Fall, 2000

Sociology 267-010

Race and Rights: An Introduction to the Sociology of Race

Professor Elizabeth Higginbotham 
316 Smith Hall
Office Hours: Tuesdays 11-12 and 5-6 and Thursdays  11-12.

Phone 831-2681

8/17/00
 

The division of the human species into "races" is partly conventional and partly arbitrary and does not imply any hierarchy whatsoever.  . . .  Racial divisions have limited scientific interest and may even carry the risk of inviting abusive generalizations.  . . .  The human problems arising from so called "race" relations are social in origin rather than biological.  . . .   Racism falsely claims that there is a scientific basis for arranging groups hierarchically that are immutable and innate.

UNESCO

 

 
 
 
 
 
 
 
 
 

Description

As you can see from the above statement, contemporary thinking does not link race to biology.  Racial boundaries and membership in specific racial groups is socially determined.  In the United States, thinking about racial boundaries and groups has changed over time.  Some groups that were viewed as racially distinct from the majority group in the 1900s are now viewed as part of that majority.  Other groups have continued to be identified as racially distinct for most of our history.  The arbitrary lines between "races" are constantly changing.  Those changes are brought about by sustained social action, just as the maintenance of lines is an active social process.  In this way, while race is socially determined, it has been a fundamental structure in the development of our nation.  This means that racial group membership has been key in shaping an individual's options.  This course is design to teach you that race is socially constructed and that those social definitions have had profound implications for the rights and privileges extended to people. This historical background will help you understand the complexity of racial issues that we now face as a nation today.

Instructor Information

I have been teaching courses on race and ethnic relations for over 20 years.  This year is my third at the University of Delaware, so I am still developing new course for the Department of Sociology and Criminal Justice.  Like many faculty who teach courses about race and ethnicity, I deal with history, empirical research, and theoretical frameworks.  This course includes all these elements.  Furthermore, I think students learn best by being involved and active in a course.  I also expect you to not only learn from each other, but together.  We will have assignments that get you to challenge assumptions, master new content, learn research skills, and think about the implications of your findings.

Course Description

This course involves lectures, groups discussions, and video presentations. The goal is to help you develop an understanding and a language for thinking about race and ethnicity.  In the end, you will understand how social scientists frame these issues and work with them in their scholarship.  All students are expected to be active participants in the class.  If you do so, your learning will be enhanced. It is also essential that you read the assigned materials.  This course uses history and social science to relate the past and contemporary circumstances of racial and ethnic groups.  It is more historical in its framework than most sociology courses.  However, that historical background informs our thinking about contemporary race and ethnic relations.  We will use the history to understand the different opportunities that have been structured for groups and how those differences result in social inequalities we have to cope with today.  The course will focus on specific racial ethnic and ethnic groups to provide a way to develop a theoretical appreciation.  Therefore all groups are not covered, but you will gain the skills and sociological perspective to look at other groups.  Working from Ronald Takaki's history and Charles Gallegher's edited book, we will explore specific groups and investigate theoretical orientations.

Course Objectives

In addition to developing a sociological perspective, this course will enhance skills in social science research.  Engaging in the social sciences requires gathering data, as well as analyzing and interpreting it.  The final task is to write up your findings and the analysis for different audiences.  Most social scientists write for their colleagues in the field, but one can also write for a broad audience of non-social scientists colleagues.  Sociological material, especially on the topic of race relations might be of interest to students (both graduate and undergraduate), the general public, and perhaps politicians and policy makers.  As you write, think carefully about the audience for specific assignment.  While you need to understand sociological concepts, it is necessary to avoid jargon and write in ways that others can understand.

Instructional Method

You are to be an active participant in the course, sharing responsibility for reading materials and contributing to class discussions.  Research demonstrates that participation in group projects enhances learning and also the retention of knowledge. There will be lectures, videos, and opportunities to enhance your research skills.  Come to each class with the reading completed and ready to participate.

Course Requirements

 

All students are expected to attend class regularly and to do the reading before coming to class.  The reading assignments are in two books and one article on Electronic Reserve.

Readings:  The two required books are Ronald Takaki, A Different Mirror: A History of Multicultural America  (Back Bay Books, Boston 1993) and Charles A. Gallagher, Rethinking the Color Line: Readings in Race and Ethnicity (Mayfield Publishing Company, Mountain View, CA 1999).

There will also be two writing assignments, two examinations and a final comprehensive examination.  Examinations will involve both multiple choice questions, identifications, and  short essays.  All assignments will help students integrate new learning into a comprehensive understanding of issues of race and ethnicity that can be employed in new situations.

