Seminar on Race and American Politics

PLSC 597-004: Seminar on Race and American Politics

Ray Block Jr.

Fall Semester, 2020

E-mail: [email protected] Web: https://polisci.la.psu.edu/people/ray-block Ofﬁce Hours: T/Th 10:00AM -11:45AM Class Hours: M 9:00AM - 12:00PM Ofﬁce: 308 Pond Laboratory Class Room: Not applicable (we meet via Zoom)

Course Description

Politics is about “who gets what, when, [where], and how” (Lasswell 1951). In this course, we will consider the role of race in who gets what, when, where, and how. We will begin by surveying the historical contexts of racial politics in the United States. In so doing, we will acknowledge that race can be (and often is) political. From this foundation, we will examine the various controversies that surround the role of race in American society and politics. These controversies, or “issues,” affect public opinion, political institutions, political behavior, and salient public policy debates. Although focusing principally on matters relating to African Americans, where possible and appropriate, we will also make comparisons with other racial/ethnic groups.

Learning Objectives

Overall, I want students to appreciate that American politics fundamentally doesn’t make sense without explicitly considering race. As students will see below, there are several broad themes guiding this course. Mainly, we will explore what race is, why it matters, and how it shapes attitudes, behaviors, policies, and institutions. My goals for the course include, but are not limited to, helping students cultivate: 1. a strong substantive understanding of how race inﬂuences (and is shaped by) the American political system; 2. critical thinking skills about historical and contemporary political issues; 3. an appreciation for the construction and execution of effective research design; and 4. written and oral communication skills (these are good things in general to cultivate, and such skills are especially important when discussing the sensitive topics covered in class).

Course Requirements

Expectations Overall, I expect students to read the material, contribute meaningfully to conversations in class, complete a variety of formal and informal writing assignments, and be helpful colleagues when it comes to learning about and offering feedback on each other’s ideas. Here are the speciﬁc requirements for this seminar:

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1. This is a graduate-level seminar, so attendance and participation are essential to the success of the class. Please contact me in advance of the class session if you are not able to attend. I will allow students one absence before I start penalizing grades. Any additional absences will be addressed on an individual basis. Participation is graded based on the student’s ability to demonstrate that he/she has grasped the reading and is conversant in the theory and methods presented by each author.

2. Two 5-page reaction papers that analyze in detail selected readings from the ﬁve parts of the course as set forth in the syllabus. Reaction papers should 1/ include concise summaries of the arguments and evidence from the readings, 2/ assess the strengths and weaknesses of that argument, and 3/ discuss the effectiveness of the research design and methods used. Consider questions such as: What causal mechanisms are at work? What is the structure of the authors’ arguments? Does the work principally generate ideas, test hypotheses/address research questions, or develop theory, or some combination of these? What evidence do the authors present to back up their arguments? Can you suggest a alternative way to evaluate the authors’ claims? How does this reading advance our understanding of race and American politics more broadly? It is particularly useful to use the reaction papers to reﬂect upon previous readings and future themes of the course.

3. Rotating leadership of class discussions (i.e. presenting overviews of the readings as well as discussion questions). Each student will get the opportunity to lead at least one of class discussion. The discussant will be responsible for leading the discussion on those readings, as well as preparing a brief outline of the research design for each reading. This outline should include 1/ the research question, 2/ the main argument (e.g. the answer to the research question), 3/ variables of interest, and 4/ methodology for each reading. Where possible, the “moving parts” of the argument (concepts, variables, research questions or hypotheses, causal mechanisms, etc.) should be diagrammed. The total outline should be 1-page or less in length. Students are responsible for preparing copies of this outline for all members of the course, and they should distribute copies of the outline at the beginning of class. While leading the class, the discussant should examine key themes and questions on the topic and work to link the week’s readings with previous topics addressed in the class. The discussant should arrive in class with at least 3 discussion questions per reading. If you have questions about your readings, make an appointment to meet with me at least 24 hours in advance of class (not day of).

4. Students will complete a research proposal, 10-15 pages in length (excluding front matter and back matter), outlining a potential research agenda on some topic(s) related to the course. I expect these proposals to include a brief literature review and some set of research questions or hypotheses to be explored. In other words, it would include all the elements of a published article—except for the empirical section (although I would encourage students to engage in some preliminary or exploratory analyses if possible). Students should meet with me early in the semester to discuss their research proposal ideas. And, to encourage people to work early, I am asking students to submit an initial draft of their proposals early on in the semester that only I will review, and revised draft midway through the semester that students will peer review (more on that below). For the initial draft, I expect a one-page summary including: research question/puzzle, hypotheses, and a minimum of 5 sources (independent of the course readings) that will be in the literature review. I designed this assignment to evaluate students’ ability to develop an independent piece of research and to critically engage existing scholarship. The assignment will be graded on creativity, mastery of the existing literature, and overall research merit. The ﬁnal drafts of the research proposals will be due no later than the last day of Final Exams.

