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COURSE AND INSTRUCTOR INFORMATION
Course Number:
Course Title:
Semester and Year:
Time and Location:
Instructor:
Email Address:
Office Hours:
SOWO 501, Section 003
Confronting Oppression and Institutional Discrimination
Spring 2014
Tuesdays 9:00-11:50 am, Room 114
Will Hall, MSW, LCSWA
wjhall@email.unc.edu
Tuesdays 12:00-2:00 pm or by appointment, Room 400B
COURSE DESCRIPTION
This course examines institutionalized oppression and its implications for social work
practice at all levels, emphasizing the consequences of social inequality and the social
worker’s responsibilities to fight oppression.
COURSE OBJECTIVES
Students who successfully complete this course should be able to:
1. Demonstrate an understanding of the nature of prejudice and the impact of
discrimination on individuals and groups, especially with regard to race, gender,
disability, sexual identity, and ethnicity.
2. Demonstrate knowledge of the historical and social forces that have worked for and
against the exclusion of groups of people from opportunities and services at the
institutional, community, and societal levels.
3. Demonstrate knowledge of the roles played by advocacy groups in minimizing
barriers to opportunities and services for populations who experience discrimination.
4. Identify and consider ways of addressing institutional discrimination as it appears in
social welfare policy and in the management and practice of human services.
5. Demonstrate an ability to apply social work values and ethics to practice with diverse
populations.
6. Demonstrate knowledge of differential assessment and intervention skills needed to
serve diverse populations.
7. Demonstrate an understanding and appreciation of human diversity and family and
community strengths.
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REQUIRED TEXTS
Adams, M., Blumenfeld, W. J., Castaneda, R., Hackman, H. W., Peters, M. L., & Zuniga,
X. (2010). Readings for diversity and social justice (2nd ed.). New York, NY: Routledge.
[Hereafter: RDSJ]
Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual
orientation. Hoboken, NJ: John Wiley & Sons. [Hereafter: MEL]
Schwalbe, M. (2008). Rigging the game: How inequality is reproduced in everyday life.
New York, NY: Oxford University Press. [Hereafter: RTG]
Required articles and chapters will be available on the course’s Sakai site under
Resources: http://sakai.unc.edu.
ASSIGNMENTS
Heritage Gallery Presentation
Due on Class 2
Heritage is rich, deep, and ever-present in people’s lives and actions. It is often cherished
and sacred, coming from those who have lived and died. Heritage names us and shapes
us in profound ways. It is a piece of human essence. The ways we express our cultural
heritage are numerous and varied. Heritage exists in food, clothes, art, music, and
language. Heritage exists in rituals, symbols, festivals, and ceremonies. Heritage exists
in technologies, architecture, gardens, and artifacts. Cultural heritage tells of our past and
our futures.
Bring an expression of your cultural heritage to share with the class. This can be an
artifact, food, glossary of terms, tradition, performance, image, art form – anything that is
an expression of your cultural heritage and identity. Briefly explain why you chose the
particular piece and how this representation of social, familial, and/or cultural heritage
continues to influence your life. Your presentation should be about 3 minutes and
demonstrate self-reflection, planning, and creativity.
Group Presentation and Handout on Institutional Racism
Due on Class 4
Understanding institutional oppression and developing anti-oppressive policies,
programs, and practices that promote social justice is one of the goals of this course.
Students will be broken up into 6 small groups and each group will be assigned a set of
readings that focus on a specific social institution (i.e., neighborhoods/housing,
education, employment/workplace, law enforcement/criminal justice, healthcare, and
mental health). Each group will present a 10 minute presentation to the class that
summarizes: (1) manifestations of racism within their assigned social institution and (2)
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recommendations for organizational, programmatic, community, and/or policy
interventions to address racism in the institution. Each group should provide a 1 page
handout (one- or two-sided) to the class that outlines these issues and recommendations.
Each group should email their presentation slides to the instructor by 9:00 PM on the day
before the presentation so that they may be compiled prior to class.
