ICS Race, Ethnicity, and Inequality Syllabus
Winter 2017
Copyright © Ethan Lee • All Rights Reserved
Canvas is where all of our quizzes, assignments, and syllabus will be stored. Please go there as this page may be out of date.
Professor: Ethan Lee Email: leeethan@deanza.edu
Office Hours: MW - 8:00-8:30, 10:30-11:00 MCC10. Email me if you want to meet before class.
According to the deanza finals schedule we are scheduled for our final
Wed 3/29/17 7:00-9:00am
Bring a large blue or green book available in the bookstore. Buy it the week before finals to avoid lines.
Turnitin.com, see email for class id and password.
Turnitin Quickstart Guide
Course Advisory: Completion of EWRT 1A or ESL 5. Please see me if you have not completed EWRT 1A or ESL 5. If you are new to college or want to develop more life management and study skills, sign up for Huma 20: Life Skills for Higher Education.
Vimeo: http://vimeo.com/spokenhistory/videos/sort:oldest
Course Description:
What is race and racism? Is race purely biological or is it socially constructed? If so, how does race get constructed? Do you think race and racism have anything to do with how we interpret the world around us, how others see you, or what you encounter in society? More generally, how do people's race, gender, class, and sexual orientation relate to their life experiences, especially in terms of opportunities and obstacles?
This course is an introductory study of race and racism, their meanings and functions as they relate to the culturally diverse and socially stratified U.S. society. We will explore the relationship between race, racial identities, and racial inequality from different theoretical and personal perspectives. The course will also engage you in developing your own viewpoint on several matters of social policy and debate, such as racial profiling, immigration, police brutality, racializing disease, interracial dating and marriage, racial identity, and mixed race issues.
The course is organized along three broad areas of questions:
Part 1: How does race function in the U.S?
- What is race?
- How does race get constructed?
- How does race function in our society?
- What is racism?
- How does racism manifest itself?
- How does racism impact various racial groups?
Part 2: What are the theoretical approaches to explain race?
- How do racial categories get constructed?
- How are different racial trajectories explained?
- Why is one racial group doing better than another?
Part 3: How do we apply these theories to a social or policy issue about race?
- What are these debates about? What are the main points of view?
- What is the public discourse about these issues?
- What are your views on racial profiling, racial identity, racial inequality, racism, interracial dating/marriage, and police brutality?
- How do these issues impact our lives?
Required Book:
Why do all the Black kids sit together in the cafeteria for $10.85 There are several copies available on reserve in the Library. Former students usually show up the first week of class to sell their books and readers too so have cash with you the first week of class. I also have about 20 loaners. You won't need the book until the 6th week of class.
Important Dates:
- Last day to drop for refund:
- Last day to add
- Last day to drop with no record of grade:
- Last day to request pass / no pass:
- Last day to drop with W (withdraw):
Academic and Student Resources:
- Writing Center: 864.8839 - ATC 309; Don't wait until the last minute to get help!
- Counseling Center: 864.5400 - 2nd Flr of SCS; for academic, career and personal counseling.
Course Goals:
Improve the student's critical thinking, analysis, writing, and public speaking skills. Ideally, by the end of the course the student will demonstrate critical thinking skills by analyzing race, racism, and racial inequality and will identify, analyze and discuss different responses to various forms of racism and racial inequality.
Course Expectations and Policies
Course Philosophy
The course is designed around the philosophy that learning takes place through intellectual involvement, active participation, development of self-awareness, and lots of questions and discussion. Effective learning also requires an environment in which all opinions can be explored in a respectful manner. So be prepared for class, be ready to engage, and be respectful of opinions that challenge your own!
- You are expected to keep up with all assignments and are responsible for all material presented in the course (readings, videos, lectures, discussions, presentations, handouts). If you are absent or late, you are responsible for finding out what you missed from another classmate.
- Because there are many assignments throughout the quarter, you are to keep abreast of all due dates. The Course Schedule states all due dates. Be sure to look ahead.
- You are expected to take responsibility for your own learning: ask questions, share you thoughts if you are confused. Make suggestions to improve class and assist your own learning.
Absences and Attendance
Attendance at class meetings is required since learning has been designed around a variety of in-class activities. Your contribution to the class will be critical not only for your own learning but also for that of your fellow classmates. Don't miss class unless you aren't feeling well.
- Attendance will be taken at each class meeting. You are expected to be in class on time. If you arrive after roll is called, you will be marked tardy. Three tardies will be counted as one absence.
- You are entitled to 2 absences (regardless of reason). On the 3rd absence, you will be dropped from the course unless you contact the instructor immediately and have documentation of extenuating circumstances, such as illness or family emergency.
- If you are not feeling well, just email me and let me know. Please don't come to class when you are sick especially if you are coughing or sneezing.
- If you get to campus late for whatever reason, traffic, missed the bus, woke up late etc, please come to class, even if there is only 5, 10, 15 minutes of class left. Don't cut class!
Ground rules for Classroom Behavior
- Any behavior that interferes with individual or group class productivity will not be tolerated including but not limited to: texting, listening to an ipod, playing video games on a laptop, psp, ipod touch, iphone, nintendo ds/dsi, private conversations that are unrelated to that day's readings or topics, sleeping, reading non-class related materials, not participating in class discussions/activities, loud or attention-distracting eating or drinking, and inconsiderate personal hygiene habits. Continuing such behavior after my discreet requests to stop can result in students being asked to leave and/or being dropped from the course.
- Turn off your cell phone. (To take care of calls, step outside of classroom.)
