CRD 2
ETHNICITY AND AMERICAN COMMUNITIES
SPRING, 2015
INSTRUCTOR: DR. LAURIE B. LIPPIN
A SENEGALESE PROVERB
“In the end, we preserve only what we love. We love what we understand, and we understand
what we are taught.”
Therefore, if we are taught, we can understand. When we understand, we can love, and
what we love we will preserve.
MARTIN LUTHER KING, JR. said,
“We have deluded ourselves into believing the myth that capitalism grew and prospered out of
the Protestant ethic of hard work and sacrifices. Capitalism was built on the exploitation of black
slaves and continues to thrive on the exploitation of the poor. “
from Paulo Freire, the liberatory educator, we have…
“Education either functions as an instrument which is used to facilitate integration of the younger
generation into the logic of the present system and bring about conformity or it becomes the
practice of freedom, the means by which men and women deal critically and creatively with
reality and discover how to participate in the transformation of their world”.
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CRD2: ETHNICITY AND AMERICAN COMMUNITIES
SPRING, 2015
TEACHING TEAM
Dr. Laurie B. Lippin
Office: 1327 Hart Hall
Office Hours: Mon. 3-4pm
e-mail: lblippin@ucdavis.edu
phones: 752-8310 (Office hours only)
707-321-2465 (cell)
TA Dustin Tsai
TA Brandon Louie
Office Hours: Wed. 5-6pm
Hart Hall 2420
dytsai@ucdavis.edu
Office Hours: Tues. 3-4pm
Hart Hall 2420
bplouie@ucdavis.edu
CLASS MEETS: MON. 4:10-7pm in WELLMAN 26
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COURSE OBJECTIVES: To create an adult learning environment in which we can...
* Understand the factors influencing our social identities and the structural positioning of ethnicity with the US.
* Explore whiteness as a social construct and the “invisible knapsack of white privilege”.
* Explore systems of oppression through the lens of both disadvantages and privileges.
* Engage in dialogue, teach, and learn from those who identify differently from ourselves.
* Pay special attention to African American, Asian American, Chican@/Latin@, and Native
American communities.
* Develop the written and oral skills necessary in dismantling oppression.
* Celebrate who WE are in CRD2 as a diverse community.
TEXTS:
● COURSE READER: Davis Copy shop, Davis Text Books, 236A St.
● Helfand, Judy and Laurie Lippin, Ph.D. Unraveling Whiteness, Second Edition, Kendall/Hunt at
●
Bookstore or https://www.kendallhunt.com/store-product.aspx?id=6820
Zinn, Howard. A People’s History of the United States. Harper/Collins. 2003
DESCRIPTION AND FORMAT OF COURSE: This course is a journey through the past and present of a multicultural United
States. Together we will relearn an inclusive history of the US, listen to one another’s life experiences, participate in small
group activities, listen to guest speakers, learn from traditional power point presentations – and through all this, develop a
better sense of who we are in today’s multicultural world. Since all of us are teachers and all of us are students, especially in
the arena of race and ethnicity, every effort will be made to provide opportunity for us to learn from one another. Sections
enhance the course experience with opportunity for more personal sharing and in-depth discussion in a consistent smaller
group. Because of this, your attendance in both lecture and section WILL count toward your grade.
CLASS ATTENDANCE/ PARTICIPATION/ READINGS. Students are expected to come to LECTURE having done all
readings, except where specified differently. The required readings for each lecture are on the syllabus. Since there can be
up to 60 pages/week, it is best to read in several sittings. All written papers must be stapled, typed, double-spaced,
proofed, double-sided, with1-inch margins, and should be in font size 12, Arial or Times Roman. Papers need to be
submitted in hard copy AS WELL AS online in the assignment section of SMARTSITE. Late papers will lose a point/day.
WRITTEN ASSIGNMENTS: Also available on SMARTSITE for CRD2 in the Resources folder
Reading/Class Responses (RCR). 2 Reading/Class Responses are assigned during the quarter. The RCR’s are
for you to integrate your thoughts and feelings about material assigned in the class Reader and in the 2 books
(Unraveling Whiteness and Zinn’s history) with the experiences you are having in classroom activities. Each RCR
should be 4-6 pages double-spaced. Unlike your papers for this class, the RCR’s do not have to be formal or
centered around a thesis. At the same time, it also shouldn’t be a stream of consciousness that is hard for someone
besides you to understand. The syllabus will identify when you need to answer specific questions in the Unraveling
Whiteness (UW) book. Show us that you have thought and reflected on the readings and are able to integrate
those with the dialogue and activities happening in class. Reading/Class Responses are due in section, week
3 (April 13) and in Lecture, week 10 (June 1st). See Resources folder in SMARTSITE for more information.