Multicultural Practice Paper
Due on Class 5 or 6
Social workers practice with diverse population groups that have often been
disadvantaged and have unique needs and concerns. Students will access readings on
culturally sensitive practice with racial/ethnic minority groups (Sue, 2006) and models of
racial/ethnic minority identity development (Jun, 2010) posted on Sakai. Each student
will choose an autobiographical story about a person who is a Black American (Julie),
Multiracial/Multiethnic American (Butch), or Latino/a American (Maribel). Each student
will write a paper based on their chosen autobiographical story, applying concepts from
the class and readings on racism, ethnocentrism, identity development, and culturally
sensitive practice. This paper should be 5-7 pages excluding references and include the
following:




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


Briefly summarize the person in the story including relevant demographics (e.g., age,
race, ethnicity, gender, family background, and socioeconomic status).
Identify and describe examples of interpersonal and institutional
racism/ethnocentrism that the person experienced.
Discuss the person’s racial/ethnic identity development, including any issues with
internalized oppression.
Analyze the person’s awareness that the experiences of internal, interpersonal, and
institutional racism/ethnocentrism were oppressive.
Describe some of the negative consequences of racism/ethnocentrism for the person
in the story.
Identify and describe examples of strengths and resources the person used when
facing adversity.
Explain how the person made meaning out of an experience with oppression, OR
explain an example of how the person found dignity and worth in the face of
oppression.
Identify one presenting problem for the person that was unresolved and describe an
individual, group, or community intervention that is culturally sensitive or appropriate
that could be used to address this problem.
Community Meeting or Event Paper
Due by Class 9
Individuals often structure their lives within relatively insular social and cultural groups
and communities in which they feel comfortable. An aim of this assignment is to
deliberately step outside the familiar and have an experience with a community that you
do not belong to. Each student will attend a meeting or event of a community or group
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other than your own. This could be a racial/ethnic, sexual orientation, or religious
community. You should go to the meeting/event by yourself.
After you attend the meeting/event, you will write a paper where you will describe the
meeting/event, including the date and time, purpose, audience, and setting. Analyze your
experience using concepts from the course readings and class sessions. What did you
take from this event that may help you better understand the experience of difference
and/or social oppression. Explain your personal response to and reflection of the
meeting/event. What are some implications for your future growth and professional
development as a social worker? This paper should be 3-4 pages. References are not
necessary. You should submit this paper on the class session following the community
meeting/event but no later than class 10. Below are some campus resources that may be
helpful in locating meetings and events.
African Studies Center: http://africa.unc.edu/events/display_events.asp
American Indian Center: http://americanindiancenter.unc.edu/news-events/
Asia Center: http://carolinaasiacenter.unc.edu/news-events/
Center for Jewish Studies: http://jewishstudies.unc.edu/events/
Center for the Study of the Middle East and Muslim Civilizations: http://mideast.unc.edu/
Diversity and Multicultural Affairs: http://diversity.unc.edu/programs-and-initiatives/
LGBTQ Center: http://lgbtq.unc.edu/news-events
Stone Center for Black Culture and History: http://sonjahaynesstonectr.unc.edu/
Reflection Paper on Justice and Liberation
Due by April 25th at 5:00 pm
At the conclusion of this course, each student will complete a paper focused on liberation
and moving forward in social justice. First, read the following readings from RDSJ:
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Love (2010). Developing a liberatory consciousness (pp. 599-603).
Harro (2010). The cycle of liberation (pp. 52-58).
Johnson (2010). What can we do? (pp. 610-616).
Pharr (2010). Reflections on liberation (pp. 591-598).
Second, compose a paper of 3-4 pages responding to following prompts regarding social
justice and liberation drawing from the readings:
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
Developing a Liberatory Consciousness (Love, 2010): In your own words, describe
your understanding of the concept of liberation.
The Cycle of Liberation (Harro, 2010): Identify and discuss elements of the model
where you feel that you have developed understanding, competence, and/or mastery.
