Africana Studies 331
The Black Family
Spring 2015
W 6-8 pm
Malcolm X Library
5148 Market Street
San Diego, CA
Schedule #: 20105
Phone: (619) 594-6532 or 594-6531
Office: AL 373A
Office Hours:
Instructors: Dr. Antwanisha Alameen-Shavers, Dr. Adisa Alkebulan, Prof. Ajani Brown,
Prof. Delores Fisher, Dr. Anta Merritt, Dr. Francis Nesbitt, Dr. Bonnie Reddick, Dr.
Charles Toombs
Required Texts:
Harriette Pipes McAdoo, ed., Black Families, Sage, 2007.
Handouts
Catalog Description:
AFRAS 331. The Black Family
Structure and functions of the Black family in contemporary American society.
Course Description:
AFRAS 331 studies the history, traditions, rituals, and experiences of African American families
in contemporary American society, including the enduring legacy of racism and discrimination
and how these continue to create challenges to black families. The course examines modern
scholarship and assesses and critiques the most frequently used and useful concepts, theoretical
frameworks, and perspectives that explain and reveal the dynamics of black family life in
America. In addition, the course identifies major racist and racialized institutional practices that
black families confront in their struggles to survive in healthy and authentic ways.
The mode of presentation is lecture-discussion.
Goals and Objectives:
1. Explain the different intellectual perspectives within Africana Studies relating to black families
2. Identify and assess the cultural reconstruction taking place throughout the African World
relating to black families in America
3. Explain and assess the major principles and values of Africana worldview and culture and
black families
4. Identify and explain the major challenges facing black families and the response of black
families to these challenges
5. Explain the role of Africana worldview in contemporary society as it relates to black families
6. Analytically present and support an argument
7. Critique the ideas and opinions of others as these relate to various black family topics
8. Write and present a cohesive argument demonstrating knowledge of research techniques,
documentation, organization, and the mechanics of writing in a course essay on a
particular black family topic
9. Argue from multiple perspectives about black family issues in Africana Studies that have
personal and global relevance.
10. Demonstrate the ability to approach complex problems and ask complex questions drawing
on knowledge of black family scholarship and its major ideas, perspectives
Grading and Testing for students enrolled for credit:
Research Paper
30%
Critical Reading Responses (Eight)
40%
Family Tree Project
25%
Class Participation
5%
__________________________________________________________
Total
100%
A (95-100); A- (90-94); B+ (86-89); B (83-85); B- (80-82); C+ (76-79); C (73-75); C- (70-72);
D+ (66-69); D (63-65); D- (60-62); F (0-59)
CRITICAL READING RESPONSE
Each student will write a Critical Reading Response for each week of assigned readings (some
weeks have more than one chapter). The purpose of a critical reading response is to examine,
explain, and defend your personal reaction to reading. It obligates you to go beyond whether you
like it or not, and it requires you to specifically articulate the significance and relevance of the
information. It compels you to apply your examination of the reading to your own life. You must
demonstrate an understanding of the text by clearly explaining and supporting your commentary
with SPECIFIC examples. To that extent, your response should not contain a lengthy summary of
the reading; rather, it should incorporate analysis that leads to logical and reasonable conclusions.
Each response should stake a CLAIM. What is your thesis? Please highlight your thesis in bold
text. Include EVIDENCE that is properly cited, and articulate your RATIONALE (analysis).
Your scholarly voice should resonate. Each response should be cogent, fluid, and mechanically
sound. It should be typed using 12-point font and double-spaced. It shall not exceed one-two
typed pages. Submit it to turnitin.com by 6:00 PM on the due date.
CRITICAL READING RESPONSE RUBRIC
10 – Articulates a comprehensive understanding of the reading; stakes a CLAIM; offers 5 or more
concrete details (EVIDENCE); provides substantive RATIONALE, very cogent, EXCELLENT
mechanics, spelling and grammar.
9- Articulates some understanding of the reading; stakes a CLAIM at times; offers 4-5 concrete
details (EVIDENCE); provides some RATIONALE; offers GOOD mechanics, spelling and
grammar.
