AMERICAN MINORITY GROUPS A408

Spring semester 2002, UAA, R 5:30-8:15 p.m.

Professor: Dr. E. Wilma van der Veen, B. Honours Math, Ph.D. Sociology

Phone: 786-1715 with voicemail 

Email: afewv@uaa.alaska.edu 

Webpage:  hosting.uaa.alaska.edu/afewv 

Office: CAS 365

Office hours:  T/R: 1-2 p.m., and by appointment

COURSE DESCRIPTION

The present status of the various racial, ethnic, religious and national minorities and their changing sociological, economic and political status will be explored.

COURSE OBJECTIVES

	become familiar with different sociological perspectives pertaining to racial, ethnic and religious groups and issues;
	have a greater understanding of problems experienced by different racial, ethnic and religious groups in the US;
	deepen your awareness of your diversity consciousness and your prejudices;
	further develop your writing ability, your capacity for critical thinking, for research and analysis.

COURSE INSTRUCTION

The course objectives will be achieved through a program of readings, class discussions and activities, and written work. The instruction will incorporate various interactive exercises in which the students are expected to participate, designed to exemplify the topics under consideration. THIS IS AN INTERACTIVE COURSE, NOT LECTURE BASED.

COURSE TEXTS

1. Anner, John, (1996), Beyond Identity Politics: Emerging Social Justice Movements in Communities of Color, South end press: Cambridge, MA
2. Churchill, Ward, (1996), From a Native Son: Selected essays on indigenism, 1985-1995, South end press: Cambridge, MA
3. Rothenberg, Paula S., (2001), White privilege: essential readings on the other side of racism, Worth publishers
4. Rutstein, Nathan, (1993), Healing Racism in America: A prescription for the disease, Whitcomb Publishing: Springfield, MA – PROVIDED, handed out in first day of classes.

Additional texts will be on reserve in the library under my name.

ASSESSMENT

Journal entries (10 – 5 points each)                        50

Attendance                                                                 30

Participation                                                               20

Debate assignment                                                    20

Community service learning project                       50

Research project and presentation                         50

                                                                                   -------

TOTAL                                                                      220 points prorated to 100%

WRITTEN WORK

The written work for this class is composed of journal entries, a research essay, and a research project with presentation.

	Due dates: Due dates for assignments are given for good reason and acceptance of this syllabus indicates your agreement to meet said due dates. In general, late work will not be accepted. In EXTREME cases where late work may be deemed acceptable there will be substantial penalties to the assessment, amounting to at least 10%.
	Submission: Do not submit your papers in folders; simply staple the pages together at the upper left-hand corner. Be sure to keep a copy of your paper in case it goes missing. Electronic copies of written work will only be accepted to prove on time submission of work; a hard copy must be submitted to receive a grade on the work. When submitting papers not directly to myself, papers can be left with other members of the sociology department, e.g. the administrative assistant, however, make sure the person receiving the paper signs it and notes the date of receipt.
	Questions: If you have any questions about the written work, consult with me well in advance of the due date.
	Sources: For the essay and research project only: at least two sources should be used to explore the topic/question outside of the textbooks. Sources for ALL ideas presented and quotations used are to be properly referenced using a recognized bibliographic format. Penalties will result if this referencing is not undertaken, amounting to a minimum of 10% of the grade. If you wish to include an anecdotal personal story, it is still to be written in third person. If you wish to include personal ideas, you must seek at least two sources for this idea in order to prove its validity, or demonstrate how your idea is derived from two other sources. Remember: Don’t confuse your own subjective interpretation with sociological ones and don’t make value statements in substitution for critical thinking.
	Writing style: All written work with the exception of the journals is to be written using 3rd person and formal academic writing style. Students are expected to write at a college level with appropriate and effective use of the English language. Unless otherwise specified, all written work must be typed and in complete sentence form (the exception is journals). Those who have difficulty with writing are encouraged to contact the Reading and Writing Centre for additional assistance.

