SOC 113 - Multicultural America
Fall 2012
MWF 12:00 pm - 12:50 pm
B032 JFSB
Instructor:
Office Phone:
Office Location:
Email:
Office Hours:
Daneka Souberbielle
422-6722
2008 JFSB
dnsoub@gmail.com
M,W 1:00 pm to 2:30 pm
REQUIRED TEXTS:
Item
Vendor
Price
(new)
Price
(used)
A Different Mirror: A History of Multicultural America Required
by Takaki, Ronald
Back Bay Books;
ISBN: 9780316831116
BYU
Bookstore
$17.99
$13.50
Understanding Diversity: An Introduction to Class, Race, Gender,
And Sexual Orientation Required
by Pincus, Fred L.
Lynne Rienner Pub;
ISBN: 9781588264022
BYU
Bookstore
$19.95
$15.00
You May Ask Yourself: An Introduction to Thinking Like a
Sociologist (Second Edition) Required
by Conley, Dalton
W. W. Norton & Company;Edition 2
ISBN: 9780393935172
BYU
Bookstore
$66.65
$50.00
COURSE OUTLINE:
Course Description
This course is designed as an introduction to issues of diversity and the various ethnic and racial
groups that make up a multicultural America. In order to understand what it means to live in a
multicultural nation, the first third (roughly) of the class will cover the basic concepts of
diversity within the field of sociology to give us a common understanding of the ways that we
can think about and discuss diversity in the United States. We will spend the second third of the
class looking at the history of our multicultural nation; it is essential that we understand the past
as many of the current issues that we confront directly relate to what happened in the
past. Finally, the latter third of the class will focus on current multicultural issues in the United
States including immigration, affirmative action and race in the LDS church.
Learning Objectives
This class fulfills the Global and Cultural Awareness requirement. “Since one of the aims of a
BYU education is to enlarge the intellect through exposure to ‘the broad areas of human
knowledge,’ awareness of others, in particular traditions and cultures outside one’s own, is an
important and necessary part of a student’s education. The Global and Cultural
Awareness component is founded upon the Lord’s injunction for us to ‘become acquainted
with…languages, tongues, and people’ (D&C 90:15)…Inherent in the notion of global and
cultural awareness is the perspective that we are all spiritual offspring of the same God, that in
addition to our common humanity we also possess a nascent divinity….Furthermore, seeing the
world through others’ eyes helps students gain empathy and charity toward diverse cultures.”
Learning Outcomes
Thoughtful Reflection
Students will exhibit thoughtful reflection through the subject matter of this course. Evidence of
reflection implies written or spoken analysis that will include a consideration of the student's
own responses to the culture or global issue, often involving comparison, and will demonstrate
informed awareness.
Informed Awareness
Students will acquire informed awareness of a culture outside their own and the interplay of
cultures, languages, and/or nations.
Greater Empathy and Charity
Students will develop greater empathy and charity, and begin to gain a global perspective, by
learning to see themselves from another’s point of view.
University Statement of Fostering an Enriched Environment
"The Mission of Brigham Young University – founded, supported, and guided by the Church of
Jesus Christ of Latter-day Saints – is to assist individuals in their quest for perfection and eternal
life. That assistance should provide a period of intensive learning in a stimulating setting where
a commitment to excellence is expected and the full realization of human potential is
pursued." To this end, the University seeks qualified students of various talents and backgrounds,
including geographic, educational, cultural, ethnic, and racial, who relate together in such a
manner that they are “no more strangers and foreigners, but fellow citizens with the saints, and of
the household of God.” It is the University’s judgment that providing educational opportunities
for a mix of students who share values based on the gospel of Jesus Christ and come from a
variety of backgrounds and experiences is an important educational asset to BYU.
Participation Policy
You will be expected to participate in class, especially given the fact that the success of this
course is largely determined by the quality of discussion that is generated during class. The class
will be much more rewarding if we have everyone discussing the readings and sharing their
ideas. In order to accomplish this, I have assigned reaction papers and reading guides as
incentive to complete the reading before class starts. I have consciously eliminated as much
reading as possible to make the reading load reasonable. Some weeks will be lighter than others,
so use those weeks to get ahead.
