University of Wisconsin-Whitewater
Curriculum Proposal Form #4A
Change in an Existing Course
Type of Action (check all that apply)
Course Revision (include course description & former and new syllabus)
Contact Hour Change and or Credit Change
Diversity Option
General Education Option
area: Select one: *
Grade Basis
Repeatability Change
Other:
* Note:
For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General
Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Effective Term: 2147 (Fall 2014)
Current Course Number (subject area and 3-digit course number): SOC 392 and AFRIAMR 392
Current Course Title:
AFRICAN AMERICAN FAMILIES
Sponsor(s):
Chandra Warning
Department(s):
Sociology, Anthropology & Criminal Justice
College(s):
Letters and Sciences
List all programs that are affected by this change:
Sociology Major and Minor, Race & Ethnic Cultures Minor, Liberal Studies Major and Minor,
Health and Family Studies Minor
If programs are listed above, will this change affect the Catalog and Advising Reports for those
programs? If so, have Form 2's been submitted for each of those programs?
(Form 2 is necessary to provide updates to the Catalog and Advising Reports)
NA
Yes
Proposal Information:
I.
They will be submitted in the future
(Procedures for form #4A)
Detailed explanation of changes (use FROM/TO format)
FROM: SOC 392/AFRIAMR 392
This course will survey the historical development of the African-American Family from
Africa to modern times. Significant events and other economic and social forces will be
scrutinized to ascertain their role in shaping the contemporary Black family. The latest
literature models, paradigms, and statistical findings will also be critically examined.
(Offered jointly with African-American Studies.) Prereq:3 units of sociology or 3 units of
African American studies.
TO: SOC 392/RACEETH 392
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II.
Justification for action: diversify the course material on families.
III.
Syllabus/outline (if course revision, include former syllabus and new syllabus)
Course Description: This course will examine the “traditional” definition of family throughout
American history as well as how more and more families challenge this definition. We will discuss how
political, economic and social factors have shaped the experiences, structure and dynamics of families;
and we will analyze trends in family formation patterns. (Offered jointly with Race and Ethnic Studies.)
Prereq:3 units of sociology or 3 units of Race and Ethnic studies.
The original syllabus is below:
COURSE SYLLABUS
SEMESTER:
COURSE TITLE:
COURSE #
INSTRUCTOR:
OFFICE:
OFFICE HOURS:
EMAIL:
REQUIRED TEXT:
Spring 2009
African American Families
AFRIAMR/SOCIOLGY 392-01
Dr. E. Howard Grigsby
White 208
11:00– 12:00N TR
grigsbyg@.uww.edu
Climbing Jacob's Ladder: The Enduring Legacy of African-American Families.
Andrew Billingsley. Supplementary Readings are on Reserve in the Main
Library. Additional readings may also be assigned by the Instructor.
PURPOSE AND OBJECTIVE
This course is intended for upper-division students with some background in sociology. The course is
divided into two phases. Phase one focuses on conceptual and theoretical issues of African American
marriage and family life and phase two on substantive issues. The course begins with an examination of
past approaches to the study of African American families in American scholarship, and presents
Billingsley’s Wholistic approach as an alternative. We proceed to develop an operational definition of
African American families that reflects historical and contemporary family structure and family functions.
The most widely used conceptual and theoretical paradigms in African American family studies are then
assessed and critiqued according to their validity and practicality. Phase one ends with a discussion of the
role and significance of “objectivity” in the study of African American families. Phase two examines the
evolution of the African American family from its origin in Africa, through the Atlantic slave-trade,
emancipation, and modern times. Premarital, marital, and post marital & family relations are examined in
reference to their historical retentions, alterations and adaptations. The course ends with an assessment of
current family issues and policy, and implications for traditional and alternative forms.
PROCEDURE
Class sessions will be conducted through lectures, guest speakers, (when possible), audio-visual aids, and
the dialogical approach. Group discussion will be the primary modus operandi. Student reports may be
assigned.
