Sociology 2110-30 Fall 2009 (offline)
Taft College
This course is a general introduction to minority group relations in the United States. From a
sociological viewpoint, it examines the historical experiences, contemporary circumstances, and
the future expectations for the country’s major racial, ethnic religious and gender minority
groups. In addition, minority groups defined by age, disabilities, and sexual preference are
explored.
Advisory: Eligibility for English 1000 and Reading 1005 strongly recommended
Course Objectives/ Goals
By the end of this course a student will be able to:
1) Identify key concepts necessary for an understanding of majority-minority relations in the
US,
2) Analyze the cause, and effects of, and possible solutions to racial and ethnic strife, and
3) Compare and contrast the characteristics of several important minority groups in
America.
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General Data
Instructor: Shyanne Ledford
Email: sledford@taft.org *The fastest responses to your comments, questions, and
concerns are via email!*
Telephone: (661)763-7812 or toll free @ (866) 464-9229 (message number)
Address: Shyanne Ledford Taft College 29 Emmons Park Dr. Taft, Ca. 93268
Office Hours: Thursdays 3:00-3:15 (but really, I am “in” the office virtually, all day,
every day)
Office Location: Online
Available Student Contact Times: Mondays 9:00 am-10:00 am, Thursdays 3:15pm5:15pm and by appointment *BY APPT!
Units: 3
Class Meets: August 24, 2009-December 17, 2009
Textbook:
Schaefer, Richard T., Racial and Ethnic Groups, 10th ed., Longman, 2000 Rental Price
is 20% of the cost of the book ISBN: 0-321-04458-4
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Policies/ Procedures
Plagiarism: Plagiarism is stealing. Stealing, or plagiarism, can be both intentional, and
unintentional. It is handled the same either way. If you are found cheating/ “borrowing”/
”fixing”/ ”altering” or otherwise turning in work, not entirely your own, without giving credit
where it is due, you will receive an automatic “0” (zero) on that assignment and you may even be
given an “F” for the course. In severe circumstances, you can even be dropped from the college.
It’s just not worth it. Think ahead and make sure you have enough time to do the readings,
conduct research where applicable, and properly cite all work from other authors.
Offline Course: This course is conducted offline through the Distance Learning program. The
course IS NOT online and DOES NOT require etudes access. Essentially, your syllabus is a sort
of contract between you and the professor. It is your job to remind yourself when assignments
are due and, likewise, it is your job to motivate yourself to keep up on the readings and
assignments. For more information on offline courses visit:
http://web.taftcollege.edu/academic/distance%20learning/offline.shtml
Communication: No news is good news. So if I am not hearing from you, I am assuming you
are doing just fine. I want to know from you as soon as you’re stuck, or a topic is confusing, or
even if you just liked something you read. It is your responsibility to make me aware of
problems you are encountering that will affect your ability to complete the course and the
assignments. Failure to do so will result in ZERO leniency.
How do I turn in work?: If you can email, that is the NUMBER 1, most effective way to turn
in all assignments. If you email, you must email in Microsoft Word. When you save, make sure
the ending of your title is .doc, or .rtf. Please do not email notepad or plain text (where you
copy and paste your work into your email). I will send back confirmation that it has been
received. If you are a TCI student, the aides will coordinate this for you. If you do not have
access to a computer or email, then you can turn in hard copies of your work (printed out) to the
Learning Center. You can also mail them to the address on the first page of this syllabus. In
order to avoid late penalties, you must make sure your work is postmarked the day of the due
date. The best way to assure this, is to take it to the post office yourself or ensure that it is placed
in a blue post office pick up box by the pick-up time noted on the lid. You may also turn in
certain work at Proctored Exams held on campus. Staple it to the back of your test, after you’ve
completed the test of course. ;-)
What about tests?: All tests for this course are proctored. This means that you have to do one
of the following things:
1) Come to campus and take the test at the Library.
2) IN ADVANCE, probably the first few weeks, turn in a Proctor Identification Form.
For more information visit:
http://web.taftcollege.edu/academic/distance%20learning/proctor_procedures.sh
tml or email me ASAP.
3) Make other arrangements WELL IN ADVANCE with me.
*Under NO circumstances will the exams be sent to the student through any medium, either
before the test is administered or after the student has taken the test.*
Attendance Policy:
Because this is a distance learning course, attendance is determined by the coursework you
submit. If you do not submit the first assignment by the submission deadline listed on the
class calendar or contact me, I will assume you do not wish to remain in the course and I
will drop you. My drops are not backdated. Students may choose to drop the course unless
the deadline for dropping with a “W” has passed. This is very easy to do from the Taft College
website or you may contact the college if you wish to drop the course. Students, who do not drop
the class and do not turn in work, will automatically receive an “F” for the course.
