Teaching Assistant:  Sarah Kohl

Phone: 202 885-1656

H: (301) 468 3476

Office Hours: 4:00-5:00 PM

THE GENERAL EDUCATION PROGRAM

This is one of eight second level courses in curricular area III: International and Intercultural experience in General Education course sequence.  It is the second of two-course sequence with the first course being selected from the various "first-level courses" in this area. It is also one of the courses offered by Peace and Conflict Resolution undergraduate functional concentration area.

As a second-level course in General Education this course aims to assist students in: (1) Understanding the functions and implications of the perceived and constructed differences and similarities which are based on elements such as race, gender, age, culture, religion, etc;

(2) Examining the theories and approaches which attempt to explain individual and group adaptation of these similarities and differences; (3) Examining possible alternatives to existing patterns of race, ethnic, gender, and class relations; and (4) Clarifying individual and groups attitudes and beliefs of students in regards to these differences and similarities.

All General Education courses are required to address these topics of gender, race, and class. However, there is no politically or pedagogically "correct" way to consider any topic in our course.

COURSE DESCRIPTION:

The course deals with various human characteristics (physical and nonphysical) which have been used to create common and shared identity in some areas and to separate and establish boundaries among humans in other areas. Some of these characteristics and factors are: race and ethnicity, religion, gender, sexual orientation, age, etc. Although, we will explore these elements in various areas of the world, nevertheless a central focus of the course is on the students' experience in dealing with these issues in the context of the USA.  On theoretical level, the course is designed to introduce the student to intergroup relations in general, and to concepts such as: superordinate-subordinate relations, minority and majority status, discrimination, theories of prejudice, comparative cultures, assimilation and segregation in particular. These concepts are reviewed as they exemplified in various racial, ethnic, religious, national, cultural, gender, age, and other groups.  Thus, a major emphasis of the course is on contemporary relations in the U.S. and on the experience of various immigrant and minority groups such as African American, Native American, Latino, Jewish, Asian and others.

The examination of the individual students' attitudes and values in regards to these issues is an integral part of the course. Therefore, the students are expected to reflect and discuss these issues in class through specific exercises and activities.

A third component of the class will examine some current models (such as assimilation, diversity, multiculturalism, etc.,) to resolve tension and accommodate differences and similarities among various groups in society. Some of these models 

ACADEMIC INTEGRITY

"Standards of academic conduct are set forth in the University's Academic integrity Code. By registering, you have acknowledged your awareness of the academic Integrity Code, and you are obliged to become familiar with your rights and responsibilities as defined by the Code. Violation of the Academic Integrity Code will not be treated lightly, and disciplinary actions will be taken should such violations occur. Please see me if you have any questions about the academic violations described in the Code in general or as they relate to particular requirement for this course.'

COURSE REQUIREMENTS:

- 2 Reflective journal reports20%

- A case study analysis15%

- Group project20%

- Final exam35%

- Participation10%

REQUIRED TEXTS:

Marger Martin, Race and Ethnic Relations: American and Global Perspectives. Belmont, Ca.: Wadsworth Publishing Company, 1994.

Ronald Takaki, From Different Shores: Perspectives On Race and Ethnicity in America, New York: Oxford University Press, 1994.

A Course Pack for: Confronting Our Differences and Similarities , 1997 (On Reserve)

RECOMMENDED READINGS:

Vincent Parrillo, Diversity In America, Ca: Pine Forge press, 1996. (On Reserve)

Monk Richard, Taking Sides: Clashing Views on Controversial Issues in Race and Ethnicity. CT.: The Dushkin Publishing Group, 1994. (On Reserve)

GRADING AND ASSIGNMENTS:

The personal reflective journal describes your experience in both the course and your community service program on weekly bases. The journals will be collected 2 times a semester. The site for the community service will be determined in consultation with the instructor. A list of possible sites in the D.C area will be distributed at the beginning of the course.  Each student is expected to complete 30 hours of community service in one of these proposed programs. The community service component of the course will be addressed in classes, exams, and reflective journals.