Details of project will be assigned in second week of classes. Essentially each student will be responsible for exploring various sociological aspects of a US racial, ethnic or religious group, including but not limited to the cultural, political, economic dimensions of this group. A choice of groups will be provided. The student will also be responsible for presenting their findings to the class in an interactive format during the second half of the course.

JOURNALS – 50 points

There will be 10 journal entries of 5 points each. A question(s) will be provided for each entry. These entries are an opportunity for you to explore your feelings and thoughts about various issues discussed in class and in the textbook, without having to provide academic argument. However, thoughts are to be elucidated. Assessment of entries does not focus on use of English, but rather on the comprehensiveness of your entry, how in depth you go into uncovering and exploring why you have the thoughts and FEELINGS you do. Entries should include your attitudes, behaviours and FEELINGS about the particular topic, not simply a cognitive analysis or discussing rational arguments. There is no right or wrong answer to the question(s), and thus will not be assessed according to this criteria. Length of each entry should be at least 750 words, using first person (NOT academic style writing), and informal language. Don’t censor yourself – be open and explore yourself and who you are, and don’t write the journal entry the night before it is due – reflection takes time. Journals that are submitted late will be deducted a minimum 10% penalty of this assessment. Generally, journals are assigned one week and due the following week.

This course has received funding from UAA’s Center for Community Engagement and Learning and from the Soroptimist groups in Anchorage, to undertake a community service learning project. The community partner is Healing Racism of Anchorage (HRA). Beginning in mid to late March, in small groups with your fellow students, you will be leading discussion groups on the subject of racism with various high school students during the months of March and April. The first 8 weeks of this course are to prepare you in terms of looking at your own racism and that which is found in US society. There will also be a training day in order to prepare you to undertake the facilitation of these discussion groups. Each student will provide a written report, part personal reflection piece, part recommendations to HRA in their continuing work in this area. Details of this class will be given in the first weeks of classes.

Attendance is expected and will be taken during each class session. The 2000-2002 UAA Course Catalogue notes that "regular attendance and active participation are expected in all classes" (p. 68). In addition to the fact that the general academic policies of the University require your regular attendance and active participation in class, your attendance and participation is very important to your learning and that of other students in this class. It will become apparent if you have not conducted the readings and thus are unable to contribute constructive discussion in the class.

In general, I make no distinction between "excused" and "unexcused" absences. This frees you from having to bring a note from your doctor or something of that nature. I know that there are times when real life comes into conflict with the demands of pursuing an education, but your attendance in this class is important and you should make it a priority. If you are unable to attend at least 80% of the classes, then it is advisable that you withdraw from the course or else risk the application of penalties in the assessment. One class period is allowed, with each subsequent class missed amounting to a 2 points deduction in this component of the assessment. The 1 allotted absence is to be used in the event that dire circumstances keep you from class. Use the absence at your discretion, but DO NOT VIEW THIS ALLOTTED ABSENCE AS A SKIP DAYS!!! The absence is provided because I understand that real life occasionally collides with your school responsibilities and this absence gives you the flexibility to responsibly manage conflicting circumstances that may arise during the course of the semester without severe consequences for your point total. If you have MAJOR extenuating circumstances requiring an extended absence from campus (e.g. an accident or illness that requires extensive hospitalization, a death in the family, etc.), please see me and we may be able to make arrangements and/or will talk about the options the University provides for dropping, withdrawing, switching to audit, and so on.

PARTICIPATION - 20 points

Informed and constructive participation in class discussion is also expected. The course outline lists readings for each week. Please read and/or prepare all materials prior to the class period for which they are assigned. It is also helpful if you approach this class with an open mind and a sense of enthusiasm for learning. Participation is awarded for your involvement in in-class activities, exercises, discussions, and so on. Please note that participation points are awarded based on your active and voluntary involvement and genuine participation, NOT for mere attendance (which is expected as a minimal requirement and is addressed above), and not merely when I call upon you to contribute to discussions.

GRADING SCALE

A 90 - 100%

B 80 – 89%

C 70 – 79%

D 60 – 69%

F 59% and below

The UAA Catalogue offers the following descriptions of grades:

A = Honor grade; indicates comprehensive mastery of required work.

B = Indicates high level of performance in meeting course requirements.