Identify and discuss elements of the model where you feel that you are less developed
in terms of knowledge, skill, and/or experience. Discuss implications and plans for
growth and development as a social worker regarding one of these areas for
improvement.
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
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What Can We Do? (Johnson, 2010): Drawing from the section on Little Risks: Do
Something, give three specific examples of ways you have recently changed or plan to
change your behavior in relation to systems of oppression.
Reflections on Liberation (Pharr, 2010): Identify a cross-cutting social problem (e.g.,
harassment and violence, access to healthcare, mass incarceration, achievement gaps
in education, sexually transmitted diseases and infections, obesity, and PTSD) that
affects multiple, often disadvantaged, social groups. Outline what a transformational
solution to this social problem might look like.
Empowerment and Advocacy Presentation and Handout
Due dates vary depending on the social system of oppression you focus on
Each student will have the opportunity to focus on an intervention to address a specific
health or social problem that a population group is facing due to at least one social system
of oppression (i.e., racism, ethnocentrism, religiocentrism, nativism, heterosexism,
genderism, sexism, ableism, or ageism). Students should select a target group that they
hope to work with in the future and a health or social problem within their area of
interest. Each student will complete a 20 minute presentation to the class, which should
be didactic and interactive. Students should use at least 4 references, and give the
instructor a physical copy of your slides with a references slide in APA format. The
presentation should include the following:
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Identify a population group that has been disadvantaged due to racism, ethnocentrism,
religiocentrism, nativism, heterosexism, genderism, sexism, ableism, or ageism.
Identify a specific health or social problem this population group is facing, and
explain how this problem is caused or perpetuated by at least one social system of
oppression. Present some recent statistics about the problem (e.g., prevalence,
incidence, disproportionality rates, or trends over time).
Identify an evidence-based or innovative intervention that has been used to address or
could address the specific health or social problem for your target group. The
intervention you choose could be (1) a direct practice intervention with individuals or
small groups, (2) an intervention program or project with groups or communities, or
(3) a policy intervention.
Describe this intervention including the intervention components, actions, activities,
processes, and/or design. Explain how it prevents, reduces, treats, or addresses the
health or social problem. Note some of the strengths and limitations of the
intervention as well as any recommendations you have to improve the intervention for
use with your target group.
Allow a few minutes at the end for questions, comments, and discussion with the
class.
In addition, each student will create and pass out a 1 page handout (one- or two-sided) to
the class about your presentation topic. The handout should use headings, some
sentences, bullet points, and possibly graphs or figures. It should include the following
information:
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
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A brief description of the population group you are focusing on.
The specific health or social problem the population group is facing. Include
prevalence or incidence rates, and illustrate the characteristics or features of the
health or social problem.
A description of the intervention to address the specific health or social problem for
the population group. Include a description of the intervention components, actions,
activities, processes, and/or design. Note the strengths and limitations of the
intervention, and note any recommendations you have to improve the intervention for
use with the target group.
Assignment
Points
Possible
Online Mini-Course Completion
Class Attendance and Participation
Heritage Gallery Presentation
Institutional Racism Presentation and Handout
Multicultural Practice Paper
Community Meeting or Event Paper
Reflection Paper on Justice and Liberation
Empowerment and Advocacy Presentation and Handout
10
10
5
10
20
10
15
20
Total
100
Points
Earned
COURSE GRADE
H
P
L
F
High Pass
Pass
Low Pass
Fail
100 – 94
93 – 80
79 – 70
69 or below
Clearly Excellent
Entirely Satisfactory
Inadequate
Unacceptable
LATE ASSINGMENTS AND EXTENSIONS
Each assignment should be submitted at the beginning of the class session in which it is
due. Late assignments are strongly discouraged. To obtain permission to submit an
assignment after the deadline, the student must request approval from the instructor at
least 24 hours before the assignment is due via email or in-person communication.
