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COURSE AND INSTRUCTOR INFORMATION
Course Number:
Course Title:
Semester and Year:
Time and Location:
Instructor:
Email Address:
Office Hours:
SOWO 501, Section 002
Confronting Oppression and Institutional Discrimination
Spring 2015
Mondays 2:00-4:50 p.m., Room 101
Cynthia Fraga Rizo, PhD, MSW
cfraga@email.unc.edu
Mondays 12:00-2:00 p.m. or by appointment, Room 524H
COURSE DESCRIPTION: This course examines institutionalized oppression and its implications
for social work practice at all levels, emphasizing the consequences of social inequality and the
social worker’s responsibilities to fight oppression.
COURSE OBJECTIVES: Upon completion of the course, students should be able to:
1. Demonstrate an understanding of the nature of prejudice and the impact of
discrimination on individuals and groups, especially with regard to race, gender,
disability, sexual identity, and ethnicity.
2. Demonstrate knowledge of the historical and social forces that have worked for and
against the exclusion of groups of people from opportunities and services at the
institutional, community, and societal levels.
3. Demonstrate knowledge of the roles played by advocacy groups in minimizing
barriers to opportunities and services for populations who experience discrimination.
4. Identify and consider ways of addressing institutional discrimination as it appears in
social welfare policy and in the management and practice of human services.
5. Demonstrate an ability to apply social work values and ethics to practice with diverse
populations.
6. Demonstrate knowledge of differential assessment and intervention skills needed to
serve diverse populations.
7. Demonstrate an understanding and appreciation of human diversity and family and
community strengths.
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COURSE RATIONALE
Evidence based practice is defined as the use of the best available evidence to make practice
decisions. It involves integrating the preferences of clients and one’s own accrued practice
expertise with current scientific information. Because “the evidence” is unlikely to ever be so
robust as to fully inform practice with the diversity of human kind, the evidence must always be
interpreted and, in some cases, extrapolated. It is in this crucial process that knowledge of the
impact of discrimination and inequality on human behavior becomes paramount.
The Code of Ethics of the National Association of Social Workers (NASW) stipulates that one of
the ethical principles that must guide social workers is that “Social workers challenge social
injustice” (1999, p. 2). Specifically, the Code directs social workers to “pursue social change,
particularly with and on behalf of vulnerable and oppressed individuals and groups of people.
Social workers’ social change efforts are focused primarily on issues of poverty, unemployment,
discrimination, and other forms of social injustice” (NASW, 1999, p. 2). These activities are
anchored to one of the fundamental missions of the social work profession, which is to “strive to
end discrimination, oppression, poverty, and other forms of social injustice” (NASW, 1999, p.
1). The intent of this course is to prepare students to fulfill their responsibilities related to
fighting injustice and oppression, as prescribed by the Code.
All social workers have a responsibility to meet the needs of diverse client systems in our
society. In addition to understanding clients systems’ rich heritage and contributions to society,
social workers need to understand the structures, systems, and policies that create and maintain
oppression. This course serves as a foundation for the understanding of the nature, character, and
consequences of being excluded from many available opportunities and services. It explores the
implications and connections of discrimination for oppressed groups, including racial and ethnic
minorities, women, older persons, people with disabilities and gay, lesbian, bisexual, and
transgendered (GLBT) people. Members of these groups have been affected by social, economic
and legal biases and by institutional structures and social policies that maintain and perpetuate
oppression.
REQUIRED TEXTS
Adams, M., Blumenfeld, W. J., Castaneda, R., Hackman, H. W., Peters, M. L., & Zuniga, X.
(2013). Readings for diversity and social justice (3rd ed.). New York, NY: Routledge.
Carlton-LaNey, I. (2005). African Americans aging in the rural south: Stories of faith, family
and community. Durham, NC: Sourwood Press.
Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation.
Hoboken, NJ: John Wiley & Sons.
RECOMMENDED TEXTS
Schwalbe, M. (2014). Rigging the game: How inequality is reproduced in everyday life (2nd
ed.). New York, NY: Oxford University Press.
**Additional required readings will be posted on Sakai or available
on the Internet or through UNC Libraries e-journals.**
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TEACHING METHODS AND EXPECTATIONS
Teaching methods will include lecture and class discussion, as well as multimedia presentations,
guest speakers, and experiential activities. We all have much to learn from one another. Full
participation is essential to your learning process in the class, and will allow you to successfully
apply the course material in a way that is personally and professionally meaningful. The course
will ask you to reflect on and discuss difficult and complex issues and material that may not
always be comfortable. We will develop a supportive learning environment, reflecting the values
of the social work profession. This requires listening to the ideas and views of others, attempting
to understand and appreciate a point of view which is different from your own, articulating
clearly your point of view, and linking experience to readings and assignments. Most importantly
be curious about why you think the way you do and why others think the way they do, ask
genuine questions, explain your reasoning and intent, and test your assumptions and
inferences. During the first class session, we will generate guidelines that will allow all of us to
engage authentically, and to treat each other with respect, compassion, and honor.
