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Department of Comparative Human Development

Chair
Margaret Beale Spencer

Professors
Jennifer Cole
Susan Goldin-Meadow
Sydney Hans
Susan Levine
John A. Lucy
Dario Maestripieri
Richard Shweder

Associate Professors
William Goldstein
Guanglei Hong
Micere Keels
Jill Mateo
Eugene Raikhel
Lindsey Richland

Assistant Professors
Michele Friedner
Anna Mueller

Faculty Associates
Kathleen Cagney
E. Summerson Carr
Salikoko Mufwene
Kristen Schilt
Linda Waite
Amanda Woodward

Emeritus Faculty
R. Darrell Bock
Mihaly Csikszentmihalyi
Irene Elkin
Ray Fogelson
Martha K. McClintock
David E. Orlinsky
Nancy Stein
Susan Stodolsky
Richard Taub
Judith Farquhar


The Department of Comparative Human Development is an interdisciplinary program at the critical edge of thought and research in the social sciences. We believe that social life is too complex and too exciting to be left within any single discipline. Consequently, we bring together anthropologists, biologists, linguists, psychologists, sociologists and methodologists whose methods and theories cross individual social science disciplines. We aim to advance the understanding of human development through innovative approaches that are balanced with the need for productive synergy and a coherent training program.

Faculty and students' current research examines issues of central concern to life course development, education, health, family, community, and society at large. We examine the ways social and political contexts as well as cultural and ethnic traditions shape individual and interpersonal functioning, the interplay between individual trajectories and broader processes of historical transformation, the mechanisms integrating biological and social levels of organization, and the cultural, linguistic, and psychological processes that mediate representations of and responses to vulnerability and distress. In addressing those issues, we highlight shifting categories such as race, class, nationality, age, gender, sexuality, and ability.

Our research is informed by theoretical perspectives from a plethora of interdisciplinary fields. These include socio-cultural anthropology, medical anthropology, medical sociology, behavioral biology, biopsychology, language and thought, cognitive and developmental psychology, cultural psychology, cultural sociology, social psychology, educational psychology, and educational sociology. We employ a multitude of research methods ranging from experiments, surveys, network analysis, causal inference, to ethnography and discourse analysis.

Comparative: To understand is to compare. 'Comparative' means attention to likeness and difference. Work in the Department looks at how practices, ideologies, capabilities, behaviors, and experiences vary across time, between cultures, between demographic groups, between political and economic contexts, and between species.

Human: What makes us human? Research in the Department explores the socio-cultural, psychological and biological processes that humans share with, and that distinguish them from, each other and from non-human animals.

Development: This complex and vexed term highlights change over time. It raises debates about cultural values and provokes disagreement about desired states. Work in the Department critically examines understandings about development in relation to both individuals and societies, and it analyzes practices and policies that may promote or prevent it.  

​Students in the Department have pursued innovative and successful careers in anthropology, biology, education, human development, psychology, sociology, and quantitative research methodology.

The Department of Comparative Human Development was founded in 1940 by Carl Rogers (psychologist), Lloyd Warner (anthropologist), Robert Havighurst (sociologist), and Ralph Tyler (educator), to focus on the study of the individual within context. Its faculty believes that social life is too complex to be left within any one discipline. Consequently, the department brings together anthropologists, psychologists, sociologists, biologists, and applied statisticians whose work extends disciplinary boundaries and synthesizes theories, insights, questions, and methods from across the social science spectrum.  

Some current research programs include the impact of globalization on family relationships and the transition to adulthood, the relation of language to thought, the health consequences of social experiences, cultural politics of gender and sexual identity, models of biopsychological development, the nature of the self, the ethical and moral issues raised by increasingly multicultural societies, variations in the learning process in educational settings, and methods for investigating causality.

Information on How to Apply

The application process for admission and financial aid for all Social Sciences graduate programs is administered through the divisional Office of the Dean of Students. The Application for Admission and Financial Aid, with instructions, deadlines and department specific information is available online at: https://apply-ssd.uchicago.edu/apply/

Questions pertaining to admissions and aid should be directed to ssd-admissions@uchicago.edu or (773) 702-8415. Most of the documents needed for the application can be uploaded through the online application. Any additional correspondence and materials sent in support of applications should be mailed to:

The University of Chicago
Division of the Social Sciences
Admissions Office, Foster 107
1130 East 59th Street
Chicago, IL 60637


Human Development Requirements

Terms:

Required - Every Comparative Human Development Graduate Student must take this course

Distribution - Students need to take at least one qualified course in each of the 5 Graduate areas

Specialization - Students must take two additional courses in one of the 5 areas in which they wish to focus their studies

Every CHD student must take the following courses for a quality grade:

  1. CHDV 40000 HD Concepts (Required)
  2. Five Distribution courses, one in each of the first five program areas. Each of these program areas is identified by a number 1-5. All courses in the CHD online Graduate Course Catalog are assigned a number which refers to the program area. Numbers that are followed by an asterisk such as 1*, 2*, 3*, 4* and 5* satisfy the distribution requirement. Numbers that do not have an asterisk do not satisfy distribution requirements, but will satisfy specialization requirements.
    • Comparative Behavioral Biology (1)
    • Society, Institutions, Culture and the Life Course (2)
    • Cultural Psychology, Psychological Anthropology, Immigration Studies (3)
    • Health, Vulnerability and Culture (4)
    • Language and Communication in Thought and Interaction (5)
    • Methods in Human Development Research (M)
  3. Applied Statistics (one course requirement) from among the following : 
CHDV 30101Applied Statistics in Human Development Research100
PPHA 31000Statistics for Public Policy I (**)100
PPHA 31100Statistics for Public Policy II (**)100
SOCI 30004Statistical Methods of Research100
SOCI 30005Statistical Methods of Research-2100
STAT 22000Statistical Methods and Applications100
STAT 22400Applied Regression Analysis100
STAT 22600Analysis of Categorical Data100

(**) Both courses must be taken in sequence to fulfill requirement

  4.  A second Methods course (Required)

  5.  CHDV 42401 Trial Research in Human Development I and CHDV 42402 Trial Research in Human Development II (Required).

  6.  Two additional CHD courses in chosen area of specialization. If Methods in Human Development Research is your area of specialization, you must choose an additional area of specialization to take two courses in.

Students are not required to complete all these requirements by the end of their second year. However, they must have five quality grades by the end of spring of their first year, and ten quality grades by the end of the second year. A grade of B or better is required to satisfy the requirements of these courses. On average a graduate student should take at least two courses for quality grades in each quarter of their first two years. In addition, students will participate in elective courses and workshops in the department, and the University in consultation with their advisors.


Required Courses
CHDV 40000 HD Concepts will introduce students to the history, theoretical bases, and major areas of inquiry in the Department of Comparative Human Development. This course is taken during the fall quarter of the first year. 

The seminars (CHDV 42401 Trial Research in Human Development I and CHDV 42402 Trial Research in Human Development II) will launch students into their research projects and will guide them from the beginning to the completion of those projects. The seminar is taken in the spring quarter of the first year and the fall quarter of the second year. Trial Research papers are due by the beginning of the spring quarter of the second year. The trial research project must be completed and formally approved by the faculty during the spring quarter of the student’s second year, then presented at the student Trial Research Conference. Students are expected to report regularly on the progress of their research to the trial research seminars. The trial research is carried out under the direction of the research advisor and is read by one other faculty member.

The one-course requirement in methods is meant to provide the students with the basic quantitative analytic skills necessary to understand and evaluate past research and to conduct research. This requirement should be met within the first two years. The requirement for a second method course can be fulfilled by choosing from an elective list. Examples of methods courses include Mixed Methods Approaches to Policy Research, Ethnographic Writing, Ethnographic Methods, Behavior Observations, Language Analysis in the Social Sciences, Social Experiments, Introduction to Causal Inference, Mediation, Moderation, and Spillover Effects, Applications of Hierarchical Linear Models, Applied Longitudinal Data Analysis, Spatial Regression Analysis, Demographic Technique, Maximum Likelihood, Statistical Applications, Logic of Social Science Inquiry, and others. 

In addition, students will participate in elective courses in the Department and the University and are encouraged to participate in workshops outside the Department in consultation with their advisors.

A quality grade of B or better is required to satisfy the requirements of these courses. Students are expected to maintain an average of B+ or better. A student may petition courses to meet a needed requirement. A student who can demonstrate basic competence in the core curricular areas may petition the faculty through the Chair's office to place into an advanced course in the same area. A well-qualified student may place out of intermediate statistics by examination provided by the instructor of the statistics course.

Although students are not required to complete their course requirements by the end of their second year, a student must have received five quality grades by the spring of the first year, and ten quality grades by the end of the second year. On average a graduate student should take at least two courses for quality grades in each quarter of their first two years. 

Program Counseling

Each student is given faculty assistance in (1) planning a program of courses and training; (2) fulfilling the Divisional and Departmental steps leading to the Ph.D. degree; (3) obtaining a professional position after graduation. Each entering student is assigned to a faculty advisor who will serve until the student chooses a research advisor.

Every student must have an advisor. The CHD Chair will assign an advisor to entering students. As students progress through the program and define their interests, they may wish to change advisors in line with their research activities. The Department Administrator should be informed in writing of such changes. The faculty should be actively consulted in connection with registration and other academic matters. 

Evaluations

All students are evaluated each year in the program. To be considered in good standing and for continuation of financial aid, first and second year students must have earned at minimum five quality grades (B or better) over autumn and winter quarters during the year by the time of the spring review, with satisfactory spring grades expected to follow.

First - fourth year students should schedule a meeting with the departmental administrator within the first two weeks of May to review their transcript, grades and status of the fulfillment of distribution requirements.

Each student will be formally evaluated early in the Spring quarter of their second year. The purpose of the evaluation will be to determine if the student is to be allowed to continue studies leading to the Ph.D. degree or is instead to be awarded a terminal M.A. degree. Financial aid recommendations will also be based on this review .

Three sets of data will be used to evaluate each student: course grades, faculty evaluations, and a Trial Research paper.

