San José State University
CASA/Justice Studies
JS 127 Immigration and Justice, 2, 29730, Spring, 2013
Instructor:
Office Location:
Telephone:
Email:
Office Hours:
Class Days/Time:
Classroom:
Sang Hea Kil, PhD (Assistant Professor, Justice Studies)
MH 513
Email is the best way to reach me. Or call during office hours
only. Do not leave a voice mail message.
sangheakil@gmail.com; M, W 9am-12pm; T, Th 10am-3.30pm;
F 9am-11am. Please be aware of my emails hours, as it will
affect when I can respond.
Office Hours by Online Appointments Only. T 2.50-3.50 pm,
TH 2.50-4.20pm.
T, Th 1.30-2.45 p.m.
CL 202
Course Description
This course is an interdisciplinary examination of US American immigration issues
within a justice studies framework. We begin with a legal studies analysis on the
historical construction of whiteness in relation to immigrant petitions for citizenship. We
continue with an examination of contemporary multiculturalism within three cities (San
Francisco, Los Angeles, and New York) and its affect on immigrants’ lives. We
concluded with examples of nativism, criminalization, and racial profiling that negatively
affect immigrants.
Course Goals and Student Learning Objectives
The goals for this course are simple. This course is designed to improve your critical
reading, writing, speaking, and analytical skills. Below are the learning objectives for
this course.
Upon successful completion of this course, students will be able to:
LO1 Read academic, peer-reviewed materials at a proficient level and apply key ideas
and concept from those materials to the Research Paper (RP). You will achieve LO1 with
weekly Writing Assignments (WA) and your RP.
LO2 Write in an academically clear and organized manner with research integrated and
cited in APA style. You will achieve LO2 with your WAs, RP and Class Participation
(CP) exercises.
LO3 Speak in a professional manner about the student’s research project, participate
robustly in class discussion on a regular basis, and practice active listening skills (no
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texts, no laptops, no distractions, no verbal domination, etc). You will achieve LO3 with
your Oral Presentation (OP) and CPs.
LO4 analyze concepts and ideas critically and skillfully. You will achieve LO4 with
your WAs, OP, CPs and RP.
Required Texts/Readings
Textbook
Readings are available on D2L. http://www.sjsu.edu/ecampus/students/
Need Help? Contact the University Help Desk for technical support issues, including:
password reset, browser problems, and issues encountered in Desire2Learn 9.0 courses.
Phone: (408) 924-2377.
Technical difficulties are the responsibility of the student, so access your materials early
to provide yourself enough time to problem solve in case of troubles. I strongly
encourage student to download their readings on Sunday so they have their readings for
the week to avoid D2L difficulties. Please do not contact the instructor with technical
difficulties. Again contact the help desk.
Library Liaison
Nyle C. Monday
Dr. Martin Luther King, Jr. Library
(408) 808-2041
http://libguides.sjsu.edu/justicestudies
Classroom Protocol
No laptops, cell phones, or PDA devices will be used during class unless you have
registered with Disability Resource Center and DRC supports these devices for your use.
No late work is accepted so please start on your projects early enough to make the
deadlines. If you have an emergency and must turn in an assignment late, you will need
to provide 3rd party documentation that excuses your absence or tardiness (Ex. Dr. note
with range of sick time and contact info). I will also not put written comments on late
work, only the grade. If you have a documented excuse and want comments on late
work, please make an appointment for office hours to get comments on your late work.
You are expected to come to class with your readings (10% deduction on the class
assignment if you do not). You are expected to come to class ready for discussion. Please
do not arrive late or leave early. If you must do so, please check in with the instructor to
make prior arrangements and check with your study buddy on what information you
missed. You are also responsible for having two “study buddies” for this class to keep
you focused and engaged, so exchange emails or phone numbers with other classmates to
keep yourself in the loop in case of actual emergencies. Any assignment turned in that is
more than one page must be printed duplex (front and back printing) or points will be
deducted (minus 10% of value of assignment). No emailed assignments will be
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accepted. I will collect assignments at the beginning of the class so if you arrive late
I will not accept your assignment. I will hand out class participation assignments at
the beginning of the class as well, if you arrive late, you will forfeit your class
participation. Please arrive on time to class.
