SOCY 1038/AADS 1138 – Race, Class, and Gender:
Social Identities, Inequality, and Power in the U.S.
Fall 2014
Professor: C. Shawn McGuffey, Ph.D.
Office: McGuinn 431
mcguffey@bc.edu
Office Hours: M 11:00 a.m. –
1:00 p.m. or by appointment
Classroom and Time: Gasson Hall 306, M W F 2:00 – 2:50 p.m.
Teaching Assistant: Cedrick-Michael Simmons
Office: 410A
cedrickmichaelsimmons@gmail.com
Office Hours: W F 3pm– 4 pm
Sociologist Max Weber asserted that in order to comprehend inequality we must understand class,
status, and party (i.e., power). These distinctions shape our social reality(ies?) and allocates
material, psychological, and social resources unequally among different groups throughout the
world. This course will examine how race, class, and gender inequality is perpetuated and
how/why social identities are constructed within the context of the United States. As a Core
course, we will do so by addressing the following issues:
Perennial Questions: This course will interrogate some of the on-going debates within
sociology as well as the larger scholarship on race, class, and gender. For instance, we will ask:
What drives human behavior, biology or culture? Do people shape society or does society shape
people? What is “freedom”? What are the limits of our ability to overcome oppression and
inequality? What is the meaning of progress?
To help tackle these questions, this course will be explicitly guided by four central themes from
critical race feminism (CRF). This perspective asserts that:
1) Social identities are historically and culturally specific and change over time.
2) Race, class, gender, and sexuality are not separate identities that are easily
distinguishable from one another. These social identities intersect and reinforce each
other. For example, one cannot talk about race without examining its implications for
gender and vice versa.
3) CRF acknowledges the importance of laws, policies, and institutions in the
perpetuation of inequalities.
4) Finally, CRF is skeptical of concepts such as objectivity, neutrality, and meritocracy.
Therefore, ideas of equality must be critically examined.
Cultural Diversity: Cultural diversity is at the heart of this course. We will discuss a range of
racial and ethnic groups and their relationships to power. For example, we will see that Native
Americans and African-Americans have vastly dissimilar relationships to racism. However, we
will not only look at distinctions between groups, but also within group variation. Black women
and Black men, for example can experience racism very differently.
Historical Perspective: In the first assigned reading sociologist C. Wright Mills outlines the
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“sociological imagination,” which highlights the connections between history, social structure,
and personal biography. This course nurtures the sociological imagination through its sociohistorical foundation, its emphasis on multiple perspectives, and an examination of how history
and social structure converge to impinge on the life chances of different types of people.
We begin by discussing the socio-historical construction of race, class, gender, and sexuality and
how they are connected. We will then look at how these social identities shape – and are also
shaped by – four general subject areas: (1) wealth and poverty, (2) education, (3) families,
children, and youth and (4) crime, law, and social policy. Although this course is separated into
subject areas, we shall see that these areas greatly overlap and are mutually influenced by one
other.
Methodology: Methodologies are the procedures that are used to guide research. The course
materials are purposely eclectic and draw from a wide range of sources and methods. We will
utilize the work of both “positivist” scholars who often obtain data from social surveys and
controlled experiments as well as more “interpretative” researchers who frequently derive data
from fieldwork and interviewing. We will also discuss the strengths and weaknesses of particular
methodologies.
Writing Component: Throughout the semester you will be compelled to use your “sociological
imagination” in essays for exams, in-class writing, and, if you choose, extra-credit assignments.
The writing component will help you develop critical thinking skills and to engage the world
sociologically.
Creating A Personal Philosophy: This course will challenge you to critically examine:
yourself in the social order; how you benefit from and/or are oppressed by your social location;
your ideas of freedom and social justice; your vision for yourself and society in the future; and
the best ways to realize that vision considering the very real social constraints that bind us all.
Hopefully, this will encourage working for the betterment of human kind from a culturally
competent standpoint that is informed by the complex intersections of race, class, gender, and
sexuality.
Course Expectations and Evaluation:
1) This is a reading and participation intensive course. Readings are due on the date they are
listed. Come to class ready to discuss them.
2) If you miss class, you are responsible for getting notes from a classmate.