 

Course Policies

As an active participant in the class you are expected to be prepared by doing the reading and writing assignments, speaking thoughtfully and listening to other class members.  All written assignments are due on time.  And students are expected to take examinations on time.  Students will lose points for assignments that are over one week late.  Students are expected to adhere to university policy on honesty.

Regular attendance and active participation in class sessions are essential for your learning and the success of the class.  After two absences, a medical excuse is required, otherwise a student will lose grade points. When you work with a group, you should be a responsible participant, doing your fair share, and also listening respectfully to other group members.

Ground Rules for Course

Grading, Evaluation Policies and Procedures

You will have a range of opportunities to demonstrate your mastery of course materials.  There are examinations, but also writing assignments that enable you to integrate course material and address a critical issues.  To get a final grade in the course you will have to complete all assignments.

 
Examinations:  There are three examination during the semester.  Two examinations will cover course materials and the final examination is comprehensive.  The first examinations are each worth 15% of your grade, the second and the final examination are worth 22.5% of the final grade.
 

Written Assignments:  There are two writing assignments that will show your mastery of the course material.  Each assignments is worth 20% of your final grade.

 

Extra Credit:  In addition, you can also receive extra credit for attending special events, especially campus speakers who address issues of race, ethnicity, and gender.  To get extra credit you have to write a paragraph about what you learned from the event and your assessment of the presentation. You can get .5 to 2.5 points towards your final grade per entry depending upon your effort. Extra credit can help improve your grade.
 
 
 

Revised Course Evaluation

Writing Assignment I Due September 21	20  points
Examination I  October 3, 2000	15 points
Examination II November 2, 2000	22.5 points
Writing Assignment II November 30, 2000	20 points
Final Examination  December 12, 2000 at 10:30-12:30	22.5  points

 

People voting in Birmingham Alabama
 
 
 
 

