are also available at the Social Science Reference Library. Katznelson, Ira. 2005.
When Affirmative Action was White: An Untold History of Racial. Inequality in ...
SOCIOLOGY 134: AMERICAN RACIAL AND ETHNIC MINORITIES Course #45946 Summer Session 2012 (6/18 – 8/9)
INSTRUCTOR INFORMATION Instructor: Office: Email: Office Hours:
Sarah K. Bruch Education Sciences Building, Room 452
[email protected] Mondays and Tuesdays 10:30-1 or by appointment
CLASS INFORMATION Class Sessions: Location:
Monday-Thursday 8:55-10:10 Social Science Room 4308
OVERVIEW OF THE COURSE This course provides a sociological approach to race and ethnicity. We will examine the historical construction and significance of race and ethnicity, as well as explore the contemporary ways in which race and ethnicity are made meaningful in the United States. This is not a course about the experiences of particular racial or ethnic groups. Rather, the course examines key concepts and themes in the study of race and ethnicity, including how sociologists define race and ethnicity, the social construction of race and ethnicity and racial classification, cognitive processes such as prejudice and implicit bias, racial attitudes, personal and institutional forms of discrimination, and racism. COURSE GOALS In this course students will be exposed to sociological ways of thinking about race and ethnicity, and will learn the key concepts sociologists use to understand race and ethnicity. Students will learn how to apply sociological knowledge about race and ethnicity to their own lives. Students will also become familiar with sociological theories used to explain various types of racial and ethnic inequality. READINGS The readings for this course consist of seven books. The schedule of readings can be found at the end of the syllabus. Books can be purchased at Rainbow Bookstore (426 W. Gilman St. 257-6050), and are on reserve at the Social Sciences Reference Library (on the 8th Floor of Social Sciences). All videos shown in class are also available at the Social Science Reference Library. Katznelson, Ira. 2005. When Affirmative Action was White: An Untold History of Racial Inequality in Twentieth-Century America. New York: W.W. Norton & Company.
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Lee, Jennifer and Frank D. Bean. 2012. The Diversity Paradox: Immigration and the Color Line in Twenty-First Century America. New York: Russell Sage Foundation. Kasinitz, Philip, John H. Mollenkopf, Mary C. Waters, and Jennifer Holdaway. 2009. Inheriting the City: The Children of Immigrants Come of Age. New York: Russell Sage Foundation. Tyson, Karolyn. 2011. Integration Interrupted: Tracking, Black Students, and Acting White After Brown. New York: Oxford University Press. Royster, Deirdre A. 2003. Race and the Invisible Hand: How White Networks Exclude Black Men from Blue-Collar Jobs. Berkeley, CA: University of California Press. Pager, Devah. 2007. Marked: Race, Crime, and Finding Work in an Era of Mass Incarceration. Chicago, IL: University of Chicago Press. Wilson, William Julius. 2009. More than Just Race: Being Black and Poor in the Inner City. New York: W.W. Norton & Company. COURSE REQUIREMENTS There are four requirements for this course: weekly reaction papers, weekly reflection papers, leading of class discussion one class period, and in-class participation. Weekly Reaction Paper: Each Monday beginning with Week 2, you will turn in a reaction paper. These short writing assignments should be approximately 300-600 words which is about 2-4 pages of 11 or 12 point font text that is double-spaced with 1 inch margins. These short writing assignments are to be done after you have completed all the assigned readings. Each reaction paper needs to have three sections: Section 1: Briefly summarize the assigned reading. This is only the first section of the reaction paper and should be no more than 1-2 paragraphs. You need to identify the main ideas and put the main ideas into your own words. Although this section should be short, it is extremely important because this is my way of checking whether you have done the assigned reading. Also note that it is more difficult to write a short, concise summary than a long one. Section 2: Connect the assigned reading to your own life. This section gives you an opportunity to connect course material to what you know and have already experienced. Discuss how this reading connects to something that you have experienced, or alternatively something that know about. Section 3: Provide your personal reaction to the assigned reading. Your personal reaction can be whatever you were thinking about while you were doing the reading or your thoughts after completing the reading. You can discuss points of agreement and disagreement with the author’s work or argument, and note why you agree or disagree. You can include any questions you have after having done the reading, or you can discuss parts of the text that were unclear or that you do not understand. 2|Page
Weekly Reflection Paper: Each Thursday beginning with Week 2, you will turn in a reaction paper. These short writing assignments should be approximately 300-600 words which is about 2-4 pages of 11 or 12 point font text that is double-spaced with 1 inch margins. These short writing assignments are to be done after you have completed all the assigned readings. Each reflection paper needs to have three sections: Section 1: Briefly summarize the assigned reading. This is only the first section of the reflection paper and should be no more than 1-2 paragraphs or no more than 1 page. You need to identify the main ideas and put the main ideas into your own words. Although this section should be short, it is extremely important because this is my way of checking whether you have done the assigned reading. Also note that it is more difficult to write a short, concise summary than a long one. Section 2: Connect the assigned reading to class material. This section provides you with practice writing in a sociological context. You must use information from the course materials to support your discussion. Apply sociological concepts, terms, and theories that we have covered in the class to the reading for the week. These can be from class discussions, films we watched in class, lecture material, or from previous week’s readings, discussions, films, or lectures. Section 3: Provide your personal reflection to the assigned reading. What did you think was the most interesting or compelling part or idea of the reading? Why was this part or idea most compelling? This last section is less about your initial reaction to the reading as it is in the reaction paper, and is more about your assessment of the text as a whole now that you have completed it. You can also use this last section to discuss remaining questions about the book. Leading Class Discussion: Each Wednesday beginning with Week 2, students will help lead the class discussion of the assigned reading. You will help lead the class discussion one time during the semester. To do so, you will do the following: 1. Read a supplemental reading related to the topic for that week. A list of supplemental readings will be provided to choose from. The supplemental readings are recently published academic articles or articles that are exemplars in the field. 