SOC 263: Human Relations and Diversity
Fall 2006 Syllabus
Class Meeting Times: MWF 12:30 – 1:25p W204
Contact info:
Dr. Christine O'Neil
Office: M404
Phone: 487-7328
E-mail: christine.oneil@finlandia.edu
coneil@prodigy.net
Office hours: MWF 11:15a - 12:30p
MW 9:30a - 10:10a and by appointment
Course Description: This course is an examination of the history, culture, social institutions. values, and contributions of
women and various racial, cultural, and some of the larger economic minority groups in the US. The ethnic groups
included but are not limited to: Native Americans, African-Americans, Asian-Americans, and Hispanic Americans.
Implications of past and present discrimination practices in the US as well as the development of governmental protection
of minority rights are also examined.
The immigrant and non-immigrant experiences, as well as the continually evolving minority-majority relationships, have
been and remain a major force in shaping our culture and structural institutions. In this course, we will examine the
diversity of American society, and speculate about the nation's future in light of significant changes that are taking place.
The concept of diversity encompasses all human differences, including but not limited to: race, ethnicity, gender,
socioeconomic class, disabilities, and sexual orientation. In looking at these issues of diversity, we will examine and
utilize a number of theoretical frameworks, while encouraging each of you to formulate your own perspective.
General Course Objectives: The learning objectives for this course are as follows:
• to gain knowledge of diverse perspectives and lifestyles
• to allow students to explore their own social identity group memberships
• to gain a conceptual understanding of the key issues and concerns related to social justice
• to develop strategies for communicating and relating across cultural differences
Texts:
• Rosenblum, Karen E., and Toni-Michelle C. Travis (2006). The Meaning of Difference: American Constructions of
Race, Sex and Gender, Social Class, and Sexual Orientation. 4th edition. New York: McGraw-Hill.
ISBN: 007299746X
• In addition, some readings will be on reserve in the library. These readings are designated in the syllabus by (R).
Conduct of the Course: This course will combine class lectures and discussions. The instructor will introduce important
issues and help review the major points discussed in the assigned readings. Students are expected to complete readings on
time and participate in a series of diverse class activities aimed at enhancing individual and group learning.
I want to be clear that the classroom is a place where ideas are exchanged freely. I want this classroom to be a place
where ideas can be exchanged without fear of persecution. Thus, it is important to remember that when we are critical of
an idea, we are not critical of the individual expressing the idea, but rather we only with to further discussion so that
greater clarity is gained for our own benefits as well as the benefits of others.
Attendance: Class attendance is expected. Your active participation is essential in moving our class conversations along
productively. While I will lecture, a portion of our class time will be spent in conversation with one another. Active
participation, in the form of raising substantive questions and contributing to discussion, is vital in creating an interesting
and productive class. Should you miss class, it is your responsibility to get the notes from another student. Participation
will be a factor in borderline cases.
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Situations sometimes arise when missing class is unavoidable. However, outside materials will be used in class.
Students are responsible for obtaining any missed material, including handouts and lecture notes. If a situation
arises during the semester that will affect your attendance or performance in this class, it is important that you discuss it
with me WHILE it is happening rather than at the end of the semester.
Evaluation of Student Performance:
• Exam (30% of final grade). During Part I of the course, you will learn the basic terms, concepts, and theories
related to the study of minorities and cultural diversity. In order to ensure that you fully understand these ideas,
an exam will be given at the completion of Part I. It is essential that you understand the material in the first part
of the course as we will be continually using the ideas learned throughout the semester as we talk about specific
groups. More information on the actual format and content of the exam will be given at a later date.
Exam: Monday, September 18th
If for any reason you are not able to take the exam at the scheduled time, please let me know beforehand.
The make-up exam will be given at a time convenient for both student and instructor and will use the essay
format.
• Group Report and Presentation (25% of final grade). Students will be divided into groups to investigate
the history, culture, contributions, current status and problems of the minority groups we will study in this
class. Each group will present the information they have discovered to the class, as well as turn in a report
summarizing their experiences. More information is given on the Group Report and Presentation Handout.
Native Americans: September 25th
Middle Eastern Americans: October 9th
Hispanics/Latinos/Chicanos: October 16th
Gays/Lesbians/Transgendered: October 30th
Religious Minorities in the US: November 6th
People with Disabilities: November 13th
▪ Rap/Hip Hop Analysis (20% of final grade). For this project you should create your own definition of
hip hop/rap. What do you think hip hop/rap is? In doing so, you might considering the following questions
▪ What's important about hip hop/rap?
▪ Who is rap/hip hop for?
▪ Has hip hop/rap changed society for better or worse?
After you have established your own definition of hip hop/rap, find a hip hop/rap song that you feel embodies
your definition. Why? Which of the following hip hop/rap movements (gangsta, afrocentric, nation-conscious,
and/or feminist) does the song embody? Provide an argument about the overall effect of the song, citing
specific examples from the music, and how it relates to your definition. Please include song lyrics.
(www.ohhla.com ; www.anysonglyrics.com). This analysis should be 3-4 pages in length.
Due: Monday, November 17th
▪ Hate Group Analysis (25% of final grade). Hate groups are organizations or movements that advocate
hate, hostility, and violence towards members of a racial, ethnic, or religious group – or some other segment
of society. For the hate group analysis, you should locate hate groups on the internet and then choose one
hate group to look at more in-depth. In doing so, the following questions should be addressed:
• What is their purpose (i.e. who or what do they hate?) and why?
• What is their main argument?
• How do the concepts and ideas in class relate to things the hate group says?
• Are their claims contradicted by what you've learned in this class? Be specific.
• What is your reaction to this hate group?
