CRIM 4931.01 (22273): The Black Male
SOCI 4931.01 (22291): The Black Male
Spring 2014
Instructor: Dr. William T. Hoston
Office:
Bayou Bldg. 1508:17
Class Length: 15 Weeks, 1/13 – 5/10; 100% Online
Office Hrs.: W. 1:00 – 3:00p.m.; Or by Appointment Only
Phone:
Office #: (281) 283.3372
Email:
Hoston@uhcl.edu
Website:
Http://www.wthoston.com
Prerequisites: None
Course Description: CRIM 4931 - This course examines the Black male and their
struggles to define self-identity, masculinity, overcome the structural and cultural issues
of education deficiency, joblessness, broken homes, generational poverty, the devaluation
of Black male life, and living in the Obama era. Criminological theory will provide a
basis to understand Black-on-Black crime, delinquency, disproportionality, school to
prison pipeline and gangs in the context of the United States Criminal Justice System.
Course Objectives: The objectives of this course are three-fold: (1) Students will
demonstrate an understanding of the unique interdisciplinary perspective of analyzing
Black male life. (2) Students will be able to gain a greater understanding of the structural
and cultural forces that shape the Black male. (3) Students will develop an understanding
of the cultural contributions and social experiences of the Black male in the 21st century.
Course Insight: Since the election of President Obama, what continues to be the
economic, social, and political challenges faced by the Black community, particularly
Black males? Has the election of Obama changed the discourse among Black males?
Has the societal perception of his achievement been a catalyst to alter negative
stereotypes that haunts the Black male image? Has Obama’s presence sparked added
motivation for more Black males to strive to alleviate themselves from circumstances that
may burden their progress or advancement?
Required Texts:
Hoston, W. T. 2012. Listen To Me Now, or Listen To Me Later: A Memoir of Academic
Success for College Students (1st Ed.). Dubuque, IA: Kendall/Hunt, 2012.
ISBN- 978-1-4652-0137-9. Order Book: www.kendallhunt.com/hoston
### All course related readings are in the weekly folders on Blackboard ###
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Grading: The final grade for the course will be based on the completion of reading
assignments, opinion and film critiques, written examinations, discussion board, and
adhering to deadlines for assignments. There will be no make-up or late assignments
accepted after the scheduled due date. No extra credit. The last day to withdraw for the
Spring 2014 semester is April 7, 2014. A grade of “I” is given only in cases of
documented emergency and/or special circumstances. Students must have a passing
grade prior to be considered for an “I”.
Exceptions can be waived only under very limited circumstances, such as travel to
represent the University, serious documented illness, or a real family emergency. All
excuses that are accepted as valid by the instructor should be accompanied by
documentation.
Since this is a fully online course, it is expected that students have readily available
access to a reliable Internet connection for the duration of the 15-week course.
Technological mishaps will not excuse missing or late assignments.
Grade Distribution:
A 95 - 100
B+
A - 90 - 94
B
B-
87 - 89
84 - 86
80 - 83
C+
C
C-
77 - 79
74 - 76
70 - 73
D+ 67 - 69
D 64 - 66
D- 60 - 63
F < 60
All grading will adhere to the guidelines of the UHCL. In this course, the academic ho
nor code is in effect for all assignments and papers. Honor code violations are punishable
not only by a failing grade for the course, but also by referral to the University Honor
Council. For any questions about specific applications of the Honor Code refer to the
UHCL catalog and the Student Life Handbook for the University Academic Honesty
Policy.
Plagiarism, cheating, and all other forms of academic dishonesty will not be
tolerated in this course. All submitted work must be your own, and any use of
sources (both assigned or “outside”) must be documented.
Course Assignments:
All assignments and exams are due on Thursdays, 10a.m. on the scheduled date.
Motivational Assignment:
January 23
(Wk1)
10%
Critiques:
Opinion Critique
Film Critique
February 6
April 3
(Wk4)
(Wk12)
15%
15%
Written Examinations:
Midterm Exam
Final Exam
February 20
April 24
(Wk6)
(Wk15)
25%
25%
Discussion Board:
Weekly
10%
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Motivational Assignment: Read, Listen to Me Now, or Listen to Me Later: A Memoir of
Academic Success for College Students. There are three components to this assignment:
(1) Find a story in the book that relates to your own experience as a college student, write
about it. If there is not one, explain your own personal quest to obtain a college degree;
(2) Provide a summary of Chapter 3, “From a 1.9 G.P.A. to a Ph.D.”; and (3) Explain
what is your G.P.A. to date.
The assignment must be a minimum of 4-6 typed pages (Times News Roman), doubledspaced, with 12 point font, standard margins and pages numbered. Attach a title page to
the paper with your name, last four of SSN or student ID, title of the paper, name of the
course, course number, and instructor’s name (The title page does not count as one of the
required pages). Make sure to use subheadings for organization.
