SOC 323 - Racial and Minority Group Relations
Fall 2013
Section 00: JFSB B032 on T and Th from 3:00pm – 4:20pm
Instructor: Daneka Souberbielle
Office Location: JFSB 2040
Email: profsoub@gmail.com
Office Hours: Th 1:00pm – 3:00pm or By Appointment
Course Information
Description
This course is designed to introduce key issues of race and ethnic relations in the United States. The
first half (roughly) of the class will cover the basic concepts of race and ethnicity within the field of
sociology to give us a common understanding of the ways we think about and discuss race and
ethnicity in the United States. We will also discuss the historical construction of race and ethnicity
before the 21st century. The second half of the course will focus on applying the theoretical concepts
learned during the first half of the class to contemporary issues in the United States. Throughout the
entire course we will discuss racial and ethnic experiences of African Americans, Native Americans,
Latino Americans and Asian Americans.
Material
Item
Vendor
Price
(new)
Price
(used)
Between Barack and a Hard Place: Racism
and White Denial in the Age of Obama
Required
by Wise, Tim
City Lights Publishers;
ISBN: 9780872865006
BYU
Bookstore
$13.95
$10.50
Narrative of the Life of Frederick Douglass
an American Slave & Incidents in the Life of
a Slave Girl Required
by Douglass, Frederick & Harriet Jacobs
MODERN LIBARARY CLASSICS;
ISBN: 9780345478238
BYU
Bookstore
$6.95
$5.25
Race and Ethnicity in the United States (7th
Edition) Required
by Schaefer, Richard T.
Pearson;Edition 7
ISBN: 9780205216338
BYU
Bookstore
$81.75
$61.35
Learning Objectives
The objectives for this class are as follows:
Students will learn the distinction between difference and inequality.
Students will learn the social construction of inequality by race and ethnicity.
Students will learn the sociological perspective and theories of racial and ethnic group relationships in
the United States.
Students will learn the social, economic, and political implications of changing national and global
demographics.
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.
Right to Change Syllabus
Due to class discussions, unexpected guest speakers and community events, there will often be
additional opportunities for learning that have not been scheduled on the syllabus. This syllabus may
(and probably will) change according to the needs of the class in order to maximize the amount and
diversity of educational opportunities that may present themselves. Please follow the syllabus on
Learning Suite for the updated syllabus changes. I will announce all syllabus changes in class and via
email.
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. In order to generate
vigorous, targeted discussion, I expect every student to come to class having read each reading
assignment. Throughout the semester we will be discussing difficult topics and my primary objective
is to ensure that we have a safe, respectful space in which to do so. Please approach each discussion
with thoughtfulness and tolerance for your classmates’ opinions and experiences.
Grading Scale
Grades Points
Grades Points
A
465 points C
365 points
A-
450 points C-
350 points
B+
435 points D+
335 points
B
415 points D
315 points
B-
400 points D-
300 points
C+
385 points E
0 points
Assignments
Race and Ethnicity Paper
For this assignment, you will need to execute 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: Position your personal perceptions and experiences and those of your interviewees within a
sociological framework of race and ethnicity.
The end result will be a 4-5 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 theoretical concepts discussed in the Schaefer
book and supplemental readings.
Exams
There will be two exams to assess your understanding of the materials covered in this class. Exam 1
will address the material covered in the first 7 weeks of the course including the Schaefer book,
Narrative of the Life of Frederick Douglass, all other readings, films and discussions held in class.
Exam 1 consists of fill in the blank, multiple-choice and 1 essay question and will be available to you
in the Testing Center for 3 days.
Exam 2 will cover the readings and presentations from the last 8 weeks of the course, including
information presented in student presentations.
Community Event
Community events include attendance at lectures, powwows, activities and service opportunities
fostering interethnic participation or education beyond that normally experienced in each student’s
ongoing life activities and university experience. The outside activities are highly variable and specific
to student interests, and therefore should be discussed with the teacher and approved in advance.
Students will report participation in outside activities in writing (2-3 pages double-spaced), including
a description of the activity and ethnic groups represented, an assessment of how the experience
changed the student’s understanding of the persons, topics, and activities encountered and how the
experiences reflects theoretical principals we have covered in class..