  1. Course grades received by each student will be a part of the evaluation process. Given their special relevance, the CHD distribution courses must be taken for letter grades. Three of the five required distribution courses must be completed by the end of the winter quarter of the second year. All five must be completed by the end of the spring quarter of that year.
  2. Faculty members who have worked with the student will be asked for their evaluation of the student. Students who have worked with non-CHD faculty may request the faculty member to submit a letter about them to the CHD evaluation committee.
  3. The CHD evaluation committee will be responsible for collecting the evaluation data, conducting a preliminary review, and then presenting the data and their review for the consideration of the entire faculty. During the spring quarter of each year, the faculty, after reviewing the materials on each second-year student, will vote to award the student a terminal M.A. degree or to advance the student to further Ph.D. study. 

Workshops

The University's Council on Advanced Studies oversees a series of interdisciplinary workshops, each of which reflects the research interests of a particular group of faculty members and graduate students.  The following workshops are sponsored by faculty members and organized by graduate students from the Department of Comparative Human Development (often in collaboration with faculty and students from other departments): Comparative Behavioral Biology; Self and Subjectivity; Education.  A full list of workshops is available at http://cas.uchicago.edu/


Program of Study

The program of study is in many respects unique for each student. In addition to a basic program of courses, it includes other courses and seminars offered by the Comparative Human Development faculty, courses offered in related programs and departments in the University, and the resources of nearby institutions. 

Comparative Behavioral Biology (1)

This area of study investigates behavioral and mental processes at the social, psychological and biological levels of organization in both humans and nonhuman animals. Current research is concentrated in three main areas. In the area of behavioral and reproductive endocrinology, research conducted with rodents and humans investigates the social and behavioral control of fertility and health and the role of hormone-behavior interactions in development throughout the life span. Specific topics of interest include mechanisms and function of menstrual synchrony, pheromonal communication, reproductive senescence, and the social behavioral modulation of aging and illness. In the area of comparative development, we use nonhuman primate and rodent models of parenting and development to investigate social, emotional, and endocrine aspects of mother infant attachment and infant development, with particular emphasis on interindividual variability both within and outside the normal range. Other topics of interest include affiliative and aggressive behavior, mating strategies, nonverbal communication and social cognition in rodents, primates and humans. In the area of social neuroscience, one topic of interest is evaluative processes, e.g., affective, attitudinal, or emotional operations by which individuals discriminate hostile from hospitable environments. Of interest as well is in the role of social and autonomic factors in individuals endocrine and cellular immune response to stress and illness vulnerability. Throughout, the research approach is characterized by the integration of social and biological levels of analysis. Example courses listed below have been offered in previous years but may not be offered in this academic year.

CHDV 30901Biopsychology of Sex Differences100
CHDV 34800Kinship and Social Systems *100
CHDV 37500Research Seminar Animal Behavior I **100
CHDV 37502Research Seminar in Animal Behavior II **100
CHDV 37503Research Seminar in Animal Behavior III **100
CHDV 37950Evolution and Economics of Human Behavior100
CHDV 40900Behavioral Ecology100
CHDV 41451Evolutionary Psychology100
PSYC 48001Mind and Biology Proseminar I (=CHDV 38000) **000
PSYC 48002Mind and Biology Proseminar 2 (=CHDV 38100) **000
PSYC 48003Mind and Biology Proseminar 3 (=CHDV 38200) **100
CHDV 48414Evolution of Human Development *100

(*) Satisfies the distribution requirement.

(**) All three quarters of sequence must be taken in order to receive a letter grade.

Society, Institutions, Culture and the Life Course (2)

The Department has a long tradition of examining “development” not just in childhood, but over the entire life course. A basic premise of our approach is that how people change over their lives is shaped by, and also shapes, social institutions, cultural practices, material circumstances and biological potential. We are also interested in how normative models of human development become institutionalized, materialized, and potentially contested as they travel across different cultural or economic settings. Some current areas of research include the influence of families, peers, schools, and neighborhoods on individual trajectories and outcomes; the role of youth and generational change in contemporary social life; and how early exposure to social and psychological deprivation or privilege due to educational and economic inequality contributes to subsequent vulnerability or resilience. A particular strength of the Department is the study of how children learn in school settings and the role of gesture in learning and cognition. Faculty focused on education have unique expertise in the quantitative analysis of large data sets to examine how changes in social policies or school-based interventions generate impacts on a series of developmental experiences associated with age, gender, race/ethnicity and social class. We also seek to develop new experimental and qualitative methods that assess the relationship between cognitive competence and interaction in instructional settings. Faculty and students interested in life-course issues also engage in cross-cultural research in places as diverse as Madagascar, Mexico, and India. Example courses listed below have been offered in previous years but may not be offered in this academic year.

CHDV 30305Inequality in Urban Spaces100
CHDV 30440Inequality, Health and the Life Course100
CHDV 31000Cultural Psychology *100
CHDV 31600Introduction to Language Development100
CHDV 31901Language, Culture, and Thought *100
CHDV 32100Culture, Power, Subjectivity100
CHDV 32101Culture and Power, Part II: Discourse and Performativity100
CHDV 40207Development in Adolescents *100
PSYC 43200Seminar in Language Development (=CHDV 41601) *100
CHDV 48414Evolution of Human Development *100

(*) Satisfies the distribution requirement.

