Marketing to Fight Racism

Fall, 2016

Portland State University

CRN 14243–Neuberger Hall 389

Syllabus is subject to change as necessary

Instructor:Kristin Teigen

(971) 998-7237

Community Partner Contact:Julia Delgado (Urban League)

(503) 280-2600

Shawn Fleek (OPAL)

503-342-8910

Lauren Norris (Voz)

971-219-3575

Course Schedule:Tuesday and Thursday, 12:00-1:50

Office Hours: Tuesday, after class, by arrangement

Welcome!

Course Description:This Capstone focuses on the history of communities of color in Oregon while it partners with organizations working with communities of color to advance their work. These organizations are:

  • OPAL Environmental Justice Oregon builds power for environmental justice and civil rights in our communities. We organize low-income communities and people of color to achieve a safe and healthy environment where we live, work, play and pray, and work to create opportunities for meaningful participation in decision making. Bus Riders Unite fights for environmentally sustainable public transportation in the Portland Metropolitan region, on the premise that affordable, efficient, accessible, and convenient mass transit is a human right.
  • The Urban League of Portland, founded in 1945, helps empower African Americans and other Oregonians to achieve equality in education, employment, and economic security. It is a non-profit, community-based organization headquartered in North Portland and an affiliate of the National Urban League.
  • VOZ Workers’ Rights Education Project (“VOZ”) is a worker-led organization that empowers immigrants and day laborers to gain control over their working conditions through leadership development, organizing, and community education.

Students will learn the history of communities of color in Oregon while engaging in creating and implementing marketing and development assets for our partner organizations. Studentsensure that these organizations can increase their capacity to advocate for local communities of color. This Capstone will help students develop expertise in fundraising, communications and marketing, which are vital skills necessary if pursuing a career in the nonprofit realm.

Student Learning Objectives - At the end of the course, students will be able to:

  • Demonstrate an understanding of the history of communities of color in Portland, including that of specific communities, and the issues that most intimately affect them.
  • Critical thinking, social and ethical responsibility, variety of human experience
  • Identify and analyze the traditional barriers to full participation of communities of color, as well as the ways in which communities have developed the means to encourage success. The barriers addressed will include those that are economic, political, and those that are systemic in the education system.
  • Critical thinking, social and ethical responsibility, variety of human experience
  • Connect realities of communities of color to activism and processes for change.
  • Critical thinking, social and ethical responsibility, variety of human experience
  • Understand anti-oppression development/fundraising/marketing models.
  • Critical thinking, variety of human experience
  • Create and assist in implementing assets that are specifically appropriate empowering for communities of color.
  • Critical thinking, social and ethical responsibility

Attendance Policy

Students may have two excused absences. Beyond that, your grade will be dropped by one completegrade per absence, and then a complete grade again for two additional absences, and so on. Students are expected to be fully prepared, having read the required materials and be ready for discussion, prior to each class.

Grading Criteria

  • Quiz – No Blue Book Necessary (15%)
  • Community Service –
  • Assigned projects25%
  • Completed hours25%

Students are required to submit hours every Tuesday.We will have a discussion/time for teams every Tuesday. Important Note: While project and hours each comprise 25%, you can’t have one without the other. Both are required for the grade.

  • Class Participation15%

Participation will be based upon reflections, timely arrival to class, and respectful contributions. Students who don’t turn in reflections every Tuesday will not receive a satisfactory participation grade.

  • An individual final paper that will document your knowledge and reflect upon the history of communities of color in Oregon, making connections to the current needs of these communities. A guide for the paper will be provided, and students are required to hand in a draft for review.

Due December 7th

NOTE: If there are questions about an assignment, please ask them before the due date. I am happy to be flexible about dates if there are concerns or confusion, but only if you contact me before the project is due. Otherwise, the assignment will not be accepted.

Finally, in an effort to maintain a fun, engaged atmosphere free of distractions and interruptions, please turn off or silence your cell phones, and take off Apple watches before entering the classroom and give your full attention to the class at hand. Please do not text, IM, tweet, phone, surf the Internet, or email while in class. Also, I understand that taking notes on a laptop is convenient for many, but they can be distracting to the class overall, so please use other methods to take notes, and close your laptops.

Readings

Time Spent Reading Does Not Count for Community Service

Bell, Ifanye. The Air I Breathe, Oregon Humanities Magazine. Portland, OR: Oregon Humanities, Fall/Winter, 2014.

All of the Coalition’s Reports can be accessed at .