5. We will learn to embrace peer review in this class, and we will work together to help each other write better papers. I will arrange things on our Canvas course page so that students can review each other’s drafts and write up short review memos. Here is how the process will work: Students will turn in their initial drafts, and I will provide the ﬁrst set of comments. Then, each student would submit the revised drafts of their proposals, and I will shufﬂe those proposals and circulate them for

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peer review. Students will give feedback on the papers they were assigned by writing short memos (no longer than 2 pages). Each student will review two papers, which means that every proposal will have two peer-reviews. I will grade those memos based on a rubric that I will make available to everyone. Basically, this rubric will check to see if the feedback is helpful and clearly written, and that the memos begin with the reviewer explaining what they think the paper is about. By the time the end of the semester hits, everyone in the class will have gotten multiple sets of feedback on their revised drafts, and I expect students to weave the some (but not all) of that feedback into their ﬁnal drafts.

Grading Attendance/participation is worth 10% of your final grade. Each reaction paper is worth 15% (30% of your final grade for both). Leadership of class discussion is worth 10%. While the “initial” draft of is not graded, the “revised” and “final” drafts of your research proposal are worth 15% and 25% respectively. Peer-review memos are 5% apiece (for a combined total 10% of your final grade). Here are the due dates:

• Declaration of Research Topic: The earlier the better, but I expect students to share their research ideas with me by September 13.

• Class Discussion Leader: I will ﬁnalize the dates of these later, since students will need to complete a sign-in sheet to schedule when these will happen. Regardless of scheduling, every student will have the opportunity to lead at least one class discussion by December 7 (which is our last week of class).

• Reaction Papers: Students should submit the ﬁrst one to me by September 25. The second one is due by November 13.

• Research Proposal Drafts: The initial draft is due on October 2, the revised draft (the one that gets peer-reviewed) will be due on November 6, and the ﬁnal draft is due no later than December 18.

• Peer Review Memos: Students will have peer-reviewed each other’s work by November 20.

To evaluate the degree to which students meet these requirements, I use the standard Penn State Univer- sity grading scale.

A 93 – 100 C+ 77 – 79 A– 90 – 92 C 73 – 76 B+ 87 – 89 D 70 – 72 B 83 – 86 D/F 60 – 69 B– 80 – 82 F 0 – 59

Tentative Course Schedule

This schedule is tentative and subject to change. I will teach 15 lessons this semester, and those lessons are spread out over ﬁve distinct parts. Each of these lessons should take roughly one week to complete, but we might spend more time on a lesson if need be. I will make the speciﬁc details, materials, readings, etc. available on the Canvas course page.

A quick note about the readings: While there is no textbook for the class per se, I will offer students the opportunity to read chapters out of Walton, Smith, and Wallace’s American Politics and the African American Quest for Universal Freedom (Routledge; 9 edition forthcoming in 2020). That book inspires much of what I know about race and politics, and, and, while it is meant for undergraduates, I think it will provide a wonderful supplement to our class material. Also, I will talk brieﬂy here about how I “schedule readings.” I will begin each lesson with a brief discussion of the broad theoretical questions that the readings respond

3/29 Race and American Politics to, and how those readings relate back to the core quote at the beginning of the syllabus (who gets what, etc.). Generally, there are three types of readings for this class. There are the required readings (i.e., stuff we will discuss directly in class), background readings (i.e., stuff you probably should look into, but that isn’t going to be discussed in class, speciﬁcally), and recommended readings (i.e., where I put all of the other stuff I like but can’t assign due to space and time limitations).

Part 1: The Study of Race and Politics As the title suggests, we start the ﬁrst part of the class with a very basic question: what does it mean to study race in American politics. The readings compiled below should give you a good sense of what race and politics scholars study and why those scholars believe the work they are doing is meaningful. To give away some of the story, it should be clear by the end of this part of the syllabus that many of the “problems” of race relations in the USA inﬂuence (and are shaped by) the study of race relations in the USA.

Introduction and Overview - August 24 Class orientation, etc. (no required readings this week).

The Meanings and Measurements of Race - August 31 To set the stage, I included several “state of the discipline” pieces because they take a panoramic view of the scholarship on race in the social sciences more broadly and in political science in particular. In these background readings for this week, the who are African Americans and the what is legitimacy (via sociopolitical inclusion and scholarly attention). The “main” and “recommended” readings provide us with some necessary housekeeping while challenging us to grapple with the conceptualization and oper- ationalization of race in our research. In this sense, the August 31 readings dive deeper into the how by reminding us to be conscientious about this thing we study (race).