Cultural Psychology, Psychological Anthropology, Immigration Studies (3)

Coming to terms with transnational migration and defining the scope and limits of tolerance for ethnic, religious and cultural diversity in North America and Europe has become one of the most pressing concerns for states and citizens in liberal democracies in the 21st century. The Department has long been a leading center for training in psychological anthropology, cultural psychology, culture and mental health, and the cross cultural study of human development, with special attention to what the anthropologist Clifford Geertz once called “the force and durability of ties of religion, language, custom, locality, race, and descent in human affairs.” Faculty and students investigate political, economic, as well as ethnic and cultural sources of diversity in emotional and bodily functioning, conceptions of disability, self and subjectivity, sexuality and gender identity, moral evaluation, and social cognition. We are also concerned with the social and political production and management of social differences as well as the conflicts that arise in the context of contemporary migration. Ethnographic field work both in the United States and abroad is an important component of this program, although students and faculty use multiple methods (qualitative and quantitative, observational, clinical and experimental) to understand the similarities and differences in psychological functioning across human populations. The program encourages the comparative social and cultural analysis of what people know, think, feel, desire and value in India, Japan, China, Russia, Africa and the Middle East, as well as research on the institutions, ideologies and economic circumstances that shape the experience of minorities in places ranging from Norway to France to the United States. Example courses listed below have been offered in previous years but may not be offered in this academic year.

CHDV 30117Transnational Kinship, Intimacy and Migration100
CHDV 30320Violence and Trauma100
CHDV 30401Intensive Study of a Culture: Lowland Maya History and Ethnography100
CHDV 30600Social Psychology100
CHDV 31000Cultural Psychology *100
CHDV 31901Language, Culture, and Thought *100
CHDV 32100Culture, Power, Subjectivity *100
CHDV 32101Culture and Power, Part II: Discourse and Performativity *100
CHDV 33302Disordered States100
CHDV 42212Love, Capital and Conjugality in Africa and India100
CHDV 42214Ethnographic Writing *100
CHDV 43302Illness and Subjectivity *100
CHDV 43600Processes of Judgement and Decision Making100
CHDV 44700Seminar: Topics in Judgment and Decision Making100
CHDV 45601Moral Psychology & Comparative Ethics100
CHDV 45699When Cultures Collide: Multiculturalism in Liberal Democracies *100
CHDV 48415Displaced Nations and The Politics of Belonging100

(*) Satisfies the distribution requirement.

Health, Vulnerability and Culture (4)

The Department maintains a tradition of examining health, illness, disability, and vulnerability from a variety of social science perspectives. We understand health, illness, disability, and vulnerability as experiences that are deeply shaped by inter-related social, political-economic, and psychobiological processes. We are also committed to the idea that how human beings experience distress is inextricable from the ways in which we recognize, represent and respond to it. We are thus equally concerned with the biosocial mechanisms through which health, illness, disability, and vulnerability become embodied in particular persons, as we are with the cultural and linguistic processes through which concepts such as “health,” “illness,” “disability,” and “vulnerability” are produced, enacted, institutionalized and contested. A particular strength of our program is the study of mental health and illness and of psychiatry as a social institution. Current areas of research include culture and mental health; the comparative study of medical and healing systems; psychopathology and resilience across the life course; the psychosocial determinants of malignant and infectious disease; diffusion of suicide through social ties, disability and vulnerability as conditions of ethical and political life; colonialism and traumatic social memory; the social consequences of the neurosciences and genetics; and illness, subjectivity and embodiment. Faculty and students employ a range of ethnographic, experimental and epidemiological methods, and have carried out fieldwork in settings including China, France, India, Madagascar, Russia, Scandinavia and the United States. Example courses listed below have been offered in previous years but may not be offered in this academic year.

CHDV 30320Violence and Trauma100
CHDV 30405Anthropology of Disability100
CHDV 36400Theories of Emotion and the Psychology of Well Being *100
CHDV 40110Color, Ethnicity, Cultural Context, and Human Vulnerability100
CHDV 43302Illness and Subjectivity *100
CHDV 43770Social Structure, Culture, and Human Development *100
CHDV 44200Emerging Concepts in Medical and Psychological Anthropology100
CHDV 45205Pushing The Boundary: Current Debates On Animals and The Species Divide100
CHDV 46460Disability, Dependency, and the Good Life100

(*) Satisfies the distribution requirement.

Language and Communication in Thought and Interaction (5)

This area of study supports research and training on how language and other forms of social communication support and shape individual thought and social interaction. The program encompasses three intersecting areas. First, it compares communicative modalities across species, especially among the social mammals, with particular attention to the role played by language in human evolution and development by enabling the emergence of self, culture, and conceptual thought. Second, it compares linguistic and other communicative traditions across human societies with respect to their effects on thought and interaction, with particular attention to the impact of language diversity, multilingualism, the interplay of verbal  and nonverbal communication, and language socialization. And third, it compares both within and across societies the various specialized structures and discursive uses of language deployed within specialized institutional settings and ideological regimes such as education, therapy, science, religion, politics, etc. Across all three areas, there is an emphasis on bringing together a firm grounding in the formal analysis of the communicative modalities with substantive understanding of the psychological and social fields within which they operate. Example courses listed below have been offered in previous years but may not be offered in this academic year.

