Winter)

23370. Bright and Dark Sides of Empathy. This course invites students to critically explore the science of empathy by examining its scope and its limits. It delves into cutting-edge research from evolutionary theory, neurobiology, developmental and social psychology, social neuroscience, clinical neuroscience, and behavioral economics to illuminate the mechanisms behind feeling for and with others. Questions explored in this course include: What are the evolutionary roots of empathy? What are the neural and neuro-endocrinological mechanisms that facilitate empathy? How does empathy develop in young children? Is empathy a limited-capacity resource? How is empathy modulated by unconscious processing and implicit attitudes (e.g., group dynamics, social status)? Is empathy necessarily a good thing for social decision-making? Why empathy can make us act unfairly? Why do some individuals (i.e., psychopaths) lack empathy and concern for the well-being of others? How does empathy improve the overall effectiveness of medical care? This course introduces undergraduate students to current research and theories of empathy. The study of empathy serves as the basis for integrating a variety of perspectives including evolutionary biology, behavioral economics, affective neuroscience, developmental psychology, social psychology, behavioral neurology and psychiatry. J. Decety. Spring. CHDV Distribution: B.

23405. Cultural Diversity, Structural Barries, and Multilingualism in Clinical and Healing Encounters. How are illness, disorder, and recovery experienced in different localities and cultural contexts? How do poverty, racism, and gender discrimination translate to individual experiences of disease? Combining anthropological perspectives on health and illness with a social determinants of health framework, this class will examine topics such as local etiologies of disease and healing practices, linguistic interpretation in clinical and healing contexts, and structural factors that hinder healthcare access and instigate disorder. Moreover, by taking clinical and healing encounters as our locus of analysis, we will explore how healers and health professionals recognize and respond to diversity, power imbalances, and the language individuals give to illness and suffering. We will draw on a range of materials, from ethnographies to long form journalism to the perspectives of course visitors, in order to examine case studies in mental illness, sexual health, organ donation and transplantation, and chronic disease in a variety of geographic contexts. CHDV Distribution: C, D (D. Ansari, Spring)

23406. Migration Trajectories: Ethnographies of Place and the Production of Diasporas. (=GLST 23406, =CRES 23406) Global movements of people have resulted in a substantial number of immigrant communities whose navigation of various facets of everyday life has been complicated by restrictive citizenship regimes and immigration policies, as well as linguistic and cultural differences. The experiences of a wide range of individuals involved in migration raise the following questions: what strategies do immigrants use to negotiate transnational identities and what are the implications of these strategies? How do future generations manage simultaneous and intersectional forms of belonging? To address these questions, we will draw on ethnographic texts that explore various facets of transnational migration, such as diasporas, place, citizenship, mobility, and identities. The term “trajectories,” reflects different situations of migration that are not necessarily linear or complete. Moreover, term “place” is meant to capture the continuity between displacement and emplacement, and to critically analyze the durability associated with notions of ‘sending’ and ‘receiving’ countries. Lastly, rather than take diasporas as a given, we will explore the ways that they are produced and enacted in a variety of geographic contexts. CHDV Distribution: C, D (D. Ansari, Winter)

23407. Apprenticeship: Learning on the Job. What do psychotherapists, lucha libre wrestlers, and magicians have in common? Perhaps that much of their learning occurs informally while on the job, rather than in formal pedagogical encounters. This class examines diverse contexts of apprenticeship, where individuals undergo long-term, intensive training in situations of practice. (D. Ansari, Autumn)

24341/40310. Topics in Medical Anthropololgy (=ANTH 243431/40310. This seminar will review theoretical positions and debates in the burgeoning fields of medical anthropology and science and technology studies (STS). We will begin this seminar exploring how “disease” and “health” in the early 19-century became inseparable from political, economic, and technological imperatives. By highlighting the epistemological foundations of modern biology and medicine, the remainder of this seminar will then focus on major perspectives in, and responses to, critical studies of health and medicine, subjectivity and the body, entanglements of ecology and health, humanitarianism, and psychoanalytic anthropology. CHDV Distribution:   (S. Brotherton, Spring)