Coalition of Communities of Color. Philanthropy and Communities of Color in Oregon. Portland, OR: Portland State University, 2011.

Coalition of Communities of Color. Asian and Pacific Islander Community in Multnomah County. Portland, OR: Portland State University, 2011, pp. 12-18.

Coalition of Communities of Color. The Latino Community in Multnomah County. Portland, OR: Portland State University, 2011, pp. 2-9.

Coalition of Communities of Color. The Native American Communityin Multnomah County. Portland, OR: Portland State University, 2011, pp. 1-11.

Coalition of Communities of Color. African American Community in Multnomah County.Portland, OR: Portland State University, 2014, pp. 2-14.

Curry-Stevens, A., Cross-Hemmer, A., and Coalition of Communities of Color. Communities of Colorin Multnomah County: An Unsettling Profile. Portland, OR: Portland State University, 2010, All pages.

Imarisha, Walidah. A Hidden History. Oregon Humanities Magazine. Portland, OR: Oregon Humanities, Summer, 2013.

Johnson, Daniel P. “Anti-Japanese Legislation in Oregon, 1917-1923.” Oregon Historical Quarterly, Vol. 97, No. 2, Summer, 1996. pp. 176-210.(

Klein, Kim. Fundraising for Social Change. Oakland, CA: Chardon Press, 2011. This is the only book to be purchased!

Ruffenach, Caitlin. “Latinos in Oregon: Trends and Opportunities in a Changing State.” Oregon Community Foundation. avail

Western States Center. Dismantling Racism: A Resource Book for Social Change Groups. Portland, OR: Western States Center, 2003, pp. 12- 37. Available at

William, Karen. “Bleeding Albina: A History of Community Disinvestment, 1940-2000.” Transforming Anthropology, Vol. 15, Numbers 1, pps 3–25. TO BE EMAILED BY INSTRUCTOR

Additional Sources may be used throughout the course, to be provided by instructor.

Community Service

Students are expected to complete 30 hours total of community service. Much of this work can be completed in project-specific teams and/or on your own. This work may also be completed by helping with events and other projects with Community Partners. Opportunities will be discussed in depth in class.

Final drafts of projects will be due on December 6th.

Classroom Demeanor and Courtesy

The issues raised in this class may be deeply felt and controversial. Diversity of opinions and perspectives are encouraged, and disagreements may occur. It is expected that in learning about the history of race and privilege, some may feel uncomfortable – it’s part of the process. In order for this process to be fruitful, our conversations must be respectful. Disruptive, insulting or offensive behavior has no place in an inclusive and supportive learning environment. Students engaged in such behavior will be asked to leave.What is asked most fundamentally in this class is that we all come with open hearts and open minds to the experiences of others.

Course Schedule

September 27th

  • Course Introduction
  • Overview of the Community Organizations

Reading for Next Class: Western States Center. Dismantling Racism: A Resource Book for Social ChangeGroups, pp. 12- 37. Page numbers are different through the report – focus on the page numbers in the table of contents.

Community Service due next Tuesday:

  • Read the State of Black Oregon ( write a two-paragraph reflection.
  • Review the website for Seattle’s ORCA program ( and describe the key requirements and logistical details in two paragraphs.

September 29th

  • What is Race – How did we get here?
  • Guide to the Paper

October 4th

  • Community Partner presentations:
  • Shawn Fleek from OPAL
  • Lauren Norris from Voz

Reading for Next Class: Klein, “Fundraising for Social Change,” Preface –Chapter 2, Chapter 37, Chapter 45

October 6th

  • Susan Johnson and Donovan Smithfrom the Urban League
  • Community Service Requirements and Groups

Reading for Next Class: Coalition, “An Unsettling Profile,” page 5-89

October 11th

  • Community Service Groups
  • Overview of Fundraising/Communications Programs

Reading for Next Class: Coalition, “An Unsettling Profile,” page 90-152

October 13th

  • Overview of Civil Rights in the United States and Oregon
  • Discussion of Philanthropy/Money in Civic Affairs
  • Discussion of Readings

Reading for Next Class: Klein, “Fundraising for Social Change,” Chapter 4, 14, 11-13.

October 18th

  • Community Service Groups
  • Direct Mail/E-Fundraising
  • Social Media

Reading for Next Class: Coalition of Communities of Color. African American Community in Multnomah County. Portland, OR: Portland State University, 2014, pp. 2-14.

Imarisha, Walidah. A Hidden History. Oregon Humanities Magazine. Portland, OR: Oregon Humanities, Summer, 2013.