CHDV 23900Introduction to Language Development *100
CHDV 31901Language, Culture, and Thought *100
PSYC 43200Seminar in Language Development (=CHDV 41601) *100
CHDV 43550Gesture100
CHDV 45501Cognition and Education *100
CHDV 53350Gesture, Sign, and Language100

(*) Satisfies the distribution requirement.

Methods in Human Development Research (M)

Research on human development over the life span and across social and cultural contexts thrives on multiple theoretical perspectives. This research requires creation and improvement of a wide range of research methods appropriately selected for and tailored to specific human development problems. Faculty in the department employ research methods that span the full range from primarily qualitative to primarily quantitative and to strategic mix of both. Across all the substantive domains in Comparative Human Development, theoretical understanding is greatly advanced by methodology; therefore the Department pays serious attention to research design, data collection, analytic strategies, and presentation, evaluation, and interpretations of evidence. The Department has contributed some of the most influential work on psychological scaling on the basis of the item response theory (IRT), multivariate statistical methods, causal inference methods for revealing moderation, mediation, and spillover effects, modeling of human growth, analysis of qualitative data, and methods for cross-cultural analysis. Current research interests include (a) assessment of individual growth and change in important domains of development that are often intertwined, (b) examination and measurement of the structure, process, and quality of individual and group experiences in institutionalized settings such as families, schools, clinics, and neighborhoods, and (c) evaluation of the impact of societal changes or interventions on human development via changes in individual and group experiences, with particular interest in the heterogeneity of growth, process, and impact across demographic sub-populations and across social cultural contexts. Example courses listed below have been offered in previous years but may not be offered in this academic year.

CHDV 30101Applied Statistics in Human Development Research *100
CHDV 30102Introduction to Causal Inference *100
CHDV 32411Mediation, Moderation, and Spillover Effects *100
CHDV 37802Seminar: Challenging Legends and Other Received Truths: A Socratic Practicum100
CHDV 39301Qualitative Research Methods100
SOCI 40112Ethnographic Methods100
CHDV 42214Ethnographic Writing *100
CHDV 43248Research Methods in Behavior and Development100

(*) Satisfies the distribution requirement.


2018-2019 Offerings

The courses below are a guide. For up-to-date course plans, please visit Class Search or the Course List at humdev.uchicago.edu/page/courses

CHDV 30101. Applied Statistics in Human Development Research. 100 Units.

This course provides an introduction to quantitative methods of inquiry and a foundation for more advanced courses in applied statistics for students in social sciences who are interested in studying human development in social contexts. The course covers univariate and bivariate descriptive statistics, an introduction to statistical inference, t test, two-way contingency table, analysis of variance, simple linear regression, and multiple regression. All statistical concepts and methods will be illustrated with applications to a series of scientific inquiries organized around describing and understanding adolescent transitions into adulthood across demographic subpopulations in contemporary American society. We will use the National Longitudinal Survey of Youth 1997 (NLSY97) throughout the course to reveal disparities between subpopulations in opportunities and life course outcomes. At the end of the course, students should be able to define and use descriptive and inferential statistics to analyze data and to interpret analytical results. No prior knowledge in statistics is assumed. High school algebra and probability are the only mathematical pre-requisites. Every student is required to participate in a lab section. Students will review the course content and learn to use the Stata software in the lab under the TA's guidance.

Instructor(s): G. Hong     Terms Offered: Autumn
Prerequisite(s): At least one college-level mathematics course, can be a high school AP course, First priority for CHDV grads and 2nd priority CHDV undergrad majors
Note(s): CHDV Distribution, M*, M*
Equivalent Course(s): CHDV 20101

CHDV 30102. Introduction to Causal Inference. 100 Units.

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; 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-section 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 prerequisite for "Advanced Topics in Causal Inference" and "Mediation, moderation, and spillover effects."

Instructor(s): K. Yamaguchi     Terms Offered: Winter
Prerequisite(s): Intermediate Statistics or equivalent such as STAT 224/PBHS 324, PP 31301, BUS 41100, or SOC 30005 is a prerequisite.
Note(s): Graduate course, open to advanced undergraduates. CHDV Distribution: M, M*
Equivalent Course(s): MACS 51000, PBHS 43201, PLSC 30102, STAT 31900, SOCI 30315

CHDV 31000. Cultural Psychology. 100 Units.

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.

Instructor(s): R. Shweder     Terms Offered: Autumn
Prerequisite(s): Undergraduates must be in third or fourth year.
Note(s): CHDV Distribution: B, C
Equivalent Course(s): GNSE 31000, AMER 33000, PSYC 33000, PSYC 23000, ANTH 35110, CHDV 21000, ANTH 24320, GNSE 21001

CHDV 31600. Introduction to Language Development. 100 Units.

This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics).