ACCOMMODATION
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory
learning environment. It is the responsibility of all undergraduate and graduate students to familiarize
themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs
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Accommodation, Discrimination, and Absence for University Sponsored Events. (For details please refer
to the Undergraduate and Graduate Timetables; the “Rights and Responsibilities” section of the
Undergraduate Bulletin; the “Academic Requirements and Policies;” the “Facilities and Services”
sections of the Graduate Bulletin; the “Student Academic Disciplinary Procedures” [UWS Chapter 14];
and the “Student Nonacademic Disciplinary Procedures” [UWS Chapter 17]). The University policy
regarding cheating (Chapter 14 of the Student Handbook) will be enforced.
EVALUATION
Students are expected to attend classes regularly and read all assigned materials prior to class meetings.
This will help facilitate classroom discussion and greater comprehension of the issues. It is also
important that students pay attention and not engage in casual conversations when the class is in session.
Final grade computation will be based on one quiz (accounting for approximately 25 percent each), and a
mid-term and final examination (accounting for approximately 30 and 35 percent respectively). The
additional 10 percent will come from class participation (which may include an assigned group report).
Students missing more than 8 classes can not earn the percentage points for class participation and may be
dropped from the class roll. Tentative quiz/exam dates are:
Quiz 1 -------------------------------14 February
Mid-term----------------------------12 March
Quiz 2-------------------------------- 9April*
FINAL EXAM------------------- THURSDAY, 14 MAY 10:00 – 12:00 Noon
NOTE:
Make-up quizzes or exams will not be given.
CONTENT
I.
Purpose and Overview
[20 Jan]**
II.
Introduction to African American Families
[22 Jan – 3 Feb]
A.
Past approaches to studies of African American families in American scholarship and
Billingsley’s alternative approach.
A.
Definition, structure and functions of African American families
Text Readings: Chapter(s) Introduction, 1, 2
On Reserve: “Black Families in History,” Willie, Charles V. 1999
III.
Leading Conceptual & Theoretical Perspectives and Issues of Objectivity
[5 – 19 Feb]
A.
Paradigms
B.
Objectivity
On Reserve: (1) “Theories and Frames of References” Eshleman, R.J., 2006.
(2) “Theoretical Perspectives.” Schaefer, R.T., 2006.
(3) “Theories of the Adaptation of Blacks in American Soc.” Willie, C.,
1999
(4) "Sociological Theories,” Staples, R., 1999.
(5) "Objectivity," Parrillo, V. 2000
(6) "Problems of Objectivity," Robertson, I.
IV.
Historical Background of African American Families
[24 Feb – 10 March]
A.
The African heritage of African American families
B.
The European slave-trade
C.
The process of emancipation
Text Readings: Chapter(s) 3, 4, 5
On Reserve: (1) "Historical Background," Pinkney, A.,
(2) “The Myth of the Absent Family.” Genovese, E.D., 1999
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V.
April]
Social Support Systems in the African American Community
[17-19 Mar; 31Mar-2
Text Readings: Chapter(s) 17
On Reserve: (1) “Extended Family Support among Older Black Families.” Perry, C.,
2001
(2) “Grandmothers Functions in Multigenerational Families,” Flaherty, 1999
(3) "The Church and Religion in the Black Community," Backwell, J., 1991
SPRING BREAK- 22 March- 29 March
VI.
Stratification and Social Mobility
[7 Apr; 14 Apr-23]
A.
Origin and contemporary social stratification of African American families
Text Readings: Chapter(s) 1 [pp. 45-58]; 13
On Reserve: (1) “The Economy,” Feagin, Joe, R., 2003.
VII.
7May]
Contemporary Marriage & Family Formation, Family Dissolution, and Social Policy. [28April –
Text Readings: Chapter(s) 10, 18
On Reserve: (1) "Male-Female Relations," Chapman, A., 1999.
(2) "Poverty and Family Structure," Neckerman, 1997
(3) "Unemployment and Family Disruption," Grigsby, E., 1997
(4) “Deep Structures of African American Female-Male Kin
Networks.” Scott, W & A Black, 1999.
*the instructor reserve the right to substitute quiz 2 for class reports.