Lippin, L. B.
CRD2 SPRING, 2015
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SOCIAL IDENTITY PAPER: (5-6 pages). In multicultural societies, racial/ethnic identification is a significant
component of one's own individual identity and intersects significantly with other social identities such as gender,
socioeconomic class, religion, and sexual orientation. One can be a target of oppression in one identity, and a person
of privilege in another, e.g. a gay, white male. Using Bobbie Harro's Cycle of Socialization or Beverly Tatum’s Identity
Formation Theory (in Resources and in Reader “The Complexity of Identity”), discuss your own social identity and
family history. How do structural and institutional forces shape your intersecting identities, such as race/ethnicity,
gender, socioeconomic class, religion and sexual orientation? How are these various identities constructed as
privileged or oppressed Identities are embodied through daily practices. If you don’t know your own family history, - a
good time to find out. See Resources folder,SMARTSITE for grading rubric. Due week 5, April 27, in LECTURE.
ETHNICITY INTERVIEW PAPER: A 5-6 page paper on your research and interview with a person of a different U.S.
racial/ethnic group than you, and not in this class. Choose an ethnic group you would like to understand better, along
with the forces of institutional and structural dominance or oppression that apply to this group. You must use Zinn or
other references, to historically situate the experience of this ethnic group in the United States and discuss how their
historical experience has shaped the current conditions of that ethnic group. Citations must document your research.
See Resources folder in SMARTSITE for grading rubric. DUE: week 6, May 5 OR 7, in SECTION.
TEAM RESEARCH PROJECT: 4 parts
1. PROJECT TEAMS FORM AND SELECT TOPIC by week 4
2. TEAM PRESENTATIONS of “research in progress” deliver on weeks 8 and 9 in sections, rough draft
of paper due at this time and included in your points.
3. TEAM RESEARCH PAPER (1 per team) due on June 5th by noon at Dr. Lippin’s office,1327 Hart Hall
4. PERSONAL EXPERIENCE PAPER: 1 per student, also due on June 5th by noon at Dr. Lippin’s office
TEAM RESEARCH PAPER: a well-organized research paper using library and Internet resources with full citations.
Your group (4-5 people) will produce a 16-20 page research assignment. Apply the various terms, concepts,
theories, and ideas we have learned in class to your action research subject, an aspect of US race relations. In this
research paper you may analyze a particular racial or ethnic group, contemporary event, organization, coalition,
activity, political struggle, or social movement (among many other subjects). Select a topic based on your own
interests, previous experience, and/or personal goals, and one you have some passion around. A rough draft of
your research paper is due on the day that your team presents. Previous topics have included:
** The Dream Act ** LGBTQIA Oppression ** Interracial Relationships in the U.S. ** Microaggressions on UC Davis
campus ** Mass Incarceration of People of Color ** Environmental Racism in the U.S/.the Quest for Justice
TEAM RESEARCH PAPER IS DUE FRIDAY, June 5th by noon, to Dr. Lippin’s office. NO final EXAM!
RESEARCH PROJECT PERSONAL EVALUATION: this 2-3 page paper is an opportunity for you to process your
experience in your team. Describe your effectiveness in the role you played, your interactions with members of your
team, and your level of satisfaction as a whole. You will also examine how well your team worked together, how
leadership was exercised, and what you could have done diff’tly. And most importantly, what you learned, about
yourself, about teams, about doing research, about diversity in action!! Due same time/place as Research Paper.
GRADING METHOD AND PLAGIARISM POLICY:
Participation: Lecture (7.5 points ) & Section (2.5 points) =10%; Social Identity paper=15%; 2 Reading/Class
Responses @10 each = 20%; Interview Paper= 20%; TEAM Research Project Paper = 25%, Team Presentation
(includes rough draft) = 5%, Personal Experience Paper = 5%
You are required to submit only your own original work and be familiar with the rules and policies regarding
plagiarism: SPECIAL NOTATION RE: THE STUDENT CODE OF CONDUCT
Students should be familiar with the Student Code of Academic Conduct, located at
http://sja.ucdavis.edu/cac.html. Please review this carefully and ask your instructor, if you have any
questions. Remember the instructor is obliged to refer you to Student Judicial Affairs in all cases of
violation or suspected violation. In addition to the well-known problems of plagiarism and cheating on
examinations, it is also a violation of the Code of Conduct to use your own written materials from papers
prepared for other classes, unless you take the following points into consideration. “It is permissible to use
materials and texts from other class projects, within CRD or in other departments, under these conditions:
(1) You inform the instructor beforehand (2) You clearly identify the portions where you quote yourself (or
collaborative work) (3) You provide a copy of the previous work you have submitted in the other class to the
instructor (4) To ensure that you receive a good grade, make sure that the quoted or reused parts fit
seamlessly into the assignment for THIS class. (5) If you have any doubts about the extent to which you can
use already written materials, please speak with the instructor or the TA prior to making any submission.”
