LATINO STUDIES 101-001, FALL 2015
Introduction to Latino Studies
Tuesday and Thursday 11:00 AM – 12:15 PM, Bolton Hall B56
Instructor: Enrique E. Figueroa, Ph.D.
Office: Bolton Hall 183
Office Phone: 414-229-3651, -967-1604 [cell/home], figueroa@uwm.edu
Office Hours: Monday’s from 3:00 to 4:00 pm or by appointment
COURSE DESCRIPTION:
The course is an introduction to Latino Studies, a discipline that studies the experience
and condition of US Latinos—be they of Caribbean, Latin American, and especially of
Mexican descent. It treats Latino Studies as an interdisciplinary arena, drawing from
both the Social Sciences and Humanities. The course presents and analyzes works that
include theoretical models, methodological strategies, and analytical approaches to
learning about US Latinos--be they Chicanos/Mexican Americans, Puerto Ricans,
Cubans, or other groups of Latin American origin. The course examines--through the
lens of social science--the demographics of the above Latino subgroups, with emphasis
on Chicanos/Mexican Americans. The immigrant experience and its role in the
incorporation of Latinos into US society, is another emphasis of the course. For example,
a.) students will compare and contrast the demographics of US Latino cultural and ethnic
groups; b.) students will discuss and have a better understanding of the Latino immigrant
experience in the US Latinos; c.) students will identify, discuss, and analyze US policies
that have positively or negatively impacted the socio-economic conditions of US Latinos;
and d.) students will identify, discuss, and analyze some US policies that have
contributed to and hindered the integration of Latinos into US society. Students are
encouraged to participate in class discussions. A number of guest lecturers are utilized.
Readings and PowerPoints for each of the lectures are at:
http://www4.uwm.edu/rhc/programs/latino_101.cfm, NOT D2L];
CLASS CONDUCT AND CONSIDERATIONS:
In my history as university Professor, I’ve always had three rules in my classes: 1.) if you are going
to be late for class, please don’t come—all lectures and readings are available at the Roberto
Hernandez Center website; [2.) no talking [certainly no cell phones are allowed to be on during
class] is tolerated while other students are making a point or answering a question, nor when
Professor is talking; and 3.) someone caught cheating will be disciplined to the maximum extent
possible. All three rules are based on minimizing class disruptions and affording your fellow
students the respect they deserve.
I realize that this may not be your only class, however, I do expect all class deadlines to be met—this
ensures the steady progression of material throughout the semester. Conversely, if you encounter
any unexpected emergencies or events that will prevent the timely completion of assignments, or
attendance in class, please notify me [via email] as soon as possible so that appropriate
accommodations can be made. However, I will not accept excuses AFTER the deadline.
GRADING—CURVED*:
Attendance & Class Participation**
Midterm I, Thursday October 8, ’15
Midterm II, Thursday November 12, ’15
Final, Friday, December 18, 10:00 to 12:00 PM
Total
100 points
100 points
100 points
100 points
400
*--Grades will depend on the particular `mean’ for each class, but roughly grades will align
themselves with the following points: A+ = 390, A = 380, B+ = 360, B = 340, B- = 320, C+ = 300, C
= 260, C- = 240, D+ = 220, D = 200, D- = 180
**--a student obtaining a “F” in attendance & class participation will get an “F” for the course.
Attendance is taken every class and the grade for “Attendance & Class Participation” is primarily
based on the days attended—e.g. a mean number of days is generated and then the grades are curved
from that mean. Professor then slightly increases the grade based on class participation.
ADA STATEMENT:
If you have a disability that impacts your classroom performance and wish to request an
accommodation, contact the Roberto Hernandez Center for a referral to the UWM Accessibility
Resource Center. They may require documentation regarding your disability to enable them to
comply with your request. Admission of a disability is voluntary and will be handled in a
confidential manner.
Cultural Diversity and Social Sciences General Education Requirements: This
course is approved for Cultural Diversity and Social Sciences distribution general
education requirements. Cultural Diversity: Race, Ethnicity, and Diversity in the United
States includes courses that focus on the experiences of African Americans, Native
Americans, Asian Americans, and/or U.S. Latino/as. Social Sciences are a branch of
science dealing with the study of human behavior, human cultural and physical variation
and evolution, and the organization, development, and consequences of human activity,
both past and present. This course aims to achieve an understanding of the processes and
experiences currently facing the Latino population in the United States. Attention will be
given to the Latino subgroups, particularly Chicanos (Mexican-Americans). Using
demographic historical sources, students will examine the cultural and social
incorporation of Latinos in the United States. In addition, this is a required course for
completing the Latino Studies Certificate and the major in Latin American, Caribbean,
and U.S. Latino Studies, LACUSL.