**dates listed for covering materials are tentative.
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The revised syllabus is below:
Minority and Multiracial Families: SOCI 392
Fall 2014
Professor: Dr. Chandra Waring
Office: Laurentide Hall, Room 2127
Office Hours: By appointment
Email: waringc@uww.edu
“Families cannot be separated from the social and cultural contexts in which they are
embedded.”
~Katarina Wegar
Course Description: This course will examine diverse types of families through a sociological
lens. We will examine the “traditional” definition of family throughout American history as well
as how more and more families challenge and/or amend this conventional definition. We will
discuss how different political, economic and social factors (i.e. slavery, immigration policies,
wars, etc.) have shaped the experiences, structure and dynamics of different how families
function in the United States. We will analyze families of diverse racial backgrounds as well as
other families that have been constructed as outside of the “norm,” such as queer families,
military families and immigrant families. We will also outline specific societal changes (e.g.
technology) that have contributed to how families stay connected, bond and communicate role
expectations. Lastly, we will analyze trends in family formation patterns (i.e. marriage, cohabitation, etc.) and discuss the implications of the rapidly changing “typical” American family.
Course Objectives:
 explain the historical construction of the “typical” American family
 outline the structural conditions that have shaped and changed family roles, structure and
experiences
 explore how racial inequality impacts family relationships and the dynamic of the family
as a whole
 examine racial trends in family formation patterns through marriage and cohabitation
 understand how race influences the experiences of queer, military and immigrant families
 hone critical thinking skills by understanding how structural inequality shapes intimate
partnering, marriage and family formation patterns
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Course Policies:
 The curriculum discussed in this course is based on empirical research conducted by
professionally trained social scientists. As such, the class material is not to be debated as
facts; it is to be understood as contributions from the discipline of sociology. Please
participate in class discussions with respect, reasoning and an open mind. Please keep
the sociological relevance at the center of class discussions.
 Plagiarism or cheating is unacceptable academic behavior and will result in an automatic
failing grade in this course. It would be helpful for you to refer to
http://www.uww.edu/handbook/student/guide_integrity.html in order to
comprehensively understand what plagiarism and academic dishonesty entails.
 The use of cell phones, IPODs and/or other distracting technological devices are not
permitted during class. Please turn off/silence your cell phones and IPODs before you
enter the classroom. Also, laptops are allowed for strictly academic purposes. If I find
that students are abusing this privilege (i.e. browsing Facebook), I reserve the right to
reconsider laptop usage in the classroom.
 My lectures are my own original expression and are protected by federal copyright law.
Students are not authorized to record my lectures or to make any commercial use of them
without my explicit permission.
 Please be punctual! Excessive tardiness disrupts the classroom environment. Tardiness
that prevents your ability to participate in class activities will be reflected in your class
participation grade.
 The best way to contact me is via email at waringc@uww.edu. Write “SOC 250” in the
subject line and I will respond as quickly as I can. However, I will not respond to emails
after 5pm the day before an assignment is due or the day before an exam.
 Check D2L regularly, as I often post important announcements, including class
cancellations and relevant current events.
University Statement: The University of Wisconsin-Whitewater is dedicated to a safe,
supportive and non-discriminatory learning environment. It is the responsibility of all
undergraduate and graduate students to familiarize themselves with University policies regarding
Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation,
Discrimination and Absence for University Sponsored Events (for details please refer to the
Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the
Academic Requirements and Policies and the Facilities and Services sections of the Graduate
Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the
“Student Nonacademic Disciplinary Procedures”) (UWS Chapter 17).
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Evaluation and Grading:
A
A-
93-100 B+
90-92
87-89
C+
77-79
D+
67-69
B
83-86
C
73-76
D
63-66
B-
80-82
C-
70-72
D-
60-62
F
<60
Your grade will be comprised of five components: paper (20%), interview reflection (20%),
group presentation (20%), participation/CT exercises (20%) and a final project (20%). All
grades are final barring a mathematical miscalculation on my part.