2. Prepare and present to the class a brief 2-3 minute summary of the article. The point of this summary is for you to bring in additional material to inform the class discussion. The notes that you create in order to prepare for the presentation of your article are due the Tuesday before you lead the class discussion. 3. Prepare 2-4 discussion questions for the class to discuss. The discussion questions should be focused on the assigned reading that we have all read, not the supplemental article that you read. These questions are due the Tuesday before you lead the class discussion. 4. Facilitate the class discussion. On the day that you (and your classmates) are in charge of leading the class discussion, your job is not only to pose your discussion questions to the class, but most importantly, to share with the class the ways that the article you read is related, what new information it provides, how it differs, etc. from the assigned reading during the class discussion.
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Each week several students will be assigned to lead the class discussion. Each student will independently read a different supplemental reading, provide their brief summary to the class, prepare discussion questions, and help to facilitate the discussion. This is not a group project. In-Class Participation: This is not your average class participation grade! Each class period includes discussion and activities in class. It is essential that you come to class having done the readings. By engaging in activities and discussions, you will be able to learn from one another, develop your ability to clearly articulate your ideas, and build your confidence in speaking your opinions. Effort matters! GRADES Reaction papers and reflection papers are each worth 15 points (5 points per section). Points are deducted for each section separately. These papers are less about putting down ‘right’ or ‘wrong’ answers and more about clarifying your thoughts about the issues we are learning about in the class. They are opportunities for you to process what you are learning each week and relate it to your own life (Reaction Paper Section 2), or other class material (Reflection Paper Section 2). I don’t correct grammar and spelling etc. but I do deduct points for this. If you get points deducted for this reason on a regular basis, I recommend going to see someone at the UW Writing Center. Leading class discussion assignment is graded in four parts for a total of 30 possible points: notes for presentation of article (5 points), discussion questions (5 points), presentation of article (10 points), facilitation of class discussion (10 points). Participation is assessed each class period and you will receive up to a total of 5 points per class toward your overall grade. If you are absent, you do not get any participation points. Points will also be deducted if you are not paying attention in class (e.g. texting, have a laptop open, etc.). If you participate only when required (e.g. I call on you), you will not receive the full 5 points for the class. You must actively participate for the class period to receive the 5 points – this is like getting an A on an assignment. Grading Scale: Grade
% Attained
A
93-100
AB
88-92
B
83-87
BC
78-82
C
70-77
D
60-69
F
59 or below
I reserve the right to modify the distribution at a later date, but I will not do so in a way that lowers anyone’s grade.
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EXTRA CREDIT OPPORTUNITIES There may be one or two opportunities to earn extra credit during the semester. LATE WORK POLICY I do accept late work because I understand that life is complicated and all of us have many obligations and challenges. I would rather you do the work late than not at all. HOWEVER I only accept work up to one week late. Work that is more than one week late will not be accepted. Late work receives only ½ credit. In other words, failure to submit work on time will result in an automatic 50% grade before I begin grading the work. For example, if the assignment is worth 20 points, a late assignment will be worth a maximum of 10 points. This is a substantial reduction in points, so I would strongly recommend you not use this option very often. ACCOMMODATIONS Your success in this class is important to me. If there are circumstances that may affect your performance in this class, please let me know as soon as possible so that we may work together to develop strategies for adapting assignments to meet both your needs and the requirements of the course. The McBurney Disability Resource Center (http://www.mcburney.wisc.edu/) provides resources for students with disabilities. You will need to provide documentation of disability to them in order to receive official university services and accommodations. ACADEMIC HONESTY Academic dishonesty will not be tolerated. All forms of cheating or plagiarism are taken very seriously. All incidences of academic dishonesty will result in a failing grade for this course. In addition, the incident will be reported in writing to the Dean of the student’s college as well as to the Dean of Students so that the latter may decide whether further disciplinary action is needed. Knowledge of rules regarding academic misconduct is each student’s responsibility, and lack of familiarity with the rules does not excuse misconduct. A clear definition of plagiarism as well as information about disciplinary sanctions for academic misconduct may be found at the Dean of Students website: http://students.wisc.edu/saja/misconduct/UWS14.html. If you have questions as to what constitutes plagiarism, the Writing Center has numerous resources and tutorials online on their website: http://www.wisc.edu/writing/Handbook/Documentation.html. ELECTRONICS POLICY Due to rampant abuse of the internet during prior classes, use of laptops or other electronic devices such as IPads, tablets, or cell phones is prohibited.