Grades
There are four components to your course grade as follows:
Participation in class
Reading Guides
Throughout the term
10 collected periodically
50 points total
5 points each
Exams
Exam 1
Exam 2
Exam 3
3 Exams in the term
Week 6 (1st book)
Week 10 (2nd book)
December 11 11am-2pm
300 points total
100 points
100 points
100 points
MMA Part 1
MMA Part 2
Throughout the term
October 5
November 2
150 points total
75 points
75 points
Presentation
Group Presentation
Last month of term
Nov 26 – Dec 5
100 points total
100 points
Papers
Grading Scale
A
93% to 100% B-
80% to 82%
D+
67% to 69%
A-
90% to 92%
C+
77% to 79%
D
63% to 66%
B+
87% to 89%
C
73% to 76%
D-
60% to 62%
B
83% to 86%
C-
70% to 72%
E
0% to 59%
Exams
Each of the first two exams will cover one of the books that we will be reading in class. The final
exam will be a cumulative exam and will require an analysis and application of the information
covered throughout the entire semester. All of the questions will come from the readings, lecture,
films and class discussion. Half of the exam questions will be multiple-choice/completion and
the other half will be essay. The multiple-choice/completion portion will consist of 50 questions.
Before each exam I will give you a collection of essay questions, two of which will be on the
exam. I do this so you can study beforehand, and in addition, this method fosters new learning
while taking the exam. The exam dates are written in bold on the course schedule and
cannot be made up. The first two exams will be in the testing center. You cannot use your book
or notes and there will be no time limit. All of the reading guides will be posted on Learning
Suite. The collection of these reading guides will be the study guide to give you a better idea of
what will be covered on the exams.
My Multicultural America Paper (MMA I and II)
For Part I, you will need to do the following 3 steps which involve the use of qualitative methods
to investigate your understanding and experiences of race and ethnicity, as well as one family
member’s and an individual of a different race’s understanding and experiences of race and
ethnicity.
Step 1: Identify your own perceptions and experiences with race and ethnicity.
Step 2: Identify the perceptions and experiences of race and ethnicity of 1 member of
your family (this person CANNOT be the same generation as you) and of an individual
that is of a different race than you (this person can be the same generation as you).
Step 3: Compare your own perceptions and experiences with race and ethnicity with what
you learned in the other interviews.
The end result will be a 3-4 page essay (double spaced) which describes your personal
experiences with race and ethnicity, compares them with the experiences of a family member
and individual of a different race, and analyzes these experiences using sociological concepts.
For Part II, you will need to choose one of the racial or ethnic groups of your family, research the
history surrounding the circumstances of this group’s entry into America, and compare and
contrast their experiences to a different racial/ethnic group discussed in the Takaki book. What
challenges did they face in society? What social class was this group put in initially? Were they
able to achieve social mobility over time? If so, how was this accomplished? How were they
racialized and what types of stereotypes were thrust upon them by the dominant group. How did
these stereotypes play a role in their interactions with the larger society and within their own
racial/ethnic group? In this paper, you will need to research and write about the above mentioned
aspects both historically, as well as how these aspects affect this group today (e.g. Is this group
still in the same social class? Have circumstances changed for this group; if so, how? Do
members of this group continue to be stereotypes as they were in the past?). Part II should be 4-5
pages (double spaced). REMEMBER: This is a historical-sociology paper; therefore, it is
imperative that you do more than just summarize each group’s experience. Use your sociological
imagination. Takaki wrote A Different Mirror from a historical sociological approach; thus, you
may want to consider using his writing style as an example for your paper.