3) There will be three exams. Exam One is worth 20%, Exam Two is 30%, and the Last Exam
accounts for 35% of your final grade.
4) Fifteen percent of the final grade will consist of class participation. This includes contributing
to class discussions, in-class writing assignments, and pop quizzes. In-class texting is strictly
prohibited and will negatively impact your participation grade. Other class disruptions and
tardiness will also have a negative impact on your class participation. Do not come to class if
you are more than five minutes late unless you have permission from the professor. After the
class has been in session for five minutes the door will be shut. Do not enter if the door is
closed. You cannot make up in-class assignments or pop-quizzes if you are not present unless
you have an excused absence.
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5) A doctor, school administrator, or other certified official must verify an absence in order for it
to be excused. Notes from parents or legal guardians will not be accepted.
6) Students will also be given the option to write up to five response statements for extra credit.
These statements should be in response to readings. You should take the time to craft a
thoughtful critique because there is no guarantee that you will receive credit. In order to get
credit, statements will be evaluated based on the following criteria: (a) an introduction that
distinctly states your topic and why it is important; (b) responses should have a logical flow with
supporting evidence from the readings and lecture; (c) a succinct critique of the pertinent issues;
(d) and all papers should be typed, double spaced, and NO MORE than two pages.
Once we have finished discussing a particular reading, you cannot write a statement on it. Also,
statements must be on different subject areas. For example, you cannot write two statements on
education. These statements may also be read allowed to the class to spark discussion (names,
however, will be kept confidential). Each response statement is worth a one-percentage point
increase to your final grade. For example, if you do (and receive credit for) all five statements a
grade of 85% will be bumped up to a 90%. There will be no other extra credit options.
Grading Scale:
94-100= A
90-93= A86-89= B+
82-85= B
78-81= B74-77= C+
70-73= C
66-69= C62-65= D+
58-61= D
54-57= D53-00= F
Academic Integrity
Academic integrity is a standard of utmost importance in this class. Guidelines for academic
integrity in written work are posted on the Boston College website at:
www.bc.edu/integrity
If you have any questions pertaining to the academic integrity guidelines, please come and talk
with me or with the teaching assistant. If you are caught violating Boston College’s policies on
academic integrity, you will receive a failing grade for the assignment and the appropriate Dean
will be notified in accordance to the rules set forth by Boston College.
Required Readings:
Roberts, Dorothy. 1997. Killing the Black Body: Race, Reproduction, and the Meaning of
Liberty. New York: Vintage Press. Readings marked with an (*) indicates that it is from this
book.
Ereserve Readings: To access e-reserve readings (a) go to the libraries home page; (b) click on
“Course Reserves;” (c) click on “Your Schedule” and (d) search by course number.
The professor reserves the right to incorporate additional readings throughout the course.
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Reading Schedule:
Constructing Race, Gender, Sexuality, and Class
Sept. 3: First Day of Class – No Readings
Sept. 5: Introductory Concepts – Mills, C. Wright. 1959. Ch. 1 “The Promise,”pp. 3-24, In The
Sociological Imagination. Oxford: Oxford University Press.
Sept. 8: Introductory Concepts – Harris, Cheryl I. 1995. “Whiteness as Property,” pp. 276-291.
In Critical Race Theory: The Key Writings that Formed the Movement, edited by K. Crenshaw,
N. Gotanda, G. Peller, and K. Thomas. New York: New York Press.
Sept. 10: Barrett, James E. and David Roediger. 2005. “How White People Became White,” pp.
35-39. In White Privilege, edited by P. Rothenberg. New York. Worth Publishers.
AND
Foley, Neil. 2005. “Becoming Hispanic: Mexican Americans and Whiteness,” pp. 55-63. In White
Privilege, edited by P. Rothenberg. New York. Worth Publishers
AND
Tafoya, Sonya. 2005. “Shades of Belonging: Latinos and Racial Identity,” pp. 218-221. In White
Privilege, edited by P. Rothenberg. New York. Worth Publishers
AND
Gans, Herbert. 2012. “ ‘Whitening’ and the Changing American Hierarchy.” Du Bois Review
9(2): 267-279
Sept. 12: Cornell, Stephen. 1996. “American Indians and Political Protest: The ‘Red Power’
Years,” 138-149. In Origins and Destinies, edited by S. Pedraza and R. Rumbaut. Wadsworth.