25002. Feminism, Race, Cutlure and Liberation.  (=CRES 25002). Beginning in the twentieth century, a popular global discourse amongst some feminists, anthropologists, and human rights activists has become focused on liberating oppressed peoples from tyrannical systems of power, most often non-Western women of color from traditional patriarchies. However, oftentimes these well-intentioned movements toward liberation are incompatible with the lived realities of the oppressed, and, oftentimes, the “oppressed” are actually active agents in their own liberations. This course will explore what we mean when we discuss ideas of liberation and social acceptance through a gendered cultural lens, considering the foundations of contemporary feminism and human rights dialogues within different cultural and racial contexts. What and whom are we purportedly liberating with our liberal Western ideals, and what and whom are we failing to consider? Why are gender, sex, and sexuality emphasized to the degree they are, and how do differing emphases produce different sociocultural results? What moral exercises are necessary to most accurately understand the various central elements of a human cultural experience? Can individuals, including ourselves, ever truly be liberated from cultural contexts? CHDV Distribution B, C (T. Mandviwala, Autumn)

25003. Mulitcultural Development and Gender. (= CRES 25003). This course will focus on gender scripts and performance as they are developed within multicultural contexts. We will focus on the mainstream and sub-cultures of the contemporary U.S. as the nation is both famously and infamously a place where individuals from multiple cultural backgrounds coexist. Traditionally, patriarchal norms have shaped many cultures worldwide, including American, so women’s and non-gender-conforming individuals’ experiences have been relegated to sub-culture status even for culturally mainstream (i.e., White) individuals. The subculture dynamic becomes even more charged when conflicting scripts of gender must be grappled with between cultures an individual is a member of; for example, for immigrants or people of color. In this course, we will take an intersectional approach to examining the lived experiences of individuals from multicultural backgrounds, pulling apart the multiple racial, cultural, and gendered elements that comprise their realities, shape their decision-making and identity development, and ultimately craft their life trajectories. CHDV Distribution B, C (T. Mandviwala, Spring)

25010. Ethnography in US Education. (=EDSO 25010) What is ethnographic research, and why should anyone bother doing it? Why study education ethnographically? In presenting anthropological and sociological research on race, multiculturalism, progressive pedagogies, language policies, science education, and more, this course will familiarize students with the broad scope of ethnographic research on US education. Students will have the opportunity to develop their thinking on the aims of education in the US; the relationship between educational research, practice, and policy; and the value of ethnographic research. Students will be able to choose among a number of formats for their final papers, such as developing a research proposal, or writing an autoethnography of their experiences at the University of Chicago or other educational settings. CHDV Distribution C (S. Ye, Spring)

25011. Debating Science: Legitimacy, Authority, and Knowledge. (= HIPS 25011) How can we tell what counts as science? That is, how does science make itself legible as science? Are the social sciences “as scientific” as the natural sciences? By concerning itself with practices of legitimation, this course introduces students to the social study of science and linguistic anthropological theory. Students will consider the sociopolitical dimensions of scientific activity through a theoretical lens which takes language use as a form of social action. They will consider concepts such as reliability, reproducibility, and objectivity. Case studies will likely include climate change skepticism, education research, and neurodiversity. Students will end the quarter by writing and presenting on a current or historical topic of “scientific” debate, that is, debate on the scientific status of a field or claim. CHDV Distribution C (S. Ye, Spring)

26000/30600. Introduction to Social Psychology. (=PSYC 20600/30600) This  course examines social psychological theory and research based on both classic and contemporary contributions. Among the major topics examined are conformity and deviance, the attitude-change process, social role and personality, social cognition, and political psychology. CHDV Distribution: C (W. Goldstein, Autumn).