Paper: (1-2 pages): Explain the historical definition of the “typical American family” by
outlining how at least one social institution has contributed this social construction.
Relative Interview Reflection: (2-4 pages): Interview a family member about the history of
your family with a strong emphasis on access to institutional resources; write an honest reflection
about what you learned during this process.
Group Presentation: Groups of 3-5 students will give a 15-18 minute formal presentation
about how families of different racial backgrounds are portrayed in the media (music videos,
commercials, films, magazines, etc.)
Participation/Critical Thinking Exercises: Participation includes both engaging in class
discussions and completing critical thinking exercises. I will assign frequent in-class writing
exercises that will demonstrate how well you understand the course material as well as your
growth as a critical thinker.
Final Project/Policy Proposal: (3-5 pages): Students will design a policy that addresses the
needs and concerns of families that have been discussed throughout the semester. The proposal
must include two institutional initiatives; students can work in pairs or groups of 3 that must be
approved by the professor at least three weeks before the semester ends.
Note: Detailed guidelines for each assignment (except CT exercises) will be provided in
advance.
Late Assignments: Late assignments will only be accepted in extenuating circumstances, such
as a personal, medical or family emergency. Proper documentation must be provided.
Learning Disabilities: If you have a documented learning disability, please provide
documentation so that I can provide you with the appropriate accommodations to which you are
entitled. For more information, please go to
http://www.uww.edu/csd/information/policies/documentation.html.
Religious Holidays: If there are any conflicts between course requirements/attendance and
religious holidays, send me an email two weeks prior to the scheduling conflict so that necessary
accommodations can be made.
Academic Assistance: In order to do well in this course, you must read the chapters or articles
before coming to class in addition to taking notes during class. If you have trouble
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understanding the course material, please contact me immediately. I am happy to help you
explore techniques to better comprehend the material.
Required Texts: Families as They Really Are by Barbara J. Risman
Minority Families in the United States: A Multicultural Perspective (3rd
Edition) by Ronald L. Taylor
Note: The course schedule is tentative; the content and length of time devoted to each topic may
vary.
Course Outline
Week 1: Overview of the Course
Key Concepts and Theories
Lamanna and Riedman: “Defining Family” and “A Family of Individuals”
Taylor “Minority Families in America: An Introduction”
Week 2: Methods: How to Study Families
Risman Ch. 1-4, 40
LeBlanc Random Family: Love, Drugs, Trouble and Coming of Age in the Bronx
Week 3: How Families Change: Family Arrangements, Race and the Construction of Childhood
Risman Ch. 5, 6, 10
Week 4: How Families Change Cont’d: Technology, Economy and Virtual Family Ties
Lamanna and Riedman “Three Society Trends that Impact Families”
Purkayastha “Interrogating Intersectionality: Maintaining Meaningful Ties with
Transnational Family”
Week 5: African American Families
Risman Ch. 7; Taylor Ch. 1, 2
Paper Due
Week 6: Asian American Families
Taylor Ch. 7, 8, 11
Week 7: Latino Families
Taylor Ch. 4-6
Week 8: Native American Families
Taylor Ch. 12
Kawamoto and Cheshire: “American Indian Families: Resilience in the Face of Legal,
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Economic and Cultural Assault”
Week 9: Multiracial Families
Risman Ch. 10, 11
Waring: “‘I Don’t Look Like Her:’ Race, Resemblance and Relationships in Multiracial
Families”
Week 10: Queer Families
Risman Ch. 8-9, 20
Lorde: “‘Man Child:’ A Black Lesbian Feminist’s Response”
Relative Interview Reflection Due
Week 11: Military Families
Blaisure, et al. “An Introduction to Military Culture and Military Families” and
“Defining Features in Military Family Life”
Week 12: Does Marriage Make a Family?
Risman Ch. 15, 18
Week 13: Soon to be Family? Racial Trends in Intimacy and Co-habitation
Risman Ch. 12, 13
Week 14: Immigrants and the Future of American Families
Risman Ch. 22
Week 15: Group Presentations Due
Policy Proposal Due on the final exam day and time.
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