The exam (include the final) will cover the course material. The final will be comprehensive. The examination will include essay questions. The case study analysis assignment is a short analytical paper in which the student is expected to focus on a question, issues, problem, etc. related to current events and investigate it based on the readings and class discussion.

The group project : In groups of 3-4 members, students choose a topic for research or investigation. The research question or topic should be finalized with the instructor.  The projects can be a written research paper or other creative forms of presentation and discussion of the topic (videos, art, journals, role plays, simulation, paper, etc.).

Members of a who choose a research paper, it should be in ASR (American Sociology Review) or APA (American Psychological Association) format (the paper is 20-25 double-spaced pages, not including bibliography, title page, and so forth) or other forms . However if it is different format, still the group has to submit at least 10 pages to connect their project to the theoretical framework of the course.

The participation grade will reflect class participation, written responses to films, speakers, and current events.

Note the due dates on the syllabus and plan your work so that you do not have to ask for extensions.  Papers not turned in at the beginning of the class for which they are due will lose ¹/₃ of a grade (e.g., an A-- will become a B+) per 24 hour period the paper is late.

GRADING CRITERIA:

Every student is expected to be an active participant in the discussion and analysis of the course material. Exams and papers will be evaluated according to the following grading criteria:

"F": Failing work.

"D": Lack of fundamental knowledge of the material but sufficient knowledge for a passing grade.

"C": Satisfactory knowledge of the basic information or data presented in the course.  This is primarily knowledge of the "facts" and involves the memory.

"B": Ability to explain how facts are related to one another according to explanations currently held in the field.  It reflects the ability to use the interpretive skill of seeing the relationships between facts and theories.  Here one knows not just the results or conclusions of methods or theories in a subject, but can summarize or reproduce the arguments and logic by which these results were achieved. 

"A": Demonstration of independent analysis, original insight, or creativity.  Such level could be reached through critical examination of the current theories of minority majority relations, integrating and applying the course theoretical concepts on personal, community, and national levels; and ability to examine and evaluate future trends in the field of minority majority relations.

GENERAL POLICIES

This course is structured to involve student participation.  Class attendance and class preparation are necessary for participation in exploring the issues of the course. Regular attendance is required as is punctual reading of assignments.

It is very unlikely that anyone missing more than 2 class periods, for whatever reason, will receive higher than a "C" for class participation.  It is the responsibility of any student who misses three class sessions during the semester to confer with the instructor to see whether he or she should continue the course. 

COURSE TOPICS AND SCHEDULE

What are these similarities and differences?

Introduction to Intergroup Relations and Basic Concepts

Required Readings:

1. Marger, Chapter 1.: The Nature of Ethnic Relations

Theoretical Frameworks in the Study of Intergroup Relations

Social Stratification theory

Power-Conflict theories

Stereotypes, Prejudice, and Social Distance

Required Readings:

1. Marger, Chapter 2.: Ethnic Stratification: Power and Inequality

2. Marger, Chapter 3.: Techniques of Dominance : Prejudice and Discrimination

Sept. 17The Formation of An Identity: From Assimilation to Separatism?

Theoretical approaches of Assimilation

Race and Ethnicity in America

Who is an American?

Required Readings:

1. Nathan Glazer, "An American Ethnic Pattern." In: R. Takaki, From Different Shores.

2. Marger, Chapter 4.: Patterns of Ethnic Relations: Assimilation and Pluralism

3. R. Takaki, "Reflections on Racial Patterns in America." In Takaki, From Different Shores.

4. Christopher Doob "Distorted Image: Racial Minorities in the Mass Media." In: Racism: An American Cauldron, New York: Harper Collins College Publisher, 1996, 191-211.  (On Reserve)

Recommended Reading

1. Breen, T. H., "Giddy Multitude": Race and Class in Early Virginia. In: Takaki, From Different Shores.

MINORITIES IN THE U.S.A

Symbols, Rituals, and Other Elements of the American Identity.

Required Readings

1. Marger, Chapter 5.: The Shaping of the American Ethnic Hierarchy

2. Vine Deloria, Identity and Culture, In R. Takaki, From Different Shores, 92-106..

3. Elizabeth Ewen, Sweatshops and Picket Lines: European Immigrant Women, In: Takaki, From Different Shores, .

4. Susan Faludi, Wages of the Backlash." In: Crisis in American Institutions, by: J. Skolnick and E. Currie, New York: Longman, 1997, 183-188.

