RACE, ETHNICITY, AND GENDER IN HIGHER EDUCATION
Center for the Study of Higher and Postsecondary Education
EDUC 873-001
Fall 2014
Instructor Information
Instructor: Betty Overton-Adkins, Ph.D.
Office: Room 2018 School of Education
Phone: 734-615-8882
Email: boverton@umich.edu
Office Hours: 10am to noon Tuesdays or by appointment
Course Overview
This course is designed as a graduate seminar with a foundational focus on current issues and research
related to gender, race and ethnicity in higher education within the United States. Issues faced by
students, faculty, and staff will be included. We will examine research and scholarly literature from
educational research, the social sciences, and to a lesser degree the humanities. Particular attention will
be given to the growing understanding of the concept of “intersectionality” as we look across race,
gender, and ethnicity at the ways in which issues impact groups in different ways within higher
education. Topics include the racial and gender stratification of the higher education system and the
emergence of institutions that serve special populations, a critical review of research on minority and
women’s achievement, research on women and minority faculty, campus race relations, and
controversies in the policies and discourse regarding cultural diversity. The course attempts to look at
race, gender, and ethnicity as both dependent and independent variables related to who is in the
academy and how the academy operates. Attention will be given to the “diversity debate” and how that
debate punctuates every aspect of higher education.
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Required Texts:
Allan, E. J. (2011). Women’s status in higher education: Equity matters. ASHE Higher Education Report,
Volume, 34, No. 1., New Jersey: Wiley Publications.
Ortiz, A. M., & Santos, S. J. (2009). Ethnicity in college: Advancing theory and improving
diversity practices on campus. Sterling, VA: Stylus.
Pasque, P.A. & Errington-Nicholson, S. (2011). Empowering women in higher education and student
affairs: Theory, research, practice from feminist perspectives. Sterling, VA: Stylus.
Stulberg, L. & Weinberg, S. (2011). Diversity in American higher education: Toward a more
comprehensive approach. New York: Routledge.
(Each text will be referred to by its first author in the calendar of course activities.)
Other Recommended Texts:
Allen, J. K., Dean, D. R., & Bracken, S. J. (Eds.). (2008). Most college students are women:
Implications for teaching, learning, and policy. Sterling, VA: Stylus.
Gutierrez y Muhs, G., Niemann, Y. F., Gonazailez, C.G., Harris, Angela P. (2012). Presumed incompetent:
The intersections of race and class for women in academia. CO: University of Colorado Press.
Roper-Huilman, B. (ed.). (2003). Gendered futures in higher education: Critical perspectives for change.
New York: State University of New York Press.
Smith, W.A., Altbach, P.G., & Lomotey, K. (2002). The racial crisis in American higher education:
Continuing challenges for the twenty-first century. NY: State University of New York Press.
Course Goals and Objectives:
Goal. The goal of this course is to have students deepen their knowledge and understanding of
various issues related to race, gender, and ethnicity in the context of how these play out in the
environments within higher education. Using research-based information and nuanced and
theoretically sophisticated discussions, the course seeks to support an examination of diversity that
helps us arrive at a better understanding of the current and evolving culture within higher education and
perhaps strategies for transforming that culture to be more inclusive.
Obectives.
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Explore the importance of gender, race, ethnicity as it relates to the goals and work of higher
education
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Understand the variety of perspectives related to the intersections across race, ethnicity and
gender in the context of higher education
Provide a dynamic intellectual environment for in-depth discussion and analysis of how race,
ethnicity and gender as social categories have influenced American higher education
Learn to apply various theories, concepts, and philosophies to the problems and challenges
presented by race, gender, and ethnicity within the Academy
Examine approaches to transforming the culture of higher education to be more inclusive
Teaching Philosophy:
As an educator, I believe learning is both hard work and at the same time one of the greatest capacities
and pleasures we have. Learning together as a group (in formal or informally settings) is the best way to
learn. The give and take of discussion, the careful listening to others’ thoughts, the thinking about
others’ thinking, and the challenges to our own thoughts is what stimulates growth, change and deep
learning. I encourage students to espouse this approach to learning and I seek to use it as part of my
teaching. I see my teaching as an opportunity to challenge students to be creative and to assist them in
planning the next steps in their professional and educational careers. This relationship, like all those that
are fostered in education, is one where I join the process as both teacher and learner.