Classroom Format
On Tuesdays, Weekly Assignments (WA) will be due. Please bring a copy of the WA
reading and your WA for that class. I will collect the WA at the beginning of class, mark
them as “on-time” and give them back to you so you can use them for discussion. We
will have a class discussion or short lecture on the readings. The beginning of class is the
only time you can turn in a WA. If you are late to class I will not accept your WA unless
you bring a legitimate 3rd party documentation. Never email me a WA. On Thursdays,
Class Participation (CP) exercises will generally take place. CPs cannot be made up for
any reason. CPs will be distributed at the top of the class. If you arrive late you will
forfeit your CP for that day, as the assignment will already be in motion. Overall, the
class format will summarize and emphasize important points of the materials assigned,
establish a healthy and respectful atmosphere to facilitate learning, and provide teaching
methods that are intellectually challenging.
Office Hours
In order to give additional, more individualized one-on-one time with students, I offer
office hours by appointment. Please make your office hours appointments at the website
listed on the justice studies webpage under my name. Follow the instructions carefully
on how to make and cancel appointments as well as what materials you should bring with
you. This enables the students to approach me about any additional assistance they may
need, including help with analyzing complex/abstract ideas or receive additional
feedback on how to improve on assignments. Each student is required to see me at least
once in the semester, but I encourage students to see me multiple times so long as there is
time enough for everyone to see me at least once. Please consider these office hours as
professional appointments and cancel if you do not intend to show up.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop,
grade forgiveness, etc. Refer to the current semester’s Catalog Policies section at
http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the
current academic calendar web page located at
http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The Late Drop
Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should
be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at
http://www.sjsu.edu/advising/.
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Assignments and Grading Policy
A minimum grade of C is required to receive credit for graduation. Students must
keep all their graded work throughout the semester. Failure to do so could impact
the student’s grade.
Grading Breakdown:
40%- Final research Paper
40%-Weekly Assignments
10%- Class Participation
10%- Oral Presentation
=100% total points for the class
Weekly Assignments (WA)-These writings will demonstrate to me that the student has
read the assignments from start to finish and understands the underlying structure of the
argument. Generally I expect an abstract paragraph of each reading assigned for a WA.
Using APA citation style, write a one-paragraph abstract (1 page maximum). In the first
sentence of your abstract, provide in APA style: (i) short title of the source (ii) the last
name of the author with date published and (iii) a one-sentence thesis statement that sums
up the main points of the source. This thesis statement is not your main point; it is the
main point of your source. Please paraphrase and avoid direct quotations. The next
several sentences that complete the abstract paragraph paraphrase and condense the
original piece.
Be sure to consider these elements in your abstract when applicable:
1. How does the title point to the significance of the article?
2. What/Where is the thesis statement?
3. How does the author break down their argument? How do they use subheadings
to point to main points/ arguments of the piece?
4. Does my abstract reflect the key point/ parts of the entire article but in a
condensed way that matches proportionally the sections in the original?
5. Does my abstract distinguish between upper level subheading and lower level
subheadings, making sure that I prioritize my attention to the upper level
subheading while still including the main points of the lower level subheading?
Hints to writing a good abstract:
When abstracting, you must determine what a reader would want to know about the
work. There are a few techniques that will help you in this process:
1. To start, don't look back:
After reading the entire work, put it aside and write a paragraph about the work
without referring to it. In the first draft, you may not remember all the key terms
or the results, but you will remember the main point of the work. Remember not
to include any information you did not get from the work being abstracted.
2. Then revise, revise, revise
No matter what, the most important step in writing an abstract is to revise early
and often. When revising, delete all extraneous words, details, and examples. The
idea is to be as clear and complete as possible in the shortest possible amount of
space.
3. Identify key terms:
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Search through the entire document for key terms that identify the purpose, scope,
and methods of the work. Pay close attention to the subheadings when possible as
they point to key ideas and supporting arguments. When writing the abstract, be
sure to incorporate the key terms extracted from the subheadings.
4. Highlight key phrases and sentences:
Highlight sentences or phrases that appear to be central to the work. Then, in a
separate document, rewrite the sentences and phrases in your own words. This
process is called paraphrasing and is a good exercise in helping you to understand
the importance of the work by putting it in your own words. Be sure that you
include important data but omit minor points and examples. Avoid direct quotes.
Do not include your own ideas, illustrations, metaphors, or interpretations in the abstract.