Background Readings

1. Ernest J. Wilson III. 1985. “Why Political Scientists Don’t Study Black Politics, But Historians and Sociologists Do.” PS: Political Science & Politics 18(3): 600-607.

2. McClain, Paula D., and John A. Garcia. 1993. “Expanding Disciplinary Boundaries: Black, Latino, and Racial Minority Group Politics in Political Science.” Political science: The state of the discipline II (pp. 247-279).

3. Walton Jr., Hanes, Cheryl M. Miller, and Joseph P. McCormick II. 1995. “Race and Political Science: The Dual Traditions of Race Relations Politics and African-American Politics.” In James Farr, John S. Dryzek, and Stephen T. Leonard, eds., Political Science in History: Research Programs and Political Traditions, pp. 145-174. New York, NY: Cambridge University Press.

4. Kennedy, Randall. 2002. N*gger: The Strange Career of A Troublesome Word. New York, NY: Pantheon Books.

5. Hutchings, Vincent L. and Nicholas A. Valentino. 2004. “The Centrality of Race in American Politics.” Annual Review of Political Science 7(1): 383-408.

6. Smith, Rogers M. 2004. “The Puzzling Place of Race in American Political Science.” PS: Political Science and Politics 37(1): 41-45.

7. Helms, Janet E., Maryam Jernigan, and Jackquelyn Mascher. 2005. “The Meaning of Race in Psychology and How to Change It: A Methodological Perspective.” American Psychologist 60(1): 27–36.

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8. Mason, Patrick L., Samuel L. Myers Jr., and William A. Darity Jr. 2005. “Is There Racism in Eco- nomic Research?” European Journal of Political Economy 21(3): 755-761.

9. Wilson, Ernest J. and Lorrie A. Frasure. 2007. “Still at the Margins: the Persistence of Neglect of African American Issues in Political Science, 1986–2003”. In Wilbur C. Rich, ed., African American Perspectives on Political Science, pp. 7-23. Philadelphia, PA: Temple University Press.

10. Alexander-Floyd, Nikol. 2014. “Why Political Scientists Don’t Study Black Women, but Historians and Sociologists Do: On Intersectionality and the Remapping of the Study of Black Political Women.” In Black Women in Politics: Demanding Citizenship, Challenging Power, and Seeking Justice (National Political Science Review, Volume 5), pp. 16: 5–26. Albany, NY: SUNY Press.

11. Walton Jr., Hanes, Robert C. Smith, and Sherri L. Wallace. 2020. American Politics and the African American Quest for Universal Freedom, 9th Edition. Abingdon, UK: Routledge. Read the Preface.

Required Readings

1. Zuberi, Tukufu, and Eduardo Bonilla-Silva. 2008. “Towards a Deﬁnition of White Logic and White Methods.” Chapter 1 in Tukufu Zuberi and Eduardo Bonilla-Silva, eds., White logic, White Methods: Racism and Methodology, pp. 3-30. Lanham, MD: Rowman & Littleﬁeld Publishers.

2. Snipp, C. Matthew. 2003. “Racial Measurement in the American Census: Past Practices and Implications for the Future.” Annual Review of Sociology 29: 563-588.

3. Fields, Karen E., and Barbara Jeanne Fields. 2014. Racecraft: The Soul of Inequality in American Life. Brooklyn, NY: Verso Trade. Read the Introduction and Chapter 1.

4. Sen, Maya and Omar Wasow. 2016. “Race as a Bundle of Sticks: Designs that Estimate Effects of Seemingly Immutable Characteristics.” Annual Review of Political Science 19(1): 499-522.

5. Bunyasi, Tehama Lopez and Candis Watts Smith. 2019. Stay Woke: A People’s Job to Making All Black Lives Matter. New York, NY: NYU Press. Chapter 3 (pp. 47-116).

Recommended Readings

1. Dawson, Michael C. and Ernest J. Wilson, III. 1991. “Paradigms and Paradoxes: Political Science and African-American Politics.” Chapter 7 in William J. Crotty, ed., Political Science: Looking to the Future: The Theory and Practice of Political Science, Volume 1. Evanston, IL: Northwestern University. Press, vol 1, pp. 189-234.

2. Walton Jr., Hanes. 1997. African American Power and Politics: The Political Context Variable. New York, NY: Columbia University Press. Chapter 4.

3. Smedley, Audrey. 1998. “’Race’ and the Construction of Human Identity.” American Anthropologist 100(3): 690-702.

4. James, Angela. 2001. “Making Sense of Race and Racial Classiﬁcation.” Race and Society 4(2): 235-247.

5. Dawson Michael C. and Cathy Cohen. 2002 “Problems in the Study of the Politics of Race.” In: Katznelson I and Milner HV (eds) Political Science: The State of the Discipline. New York, NY: W. W. Norton, pp.488–510.