I plan to use a constructivist approach to teaching. Constructivist teaching grows out of constructivist
learning theory and is based on the belief that learning happens as learners are intimately involved in the
process of constructing meaning and knowledge rather than participating passively through receiving
information. The learner is involved in shaping both meaning and knowledge. Additionally, this theoretical
framework suggests that new learning builds upon knowledge that a student already brings into the
classroom. My courses are primarily focused on reading, discussion, and shared experiences. The
assigned readings are intended as sources of knowledge and new perspectives. They are also designed
to be a stimulus for dialogue, analysis, integration and meaning making. On occasion, I provide short
lectures to explore topics not fully covered in the readings or to introduce new areas and ideas that
complement the content of the course.
I have come to understand that students learn as much from each other as they learn from me (and
sometimes more). Therefore, I plan for interactions within the class and group work outside of class.
Peer sharing is one of the most useful ways to enhance learning, thus small group and larger group
discussion of case studies, small group projects, group problem solving activities and other active
learning techniques are integrated into various classes.
Finally, learning happens in environments where the learners feel free to express their ideas openly, to
try out new ideas, and can do that understanding that these expressions will be met with respect and
civility, but not always agreement.
The approach to the course and the underlying teaching strategy used in this course reflect the following
conceptual understanding:
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Students bring different experiences, motivations and learning styles to the classroom. The implications of this
observation not only include the challenge to bring a wide range of ideas forward through readings and discussion,
but also the need to recognize that some students might be taking the class as a basis for further research, others
to broaden their career opportunities and some out of a general interest in higher education. All students have
something to contribute but not all students will contribute in the same way.
The subject matter can be approached in a variety of ways. As we will discover, much of what is written about
higher education as a general field of study is derived from the work of sociologists, psychologists, economists and
educators. Recently, professionals in the field have pointed to an emerging “science” to complement the “art” that
has long dominated professional practice in education.
The teaching-learning processes in higher education are inherently transformational processes hidden in
transactional exchanges. This principle is central to the seminar. It brings implications for the ways in which
learning goes beyond a redistribution of information or resources between individuals and points to higher
education’s ability to reshape identities and transform lives.
Learning should be fun and satisfying but not entertainment. Open discussions and debate are encouraged. We
learn through our differences of opinions and approaches, but we can also take pleasure in vigorous exchanges
wherein our minds are presented with opportunities to re-think old concepts and perspectives and learn new
ones. Laughter is encouraged.
Pedagogical Strategies
Engage students in learner-centered activities, supported by examination of relevant research using primary and
secondary sources
Provide a balance of structured class activities and opportunities for students to think creatively about their
learning process
Acquaint students with resources they can use for extended study in particular areas
Call upon students to use multiple intelligences and intellectual skills
Expect the faculty to act as a facilitator of the learning process encouraging
Course Expectations
All members of the course are expected to participate and engage in completing the assignments for the course
and these will include reading the required texts and other assigned readings; participating in class exercises and
discussions, completing assigned written assignments, and participating in a group project.
Course Requirements
Writing Style: All written assignments must be typed, spell-checked, proofread for grammar and usage, and should
conform to the style and reference notation format outlined by the 6 edition of the Publication Manual of the
American Psychological Association or other writing style as may be specified in this syllabus. Please double-space
all assignments and use 12-point font with a one-inch margin on all sides of the paper. Unless otherwise noted, all
papers will be submitted through Ctools.
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Attendance Policy: This is a seminar/lecture course. Reading the material for class is important, but equally
important is the conversation that takes place in the classroom. The sharing of ideas, active listening, and many
questions form the basis of the learning process. This process assumes that students are in class regularly and
engaged with the subject matter and each other. Electronic devices or note-taking by a peer cannot take the place
of being in class.
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Academic Honesty Policy: Each student is responsible for knowing and complying with the academic honesty
policy for the University. This instructor will approach each person’s submitted work as the originator’s
declaration of original efforts.
Late Assignments: Students are expected to submit assignments on the announced dates. Assignments submitted
after the announced due date will receive point reductions--the later the submission, the more the point
reduction. Students with any special learning needs or accommodations that would affect the timing of
completion of assignments should notify the instructor after the first class.
