Introduction to Mexican American Studies – MAS 2300
Instructor – Dr. Susan González Baker
Office: Center for Mexican American Studies (CMAS)
Upper Level – University Center
E-Mail:
Phone: 817-272-2933
Classroom: 11-12:20 Tuesday/Thursday – College of Business Administration (COBA) 154
Office Hours: 12:30-2:00 Tuesdays and Thursdays, CMAS Office, University Center, UPPER LEVEL
Course Description and Student Learning Outcomes
This course examines the social, cultural and economic experiences of Mexican origin people in the United States, both historically and in contemporary times. Upon completion of this course, students should be able to: (1) summarize how the Mexican origin population came to become part of the US population historically and summarize the various theories about the current social status of Mexican origin people in the United States; (2) distinguish key social and economic characteristics of Mexican immigrants, both legal and unauthorized, from “Mexican Americans” (those Mexican origin people born in the United States or who have become United States citizens); (3) summarize and explain Mexican migration patterns to the United States and the contemporary immigration policy debate; (4) summarize and discuss the various ways that Mexican origin people see themselves or construct racial and/or ethnic “identities” (5) discuss the historical and contemporary experiences of Mexican origin people in the United States with respect to education, politics, health and illness, the labor market, and the arts. Course materials draw substantially on scholarly and artistic works by Mexican Americans exploring these themes. These student learning objectives will be assessed on the basis of written work including three in-class examinations, a semester final and class attendance/participation.
Course Format and Assessment
This course will involve both lecture and substantial student participation. Your progress will be assessed through three in-class short-answer exams (25 percent each of the final course grade), a final examination (15 percent of the final course grade), and active participation throughout the semester in classroom discussion (10 percent of the final course grade).
Evaluation of Student Progress-DATES GIVEN BELOW IN SECTION ON COURSE MODULES
25% Each- 3 IN CLASS EXAMS – 75% TOTAL GRADE
Each In-Class Examination will involve a menu of short-answer questions based on the reading and lecture material. Short-answer typically means you need not take more than one-to-two paragraphs to answer the questions, and you will be given choices regarding the questions you wish to answer. UNDER NO CIRCUMSTANCES CAN I GIVE EXAMINATIONS LATER THAN THE DATE ON WHICH THEY ARE SCHEDULED.
15% - FINAL EXAMINATION -- 15% OF THE TOTAL GRADE
The final examination will also be in short-answer format, but will involve questions that summarize a variety of topics from the beginning to the end of the course. Final examination date and time will be announced as soon as the final schedule for the semester is released.
10% Participation – 10% OF THE TOTAL GRADE
Attendance will be taken at each class session. This grade will be based on your daily attendance and participation. You will receive a score of 100 on this component if you have fewer than three unexcused absences during the semester and have made some attempt to participate in class discussion either during class or by visiting me during office hours. Each unexcused absence beyond that limit will dock you 10 points on this component of the final course grade.
Assignment grades are calculated on a 0-100 point scale, with 90-100=mastery of the material (student displays clear and thorough understanding of questions/issues posed in examination with minimal grammatical errors); 80-89=proficiency in the material (student demonstrates a near-thorough understanding of material with some lapses in grammar/writing mechanics); 70-79=acceptable understanding of the material (student demonstrates a basic understanding of material; however does not clearly express key points with substantial lapses in grammar/mechanics; (60-69)=limited understanding of materials (student does not demonstrate ability to recognize and clearly express key points with extensive lapses in grammar/writing mechanics); (0-59)=failure to complete assignments; evidence of plagiarism; lapses in written communication style to the point that instructor is unable to understand points being made in any coherent fashion.
BRING A LARGE BLUE BOOK FOR ALL EXAMINATIONS
Drop Policy:
Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way through the term or session. It is the student's responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for non-attendance. Repayment of certain types of financial aid administered through the University may be required as the result of dropping classes or withdrawing. Contact the Financial Aid Office for more information.
Academic Integrity
It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. According to the UT System Regents’ Rule 50101, §2.2, "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts."
Americans with Disabilities Act:
The University of Texas at Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including the Americans with Disabilities Act (ADA). All instructors at UT Arlington are required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Any student requiring an accommodation for this course must provide the instructor with official documentation in the form of a letter certified by the staff in the Office for Students with Disabilities, University Hall 102. Only those students who have officially documented a need for an accommodation will have their request honored. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at www.uta.edu/disability or by calling the Office for Students with Disabilities at (817) 272-3364
Student Support Services Available:
The University of Texas at Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. These resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals to resources for any reason, students may contact the Maverick Resource Hotline at 817-272-6107 or visit www.uta.edu/resources for more information.