October 20th

  • African American History in Oregon

Readings for Next Class: Bell, Ifanye. The Air I Breathe, Oregon Humanities Magazine. Portland, OR: Oregon Humanities, Fall/Winter, 2014.

William, Karen. “Bleeding Albina: A History of Community Disinvestment, 1940-2000.” Transforming Anthropology, Vol. 15, Numbers 1, pps 3–25. TO BE EMAILED BY INSTRUCTOR

October 25th

  • Community Service Groups
  • African American History, continued (Urban Renewal and Removal) – Special Guest Joann Hardesty

Reading for Next Class: Klein, “Fundraising for Social Change,” Chapters 28-31, Chapters 8-10

Coalition of Communities of Color. The Latino Community in Multnomah County. Portland, OR: Portland State University, 2011, pp. 2-9.

Ruffenach, Caitlin. “Latinos in Oregon: Trends and Opportunities in a Changing State.” Oregon Community Foundation. Available at

October 27th

  • Latino history and current issues in Oregon
  • Events

Reading for Next Class: Coalition of Communities of Color. The Native American Community in Multnomah County. Portland, OR: Portland State University, 2011, pp. 1-11.

November 1st

  • Community Service Groups
  • Native American history and current issues in Oregon

Reading for Next Class: Coalition of Communities of Color. Asian and Pacific Islander Community in Multnomah County. Portland, OR: Portland State University, 2011. (Available online) pp. 12-18.

November 8th

  • Community Service Groups
  • Chinese American history and current issues in Oregon
  • Guide to Quiz

Klein, “Fundraising for Social Change,” Chapters 18 – 22, 23

November 10th

  • Databases and other systems
  • Thank you note, major donor and legacy programs

Reading for Next Class: Johnson. “Anti-Japanese Legislation in Oregon, 1917-1923.” Oregon Historical Quarterly, Vol. 97, No. 2 (Summer, 1996), pp. 176-210

November 15th

  • Community Service Groups
  • Japanese American communities in Oregon
  • Quiz

Reading for Next Class: None – Complete your paper draft!

November 17th

  • Grants
  • Arab-American communities in Oregon and Hate Groups
  • Slavic Groups in Oregon

PAPER DRAFT DUE

November 22nd

  • Community Service Groups
  • Draft Presentations

Reading for Next Class:None – Complete your work!

November 24th – Thanksgiving Holiday – No Class!

November 29th

  • Field Trip! Visit Oregon Nikkei Legacy Center (121 NW 2nd)

December 1st

  • Final Presentations

Disability Access Information

If you require accommodations: (e.g. special seating, interpreter, note-taker, etc.) please inform me immediately. Students with disabilities should register with the PSU Disability Resource Center (503-725-4150), TTY or Relay 503-725-4178) to document their need for accommodations and obtain support services. I will work with you to arrange the support you need in this class.

Food Insecurity

No one should go hungry while trying to learn. For information on food assistance and other resources please visit:

Smoke Free Campus

You can’t smoke, chew or vape anywhere on campus; Portland State has gone completely smoke and tobacco free.

Academic Integrity

Students are expected to adhere to college policies. Please take special note of policies regarding plagiarism and course withdrawal. The University’s Code of Student Conduct may be found at

In the PSU Student Conduct Code #577-031-0136: Proscribed Conduct by Portland State University, the following will not be tolerated.

  • Obstruction or disruption of teaching, research, administration, disciplinary procedures or others University activities, including the University’s public service functions or other authorized activities on University-owned or –controlled property, or any other location where teaching, research, administration, disciplinary procedures or other University activities take place.
  • All forms of academic dishonesty, cheating, and fraud, including but not limited to: (a) plagiarism, (b) the buying and selling of course assignments and research papers, (c) performing academic assignments (including tests and examinations) for other persons, (d) unauthorized disclosure and receipt of academic information and (e) falsification of research data.

In this course, plagiarism of any kind will result in not only failing the assignment, but the course in entirety.

Review of Important Dates

Paper

  • First Draft Due: November 17th
  • Final Copy: December 7th, by 5pm via email (). I will reply with a confirmation of receipt either via email. If you do not get a reply email, I didn’t get it.

Quiz

  • November 15th

Community Service

  • First drafts via in-class presentation: December 1st
  • Final drafts: December 6th– All final projects must be emailed to me by 5pm. They must be in a format that allows the community partner to edit; otherwise, they will not be accepted.If the projects are not in the final form, I may ask for edits before the end of the term.