Classroom Civility: This course, to a great extent, is based on talk—the give and take of discussion. Students are
expected at all times to conduct themselves in a manner that supports the teaching-learning process. The
expectations below will be discussed at the beginning of our course and monitored throughout the class:
Community Expectations
· Know when to step up and step back in discussions
· Express disagreement with respect
· Use technology respectfully, using laptops and mobile devices for course work only
· Be on time (Michigan time)
· Keep side conversations to a minimum
· Avoid personal put downs or accusatory comments
· Assume that others have positive motives and are doing the best they can to learn from and engage with
the material
ADA Accommodations: It is the policy of The University of Michigan to comply with the Americans with
Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, and other applicable federal and state laws
that prohibit discrimination on the basis of disability. The University will provide reasonable accommodation to
qualified individuals with disabilities upon request. If you need accommodations because of a disability, if you
have emergency medical information to share with me, or if you need special arrangements in case the building
must be evacuated, please inform me immediately. Please see me privately after class, or at my office.
Course Changes Policy: The instructor reserves the right to alter information in this syllabus as needed to
accurately reflect the course coverage and to enhance the learning outcomes of the course. When or if changes
are necessary, they will be announced in advance and students will have appropriate time to make
adjustments. Any anticipated changes will be discussed with the class for input and as part of the decision making
process; however, final decisions about changes are the responsibility of the instructor .
Basis for Student Evaluations:
Activities
Point Value
Annotated Bibliography and Article Critique (Due 9/23)
50
Weekly Article Review (10 –no article due week 1 and week 12)
100
Major Paper on selected topic (Paper Due 11/18)
150
Group Project (Due final class meeting)
100
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Class Attendance and Contributions
50
Total Points
450
Grades Assignment Based on Points
450 – 425
A
346 – 321
B-
424 – 399
A-
320 – 295
C+
398 – 373
B+
372 – 347
B
Below 295 Work has not met the requirements for the class
Annotated Bibliography and Article Critique (50 points)
The purpose of this assignment is two-fold: 1) to increase familiarity with current scholarship and
other sources addressing issues of race, gender and ethnicity, and 2) to discover sufficient researchbased material to be prepared to write a major graduate level paper for the class.
Students will complete this assignment by compiling an annotated bibliography of at least 15 or more
sources on a topic approved by the instructor. Using one of these bibliographic sources, sources,
students will prepare a summary of one of the articles that helps in elucidating the focus of the paper to
be written later.
The article critique should succinctly (3-4 pages) and accurately examine the contents of the selected
article or chapter in an edited book and will evaluate or critique the work by indicating its strengths
and limitations. The critique should be 3-4 pages (typed, double-spaced) in length, not counting title
and reference pages. Content should be as follows:
The first paragraph should introduce the work (give its title, author and publication information) and
indicate the student’s thesis. This first paragraph includes a summary of the work being critiqued, the
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intended audience of the article, the type of work [e.g., literature review, empirical research—for
research articles indicate the research question(s) or hypothesis, methodological approach, and
findings]. The critique should address several factors, the author’s purpose and achievement of that
purpose in the work, the accuracy of the material, its ability to create an argument or position for an
idea or to elaborate on an idea; the strength of its arguments and the evidence provided to support
them, and other factors that would allow one to understand both the content and contribution (or lack
of) related to the topic.
This assignment will be evaluated on the following criteria:
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Completeness of response to the assignment, response to all parts of the
assignment (bibliography and critique) as described in the course syllabus and in class
discussions (20 points);
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Organization and coherence- Bibliography and paper are arranged in a logical manner and is
clear (20 points);
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Technical crafting of the paper and bibliography--appropriate grammar, punctuation, and
spelling; standard English and spelling; use of APA style (10 points).
Weekly Article Review and Sharing (100 points)
Issues of race, gender, and ethnicity are hot topics in higher education. Our readings will provide
historical and research-grounded information we will use for discussion. But we also want to be on top
of what is happening in the current reality of colleges and universities. Therefore, each week students
will be asked to identify at least one research article or news article in the “popular press” (Chronicle of
Higher education, Inside Higher Education, Huffington Post, local or national newspapers, others). This
assignment is designed to provide current exposure to the current situations and to illustrate
that the course is not merely about “textbook” issues. Students will share at least article with each
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other through brief online posts. Each post (weeks 2-12) will be worth 10 points. (See class handout
for more details). Items found can also be brought into our classroom discussions to add currency and
specificity to the textbook readings.
Major Course Paper (150 points)
The objective of this paper is to explore in some depth an aspect of race, gender, and/or ethnicity
in higher education that is of interest to you. Your paper should pose a question of interest to
you. Students will use original research and/or scholarship to explore the approved question. The
resulting paper should be 15-20 pages in length and include at least 10 scholarly references (i.e.
empirical or scholarly journal articles, book chapters, reports). Students should identify the
topic/question for the paper no later than the second week of class. This topic must be approved by the
instructor before the student begins work.