Extensions may be granted under certain circumstances (e.g., illness, loss, or multiple
assignments due). If permission for late submission is not granted before breaking a
deadline, the grade will automatically be reduced 10%, and another 10% reduction will
occur for every 24 hour period past the due date and time. In case of an emergency, a
late paper may be accepted without penalty at the discretion of the instructor provided
sufficient explanation, and possibly, documentation of emergency.
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ASSIGNMENT GUIDELINES
Written assignments should be typed and follow APA format as specified in the APA
Publication Manual (6th edition). The School of Social Work offers a variety of helpful
writing resources available at http://ssw.unc.edu/students/writing. In addition, students
can get help with their writing from the School of Social Work writing support team:
Diane Wyant (dwyant@email.unc.edu) and Susan White (sewhite@email.unc.edu). Help
with writing is also available through the UNC Writing Center:
http://writingcenter.unc.edu/.
Assignments should be printed out and submitted in paper form. Electronic submissions
will not be accepted. Do not put your name on any assignment. Instead, put your PID
number so that assignments will be graded anonymously to promote fair grading. Also,
write the following pledge on all written assignments: “I have neither given nor received
unauthorized assistance on this assignment.” Do not sign your name. Instead, put the
date and your PID number.
HONOR CODE
The University of North Carolina at Chapel Hill has had a student-led honor system for
over 100 years. Academic integrity is at the heart of Carolina and we all are responsible
for upholding the ideals of honor and integrity. The student-led Honor System is
responsible for adjudicating any suspected violations of the Honor Code and all suspected
instances of academic dishonesty will be reported to the honor system. Information,
including your responsibilities as a student is outlined in the Instrument of Student
Judicial Governance. Your full participation and observance of the Honor Code is
expected. The Honor Code can be found at
http://studentconduct.unc.edu/sites/studentconduct.unc.edu/files/documents/Instrument.p
df
Plagiarism is the "deliberate" or "reckless" representation of another's words, thoughts, or
ideas as one's own without attribution in connection with submission of academic work.
Quote and cite any words that are not your own. If you paraphrase the words of another,
you must still give proper attribution. Please refer to the APA Manual for information on
attribution of quotes, plagiarism, and appropriate citation.
CLASS PREPARATION, ATTENDANCE, AND PARTICIPATION
The assigned readings should be completed prior to the class session in which they are
listed. Also, please complete the readings in the order in which they are listed. In order
to fully participate in and benefit from each class session, students should complete
required readings before class and come to class prepared to discuss and apply concepts
from them. We all have much to learn and much to teach.
Attendance at all class sessions is expected, and an attendance sign-in sheet will be
passed around at the beginning of each class. It is important to be on time as to not
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disrupt class. We will cover a great deal of information in each class session. If you will
not be able to attend a class, let the instructor know as soon as possible, including the
reason for your absence. If you are unable to attend a class, it is your responsibility to
obtain notes, handouts, information about class content, and information about
announcements.
ELECTRONIC DEVICES IN THE CLASSROOM
Phones and pagers should be turned off or silenced during class – not on vibrate. No text
messaging during class. The use of electronic devices, such as laptops or tablet
computers, in the classroom is not allowed. Electronic devices are distracting and they
can discourage active listening, participation, and higher-level thinking during class.
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students with disabilities or medical conditions that may impact their participation in the
course and who may need accommodations should contact the Department of
Accessibility Resources and Services (919-962-8300 or T-711 NC RELAY).
Accessibility Resources and Services will notify the instructor regarding recommended
accommodations. Instructors cannot provide accommodations to a student without
communication from the Department of Accessibility Resources and Services
http://accessibility.unc.edu.