Course Calendar 

August 29	Course Overview, Review the Syllabus, Introduction to WebCT and Ground Rules.
August 31	How We Think and Talk about Race in the U.S.  Readings: Ronald Takaki, A Different Mirror, Chapters 1, pp. 1- 17, Elizabeth Martinez, "Beyond Black/ White,"  pp. 124-132 and Clara Rodriguez and Hector Cordero-Guzman, "Placing Race in Context," pp. 57-62  in Charles Gallagher's Rethinking the Color Line.
Sept. 5	Race and the Media Readings: Benjamine DeMott, "Put on a Happy Face," pp. 358-365; Robert Entman, "African Americans According to TV News," pp. 372-376; and S. Robert Lichter and Daniel Amundson, "Distorting Reality: Hispanic Characters in TV Entertainment," pp. 377-387  in Charles Gallagher's Rethinking the Color Line.
Sept. 7	Group Postions and Social Constructions Reading: Herbert Blumer, "Race Prejudice as a Sense of Group Position," pp. 99-105  in Charles Gallagher's Rethinking the Color Line.  Note the date when this article was published.  How did most people think about prejudice during the time Blumer wrote this article? Video:  Growing Up in the City: Young People's Conceptions of Race Distribution of Assignment I:  Group Discussions
Sept. 12	Theoretical Approaches to Race Readings: Charles Gallagher, "Introduction," pp 1-3, Michael Omi and Howard Winant, "Racial Formations," pp. 9-17, and Joe Feagin and Clairece Booher Feagin, "Theoretical Perspectives on Race and Ethnic Relations," pp. 17-33 in Charles Gallagher's Rethinking the Color Line. Group Discussions
Sept. 14	Historical Origins and the Shape of  Slavery in the Colonies and the New Nation Readings: Ronald Takaki, A Different Mirror, Chapters 2-3, pp. p. 24-76 and Howard Zinn, "Drawing the Color Line,"  pp. 34-45 in Charles Gallagher's Rethinking the Color Line. Video: Africans in America: Selections
Sept. 19	Establishing a Racial Order: The Place of Native Americans in the New Nation and the Industrial Age. Reading:  Ronald Takaki, A Different Mirror, Part II, Chapters 4 and Part III, Chapter 9, Pp. 79-105 and 225-245.
Sept. 21	Ending Slavery and Shifting the National Contract Reading: Ronald Takaki, A Different Mirror, Chapter 5, pp. 106-137.  Assignment I Due
Sept. 26	European Immigration and Industrialization.  Readings: Ronald Takaki, A Different Mirror,  Chapter 6,  pp. 139-165 and Stephen Steinberg, "Why Irish Became Domestics and Italians and Jews Did Not," pp. 411-420 in Charles Gallagher's Rethinking the Color Line.
Sept. 28	Examination I
Oct. 3	Conquest and Struggle: The Mexican American Experience  Readings: Ronald Takaki, A Different Mirror, Chapter 7,  pp. 166-190.
Oct. 5	Chinese Immigrants in the U.S. Readings: Ronald Takaki, A Different Mirror, Chapter 8, pp. 191-221
Oct. 10	Japanese Immigrants in the U.S. Readings: Ronald Takaki, A Different Mirror, Chapter 10, pp. 246-276
Oct. 12	Gender and Exclusion: Asian and Asian American Women's Experiences  Reading: Julie Mattaei and Teresa Amott, "Race, Gender and Work: The History of Asian and Asian American Women," pp. 222-237 in Charles Gallagher's Rethinking the Color Line.
Oct.  17	White Immigrants' Struggle for Incorporation:  The Jewish Experience  Reading: Ronald Takaki, A Different Mirror, Chapter 11, pp. 277-310 Video: Island of Hope, Island of Tears
Oct. 19	Urban Experiences of European Immigrants and Latinos/as Reading: Moving North: The Latino/a Experience.  Ronald Takaki, A Different Mirror, Chapter 12, pp. 311-339
Oct. 24	The Promise and Problems of Urbanization: A Comparative View Readings: Ronald Takaki, A Different Mirror, Chapter 13, pp. 340-369 Video: Freedom Bags In class we will discuss the contrasting experiences of European Immigrants, Latinos/as and African Americans in urban communities.
Oct. 26	Challenging the Racial Dictatorship: The Impact of World War II  Readings: Ronald Takaki, A Different Mirror, Part IV and Chapter 14, pp. 373-428
Oct. 31	Civil Rights Movement Video: Eyes on the Prize: The Bridge to Freedom
Nov. 2	Examination II
Nov. 7	Election Day:  No Class:  Remember to Vote
Nov. 9	Contemporary Race Relations  Readings: Howard Schuman, et. al., "The Complexity of Race Relations," pp. 89-98 and Roger Waldinger, "When the Melting Pot Boils Over," pp. 287-299 in Gallagher's Rethinking the Color Line. Distribute Writing Assignment 2:  Group Discussions
Nov. 14	Maintaining Segregation and Inequality: The Role of Schools and Neighborhoods Readings: Jonathan Kozol, "Savage Inequalities," pp. 144-153 and Judith DeSena, "Local Gatekeeping Practices and Residential Segregation," pp 336-347 in Gallagher's Rethinking the Color Line. Group Discussions
Nov. 16	Racism in the Post Industrial Age:  Readings: Wilson J. Wilson, "When Work Disappears, " pp. 300-315; Joe Feagin, "The Continuing Significance of Race," 133-143; and Pyong Gap Min, "Major Issues Relating to Asian Americans Experiences," pp. 450-464 in Gallagher's Rethinking the Color Line Group Discussions
Nov. 21	Coping in Inner Cities Reading:  Elijah Anderson, "The Code of the Streets," pp. 347-357 in  in Gallagher's Rethinking the Color Line.  Video: Growing Up in the City:  Urban Families
Nov. 23	Thanksgiving Holiday--Enjoy your Break
Nov. 28	Exploring Identity:  Readings:  Mary Waters, "Optional Ethnicities: For Whites Only," pp. 491-503 and Charles Gallagher, "White Racial Formation," pp. 503-508 in Gallagher's Rethinking the Color Line.
Nov. 30	Identity and Community for Native and  Immigrants  Readings: Mary Waters, "Ethnic and Racial Identities of Second Generation Black Immigrants in New York City, " pp. 421-436; Yen Le Espiritu, "Asian American Panethnicity," pp. 63-72 in Gallagher's Rethinking the Color Line. Writing Assignment 2 Due
Dec. 5	Race and Inequality in our Futures Reading: Melvin Oliver and Thomas Shapiro, "Getting Along: Renewing America's Commitment to Racial Justice," pp. 523-541 in Gallagher's Rethinking the Color Line and Jacqueline Johnson, Sharon Rush, and Joe Feagin, "Reducing Inequalities," Contemporary Sociology, Vol 29. (Jan. 2000), pp. 95-110 on Electronic Reserve
Dec. 7	Reading Day
Dec. 12	Final Examination 10:30-12:30

 
 

Duke Ellington