Recommended Readings

1. Peggy Orenstein, " Learning Silence." In: Crisis in American Institutions, by: J. Skolnick and E. Currie, New York: Longman, 1997, 189-197.

Oct. 1 Natives and Immigrants: From Genocide to Assimilation

What type of relations do Native American have with the majority today?

To what extent Native American have assimilated in the majority culture?

Required Readings:

1. V. Parrillo, Diversity in Aboriginal America." In Diversity in America, CA: Pine Forge Press, 1996, 17-34.

2. R. Takaki, The Metaphysics of Civilization: Indians and the Age of Jackson, In R. Takaki, From Different Shores, 52-66.

3. Paula Gun Allen, Who Is your Mother? Red Roots of White Feminism. In: Takaki, From Different Shores, 192-198.

4. Gerald Vizenor, Wampum to Pictures of Presidents, In: Takaki, From Different Shores.

Oct. 8 Italians and Jews: Assimilation and Cultural Survival

How wide did the gates of America open for different minorities?

The implications of full assimilation?

Required Readings:

1. Marger, Chapter 6.: Italian American

2. Marger, Chapter 7.: Jewish American

3. John Higham, Strangers in the Land: Nativism and Nationalism, In R. Takaki, From Different Shores.

Recommended Readings:

1. Monk, Part I. Issue 4: Do Italian American Reject Assimilation (pp. 64-81)

Oct. 15 The African American Experience

1. Marger, Chapter 8 : African American

2. Winthrop Jordan, First Impressions: Libidinous Blacks. In: R. Takaki, From Different Shores, 41-51.

3. Phylis Marynick Palmer, White Women/Black Women: The Dualism of Female Identity and Experience. In: R. Takaki, From Different Shores, 167-174.

4. William Julius Wilson, The Black Community: Race and Class, In Takaki: From Different Shores.

5. Gerald Horne, "Behind the "Times." In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 337-343.

Recommended Readings:

1. Paul Kival, "Democratic Antiracist Multiculturalism." In: Uprooting Racism: How White People Can Work for Racial Justice?, Philadelphia, PA: New Society Publishers, 1996,

2. Nathan Hare, Crazy with the Heat: Conflict and Confusion in the Postmodern African-American Psyche." In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 328-336.

Oct. 22 Hispanic Americans

Current challenges face Hispanic Americans and recent progress in the integration of Hispanics

Case study is due in class

1. Marger, Chapter 9: Hispanic American

2. Lourdes Miranda, Puertoriquenas in the United States: the Impact of Double Discrimination, In: R. Takaki, From Different Shores , 209-214.

3. Mariot Garcia, Border Culture. In: R. Takaki, From Different Shores , 72-81.

4. Alma  Garcia, The Development of Feminist Discourse, In: Takaki, From Different

Shores, 175-183.

5. D. Hayes-Bautista, W. Schink , and J. Chapa, The Burden of Support: Young Latinos in an Aging Society. In Takaki, From Different Shores.

6. Marco Portales, "Hispanic and the Media." In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 348-358.

Recommended Readings:

1. Monk, Part III. Issue 13.: Are Hispanic Making Significant Progress? (222-239)

2. Monk, Part II. Issue 7.: Should Bilingual Programs Be Stopped? (pp. 124-145)

Oct. 29 Asian Americans

What are roots of "model minority" concept?

What are the future prospects of the different Asian American communities?

Required Readings:

1. Marger, Chapter 10.: Asian American

2. Esther Ngan-Ling Chow, The Feminist Movement: Where are All the Asian American Women? In: Takaki: From Different Shores, 184-191.

3. Ivan Light, "Ethnic Enterprise in America: Japanese, Chinese, and Blacks. In Takaki: From Different Shores.

4. K. Connie Kang, " All-American Girl and Images of Asian in the Media." In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 359-365.

