Race & Ethnicity LSP 200-805

Class meets: Wednesday 6:00pm-9:15 Byrne Hall, Room 551 **This course fulfills the sophomore requirement in multiculturalism** Instructor: Mark Wodziak, Department of Sociology, DePaul University E-mail: mark.wodziak@gmail.com (Primary) mwodziak@depaul.edu (Secondary) Office: 990 Bldg., Room 1209 Telephone: 773-325-4800 Office hours: By appt. Overview: This course focuses on the development of cultural, society, and self-understanding by exploring the social construction of race in the United States of America, and how these ideas of race affect interpersonal relations and, most importantly, influence laws, policies, and practices which differently affect racial and ethnic communities. A primary goal of this course is to help you learn sociological theories of race and ethnicity and how these theories differ from psychological, biological, and anthropological theories of race. You will learn how their common sense ideas of race and ethnicity have been shaped past and present cultural images, and how these ideas affect economic and legal policies. In this course, we examine (1) how racial categories are constructed and reified; (2) how various racial groups in the U.S. have been affected by this socially constructed concept of race and by institutional and structural racism throughout the history of the United States (1619 present) (3) the commonalities and differences of each races experiences; (4) how race affects the identities of individuals; and (5) recent efforts to fight against racial oppression and for social justice. By studying racial discrimination and efforts to fight against racial discrimination throughout history, this class helps us to better understand the economic, political, and cultural contexts which foster racial oppression and the tools various social movements have used to eliminate oppression. By the end of the course, you should be able to demonstrate an understanding of the conditions which have, historically, worsened racial tensions as well as an understanding of when and how social movements have been successful at eradicating racially oppressive laws and working towards a just society.

Structure The class will meet once a week, each time discussing the readings on the syllabus. To participate actively in class, it is essential that you read carefully, prepare questions, and jot down any issues you wish to discuss. I will make short presentations to provide necessary background information. My primary role, however, will be to ask questions, clarify points raised in our discussions, and summarize the important issues that we discuss. Required Books: Matthew Desmond and Mustafa Emirbayer. 2010. Racial Domination, Racial Progress: The Sociology of Race in America. New York: McGraw-Hill Ann Arnett Ferguson. 2001. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor, MI: The University of Michigan Press. Tim Wise. 2008. Speaking Treason Fluently: Anti-Racist Reflections From An Angry White Male. Brooklyn, NY: Soft Skull. Selected Readings: Provided by Instructor Course Requirements In addition to the assigned reading, regular attendance, and participation grounded in the readings, course requirements include, a midterm take-home essay (5 pages), and a longer final paper (10-12 pages). There is no final exam. Participation (Attendance and sharing your ideas with the class): 20% of grade Discussion Leads/Presentation: 10% of grade Reflexive Essays (2): 10% of grade Midterm Essay: 25% of grade Final: 35% of grade Participation: Class attendance and participation is an integral part of the learning experience and will impact your final grade in this course. Thus, you will need to be conscientious, prepared, constructive, thoughtful, reflective, imaginative, purposeful and helpful in sharing ideas and listening to those of others. (Of course, it also means attendanceone excused absence is acceptable; exceptions for absences beyond one will be made only if involving an extenuating circumstance (e.g., serious illness, jury duty, family emergency, etc.). You will receive an F for the course if you miss more than 2 classes. This class has been designed, organized, and will run along the lines of a seminar format. As such, much of our class time will be spent discussing course readings and dialoguing about our changing and developing awareness of race and ethnicity. The value of this course for each of you will depend on the seriousness with which you approach the subject matter and our discussions of it. Ideas presented about the philosophical, socio-cultural, political and environmental assumptions of race and ethnicity will sometimes be provocative and challenging. However, you should not lose sight of the importance of the questions being raised, especially in relation to social relations in a multicultural and capitalist America. It is the aim of this instructor to strive for open and respectful dialogue. It is your aim to come to class