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CLASSROOM DIALOGUE The issues we deal with in this course are often controversial, and you may be exposed to arguments you do not agree with in the readings, discussions, class activities, or lectures. A great deal of learning occurs in the classroom and as part of this process you are encouraged to voice your opinion about these issues. This is not a class where we all need to agree at the end of the day. In fact, disagreement is a good way to learn because it requires critical thinking and reflection on one’s own position. Together, we need to create a comfortable environment by sharing ideas, observations, and questions respectfully; such an environment is only possible when instructors and students treat each other with mutual respect and listen without interruption. Therefore, we will not tolerate words or actions that result in hostility in the classroom. The following ideas help us create a positive atmosphere: •
•
•
• •
We are all knowledgeable in different ways. We all have something to teach and something to learn. A well-rounded understanding of the social world cannot be achieved without the participation of many different perspectives. No one is to be blamed for the circumstances of their existence that have been beyond their control. We cannot be blamed for repeating misinformation we have learned in our social locations, but we can hold each other accountable to not repeat misinformation after we have learned otherwise. Learn to appreciate different personalities. Try to draw out those who are quieter than others, but respect people’s comfort levels and learn to recognize active listening. Those who are more assertive should try to recognize and refrain from dominating the conversation. Everyone should be encouraged to rethink the assumptions and knowledge we bring into the classroom; approach learning with an open mind. Respect each person’s experience, never demean or trivialize another’s life experience. It is possible to voice your point of view without offending and alienating your peers.
Each class is a learning community with a unique dynamic. I welcome and will thoughtfully consider critical feedback and constructive suggestions for changes that may enhance the classroom dynamic.
The syllabus can be understood as a contract between us. I do, however, reserve the right to make minor changes in the course as I see necessary for the good of the class. I will do my best to maintain this original syllabus, and will make sure everyone is made aware of any changes in a timely and appropriate manner.
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SCHEDULE WEEK 1 – JUNE 18-21 Topic: Race as Social Construction WEEK 2 – June 25-28 Topic: Historical Significance of Race AND How We Think and Talk About Race. Reading: Katznelson • For Monday’s Reaction Paper, read the Preface and Chapters 1-3. • For Thursday’s Reflection Paper, read Chapters 4-6 and the Appendix. WEEK 3 – JULY 2-5 Topic: Color Line and Diversity Reading: Lee and Bean • For Monday’s Reaction Paper, read Part 1 which is Chapters 1-4. • For Thursday’s Reflection Paper, read one of the chapters of Part 2 (Chapters 5-8); and read all of Part 3 (Chapters 9 and 10). WEEK 4 – JULY 9-12 Topic: Immigration Reading: Kasinitz et al. • For Monday’s Reaction Paper, read Chapters 1-5 and the Methodological Appendix. • For Thursday’s Reflection Paper, read one of the following: Chapter 6, 7, 8, or 9; and read Chapters 10 and 11. WEEK 5 – JULY 16-19 Topic: Race and Education Reading: Tyson • For Monday’s Reaction Paper, read the Introduction, and Chapters 1 and 2. • For Thursday’s Reflection Paper, read Chapters 3 and 4, and the Conclusion. WEEK 6 – JULY 23-26 Topic: Race and Employment Reading: Royster • For Monday’s Reaction Paper, read Chapters 1-5. • For Thursday’s Reflection Paper, read Chapters 6-8. WEEK 7 – JULY 30-AUG 2 Topic: Race and Incarceration Reading: Pager • For Monday’s Reaction Paper, read the Introduction and Chapters 1-5. • For Thursday’s Reflection Paper, read Chapters 6-8. WEEK 8 – AUG 6-9 Topic: Structure and Culture in the Study of Racial Inequality Reading: Wilson • For Monday’s Reaction Paper, read Chapters 1-4. • For Thursday’s Reflection Paper, read Chapter 5. 7|Page