Sept. 15: Andersen, Margaret. 1997. Thinking About Women, Ch.2 “The Social Construction of
Gender,” pp.21-51. New York: Macmillan.
AND
Hoffman, Moshe, Uri Gneezy and John List. 2011. “Nurture Affects Gender Differences in
Spatial Abilities.” PNAS 108(43)
Sept. 17: *Roberts, Dorothy. “Introduction” and Ch. 1, “Reproduction in Bondage,” in Killing
the Black Body: Race, Reproduction, and the Meaning of Liberty, pp.1-55
Sept. 19: Lang, Sabine. 1997. “Various Kinds of Two-Spirit People: Gender Variance and
Homosexuality in Native American Communities,” pp. 100-117, In Two Spirit People, edited by
S. Jacobs, W. Thomas, and S. Lang. University of Illinois Press.
AND
D’Emillio, John and Estelle B. Freedman. 1997. Intimate Matters: A History of Sexuality in
America,Ch.2 “Family Life and the Regulation of Deviance,” pp.15-38. Chicago: University of
Chicago Press.
Sept. 22: J. D’Emilio. “Capitalism and Gay Identity,” in K. Hansen and A. Garey (eds),
Families in the U.S.: Kinship and Domestic Politics, pp. 131-141. Philadelphia: Temple
University Press.
Sept. 24: FIRST EXAM!!!
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Wealth and Poverty
Sept. 26: Rank, Mark. 2011. “Rethinking American Poverty.” Contexts 10(2): 16-21.
AND
Lipsitz, George. “The Possessive Investment in Whiteness: How White People Profit from
Identity Politics.” In The Meaning of Difference, pp. 351-360.
Sept. 29: Lui, Meizhu and others. 2006. “Land Rich, Dirt Poor: Challenges to Asset Building in
Native America,” Ch. 2 in The Color of Wealth. The New Press.
AND
Lui, Meizhu and others. 2007. “The Economic Reality of Being Latino/a in the United States,”
pp.358-361. In Race, Class, and Gender in the United States, edited by P. Rothenberg. Worth
Publishers.
AND
Lui, Meizhu and others. 2007. “The Economic Reality of Being Asian American,” pp. 362-369.
In Race, Class, and Gender in the United States, edited by P. Rothenberg. Worth Publishers.
Oct. 1: Oliver, Melvin and Thomas Shapiro. Black Wealth/White Wealth, Ch. 5 “A Story
of Two Nations: Race and Wealth,” pp.91-108
Oct. 3: Melvin and Thomas Shapiro. Black Wealth/White Wealth, Ch. 5 “A Story
of Two Nations: Race and Wealth,” pp.109-125.
AND
In Class Video Clip: “The Real Reason Behind the Racial Wealth Gap.”
Oct. 6: Royster, Deirdre. 2003. “White Privilege and Black Accommodation,” Ch. 8 in Race
and the Invisible Hand: How White Networks Exclude Black Men from Blue-Collar Jobs.
University of California Press.
AND
Pager, Devah, Bruce Western and Bart Bonikowski. 2009. “Discrimination in a Low-Wage Labor
Market: A Field Experiment.” American Sociological Review 74: 777-799.
Oct. 8: Hays, Sharon. 2003. “Pyramids of Inequality,” Ch. 5 in Flat Broke With Children.
Oxford: Oxford University Press.
AND
Roberts, Dorothy. “The Welfare Debate,” Chapter 5 in Killing the Black Body: Race,
Reproduction, and the Meaning of Liberty
Oct. 10: Badgett, M.V. Lee. 2001. Money, Myths, and Change: The Economic Lives of
Lesbians and Gay Men, Ch. 2. “The Economic Penalty for Being Gay.” Chicago: University of
Chicago Press.
AND
Tilcsik, Andras. 2011. “Pride and Prejudice: Employment Discrimination against Openly Gay
Men in the United States.” American Journal of Sociology 117(2): 586-626.
