SOC 323 - Racial and Minority Group Relations
Winter 2013
Section 001: 3716 HBLL on M W F from 11:00 am - 11:50 am
Instructor: Daneka Souberbielle
Office Location: JFSB 2040
Email: dnsoub@gmail.com
Office Hours: M,W 1:30 pm to 3:00 pm Or By Appointment
TA: Kevin Johnson
Email: bananamankevin@gmail.com
Office Hours: By Appointment
Course Information
Description
This course is designed to introduce key issues of race and ethnic relations in the United States. The
first third (roughly) of the class will cover the basic concepts of race and ethnicity within the field of
sociology to give us a common understanding of the ways that we can think about and discuss race
and ethnicity in the United States. We will spend the remainder of the class looking at the major
racial and ethnic groups in the United States: African Americans, Native Americans, Latino
Americans, and finally Asian Americans.
Material
Vendor
Price
(new)
Price
(used)
Between Barack and a Hard Place: Racism and White Denial in the
Age of Obama Required
by Wise, Tim
City Lights Publishers;
ISBN: 9780872865006
BYU
Bookstore
$13.95
$10.50
I Love Yous Are for White People: A Memoir (P.S.) Required
by Su, Lac
Harper Perennial;Edition 1 Original
ISBN: 9780061543661
BYU
Bookstore
$14.99
$11.25
Narrative of the Life of Frederick Douglass an American Slave &
Incidents in the Life of a Slave Girl Required
by Douglass, Frederick & Harriet Jacobs
MODERN LIBARARY CLASSICS;
ISBN: 9780345478238
BYU
Bookstore
$6.95
$5.25
Item
Vendor
Price
(new)
Price
(used)
Race and Ethnicity in the United States (7th Edition) Required
by Schaefer, Richard T.
Pearson;Edition 7
ISBN: 9780205216338
BYU
Bookstore
$81.75
$61.35
Just Like Us: The True Story of Four Mexican Girls Coming of Age
in America Required
by Thorpe, Helen
Scribner;Edition Reprint
ISBN: 9781416538981
BYU
Bookstore
$17.00
$12.75
Not Just Black and White: Historical and Contemporary
Perspectives on Immigration, Race, and Ethnicity in the United
States
by N, FONER,
Russell Sage Foundation Publications;Edition Presumed 1st as
edition not stated
ISBN: 9780871542700
BYU
Bookstore
$24.95
$18.75
Ethnicity and Race: Making Identities in a Changing World
(Sociology for a New Century Series)
by Cornell, Stephen E.
Pine Forge Press;Edition 2
ISBN: 9781412941105
BYU
Bookstore
$67.00
$50.25
Item
Learning Objectives
The objectives for this class are as follows:
 Students will learn the distinction between difference and inequality.
 Students will learn the social construction of inequality by race and ethnicity.
 Students will learn the sociological perspective and theories of racial and ethnic group
relationships in the United States.
 Students will learn the social, economic, and political implications of changing national and
global demographics.
An Enriched Environment
"The Mission of Brigham Young University – founded, supported, and guided by the Church of
Jesus Christ of Latter-day Saints – is to assist individuals in their quest for perfection and eternal
life. That assistance should provide a period of intensive learning in a stimulating setting where a
commitment to excellence is expected and the full realization of human potential is pursued." To this
end, the University seeks qualified students of various talents and backgrounds, including geographic,
educational, cultural, ethnic, and racial, who relate together in such a manner that they are “no more
strangers and foreigners, but fellow citizens with the saints, and of the household of God.” It is the
University’s judgment that providing educational opportunities for a mix of students who share
values based on the gospel of Jesus Christ and come from a variety of backgrounds and experiences
is an important educational asset to BYU.
Right to Change Syllabus
Due to class discussions, unexpected guest speakers and community events, there will often be
additional opportunities for learning that have not been scheduled on the syllabus. This syllabus may
(and probably will) change according to the needs of the class in order to maximize the amount and
diversity of educational opportunities that may present themselves. Please follow the syllabus on
Learning Suite for the updated syllabus changes. I will announce all syllabus changes in class and via
email.
Participation Policy
You will be expected to participate in class, especially given the fact that the success of this course is
largely determined by the quality of discussion that is generated during class. The class will be much
more rewarding if we have everyone discussing the readings and sharing their ideas. In order to
accomplish this, each student will be required to comment in class at least 5 times throughout the
course of the semester. This participation will be the deciding factor between half grades (i.e.
between a B+ and A-).
In addition to in-class participation, students are expected to participate in at least two out of class
events that relate to race and ethnicity. The focus of this class is not only to provide a theoretical
basis on which to analyze historical and contemporary minority group relations, but to attain
knowledge through applied learning.