CLASS PREPARATION, ATTENDANCE, AND PARTICIPATION
In order to fully participate in and benefit from each class session, students should complete
required readings before class and come to class prepared to discuss them. Participation
points will be based on attendance, participation in class activities and discussions, and tardiness.
Students who are late to class more than 3 times without adequate explanation will receive a zero
for participation points.
Attendance is critical to your learning, as well as to the atmosphere of inclusiveness and trust in
the class. Therefore, attendance at all class sessions is expected, and an attendance sign-in sheet
will be passed around at the beginning of each class. It is important to be on time as to not
disrupt class. We will cover a great deal of information in each class session. I ask that you
contact me, in advance, if you need to miss a class session due to illness or an emergency. It is
your responsibility to obtain handouts, information about class content, and information about
announcements, etc., from your classmates if you are unable to attend a class. Students with
more than two absences will receive an “L” unless they have made prior arrangements with the
instructor.
USE OF ELECTRONIC DEVICES IN THE CLASSROOM
We are all invested in creating a learning environment of respect and engagement. Students may
use laptops in class for taking notes or completing small group tasks. However, I ask that you use
them only for relevant activities – not for checking email or surfing the Web. During class, cell
phones and other devices should be silenced. No text messaging during class.
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ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students with disabilities or medical conditions that may impact their participation in the course
and who may need accommodations should contact the Department of Accessibility Resources
and Services (919-962-8300 or T-711 NC RELAY). Accessibility Resources and Services will
notify the instructor regarding recommended accommodations. Instructors cannot provide
accommodations to a student without communication from the Department of Accessibility
Resources and Services http://accessibility.unc.edu.
HONOR CODE
“The University of North Carolina at Chapel Hill has had a student-led honor system for over
100 years. Academic integrity is at the heart of Carolina and we all are responsible for upholding
the ideals of honor and integrity. The student-led Honor System is responsible for adjudicating
any suspected violations of the Honor Code and all suspected instances of academic dishonesty
will be reported to the honor system. Information, including your responsibilities as a student is
outlined in the Instrument of Student Judicial Governance.” (From
http://studentcounduct.unc.edu/faculty/honor-syllabus.) Your full participation and observance of
the Honor Code is expected. The Honor Code can be found at
http://studentconduct.unc.edu/sites/studentconduct.unc.edu/files/documents/Instrument.pdf
Academic dishonesty is contrary to the ethics of the social work profession, unfair to other
students, and will not be tolerated in any form. All written assignments should include the
following signed pledge (please sign with your PID): “I have neither given nor received
unauthorized aid in preparing this written work.” In keeping with the UNC Honor Code, if
reason exists to believe that academic dishonesty has occurred, a referral will be made to the
Office of the Student Attorney General for investigation and further action as required. Please
refer to the APA Style Guide for information on attribution of quotes, plagiarism, and appropriate
citation. The UNC Writing Center provides clear guidelines regarding what does and does not
constitute plagiarism.
LATE ASSIGNMENTS AND EXTENSIONS
All assignments are due at the beginning of the class on the day noted. Late assignments are
strongly discouraged. To obtain permission to submit an assignment after the deadline, the
student must seek approval from the instructor before the day that the product is due. If
permission for late submission is not granted before breaking a deadline, the grade will
automatically be reduced 10%, and another 10% reduction will occur each day, including
weekends. In case of an emergency, a late paper may be accepted without penalty at the
discretion of the instructor provided sufficient explanation, and possibly, documentation of
emergency. Avoid having last-minute computer or printing failures that prevent you from turning
papers in on time. Plan ahead and keep backups; don’t rely on having computers, printers,
servers, and email programs working perfectly a half-hour before class. A grade of “Incomplete”
will be given only in extenuating circumstances and in accordance with School of Social Work
and University policy.