Oct. 13: NO CLASS – North American Colonization Day
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Education
Oct. 15: Tanenbaum, Leora. 1999. Slut!: Growing Up Female With a Bad Reputation,”
Introduction and Ch.1 “Insult of Insults," pp. 1-43. Seven Stories Press.
Oct. 17: Valencia, Richard. 2002. “ ‘Mexican Americans Don’t Value Education!’”: On the Basis
of the Myth, Mythmaking and Debunking.” Journal of Latinos and Education 1(2): 81-103.
AND
Romero-Little, Mary Eunice. 2010. “How Should Young Indigenous Children Be Prepared for
Learning? A Vision of Early Childhood Education for Indigenous Children.” Journal of
American Indian Education 49(1 & 2): 1 – 25.
Oct. 20: Carter, Prudence. “ ‘Black’ Cultural Capital, Status Positioning, and Schooling
Conflicts for Low-Income African American Youth,” Social Problems, v.50 n.1, pp. 136-155.
Oct. 22: Larew, John.“Why Are Droves of Unqualified, Unprepared Kids Getting into Our
Top Colleges? Because Their Dads Are Alumni.” In The Meaning of Difference, pp. 273-278.
AND
Freedle, Roy O. 2003. “Correcting the SAT’s Ethnic and Social Class Bias: A Method for
Reestimating SAT scores.” Harvard Educational Review 73(1): 1 – 43.
AND
Rosner, Jay. 2003. “On White Preferences.” The Nation March 27.
Oct. 24: SECOND EXAM!!!
Families, Children and Youth
Oct. 27: B. Thornton Dill. “Fictive Kin, Paper Sons, and Compadrazgo: Women of Color and
the Struggle for Family Survival.” In K. Hansen and A. Garey (eds), Families in the U.S.
Temple University Press.
Oct. 29: Rodriguez, Nestor, and Jacqueline Maria Hagan. 2004. “Fractured Families and
Communities: Effects of Immigration Reform in Texas, Mexico, and El Salvador.” Latino Studies
2(3): 328-351.
Oct. 31: Newman, Katherine. 1999. No Shame in My Game, Ch.7 “Family Values,” pp.186-205.
New York: Russell Sage.
Nov 3: Lambert, Serena. 2005. “Gay and Lesbian Families: What We Know and Where to Go
From Here.” The Family Journal 13(1): 43-51.
Nov. 5: J. Wright. 2001. “ ‘Aside from One Little, Tiny Detail, We Are So Incredibly Normal:’
Perspectives of Children in Lesbian Step Families.” In M. Berstein and R. Reimann (eds), Queer
Families, Queer Politics. New York: Columbia University Press.
AND
D. Van Ausdale and J. Feagin. “Using Racial and Ethnic Concepts: The Critical Case of Very
Young Children.” American Sociological Review, v. 61 (October).
Nov. 7: Yen Le Espiritu. 2001. “ ‘We Don’t Sleep Around Like White Girls Do’: Family,
Culture, and Gender in Filipina American Lives,” Signs v.26(2), pp. 415-440.
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Nov. 10: Amy C. Wilkins. “Puerto Rican Wannabees: Sexual Spectacle and the Marking of
Race, Class, and Gender Boundaries,” Gender & Society v.18(1), pp. 103-121.
Crime, Law, and Social Policy
Nov. 12: Beckett, Katherine and Theodore Sasson. The Politics of Injustice: Crime and
Punishment in America, Ch. 5 “Crime in the News,” pp.75-99.
Nov. 14: *Roberts, Dorothy. “Making Reproduction a Crime,” Chapter 4 in Killing the Black
Body: Race, Reproduction, and the Meaning of Liberty, pp.150-200.
AND
Springer, Kristen. 2010. “The Race and Class Privilege of Motherhood: The New York Times
Presentations of Pregnant Drug-Using Women.” Sociological Forum 25(3): 476-499.
AND
FitzGerald, Susan. 2013. “ ‘Crack Baby’ Study Ends with Unexpected but Clear Results.” The
Inquirer
AND
In Class Video Clip: “How Much Do We Really Know About Drugs?”
Nov. 17: Guerette, Rob, and Ronald Clarke. “Border Enforcement, Organized Crime, and Deaths
of Smuggled Migrants on the U.S. – Mexico Border.” European Journal on Criminal Policy and
Research 11(2): 159-174.
