Racial and Cultural Minorities -- Sociology 331
Spring 2012
Instructor:
Office Hours:
Web Page (& class links):
Phone & email:
Mail box:
Tim Dunn
Office: Fulton Hall 270
MW 2:00-2:50, T/Th/F 11:00-12:00, & by appointment
http://faculty.salisbury.edu/~tjdunn/
410-543-6432; tjdunn@salisbury.edu
280 Fulton Hall, Sociology Dept. office
Texts: Racial and Ethnic Groups. 2010 (12th edition). Richard T. Schaefer. Upper Saddle River, NJ: Prentice Hall.
Race and Ethnicity in Society: The Changing Landscape. 2012 (3rd edition) Elizabeth Higginbotham and
Margaret Anderson (editors). Belmont, CA: Wadsworth
& other assigned readings available via class web site
I. Course Description –– The U.S. population is becoming increasingly diverse. By mid-century, racial and ethnic
minority groups cumulatively will become the majority of the nation’s population -- as has already occurred in several
states, most notably California and Texas, and will fairly soon in Maryland and several other states. While becoming
more diverse, challenges remain in terms of equality and fairness. Historically, much progress has been made in
reducing racism, prejudice, and discrimination, but they continue to exist in often more subtle forms in the
contemporary U.S. This course will examine these topics by drawing on sociological research and theoretical concepts
to examine each of the main U.S. racial and ethnic groups as well as a range of current issues affecting all groups,
including: the media and pop culture, criminal justice, housing, education, work, immigration, health, environment,
families and communities.
In terms of format, the class will be a mix of lectures (& occasional video clips) combined with student-led
small group discussion to create a structured but also interactive learning environment. An important ideal in this
course is to facilitate the emergence of a diversity of views, including spirited, respectful exchanges among class
members on given topics, informed by sociological concepts and research (i.e., the readings). We will draw on
current events as well, with the aim of becoming more informed citizens.
NOTE: This is a 4-credit course, and the work load is significantly more than that for a 3-credit class.
II. Objectives – The University’s “highest purpose is to empower our students with the knowledge, skills, and core
values that contribute to life-long learning, gainful employment, and active citizenship in a democratic society and
interdependent world” (SU Catalogue, 2010-2012: pg. 6). Further, the course promotes several of the university’s
values: diversity, community, and civic engagement. Diversity if a core focus of this class, and community is reinforced
by developing your ability to understand and discuss some of the key facets of racial and ethnic relations. Further, you
will be encouraged to consider not only how the topic affects your life, but also how you can make a positive
contribution to racial and ethnic relations (a form of civic engagement). This course should not only provide you with a
deeper understanding of racial and cultural minorities and opportunities to discuss relevant information, but also to
develop your critical thinking skills to look beyond "common sense" explanations and surface appearances. All of this is
useful in employment and many other settings, particularly as diversity grows.
III. Coursework Requirements (read carefully!)
A. 3 Readings Discussion Papers (RDP’s) --- Write on the readings for 3 topics – at least 1 of which must be done
before spring break. The papers are generally due the second day we are scheduled to cover the topic, unless I
announce otherwise. No papers may be written on the first or last topics of the term.
Format -- Length 6-7 pages, 2 Parts:
Part 1. Main Ideas – Length 5-6 pages. Elaborate on several details or key ideas from at least 5 assigned readings
(or all rdgs., if fewer than 5 are assigned) for a given topic. Note each chapter assigned counts as 1 reading.
No introduction or conclusion is necessary; do not provide a general overview. Be selective and detailed ; focus on
specific information & ideas in rdgs. that you find most interesting or important. Do not quote text extensively or
frequently; put things in your own words. You must provide at least 1 citation of a rdg./paragraph -- author and
page #(s) in parentheses, e.g., (Schaefer, 27).
Also, you must:
a. Draw / make at least 1 connection or link between 2 or more readings (e.g., compare or contrast on a
given point). [Integration of materials]
b. Provide 1 example (not in the assigned readings) of some idea or issue from rdgs.; the example can be
hypothetical, or real world’ish. [Application of ideas]
2. Critical Reflection – Length 1-2 pages. Use a heading for this section, which should be a brief reaction to
and evaluation of the readings and issues raised in them. Tell me what you think about these topics and the
readings on them that you’ve just discussed in part 1. I want some thoughtful reflection on and critique of the
readings and / or the issues they raise. You have a lot off freedom here.
B. 9 Readings Note Sheets: Length 2 pages (minimum). Due 2nd day topic scheduled for a topic, for all topics you
do not write an RDP (except you can skip1 of your choice). [13 total topics in class-3 RDP’s = 10 other topics;
you do notes for 9 and can skip 1.] However, everyone should do Rdgs. Notes Sheets on the first topic. Your
notes should include some main ideas &/or key information from at least 3 assigned readings. These do not have
to be comprehensive on everything you read, and they can be quite informal (e.g., with abbreviations, not have
complete sentences, etc.). You have wide leeway on the format, but they must be legible and substantive. You
must have a page number and reading author(s) for each note entry / main point. Use your own words, not
quotes. This will greatly aid group discussion as well as test preparation and your overall learning.
C. 1 Application & Research Paper -- Length 5-6 pages, Due May 10, but can be turned in anytime after May 1. Topic
Statement is due April 26. Details on this assignment will be given in second half of term, but generally you will be asked to
apply some ideas from class to three outside articles and to aspects of you own life.