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ASSIGNMENT GUIDELINES
Written assignments should be typed and follow APA format as specified in the APA Publication
Manual (6th edition). The School of Social Work offers a variety of helpful writing resources
available at http://ssw.unc.edu/students/writing. In addition, students can get help with their
writing from the School of Social Work writing support team: Diane Wyant
(dwyant@email.unc.edu) and Susan White (sewhite@email.unc.edu). Help with writing is also
available through the UNC Writing Center: http://writingcenter.unc.edu/. Additionally, here is a
brief guideline for writing about persons with disabilities which is important to keep in mind:
http://www.rtcil.org/products/RTCIL%20publications/Media/Guidelines%20for%20Reporting%
20and%20Writing%20about%20People%20with%20Disabilities%207th%20Edition.pdf
Assignments should be printed out and submitted in paper form, unless otherwise specified by
the instructor. Do not put your name on any assignment. Instead, put your PID number so that
assignments will be graded anonymously to promote fair grading.
ASSIGNMENT DESCRIPTIONS:
Descriptions of the course assignments are presented below. Additional detail (for some) and
scoring rubrics will be posted under Assignments on Sakai.
Class Participation_____________________________________________________________
10 points
A critical component of learning and creating a learning environment is thoughtful participation
in class discussion. This will require class attendance. If you are not in class (absent or late), you
are not participating. Class participation will be based on attendance, self-evaluation, and peerevaluation (for group assignment).
Readiness Assurance Tests – AKA: Pop Quizzes_____________________________________
15 points
unannounced
To fully participate in class, it is essential to complete the readings and come prepared to discuss
and apply learned concepts. Five pop quizzes (3 points each, total of 15 points) will be given at
the beginning of randomly selected class meetings.
Heritage Gallery Presentation____________________________________________________
Not Graded (toward participation points)
Due January 26 (Class 2)
Heritage is rich, deep, and ever-present in people’s lives and actions. It is often cherished and
sacred, coming from those who have lived and died. Heritage names us and shapes us in
profound ways. It is a piece of human essence. The ways we express our cultural heritage are
numerous and varied. Heritage exists in food, clothes, art, music, and language. Heritage exists
in rituals, symbols, festivals, and ceremonies. Heritage exists in technologies, architecture,
gardens, and artifacts. Cultural heritage tells of our past and our futures.
Bring an expression of your cultural heritage to share with the class. This can be an artifact, food,
glossary of terms, tradition, performance, image, art form – anything that is an expression of
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your cultural heritage and identity. Briefly explain why you chose the particular piece and
how this representation of social, familial, and/or cultural heritage continues to influence
your life. Your presentation should be about 5-7 minutes and demonstrate self-reflection,
planning, and creativity.
Current Event Presentation and Discussion________________________________________
15 points
Due: Each student will be assigned a date
The topics discussed in this course have direct relevance to what is happening in our society
today. Students will be assigned to a class topic session and date. Each student will identify a
current event with relevance to his or her assigned topic, present the current event to the class,
connect the current event to course materials and the assigned readings for the day, and facilitate
a brief class discussion related to the current event. Students will have 15 minutes to present and
discuss their current events.
Group Presentation and Handout on Institutional Racism____________________________
15 points
Due February 9 (Class 4)
Understanding institutional oppression and developing anti-oppressive policies, programs, and
practices that promote social justice is one of the goals of this course. Students will be broken up
into 5 small groups and each group will be assigned a set of readings that focus on a specific
social institution (i.e., neighborhoods/housing, education, employment/workplace, law
enforcement/criminal justice, healthcare, and mental health). Each group will present a 20
minute presentation to the class that summarizes: (1) manifestations of racism within their
assigned social institution and (2) recommendations for organizational, programmatic,
community, and/or policy interventions to address racism in the institution. Each group should
provide a 1 page handout (one- or two-sided) to the class that outlines these issues and
recommendations. Each group should email its presentation slides to the instructor by 5:00 p.m.
on the day before the presentation.
Community Meeting or Event Paper______________________________________________
20 points
Due by March 30 (Class 10)
Individuals often structure their lives within relatively insular social and cultural groups and
communities in which they feel comfortable. An aim of this assignment is to deliberately step
outside the familiar and have an experience with a community that you do not belong to. Each
student will attend a meeting or event of a community or group other than your own. This could
be a racial/ethnic, sexual orientation, or religious community. You should go to the
meeting/event by yourself.
After you attend the meeting/event, you will write a paper where you will describe the
meeting/event, including the date and time, purpose, audience, and setting. Analyze your
experience using concepts from the course readings and class sessions (include citations and
references). What did you take from this event that may help you better understand the
experience of difference and/or social oppression. Explain your personal response to and
reflection of the meeting/event. What are some implications for your future growth and
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professional development as a social worker? This paper should be 3-4 pages, not including your
reference page. You should submit this paper on the class session following the community
meeting/event but no later than class 10. Below are some campus resources that may be helpful
in locating meetings and events.