• Why do you think this hate group exists?
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• What can society do to alleviate the presence of hate groups?
(Please include the web addresses of the websites that you visit.)
This assignment will be evaluated based on clarity of argument and integration of course terms and concepts.
Rather than answering the listed questions, weave them into a succinct essay. Utilize course materials as well
as scholarly books and articles. A minimum of five sources (not including websites) is expected. This
assignment should be 4-6 pages in length.
Due: Monday, December 11th by 4:30p
All assignments must be turned in at the BEGINNING of the class period for which they are due. Assignments
turned in late are subject to a 10% penalty per day. There will be NO extra credit opportunities.
Plagiarism, Cheating, Duplicate Work, etc.: As per University policy, cheating and plagiarism are both causes for
removal from the course or a failing grade on the test or assignment. This includes submitting papers from other courses
as original work or submitting duplicate (or nearly identical) copies of work. For more information, please see page 26 of
the catalog.
**If you have any disabilities which need to be accommodated please see me as soon as possible.**
Course Outline and Reading Schedule
Part I. Understanding Difference
Objectives: to gain an understanding of the theories and concepts relevant to studying minorities; to learn
how to apply these theories and concepts to specific groups and issues
Week 1 (August 30, September 1) – Constructing Categories of Difference
▪ Framework Essay I
▪ Readings: 2 and 52
☼☼ No Class Monday, September 4th – Labor Day
Week 2 (September 6, 8) – Experiencing Difference
▪ Framework Essay II
▪ Readings: 21, 23, 27, 28, and 29
Week 3 (September 11, 13, 15) – The Meaning of Difference
▪ Framework Essay III
▪ Readings: 42, 44, and 53
☼☼ EXAM: Monday, September 18th
Part II. Racial and Ethnic Minorities
Objectives: to understand both the historical and contemporary experiences of racial and ethnic groups in
the United States; to apply the ideas learned in Part I to each racial and ethnic group discussed
Week 4 (September 20, 22) – White Americans
▪ Readings: 8, 25, and 45
Week 5 (September 25, 27, 29) – Native Americans
▪ Readings: 4 and 59
▪ Mander: What Americans Don’t Know about Indians” (R)
▪ Merskin: Winnebagos, Cherokees, Apaches, and Dakotas” (R)
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Week 6 (October 2, 4, 6) – African Americans
▪ Readings: 1, 6, 26, 43, and 48
Week 7 (October 9, 11, 13) – Asian and Middle Eastern Americans
▪ Readings: 7 and 49
▪ Lee: “Yellow Face: Asian Americans in Popular Culture” (R)
▪ Akram and Johnson: “Race and Civil Rights Pre-September 11, 2001” (R)
▪ Suleiman: “The Arab American Experience” (R)
Week 8 (October 16, 18) – Hispanics/Latinos/Chicanos
▪ Readings: 5, 24, and 30
▪ Suro: Latino Lives in a Changing America” (R)
☼☼ NO CLASS – Friday, October 20th – Fall Break
Part III. Other Minority groups
Objectives: to understand both the historical and contemporary experiences of minorities whose status is
not based on race or ethnicity; to apply the ideas learned in Part I to each group discussed
Week 9 (October 23, 25, 27) – Sex/Gender
▪ Readings: 9, 11, 12, 31, 32, and 47
▪ Faludi: “The Betrayal of the American Man” (R)
Week 10 (October 30, November 1, 3) – Sexual Orientation
▪ Readings: 18, 19, 20, 34, 35, and 60
▪ Miller: “Stonewall and the Birth of Gay and Lesbian Liberation” (R)
▪ Katz: “The Invention of Heterosexuality” (R)
Week 11 (November 6, 8, 10) – Religious Minorities
▪ Reading: 33
▪ Brodkin: “How the Jews Became White Folks” (R)
▪ Eck: “A New Religious America – After September 11” (R)
Week 12 (November 13, 15, 17) – People with Disabilities
▪ Readings: 39, 40, 50, and 51
▪ Gordon and Oliver: “How Long Must We Wait?” (R)
☼☼ November 20 – Catch-up Day
☼☼ Thanksgiving Break
Part IV. Case Study: Minorities and Pop Culture
Objectives: to understand how minorities are presented in and understood by pop culture; to learn the
different perspectives regarding hip hop and rap music; to determine the impact of hip hop and rap on
minority cultures
Week 13 (November 17, 19, December 1) – Hip-Hop and Rap
▪ Reading: 56
▪ Henderson: “The Origins of Hip Hop” (R)
▪ Gates: “2 Live Crew, Decoded” (R)
▪ Crenshaw: “Beyond Racism and Misogyny: Black Feminism and 2 Live Crew” (R)
▪ Quinn: “‘Never Shoulda Been Let Out the Penitentiary’” (R)
▪ Aaron: “What the White Boy Means When He Says ‘Yo’” (R)
▪ Chang: “Styling and Profiling: Privacy and The Hip Hop Generation After 9/11” (R)
▪ Roberts: “Music Videos, Performance and Resistance: Feminist Rappers” (R)
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Part V. What Can We Do?
Objectives: to understand theories and concepts that seek to challenge minority inequality and oppression;
to learn how students can counter the stereotypes and inequalities minorities experience
Week 14 (December 4, 6, 8) – Bridging Differences
▪ Framework Essay IV: pgs 468-475
▪ Readings: 62 and 64
▪ McClintock: “How to Interrupt Oppressive Behavior” (R)
▪ Guinier and Torres: “The Ideology of Colorblindness” (R)
▪ Gallagher: “Ten Simple Things You can do to Improve Race Relations” (R)
Hate Group Analysis Papers Due Monday, December 11th by 4:30p
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