Each paper will be shared with another classmate prior to the final submission. The partner
must receive the paper no later than December 5 to allow time to complete a one page reflection on the
paper, which will accompany the partner’s paper at submission. Therefore, the paper should be
complete at the time it is submitted to the partner, although the author may make editorial changes
prior to turning the hard copy into the instructor on December 8th. Each student partner must write
a 1-2 page reflection on the shared paper. Students are strongly encouraged to share early drafts of
their paper with a classmate or classmates. The reflection part of the paper is designed to accomplish
two things: Give students practice in serving as scholarly consultants for each other, and have students
practice both giving and receiving professional feedback.
This assignment will be evaluated on the following criteria:
Completeness of response to the assignment: Paper raises a reasonable question related to some
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aspect of an issue about race, gender or ethnicity in higher education or some combination
of these, and gathers data and scholarship that helps to address the question. (90 points);
Organization and coherence: Paper is arranged in a logical manner and in a manner
consistent with the purpose of the assignment (20 points);
Appropriate grammar, punctuation, spelling and formatting: Standard English and spelling are
consistent and there is appropriate use of APA formatting (20 points).
Written reflection: Paper has been shared with another student and has received feedback in the form
of a 2 page written reflection on the paper. (20 points)
Group Project -- Race, Gender and Ethnicity--Crafting a Campus Diversity Narrative (100 points)
Using an historical and ethnographic model, the class will be divided into small groups and each group
will create a PowerPoint presentation and narrative report based on the development of an institution’s
diversity story. While diversity includes many things, for the purpose of our class we will focus on only
three areas—race, gender and ethnicity. The institutional “story” must include both numbers
(institutional data) and narrative (stories).
How do you examine an institution's diversity story?
How is the story told or known internally and externally?
What are the most prevalent versions of the story? How close are the versions?
Who most often tells what versions?
Elements of the story (Every story has basic elements --plot, characters, setting, etc.)
Within the story, how are the diversity vision and goals articulated?
Where are these articulations found?
Who are they for?
How and by who are they created?
How do they show up in institutional culture and work?
How have they changed over time and what is the nature of that change?
What does the data/the numbers tell about the institution’s diversity?
What data is important in giving an effective representation of the campus story?
What are the sources of this data?
How have the data changed and what have been significant markers of this change?
How is the data used and by whom?
Do the data and narrative complement each other?
In the story, how has the institution built commitment to diversity?
What structures and processes are found?
What is the evidence of commitment to these structures and processes?
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How are the structures and processes responsive to various audiences?
What is the evidence of effectiveness or impact of these structures and processes?
How do these elements translate into a responsive campus climate?
Who are the significant internal and external characters in the U of M story?
How have they acted out their parts?
How have these roles changed over time?
How have these roles influenced the nature of the institution's diversity?
The group project will be evaluated based on the following criteria:
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Thoroughness in addressing the assignment—institutional data, review and interpretation of
the data to help shed light on the status of diversity on the campus, and collection of narrative
stories about the felt lives of persons representing the racial, gender, and ethnic mix of the
campus.
Presentation of the report using PowerPoint, Prezi or other tools, and a summary written
report.
Correctness and standard language facility
Strength of the analysis and use of materials to tell the campus story (both creativity and
understanding of what you are seeing)
Attendance and Class Contributions (50 points)
We are strengthened as a class when everyone is present, participates fully in large and small
group activities, and is prepared for class. Class participation is both expected and assessed. Students
will be expected to join in the class discussions on a regular basis. This will mean reading the assigned
textbook materials and other articles. Students will be asked to help begin the discussion of particular
articles/readings by being prepared to respond to certain questions and perhaps raise questions about
the materials.
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How would you characterize this article/chapter/section?
What is the author’s main point(s)?
What is particularly useful in the information?
Does this material help generate new perspectives on the topic?
What questions did the material provoke?
How does the material relate to other discussions or readings?
Other questions/comments
Class participation also includes in-class activities and activities that may occur out-of-class. For
example, students may be asked to join in online discussions with other students related to a particular
topic (i.e., undocumented students) or to watch a video).
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Due Dates and Submission of Assignments
Written assignments are due by midnight on the day designated in the course
syllabus. Unless otherwise instructed, assignments should be placed in the instructor’s Dropbox on
Ctools.