African Studies Center: http://africa.unc.edu/events/display_events.asp
American Indian Center: http://americanindiancenter.unc.edu/news-events/
Asia Center: http://carolinaasiacenter.unc.edu/news-events/
Center for Jewish Studies: http://jewishstudies.unc.edu/events/
Center for the Study of the Middle East and Muslim Civilizations: http://mideast.unc.edu/
Diversity and Multicultural Affairs: http://diversity.unc.edu/programs-and-initiatives/
LGBTQ Center: http://lgbtq.unc.edu/news-events
Stone Center for Black Culture and History: http://sonjahaynesstonectr.unc.edu/
Reflection Paper on Justice and Liberation_________________________________________
25 points
Due by April 20 (Final Class)
At the conclusion of this course, each student will complete a paper focused on liberation and
moving forward in social justice. First, read the following readings from Adams et al. (2013):




Love (2010). Developing a liberatory consciousness (pp. 599-603).
Harro (2010). The cycle of liberation (pp. 52-58).
Johnson (2010). What can we do? (pp. 610-616).
Pharr (2010). Reflections on liberation (pp. 591-598).
Second, compose a paper of 3-4 pages responding to following prompts regarding social justice
and liberation drawing from the readings:




Developing a Liberatory Consciousness (Love, 2010): In your own words, describe your
understanding of the concept of liberation.
The Cycle of Liberation (Harro, 2010): Identify and discuss elements of the model where
you feel that you have developed understanding, competence, and/or mastery. Identify
and discuss elements of the model where you feel that you are less developed in terms of
knowledge, skill, and/or experience. Discuss implications and plans for growth and
development as a social worker regarding one of these areas for improvement.
What Can We Do? (Johnson, 2010): Drawing from the section on Little Risks: Do
Something, give three specific examples of ways you have recently changed or plan to
change your behavior in relation to systems of oppression.
Reflections on Liberation (Pharr, 2010): Identify a cross-cutting social problem (e.g.,
harassment and violence, access to healthcare, mass incarceration, achievement gaps in
education, sexually transmitted diseases and infections, obesity, and PTSD) that affects
multiple, often disadvantaged, social groups. Outline what a transformational solution to
this social problem might look like.
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GRADING SYSTEM: Points will be assigned as follows:
Assignment
Points Possible
Class Participation
Readiness Assurance Tests (Pop Quizzes) - 5
Heritage Gallery Presentation
Current Event Presentation and Discussion
Institutional Racism Presentation and Handout
Community Meeting or Event Paper
Reflection Paper on Justice and Liberation
10
15 (3 points each)
0
15
15
20
25
100
Total
H
P
L
F
High Pass
Pass
Low Pass
Fail
100 – 94
93 – 80
79 – 70
69 or below
Clearly Excellent
Entirely Satisfactory
Inadequate
Unacceptable
COURSE SCHEDULE AND OUTLINE
Class
1
Date
Jan. 12
Topic Area
Assignment Due
Introduction
Jan. 19 – No Class MLK
2
Jan. 26
Diversity
Heritage Gallery Presentation
3
Feb. 2
Racism, Implicit Bias, and Microaggressions at the
Individual Level
4
Feb. 9
Institutional and Structural Racism
Institutional Racism Group Presentations
5
Feb. 16
Criminal Justice System and Racism
Current Events Presentation
6
Feb. 23
Ethnocentrism, Nativism, and Native Americans
Current Events Presentation;
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Mar. 2
Oppressive Gender Roles, Sexism, Patriarchy, and
Feminism
Current Events Presentation
Mar. 9 – No Class Spring Break
8
Mar. 16
Heterosexism and Genderism
Current Events Presentation
9
Mar. 23
LGBTIQ Affirmative Practice and Activism
Current Events Presentation
10
Mar. 30
Ableism
Community Meeting or Event Paper;
Current Events Presentation
11
Apr. 6
Ageism; Intersecting Oppression; Stereotype Threat
Current Events Presentation
12
Apr. 13
Classism and Economic Inequality
Current Events Presentation
13
Apr. 20
Anti-Racism: Allies, Advocates, Organizations, and
YOU
Reflection Paper on Justice and Liberation
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January 12
Class 1: Introduction___________________________________________________________
National Association of Social Work (2008). Code of Ethics. Washington, DC: Author.
McIntosh (1990). White privilege: Unpacking the invisible knapsack (pp. 1-5).