D. Group Discussion Leading & Class Participation. You will lead a small group discussion 3 times, on 3 topics for
which you should have written an RDP. I also expect you to participate in group discussions as well as be generally
involved in the class. This presumes your attendance and familiarity with the readings, especially on group discussion
days. An honest effort at participation showing reasonable preparation for class will suffice.
Attendance Policy: You are required to attend all classes. Failure to attend will negatively affect your grade,
significantly. FYI: I take attendance at least half the time. This will be crucial in the case of borderline grades.
E. Attend 2 campus cultural events (or 1 may be a volunteer service activity); at least 1 must be an African
American History Cultural Event. (Paper Length 1-1½ pgs.) Briefly describe several details and summarize the
content of the event, and then briefly relate it to something specific from class rdgs. You must turn it in within 3 weeks
after the event. The African American History Month event write-up must be turned in by Spring Break.
F. 2 Tests. There will be two exams, each covering roughly half the material for the term. The second exam will
not be cumulative. The tests will include multiple-choice and short answer or short essay questions.
IV. Grade Calculation & Scale:
3 RDP’s @ 25 points each
9 Readings Note Sheets @ 3 pts. each
Application & Research Paper
2 Cultural event papers @ 5 points
Group Disc. Leading & Class Participation
2 tests (1st @45 points, 2nd @55 pts.)
Total
Grade Scale:
A
90-100%
235-262 pts.
B
80-89%
210-234 pts.
C
70-79%
183-209 pts.
D
60-69%
157-182 pts.
F
59% & below
156 pts. & below
75 points (29% of total pts.)
27 points (10% of total points)
25 points (10% of total pts.)
10 points ( 4%of total pts.)
25 points (10%% of total pts.)
100 points (38% of total pts.)
262 points
V. Miscellaneous…
Extra Credit: You may earn 5 points on 2 occasions (10 points) during the term by briefly writing up (1&1/2 page) a
summary of and a few details from a campus event (lecture, film, etc.) or from your participation in some sort of
community volunteer activity, and/or briefly link it to something from class materials. You must turn it in within 3
weeks after the event. May 10 is last day to turn anything in.
Make-up Policy: I will not grant make-ups or extensions for exams and paper unless you face extraordinary circumstances
(illness, family problems, etc.) or a university-scheduled activity.
Writing Help -- University Writing Center–Room 206 Guerrieri University Center, 410-543-6332 (x36332)
www.salisbury.edu/uwc .
Studying Help and other assistance – Center for Student Achievement – Room 213 Guerrieri University Center, 410677-4865 (x74865) http://www.salisbury.edu/achievement/ .
Please feel free to contact me outside of class. I am on campus in my office quite a bit beyond office hrs. You can call me
or contact me via email. It generally takes me up to 24 hours to reply to emails, 48 hrs. on weekends
Respectful Classroom -- I expect us all to do our best to treat each other with respect and civility in class.
Tentative Schedule (subject to change)
Dates
Topic
Feb. 2, 7, 9
Background Concepts & Theories
[Everyone should do Rdgs. Notes Sheets on this topic]
Readings
Schaefer, Chs. 1, 2, & p.58-75 in Ch. 3
Higginbotham & Anderson: Rdgs. 1,2 3, 6, 7
Feb.14, 16
African Americans
Schaefer, Chs. 7 & 8
Web Rdg.: Zinn
Feb. 21, 23
Hispanic or Latino Americans
Schaefer, Chs . 9 &10
H&A: 8
Web Rdg.: Garcia
Feb 28, March 1
Asian Americans
Schaefer, Chs. 12 & 13
H&A: 17
March 6, 8 (½)
Native Americans (American Indians) Schaefer, Ch. 6
H&A: 21
Web Rdg.: Nieves et al. & 1-2 To Be Announced
March 8 (½), 12
White Ethnics & others
MARCH 15
Mid-Term Exam
March 19-23
SPRING BREAK
March 27, 29
Media & Popular Culture
H & A: 11, 12, 13, 14, 15
Web Rdg.: McIntosh
April 3, 5
Criminal Justice (& citizenship)
H&A: 49. 50, 51, 52, 20, 22
Web Rdg.: Alexander, & maybe 1 more TBA
April 10, 12
Housing & Education
H&A: 41, 42, 43, 44, 16
Web Rdg.: Kozol, Fletcher et al., maybe 1 more TBA
April 17, 19
Work & Immigration
H&A: 24, 25, 26, 33, 34, 35, 36
Web Rdg.: Meyerson & Massey
April 24, 26
Health & the Environment
H&A: 45, 46, 47, 48
Web Rdg.: Zenk et al. & TBA
May 1, 3
Families & Communities (& relationships) H&A: 30, 32, 37, 38, 39, 40
Web Rdg.: NPR (on Native Americans)
Schaefer, p.114-129, & Chs. 11 & 14
H&A: 4
May 8, 10
Bldg. A Just Society, & Comparing
[NOTE: Rdgs Notes only on last topic, No RDP’s]
May 10
May 18, 1:30-4:00
Application & Research Paper Due
FINAL EXAM
H&A: 53, 54, 55, 19
Schaefer, Ch . 16
Web(1): TBA