Group Presentation
In groups of 4 or 5, students will choose a topic related to information covered over the course of
the semester and then expound on that topic in an original visual presentation (PowerPoint,
Prenzi, student-made film). Take this opportunity to choose something exceptionally interesting
or meaningful to the group. Presentations may include topics such as transracial adoption,
interracial marriage, Polynesian immigration to Utah, American Indians and Mormon Pioneers,
etc. The keys to these presentations are: 1) that the topics are thoroughly researched; 2)
information is accurately presented; 3) there is a clear sociological analysis of the topic based on
information presented in the course and 4) that all group members equally contribute.
Presentations should be 12 to 15 minutes in length and should include a 2-page summary of your
work.
UNIVERSITY POLICIES
Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all
of their academic work. Academic honesty means, most fundamentally, that any work you
present as your own must in fact be your own work and not that of another. Violations of this
principle may result in a failing grade in the course and additional disciplinary action by the
university. Students are also expected to adhere to the Dress and Grooming Standards.
Adherence demonstrates respect for yourself and others and ensures an effective learning and
working environment. It is the university's expectation, and my own expectation in class, that
each student will abide by all Honor Code standards. Please call the Honor Code Office at 4222847 if you have questions about those standards.
Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any
participant in an educational program or activity that receives federal funds. The act is intended
to eliminate sex discrimination in education and pertains to admissions, academic and athletic
programs, and university-sponsored activities. Title IX also prohibits sexual harassment of
students by university employees, other students, and visitors to campus. If you encounter sexual
harassment or gender-based discrimination, please talk to your professor; contact the Equal
Employment Office at 801-422-5895 or 1-888-238-1062 (24-hours), or
http://www.ethicspoint.com; or contact the Honor Code Office at 801-422-2847.
Student Disability
Brigham Young University is committed to providing a working and learning atmosphere that
reasonably accommodates qualified persons with disabilities. If you have any disability which
may impair your ability to complete this course successfully, please contact the Services for
Students with Disabilities Office (422-2767). Reasonable academic accommodations are
reviewed for all students who have qualified, documented disabilities. Services are coordinated
with the student and instructor by the SSD Office. If you need assistance or if you feel you have
been unlawfully discriminated against on the basis of disability, you may seek resolution through
established grievance policy and procedures by contacting the Equal Employment Office at 4225895, D-285 ASB.
Respectful Environment
"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst
insulting in their comments to and about others... We hear derogatory and sometimes even
defamatory comments about those with different political, athletic, or ethnic views or
experiences. Such behavior is completely out of place at BYU, and I enlist the aid of all to
monitor carefully and, if necessary, correct any such that might occur here, however inadvertent
or unintentional. I worry particularly about demeaning comments made about the career or major
choices of women or men either directly or about members of the BYU community generally.
We must remember that personal agency is a fundamental principle and that none of us has the
right or option to criticize the lawful choices of another. " President Cecil O. Samuelson, Annual
University Conference, August 24, 2010 " Occasionally, we ... hear reports that our female
faculty feel disrespected, especially by students, for choosing to work at BYU, even though each
one has been approved by the BYU Board of Trustees. Brothers and sisters, these things ought
not to be. Not here. Not at a university that shares a constitution with the School of the
Prophets." Vice President John S. Tanner, Annual University Conference, August 24, 2010
Academic Honesty
The first injunction of the BYU Honor Code is the call to be honest. Students come to the
university not only to improve their minds, gain knowledge, and develop skills that will assist
them in their life's work, but also to build character. President David O. McKay taught that
"character is the highest aim of education" (The Aims of a BYU Education, p. 6). It is the
purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students
should seek to be totally honest in their dealings with others. They should complete their own
work and be evaluated based upon that work. They should avoid academic dishonesty and
misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification,
cheating, and other academic misconduct.