In Adams et al. (2013): Harro (2013). The cycle of socialization (pp. 45-52).
African American Policy Forum (2008). A primer on intersectionality (pp. 1-12).
World Trust Education Services. (2012). Glossary of terms. www.RacialEquityLearning.org
Additional Recommended Readings:
In Adams et al. (2013): Adams (2013). Section 1, Conceptual Framework (pp.1-56)
January 19
MLK – No Class_______________________________________________________________
Use this time to start reading: Carlton-LaNey, I. (2005). African Americans aging in the rural
south: Stories of faith, family and community. Durham, NC: Sourwood Press
(As you read these vignettes think about the lessons to be learned from their histories. What
commonalities do you see in the actions they took – value significant issues, etc.? What types of
just-oriented principles emerged and how would you apply them to social work practice today?)
January 26
Class 2: Diversity, Identity, and Socialization______________________________________
Assignment Due: Heritage Gallery Presentation
Carlton-LaNey, I. (2005). African Americans aging in the rural south: Stories of faith, family
and community. Durham, NC: Sourwood Press.
Tatum, B. D. (1997). The complexity of identity: “Who am I?” In Why are all the Black kids
sitting together in the cafeteria? (pp. 18-28). New York, NY: Basic Books.
In Adams et al. (2013): Johnson, A. G. (2013). The social construction of difference (pp. 15-21)
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February 2
Class 3: Racism, Implicit Bias, and Microaggressions at the Individual Level____________
Sue (2003). Are you a racist? (pp. 3-10).
Sue (2010). Microaggressions in everyday life (pp. 3-61).
Project Implicit. Go to Project Implicit website, explore the website, and take one of the IATs.
http://implicit.harvard.edu/implicit/
Additional Recommended Readings:
McIntosh, P. (2009). White people facing race: Uncovering the myths that keep racism in place.
St. Paul Foundation & SEED, Wellesley Centers for Women, www.wcwonline.org/seed
Sue (2010). Racial/ethnic microaggressions and racism (pp. 137-166)
February 9
Class 4: Institutional and Structural Racism________________________________________
Assignment Due: Institutional Racism Group Presentations
Readings on Neighborhoods and Housing:
 Better (2008). The hidden face of institutional racism: Housing (pp. 45-51).
 Miller & Garran (2008). Residential racism (pp. 66-68).
 Massey (2001). Residential segregation and neighborhood conditions in U.S. metropolitan
areas (pp. 347-380).
 U.S. Housing Scholars (2008). Residential segregation and housing discrimination in the
United States (pp. 1-27).
Readings on Education:
 Hanssen (1998). A White teacher reflects on institutional racism (pp. 694-698).
 Kivel (2011). At school (pp. 248-252).
 Cole (2008). Educating everybody’s children (pp. 1-7)
 Better (2008). Institutionalized racism dissected: Education (pp. 51-58).
 Leonardo & Grubb (2014). Education and racism: Future directions (pp. 143-150).
Readings on Employment and the Workplace:
 Better (2008). The hidden face of institutional racism: Employment (pp. 63-68).
 Miller & Garran (2008). Employment racism (pp. 70-71).
 Braverman (2008). Kristin v. Aisha; Brad v. Rasheed: What’s in a name and how it affects
getting a job (p. 250).
 Kivel (2011). At work (pp. 242-247).
 Kivel (2011). Affirmative action (pp. 235-241).
 Wilson (2004). When work disappears (pp. 330-346).
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Readings on Healthcare:
 American Sociological Association (2005). Race, ethnicity, and the health of Americans (pp.
1-16).
 Steel-Fisher (2004). Addressing unequal treatment: Disparities in health care (pp. 1-9).
 Griffith (2007). Dismantling institutional racism: Theory and action (pp. 381-392).
Readings on Mental Health Services:
 Whaley (1998). Racism in the provision of mental health services (pp. 47-57).
 Miller & Garran (2008). Mental health racism (pp. 75-78).
 Corneau & Stergiopoulos (2012). More than being against it: Anti-racism and antioppression in mental health services (pp. 261-282).
Additional Recommended Readings:
Blair, I. V., Steiner, J. F., & Havranek, E. P. (2011). Unconscious (implicit) bias and health
disparities: Where do we go from here? The Permanente Journal, 15(2), 71-78.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3140753/
Dovidio, J., & Fiske, S. T. (2012). Under the radar: How unexamined biases in decision-making
processes in clinical interactions can contribute to health care disparities. American Journal of
Public Health, 102(5), 945-952.