Calendar of Course Activities
Course
Meetings
September 8
Session 1
Discussion Focus and Readings
Assignments
and Other Notes
Read the course syllabus
Class Theme
Introduction to the Course: Thinking
about and Learning about Race, Gender,
Ethnicity in the Context of Higher Education
Read the introductions to the
assigned texts
Class introductions
Review of the Course Syllabus
Language, Ground Rules and Other
Important Beginnings
Defining and Definition: Creating Our
Lexicon of Meaning (Numbers and
Stories)
TED Talk
Textbook Readings
Otis/Santos, Introduction to the Study
Allan, Executive Summary and Foreword
Pasque/Nicholson, Chapter 1. An
Introduction to Feminism and Feminist
Perspectives in Higher Education and
Student Affairs
September 15
Discussion Theme
First article posted to Ctools
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Session 2
Historical Perspectives on Race, Gender
and Ethnicity in Higher Education
Class Discussion
A brief word about history of race, gender,
and ethnicity in the U.S.
(TED Talk video)
Feminist Theory, Critical Race Theory and
other theoretical frames
The Concept of Intersectionality
Class Activity
Creating a Diversity Narrative (Noe Otega)
Textbook Readings
Otis/Santos. Women’s Status in Higher
Education
Ethnic Identity’s Theoretical and Research
Traditions
Pasque and Nicholson, An Introduction to
Feminism and Feminist Perspectives in
Higher Education
Diversity Narrative: The Maryland Model
Additional Assigned Readings
Solozano. Critical Race Theory, Race and
Gender Microagressions and the Experience
of Chicana and Chicano Scholars
Clark and Antonio. Rethinking Research on
the Impact of Racial Diversity
Jacobs. Gender Inequity in Higher Education
September 22
Session 3
Discussion Theme
Gendered Visions in Higher Education:
Defining and Confronting
Come prepared to share/discuss
in class your proposed research
question(s)
Class Discussion
Feminist Theory as A Frame for Discussion
of Gender and Higher Education
Second article posted on Ctools
Beginning with Gender—The Student
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Experience
The Students’ Experience: Who’s Getting
In, Whose Getting Out and What
Happens in Between?
What the Numbers Say?
Class Activities
Formation/Selection of Groups (Group
Projects)
Workshop Exploration of Possible Paper
Topics
Potential guest (Skype session): Penny
Pasque, Associate Professor of Education,
Areas Coordinator for Adult and Higher
Education, University of Oklahoma
(textbook author)
Textbook Readings
Additional Readings
Crooco & Waite. Education and Marginality:
Race and Gender in Higher Education, 19401955
Dwyer et.al. Gender, Debt, and Dropping
Out of College
Wendel. Gender and Higher Education:
What Should We Learn from Women’s
Colleges?
September 29
Session 4
Discussion Theme
Gender--The Students’ Experience: (cont.)
Third article posted on Ctools
Class Discussion
Graduate and Professional Education
Who is Going to Graduate and
Professional Schools?
For-Profit Higher Education: A New
Consideration
Women’s Studies in Higher Education
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Does it Matter That Women Outnumber
Men in Attending Higher Education?
Class Activities: Guest Speaker: Gloria
Thomas, Director, Center for the Education
of Women, University of Michigan
Textbook Readings
Additional Readings
Kim and Hargrove. Deficient or Resilient: A
Critical Review of Black Male Academic
Success and Persistence in Higher Education
Ewert. Fewer Diplomas for Men: The
Influence of College Experience on the
gender Gap in College Graduation
Dickson. Race and Gender Differences in
College Major Choice
October 6
Session 5
Miles. Why We Lead. Reflections of Female
Student Government Presidents
Discussion Theme
The Gendered Workforce in Higher
Education
Fourth article posted on Ctools
Class Discussion
Women Faculty in Higher Education
The “Mommy Track” in Higher Education
Who’s Leading What in Higher Education?