C = Indicates satisfactory level of performance.

D = Indicates lowest passing grade.

F = Indicates failure.

NB: An "A" denotes exceptional work. All assignments and policies indicated above and below must be completed and/or carried out in a satisfactory manner in order to receive a passing grade in this class.

Keep a folder for handouts, returned papers, and the like. Also keep a photocopy or disk copy of outlines and other items you might submit. Materials that have been graded and returned have comments that may be helpful to you for improving future assignments in class. Keep all graded assignments until I have submitted your grades and you have received your final grade in the mail. To calculate your grade in the course as we go along, simply calculate the percentage of points you have earned from the total thus far in the class.

Cheating and plagiarism are unacceptable. Plagiarism is quoting from, paraphrasing, or using specific ideas contained in any published work, e.g. books periodicals, public documents, internet, etc…, or using another person’s ideas without providing an appropriate citation or recognition which credits the author and/or origin of the work or idea, and presenting them as if they are your own. Academic dishonesty can refer to a range of inappropriate and unethical behaviors including but not limited to cheating on exams, falsification of sources, and so on. As in other courses at the University, students in this class are expected to do their own work and conduct themselves in a fair, honest, and ethical manner. Those who plagiarize or engage in academic dishonesty of any kind may minimally expect to fail the assignment at hand and perhaps the entire course. In addition, instances of academic dishonesty and plagiarism may be dealt with through proper University channels for investigation and disciplinary action.

"Disruptive behavior" includes but is not limited to talking when someone else has the floor, being rude to other people, destructive (rather than constructive) criticism of another, arriving late repeatedly, sleeping during class, belligerent or aggressive behavior, and so on. These behaviors have no place in a college classroom. You have a right to maintain your own opinions and to disagree with others, but you must do so in a fashion that is conducive to learning and does not take the form of a personal attack on others. Minimally, you are expected to treat your classmates and your professor in a respectful fashion and they will return the favor. Any behavior that obstructs or disrupts the classroom teaching and learning environment will be addressed. Serious or repeated breaches in appropriate behavior may result in a reduction of your final grade in the course and may be referred to additional University authorities.

The following are a list of minimum expectations you the student can have of me the professor for this course, and expectations I have of you during the course. If you have any questions or concerns about these expectations, then it is your responsibility to bring these to my attention during the first week of classes. Otherwise it is understood that you agree to abide by these rights and responsibilities.

 

Your rights

	course syllabus will be followed, and sufficient notice will be given if any changes will take place
	clear explanations of assigned written work including assessment
	respect
	scheduled office hours, and outside of this appointments can be made
	provide reasonable assistance individually in understanding the course material if necessary
	student input into course topics to be discussed

 

Your responsibilities

	this is your education so take it seriously
	be organized and do not procrastinate
	show up on time
	attend all classes
	hand in all written work on time
	do assigned readings prior to each week’s class
	contribute to class discussions and activities voluntarily and when called upon
	respect the opinions of others and put yourself in the shoes of others to better understand them
	seek explanations and help if needed earlier on in the course and not towards the end of the semester
	if having learning challenges or other issues which will affect your learning inform me in advance
	know what is taking place each week with regard to readings and assignment of written work and due dates
	turn off any cell phones or pagers during class
	seek out explanation of assessment of written work during office hours or scheduled appointments, not directly after class upon return of graded written work

 

As your professor, I am responsible for facilitating learning and serving as a resource for you in this class. It is my job to challenge you, to consider your work against the standards I set forth, and to evaluate your efforts based on my years of training and my years of teaching in the field of Sociology. As students, you are responsible for being here, for participating in class, for completing assignments in an appropriate and timely fashion, and for learning. Staying on top of things, being self-motivated, and putting forth adequate effort are all a part of the equation for you to earn a good grade in this course.