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COURSE SCHEDULE AND OUTLINE
Class
Date
Topic Area
Assignment Due
1
Jan. 14
Introduction
2
Jan. 21
Diversity, Racism, and Microaggressions
3
Jan. 28
Anti-Racism: Allies, Advocates, and Organizations
4
Feb. 4
Institutional and Structural Racism
Institutional Racism Group Presentations
5
Feb. 11
Ethnocentrism and Nativism
Presentations, Multicultural Practice Paper
6
Feb. 18
Oppressive Gender Roles
Presentations, Multicultural Practice Paper
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Feb. 25
Heterosexism and Genderism
8
Mar. 4
LGBTIQ Affirmative Practice and Activism
9
Mar. 18
Sexism and Patriarchy
Community Meeting or Event Paper
10
Mar. 25
Feminism: A Movement to End Sexist Oppression
Presentations
11
Apr. 1
Ableism
Presentations
12
Apr. 8
Ageism
Presentations
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Apr. 15
Classism and Economic Inequality
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Apr. 22
Conclusion
Apr. 25
Heritage Gallery Presentation
Reflection Paper on Justice and Liberation
January 14
Class 1: Introduction
Jones (2000). Levels of racism: A theoretic framework and a gardener’s tale (pp. 1212-1215).
McIntosh (1990). White privilege: Unpacking the invisible knapsack (pp. 1-5).
RDSJ: Harro (2010). The cycle of socialization (pp. 45-51).
African American Policy Forum (2008). A primer on intersectionality (pp. 1-12).
January 21
Class 2: Diversity, Racism, and Microaggressions
Assignment Due: Heritage Gallery Presentation
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Sue (2003). Are you a racist? (pp. 3-10).
MEL: Sue (2010). Microaggressions in everyday life (pp. 3-61).
MEL: Sue (2010). The invisible whiteness of being (pp. 114-127).
January 28
Class 3: Anti-Racism: Allies, Advocates, and Organizations
McIntosh (2009). White people facing race: Uncovering the myths that keep racism in place (pp.
2-7).
Moore (1998). Racism in the English language (pp. 1-9).
Plous (2003). Ten myths about affirmative action (pp. 206-212).
Kivel (2011). What does an ally do? (pp. 116-120, 130-133).
Choose one:
Sue (2003). Personal responsibility for change (pp. 196-230).
Sue (2003). What must people of color do to overcome racism? (pp. 255-276).
February 4
Class 4: Institutional and Structural Racism
Assignment Due: Institutional Racism Group Presentations
Readings on Neighborhoods and Housing (Christine and Crystal):
 Better (2008). The hidden face of institutional racism: Housing (pp. 45-51).
 Miller & Garran (2008). Residential racism (pp. 66-68).
 Massey (2001). Residential segregation and neighborhood conditions in U.S. metropolitan
areas (pp. 347-380).
 U.S. Housing Scholars (2008). Residential segregation and housing discrimination in the
United States (pp. 1-27).
Readings on Education (Noor, Jill, and Joycee):
 Hanssen (1998). A White teacher reflects on institutional racism (pp. 694-698).
 Kivel (2011). At school (pp. 248-252).
 Cole (2008). Educating everybody’s children (pp. 1-7)
 Better (2008). Institutionalized racism dissected: Education (pp. 51-58).
 Leonardo & Grubb (2014). Education and racism: Future directions (pp. 143-150).
Readings on Employment and the Workplace (Melinda and Alyssa):
 Better (2008). The hidden face of institutional racism: Employment (pp. 63-68).
 Miller & Garran (2008). Employment racism (pp. 70-71).
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
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Braverman (2008). Kristin v. Aisha; Brad v. Rasheed: What’s in a name and how it affects
getting a job (p. 250).
Kivel (2011). At work (pp. 242-247).
Kivel (2011). Affirmative action (pp. 235-241).
Wilson (2004). When work disappears (pp. 330-346).
Readings on Law Enforcement and Criminal Justice (Meredith, Rebecca, and Erin):
 Rosich (2007). Race, ethnicity, and the criminal justice system (pp. 1-31).
 Reiman (2009). …and the poor get prison (pp. 234-245).
 Kivel (2011). The police and criminal justice system (pp. 256-267).
Readings on Healthcare (Jeneva, Lauren, and Melissa):
 American Sociological Association (2005). Race, ethnicity, and the health of Americans (pp.
1-16).
 Steel-Fisher (2004). Addressing unequal treatment: Disparities in health care (pp. 1-9).
