Sociology 314:Racial and Ethnic Relations

WinthropUniversity, Fall 2008

1

Class Location: Kinard 316

Class Time: M/W 6:30-7:45pm

Professor: Dr. Jeannie Haubert Weil

Office: 336 Kinard

Office Hours:Mon 2:30-5:00 or by appointment

Office Phone: ext. 4293

Email:

1

Preferred Contact Method: While I have to use email from time to time to communicate with the whole class, I find it impersonal as a method of individual communication. In contrast, face-to face communication provides the opportunity for more detailed answers to your questions and allows me to get to know you better. Please come to my office hours with your questions. If my office hours conflict with other obligations you have, you may email me for an appointment.

COURSE DESCRIPTION

This course will introduce you to sociological perspectives on race and ethnicity in contemporary U.S. society. We will focus on sociological theories related to assimilation, power, exploitation, solidarity, and inequality, and will explore changes in policy aimed at addressing racial and ethnic inequalities. The often-taboo subjects of prejudice, stereotypes, discrimination, and racism will be pervasive themes as open and honest communication about such subjects is foundational in promoting cross-racial and ethnic understanding. We will explore not only interpersonal relations, but also broader social and institutional structures that affect day-to-day realities. We will also discuss contemporary discourse and ideologies surrounding race and ethnicity. Lastly, we will explore how all individuals continually act to either challenge or reinforce these social structures through their day to day interactions, and how students can act as an agent of change in promoting anti-racism and social justice.

COURSE OBJECTIVES

After taking this course, students should be able to:

  • Understand and appreciate race and ethnicity issues from the perspectives of various racial/ethnic groups rather than just their own
  • Understand the main sociological concepts, theories, and debates surrounding contemporary racial and ethnic relations both in the U.S. and around the globe
  • Understand the overall patterns of racial and ethnic stratification in the U.S.
  • Critically assess policies and proposed legislation such as immigration reform and changes to affirmative action policies
  • Be familiar with the patterns of immigration to the U.S. and changes over time
  • Discuss socio-economic and political issues surrounding racial and ethnic relations from an informed, sociological perspective

ORGANIZATION

The course has five components: lecture, activities, discussion, film and presentation.

  • Lectures:These are used to introduce main concepts and theories in the subject, and to highlight major social issues related to the study of race and ethnic relations.
  • Activities:I will occasionally run activities designed to make abstract sociological concepts more real to you, to encourage introspection, and to facilitate class-wide bonding. I do this to vary the learning experience for those that learn better by doing rather than just listening.
  • Discussions:We will have in-class discussions each week in which we analyze, critique, and compare the readings. You are expected to actively participate every week. In addition to speaking in class, you can participate by bringing course-related news articles to class.
  • Films: Films will further reinforce the debates and issues from lecture, and their socio-economic and political ramifications. Additionally, the films are intended to further engage students and provide a deeper foundation for discussion and evaluation of the readings.
  • Presentations: Rather than formal presentations, we will have round-table presentations in which students will share information on a race/ethnicity issue that they have researched and are passionate about. This will expose students to a variety of different issues and problems related to racial and ethnic relations as students take center-stage in educating one another.

TEXTS AND SUPPLEMENTARY MATERIALS

  • Weil, Jeannie Haubert (ed). 2008. Inequalities (custom book). Thomson Publishing. (only available in the Bookworm)
  • Wise, Tim. 2007. White Like Me: Reflections on Race from a Privileged Son (2nd Edition). Soft Skull Press. Brooklyn, NY.

ATHLETES & PERSONS WITH DISABILITIES

WinthropUniversity is dedicated to providing access to education. If you need accommodations due to either a university athletic obligation or to a particular disability, please notify me within the first two weeks of the semester. If you have a disability and require specific accommodations to complete this course, contact Gena Smith, Program Director, Services for Students with Disabilities, at 323-3290 to obtain an official notice for accommodations.

CLASSROOM STANDARDS

  1. Be respectful of all individuals in the classroom whether or not you agree with them. This is essential for creating an environment in which all students feel comfortable expressing themselves.
  2. Cite ideas that are not your own. Please come to me with any questions on how to cite.
  3. Type all assignments unless otherwise specified.
  4. Be on time. Consistent lateness will significantly reduce your participation grade.
  5. Do the readings and be prepared to discuss them. Evidence to the contrary will adversely affect your participation/preparedness grade.
  6. Do not be rude. Ringing cell phones, private conversations, sleeping, studying for another course, and text messaging are inappropriate in class. Such actions will adversely affect your participation/preparedness grade.

CLASSROOM POLICIES

  • Late Assignments—Any assignments submitted after the class session in which they are due will be penalized a full letter grade per day that they are late, including weekends.
  • ExamMake-up Policy—A student who misses an exam may receive a make-up exam if they are absent due to extreme circumstances (e.g. death in the family, car accident, etc.). Such extreme circumstances must be documented and are subject to the discretion of the professor.
  • Borrowed Material—All students are expected to follow the student conduct standards set forth by the university. The university states that all academic works submitted by a student should be the result of his or her own efforts. Suspected violations such as cheating, plagiarism, fabrication, and unauthorized collaboration will result in a lowering of your grade the extent to which will depends on the nature of the violation. If you have any questions regarding how or when to cite, please ask. I’m happy to help.
  • Your Ideas and Comments--Your ideas, comments, suggestions and questions are welcome. You are encouraged to take advantage of my office hours for help with course content, paper, or anything else related to the course and your progress.