Please submit an electronic copy by 10a.m. Email to whoston@gmail.com and
Hoston@uhcl.edu. It must be received by both email accounts to receive credit.
Opinion Critique:
Good writing is essential to clear thinking and effective
communication. The opinion critiques will allow students to provide a synopsis of the
readings and a theoretical framework ties to a current event in an organized format.
Opinion critiques are not a review of the readings, but a critique of the readings using a
brief summary of portions of the literature to discuss your criticisms of the current event.
However, each student must display that they have read the materials and applied them to
the assignment. Remember, a critique of the readings does not have to be negative, but
can as well, highlight the positives of the readings. Use the following outline questions
and those presented on the assignment sheet:
1.
2.
3.
4.
What is/are the major thesis, framework(s) or idea(s) of the author(s)?
What are the major argument(s) that the author(s) makes?
What information does the author(s) present to support the arguments?
Do you agree/disagree with the argument? Explain?
Requirements: The opinion critique should contain an introduction and conclusion.
The paper must be a minimum of 5-7 typed pages (Times News Roman), doubledspaced, with 12-point font, regular margins on all four sides, and pages numbered.
FOLLOW DIRECTIONS. Further details will be provided.
Please submit an electronic copy by 10a.m. Email to whoston@gmail.com and
Hoston@uhcl.edu. It must be received by both email accounts to receive credit.
Film Critique: The critique should have an introduction and conclusion. Identify the
critique by themes or segments of importance. (1) Importance of education, (2) Absentee
fathers, (3) Fear of a Black Planet, (4) Rap Music and Misogyny, (5) Black-on-Black
Murders, and (6) The Obama Effect. Explain the importance of each section; parts you
liked/disliked; discuss the context - how impacts Black males - statistics - findings - etc;
Recommendations to address issues affecting Black males; etc.
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Requirements: The film critique should contain an introduction and conclusion. The
paper must be a minimum of 5-7 typed pages (Times News Roman), doubled-spaced,
with 12-point font, regular margins on all four sides, and pages numbered. FOLLOW
DIRECTIONS. Further details will be provided.
Please submit an electronic copy by 10a.m. Email to whoston@gmail.com and
Hoston@uhcl.edu. It must be received by both email accounts to receive credit.
Written Examinations:
There will be two written examinations for the semester. The examinations are not date
restricted. They are open for students to view from the beginning of the semester.
Students are not permitted to collaborate on the written examination. It is important to
concentrate on organizing the responses clearly, coherently, and accurately. Reading the
supplied articles, taking thorough notes, and being able to conceptualize the information
achieves this.
Requirements: The written examinations must be typed, prepared in Times News
Roman, doubled-spaced, with 12 point font, standard margins and pages numbers. The
assignment sheet will be the cover page for the exam. Each response should be at
least 3-5 pages. Total exam should range between 9-15 pages (NOT INCLUDING
COVER PAGE AND BIBLIOGRAPHY). Individual responses should be no longer
than 5 pages. The instructor will not grade papers that have been typed in 13 or more
font, type set other than Times News Roman, more than the standard double-space, more
than 1.25 inch margins, and pages not numbered. FOLLOW DIRECTIONS.
Students may use additional references; however only scholarly references (e.g., journal
articles, books) are permitted. There are to be no encyclopedias or Internet sources used
for the examination. APA style format is required. Make sure that all additional
material is cited and attach a bibliography page. http://www.wooster.edu/psychology/apacrib.html
The exam is due on the given due date, not before and certainly not after the assigned
date. Please submit an electronic copy by 10a.m. Email to whoston@gmail.com and
Hoston@uhcl.edu. It must be received by both email accounts to receive credit.
Please utilize The Neumann Library located in the Bayou Building @ UHCL to gain
resources and materials pertinent to conduct the State Legislature Project.
Students are encouraged to visit the Writing Center on campus. The service is free to all
UHCL students. The staff is readily available to provide extensive help to students prior
to them submitting papers for grade (SSB 2105, ext. 2910).
Discussion Board:
The online discussion board will be used to facilitate interactive discussion between
students. This forum will be used to engage students in critical debate on the weekly
topic, provide an outlet for students to pose questions and receive valuable feedback for
further debate, and allow students to share valuable links and resources. All students are
required to participate at least twice per week on the proposed question(s). First post
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should be received no later than Wednesdays by 5p.m. Subsequent posts no later than
the following Monday. Students can post as many times as they would like. I would like
to see substantive responses. The first post should be a minimal of 2-3 sentences. I do
not want to see any “one” word posts or those with “no coherent” thought. The goal is to
evoke critical discourse on the discussion board.