Accommodations:
Students who believe they may need accommodations in this class are encouraged to contact
Student Support Services at (661)763-7927 as soon as possible to better ensure student
accommodations are implemented in a timely fashion.
Can I have my work back? Will you comment on it?:
If you send me your work via email, I will make comments on it in green or purple and resend it.
If you send in your work in hard copy form, I will return it, if you attach a self-addressed,
STAMPED envelope. Make sure your envelope is the right size and there is adequate postage. I
will not be held responsible if the addresses are incorrect or there is not enough postage.
UNDER NO CIRCUMSTANCES WILL TESTS BE RETURNED to the STUDENT. We can,
however, make arrangements for you to view your exam.
Formatting:
All assignments must follow the following formatting:
•
Times New Roman or Arial font
•
Size 12 font, NO smaller and NO larger
•
Margins should be 1” on all four sides
•
Double-Spaced
•
When applicable, use American Sociological Association citation format
http://owl.english.purdue.edu/owl/resource/583/01/
•
All work must be typed. Students may submit handwritten assignments as long as there
is an attached note detailing the circumstances requiring the exception. This is not the
common method for submitting work, so keep in mind, there MUST be a reason for the
exception.
Note on DUE Dates:
It is not acceptable to turn in work more than two (2) business (Mon-Fri) days early. For
example, if an assignment is due on Monday the earliest I will accept it is Wednesday after 5pm
(the end of that business day, there are two remaining Thursday and Friday). If the assignment is
due Thursday, I will not accept it any earlier than Monday after 5pm. Of course, the assignment
is due by 11:59 p.m. the day of the due date. Students deserve the full term to meet all course
objectives. I will not encourage you to cut yourself short.
Note on Student Responsibility:
Although we do not meet in a classroom and have limited, if any, contact with each other, it is
expected that students will follow a code of conduct. At no time is it acceptable to use foul
language, slurs, or derogatory terms. It is not acceptable to speak or write in a negative or
threatening manner about members of this class, or really, anyone. This will not be taken lightly.
Depending on the severity, it can result in punitive action by the school. Remember to think
before you speak or write. Ask your questions and express yourself, but do so responsibly and
with tact.
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Course Requirements and Grading
Reflections: Four (4) X 30 points each = 120 possible points/ 30%
A reflection is a short response to a question, quote, picture, paragraph, etc from the reading.
This is usually accomplished in 1-2 pages.
Implications and Applications: Three (3) X 40 points each = 120 possible points/ 30%
This is an opportunity for you to apply what you are reading to the world around you. Some of
the things you will read for this course have major implications for the future and about how
things work. Your job is to follow the prompt and focus on how it applies and what it implies in
regards to our world, past, present and future. This is usually accomplished in 2-4 pages.
Proctored Exams: Three (3) X varying points per test = 160 possible points/ 40%
Test 1 = 40 points, Test 2 = 50 points, Test 3 (final) = 70 pts
These exams are proctored. They are not cumulative. The format will be mixed method. This
means that there will be some true/ false, some multiple choice, and some sort of written
response. The tests are not open book or open note. You will only be allowed to bring a writing
instrument to the test.
ALL REFLECTIONS AND IMPLICATION/ APPLICATION ASSIGNMENTS ARE IN THE
APPENDIX OF THIS SYLLABUS. You have been armed on day one. There is no reason you
can’t win. ☺
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Grading Rubric
400-360 pts/ 100%-90% - A
279-240 pts/ 69%-60% - D
359-320 pts/ 89%-80% - B
239-0pts/ 59%-0% - F
319-280 pts/ 79%-70% - C
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Schedule of Readings and Assignments
Week 1: 8/24-8/28
Ch.1 pgs. 2-31
Understanding Race and Ethnicity
Week 2: 8/31-9/4
Ch.2 pgs. 32-63
Prejudice
Week 3: 9/7-9/11
Ch.3 pgs. 64-89
Discrimination
Week 4: 9/14-9/18
Ch.4 pgs. 90-115
Immigration & The US
Week 5: 9/21-9/25
Ch.5 pgs. 116-147
Ethnicity and
Religion
TEST 1 (ch1-5)
9/21/2009/ I/A
DUE 9/21
Week 6: 9/28-10/2
Ch. 6 pgs. 148-181
The Native
Americans
Ref 2 DUE 9/28
Week 7: 10/5-10/9
Ch. 7 pgs. 182-207
The Making of African Americans
in White America
Week 8: 10/12-10/16
Ch. 8 pgs. 208-233
African Americans Today
Week 9: 10/19-10/23
Ch. 9 pgs. 234-255
Hispanic Americans
Week 10: 10/26-10/30
Ch. 10 pgs. 256-281
Mexican
Americans &
Puerto Ricans
Week 11: 11/2-11/6
Ch. 11 pgs. 282-305
Muslim & Arab Americans:
Diverse Americans
Week 12: 11/9-11/13
Ch. 12 pgs. 306-331
Asian Americans: Growth &
Diversity
Week 13: 11/16-11/20
Ch. 13 pgs. 332-353
Chinese &
Japanese
Americans
Week 14: 11/23-11/27
Ch. 14 pgs. 354-381
Jewish Americans: Quest to
Maintain Identity
Week 15: 11/30-12/4
Ch. 15 pgs. 382-405
Women: The Oppressed Minority
Ref 1 DUE 8/31
TEST 2(ch6-10)
10/26/2009/ I/A
2 DUE 10/26
REF 3 DUE
11/20
Week 16: 12/7-12/11
Ch. 17 pgs. 432-455
Overcoming
Exclusion
Week 17: 12/14-12/18
Ch. 16 pgs. 406-431
Beyond the US: The Comparative
Perspective
12/15/2009
Final Exam (ch 11-17)
I/A 3 DUE 12/21
REF 4 DUE
12/11
*Implication/ Application (I/A) assignments can be turned in with your tests, stapled to the back,
after you take the test as previously stated. Reflections must be turned in when due, and not with
tests.