Instructor(s): S. Goldin-Meadow     Terms Offered: Winter
Equivalent Course(s): LING 31600, CHDV 23900, LING 21600, PSYC 23200, PSYC 33200

CHDV 32102. Self and Subjectivity: Discourse, Agency, and Performativity. 100 Units.

This class examines the concepts of self, subjectivity and agency through a series of theoretical and ethnographic readings that seek to problematize the notion of a bounded self, instead locating the making and unmaking of persons in terms of broader institutional, political and cultural contexts. The first two weeks are devoted to some classic attempts to understand self and society, first focusing on the public aspects of culture and personhood and then looking at more psychological approaches to how individual identity is constructed. In the rest of the course we will turn to some alternative ways of theorizing the links between self and subjectivity drawn from the Russian socio-historical school, as well as poststructuralist writing on discourse and performativity. Course material will include theoretical essays and ethnographic monographs.

Instructor(s): J. Cole     Terms Offered: Winter
Prerequisite(s): Undergraduates with consent of instructor
Note(s): CHDV Distribution: C; 2*, 3*, 4*
Equivalent Course(s): ANTH 32102

CHDV 32411. Mediation, Moderation, and Spillover Effects. 100 Units.

This course is designed for graduate students and advanced undergraduate students from social sciences, statistics, health studies, public policy, and social services administration who will be or are currently involved in quantitative research. Research questions about why an intervention works, for whom, under what conditions, and whether one individual's treatment could affect other individuals' outcomes are often key to the advancement of scientific knowledge yet pose major analytic challenges. This course introduces cutting-edge theoretical concepts and methodological approaches with regard to mediation of intervention effects, moderated intervention effects, and spillover effects in a variety of settings. The course content is organized around six case studies. In each case, students will be involved in critical examinations of a working paper currently under review. Background readings will reflect the latest developments and controversies. Weekly labs will provide supplementary tutorials and hands-on experiences with mediation and moderation analyses. All students are expected to contribute to the knowledge building in class through participation in discussions. Students are encouraged to form study groups, while the two written assignments are to be finished and graded on an individual basis.

Instructor(s): G. Hong     Terms Offered: Spring
Note(s): CHDV Distribution, Methods
Equivalent Course(s): STAT 33211, CCTS 32411, SOCI 30318, PSYC 32411, PBPL 29411

CHDV 34800. Kinship and Social Systems. 100 Units.

This course will use a biological approach to understanding how groups form and how cooperation and competition modulate group size and reproductive success. We will explore social systems from evolutionary and ecological perspectives, focusing on how the biotic and social environments favor cooperation among kin as well as how these environmental features influence mating systems and inclusive fitness. While a strong background in evolutionary theory is not required, students should have basic understanding of biology and natural selection. Course will use combination of lectures and discussion.

Instructor(s): J. Mateo     Terms Offered: Autumn
Note(s): CHDV Distribution, A*; 1*
Equivalent Course(s): EVOL 34800

CHDV 37802. Seminar: Challenging Legends and Other Received Truths: A Socratic Practicum. 100 Units.

This seminar is an experiment in honoring the skeptical intellectual tradition. That intellectual tradition, which has its home in the great universities of the world, aims to achieve accuracy and impartiality in human understanding through a principled commitment to explore the other side, even when that requires the articulation of an unpopular, politically incorrect, or against the current point of view. While it may be a matter for debate whether the intellectual virtues we associate with skepticism are at risk of being sacrificed in the academy these days, this seminar engages a social science and public policy literature that raises skeptical doubts about "received wisdom" on a variety of consequential fronts. Warning to prospective seminar participants: "... a good university, like Socrates, will be upsetting" (The University of Chicago "Kalven Committee Report," November 11, 1967).

Instructor(s): R. Shweder     Terms Offered: Winter
Prerequisite(s): Open to graduate students and to 3rd and 4th year College students.
Note(s): CHDV Distribution: M, M
Equivalent Course(s): CHDV 27802

CHDV 37860. History of Evolutionary Behavioral Sciences. 100 Units.

This course will consist in 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.

Instructor(s): D. Maestripieri     Terms Offered: Autumn 2018
Prerequisite(s): N/A
Equivalent Course(s): CHDV 27860, HIPS 27860, KNOW 27860, CHSS 37860

CHDV 40000. HD Concepts. 100 Units.

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.

Instructor(s): J. Lucy     Terms Offered: Autumn
Prerequisite(s): CHD Grad Students Only
Note(s): Required Course for Comparative Human Development Graduate Students

CHDV 40315. Inequality in Urban Spaces. 100 Units.

The problems confronting urban schools are bound to the social, economic, and political conditions of the urban environments in which schools reside. Thus, this course will explore social, economic, and political issues, with an emphasis on issues of race and class as they have affected the distribution of equal educational opportunities in urban schools. We will focus on the ways in which family, school, and neighborhood characteristics intersect to shape the divergent outcomes of low- and middle-income children residing with any given neighborhood. Students will tackle an important issue affecting the residents and schools in one Chicago neighborhood. This course is part of the College Course Cluster, Urban Design.

Instructor(s): M. Keels     Terms Offered: Autumn
Note(s): CHDV Distribution: B; 2*
Equivalent Course(s): CHDV 20305, PBPL 20305, CRES 20305

CHDV 41601. Seminar in Language Development. 100 Units.