Miller, J., & Garran, A. M. (2007). The web of institutional racism. Smith College Studies in
Social Work, 77(1), 33-67.
February 16
Class 5: Criminal Justice System and Racism_______________________________________
Laub, J. H. (2014). Understanding inequality and the justice system response: Charting a new
way forward (William T. Grant Foundation Inequality Paper). Retrieved from
http://blog.wtgrantfoundation.org/post/104184374477/new-report-understanding-inequality-andthe
The Sentencing Project (2014). Race and punishment: Racial perceptions of crime and support
for punitive policies. Retrieved from
http://sentencingproject.org/doc/publications/rd_Race_and_Punishment.pdf
Morris, M.W. (2012). Race, gender and the school-to-prison pipeline: Expanding our discussion
to include Black girls. African American Policy Forum, 1-19.
Gay, R. (2013, July). Some thoughts on mercy. The Sun, 24-28.
Additional Recommended Readings:
Lawrence, K. O. (Ed.). (2011). Race, crime, and punishment: Breaking the connection in
America. Washington, DC: The Aspen Institute. (Read Introduction; Chapter 1. The New Jim
Crow by Michele Alexander; and Chapter 2. Structural Racism and Crime Control by Ian Haney
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Lopez, pp.1-55). Retrieved at
http://www.aspeninstitute.org/sites/default/files/content/docs/pubs/Race-Crime-Punishment.pdf
Benjamin Watson’s response to Ferguson Decision. Retrieved from
https://www.facebook.com/BenjaminWatsonOfficial/posts/602172116576590
February 23
Class 6: Ethnocentrism, Nativism, & Native Americans_______________________________
Bordewich (1996). We ain’t got feathers and beads. In Killing the White Man’s Indian (pp. 6692). New York: Doubleday.
Feagin (2002). The first U.S. Latinos: White wealth and Mexican labor (pp. 65-69).
Johnson (1997). Melting pot or ring of fire? (pp. 405-408).
Padilla (1999). Repercussions of Latinos’ colonized mentality (pp. 212-215).
In Adams et al. (2013): National Network for Immigrant and Refugee Rights (2013). The rise
of the U.S. immigration policing regime (pp. 102-109).
North Carolina Commission of Indian Affairs. (2008). North Carolina’s First People. Raleigh,
NC: Author.
Additional Recommended Readings:
Congress & Kung (2013). Using the Culturagram to assess and empower culturally diverse
families (pp. 1-20).
Immigration Policy Center. (2010). Giving Facts a Fighting Change. Washington, DC: Author.
Retrieved from
http://www.immigrationpolicy.org/sites/default/files/docs/Giving_Facts_a_Fighting_Chance_10
1210.pdf
DOJ Investigation of Alamance County Sheriff – Letter of Findings. (20012) Retrieved from
http://www.justice.gov/iso/opa/resources/171201291812462488198.pdf
March 2
Class 7: Oppressive Gender Roles, Sexism, Patriarchy, and Feminism__________________
Readings on Gender Role Socialization:
Kimmel (2011). Gendered parents, gendering children (pp. 154-160).
Kivel (2010). The act-like-a-man box (pp. 83-85).
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Readings on Sexism and Patriarchy:
Sue (2010). Gender microaggressions and sexism (pp. 160-183).
In Adams et al. (2013): Kirk & Okazawa-Rey (2013). He works, she works, but what different
impressions they make (p. 355-356).
In Adams et al. (2013): Bernstein (2013). Women’s pay: Why the gap remains a chasm (pp.
349-351).
Williams, C. L. (2011). The glass escalator: Hidden advantages for men in the “female”
professions. In T. E. Ore (Ed.), The social construction of difference & inequality: Race, class,
gender, and sexuality (5th ed., pp. 389-400). New York, NY: McGraw-Hill.
Readings on Feminism:
Crossley, A.D., Taylor, V., Whittier, N., Pelak, C.F. (2011) Forever feminism: The persistence of
the U.S. women’s movement. In Verta Taylor, Leila J. Rupp & Nancy Whittier (Eds.), Feminist
frontiers (9th ed., pp. 498-516). New York: McGraw Hill.
Hyde, C. (2008). Feminist Social Work Practice. Encyclopedia of Social Work. Retrieved from
http://socialwork.oxfordre.com/view/10.1093/acrefore/9780199975839.001.0001/acrefore9780199975839-e-151.
Additional Recommended Readings:
Brady (1971). I want a wife (pp. 1-2).
Bose & Whaley (2001). Sex segregation in the US labor force (197-205).