27860/37860. History of Evolutionary Behavioral Sciences.( =KNOW 27860, =CHSS 37860, =HIPS 27860. HLTH 27860). This course will consist of lectures and discussion sessions about the historical and conceptual foundations of evolutionary behavioral sciences (evolutionary anthropology, evolutionary psychology, ethology, comparative behavioral biology), covering the period from the publication of Charles Darwin’s The Origin of Species up to the present day. Topics will include new theoretical developments, controversies, interdisciplinary expansions, and the relationships between evolutionary behavioral sciences and other disciplines in the sciences and the humanities.  CHDV Distribution: A, 1 (D. Maestripieri, Autumn)

27861/37861. Darwinism and Literature. (=KNOW 21418/31418, =HIPS 24921, =CHSS 34921). In this course we will explore the notion that literary fiction can contribute to the generation of new knowledge of the human mind, human behavior, and human societies. Some novelists in the late 19th and early 20th century provided fictional portrayals of human nature that were grounded into Darwinian theory. These novelists operated within the conceptual framework of the complementarity of science and literature advanced by Goethe and the other romantics. At a time when novels became highly introspective and psychological, these writers used their literary craftsmanship to explore and illustrate universals aspects of human nature. In this course we read the work of several novelists such as George Eliot, HG Wells, Joseph Conrad, Jack London, Yuvgeny Zamyatin, Leopold von Sacher-Masoch, Italo Svevo, and Elias Canetti, and discuss how these authors anticipated the discoveries made decades later by cognitive, social, and evolutionary psychology. CHDV Distribution A, 1* (D. Maestripieri, R. Richards, Autumn)

28301. Disability and Design (=BPRO 28300, HLTH 28301, MAAD 28300, MUSI 25719) Disability is often an afterthought, an unexpected tragedy to be mitigated, accommodated, or overcome. In cultural, political, and educational spheres, disabilities are non-normative, marginal, even invisible. This runs counter to many of our lived experiences of difference where, in fact, disabilities of all kinds are the "new normal." In this interdisciplinary course, we center both the category and experience of disability. Moreover, we consider the stakes of explicitly designing for different kinds of bodies and minds. Rather than approaching disability as a problem to be accommodated, we consider the affordances that disability offers for design. This course begins by situating us in the growing discipline of Disability Studies and the activist (and intersectional) Disability Justice movement. We then move to four two-week units in specific areas where disability meets design: architecture, infrastructure, and public space; education and the classroom; economics, employment, and public policy; and aesthetics. Traversing from architecture to art, and from education to economic policy, this course asks how we can design for access. CHDV Distribution C (M. Friedner, J. Iverson, Winter)

29700. Readings and Research in Human Development. Prerequisites: Consent of Instructor. Students are required to submit the College Reading and Research Course Form. Available for quality grades or for P/F grades. (Select section from faculty list on web, all quarters).

29800. BA Honors Seminar. Required for students seeking honors in Human Development. This seminar is designed to help students develop an honors paper to be submitted for approval and supervised by a CHDV faculty member. A course preceptor provides guidance through the process of research design and proposal writing. (K. Robbins, Spring)

29900. Honors Paper Preparation. Prerequisites: PQ: CHDV 29800 and an approved honors project. To complete work on their Honors Papers, students must register for this course with their faculty supervisor, normally in the quarter preceding the one in which they expect to graduate. Students are required to submit the College Reading and Research Course Form. The grade assigned to the Honors Paper will become the grade of record for this course. (Select Faculty from List, Autumn).

Graduate 

 

Course Areas

1. Comparative Behavioral Biology

2. Society, Institutions, Culture and the Life Course

3. Cultural Psychology, Psychological Anthropology, Immigration Studies

4. Health, Vulnerability and Culture

5. Language and Communication in Thought and Interaction

M. Methods

 

30102. Introduction to Causal Inference. (=MACS 5100, =PBHS 43201, =PLSC 30102, =SOCI 30315, =STAT 31900). PQ: Intermediate Statistics or equivalent such as STAT 224/PBHS 324, PP 31301, BUS 41100, or SOC 30005. This course is designed for graduate students and advanced undergraduate students from the social sciences, education, public health science, public policy, social service administration, and statistics who are involved in quantitative research and are interested in studying causality. The goal of this course is to equip students with basic knowledge of and analytic skills in causal inference. Topics for the course will include the potential outcomes framework for causal inference; experimental and observational studies; identification assumptions for causal parameters; potential pitfalls of using ANCOVA to estimate a causal effect; propensity score based methods including matching, stratification, inverse-probability-of-treatment-weighting (IPTW), marginal mean weighting through stratification (MMWS), and doubly robust estimation; sensitivity analysis; the instrumental variable (IV) method; regression discontinuity design (RDD) including sharp RDD and fuzzy RDD; difference in difference (DID) and generalized DID methods for cross-sectional and panel data, and fixed effects model. Intermediate Statistics or equivalent such as STAT 224/PBHS 324, PP 31301, BUS 41100, or SOC 30005 is a prerequisite. This course is a pre-requisite for “Advanced Topics in Causal Inference” and “Mediation, moderation, and spillover effects.” CHDV Distribution M, M* (G. Hong, K. Yamaguchi, Winter)