Advanced undergraduates and MAPSS students should register for PSYC 33200. Psychology graduate students should register for PSYC 43200. This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics).

Instructor(s): S. Goldin-Meadow     Terms Offered: Winter
Equivalent Course(s): PSYC 43200

CHDV 41900. Advanced Topics in Language, Culture and Thought. 100 Units.

This course examines more intensively one or more of the topics discussed in CHDV 31901, Language, Culture, and Thought. Typically the course will concern the relationship between language developments in middle childhood and the emergence of higher order social and intellectual skills. Among the topics to be considered will be the role of language advances (e.g., reported speech, narrative structure, metapragmatics, etc.) in relation to cognitive growth (formal reasoning, theory of mind, etc.) especially as these relationships are mediated through institutional structures (e.g., education, standard language, etc.). Readings will include a mix of basic theory, contemporary literature reviews, and case studies.

Instructor(s): J. Lucy     Terms Offered: Autumn
Prerequisite(s): CHDV 21901/31901, PSYC 21950/31900, ANTH 27605/37605, LING 27605/37605 or Permission of Instructor
Note(s): CHDV Distribution: C; 5*
Equivalent Course(s): PSYC 41901, ANTH 47605

CHDV 42214. Ethnographic Writing. 100 Units.

This course is intended for qualitative, anthropologically oriented graduate students engaged in the act of ethnographic writing, be it a thesis, a prospectus or an article. The course is organized around student presentations of work in progress and critical feedback from course participants. It is hoped that each participant will emerge from the course with a polished piece of work. Only graduate students will be admitted and consent of the instructor is mandatory.

Instructor(s): J. Cole     Terms Offered: Autumn
Prerequisite(s): Permission of instructor, graduate students only.
Note(s): CHDV Distribution: M, 2,* 3,* 4,* 5*
Equivalent Course(s): ANTH 53520

CHDV 42350. Development Over Life Course. 100 Units.

This course explores the biological and social patterning of lives from infancy through old age. Readings will include class and contemporary theory and research related to varied stages of the life course. Discussion will focus on paradigmatic themes in life course development such as: the social situation of lives in time and place, the interconnectedness of lives and generations, the nature of developmental transitions, the timing of life experiences, and the continuity of lives through time. Examples will be drawn from populations of traditional concern within social welfare policy and social work practice.

Equivalent Course(s): SSAD 50400

CHDV 42401-42402. Trial Research in Human Development - I-II.

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 42401. Trial Research in Human Development I. 100 Units.

This course is taken in the Spring quarter of the first year, followed by part II in the Autumn quarter of the second year. The purpose of this seminar is to help students formulate and complete their trial research projects.

Instructor(s): Staff     Terms Offered: Spring
Prerequisite(s): CHD grad students only.
Note(s): CHDV Distribution, R

CHDV 42402. Trial Research in Human Development II. 100 Units.

Second in required Trial Research Seminar sequence. 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.

Instructor(s): Staff     Terms Offered: Autumn
Prerequisite(s): CHDV 42401 Trial Research in Human Development-I. CHD graduate students only.
Note(s): Required Course for Comparative Human Development Graduate Students

CHDV 43204. Medical Anthropology. 100,0 Units.

This course introduces students to the central concepts and methods of medical anthropology. Drawing on a number of classic and contemporary texts, we will consider both the specificity of local medical cultures and the processes which increasingly link these systems of knowledge and practice. We will study the social and political economic shaping of illness and suffering and will examine medical and healing systems-including biomedicine-as social institutions and as sources of epistemological authority. Topics covered will include the problem of belief; local theories of disease causation and healing efficacy; the placebo effect and contextual healing; theories of embodiment; medicalization; structural violence; modernity and the distribution of risk; the meanings and effects of new medical technologies; and global health.,This course introduces students to the central concepts and methods of medical anthropology. Drawing on a number of classic and contemporary texts, we will consider both the specificity of local medical cultures and the processes that increasingly link these systems of knowledge and practice. We will study the social and political economic shaping of illness and suffering, and will examine medical and healing systems-including biomedicine-as social institutions and as sources of epistemological authority. Topics covered will include the problem of belief, local theories of disease causation and healing efficacy, the placebo effect and contextual healing, theories of embodiment, medicalization, structural violence, modernity and the distribution of risk, the meanings and effects of new medical technologies, and global health.

Instructor(s): E. Raikhel     Terms Offered: Winter
Prerequisite(s): SOSC sequence
Note(s): CHDV Distribution: C, D; 4
Equivalent Course(s): ANTH 24330, HIPS 27301, ANTH 40330, CHDV 23204,HIPS 27301, ANTH 40330, CHDV 23204, ANTH 24330

CHDV 43302. Illness and Subjectivity. 100 Units.

While anthropology and other social sciences have long explored the social and cultural shaping of the self and personhood, many scholars have recently employed the rubric of "subjectivity" to articulate the links between collective phenomena and the subjective lives of individuals. This graduate seminar will examine "subjectivity"-and related concepts-focusing on topics where such ideas have been particularly fruitful: illness, pathology and suffering. We will critically examine the terms "self," "personhood" and "subjectivity"-and their relationship to one another. Additional literatures and topics covered may include: illness and narrative; healing and the self; personhood and new medical technologies.