 Griffith (2007). Dismantling institutional racism: Theory and action (pp. 381-392).
Readings on Mental Health Services (Julie, Niki, and Justin):
 Whaley (1998). Racism in the provision of mental health services (pp. 47-57).
 Miller & Garran (2008). Mental health racism (pp. 75-78).
 Corneau & Stergiopoulos (2012). More than being against it: Anti-racism and antioppression in mental health services (pp. 261-282).
February 11
Class 5: Ethnocentrism and Nativism
Assignment Due: Empowerment and Advocacy Presentations: Christine, Melinda, and Lauren
Rivera, Forquer, & Rangel (2010). Microaggressions and the life experience of Latina/o
Americans (pp. 59-83 – focus on pages 66-75).
Feagin (2002). The first U.S. Latinos: White wealth and Mexican labor (pp. 65-69).
Johnson (1997). Melting pot or ring of fire? (pp. 405-408).
Padilla (1999). Repercussions of Latinos’ colonized mentality (pp. 212-215).
RDSJ: Human Rights Immigrant Community Action Network (2010). Over-raided, under
siege: U.S. immigration laws and enforcement destroy the rights of immigrants (pp. 100-104).
Congress & Kung (2013). Using the Culturagram to assess and empower culturally diverse
families (pp. 1-20).
February 18
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Class 6: Oppressive Gender Roles
Assignment Due: Multicultural Practice Paper
Assignment Due: Empowerment and Advocacy Presentations: Jeneva, Joycee, and Noor
Readings on Gender Role Socialization:
RDSJ: Lorber (1994). “Night to his day”: The social construction of gender (pp. 321-326).
Thorne (1986). Girls and boys together…but mostly apart: Gender arrangements in elementary
schools (pp. 167-178).
Kimmel (2011). Gendered marriage, gendered parents, and gendering children (pp. 152-160).
Readings on Masculinity and Men’s Health:
Kivel (2010). The act-like-a-man box (pp. 83-85).
Sabo (2010). Masculinities and men’s health: Moving toward post-superman era prevention (pp.
243-260).
February 25
Class 7: Heterosexism and Genderism
MEL: Sue (2010). Sexual-orientation microaggressions and heterosexism (pp. 184-206).
Rochlin (1974). Heterosexual questionnaire (pp. 1-2).
Bernard & Lieber (2009). The high price of being a gay couple:
http://www.nytimes.com/2009/10/03/your-money/03money.html
RDSJ: Blumenfeld (2010). How homophobia hurts everybody (pp. 376-385).
RDSJ: Deihl & Ochs (2010). Biphobia (pp. 385-389).
March 4
Class 8: LGBTIQ Affirmative Practice and Activism
Hernandez (1997). Holding my breath under water (pp. 1-4).
Price (2003). Biblical verse: Is it a reason or an excuse? (pp. 381-382).
RDSJ: Evans & Washington (2010). Becoming an ally (pp. 413-421).
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Burdge (2007). Bending gender, ending gender (pp. 243-250).
Price (2010). The transformative promise of queer politics (pp. 1-8).
March 18
Class 9: Sexism and Patriarchy
Assignment Due: Community Meeting or Event Paper
MEL: Sue (2010). Gender microaggressions and sexism (pp. 160-183).
Brady (1971). I want a wife (pp. 1-2).
Bose & Whaley (2001). Sex segregation in the US labor force (197-205).
RDSJ: Kirk & Okazawa-Rey (2010). He works, she works, but what different impressions they
make (p. 353).
Reskin (1988). Bringing the men back in: Sex differentiation and the devaluation of women’s
work (pp. 198-210).
RDSJ: Bernstein (2010). Women’s pay: Why the gap remains a chasm (pp. 347-349).
Hochschild (1989). The second shift: Employed women are putting in another day of work at
home (pp. 439-442).
Kimmel (2011). America: A history of gendered violence (pp. 393-407).
Hood (1995). “Let’s get a girl”: Male bonding rituals in America (pp. 431-436).