Do not use contractions [use “do not” and not “don’t”]. Use active voice and avoid
passive verb formations [ex. Use: He argued his point this way (active). Do not use: The
point was argued (passive)]. Please include bibliographic citation in APA at the end of
your abstract paragraph. Cannot exceed 1200 words and do not exceed one side of a
page, single-spaced for the entire assignment. Please type your name, course (JS 127
S-2013), and date due (not date written) in the upper right-hand corner.
Class Participation (CP)- Full and thoughtful participation is required (do not dominate
discussion, do not remain persistently silent, but do share developed insights). Points will
be awarded for assignments given during class time. Typically, CP assignments are
movie notes, fishbowl discussions, pop quizzes, small groups discussion, and other
activities. There are no make-up opportunities for CP assignments unless you are
registered with DRC. I will hand out class participation assignments at the beginning
of the class as well, if you arrive late, you will forfeit your class participation. Please
arrive on time to class. You must turn in CPs with your name and date or you will not
receive credit. Be prepared for class and always bring a copy of the reading assignments
to class. Again, no use of laptops, PDA devices, cell phones, or other distracting devices
during class time or 10% of points could be deducted from that day’s assignments.
Final Research Paper (FRP)- Final Research Paper (FRP)- This assignment is
designed to allow students to demonstrate their competency of ACADEMIC research.
The student must also demonstrate relevance to the course material by citing at least 2
class sources in the FRP. Throughout the semester, the student is required to turn in
materials relating to their final research project (see the D2L calendar) as benchmark
goals toward the FRP so that I can provide meaningful feedback about the student’s
developing work on this paper. This is an original research paper crafted for this class by
the student’s hard effort.
Grading breakdown of FRP:
10 points-introduction, title and abstract are interesting and accurate. Introduction does
not exceed ½ of the page.
30 points-thesis statement and body reflect each other well. Body must include
subheadings that reflect the thesis statement well. Do not exceed three subheaded
sections. Each subheaded section is well organized (paragraphs flow into each other well
with good transitions). Frequent use and proper citation of relevant academic research.
JS 127 Immigration and Justice, 2, 29730, Spring, 2013
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30 points- bibliography has 8-10 academic sources [not including the 2 class sources],
which are on-target and current (no earlier than 1990) and used well in the paper.
Newspapers, magazines, websites, etc are not academic sources (include them if you cite
them but they do not count toward your 8-10 academic sources). Academic sources are
peer-reviewed books, book chapters, journal articles, and the like.
10 points-conclusion summarizes the main points of the paper succinctly and also gives
suggestions for future research or policy/social movement recommendations. Must not
exceed ½ page.
10 points- format and grammar follow these criteria: APA citation style (6th edition) is
used throughout the paper. Requirements: 6 pages exactly [not including the works cited,
title, and abstract page], double spaced, 12 Font, active voice (ex. Research demonstrates
that….NOT: It was demonstrated that….), 1 inch margins all sides, cover page followed
by abstract. Academic sources are paraphrased and not quoted in APA. Use proper
grammar, spelling, paragraph structure and proper punctuation. Do not use contractions
(use “do not” and not “don’t”). Duplex printing on all pages or 10% reduction.
10 points-Six benchmarks demonstrate that you actively worked on your FRP
throughout the semester. These benchmarks include 1) office hour appointment to discuss
paper, 2) topic due, 3) TS and bibliography, 4) TS, outline and updated bibliography, 5)
title, TS, 3 page rough draft (max), and updated bibliography, 6) peer-review of your
draft.
=100 points
Oral Presentation (OP)-This presentation will allow the student to share their research
with the class in a manner that is clear, cohesive, critical and engaging. Length of the
presentation is contingent upon class size and will be announced at a later date. Students
must use presentation software and are responsible for mastering the program. Students
must practice timing and revise the content of the presentation well before the OP date.
Please check the writing center schedule for workshops on Powerpoint, APA, and other
helpful writing skills at: http:/www.sjsu.edu/writingcenter/workshops/workshopschedule/
Assignments will be fairly graded as described by the method below:
A-/A/A+(90-92/93-96/97-100)[excellent]: The paper (or project) contains no
grammatical, spelling, or typographical errors. It is outstanding in clarity, style, and
organization. The depth and accuracy of the information covered are appropriate for the
assignment. The style and format of the paper are appropriate for the assignment. Paper
demonstrates sharp analytical ability.