Instructor reserves the right to amend this syllabus at any
point throughout the course. Also, other guest lecturers may
deliver presentations.
COURSE SCHEDULE
1.) September 3: Introductions and presentation of syllabus
2.) September 8: Short Film, “The Origins of the Roberto Hernandez Center” and
Chicano/Latino Activism
3. & 4.) September 10 & 15: Latino Demographics.
5, & 6.) September 17 & 22: US Immigration Policy & Latinos.
7.) September 24: -- FILM, “Ruben Salazar: Man in the Middle”
8. & 9.) September 29 & Oct. 1: Latino Identity, Assimilation/Acculturation.
10.) October 6: Latinos & Education
*****OCTOBER 8: MIDTERM I*****
11 .) October 13: Latinos & Education
12.) October 15: Class Exercise = Questions
.
13.) October 20: Poem, “Yo Soy Joaquin”
14.) October 22: --FILM, “Blass Me, Ultima”
15. & 16.) October 27 & 29: Latinos & Politics
17. & 18.) November 3 & 5: Latinos & The Media
19.) November 10: Latinos & The Arts/Music
*****NOVEMBER 12: MIDTERM II*****
20.) November 17: “Quotes” Exercise
21. & 22.) November 19 & 24: Latino Leadership
*****NOVEMBER 26 = THANKSGIVING BREAK*****
23.) December 1: Chicanos & Chicanismo
24. & 25.) December 3 & 8: Latinos & Religion
26.) December 10: Closing Class Exercise & class evaluation
FINAL, FRIDAY DECEMBER 18 @ 10 AM
Latino Studies 101 is a Cultural Diversity GER course because it addresses the
following criteria:
1. Students will understand and analyze the perspectives, US views, and cultural
constructs that Latinos and non-Latinos use to describe, explain, and evaluate
its/their life experiences.
A variety of informational sources and paradigms will be explored such as: PEW
Hispanic Center, National Latino Policy Forum, US Census, assimilation theory, ethnic
enclave perspectives, and the role of race & racial formation. Students will examine and
critically analyze the available data on social institutions such as schools, churches,
political & cultural institutions, and the family. Each exam--which includes a 10-point
essay--will be used to ascertain how well students have learned/analyzed the data.
2. Students will investigate critically the social and political structures that effect the
social/political position of Latinos in American society, particularly the effect of race
& ethnicity.
Students are expected to demonstrate knowledge of the social and economic forces
shaping how Latinos in the United States are incorporated in American mainstream
society. The course will also delve into how Latino immigrants are/are not assimilated
and/or acculturated in US society. Each exam will be used to ascertain how well students
have learned/analyzed the materials presented in class.
Latino Studies 101 is a Social Studies GER course because it addresses the following
criteria:
1. Students will be able to recognize and analyze intrapersonal, interpersonal,
and/or socio-cultural factors associated with individual behavior, collective action,
or societal development.
Students are expected to demonstrate knowledge of the social and economic forces
shaping Latinos in to the United States, the contexts of their experiences, and their impact
on the social, economic and political functions of our country. The course will also
explore the impact of Latino immigrants on the US political and economic structures.
Each exam will be used to ascertain how well students have learned/analyzed the
materials presented in class.
5. Students will be able to critically evaluate and apply theories that facilitate the
understanding and thereafter a meaningful explanations of how Latinos experience
their lives in the US.
A variety of informational sources and paradigms will be explored such as: PEW
Hispanic Center, National Latino Policy Forum, US Census, assimilation theory, ethnic
enclave perspectives, and the role of race & racial formation. Also, some guest lecturers
and films will be used to illustrate, explain, and provide context for the information
presented.
The following UW System Shared Learning Goal will also be evaluated in this
course:
2. Critical and Creative Thinking Skills including inquiry, problem solving, and
higher-order qualitative and quantitative reasoning
Students will develop the ability to provide critical assessment of scholarship in the
general field of Latino Studies that explains the experiences of Latinos in the United
States. Two midterms and a final [each have an essay question] as well as attendance &
class participation are the basis for the class grade. These evaluative tools are used to
determine if students can successfully explain and apply the concepts and quantitative
information presented in the course.
Assessment of student mastery of GER criteria and UW Shared Learning Goal 2:
Two midterms and a final [each have a short essay question] as well as attendance &
class participation are the basis for the class grade. The essay question of the exams will
be graded as: “Excellent”, “Satisfactory”, and “Needs Improvement”, which will serve as
a basis for evaluating how well students have mastered the GER outcomes. In addition,
the three [3] essays will be used to assess the “Cultural Diversity” outcome of the course.