Feedback and Expectations on Examinations and Assignments: Students will receive
grades for the Critiques no later than the following Monday (3-5 days); For Written
Examinations please allow 5-7 days. Grades will be posted on Blackboard. On
average, students can expect to spend 3-5+ hours on Critiques; 20+ hours on the Written
Examination; 1-2+ hours on Discussion posts and replies; 2-4+ hours on weekly reviews.
Blackboard: This course is facilitated by Blackboard, an online wed aid accessible to all
UHCL students. The Blackboard page for this class will contain a copy of the syllabus,
guidelines for any assignments, study guide for the tests, your current grade, reading
materials (if not available in text book, and important links for this class. In order to
access this site you will need your student ID number and pin number.)
http://courses.uhcl.edu:8900/ or supportcenter@uhcl.edu.
Student Disability: It is the policy of the UHCL to accommodate students with
disabilities, pursuant to federal law, state law, and the University’s commitment to equal
educational opportunities. Any student with a disability who needs accommodations are
encouraged to contact The Office of Disability Services, which is located in SSCB 1.301,
telephone (281) 283-2648 (Voice/TTD), http://prtl.uhcl.edu/portal/page/portal/UAO.
The University of Houston System complies with Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of 1990, pertaining to the provision of
reasonable academic adjustments/auxiliary aids for students with a disability. In
accordance with Section 504 and ADA guidelines, each University within the System
strives to provide reasonable academic adjustments/auxiliary aids to students who
request and require them. If you believe that you have a disability requiring an academic
adjustment/auxiliary aid, please contact UHCL’s student disability services center.
Emails: Please be advised that UHCL has a Spam server that frequently filters emails.
At times, students that email from either yahoo.com or hotmail.com will be filtered
temporarily. To expedite an important email, please send to whoston@gmail.com.
Please do not mark emails URGENT that are not and read the syllabus to make sure your
question was not covered.
I normally respond to student emails within a 12-hour time framework, depending on the
time emails are sent. However, in most cases, I respond within 1-3 hours.
Important Things to Do: (1) Check UHCL email daily. All correspondence go to the
UHCL email. (2) Download Blackboard mobile to your cell phone.
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Keys to Passing the Course:
1. Please read the syllabi thoroughly. The answer to your question is most likely found
in this document.
2. Stay abreast of the readings for the course. All readings are located in the weekly
folders.
3. Review each folder; Print all materials and place in a binder. This will help with
organization.
4. Submit all assignments and exams on time. No late assignments and exams will be
accepted. All assignments and exams are due at 10a.m.
5. All materials are open from the first day of the course. Make a note of the due dates.
6. Make sure you participate on Blackboard. It is worth 10% of your overall grade and
mandated for all online courses at UHCL.
7. When Submitting an Assignment or Exam: (1) Label the subject line, “Last name,
Assignment, Student #”. (2) Always have text in the body of the email. For example,
“Dr. Hoston, Attached is assignment #1. Name.” (3) Don’t send emails like text
messages, with abbreviations, etc.
________________________________________________________________________
Read this syllabus like a contract. It specifies what can be expected from the course,
as well as the obligations of each student in preparing for and attending class.
Students are expected to be aware of all the materials contained in the syllabus.
________________________________________________________________________
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Tentative Course Outline: (Subject to Change)
The following course outline is subject to change. Please take extensive notes on
readings. They are available in the Content Folders by Weeks; students will need to
obtain Adobe Acrobat Reader, http://get.adobe.com/reader/ Files are PDF.
*Weekly Folders, see Blackboard
Read before class starts:
Hoston, W. T. 2012. Listen To Me Now, or Listen To Me Later: A Memoir of Academic
Success for College Students (1st Ed.). Dubuque, IA: Kendall/Hunt, 2012.
ISBN- 978-1-4652-0137-9. Order Book: www.kendallhunt.com/hoston
Week 1. Historical Perspective; Making of a Slave
Readings:
*1. Hassan-El, K. M. 1999. The Willie Lynch Letter and the Making of a Slave.
Week 2. The Psychology of Being Black
Readings:
*1. The Psychology of Being Black, Jawanza Kunjufu
*2. From Miseducation to Education, Naim Akbar
Week 3. The Black Male Identity (and Masculinity)
Readings:
*1. hooks, b. 2004. We Real Cool: Black Men and Masculinity, Chapters 5, 6, 10
*2. Jackson, R.L. and Dangerfield, Celnisha L. 2002. “Defining Black Masculinity as
Cultural Property: Toward an Identity Negotiation Paradigm.”