Lippin, L. B.
CRD2 SPRING, 2015
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COURSE SCHEDULE AND ASSIGNMENTS
Week #1 MARCH 30, 2015 INTRODUCTION TO COURSE AND TO EACH OTHER
***READINGS DUE FOR SECTIONS: READ: Helfand/Lippin Introduction AND
Reader, pp.3-5, “Something about the Subject Makes it Hard to Name”
Week #2 APRIL 6: UNRAVELING RACISM – DEFINING THE TERMS
READINGS DUE FOR LECTURE: Reader: Making Face/Making Soul Selection pp. 1-23
Zinn, chapters 1+ 2
Helfand and Lippin, “Section I, WHITENESS”
Week #3 APRIL 13: SOCIAL IDENTITY: ** Film: THE WAY HOME – (intro only)
READINGS DUE FOR LECTURE: Zinn, chapters 4+5
Reader –pp.24-45 and 57-70
READING/CLASS RESPONSE #1 DUE IN SECTION (see specific instructions)
Week #4 APRIL 20: - DOMINANCE AND MARGINALIZATION (special location, TBA)
READINGS DUE FOR LECTURE: Reader – pp. 71-84
Helfand and Lippin, SECTION II, “WHITE PRIVILEGE”
BEVERLY TATUM’S SOCIAL ID THEORIES (in Resources)
Week #5 APRIL 27: DISMANTLING OPPRESSION- – Film: - CRACKING THE CODE
READINGS DUE FOR LECTURE:: Helfand and Lippin, Section III, “VOICES”
SOCIAL IDENTITY PAPER DUE IN LECTURE
Week #6 MAY 4: SOCIAL IDENTITY AND PRIVILEGE AND OPPRESSION
READINGS DUE FOR LECTURE: Zinn, chapters 6+7
Reader – pp. 85-100 (Santiago, Roth, Darraj, Cepeda)
Microaggression article (in Resources Section of SmartSite)
http://www.buzzfeed.com/hnigatu/racial-microagressions-you-hear-on-a-daily-basis
INTERVIEW PAPER DUE IN SECTION
Week #7 MAY 11: ASIAN AMERICAN PANEL
READINGS DUE FOR LECTURE : Helfand and Lippin, Section IV “FEAR”
Complete Microaggressions Worksheet (in Resources)
Reader pp. 47-56 (MORALES)
Week #8 MAY 18: LATINO/CHICANO PANEL AND ANY OTHER PANELS and work with Microaggressions
READINGS DUE FOR LECTURE: Zinn, chapter 18 (includes coverage on Vietnam War)
Helfand and Lippin, Section V, “GUILT AND SHAME”
TEAM PRESENTATIONS ON “RESEARCH IN PROGRESS” IN SECTIONS, WITH ROUGH DRAFT
Week #9 MAY 25: MEMORIAL DAY HOLIDAY, NO LECTURE, SECTIONS STILL MEET
READINGS DUE FOR LECTURE: Zinn, chapters 21+24
Reader – 101- end and “Undue Certainty” article in Resources section
TEAM PRESENTATIONS ON “RESEARCH IN PROGRESS” IN SECTIONS, WITH ROUGH DRAFT
Week #10 JUNE 1: LAST DAY OF CLASS EUROPEAN AMERICAN PANEL AND CLOSING
LECTURE: COMMITING TO ACTION/ CLASS CLOSURE
READINGS DUE FOR LECTURE: Helfand and Lippin, VI ”ACTION” (answer questions at end,
AND bring with you to class)
ZINN, Afterward
READING RESPONSE #2 DUE IN Lecture
FINAL RESEARCH PAPERS AND PERSONAL EVALUATIONS DUE BY 12pm, FRIDAY JUNE 5TH,
LIPPIN’S OFFICE, 1327 Hart Hall and on SmartSite
Lippin, L. B.
CRD2 SPRING, 2015