AND
Sampson, Robert. 2008. “Rethinking Crime and Immigration.” Contexts 7(1): 28-33
Nov. 19: M. Pattillo-McCoy. “Neighborhood Networks and Crime,” Chapter 4 in Black Picket
Fences: Privilege and Peril Among the Black Middle Class, pp 91-116. University of Chicago
Press.
Nov. 21: Harris, David A. 2002. Ch. 4 “The Hard Numbers: Why Racial Profiling Doesn’t Add
Up,” pp.73-90 in Profiles in Injustice: Why Racial Profiling Cannot Work.
AND
In Class Video Clip: “The Hunted & the Hated: An Inside Look at the NYPD’s Stop & Frisk
Policy”
Nov. 24: Harris, David A. 2002. Ch. 6 “It’s Not Just Driving While Black: How Profiling
Affects Latinos, Asians, and Arabs,” pp.129-144.
AND
Harris, David A. 2003. Ch.9 “Racial Profiling After September 11, 2001: New Reality, Same
Problems,” 223-240. Profiles in Injustice: Why Racial Profiling Cannot Work.
AND
In Class Video: “Arab Americans After 9/11”
Nov. 26 – 28: NO CLASS – Native American National Mourning for Genocide, Broken
Treaties & Crimes Against Humanity
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Dec. 1: Special Focus – From Trayvon Martin to Ferguson, Missouri
Annalee Newitz. 7/13/2013. “Disturbing Chart Shows Rise in ‘Justified Killings’ of Blacks in
U.S. io9
AND
Jamelle Bouie. 7/15/2013. “The Trayvon Martin Killing and the Myth of Black-on-Black Crime.”
The Daily Beast
AND
Robert P. Jones.8/21/2014. “Self-Segregation: Why It’s So Hard for Whites to Understand
Ferguson.” The Atlantic
AND
Albert L. Butler.8/21/2014. “It’s Open Carry for Whites and Open Season on Blacks.” The Root
AND
In Class Video Clip: “Black Parents Holding their Children Closer after Verdict.”
AND
In Class Video Clip: “A Nation of Laws…” by Michaela Davis
AND
In Class Video Clip: “Ferguson as CNN’s Jake Tapper and Crew Hit with Tear Gas.”
Dec. 3: Guerrero, Maria Anna James. “Civil Rights versus Sovereignty: Native American
Women in Life and Land Struggles.” In Feminist Genealogies, Colonial Legacies, and
Democratic Futures, pp. 101-121.
Dec. 5: *Roberts, Dorothy. “The Meaning of Liberty,” Chapter 7 in Killing the Black Body:
Race, Reproduction, and the Meaning of Liberty, pp.294-312.
Dec. 8: Wrap up and Review – No Readings
Dec 10: NO CLASS!!! (Last day of regularly scheduled class)
LAST EXAM will be given during finals week (TBA)
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Health Service Resources
Boston College Resources
Health Services, 119 Cushing Hall
552-3225
Emergency (24 hours): 552-3227
Counseling Services, 108 Gasson Hall
552-3310
Women’s Resource Center, 213 McElroy Hall
552-3489
Sexual Assault Network
552-BC11 (24 hour hotline)
BC Police Dept.
Emergency: 552-4444
Non-emergency: 552-3475
Office of Health Promotion
552-990
Boston Area Resources
Boston Area Rape Crisis Center
617-492-7273
Battered Women’s Hotline
617-661-7203
Casa Myrna Vazque
English/Spanish Hotline
617-521-0100
GLBTQ Domestic Violence Project
Hotline: 1-800-832-1901
Office: 617-354-6056
Mass. Coalition for Battered Women
1-800-799-SAFE
617-248-0922
The Network/ La Red
English/Spanish Hotline
Serves lesbians and bisexual women,
women involved with other women, and
transgendered individuals (MTF &
FTM)
Hotline/Linea de Crisis: 617-742-4911
TTY: 617-227-4911
Victim Rights Law Center
617-399-6720
Hispanic Black Gay Coalition
617-487-HBGC (4242)
Services: New Leadership Institute,
LGBTQ Mentorship, Domestic Violence,
LGBTQ Christian Worship
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