B-/B/B+ (80-82/83-86/87-89)[very good]: The paper (or project) contains a few minor
grammatical, typographical and spelling errors. For the most part, the paper is clearly
written and logically organized. The topic is covered in reasonable depth and the
information presented is accurate. The style and format of the paper are appropriate for
the assignment. Paper demonstrates good analytical ability.
C-/C/C+(70-72/73-76/77-79)[acceptable, ok]: The paper (or project) contains
grammatical, typographical, or spelling errors. It could be more clearly written and
logically organized. For the most part, the depth of coverage of the topic is thin and the
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information’s accuracy is questionable. The style and format of the paper need
improvement. Paper demonstrates ordinary analytical ability.
D-/D/D+(60-62/63-66/67-69)[below average/unacceptable]: One of these grades will be
received for ANY of the following reasons, with the specific grade assigned depending
on the severity of the problems. The paper contains significant or serious grammatical,
typographical, or spelling errors. It is not clearly written or logically organized. The train
of thought is difficult to follow. The depth of coverage of the topic is not adequate. The
information presented is inaccurate. The style and/or format of the paper are not
appropriate to the assignment. Project shows dull analytical ability.
F(59 or less)[unacceptable]: A paper or project will receive an F if two or more of the
following conditions are satisfied: The paper contains significant or serious grammatical,
typographical, or spelling errors; it is not clearly written or logically organized; the train
of thought is difficult to follow; the depth of coverage of the topic is not adequate; the
information presented is inaccurate; the style and/or format of the paper are not
appropriate to the assignment. The paper will also receive an F if some or all parts of the
paper have been plagiarized, as defined later in this greensheet/syllabus.
Grading Key
W.C
Word choice needs improvement
T.S.
Thesis Statement
L.P.
Avoid making Long Paragraphs and focus instead on making paragraphs
between 5-8 sentences long with a clear topic sentence that fits in the larger
flow of the argument.
APA
APA error that needs correction
AWK
Awkward phrasing means that you need to re-phrase the sentence to make
more sense.
GR.
Grammar error needs correction
SP.
Spelling error needs correction
¶
Paragraph needed
etc
Same mistake noted prior was made again
P.R.
Peer-reviewed, academic source
TR.
Transition needed between prior and current paragraph because of choppy
flow
CITE
Source of the information needs a citation because not common knowledge.
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University Policies
Academic integrity
Your commitment as a student to learning is evidenced by your enrollment at San Jose
State University. The University’s Academic Integrity policy, located at
http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic
course work. Faculty members are required to report all infractions to the office of
Student Conduct and Ethical Development. The Student Conduct and Ethical
Development website is available at http://www.sa.sjsu.edu/judicial_affairs/index.html.
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism
(presenting the work of another as your own, or the use of another person’s ideas without
giving proper credit) will result in a failing grade and sanctions by the University. For
this class, all assignments are to be completed by the individual student unless otherwise
specified. If you would like to include your assignment or any material you have
submitted, or plan to submit for another class, please note that SJSU’s Academic Policy
S07-2 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need
to make special arrangements in case the building must be evacuated, please make an
appointment with me as soon as possible, or see me during office hours. Presidential
Directive 97-03 requires that students with disabilities requesting accommodations must
register with the Disability Resource Center (DRC) at http://www.drc.sjsu.edu/ to
establish a record of their disability.
Student Technology Resources
Computer labs for student use are available in the Academic Success Center located on
the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer
labs may be available in your department/college. Computers are also available in the
Martin Luther King Library.
A wide variety of audio-visual equipment is available for student checkout from Media
Services located in IRC 112. These items include digital and VHS camcorders, VHS and
Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound
systems, wireless microphones, projection screens and monitors.
Learning Assistance Resource Center
The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student
Services Center. It is designed to assist students in the development of their full academic
potential and to inspire them to become independent learners. The Center's tutors are
trained and nationally certified by the College Reading and Learning Association
(CRLA). They provide content-based tutoring in many lower division courses (some
upper division) as well as writing and study skills assistance. Small group, individual, and
drop-in tutoring are available. Please visit the LARC website for more information
(http://www.sjsu.edu/larc/).