Grading Scale
Grade
Points
A
558 to 600 points
A-
540 to 557 points
B+
522 to 539 points
B
498 to 521 points
B-
480 to 497 points
C+
462 to 479 points
C
438 to 461 points
C-
420 to 437 points
D+
402 to 419 points
D
378 to 401 points
D-
360 to 377 points
E
359 to 359 points
Assignments
Essays
There will be five essays for this class - a race and ethnicity essay and one for each novel we read.
The race and ethnicity essay is required for all students. Students may then choose to write on 3 of
the four novels that we read. The idea behind the essay is to have you apply what you learned from
the textbook to the novel that we read. These are the kind of books that are popularly read and I
want you to develop your skills in critically evaluating such books, as well as applying your
sociological imaginations. These essays will be due at the beginning of class on the last class period
that we cover the book, and no late essays will be accepted unless it is an emergency (see schedule for
due dates). Each essay will be no longer than 5 pages (double-spaced) and will combine for 50% of
your final grade. These essays will also take the place of the final exam, so I expect them to be well
written and revised (i.e., not just thrown together at the last minute). Each essay will be graded on the
same grading rubric, which will be provided on Learning Suite.
Race and Ethnicity Paper
For this assignment, you will need to execute the following 3 steps which involve the use of
qualitative methods to investigate your understanding and experiences of race and ethnicity, as well
as one family member’s and an individual of a different race’s understanding and experiences of race
and ethnicity.
Step 1: Identify your own perceptions and experiences with race and ethnicity.
Step 2: Identify the perceptions and experiences of race and ethnicity of 1 member of your family
(this person CANNOT be the same generation as you) and of an individual that is of a different race
than you (this person can be the same generation as you).
Step 3:Position your personal perceptions and experiences and those of your interviewees within a
sociological framework of race and ethnicity.
The end result will be a 4-5 page essay (double-spaced) which describes your personal experiences
with race and ethnicity, compares them with the experiences of a family member and individual of a
different race, and analyzes these experiences using theoretical concepts discussed in the Schaefer
readings.
Novel Essays
Race in Colonial America Essay
Modern Racism Essay
Latino Americans Essay
Asian Americans Essay
Community Events
Community events include attendance at lectures, powwows, activities and service opportunities
fostering interethnic participation or education beyond that normally experienced in each student’s
ongoing life activities and university experience. The outside activities are highly variable and specific
to student interests, and therefore should be discussed with the teacher and approved in advance.
Students will report participation in outside activities in writing (2 pages single-spaced), including a
description of the activity and ethnic groups represented, an assessment of how the experience
changed the student’s understanding of the persons, topics, and activities encountered and how the
experiences reflects theoretical principals we have covered in class. Acceptable ethnic activities may
include ongoing service projects as well as single events in which students engage personally.
Group Presentation
In groups of 3 or 4, students will choose a topic related to information covered over the course of
the semester and then expound on that topic in an original visual presentation (PowerPoint, Prezi,
student-made film). Take this opportunity to choose something exceptionally interesting or
meaningful to the group. Presentations may include topics such as transracial adoption, interracial
marriage, the "browning of America", racial motives for immigration policy, etc. The keys to these
presentations are:
1) Topics are thoroughly researched.
2) Information is accurately and creatively presented
3) There is a clear sociological analysis of the topic based on information presented in the course and
4) All group members equally contribute.
Presentations should be 12 to 15 minutes in length and should include a 3-4 page summary of your
work, including a short literature review of your sources.
Point Breakdown
Assignments
Papers (75 points each)


100
Participation

300
Race and Ethnicity Paper
3 Novel Essays
Exam

Points
100
Community Event 1
Community Event 2
Group Presentation
100
Schedule
Date
Topic
Assignments
M - Jan 07
Introduction to Class
W - Jan 09
Star Power - Last Names starting with A-H
F - Jan 11
Star Power - Last Names starting with I-Z
M - Jan 14
Exploring Race and Ethnicity
Schaefer, Chapter 1
W - Jan 16
Exploring Race and Ethnicity
Schaefer, Chapter 1
F - Jan 18
Constructing Race and Ethnicity
Cornell and Hartman Reading 1
VIDEO - Race the Power of Illusion: The Difference Between Us
M - Jan 21
Martin Luther King Jr. Holiday
No Class
This is a great opportunity to complete a participation assignment.