30901. Biopsychology of Sex Differences. (=PSYC 31600, =EVOL 36900, = GNSE 30901). This course will explore the biological basis of mammalian sex differences and reproductive behaviors. We will consider a variety of species, including humans.  We will address the physiological, hormonal, ecological and social basis of sex differences. To get the most from this course, students should have some background in biology, preferably from taking an introductory course in biology or biological psychology. CHDV Distribution: A, 1* (J. Mateo, Autumn)

31000/21000 Cultural Psychology.  (=PSYC 23000/33000, ANTH 24320/35110, GNSE 21001/31000, AMER 33000) PQ: Third or fourth year standing. There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space.  At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world.  Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups.  In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization and reasoning. CHDV Distribution: B, C; 2*, 3* (R. Shweder, Autumn).

31230/21230. Stigma Lab (=ANTH 35140, MAPS 31230) The concept of stigma is mobilized to explain a wide range of practices and experiences both in scholarship and everyday life. In this course, we critically engage readings on stigma from across the social sciences in order to develop a genealogy of how the concept emerged. We then read a series of ethnographic and other social science texts to analyze how the concept is utilized. Finally, students consider how stigma functions as an analytic and explanatory model in their own work. It is important that students enrolled in this course have a research project-- proposed or actual-- involving stigma in some way-- or that they are interested in working through stigma as a concept collectively. CHDV Distribution: C, 2 (M. Friedner, Winter)

22103/32103. Feminisms & Anthropology (=ANTH 25211/32910, =GNSE 22103/32103)  P.Q. Advanced undergraduates (3rd or 4th year); assumes Background From Self, Culture and Society or Equivalent.  This seminar examines the somewhat fraught yet generative relation between various movements of feminism and the discipline of anthropology.  Both feminism(s) and anthropology emerged in the 19th century as fields invested in thinking “the human” through questions of alterity or Otherness. As such, feminist and anthropological inquiries often take up shared objects of analysis—including nature/culture, kinship, the body, sexuality, exchange, value and power—even as they differ in their political and scholarly orientations through the last century and a half.  Tracking the emergence of feminisms and anthropology as distinct fields of academic discourse on the one hand and political intervention on the Other, we will pursue the following lines of inquiry: 1) a genealogical approach to examine key concepts and problem-spaces forged at the intersection of these two fields 2) critical analysis of the relation of feminist and postcolonial social movements to the professionalizing fields of knowledge production ( including Marxist inspired writing on women and economy, Third World feminism and intersectionality, and feminist critiques of science studies)  and 3) a reflexive contemporary examination of the way these two strands of thought have come together in the subfield of feminist anthropology and the continual frictions and resonances of feminist and anthropological approaches in academic settings and in the larger world (e.g., #MeToo, sex positive activism, queer politics, feminist economics, etc.).  Distribution: C, M, 2, 3, 4 (J. Cole, J. Chu, Winter)

33301. CHDV 23301/33301. Culture, Mental Health and Psychiatry.(=ANTH 24315/ANTH 35115, =HIPS 27302, = HLTH 2330. PQ: Undergraduates must have previously completed a SOSC sequence. While mental illness has recently been framed in largely neurobiological terms as “brain disease,” there has also been an increasing awareness of the contingency of psychiatric diagnoses.  In this course, we will draw upon readings from medical and psychological anthropology, cultural psychiatry, and science studies to examine this paradox and to examine mental health and illness as a set of subjective experiences, social processes and objects of knowledge and intervention. On a conceptual level, the course invites students to think through the complex relationships between categories of knowledge and clinical technologies (in this case, mainly psychiatric ones) and the subjectivities of persons living with mental illness.  Put in slightly different terms, we will look at the multiple links between psychiatrists’ professional accounts of mental illness and patients' experiences of it. Questions explored include: Does mental illness vary across social and cultural settings?  How are experiences of people suffering from mental illness shaped by psychiatry’s knowledge of their afflictions? CHDV Distribution C, D,3*,4* (E. Raikhel, Autumn)