JS 127 Immigration and Justice, 2, 29730, Spring, 2013
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SJSU Writing Center
The Writing Center in Clark Hall 126 offers tutoring services to San Jose State students
in all courses. Writing Specialists assist in all areas of the writing process, including
grammar, organization, paragraph development, coherence, syntax, and documentation
styles. For more information, visit the Writing Center website at
http://www.sjsu.edu/writingcenter or call 924-2308.
Peer Mentor Center
The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success
Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping
students manage university life, tackling problems that range from academic challenges
to interpersonal struggles. On the road to graduation, Peer Mentors are navigators,
offering “roadside assistance” to peers who feel a bit lost or simply need help mapping
out the locations of campus resources. Peer Mentor services are free and available on a
drop –in basis, no reservation required. The Peer Mentor Center website is located at
http://www.sjsu.edu/muse/peermentor/
Calendar
The schedule is subject to change with fair notice either made in class or by email. You
are responsible for any changes in the syllabus so keep in the loop via your study buddy,
especially if you miss or are late to class.
Week
Week 1
Due Dates
Topics, Readings, Assignments
Th. 1/24
Introduction to the course, review syllabus, study
buddy, etc
Part 1: The Legal Construction of Race/ Citizenship and the
Power of Illusion
Week 2
T. 1/29
Th. 1/31
Week 3
T. 2/5
Th. 2/7
Week 4
T. 2/12
Th. 2/14
WA1; Haney-Lopez “White Lines” pp. 1-36.
CP; Race: the Power of Illusion “The Story We Tell”
[pt. 1]; FRP topic due.
WA2; Haney-Lopez “Racial Restrictions in the Law of
Citizenship” & “The Prerequisite Cases” pp. 37-77.
CP; Race: the Power of Illusion “The House We Live
in” [pt. 2]
WA3; Haney-Lopez “The Legal Construction of Race”
pp. 111-153.
CP; Race: the Power of Illusion “The House We Live
in” [pt. 3]
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Week 5
T. 2/19
Research day; Turn in Thesis Statement (T.S.) +
Bibliography for CP. MLK Room 219
Th. 2/21
CP; Fishbowl
Part 2: Multicultural USA?
Week 6
T. 2/26
Th. 2/28
Week 7
T. 3/5
Th. 3/7
Week 8
T. 3/12
Th. 3/14
WA5; Nadine Naber “Race, Gender, and the Culture of
Fear among Arab Immigrants in San Francisco Post9/11.”
CP: Library Research Day MLK Room 217
WA6; Darnell Hunt ‘American Toxicity: Twenty Years
After the 1992 Los Angeles “Riots”’
CP: Library Research Day MLK Room 217
WA4; Mary Waters and Philip Kasinitz
“Discrimination, Race Relations, and the Second
Generation.”
CP; fishbowl
Part 3: Criminalization, Nativism, and Racial Profiling
T. 3/19
WA8; Lisa Cacho “The Ideology of White Injury in
Discourse of Immigration.”
Week 11
Th. 3/21
T.
Th.
T. 4/2
Week 12
Th. 4/4
T. 4/9
CP; Title, Outline+T.S.+Updated Bibliography
!!Spring break!!
!!Spring break!!
WA9; Mary Romero “Racial Profiling and
Immigration Law Enforcement.”
CP; Justice on the Line video
WA10; Otto Santa Ana “Television News Depictions
of the 2007 Police Attack on Immigrant Rights
Marchers in Los Angeles.”
CP; in-class work on 4 page max Rough Draft (with
T.S. +Updated Biblio) due
WA11; Sang Kil and Cecilia Menjivar’s “The ‘War on
the Border’: Criminalizing Immigrants and Militarizing
the U.S.-Mexico Border.”
CP; Film TBA
WA12; Eduardo Bonilla Silva “On the Future of Racial
Stratification in the United States”
CP; Fishbowl
CP; Peer Review of Rough draft; Oral presentation tips
and guidelines
Week 9
Week 10
Th. 4/11
Week 13
T. 4/16
Week 14
Th. 4/18
T. 4/23
Week 15
Th. 4/25
T. 4/30
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Week 16
Week 17
Final Exam
Th. 5/2
T. 5/7
Th. 5/9
Research Paper due & CP; In class work on OP.
OP & CP; Taking notes on presentation
OP & CP; Taking notes on presentation
Wednesday,
Mandatory attendance.
May 15, 12:152:30.
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