Appendix
Reflection 1: Think about a time when you felt falsely judged. Where you experiencing
discrimination or prejudism? Now think about a time that you were ACCURATELY judged.
What was accurate about it? Is it possible that some stereotypes or predominant thoughts are
sound enough to be considered accurate or fact? When someone is judged, either accurately or
inaccurately, it affects their outcomes. It impacts what kinds of access to power, resources, etc
they will receive. Can this be both positive and negative? Explain.
Reflection 2: (Taken from Page 180, Critical Thinking, #2) Think about all the schools you
have attended. Think about your mascots. Think about Halloween costumes. Did you play
“Cowboys and Indians” as a kid? How do you think this impacts Native Americans? Do you
think it trivializes their experiences and beliefs? Explain.
Reflection 3: (adapted from Page 304, Critical Thinking, #4) What role does the media play in
perpetuating Orientalism, Racism, Sexism, Prejudism, Homophobia, Intolerance, etc? Think
about every form of media from internet, print, TV, and radio to billboards. Think about ads,
videos, the newscast, newspapers, etc.
Reflection 4: Multiple-Marginality means being marginalized in many ways (the text refers to
double jeopardy, however, this is only two, color and sex). If you’re visual like me, this means
literally, being pushed to the margins of a page so the focus can be on those left in the middle,
the important or worthy ones. You can be marginalized for your color, religion, sex, sexuality,
etc. This chapter focuses on women. Can men experience sexism? Can men be victims of
multiple-marginality? What do you think is the prevalence of males having these experiences?
Does it depend on context? What marginalizes you? Are their multiple things?
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Implication/ Application 1: Immigration
There is a whole chapter in the book that focuses on immigration and then, certain chapters touch
on this them again. Clearly, immigration is a big issue for the United States, and therefore, for
this course. Look at the very first page in your book. The page before the title page, before the
copyright page. It feels a little thicker than the others and the only thing on this page is a series
of pie graphs called “United States Past and Future.” The 1500’s show the US as all Native
American. Look at the pie for today. The US is approximately 70% “white, not Hispanic” and
in the future, this number will change to “40%”, all according to the graph. The graph goes on to
chronicle changes in “African Americans”, “Hispanics”, “Asians”, and “Native Americans”.
What’s happening? Is this true for your neighborhood or where you grew up? Why are people
coming here at such high rates? Look at the numbers for Native Americans. What’s happening
here? According to your book, white people have something working in their favor called
“white privilege.” What are your experiences with this (either personal or observed)? What are
the benefits and setbacks of continued immigration into the US?
Implication/ Application 2: Equality
<Part 1> Look at the following charts, graphs and data: pg. 211 (Table 8.1), pg. 217 (Figure 8.2),
pg. 220 (Figure 8.3) and answer the following: What did we really achieve with the Civil Rights
Movements and fight for equality? What is needed if African Americans are going to narrow the
gaps? <Part 2> If the charts were opposite, showing Whites as marginalized and African
Americans as flourishing, how would life be different? What specifically, if anything, would be
different?
Implication/ Application 3: Other Groups
Some groups earned a whole chapter (if not more) in your text. Then in chapter 17, several
groups are forced to share a chapter. Why do you think that is, that so many “other” groups are
sharing a chapter? What one (1) group do you feel deserves their own chapter and why? What
topics (at least 4) do you think you would include in this chapter and why? Note: You can write
this like an outline or list as long as it’s detailed enough.