DIVERSITY AND MULTICULTURALISM: FUTURE TRENDS IN MINORITY-MAJORITY RELATIONS

1. Marger, Chapter 12: South Africa

2. Marger, Chapter 13 Brazil

3. Marger Epilogue: Global Issues of Ethnic Conflict and Change.

Nov. 12 Race, Ethnicity, Gender, and Class

Is there a magic formula or model?

The tension and connectedness between these identities

Required Readings:

1. V. Parrillo, Is Multiculturalism a Threat?, In: Diversity in America. 157-174.

2. William Raspberry, Beyond Racism, In Takaki, From Different Shores.

3. Thomas Sowell, We've More Than Our Quota of Quotas,  In: Takaki, From Different Shores.

\4. R. Takaki, To Count or Not To Count Race and Gender? In: Takaki, From Different Shores.

5. Charles Murray, White Papular Wisdom": Losing Ground. In: Takaki, From Different Shores.

6. Takaki, A dream Differed: the Crisis of "Losing Ground." In: Takaki, From Different Shores.

7. Lester Thurow, Affirmative Action in Zero-Sum Society, In: Takaki, From Different Shores.

Recommended Readings:

2. John Williams, One More Time. In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 462-465.

3. H. Madhubuti, "Cultural Work: Planting New Trees with New Seeds." In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 443-450

4. James Joseph, "Conclusion: A New American Paradigm." Remaking America, San Francisco: Jossey Bass, 1995, 213-228.

Nov. 19 Living in a Multicultural Society

Living Together: Competing Models.

Second journal is due in class.

1. Marger, Chapter 11: Current and Future Issues of Race and Ethnicity in the USA.

2. Richard Rodreguez, Horizontal City. In: Takaki, From Different Shores.

3. Molefi Kete Asante, The Afrocentric Idea. In: Takaki, From Different Shores.

4. Diane Ravitch, Cultural Pluralism. In: Takaki, From Different Shores.

5. Arthur Sclesinger, JR., The Return of the Melting Pot. In: Takaki, From Different Shores.

Nov. 24 Multiculturalism as a Way of Life

Group project is due in Class

1.Takaki, At the End of the Century: the Culture Wars" in the U.S. In: Takaki, From Different Shores.

2. V. Parrillo, Beyond the Horizon. In: Diversity in America. 175-191.

3. Jack Foley, "Multiculturalism and the Media."  In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 366-370.

4. Bharati Mukherjee, " Beyond Multiculturalism: Surviving the Nineties." In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 454-461.

Recommended Readings:

1. D. Hollander, "Vision of a Post-ethnic America." In: Ethnic Conflict (Opposing Viewpoints Series) By: Charles Cozic, San Diego: Greenhaven Press, 1995, 82-95.

2. Ortiz Montaigne Walton, "Toward a Non-Racial, Non-Ethnic Society." In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 451-453.

3. Michael LeNoir, Images Distortion Disorder." In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 325-327.

Dec. 3 Paper presentations

1. Christopher Doob "Distorted Image: Racial Minorities in the Mass Media." In: Racism: An American Cauldron, New York: Harper Collins College Publisher, 1996, 191-211.  (On Reserve)

2. Susan Faludi, Wages of the Backlash." In: Crisis in American Institutions, by: J. Skolnick and E. Currie, New York: Longman, 1997, 183-188.

3. V. Parrillo, Diversity in Aboriginal America." In Diversity in America, CA: Pine Forge Press, 1996, 17-34.

4. Gerald Horne, "Behind the "Times." In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 337-343.

5. Marco Portales, "Hispanic and the Media." In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 348-358.

6. K. Connie Kang, " All-American Girl and Images of Asian in the Media." In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 359-365.

7. V. Parrillo, Is Multi Culturalism a Threat?, In: Diversity in America. 157-174.

8. Bharati Mukherjee, " Beyond Multiculturalism: Surviving the Nineties." In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 454-461.

9. V. Parrillo, Beyond the Horizon. In: Diversity in America. 175-191.

10. Jack Foley, "Multiculturalism and the Media."  In: MultiAmerica: Essays on  Cultural Wars and Cultural Peage, (Ed.) Ishmael Reed, New York: Viking, 1997, 366-370.