not only having read the assigned readings, but having given some thought, sought to integrate these ideas into your emerging conceptions and understanding of race and ethnicity, and be prepared to discuss these with the rest of the class. It is hoped that, through this format, we can learn both individually and collectively through each others voice. Success in this class will involve active participation, attendance, and willingness to share your ideas, insights, and evaluation of the films and readings with other students in class. Your final grade will reflect your willingness to show up, contribute to class discussions, and explore ways of cultivating and growing your reading, writing, and critical thinking skills. ***Late work will not be accepted*** Classroom Protocol: The key to classroom behavior is to treat others in the class with respect. If someone does not treat a fellow student with respect, you will be asked to leave the class. With that in mind, please adhere to the following guidelines. Be respectful when others disagree with your viewpoint. TURN CELL PHONES AND PAGERS OFF OR TO VIBRATE WHILE IN CLASS. NO TEXTING-IF YOU ARE FOUND TEXTING DURING CLASS YOU WILL RECEIVE AN F FOR THE COURSE. YOU ARE NOT ALLOWED TO USE ANY ELECTRONIC DEVICES FOR NOTES (IPHONES, THINKPADS ETC) YOU ARE NOT ALLOWED TO USED LAPTOP COMPUTERS Try to avoid coming to class late or leaving early. If this is unavoidable, please let me know before class starts. If this becomes a pattern, your participation grade will be reduced accordingly. Discussion Leads/Presentation: Each student will sign up to lead a class discussion. This will require the student(s) leading the discussion to provide an outline of the readings, critically evaluate the readings, provide the class with any visual elements (i.e. handouts), as well as lead the group in discussion. More detailed information will be given in class. Reflexive Papers: During the course of this class, you are asked to write 2 reflexive papers. A reflexive paper is nothing more than your response to or your thoughts and feelings about the readings assigned for a particular class period. In general, I want to know what you think about the readings assigned for that class period. What did you gain from the ideas presented by the authors? What do you agree or disagree with? Are the authors thoughts applicable to any part of your life? Can you identify with the authors ideas? Your reflexive papers should include comments about most readings assigned for a class period. Each reflexive paper is due on the day we will be discussing the readings. Check the syllabus!! Each reflexive paper should be 2 pages in length. Midterm Essay:

For the midterm essay exam, you will be required to respond to 2 essay questions that I have constructed. Your answers to the questions should be typed, and no longer than 5 pages total. Your answers should reflect both thoughtful organization and argument, as well as scholarly use of the required readings in support of your arguments. Provide appropriate references (e.g. Blah & Blah, 1978), whenever you cite a work. No reference list is necessary, as long as you are able to produce the citation. Midterm Exam For the purpose of these essay questions, please integrate ideas from the Desmond and Ferguson readings into a cohesive response to each question. This means you must utilize and cite both texts to formulate your response to each question. You must cite any work that is not your own. You can simply cite by stating the authors name comma page number (Ferguson, p. 20). Keep in mind, as a general rule, your essay should include 2 citations per written page. Your midterm should be around 5 pages in length. Choose 2: (1) How does the institutional structure of Rosa Parks Elementary School reproduce inequality based on race? (2) Given what you have read, how would you restructure Rosa Parks Elementary School to help eliminate the reproduction of inequality based on race? (3) How does the social construction of race operate in our society to limit the opportunities of some while enhancing the opportunities of others? (4) Examine colorblind racism in American society as a whole and in your own experiences navigating it. (5) How have the people with whom you identify been systematically privileged or disadvantaged racially over the course of American history? How do you think your own life is privileged of disadvantaged because of this? In other words, how is your own social position shaped by historical forces? (6) Coded racial language surrounds us. Think of a time when you have heard someone use coded racial language. Identify what was said; then unpack the utterance explaining how the speaker was able to collude with racial domination without explicitly doing so. How should we respond when met with racially coded language. For this question, think about our discussion of colorblind racism, particularly the storylines shaping discussions and perceptions of race and racism in American society. Final Essay: For the final essay exam, you will be required to respond an essay question that I have constructed. Your answers to the questions should be typed, and no longer than 12 pages total. Your answers should reflect both thoughtful organization and argument, as well as scholarly use of the required readings in support of your arguments. Provide appropriate references (e.g. Blah & Blah, 1978), whenever you cite a work. No reference list is necessary, as long as you are able to produce the citation.

