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Kansas State University
American Ethnic Studies
AMETH 449
Fall 2014
Instructor:
Class Period:
Class Location:
Office Phone:
E-Mail:
Office Hours:
Office Location:
Alicia Brunson
Tuesday and Thursday, 1:05-2:20
Leasure 001
532-6259
ale3434@ksu.edu
Tues-2:30-4:00, Thurs-2:30-4:00
114G Leasure Hall
Course Description:
The purpose of this course is to understand the principles and processes that shape the
patterns of relations among racial, ethnic, and other groups in society. This course will
not discuss each racial and ethnic group individually, but rather will enhance our
understanding of why such groups interact as they do. In particular, we will investigate
the relationships between dominant and subordinate racial and ethnic groups in the
United States. This course also examines theoretical approaches and key concepts in
the study of race and ethnicity, focusing on both the individual level and larger societal
level.
Course Objective:
1. To illustrate how sociological perspectives are used to explain current issues
related to race and ethnicity
2. Throughout this course, students will be encouraged to think about how race and
ethnicity operate in their everyday lives and to apply concepts discussed in class
to their own personal experiences and to current events.
3. This course challenges students to examine racial and ethnic stratification in the
United States and their position within this system.
4. Students will understand that race is socially constructed and how it is
constructed.
5. Students will understand that race and ethnicity has very real and tangible
consequences.
6. Students will understand the differences between individual and institutional
racism and the effects of each.
Required Texts:
There is one book required for this course. Please acquire this book as soon as
possible for it is essential for your understanding of the subject and participation in class
activities. It is highly suggested that you read assigned materials before class. This will
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enhance your understanding of the lecture and allow me to clarify more easily questions
you may encounter while reading the materials.
Farley, John E. 2012. Majority-Minority Relations With Census Update, 6th ed. Boston:
Pearson.
Expectations for the Class
Student
Critique and assess how various racial and
ethnic groups interact
Explain your point of view
Work with others cooperatively and
collaboratively
Explore how you would change various
aspects of society
Go out and do sociology
Connect concepts and theory to real-world
situations
Communicate often with me and other
students
Believe that you can succeed
Teacher
Provide tools to help you make critical
assessments
Explain functions of society
Encourage a variety of styles of learning
Promote exploration of ideas
Cultivate a safe classroom environment
Convince you that you are a citizen of the
world
Communicate often with you
Believe that we can succeed
Class Conduct:
In order for our class to be a productive and a positive learning experience, we must
cooperate with one another and abide by some basic rules of common courtesy.
Students unwilling to comply by the following minimal expectations will be asked to
leave the classroom.
Please be respectful of all opinions, beliefs, and attitudes. Some topics that will be
discussed are controversial and will evoke emotions. We are here to learn from each
other in the purpose to have a greater understanding of ourselves and each other.
Personal attacks and demeaning remarks aimed at individuals or groups will not be
tolerated.
In class discussions, please be sure to address the whole class when providing
comments or asking questions. Please refrain from interjecting without being called
upon. This will give everyone an equal chance to speak as well as making sure
everyone’s statements are treated in a respectful manner.
If you must bring drinks into to class, make sure that they have a re-sealable lid. Please
do not bring food into the classroom. Noise from wrappers and smells emanating from
food may distract other students.
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Please turn off cell phones and pagers. In case you must leave cell phones on (i.e. in
cases of problems/emergencies related to children or other family concerns), please set
them on silent/vibrate. Let the instructor know before class that you may be anticipating
a call. Please leave the classroom before answering the call. Do not text If I have to ask
you more than once, you be asked to leave the class and your class participation grade
will be deducted.
Talking during lectures or during discussions and listening to music will not be tolerated.
It is very rude and distracting to me and to other students.
Refrain from reading other books, newspapers, or doing work for other classes. It
makes no sense to be in class if you are not participating and completely available to
learn.
Punctuality is expected. If there are extenuating circumstances that will cause you to be
late frequently, please inform me early on in the semester.
Avoid falling asleep in class. I will wake you up and ask you to leave.
If you need to leave early, please let me know before class. Please sit near an exit and
quietly leave when you need to go.
Notes will be provided before the start of each chapter. Please print them and bring
them to class. Do not bring laptops. If you need them for accommodations, please
speak to me.
When contacting me through email, please be sure to be polite and use correct spelling
and grammar (using an introductory phrase such as “Hello, Mrs. Brunson” is
appreciated. Avoid using “Hey”.) Email is official correspondence. Be sure to keep
copies of all emails related to this class and others for your records.
Statement Defining Expectations for Classroom Conduct All student activities in the
University, including this course, are governed by the Student Judicial Conduct Code as
outlined in the Student Governing Association By Laws, Article VI, Section 3, number 2.