8 – Articulates some understanding of the reading; inconsistently stakes a CLAIM; offers 3-4
concrete details (EVIDENCE); provides some RATIONALE; offers GOOD mechanics, spelling
and grammar
7- Articulates little understanding of the reading; rarely stakes a CLAIM; offers 1-2 concrete
details (EVIDENCE); provides little RATIONALE; offers FAIR mechanics, spelling and
grammar.
6 - Does not articulate an understanding of the reading; does not stake a CLAIM or offer specific
EVIDENCE; no RATIONALE, not cogent, POOR mechanics, spelling and grammar.
RESEARCH PAPER
Each student will produce a research paper on a topic related to “The Black Family”. The instructor must
approve your topic. The research paper should be 8-10 pages, and you should adhere to appropriate MLA or
APA guidelines. Detailed assignment guidelines for this essay will be posted on Blackboard.
A research paper is more than a summary of information you’ve collected about a particular topic. It is more
than a review of the literature. A research paper, in addition to including a summary of relevant research, it
provides an analysis and commits to a position; it uses the research to support the writer’s own unique
perspective
Research papers are produced across the disciplines. For example, attorneys review various cases to use them in
support of their case. A history scholar may review archival documents, like newspaper articles, videos,
journals, and/or interview individuals who may be participants or have knowledge of a particular event, to draw
his or her conclusions, and offer his or her own unique perspective.
Each of you will produce a research paper. You will collect a variety of documents, i.e., journal articles, books,
newspaper articles, videos, etc. to assist you in supporting your thesis and offering your perspective.
FAMILY TREE PROJECT
The elders often say, if someone asks you where you’re going, you must first start with where you’ve been. In
this course, we will explore the historical and contemporary experiences of Black families. The Family Tree
Project will require you to research your family tree back at least three generations. Your research will include
archival documents, for example, birth certificates, obituaries, church records, newspapers, books, journals and
personal interviews.
This is a research project. Your data sources must be triangulated to confirm its veracity. We will discuss this
project in more detail throughout the semester. Additional guidelines for this project will be posted on
Blackboard.
ATTENDANCE/PARTICIPATION
Participation in this class is essential. We will make it our practice to engage in the art of conversation. Each of
you will be responsible for initiating and responding to questions and observations. Conversations will occur in
small and large group discussions.
You can do your part by coming to class on time, remaining alert, and being willing to ask questions and share
ideas. You should also keep in mind that participating in an inappropriate manner or refusing to participate in
class activities will considerably lower your course grade. Many students refrain from commenting during class
discussions out of fear that they will give the wrong answer or say something embarrassing. I encourage each
of you to risk sharing opinions that you are not entirely sure of. Since none of the readings can be said to have a
“perfect” interpretation, your comments can only assist the class in its primary goal of critically exploring the
ideas presented in the various texts we will read.
Attendance is crucial to your success in this class. Attendance is recorded at each class meeting. If you arrive
after attendance has been taken, it is your responsibility to come up to the professor at the end of class to
change your absence to a tardy. No absence will be changed after the day you come late.
TARDINESS/LEAVING EARLY
Unless you have made prior arrangements with me, you are expected to be in class on time and remain until
class is over. Unexcused incidents of leaving early will be counted as an absence for that day. Arranging with
the professor to arrive late or leave early should be the exception not the rule.
CHEATING/PLAGARISIM
“Cheating shall be defined as the act of obtaining or attempting to obtain credit for academic work by the use of
dishonest, deceptive, or fraudulent means. Examples of cheating include, but are not limited to (a) copying, in
part or in whole, from another’s test or other examination; (b) discussing answers or ideas relating to the
answers on a test or other examination without the permission of the instructor; (c) obtaining copies of a test, an
examination, or other course material without the permission of the instructor; (d) using notes, cheat sheets, or
other devices considered inappropriate under the prescribed testing condition; (e) collaborating with another or
others in work to be presented without the permission of the instructor; (f) falsifying records, laboratory work,
or other course data; (g) submitting work previously presented in another course, if contrary to the rules of the
course; (h) altering or interfering with the grading procedures; (i) plagiarizing, as defined; and (j) knowingly
and intentionally assisting another student in any of the above.