Structural Factors
Week 4. The Uneducated Black Male
I. Opinion Critique #1, (15%)
Readings:
*1. Jenkins, T. S. 2006. “Mr. Nigger: The challenges of educating Black males within
American society.”
*2. hooks, b. 2004. We Real Cool: Black Men and Masculinity, Chapter 3
*3. Howard, T. C. 2008. “Who Really Cares? The Disenfranchisement of AfricanAmerican Males in PreK-12 Schools.”
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Week 5. Black Male Unemployment
Readings:
*1. Wilson, William J. 2011. “Being Poor, Black, and American: The Impact of
Political, Economic, and Cultural Forces.”
2. Chronic Black Male Unemployment (internet search):
http://www.cepr.net/index.php/blogs/cepr-blog/addressing-chronic-black-maleunemployment
Week 6. Midterm Examination
Cultural Factors
Week 7. Black Criminality
Listen:
Kayne West and Jay-Z, “Murder to Excellence” in Watch the Trone. (CD; Roc-A-Fella,
Roc Nation, Def Jam, 2011).
Readings:
*1. hooks, b. 2004. We Real Cool: Black Men and Masculinity, Chapter 4
*2. Collateral Costs: Incarceration’s Effect on Economic Mobility; Bruce Western and
Becky Pettit, 2009.
Week 8: The Black Family
*1. hooks, b. 2004. We Real Cool: Black Men and Masculinity, Chapter 7
Week 9: Devaluing Black Male Life
View:
Menace II Society. Directed by Albert and Allen Hughes. New Line Cinema, 1993.
Week 10: Spring Break
Week 11: The Obama Effect
Readings:
*1. “King’s Dream Remains an Elusive Goal; Many Americans See Racial Disparities.”
Pew Research Center, August 22, 2013.
Week 12: Black Dot In A White World
I. Film Critique #2, (15%)
II. http://vimeo.com/73945114
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Week 13: Misogyny and Rap Music; The Misogynistic Message of Sexual Assault
and Rape; Sexual Violence Against Women.
Listen to:
DMX, “X is Coming” in It’s Dark and Hell is Hot. (CD; Ruff Ryders, Def Jam, 1998).
View:
Nelly, “Tip Drill” in Da Derrty Versions: The Reinvention. (CD; Derrty Enterprises,
2003).
Readings:
*Cundiff, G. 2013. “The Influence of Rap/Hip-Hop Music: A Mixed-Method Analysis on
Audience Perceptions of Misogynistic Lyrics and the Issue of Domestic Violence.”
Week 14: Open
N/A
Week 15: Final Examination
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The Black Male: Discussion Board Questions
Week 1. Historical Perspective
D1: Choose a historical Black male figure and write 4-6 sentences about their
contribution to the plight of Black Americans (do not choose MLK or Malcolm X).
#Student Introductions#
Week 2. The Psychology of Being Black
D2(a): What does it mean to “act” White? Explain in detail.
D2(b): Is there one specific type of behavior characteristic that “all” Black people should
have?
Week 3. The Black Male Identity
D3(a): Is there a generational shift in Black male identity, especially among the younger
generation of Black males?
D3(b): Are you a “Nigger” or “Real Nigga”? In your opinion, why have Black males
embraced “Nigger” and created “Real Nigga” as a self-imposed label?
Week 4. The Uneducated Black Male
N/A; Opinion Critique
Week 5. Black Male Unemployment
D5: Is the employment rate among Black males high because they are lazy; uneducated;
unskilled? Explain in detail. What are other potential reasons?
Week 6: Midterm Examination*
Week 7. Black Criminality
D7: Read the following article: http://www.huffingtonpost.com/2013/10/04/racialdisparities-criminal-justice_n_4045144.html
What are your thoughts? Explain in detail.
Week 8. The Black Family
D8: In your opinion, how does the absence of a father affect Black males? Explain in
detail.
Week 9: Devaluing Black Male Life
D9: Do you agree or disagree: The lives of young Black males have never held great
value in this country. Explain in detail.
Week 10: Spring Break
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Week 11: The Obama Effect
D11: In your opinion, has there been an “Obama Effect” on Black males? Has his
presence in office changed the thinking and behavior of Black males? In your opinion,
has he motivated Black males to work harder to become successful?
Week 12: Black Dot In A White World
N/A; Film Critique
Week 13: Rap Music and Misogyny
D13: In your opinion, should rap artist be more accountable for their lyrical content?
Does profanity, derogatory terms such as “bitches” and hoes” increase the likability of
the song?
Week 14: Why I Hate Being a Black Man
D14: Read the following article:
http://www.theguardian.com/commentisfree/2013/nov/09/i-hate-being-a-black-man
What are your thoughts? Explain in detail.
Week 15: Final Examination*
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