Students who engage in behavior that disrupts the learning environment may be asked
to leave the class.
Course Requirements
Exams (4 exams)
Class Facilitation
Group Project
Movie Review
400 points
50 points
100 points
50 points
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Quizzes
Contribution Points
Total Points Possible
100 points
50 points
750 points
Grading Scale
A
B
C
D
F
675-750
600-674
525-599
450-524
449 or lower
Exams
Four exams will be given. The exam consists of essay questions. You will need to
answer one of the questions. Use your text and 2-5 academic resources such as
academic journals and texts. Be cautious when using online resources. Include a
bibliography of your sources. Questions for the exam will be taken from the lectures,
readings, and discussions. Tests will be take-home that must be submitted by the
assigned date on KSOL. If the test must be taken at some other time, please notify me
in advance. If you cannot take the exam on the assigned date for any reason, a written
excuse under the University policy must be given to me when you return. You have up
to one week to make up the exam once you return. I will not accept emailed exams.
Submit them to KSOL drop box.
Your essay does not have to meet any required page length, but it must carefully and
concisely answer the question. Be sure to address all parts of the question thoroughly.
This means that you will have read and edit your work well before submitting your
essay. Your essay must be double-spaced, 12-point font, and one-inch margins.
Facilitation
You will pair up with one or two other students and work with me to co-teach a chapter.
We will decide very early in the semester the chapter your team will teach. You will
meet with me at least one week before your assigned chapter to prepare your
discussion. You and your teammate will develop a PowerPoint discussion of the main
points of the chapter you want to discuss. You will also create an activity for the class
that help them learn and remember your chapter. In lieu of taking the quiz for the
chapter, your team and I will write five questions that will be a replacement for your quiz
score. You can always email me or meet with me to discuss the preparation for your
chapter. The earlier the better!
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Group Project
In groups of 2 to 3, choose one topic from those listed below. Prepare a 7-10 minute
PowerPoint presentation. Be sure to use sociological theory throughout your
explanation.
Topics
1. Compare two to three churches. These churches must be different in terms of
race and ethnicity. Describe the church’s composition in terms of age, race and
ethnicity, and gender. Describe the messages of the sermons and style of music
and your personal experiences there. Interview at least two members of each
church. In this interview, ask your respondents about the history of the church
and why they joined this particular church. Explain if there is a particular culture
emphasized in the church and how this is maintained.
2. Compare two or three ethnic organizations on campus or in the community.
These organizations must be different in terms of race and ethnicity. Describe the
organization’s composition in terms of age, race and ethnicity, and gender.
Describe the organization’s goals and participation on campus and/or
community. Describe how you felt while within the organization. Interview at least
two members of each organization. In this interview, ask your respondents why
they joined the particular organization, the history of the organization, and if the
organization is ethnically/racially authentic.
3. Research about one minority group and its relationship with the majority group in
Manhattan or in your hometown. In addition, explain one of the following issues:
residential segregation, work opportunity, freedom of marriage, and availability of
health care for the minority group. Be sure to emphasize how the groups’
interactions shape the topic your chose.
4. Research one television show or movie from the past with minorities as the main
characters that once was thought of as being “progressive”. Explain why it was
considered innovative at that time. Be sure to include research about reception
from media sites, academic journals, and books. Is this television program or
movie still considered “progressive”, why or why not? Describe the main premise
of the show or movie and its main characters. How did people of color respond to
the movie or show in the past and present? How did those from the dominant
group respond to the movie or show in the past or present?
Group Project Rubric:
Presentation styling
Discussion of topic
Incorporation of sociological theory
Social Problem Solution
10
20
30
20
6
Group contribution
Total
20
100
Presentation styling: The PowerPoint is presented professionally and is free of
extraneous fluff. Each member has a speaking part. Photographs and audio
demonstration of your research and participation will be looked upon favorably.
Discussion of topic: All members’ research is consolidated into a concise explanation of
the particular topic. All required areas are covered thoroughly. Prepare your
presentation by reading about the topic in your book. If necessary, research the topic
using other resources such as scholarly journals or academic books. Please create an
annotated bibliography of the resources used.
Incorporation of sociological theory: Be sure to incorporate one sociological theory
throughout the presentation. Stray away from using more than one theory. Use theory to
explain the particular setting, motivations for members’ participation, and maintenance
of racial or ethnic relations of the church, organization, or town.
Social Problem Solution: What are the problems concerning your topic? What policies
have been developed to resolve the issue? Did they work? Why or why not? What
would you suggest as a solution and why do you think it would work?
Group Contribution: Each group member’s contribution to the project will be evaluated
by his or her co-members.
Group evaluations will be collected and averaged.