W - Jan 23
Prejudice
F - Jan 25
Prejudice
M - Jan 28
Discrimination
Schaefer Chapter 3
W - Jan 30
Discrimination
Schaefer Chapter 3
F - Feb 01
Immigration
Schaefer Chapter 4
M - Feb 04
Immigration
Race and Ethnicity Paper Due
Schaefer Chapter 4
W - Feb 06
Ethnicity and Religion
Schaefer Chapter 5
F - Feb 08
Ethnicity and Religion
Schaefer Chapter 5
M - Feb 11
The Nation as a Kaleidoscope
Schaefer Chapter 6
W - Feb 13
The Nation as a Kaleidoscope
Schaefer Chapter 6
Schaefer Chapter 2
Schaefer Chapter 2
Date
Topic
Assignments
F - Feb 15
In-class Exam
Exam 1
No Readings
M - Feb 18
Presidents Day Holiday
No Class
T - Feb 19
Race in Colonial America - Native Americans
Monday Instruction
Takaki Chapter 2
W - Feb 20
Race in Colonial America - Native Americans
Takaki Chapter 4
F - Feb 22
African Americans & Slavery
Narrative of Frederick Douglass
M - Feb 25
African Americans & Slavery
Narrative of Frederick Douglass
W - Feb 27
African Americans & Slavery
Narrative of Frederick Douglass
Race in Colonial America Essay Due
F - Mar 01
Constructing Whiteness
The House We Live In (on BYUgle)
McIntosh.pdf Download
Helms White Racial Identity Theory.pdf Download
M - Mar 04
Modern Racism
Between Barack and a Hard Place
W - Mar 06
Modern Racism
Between Barack and a Hard Place
F - Mar 08
Modern Racism
Between Barack and a Hard Place
Modern Racism Essay Due
M - Mar 11
Guest Speaker
W - Mar 13
Latino Americans
Just Like Us
F - Mar 15
Latino Americans
Just Like Us
M - Mar 18
Latino Americans
Just Like Us
W - Mar 20
Latino Americans
Just Like Us
F - Mar 22
Latino Americans
Just Like Us
Latino Americans Essay Due
Date
Topic
Assignments
M - Mar 25
Asian Americans
I Love You's Are For White People
W - Mar 27
Asian Americans
I Love You's Are For White People
F - Mar 29
Asian Americans
I Love You's Are For White People
M - Apr 01
Asian Americans
I Love You's Are For White People
Asian Americans Essay
W - Apr 03
Class Presentations
F - Apr 05
Class Presentations
M - Apr 08
Class Presentations
W - Apr 10
Class Presentations
F - Apr 12
Class Presentations
M - Apr 15
Class Presentations
University Policies
Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of
their academic work. Academic honesty means, most fundamentally, that any work you present as
your own must in fact be your own work and not that of another. Violations of this principle may
result in a failing grade in the course and additional disciplinary action by the university. Students are
also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for
yourself and others and ensures an effective learning and working environment. It is the university's
expectation, and my own expectation in class, that each student will abide by all Honor Code
standards. Please call the Honor Code Office at 422-2847 if you have questions about those
standards.
Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant
in an educational program or activity that receives federal funds. The act is intended to eliminate sex
discrimination in education and pertains to admissions, academic and athletic programs, and
university-sponsored activities. Title IX also prohibits sexual harassment of students by university
employees, other students, and visitors to campus. If you encounter sexual harassment or genderbased discrimination, please talk to your professor or contact one of the following: the Title IX
Coordinator at 801-422-2130; the Honor Code Office at 801-422-2847; the Equal Employment
Office at 801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1-888-238-1062 (24hours).
Student Disability
Brigham Young University is committed to providing a working and learning atmosphere that
reasonably accommodates qualified persons with disabilities. If you have any disability which may
impair your ability to complete this course successfully, please contact the University Accessibility
Center (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations are reviewed for all
students who have qualified, documented disabilities. The UAC can also assess students for learning,
attention, and emotional concerns. Services are coordinated with the student and instructor by the
UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the
basis of disability, you may seek resolution through established grievance policy and procedures by
contacting the Equal Employment Office at 422-5895, D-285 ASB.
Academic Honesty
The first injunction of the Honor Code is the call to "be honest." Students come to the university not
only to improve their minds, gain knowledge, and develop skills that will assist them in their life's
work, but also to build character. "President David O. McKay taught that character is the highest aim
of education" (The Aims of a BYU Education, p.6). It is the purpose of the BYU Academic Honesty
Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings
with others. They should complete their own work and be evaluated based upon that work. They
should avoid academic dishonesty and misconduct in all its forms, including but not limited to
plagiarism, fabrication or falsification, cheating, and other academic misconduct.
Respectful Environment
"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst
insulting in their comments to and about others... We hear derogatory and sometimes even
defamatory comments about those with different political, athletic, or ethnic views or experiences.
Such behavior is completely out of place at BYU, and I enlist the aid of all to monitor carefully and,
if necessary, correct any such that might occur here, however inadvertent or unintentional. "I worry
particularly about demeaning comments made about the career or major choices of women or men
either directly or about members of the BYU community generally. We must remember that personal
agency is a fundamental principle and that none of us has the right or option to criticize the lawful
choices of another." President Cecil O. Samuelson, Annual University Conference, August 24, 2010
"Occasionally, we ... hear reports that our female faculty feel disrespected, especially by students, for
choosing to work at BYU, even though each one has been approved by the BYU Board of Trustees.
Brothers and sisters, these things ought not to be. Not here. Not at a university that shares a
constitution with the School of the Prophets." Vice President John S. Tanner, Annual University
Conference, August 24, 2010