Final Choose (1) Analyze a piece of mass media that is related to the issues discussed in class through the lenses of race and ethnicity. In other words, choose a piece of mass media (print media, newspaper article, magazine article, video clip, movie, song, etc) and deconstruct it utilizing the themes discussed in class. This paper should be around 10 to pages in length but no more than 12 pages. You must reference at least 3 points from the Ferguson, Desmond, and Wise books in your analysis (9 references minimum). Also, please let me know where I can find the piece of mass media you selected to deconstruct. If it is a song, include the lyrics. If it is a movie clip from the internet, please provide the link, etc Visit two schools of different SES (socioeconomic status) and racial demographic neighborhood composition. Compare and contrast the two schools and adjacent neighborhoods paying particular attention to the infrastructure, aesthetics, and resources (exterior) of each school. In addition, compare and contrast the neighborhoods within which the schools are located paying particular attention to the characteristics listed above. Document your ethnographic experiences via photograph. DO NOT take pictures of people. You will receive and F on the project if you do. In addition, in written format (PowerPoint acceptable), analyze your experiences in relation to the themes and theories discussed in class. You must reference each book (Desmond, Wise, and Ferguson) in your write-up (a minimum of 10 references preferred). The write up should be about 8 pages in length. You may do this with 1 partner (same pictures) but your write up must be your own. Construct a qualitative survey instrument meant to elicit detailed responses from 2 participants regarding the themes and theories we have examine in class and in the readings. Your questions must be theoretically informed by theories presented in the Ferguson, Desmond and Wise texts. In other words, they should focus on issues such as agency, structure, colorblindness, whiteness, segregation, cultural factors such as language, choice of clothing, and cultural forms of expression, educational experiences, the social construction of race, optional ethnicities, etc Conduct a hour tape recorded interview with each person asking them the questions you have formulated. You will be responsible for contacting the interviewees, scheduling, and conducting the interviews. Write an 8-page analysis of your findings, discussing them in terms of the themes and theories discussed in the readings and in class. Your analysis must reference all three readings (a minimum of 9 references). You must turn in your survey instrument (questions) and the 8-page analysis. If there is something else you really want to do, I am open to the possibility, but you must clear it with me first. I ask that you follow specific requirements that I have established such as length, rigor, and citation information. Paper Format: All papers must be vitally informed by the course discussions, lectures, activities, and readings. You should cite any references that inform your analysis; wherever possible, give specific page numbers, even if you are not citing the text directly. Other than that, it does not matter to me which citation system you use or whether you make up your own, as long as I can follow your system and can locate the passages you (should) have indicated. If you plan to write academic papers or a master's or doctoral thesis, I encourage you to familiarize yourself with whatever citation format is most common in your field (e.g., MLA, Chicago, APA), as it is best to have made formal citation habits more or less automatic

before you get to the thesis stage. However, this is up to you. For my purposes, it is enough that you indicate the relevant author and page numbers of any work on the syllabus (e.g., Pratt, 35-36). Please do provide full bibliographic information, however, for any outside readings upon which your paper draws. ACADEMIC INTEGRITY: Please be sure to make yourself aware of DePaul University's policy on plagiarism and academic integrity at http://studentaffairs.depaul.edu/handbook/code16.html or http://condor.depaul.edu/~tla/html/student_academic_integrity.htm. Their guidelines include no cheating, no academic dishonesty, nor plagiarism. If you are uncertain of this policy or do not understand anything please see me before any assignment is done. An excuse of confusion is not an acceptable one. Any student who is caught engaging in academic dishonesty of any sort will be given a grade of '0' on the assignment and will be reported to the Dean of their college for further action. Students with Disabilities The director and clinicians (LD specialists) of PLuS are dedicated to provide the most appropriate services to the DePaul University students with Learning Disabilities and/or Attention Deficit Disorders. . All of these policies, along with additional information, are available on the PLuS website (http://condor.depaul.edu/~plus).

Course Schedule Date Week 1 Jan. 9 Week 2 Jan. 16 Week 3 Jan. 23 Week 4 Jan. 30 Week 5 Feb. 6 Week 6 Feb. 13 Week 7 Feb. 20 Week 8 Feb. 27 Week 9 March 6 Readings
I reserve the right to alter any and all course requirements

Introduction: Introductions, sharing of interests, syllabus overview, initiation of plan of study, prior knowledge discussion; discussion lead sign up. Read: Racial Domination Preface and Chapters 1-2 Read: Ferguson Chapters 1-2 Read: Racial Domination Chapter 3 Read: Ferguson Chapters 3-4 Reflexive Essay #1 Due Read: Racial Domination Chapter 4 Read: Ferguson Chapters 5-6 Read: Racial Domination Chapter 5 Read: Ferguson Chapters 7-8 Read: Racial Domination Chapter 6 Read: Speaking Treason Fluently (STF): pp. 3-71 Midterm Due Read: Racial Domination Chapter 8 Read: Speaking Treason Fluently (STF): pp. 72-139 Read: Racial Domination Chapter 9 Read: Speaking Treason Fluently (STF): pp. 140-215 Read: Racial Domination Chapter 10 Read: Speaking Treason Fluently (STF): pp. 216-282 Reflexive Essay #2 Due

Week 10 Read: Racial Domination Chapter 11 March 13 Read: Speaking Treason Fluently (STF): pp. 283-359 Week 11 Final Due Monday March 20 by 7:00pm

Final March 20