Crittenden (2001). How to bring children up without putting women down (pp. 256-274).
**Fiske, S. T., & Krieger, L. (2013). Policy implications of unexamined discrimination: Gender
bias in employment as a case study. In E. Shafir (Ed.), The behavioral foundations of public
policy (pp. 52-76). Princeton, NJ: Princeton University Press.
**Frye, M. (1983). Oppression. Politics of Reality: Essays in Feminist Theory. Berkeley, CA:
Crossing Press.
Goodman, L. A., Litwin, A., Bohlig, A., Walker, J., White, L., & Ryan, N. (2007). Feminist
theory to community practice: A multilevel empowerment intervention for low-income women
with depression. In E. Aldaronda (Ed.), Advancing social justice through clinical practice (pp.
265-290). Mahwah, NJ: Lawrence Erlbaum Associates.
**Hess, A. (January 6, 2014). Why women aren’t welcome on the internet. Pacific Standard:
The Science of Society.http://www.psmag.com/navigation/health-and-behavior/women-arentwelcome-internet-72170/#.UtRVCV8tBXE.email
Hofstader (1985). A person paper on purity in language (pp. 1-7).
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Kimmel (2011). America: A history of gendered violence (pp. 393-407).
**Krulwich, R. (November 30, 2013). Science reporter Emily Graslie reads her mail – and it’s
not so nice.
http://www.npr.org/blogs/krulwich/2013/11/30/247842138/science-reporter-emily-graslie-readsher-mail-and-it-s-not-so-nice
Neuborn (1995). The next feminist generation: Imagine my surprise (pp. 512-514).
Reskin (1988). Bringing the men back in: Sex differentiation and the devaluation of women’s
work (pp. 198-210).
Sabo (2010). Masculinities and men’s health: Moving toward post-superman era prevention (pp.
243-260).
March 9
Spring Break – No Class________________________________________________________
Have a safe and relaxing spring break 
March 16
Class 8: Heterosexism and Genderism_____________________________________________
Sue (2010). Sexual-orientation microaggressions and heterosexism (pp. 184-206).
Rochlin (1974). Heterosexual questionnaire (pp. 1-2).
Bernard & Lieber (2009). The high price of being a gay couple:
http://www.nytimes.com/2009/10/03/your-money/03money.html
In Adams et al. (2013): Blumenfeld (2013). How homophobia hurts everybody (pp. 379-387).
March 23
Class 9: LGBTIQ Affirmative Practice and Activism________________________________
Hernandez (1997). Holding my breath under water (pp. 1-4).
Price (2003). Biblical verse: Is it a reason or an excuse? (pp. 381-382).
In Adams et al. (2013): Evans & Washington (2013). Becoming an ally (pp. 411-420).
Burdge (2007). Bending gender, ending gender (pp. 243-250).
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Price (2010). The transformative promise of queer politics (pp. 1-8).
March 30
Class 10: Ableism______________________________________________________________
Assignment Due: Community Meeting or Event Paper
In Adams et al. (2013): Wendell. (2013). The social construction of disability (pp. 481-485).
In Adams et al. (2013): Hehir. (2013). Toward ending ableism in education (pp. 514-517).
In Adams et al. (2013): Peters et al., (2013). Recognizing ableist beliefs and practices and taking
actions as an ally (pp. 532-534).
Jaeger & Bowman (2005). Physical access, intellectual access, and access in society (pp. 64-73).
Keller & Galgay (2010). Microaggresive experiences of people with disabilities (pp. 241-267 –
focus on pages 249-257).
Mason et al. (2010). Prejudice toward people with disabilities (pp. 173-186).
Mingus (2010). Changing the framework: Disability justice (pp. 1-3).
Rozalski et al. (2010). Americans With Disabilities Act Amendments of 2008 (pp. 22-28).
Snow (2008). People first language (pp. 1-4).
April 6
Class 11: Ageism_______________________________________________________________
In Adams et al. (2013): Butler (2013). Ageism: Another form of bigotry (pp. 559-565).
In Adams et al. (2013): Larabee (2013). Elder liberation draft policy statement (pp. 571-576).
In Adams et al. (2013): Markee (2013). What allies of elders can do (pp. 587-588).
Nelson. (2005). Ageism: Prejudice against our feared future self (pp. 207-214).
Dennis & Thomas (2007). Ageism in the workplace (pp. 84-89).
Gullette (2011). Taking a stand against ageism at all ages (pp. 1-3).
Additional Recommended Readings:
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North, M. S., & Fiske, S. T. (2013). Subtyping ageism: Policy issues in succession and
consumption. Social Issues and Policy Review, 7, 36-57.