Media Analysis
This assignment will give you the opportunity to use theoretical concepts learned in class to analyze
movies. This exercise will allow you to apply your sociological imaginations to popularly consumed
media and practice applying theory to personal experiences and narratives. Movies must be selected
from a pre-approved list and suggestions for additional movies are welcome. Each analysis should be
2-3 pages double-spaced and will follow the rubric provided on Learning Suite.
Group Presentation
In groups of 3 or 4, 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, Prezi,
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, the "browning of America", racial motives for immigration policy, etc. The keys to these
presentations are:
1) Topics are thoroughly researched.
2) Information is accurately and creatively presented
3) There is a clear sociological analysis of the topic based on information presented in the course and
4) All group members equally contribute.
Presentations should be 20 to 25 minutes in length and should include a 3-4 page summary of your
work, including a short literature review of your sources. We will then commit 10 – 15 minutes to
student question and answer after each presentation.
Point Breakdown
Assignments
Points
Papers
Race and Ethnicity Paper
100
Exams
200
Participation (50 points each) 100
Community Event
Media Analysis
Group Presentation
TOTAL
100
500 points
Theme
Introductions
Date
9/3/13
9/5/13
9/10/13
9/24/13
9/26/13
Topic
Introduction to Class
Introduction of Interesting Persons
Race as Biology
Video: Race the Power of Illusion – The Difference
Between US
Race, Ethnicity and Identity
Prejudice
Discrimination
Video: Race the Power of Illusion – The House We
Live In
Racial Formation and Racial Socialization
Whiteness
10/1/13
Racism 1.0
10/3
10/8
10/10
“Slavery By Another Name”
Narratives Discussion
Early Immigration – Blurred Lines
10/15
10/17
Contemporary Immigration
Exam Review
10/22
10/24
10/28
10/30
11/12
Identity - Student Presentation
Complex Identities
Family - Student Presentation
Intermarriage, Transracial Adoption and Racial
Identity Formation in Childhood
Guest Speaker
Race, Ethnicity and Psychology - Student
Presentation
Emotion Work, Stereotype threat, Model
Minorities and Battle Fatigue, Contact and
Conflict Theory
Student Presentation
11/14
Discuss Tim Wise
11/19
Student Presentation
11/21
Affirmative Action, Criminal Justice
What is Race and
Ethnicity
Intergroup Relations
Racial Identity
Formation
U.S. Race Relations: PreCivil Rights
Immigration – Changing
the Ethnic Landscape
Immigration & Section
Review
Complex Identities
Family
9/12/13
9/17/13
9/19/13
11/5
Psychology
Economics, Education
and Healthcare
Criminal Justice and
Government Remedies
Thanksgiving Break
Media
11/7
11/26
11/28
12/3
12/5
12/10
Assignment
Schaefer Chapter 1
Cornell and Hartman Chapter 4
Schaefer Chapter 2
Schaefer Chapter 3
Garroutte
McIntosh
Helm
Race and Ethnicity Paper due
Narratives of Frederick Douglass
Narratives of Frederick Douglass
Narratives of Frederick Douglass
Schaefer Chapter 4 (pgs 115-129) & 5
C&H 5
Schaefer Chapter 6
Exam 1 Opens in Testing Center (Thurs,
Friday and Saturday)
No Readings
TBD
Sanchez et al
TBD
Jacobson
Community Event or Movie Analysis due
TBD
Wingfield
Between Barack and a Hard Place
TBD
Between Barack and a Hard Place
Between Barack and a Hard Place
TBD
Between Barack and a Hard Place
TBD
Community Event or Movie Analysis due
No Class
Student Presentation
Ethnic Representations in the Media
Nobody Knows: The Untold Story of Black Mormons
TBD
TBD
Summary
Exam 2 Due
The Church
12/12
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 or
contact one of the following: the Title IX Coordinator at 801-422-2130; the Honor Code Office at 801-4222847; the Equal Employment Office at 801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1888-238-1062 (24-hours).
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 University Accessibility Center (UAC), 2170 WSC or
422-2767. Reasonable academic accommodations are reviewed for all students who have qualified,
documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns.
Services are coordinated with the student and instructor by the UAC. 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 422-5895, D-285
ASB.
Academic Honesty
The first injunction of the 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.
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