 

That said, I'd like to remind you that it is best if you do not equate your self worth with your grade in this class or on any assignment. You may be an "A+ person" who happened to perform at a C+ level on a given assignment. Remember that grades are an indication of your performance in mastering the material at hand at one point in time. They do not condemn you to a life of doom and drudgery. Nor are they an indicator of your professor's views of you as a person. Reflect on your grade in an honest and realistic fashion before flying off the handle. Remember that I am hired to offer constructive criticism of your speeches, papers, and so on. Digest that criticism and then ask yourself questions like: Did I put in the preparation time that would've been necessary to receive a better grade?, Did I understand the assignment as fully as I could have?, Did I turn in all the required paperwork?, Did I do an adequate job of proofreading, running a spell check? If you find that you still have questions about how you can improve or about course content, come see me and we will talk about additional ways for you to work on your mastery of the subject matter.

 

A few thoughts about attitude... It has been my experience that students who approach their education with a sense of excitement and a willingness to learn are more productive students. Holding on to the belief that you HAVE TO take this course prevents you from embracing the point of view that you GET TO take this course. This course may be outside your major area of interest, but the content will still relate to your daily activities at home, work, and school. We will laugh, we will experience nervousness, we will think critically, we will speak, we will listen, and we will learn. Most importantly, we will do these things together. There is no room for negative criticism of others and there is no room for laughter at the expense of another in this class. Enjoy the class and look for the concepts to be applicable in your daily life and I think you'll be surprised at what you can accomplish this semester.

 

COURSE OUTLINE

Chapters denote readings to be completed prior to each class.

 

Week 1 – January 7th

Introduce course, professor and students

Journal 1 assigned

 

Week 2 – January 14th

Topic: what does it mean to be an American

Readings: Chapter 1 - 4 Healing Racism

Journal 1 due

Journal 2 assigned

Research project and debate topic assigned

 

Week 3 – January 21st

Topic: invisibility of whiteness

Readings: Chapter 5 – 7 Healing Racism &

Part 1 - White privilege

Journal 2 due

Journal 3 assigned

 

Week 4 – January 28th

Topic: creation of whiteness

Readings: Part two - White privilege

Journal 3 due

Journal 4 assigned

 

Week 5 – February 4th

Topic: white privilege

Readings: Part 3 - White privilege &

White Studies (pg. 271) From a Native Son

Journal 4 due

Journal 5 assigned

 

Week 6 – February 11th

Topic: healing, dismantling white privilege

Readings: Part 4 - White privilege

Journal 5 due

Journal 6 assigned

 

Week 7 – February 18th

Topic: exploration of inter-ethnic racism

Readings: Chapter 3, 4, 5 & 6 - Beyond identity politics

Journal 6 due

Journal 7 assigned

 

Week 8 – February 25th

Topic: Individuality and solidarity

Readings: Chapter 8 - Beyond identity politics &

Semantic Masturbation… pg. 455 - From a native son

Journal 7 due

Debate 1

 

SATURDAY March 2^nd FACILITATION SKILL TRAINING – 4 hours

 

Week 9 – March 4^th

Topic: First Nations Peoples/Native Americans

Readings: Chapter page 1, & 191, 315 & 355 - From a native son

Debate 2

 

Week 10 – March 11^th

Topic: Alaskan Native Peoples

Readings: Chapter page 461 & 509 - From a native son

Journal 8 assigned

Debate 3

 

Week 11 – March 18^th

International Day for the Elimination of Racism – March 21^st

Topic: First Nations Peoples/Native Americans cont’d

Readings: Chapter page 409, & 419 & 423 - From a native son

Journal 8 due

Journal 9 assigned

 

Week 12 – March 25^th – no classes

 

Week 13 – April 1^st

Topic: Race & class & sexuality

Readings: Chapter 2 – Beyond identity politics

Journal 9 due

 

Week 14 – April 8^th

Topic: Minority group profiles

Project presentations

Journal 10 assigned

 

Week 15 – April 15^th

Topic: Minority group profiles

Project presentations

Journal 10 due

 

Week 16 – April 22^nd last week of classes

Topic: Minority group profiles

Project presentations

Research project written work due April 29^th 12 noon – NO EXTENSIONS

 

 

NOTE: The instructor reserves the right to change the course syllabus. The students will be given sufficient advanced notice of any changes should they arise.

 

 

 

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Revised: October 11, 2002 .