April 13
Class 12: Classism and Economic Inequality________________________________________
Schwalbe (2014). How much inequality is too much? (pp. 8-18 – stop before The Story
Chapters).
Schwalbe (2014). The roots of inequality (pp. 25-51).
Schwalbe (2014). Rigging the game (pp. 52-84).
Students will be assigned one of the following chapters from Schwalbe (2014):
 The valley of the nine families (pp. 85-98).
 Arresting the imagination (pp. 99-135).
 Smoke screen (pp. 136-162).
 Regulating the action (pp. 163-199).
Commented [FC1]: Page numbers are based on older edition.
Need to check page numbers for new edition
Additional Recommended Readings and Resources
Barsamian, D. (2012, February). Capitalism and its discontents: Richard Wolff on what went
wrong. The Sun, 4-13.
Blackshaw, A. (2013, May). Swept under the rug: Ai-jen Poo on the plight of domestic workers.
The Sun, 1-5.
VIDEO: State of Conflict: North Carolina with Bill Moyers (Approximately 56 minutes)
http://billmoyers.com/episode/full-show-state-of-conflict-north-carolina/
April 20
Class 13: Anti-Racism: Allies, Advocates, Organizations, and YOU_____________________
Assignment Due: Reflection Paper on Justice and Liberation
Moore (1998). Racism in the English language (pp. 1-9).
Plous (2003). Ten myths about affirmative action (pp. 206-212).
Kivel (2011). What does an ally do? (pp. 116-120, 130-133).
Choose one:
Sue (2003). Personal responsibility for change (pp. 196-230).
Sue (2003). What must people of color do to overcome racism? (pp. 255-276).
Additional Recommended Resources:
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Cediel, A. (Producers). (2013). Rape in the fields. Frontline. Arlington, VA: PBS. Retrieved
from http://www.pbs.org/wgbh/pages/frontline/rape-in-the-fields/
Cowell, R. (2012, May). In the backyard: Robert D. Bullard on the politics of where we put our
trash. The Sun, 4-10.
Cross, T. (2010) Disparities, decision paths, and disproportionate placement of Native
American children. In L. E. Davis & R. Bangs (Eds.), Race in America: Restructuring inequality
– Families, youth, and the elderly. University of Pittsburgh: Center on Race and Social
Problems, School of Social Work.
Elliott, A. (2013, December 9). Invisible child. The New York Times. Retrieved from
http://www.nytimes.com/projects/2013/invisible-child/#/?chapt=1 (Note: This is a 5-part series
as of 1/9/2014 on one New York City child and her family’s struggle with homeless as of
1/9/2014)
Gaiam Entertainment (Producer) & Shadyac, T. (Director). (2011). I am [DVD]. Available from
http://www.iamthedoc.com/
Goodman, L. A., Litwin, A., Bohlig, A., Walker, J., White, L., & Ryan, N. (2007). Applying
Feminist Theory to Community Practice: A Multilevel Empowerment Intervention for LowIncome Women with Depression. In E. Aldarondo (Ed.), Advancing Social Justice Through
Clinical Practice (pp. 265-290). Mahwah, NJ: Lawrence Erlbaum Associates.
Mattlin, B. (December 7, 2005). Valuing life, whether disabled or not.
http://home.earthlink.net/~bmattlin/id50.html. (Retrieved 12/07/05)
Mead, M. (1947). What is Happening to the American Family? Journal of Social Casework, 323330.
School of Government, University of North Carolina at Chapel Hill (2009). Immigration impacts
on North Carolina. Retrieved from
http://sogpubs.unc.edu/electronicveresions/pg/pgspsm09/article2.pdf
Websites of Interest:
Aspen Institute Roundtable on Community Change Structural Racism and Community Building:
http://www.aspeninstitute.org/policy-work/community-change
Center for Assessment and Policy Development:
www.racialequitytools.org
www.evaluationtoolsforracialequity.org
Center for Social Inclusion:
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http://www.centerforsocialinclusion.org/
Everyday Democracy:
http://www.everyday-democracy.org/
The Frameworks Institute:
http://frameworksinstitute.org/
Haas Institute for a Fair and Inclusive Society:
http://diversity.berkeley.edu/haas-institute
National Association of City and County Health Organizations (NACCHO):
http://www.Rootsofhealthinequity.org
Pew Research Hispanic Trends Project:
http://www.pewhispanic.org/
Philanthropic Initiative for Racial Equity:
http://racialequity.org/index.htm
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