38950. The Development of Communicative Competence. 

 

33305.  Critical Studies of Mental Health in Higher Education. PQ: Registration by instructor consent only. This course draws on a range of perspectives from across the interpretive, critical, and humanistic social sciences to examine the issues of mental health, illness, and distress in higher education. CHDV Distribution D, 4 (E. Raikhel, Winter)

37860. History of Evolutionary Behavioral Sciences. (=  CHSS 37860) This course will consist of lectures and discussion sessions about the historical and conceptual foundations of evolutionary behavioral sciences (evolutionary anthropology, evolutionary psychology, ethology, comparative behavioral biology), covering the period from the publication of Charles Darwin’s The Origin of Species up to the present day. Topics will include new theoretical developments, controversies, interdisciplinary expansions, and the relationships between evolutionary behavioral sciences and other disciplines in the sciences and the humanities. CHDV Distribution: A, 1* (D. Maestripieri, Autumn)

38950. The Development of Communicative Competence. This course examines the emergence of communicative skills in humans. We will focus on how children glean information about language structure and language use from their home environments. We will also discuss the proposed cognitive and evolutionary roots of communicative behaviors, with a focus on current gaps in our knowledge and possible pathways forward. The course will consider these issues from multiple perspectives including linguistics, psychology, and linguistic anthropology. We will also briefly cover a range of methods associated with these different areas of study. It is expected that, by the end of the course, you should be able to think and write critically about how human communication and human language are intertwined in both adults and children. CHDV Distribution: 5* (M. Casillas, Spring)

39900. Readings in Human Development. PQ: Permission of instructor. This course is often taken with the student's advisor in preparation for their thesis proposal. (Select section from faculty list, all quarters).

40000. HD Concepts. (=PSYC 40900) PQ: CHD graduate students only. Our assumptions about the processes underlying development shape how we read the literature, design studies, and interpret results.  The purpose of this course is two-fold in that, first, it makes explicit both our own assumptions as well as commonly held philosophical perspectives that impact the ways in which human development is understood. Second, the course provides an overview of theories and domain-specific perspectives related to individual development across the life-course.  The emphasis is on issues and questions that have dominated the field over time and, which continue to provide impetus for research, its interpretation, and the character of policy decisions and their implementation. Stated differently, theories have utility and are powerful tools. Accordingly, the course provides a broad basis for appreciating theoretical approaches to the study of development and for understanding the use of theory in the design of research and its application. Most significant, theories represent heuristic devices for "real time" interpretations of daily experiences and broad media disseminated messages. CHDV Distribution: R (J. Lucy, Autumn).

40207. Development in Adolescents. =(CRES 40207). Adolescence represents a period of unusually rapid growth and development. At the same time, under the best of social circumstances and contextual conditions, the teenage years represent a challenging period. The period also affords unparalleled opportunities with appropriate levels of support. Thus, the approach taken acknowledges the challenges and untoward outcomes, while also speculates about the predictors of resiliency and the sources of positive youth development.  The perspective taken unpacks the developmental period's complexity as exacerbated by the many contextual and cultural forces which are often made worse by unacknowledged socially structured conditions, which interact with youths' unavoidable and unique meaning making processes. As a fuction of  some youths' privileging situations versus the low resource and chronic conditions of others, both coping processes and identity formation processes are emphasized as highly consequential. Thus, stage specific developmental processes are explored for understanding gap findings for a society's diverse youth. In sum, the course presents the experiences of diverse youth from a variety of theoretical perspectives. The strategy improves our understanding about the "what" of human development as well as the "how." Ultimately, the conceptual orientation described is critical for 1) designing better social policy, 2) improving  the training and support of socializing agents (e.g., teachers), and 3) enhancing human developmental outcomes (e.g., resilient patterns). CHDV Distribution 2* (M.B. Spencer, Autumn)