Course Schedule for Sociology 113: Multicultural America
Week
Day
Date
Readings
Assignments
27-Aug
29-Aug
31-Aug
Subject
SOCIOLOGICAL BASICS
Introduction to Class
Sociological Imagination
Understanding Diversity - Guest Speaker
M
W
F
No readings
Conley Chapter 1
Pincus Intro & Chp 2
Reading Guide
Reading Guide
2
M
W
F
3-Sep
5-Sep
7-Sep
NO CLASS - Labor Day
Star Power - Last Names starting with A-H
Star Power - Last Names starting with I-Z
Read Ahead
Read Ahead
Read Ahead
Start MMA Interviews
Start MMA Interviews
Start MMA Interviews
3
M
W
F
10-Sep
12-Sep
14-Sep
Socialization and the Construction of Reality
Socialization and the Construction of Reality
Stratification & Inequality
Conley Chapter 4
Conley Chapter 4
Conley Chapter 7
Reading Guide
4
M
W
F
17-Sep
19-Sep
21-Sep
Stratification & Inequality
Poverty
Poverty
Conley Chp 13 pgs. 493-502 &Pincus Chp
3 pgs 29 - 41
Conley Chapter 10
Pincus Chapter 3 pgs 41 - 50
Budget Exercise
Reading Guide
Reading Guide
5
M
W
F
24-Sep
26-Sep
28-Sep
Gender
Gender & Sexual Orientation
Race - Power & Privilege
Pincus Chapter 5
Pincus Chapter 6
McIntosh; White Identity Theory
Reading Guide
Reading Guide
The Pathology of Privilege (on byugle)
6
M
W
1-Oct
3-Oct
Conley Chapter 9
Pincus Chapter 4
Reading Guide
The House We Live In (on BYU Byugle)
F
5-Oct
Race
Race & Film Discussion
Review - Exam begins Friday @ 1 in Testing
Center
No readings
MMA - Part I due (at beginning of class)
Takaki Chapters 1 & 2
Takaki Chapter 4
Takaki Chapter 3
Reading Guide
Reading Guide
Reading Guide
Steinberg
Reading Guide
1
7
M
W
F
8-Oct
10-Oct
12-Oct
MULTICULTURAL AMERICAN HISTORY
A Tale of Two Frontiers
American Indians - From Removal to Reservation
The Hidden Origins of Slavery
8
M
15-Oct
The Reconstruction of Black Servitude after the
Civil War
Reading Guide
9
10
W
F
17-Oct
19-Oct
Film - Slavery By Another Name
Slavery and its discontents
No Readings
Takaki Chapter 5
Reading Guide
M
22-Oct
Takaki Chapter 7
Reading Guide
W
F
24-Oct
26-Oct
Mexicans - The War Against Mexicans
American Indians - From Reservation to
Reorganization
Up From Mexico
Takaki Chapter 9
Takaki Chapter 12
Reading Guide
Reading Guide
M
W
29-Oct
31-Oct
Takaki Chapter 10
Reading Guide
F
2-Nov
Guest Speaker
Pacific Crossings
Review - Exam begins Friday @ 1 in Testing
Center
No Readings
MMA Part II due
Brown; Bonilla-Silva; Wingfield
Massey
Sampson
Start preparing group presentations
Reading Guide
Reading Guide
Mauss
11
M
W
F
5-Nov
7-Nov
9-Nov
CONTEMPORARY MULTICULTURAL AMERICA
Colorblindness & Emotion Work (Guest Speaker)
Immigration Part I
Immigration Part II
12
M
W
F
12-Nov
14-Nov
16-Nov
Affirmative Action
Multicultural Utah
Blacks and the Priesthood
Learning Suite
Learning Suite
Nobody Knows
M
19-Nov
Nobody Knows
T
F
20-Nov
22-Nov
Blacks and the Priesthood
FRIDAY INSTRUCTION - Film Discussion &
Reaction Papers due
Thanksgiving - NO CLASS
14
M
W
F
26-Nov
28-Nov
30-Nov
Class Presentations
Class Presentations
Class Presentations
No Readings
No Readings
No Readings
15
M
W
3-Dec
5-Dec
Class Presentations
Class Presentations
No Readings
No Readings
16
T
11-Dec
FINAL 11am - 2pm
13
No Readings