Women Presidents and Other Leadership
Roles
Class Activities
Check in on Group Projects
Case Study-- women’s leadership in higher
education
Textbook Readings
Additional Readings
Eversole et.al. Mothering and Professing in
the Ivory Tower
Cooksey & Cole. Factors Influencing Career
Experiences of Selected Chinese Faculty
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October 13
Session 6
October 20
Session 7
No Class Meeting—Fall Break
Discussion Theme
Race and Ethnicity: Coloring the Halls of
Ivy
Annotated Bibliography and
Critique Due
Fifth article posted on Ctools
Class Discussion
Return to our definitions
What numbers say: Student Enrollment
Who’s in and who’s out in higher
Education (undergraduates)
How Race and Ethnicity Shape What We
Study
Historic Meritocracy: Implications for
Policy Makers
Class Activities
Panel Discussion Immigration and
Undocumented Students
Textbook Readings
Additional Readings
Renn & Lunceford. Because the Numbers
Matter
Minikel-Lacocque. Racism, College, and the
Power of Words
Roach. College Office Urged to Monitor
Graduation Rate Gap
Fryar & Hawes. Competing Explanations for
Enrollment in Higher Education
October 27
Session 8
Strayhorn & Kelly. Queering Masculinity and
Black Gay Men in College
Discussion Theme
Coloring the Halls of Ivy (Cont)
Sixth article posted on Ctools
Class Discussion
What umbers say about graduate and
professional education
How race and ethnicity shape what we
study
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Class Activity: Mark Jimenez- Kamimura,
Director, Graduate Student Success (GSS),
Rackham Graduate School
Textbook Readings
Additional Readings
Garces. Aligning Quality And Equity: The
Implications of Legal and Public Policy
Developments for prompting Racial
Diversity in Graduate Studies
Garces. Necessary but not sufficient: The
Impact of Grutter v Bolinger on Students’ of
Color Enrollment in Texas
Archidiaoho, et.al. Racial Segregation in
Selective Universities
Posselt. Toward Inclusive Excellence in
Graduate Education
Patel. Why So Few Indians Get Ph.D.s
November 3
Session 9
Discussion Theme
Teaching, Research and Service in Higher
Education: The “Colored Perspective”
Seventh article posted on Ctools
Class Discussion
The experience of faculty of color
Persons of color Leading within higher
education
Class Activity
Speakers (invited) Candy McCorkle, Jackson
Community College, Caleb Chan, Spring
Arbor University, Jacqueline El-Sayd,
Marygrove College and others to be
identified
Textbook Readings
Additional Readings
TBA
November 10
Discussion Theme
Eighth article posted on Ctools
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Session 10
Looking Across Race, Gender, and Ethnicity
Class Discussion
Revisiting Intersectionality
Defining and Addressing Campus Climate
What is Climate?
Class Activities
Case Study Campus Climate
Group Project Session
Textbook Readings
Additional Readings
Gurin, et.al. The Benefits of Diversity in
Education for Democratic Citizenship
Toutkoushia, et. al. The Interaction Effects
of Gender, Race, and Marital Status on
Faculty Salaries
November 17
Session 11
Chronicle of Higher Education Faculty
Salaries Report 2013 (provided in class)
Discussion Theme
A Focus on Solutions: The So What
Question(s)
Ninth article posted on Ctools
Class Discussion
Approaches to Issues of Race, Ethnicity, and
Gender on Campus
Affirmative Action
Policies and Practice-Race Blind
Admissions
SES as a Proxy for Race
Diversity Activities
Chief Diversity Officers
Strategic Planning
Diversity Statements
Intergroup Dialogue
Ally Formation
Funding Support-Raising Money
Class Activities
The School of Education as a Case study
Textbook Readings
Additional Readings
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Nguyen. Burden’s on U! The Impact of the
Fisher Case on the University of Texas at
Austin
Quaye. Facilitating Dialogues About Racial
Realities
November 24
Session 12
Wilson. Emerging Trend. The Chief Diversity
Officer Phenomena within Higher Education
Discussion Themes
A Focus on Solutions
Tenth/last article posted on
Ctools
Class Discussion
The Scholarship of Race, Gender and
Ethnicity: Voices from the Field
Lessons Learned
The Pedagogy of Race, Gender, and
Ethnicity in the Classroom
Class Activities: (Panel Discussion --TBA)
Textbook Readings
Additional Readings
Solozano & Yosso. Critical Race
Methodology: Countering Storytelling
Grant and Sleeter. Race, Class, Gender in
Graduate Research
December 1
Session 13
Discussion Theme
Translating Our Learning into Knowing
Group Project Presentations
Class Activity
Group Presentations—Race, Gender,
Ethnicity: Sharing the Narratives
Class Activities: Response Panel
December 8
Session 14
Readings
TBA
Discussion Theme
Returning to Our Questions—Learning
Outcomes
Final Paper due/ Brief in class
synopsis
Making Sense and Making Meaning—So
What?
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Class Activities: Paper reports—Sharing the
Knowledge
Return to the first TED Talk
Readings
TBA
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