- Treat each class member and professor with respect - no personal put-downs or yelling at your classmates or professor, avoid disrupting and interrupting others while they're speaking.
- Read through the Classroom discussion guidelines. Repeated violations of these guidelines may result in me asking you to leave the class and filling out a Referral Form for Disruptive Behavior.
- Students are expected to adhere to the Student Code of Conduct These standards are intended to promote responsible student conduct and fair play. Students shall be subject to College discipline (as outlined in Administrative Procedure 5520: Student Due Process and Discipline) for any of the misconduct that occurs at any time on campus or at any off campus facility, including internet-based courses held on the world- wide web, or college-approved or sponsored functions.
Policy on Academic Honor Code
Academic dishonesty will not be tolerated. Examples of such dishonesty include cheating on an exam, plagiarizing* on writing assignments, or violating other codes of academic integrity. See the section on Academic Integrity in the Student Handbook and plagiarism.org
* Plagiarism is the act of using someone else's ideas and/or words and claiming them as your own, intentionally or unintentionally. Any time you use someone else's words or ideas in your own writing, you need to acknowledge and state the source of those words/ideas. Turning in work that was not done by you and claiming it as your own is cheating as well as plagiarism. This includes non-published work as well as papers taken from internet sources, newspapers, magazines, books, and any printed material. If I catch you cheating, the penalties can range from failing the assignment to failing the course. I will report you to the Dean of Student Development and a notation will go on your transcript. You could be expelled from De Anza if the incident is severe enough. De Anza is a serious institution which is proud of its integrity and reputation and such behavior is not tolerated.
Course Requirements
Class Participation 200 points
You are expected to attend class meetings and participate in class activities (e.g., small group work, discussions, etc.). For days that we will be discussing the week's readings, it is expected that you come to class prepared with your comments and questions to share. Your attentiveness, preparedness, attitude toward learning and classmates, and frequency and quality of contribution will determine your grade.
Papers 100 points (50 points each)
Two written papers will ask you to reflect upon ideas from the course as they relate to yourself and to current events. Late papers will not be accepted.
Paper #1
Personal Experience with racism.
Paper #2
Describe how you developed your own racial identity.
I don't accept papers via email. You must turn them in to turnitin.com
Homework Assignments 30-100 points
There will be 3-5 homework assignments throughout the course.
Quizzes, Final 200-300 points
Quizzes 100-200 points (Please do not ask me to reopen a quiz. They are open 1-2 weeks and are online so you can take them whenever you want while the quiz is open)
Final 100 points
Group Presentation 100 points
The group presentation is an opportunity for you to work together and present on a topic that interests you related to the class. In small groups, you will a) present the major viewpoints on the debate introduced by the readings, b) share your group's opinions, as well as c) facilitate a learning activity among your classmates. The presentations can be creative and fun (ex: a skit, a talk show, a game show, an interactive activity). The purpose of the presentations is to engage your fellow classmates in the main points and questions raised by the readings and the debate. See Group Presentation assignment page for more information.
Video Project 100 Points
Extra Credit 20 points max
1. Extra credit write-ups will have 2 different due dates, see turnitin.com. Write-ups are single 1.5 spaced, 1.5 page minimum - 3 page maximum discussions of videos, events, articles, or personal observations that relate to course themes and concepts. See Extra Credit page for information. Please email or talk to me if you want to write on something not listed. (10 points max per submission; 2 submissions max)
Scale for Final Grade
Your final grade for the course will be calculated on a percentage basis of the 600-800 total points possible:
| Letter Grade | Percentage |
|---|---|
| A+ | 100% - 96.5% |
| A | 96.4% - 93% |
| A- | 92.9% - 89.5% |
| B+ | 89.4% - 86.5% |
| B | 86.4% - 83% |
| B- | 82.9% - 79.5% |
| C+ | 79.4 - 76.5% |
| C | 76.4% - 70% |
| D+ | 69.9% - 66.5% |
| D | 66.4% - 63% |
| D- | 62.9% - 59.5% |
| F | Below 59.5% |
De Anza College provides an academically rich, multicultural learning environment
that challenges students of every background to develop their intellect, character
and abilities; to realize their goals; and to be socially responsible leaders in their
communities, the nation and the world. De Anza College's Mission:
De Anza College fulfills its mission by engaging students in creative work that demonstrates the knowledge, skills and attitudes contained within the college’s Institutional Core Competencies:
- Communication and expression
- Information literacy
- Physical/mental wellness and personal responsibility
- Global, cultural, social and environmental awareness
- Critical thinking
Student Learning Outcome
Students will demonstrate critical thinking skills by analyzing race, racism, and racial inequality and will identify, analyze and discuss different responses to various forms of racism and racial inequality.
Statement of Inclusion
We will have many small group and all class discussions during the quarter about a
range of topics many students will connect to on a deeply personal level (e.g. religion,
politics, gender, race and ethnicity). Given the highly sensitive, personal, profound
and often conflictive nature of these subjects for many individuals around the world,
and in this class, it is imperative that we come to the subject with an open mind,
a spirit of respect, and a desire to analyze and comprehend all viewpoints as forms
of social and cultural expression without judgment or derogatory language. I commit
to doing everything in my power to create a safe and comfortable learning environment
for everyone in the class, and I require you to do the same. I will enforce a strict
line between expression of personal opinion and belief (very welcome in class) and
expressions of prejudice (e.g. racism, sexism, religious intolerance, homophobia,
transphobia) in your language or non-verbal behavior (not welcome in class). If at
any time you are concerned about the classroom environment, please come and talk to
me.
Copyright © Ethan Lee • All Rights Reserved