Electronic Communication Policy:
The University of Texas at Arlington has adopted the University “MavMail” address as the sole official means of communication with students. MavMail is used to remind students of important deadlines, advertise events and activities, and permit the University to conduct official transactions exclusively by electronic means. For example, important information concerning registration, financial aid, payment of bills, and graduation are now sent to students through the MavMail system. All students are assigned a MavMail account. Students are responsible for checking their MavMail regularly. Information about activating and using MavMail is available at http://www.uta.edu/oit/email/. There is no additional charge to students for using this account, and it remains active even after they graduate from UT Arlington. YOUR MAVMAIL USERID AND PASSWORD ARE THE ONLY METHODS FOR YOU TO ACCESS THE READINGS ON MAVSPACE!
Required Readings:
This field is characterized by a rapidly-expanding body of literature. Important new materials are coming forth continually. In order to maximize our flexibility, and to minimize the costs to students associated with obtaining books and buying readers, I will be circulating weekly readings via MavSpace to the students enrolled in the class for download. Students are responsible for completing the readings BY CLASS TIME ON THE DATE THEY ARE SCHEDULED! I reserve the right to amend this list throughout the semester.
HOWEVER, THE FOLLOWING THREE DVDS ARE REQUIRED FOR PURCHASE, WITH AMAZON.COM HAVING THEM ALL IN STOCK. YOU CAN MAKE ARRANGEMENTS TO VIEW THEM BY RENTING THEM VIA NETFLIX OR SOME OTHER LOCAL PROVIDER ON YOUR OWN. STILL, I RECOMMEND YOU PURCHASE THEM AS PART OF YOUR DVD LIBRARY, AS YOU ARE NOT REQUIRED TO PURCHASE ANY OF THE PRINTED READING MATERIAL FOR THE COURSE, AND THERE WILL BE QUESTIONS ON THE EXAMS REGARDING THE FILMS:
1. Zoot Suit (1982)
Daniel Valdez (Actor), Edward James Olmos (Actor), Luis Valdez (Director)|Rated:R|Format:DVD
2. My Family (1995)
Jimmy Smits (Actor), Esai Morales (Actor), Gregory Nava (Director)|Rated:R|Format:DVD
3. Giant (Two-Disc Special Edition) (1956)
Elizabeth Taylor (Actor), Rock Hudson (Actor), George Stevens (Director)|Rated:Unrated|Format:DVD
Course Schedule and Readings Schedule:
Thursday, August 25: Introduction to the Course Requirements – AND How to Get the Readings Out of Mavspace!
Tuesday, August 30, Thursday, September 1: Embarking on the Mexican American Studies Journey
Readings:
1. McLemore, S. Dale, Harriett D. Romo and Susan González Baker. “Mexican Americans: From Colonized Minority to Political Activists” pp. 187-220 in S. Dale McLemore, Harriett D. Romo and Susan González Baker (Eds.) Racial and Ethnic Relations in America: Sixth Edition. Boston: Allyn and Bacon. 2001.
2. Calafell, Bernadette Marie “Mocking Mexicans for Profit,” Latino Studies. Vol. 4. 2006. pp. 162-165.
TUESDAY SEPTEMBER 6 – NO CLASS THE DAY FOLLOWING LABOR DAY!!!!!
Thursday, September 8; Tuesday, September 13; Thursday, September 15, Tuesday, September 20: A Brief Introduction to Mexican American History
Readings:
NOTE: WATCH THE FILM “GIANT” AND BE READY TO DISCUSS BY TUESDAY, SEPTEMBER 20
1.Acuña, Rodolfo F. “Truth and Objectivity in Chicano History” pp. 23-50 in Refugio I. Rochín and Dennis N. Valdés (Eds.) Voices of a New Chicana/o History. East Lansing: Michigan University Press. 2000.
2.Menchaca, Martha. “History and Anthropology: Conducting Chicano Research” pp. 167-181 in Refugio I. Rochín and Dennis N. Valdés (Eds.) Voices of a New Chicana/o History. East Lansing: Michigan University Press. 2000.
3.Gomez, Laura E. – “The U.S. Colonization of Northern Mexico and the Creation of Mexican Americans” - Chapter 1 – Manifest Destinies: The Making of the Mexican American Race. New York: New York University Press. 2007.