COURSE REQUIREMENTS & GRADING

Grades

Participation & Preparedness20%

Exam 120%

Exam 220%

Social Change Paper & Round-Table Presentation20%

Final Exam20%

A / 94% or better / C / 73 - 76%
A- / 90 – 93% / C- / 70 - 72%
B+ / 87 – 89% / D+ / 67 - 69%
B / 83 – 86% / D / 63 - 66%
B- / 80 – 82% / D- / 60 - 62%
C+ / 77 – 79% / F / less than 60%

Participation and Preparedness: This class relies heavily on the active participation of you and your colleagues; therefore, a significant portion of your grade depends on your digesting the readings and engaging in class discussion. You will have short quizzes each week to gauge your level of preparedness and to emphasize important points in the readings. These will be helpful to you in preparing for the exams and are also good starting points for discussion.

No unexcused absences = 4 lowest quizzes dropped

1 unexcused absence = 2 lowest quizzes dropped

Quiz grades will be added to a weighted participation grade and averaged at the end of the semester to make up your overall participation and preparedness grade.

Students who are consistently prepared and actively contribute to class discussions will receive a high participation grade while those who dominate discussions, are disruptive or disrespectful will receive a low grade. Feel free to inquire about how you are measuring up in this area at any point during the semester.

Exams: The exams are composed of multiple-choice questions and 1-2 essays. Lectures may go beyond the scope of the textbook, and all materials covered in lecture, readings and films may be tested (see also the missed exam policy).

Social Change Research Project:

*note, you must clear your topic with me by March.

Steps to writing the paper:

  1. The Problem:Identify a social problem related to contemporary racial or ethnic inequality and learn all you can about that problem, the actors and social institutions that perpetuate the problem, and who else is working to bring about social justice that you might join forces with. Be sure to integrate sociological concepts from course and define and cite the terms you use. (around 4 pages).
  1. The Plan:Define a plan of action for yourself that includes joining others and proposing steps to bring attention to your topic. This section can either be written in paragraph form or bullet points. Be sure to integrate sociological concepts from course and define and cite the terms you use (around 2 pages).
  1. Apart from your paper, bring a 1-2 page handout to your roundtable discussion so that you can educate others about the issue you’ve studied and how to promote social justice. Attach your handout to the paper you turn in.

COURSE TOPICS & ASSIGNED READINGS[1]

Understanding Race in the Context of Power

WEEK 1: Jan 12/14

INTRODUCTIONS AND ICEBREAKERS

  • “Defining Racism: Can We Talk?”- Tatum
  • White Like Me (Preface)

WEEK 2: Jan 21

KEY CONCEPTS AND PARADIGMS IN SOCIOLOGY

  • White Like Me (CHS 1, 2,)

(MLK Day Jan 19, no class)

WEEK 3: Jan 26/28

DOMINANT GROUPS, MINORITY GROUPS & SOCIETY

  • White Like Me (CHS 3, 4,)

WEEK 4: Feb 2/4

DOMINANT GROUPS, MINORITY GROUPS & SOCIETY

  • White Like Me (CHS 5,6)
  • Dates: 2/4 Exam 1

The Continuing Significance of Race

WEEK 5:Feb 9/11

INTERPERSONAL LEVEL- STEREOTYPES& DISCOURSE

  • “Yes I Follow Islam, But I’m Not a Terrorist”- El Sawy
  • “Just Walk on By”- Staples
  • New Song, Same Old Tune: Racial Discourse in the Aftermath of Hurricane Katrina –Doane

WEEK 6:Feb 16/18

INTERPERSONAL LEVEL- DISCRIMINATION

  • “Are Emily and Greg More Employable than Lakisha and Jamal?: A Field Experiment on Labor Market Discrimination”- Betrand and Mullainathan
  • Discrimination, Segregation, and the Racialized Search for Housing Post-Katrina- Haubert Weil
  • Epilogue “A Letter to White America”- Wise
  • Explore research topics and discuss with Dr. Weil if you need to.

WEEK 7: Feb 23/25

STRUCTURAL LEVEL- WEALTH & HOUSING

(exact readings TBA)

WEEK 8: Mar 2/4

STRUCTURAL LEVEL- WEALTH & HOUSING

  • “The Black-White Wealth Gap”- Conley
  • Be prepared to introduce your research topic to the class.
  • 3/4- Exam 2

Immigration, Multiculturalism, and Social Movements

WEEK 9:Mar 9/11

IMMIGRATION

  • Prepare for debate

(Spring Break Mar 16-22nd)

WEEK 10: Mar 23/25

IMMIGRATION

Film: Made in LA

  • “Seeing More than Black and White” –Martinez

WEEK 11:Mar 30/Apr 1

IMMIGRATION

  • “The History of Asians in America” -Fong

WEEK 12: Apr 6/8

MULTICULTURALISM

  • “A Different Mirror” –Takaki
  • “English-Only Triumphs, But the Costs are High”- Portes

WEEK 13Apr 13/15

DEMOGRAHIC SHIFTS

  • “The Changing Face of America: Intermarriage and the Mixed Race Movement”-Wu
  • “Beyond Black and White: Remaking Race in America”- Lee, Bean, and Sloane

WEEK 14 Apr 20/22

SOCIAL CHANGE & SOCIAL JUSTICE

  • “Interrupting the Cycle of Oppression: The Role of Allies as Agents of Change”- Ayvazian
  • 4/22 Social change paper due. Social change round table discussions- bring handouts for 5 people

WEEK 15: Apr 20/22/27

NEXT STEPS & COURSE EVALUATION

4/29 Final Exam -6:30pm

1

[1] I reserve the right to alter this schedule if necessary, but will give at least one weeks notice should I have to make changes to exam dates or other pertinent due dates.