Movie Review
Review one of the films presented in class in no more than two pages. Briefly (no more
than two paragraphs) summarize the film. Next, provide a critical review of two major
points of the film. In the review take a firm stance on the particular issue presented by
using sociological theory and small discussion of your own experiences and
observations (1 pg). Your work will be graded on the basis of how well you can defend
your position using evidence and how well you can communicate that position, not on
the position itself.
Assignment Grading Rubric
Title
Summary
Critical review
Grammar, spelling, organization
Total
5
10
30
5
50
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Discussions and Contribution Points:
Discussions are a focal point in this course. Discussions are used to encourage
students to realize that they see the world through their own “sociological lens”.
Discussion will occur many times throughout the semester giving you many
opportunities to receive the maximum amount of points allotted (50 points). You must
make five contributions to the discussion, either through small group discussion, large
class discussions, or class activities. When you make a contribution, be sure to hand
me a note with your name on it, the date of the contribution, and topic discussed. To
obtain all points, contributions must be insightful (i.e. not just talking to get points). You
are responsible for turning in a note to receive credit. It is difficult for me to remember
what everyone has said and when in such a large class.
Attendance
Attendance is mandatory. An attendance roster will be passed out during beginning of
every class session. You are to sign and print their names on the roster. Six or more
absences will result in one lower letter grade. If you miss class, you must ask another
student for the lecture notes.
Academic Honesty Policy
Statement Regarding Academic Honesty Kansas State University has an Honor
System based on personal integrity, which is presumed to be sufficient assurance that,
in academic matters, one's work is performed honestly and without unauthorized
assistance. Undergraduate and graduate students, by registration, acknowledge the
jurisdiction of the Honor System. The policies and procedures of the Honor System
apply to all full and part-time students enrolled in undergraduate and graduate courses
on-campus, off-campus, and via distance learning. The honor system website can be
reached via the following URL: www.ksu.edu/honor . A component vital to the Honor
System is the inclusion of the Honor Pledge which applies to all assignments,
examinations, or other course work undertaken by students. The Honor Pledge is
implied, whether or not it is stated: "On my honor, as a student, I have neither given nor
received unauthorized aid on this academic work." A grade of XF can result from a
breach of academic honesty. The F indicates failure in the course; the X indicates the
reason is an Honor Pledge violation.
Academic Dishonesty refers to forms of cheating and plagiarism (see Plagiarism
Workshop) which results in students giving or receiving unauthorized assistance in an
academic exercise or receiving credit for work which is not their own (Pavela, 1978).
Forms of Academic Dishonesty
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Cheating intentionally using or attempting to use unauthorized materials, information, or
study aids in any academic exercise. The term academic exercise includes all forms of
work submitted for credit or hours.
Plagiarism the deliberate adoption or reproduction of ideas, words or statements of
another person as one's own without acknowledgement.
Fabrication intentional and unauthorized falsification or invention of any information or
citation in an academic exercise.
Facilitating academic dishonesty intentionally or knowingly helping or attempting to
help another to violate a provision of the institutional code of academic integrity.
If caught cheating, you receive no credit for the assignment or test. If caught making a
more egregious act of cheating, you will fail the class and receive an “XF” and be
reported to the university
Avoiding Plagiarism
The OWL at Purdue
http://owl.english.purdue.edu/owl/resource/589/01/
This page provides helpful tips to avoid plagiarism and how to use citations.
Kansas State University Disability and Accommodation Policies
Statement Regarding Students with Disabilities "Any student with a disability who
needs a classroom accommodation, access to technology or other academic assistance
in this course should contact Disability Support Services (dss@k-state.edu) and/or the
instructor. Students who require assistance during an emergency evacuation should
discuss their needs with their instructors and DSS. DSS serves students with a wide
range of disabilities including, but not limited to, physical disabilities, sensory
impairments, learning disabilities, attention deficit disorder, depression, and anxiety."
* Faculty members who have a student with a disability in their class will want to
contact the office of Disability Support Services (DSS) office on our campus. DSS will
help faculty provide academic accommodations for students with documented
disabilities. Students with disabilities include those having mobility impairments, visual
and hearing impairments, chronic health conditions, learning disabilities and attention
deficit disorder. DSS is located in Holton Hall 202. The Director, Andrea Blair, can be
contacted at 532-6441.
Accommodation Policy for Athletes
If you are an athlete and have a Kansas State University documented schedule that
requires my attention, please let me know promptly so we can make appropriate
arrangements and/or contacts with your coaches or assistants right away. I expect to
have a schedule of events within two weeks of the beginning of the semester.
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Study Buddy Contact List
Classmates are an important source of information and aid for the class. Should you
miss a class, you are required to get missed notes and assignments from your
classmates. In addition, you should ask your classmates to peer-edit your papers and
form study groups before the tests.
Name
Phone Number
Email