2.2 Plagiarism shall be defined as the act of
incorporating ideas, words, or specific substance of another, whether purchased, borrowed, or otherwise
obtained, and submitting same to the University as one’s own work to fulfill academic requirements without
giving credit to the appropriate source. Plagiarism shall include but not be limited to (a) submitting work, either
in part or in whole, completed by another; (b) omitting footnotes for ideas, statements, facts, or conclusions that
belong to another; (c) omitting quotation marks when quoting directly from another, whether it be a paragraph,
sentence, or part thereof; (d) close and lengthy paraphrasing of the writings of another; (e) submitting another
person’s artistic works, such as musical compositions, photographs, paintings, drawings, or sculptures; and (f)
submitting as one’s own work papers purchased from research companies.
Academic and Punitive Sanctions: Cheating and plagiarism in connection with the academic program at The
University may warrant two separate and distinct courses of disciplinary action that may be applied
concurrently in response to a violation of this policy: (a) academic sanctions, such as grade modifications; and
(b) punitive sanctions, such as probation, suspension, or expulsion. Academic sanctions are concerned with the
student’s grades and are the responsibility of the instructor involved. Punitive sanctions are concerned with the
student’s records and status on campus and shall be the responsibility of the University President or designated
representative. The Coordinator of Judiciary Procedures shall be the President’s representative in matters of
student discipline.”
http:/senate.sdsu.edu/policy/pfacademics.html
ACCOMMODATION OF DISABILITY
If you are a student with a disability and believe you will need accommodations for this class, it is your
responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the receipt of
your accommodations, you should contact Student Disability Services as soon as possible. Please note that
accommodations are not retroactive, and that I cannot provide accommodations based upon disability until I
have received an accommodation letter from Student Disability Services.
OTHER COURSE POLICIES
1. Treat other students and me with respect. Students are expected to
refrain from behavior that interferes with the learning of other students.
2.
Come to class prepared.
3.
Except during group work, only one person at a time may address the
class. You are expected to listen attentively and refrain from conversation while another person is
speaking.
4.
No cell phones or other electronic equipment may be operated in class. Do not surf the Internet or
text message a friend. You are welcome to use your computers to record notes, but please do not surf
the Internet.
TENTATIVE COURSE CALENDAR
Dates
Faculty
1/28/15
2/4/15
Toombs
Alkebulan
2/11/15
Nesbitt
2/18/15
3/4/15
Toombs
Class may be meeting at
Tubman-Chavez Center, across
from Library
Merritt
Class may be meeting at
Tubman-Chavez Center, across
from Library
Reddick
3/11/15
3/18/15
No Class, NCBS Conference
Fisher
3/25/15
4/1/15
4/8/15
No Class
No Class – Spring Break
Alameen-Shavers
4/15/15
Brown
4/22/15
4/29/15
SDSU Faculty Panel
2/25/15
Readings/Assignments
Overview of Course
CH 2 and 3
“African Principles and the African
American Family—a Comparative
Look”
CRR DUE
Handout
“Family Dynamics in Africa”
Mazrui’s “A Legacy of Lifestyles”
and video
CRR DUE
CH 6
“Education’s Failure and the Black
Family”
CRR DUE
CH 13 and 15
“Family Patterns”
CRR DUE
Handout
“The New Jim Crow and Its Impact
on the Black Family”
CRR DUE
CH 7 and 8
“Black Family: Religion and
Spirituality and outreach to Hip
Hop and Post Hip Hop Generation”
CRR DUE
Family Tree Project DUE
CH 12 and 17
“The Role of Black Women in the
Black Family”
CRR DUE
CH 20
“Romance and the Black Family”
CRR DUE
Research Paper DUE