4.Gomez, Laura E. – “Where Mexicans Fit in the New American Racial Order” – Chapter 2 – Manifest Destinies: The Making of the Mexican American Race. New York: New York University Press. 2007.
Thursday, September 22; Tuesday September 27: A Brief Consideration of Gender in the Mexican-Origin Community
Readings:
1.Gutmann, Matthew “Machismo” pp. 221-242 in The Meanings of Macho : Being a Man in Mexico City. Berkeley: University of California Press. 1996.
2. Pesquera, Beatriz and Denise Segura. “With Quill and Torch: A Chicana Perspective on the American Women’s Movement and Feminist Theories,” pp. 231-247 in David R. Maciel and Isidro D. Ortiz (Eds.) Chicanas/Chicanos at the Crossroads: Social, Economic and Political Change. Tucson: University of Arizona Press. 1996.
Thursday, September 29 – In-Class Exam 1
Tuesday, October 4; Thursday, October 6; Tuesday, October 11: Understanding The Development of Mexican American Identity
Readings:
NOTE: WATCH THE FILM “MY FAMILY” AND BE READY TO DISCUSS BY TUESDAY OCTOBER 11
1.Feagin, Joe R. “The Contemporary White Racial Frame” – Chapter 5 – The White Racial Frame: Centuries of Racial Framing and Counter-Framing. New York: Routledge Press. 2010.
2.Feagin, Joe R. “The Frame in Everyday Operation” – Chapter 6 - The White Racial Frame: Centuries of Racial Framing and Counter-Framing. New York: Routledge Press. 2010.
3.Jiménez, Tomás R. “Mexican Americans: A History of Replenishment and Assimilation” - Chapter 2 – Replenished Ethnicity: Mexican Americans, Immigration, and Identity. Berkeley: University of California Press. 2010.
4. Jiménez, Tomás R. “Dimensions of Mexican American Assimilation” – Chapter 3 – Replenished Ethnicity: Mexican Americans, Immigration, and Identity. Berkeley: University of California Press. 2010.
5.Jiménez, Tomás R. “Replenishing Mexican Ethnicity” – Chapter 4 - Replenished Ethnicity: Mexican Americans, Immigration, and Identity. Berkeley: University of California Press. 2010.
Thursday, October 13; Tuesday October 18; Thursday October 20; Tuesday, October 25: Evaluating the Mexican Immigration Debate
Immigration Debates:
1.Chavez, Leo R. “The Latino Threat Narrative” – Chapter 1 – The Latino Threat: Constructing Immigrants, Citizens, and the Nation. Stanford University Press. 2008.
2. Chavez, Leo R. “Cultural Contraditions of Citizenship and Belonging” – Chapter 2 - The Latino Threat: Constructing Immigrants, Citizens, and the Nation. Stanford University Press. 2008.
3.Chavez, Leo R. “Latina Sexuality, Reproduction, and Fertility as Threats to the Nation” – Chapter 3 - The Latino Threat: Constructing Immigrants, Citizens, and the Nation. Stanford University Press. 2008.
4.Chavez, Leo R. “Latina Fertility and Reproduction Reconsidered – Chapter 4 - The Latino Threat: Constructing Immigrants, Citizens, and the Nation. Stanford University Press. 2008.
5.Parrado, Emilio A and William Kandel. “New Hispanic Migrant Destinations: A Tale of Two Industries” pp. 99-123 in Douglas Massey (ed.) New Faces in New Places: The Changing Geography of American Immigration. New York: Russell Sage Foundation Press. 2008.
6.Donato, Katharine M. and Carl L. Bankston, III. “The Origins of Employer Demand for Immigrants in a New Destination: The Salience of Soft Skills in a Volatile Economy” pp. 124-150 in Douglas Massey (ed.) New Faces in New Places: The Changing Geography of American Immigration. New York: Russell Sage Foundation Press. 2008.
7. Fennelly, Katherine. “Prejudice Toward Immigrants in the Midwest” pp. 151-178 in Douglas Massey (ed.) New Faces in New Places: The Changing Geography of American Immigration. New York: Russell Sage Foundation Press. 2008.
8. Massey, Douglas S., Jorge Durand, and Nolan J. Malone. “Breakdown: Failure in the Post-1986 U.S. Immigration System” – Chapter 6 – Beyond Smoke and Mirrors: Mexican Immigration in an Era of Economic Integration. New York: Russell Sage Foundation. 2003