40310. Topics in Medical Anthropology. (=ANTH 40310). This seminar will review theoretical positions and debates in the burgeoning fields of medical anthropology and science and technology studies (STS). We will begin this seminar exploring how “disease” and “health” in the early 19-century became inseparable from political, economic, and technological imperatives. By highlighting the epistemological foundations of modern biology and medicine, the remainder of this seminar will then focus on major perspectives in, and responses to, critical studies of health and medicine, subjectivity and the body, entanglements of ecology and health, humanitarianism, and psychoanalytic anthropology.  (S. Brotherton, Spring)

40900. Behavior Ecology. This graduate seminar will explore current advances of animal social behaviors in their natural contexts, including theoretical and methodological approaches. Format will include reading and analysis of empirical and review articles, as well as an oral presentation on a topic of interest to the student. CHDV Distribution 1*. (J. Mateo, Winter)

42401. Trial Research in Human Development -I. PQ: CHD grad students only. This course is taken in the Spring quarter of the first year, and again in the Autumn quarter of the second year.  The purpose of this seminar is to help students formulate and complete their trial research projects. CHDV Distribution: R. (M. Friedner, Spring)

42402. Trial Research in Human Development -II. PQ: CHD grad students only. This course is taken in the Autumn quarter of the second year.  The purpose of this seminar is to help students formulate and complete their trial research projects. CHDV Distribution: R. (R. Shweder, Autumn)

43600. Processes of Judgement and Decision Making. Processes of Judgment and Decision Making. This course offers a survey of research on judgment and decision making, with emphasis placed on uncertainty and (intrapersonal) conflict.  An historical approach is taken in which the roots of current research issues and practices are traced.  Topics are drawn from the following areas: evaluation and choice when goals are in conflict and must be traded off, decision making when consequences of the decision are uncertain, predictive and evaluative judgments under conditions of uncertain, incomplete, conflicting, or otherwise fallible information. CHDV Distribution no area (B. Goldstein, Autumn)

45100. Anthropology of the Body. Drawing on a wide and interdisciplinary range of texts, both classic and more recent, this seminar will variously examine the theoretical debates of the body as a subject of anthropological, historical, psychological, medical and literary inquiry. The seminar will explore specific themes, for example, the persistence of the mind/body dualism, experiences of embodiment/alienation, phenomenology of the body, Foucauldian notions of bio-politics, bio- power and the ethic of the self, and the medicalized, gendered, and racialized body, among other salient themes.This seminar is a collaborative exercise that is only as good as the contribution of each participant. Attendance, preparation, and participation are essential to the quality of everyone’s seminar experience. In this seminar, the assigned readings correspond to the general theme of the week’s seminar. The weekly session is organized as follows: during the first hour, two students will participate in co-leading a critical discussion of the required readings for that day. We will then take a short break, and the remainder of the class will be a general lecture and discussion fleshing out the major debates and significance of the week’s theme. (S. Brotherton, Winter)

45699. When Cultures Colide: Muticulturalism in Liberal Democracies. (=ANTH 45600, =PSYC 45300, =HMRT 35600) PQ:Advanced undergraduates may enroll with permission of instructor. Coming to terms with diversity in an increasingly multicultural world has become one of the most pressing public policy projects for liberal democracies in the early 21st century. One way to come to terms with diversity is to try to understand the scope and limits of toleration for variety at different national sites where immigration from foreign lands has complicated the cultural landscape. This seminar  examines a series of legal and moral questions about the proper response to norm conflict between mainstream populations and cultural minority groups (including old and new immigrants), with special reference to court cases that have arisen in the recent history of the United States. 

48412. Publications, Grants, and the Academic Job Market. In this graduate seminar we will discuss how to write and publish scientific articles, prepare grant applications, write CVs and job applications, and give job talks and interviews. In other words, everything you always wanted to know about being successful in academia but were afraid to ask.

49900. Research in Human Development. PQ. Permission of instructor. This course is often taken with the student's advisor in preparation for their dissertation. (Select faculty from section list, all quarters.)