Instructor(s): E. Raikhel     Terms Offered: Spring
Prerequisite(s): Graduate students only.
Note(s): CHDV Distribution: 3*, 4*
Equivalent Course(s): ANTH 51305

CHDV 43335. Psychiatry and Society. 100 Units.

This course examines psychiatry as a social institution, an epistemological authority and a source of social ontology. It will trace the production, circulation and use of psychiatric knowledge from research to clinical practice. Moreover, the course will examine the complex relationships between psychiatric knowledge and its object: mental illness or psychopathology. Put in slightly different terms, we will look at the links between psychiatrists' professional accounts of mental illness and patients first-hand experiences of it.

Instructor(s): E. Raikhel     Terms Offered: Winter
Prerequisite(s): N/A
Note(s): CHDV Distribution: 4*
Equivalent Course(s): ANTH 40345

CHDV 43600. Processes of Judgement and Decision Making. 100 Units.

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.

Instructor(s): W. Goldstein     Terms Offered: Autumn
Equivalent Course(s): PSYC 43600

CHDV 44214. Gender, Health & Medicine. 100 Units.

From the day we are born til the day we die, we experience a gendered world that shapes our opportunities, our social interactions, and even our physical health and wellbeing. This course will provide an introduction to sociological perspectives on gender, physical and mental health, and medicine while also providing a deep interrogation of the social, institutional, and biological links between gender and health. We will discuss inequalities in morbidity, mortality, and health behaviors of women, men, and transgendered individuals from different race, ethnic, and class backgrounds, and we will use sociological concepts, theories, and methods to understand why these differences appear. Finally, we will examine how medicine as an institution and medical practices as organizations sometimes contribute to and combat gender inequality in health. By the end of the course, you will be familiar with social scientific perspectives on (1) gender, (2) mental and physical health, and (3) the practice of medicine, as well as some of the fundamental debates in current medical sociology and sociology of gender.

Instructor(s): A. Mueller     Terms Offered: Autumn
Note(s): CHDV Distribution: 2*, 4*
Equivalent Course(s): SOCI 40221, GNSE 44214, PBHS 31414, CRES 44214

CHDV 44700. Seminar: Topics in Judgment and Decision Making. 100 Units.

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.

Instructor(s): W. Goldstein     Terms Offered: Spring
Equivalent Course(s): PSYC 44700

CHDV 45699. When Cultures Collide: Multiculturalism in Liberal Democracies. 100 Units.

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.

Instructor(s): R. Shweder     Terms Offered: Winter
Note(s): CHDV Distribution, C
Equivalent Course(s): HMRT 35600, KNOW 45699, PSYC 45300, GNSE 45600, ANTH 45600

CHDV 48001. Mind and Biology Proseminar I. 000 Units.

Students receive credit in spring quarter after attending 3 quarters of seminars.

Instructor(s): TBD     Terms Offered: Autumn
Equivalent Course(s): PSYC 48001

CHDV 48002. Mind and Biology Proseminar 2. 000 Units.

Seminar series at the Institute for Mind and Biology meets three to four times per quarter. Sign up for three quarters; receive credit at the end of Spring Quarter.

Instructor(s): TBD     Terms Offered: Winter
Equivalent Course(s): PSYC 48002

CHDV 48003. Mind and Biology Proseminar 3. 100 Units.

Seminar series at the Institute for Mind and Biology meets three to four times per quarter. Sign up for three quarters; receive credit at the end of Spring Quarter.

Instructor(s): TBD     Terms Offered: Spring
Equivalent Course(s): PSYC 48003

CHDV 48412. Publications, Grants, and the Academic Job Market. 100 Units.

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.

Instructor(s): D. Maestripieri     Terms Offered: Autumn
Equivalent Course(s): PSYC 48412, EVOL 48412

CHDV 48414. Evolution of Human Development. 100 Units.

In this graduate seminar we will read and discuss seminar theoretical and empirical articles that address aspects of human lifespan development from an evolutionary perspective. Topics include: developmental plasticity, life history, sex differences, childhood and juvenility, puberty and adolescence, gene-environment interactions, attachment, parent-offspring conflict, and neurobiological mechanisms.

Instructor(s): D. Maestripieri     Terms Offered: Autumn
Note(s): CHDV Distribution: 1*, 2*
Equivalent Course(s): PSYC 48414

CHDV 49856. Mobilities. 100 Units.

This course considers the "mobilities turn" in anthropology and other social sciences through an engagement with foundational mobility studies literature as well as close readings of ethnographies of and about mobilities. We will consider mobilities in relation to people, places, and objects and we will look at a range of sites. What does a consideration of mobility enable both theoretically and empirically? What is the connection between mobility, change, and political, social, and economic (re)production?

Instructor(s): M. Friedner     Terms Offered: Winter
Prerequisite(s): Undergraduates with consent of instructor.
Note(s): CHDV Distribution: 2*
Equivalent Course(s): MAPS 49856, ANTH 45625