March 25
Class 10: Feminism: A Movement to End Sexist Oppression
Assignment Due: Empowerment and Advocacy Presentations: Rebecca, Crystal, and Jill
Hofstader (1985). A person paper on purity in language (pp. 1-7).
Crossley et al. (2011). Forever feminism (pp. 498-516).
Neuborn (1995). The next feminist generation: Imagine my surprise (pp. 512-514).
Mizrahi & Davis (2008). Feminist social work practice (pp. 1-10).
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Crittenden (2001). How to bring children up without putting women down (pp. 256-274).
April 1
Class 11: Ableism
Assignment Due: Empowerment and Advocacy Presentations: Julie, Alyssa, and Justin
RDSJ: Wendell. The social construction of disability (pp. 481-485).
Wendell (2001). Unhealthy disabled: Treating chronic illnesses as disabilities (pp. 17-32).
Keller & Galgay (2010). Microaggresive experiences of people with disabilities (pp. 241-267 –
focus on pages 249-257).
Galler (1984). The myth of the perfect body (pp. 128-129).
Clare (1999). The mountain (pp. 1-13).
Jaeger & Bowman (2005). Physical access, intellectual access, and access in society (pp. 64-73).
Rozalski et al. (2010). Americans With Disabilities Act Amendments of 2008 (pp. 22-28).
Mason et al. (2010). Prejudice toward people with disabilities (pp. 173-186).
Snow (2008). People first language (pp. 1-4).
Mingus (2010). Changing the framework: Disability justice (pp. 1-3).
RDSJ: Hehir. Toward ending ableism in education (pp. 514-517).
RDSJ: Peters. Recognizing ableist beliefs and practices and taking actions as an ally (pp. 528531).
April 8
Class 12: Ageism
Assignment Due: Empowerment and Advocacy Presentations: Meredith, Melissa, Niki, and Erin
Nelson. (2005). Ageism: Prejudice against our feared future self (pp. 207-214).
Calasanti (2005). Ageism, gravity, and gender: Experiences of aging bodies (pp. 8-12).
RDSJ: Butler (2010). Ageism: Another form of bigotry (pp. 557-562).
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Dennis & Thomas (2007). Ageism in the workplace (pp. 84-89).
RDSJ: Sheets (2010). Aging with disabilities (pp. 563-564).
RDSJ: Center on Aging Studies (2010). Black elderly (pp. 564-566).
RDSJ: Larabee (2010). Elder liberation draft policy statement (pp. 569-573).
Gullette (2011). Taking a stand against ageism at all ages (pp. 1-3).
RDSJ: Markee (2010). What allies of elders can do (pp. 584-585).
Rosowsky (2005). Ageism and professional training in aging (pp. 55-58).
April 15
Class 13: Classism and Economic Inequality
RTG: Schwalbe (2008). How much inequality is too much? (pp. 8-18 – stop before The Story
Chapters).
RTG: Schwalbe (2008). The roots of inequality (pp. 25-51).
RTG: Schwalbe (2008). Rigging the game (pp. 52-84).
Students will be assigned one of the following chapters from RTG:
 The valley of the nine families (pp. 85-98).
 Arresting the imagination (pp. 99-135).
 Smoke screen (pp. 136-162).
 Regulating the action (pp. 163-199).
April 22
Class 14: Conclusion
RTG: Schwalbe (2008). Escaping the inequality trap (pp. 238-275).
Schwalbe. (2005). What is an economy for? (pp. 77-82).
Students will be assigned one of the following Take Action areas in www.inequalityforall.com to
investigate and share with the class:
 Raise the minimum wage
 Strengthen worker’s voices
 Invest in education
 Reform Wall Street
 Fix the tax system
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Last updated: 1/20/2014

Get big money out of politics
Kleinman (2003). On human nature (pp. 1-2).
Hanh (2003). Peace in every step (pp. 431-441).
April 25
Assignment Due: Reflection Paper on Justice and Liberation is due by 5:00 pm
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