6. Politics, Groups, and Identities, Volume 1, Issue 4. 2013. Dialogue: In Memoriam: Hanes Walton, William Nelson, and Richard Iton and their Contributions to the Study of Black Politics. Read the pieces by Khalilah L. Brown-Dean, Bilal Dabir Sekou, Melynda J. Price, Barnor Hesse, and Lester K. Spence.

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7. Gines, Kathryn. 2014. “A Critique of Postracialism: Conserving Race and Complicating Blackness Beyond the Black-White Binary.” Du Bois Review: Social Science Research on Race 11(1): 75-86.

8. Blatt, Jessica. 2018. Race and the Making of American Political Science. Philadelphia, PA: University of Pennsylvania Press.

9. Garcia, Nichole M., Nancy Lopez, and Veronica N. Velez. 2018. “QuantCrit: Rectifying Quantitative Methods through Critical Race Theory.” Introduction to the special issue in the Journal of Race Ethnicity and Education on critical quantitative analysis (QuantCrit) 21(2): 149-157.

10. Belk Jr., Adolphus G., Robert C. Smith, and Sherri L. Wallace. 2020. “Having Their Say, Leaving Their Mark: The Lasting Contributions of NCOBPS and Black Political Scientists to the Political Science Discipline.” National Review of Black Politics 1(1): 141–153.

Historical Context - September 7 As you will see with the September 7 readings, the study of race in American Politics reflects contra- diction between the “ideal” and the “reality” or race relations in this country. The background readings highlight the difficulty of reconciling being “Black” with being “American” on the one hand and comparing America’s Democratic principles with its history of racial inequality on the other hand. Likewise, the “required” and “recommended” readings for this week look historically at how our country manages these contradictions–and how these contradictions influence our understanding of race and politics.

Background Readings

1. de Tocqueville Alexis. 2003 (1835). Democracy in America, Volume 1 (Translated by Henry Reeve. Regnery Publishing. Read all the parts of the volume pertaining to the “Future Condition of the Three Races in the United States” (pp. 363-485).

2. Cooper, Anna Julia. 2000 (1892). A Voice From the South: Electronic Edition. Chapel Hill, NC: Academic Affairs Library, UNC-CH. Original edition, Xenia, Ohio: The Aldine Printing House.

3. Du Bois, W. E. B. 1903. The Souls of Black Folk. “Of Our Spiritual Strivings” (Chapter 1), “Of the Dawn of Freedom” (Chapter 2), and “Of Mr. Booker T. Washington and Others” (Chapter 3).

4. Myrdal, Gunnar. 1996 (1944). An American Dilemma: The Negro Problem and Modern Democracy. Transaction Publishers. Original edition, Harper and Row. Chapters 1 and 2 (pp. 3-49).

5. Walton Jr., Hanes, Robert C. Smith, and Sherri L. Wallace. 2020. American Politics and the African American Quest for Universal Freedom, 9th Edition. Abingdon, UK: Routledge. Read Chapter 1 (“Uni- versal Freedom Denied: Racism, Slavery, and the Ideology of White Supremacy in the Founding of the Republic.”)

Required Readings

1. McClerking, Harwood K. and Tasha S. Philpot. 2014. “Struggling to be Noticed: The Civil Rights Movement as an Academic Agenda Setter.” PS: Political Science & Politics 41(4): 813-817.

2. Baptist, Edward E. 2014. The Half Has Never Been Told: Slavery and the Making of American Capitalism. New York, NY: Basic Books. Introduction (xiii – xxvii); Chapter 3 (pp. 75- 109); Chapter 4 (pp. 111-144).

3. Morris, Aldon. 2015. The Scholar Denied: W.E.B. Du Bois and the Birth of Modern Sociology. Oakland, CA: University of California Press. Chapter 5 (pp. 119-148).

Recommended Readings

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1. Bunche, Ralph J. 1936. A World View of Race: Bronze Booklet #4. Washington, D.C.: Associates in Negro Folk Education, 1936.

2. Westie, Frank R. 1965. “The American Dilemma: An Empirical Test.” American Sociological Review 30(4): 527-38.

3. Kinder, Donald R. 1986. “The Continuing American Dilemma: White Resistance to Racial Change 40 Years after Myrdal.” Journal of Social Issues 42(2): 151-171.

4. Spark, Clare L. 2001. “Race, Caste, or Class? The Bunche–Myrdal Dispute Over An American Dilemma.” International Journal of Politics, Culture and Society 14(3): 465-511.

5. Lyubansky, Mikhail, and Roy J. Eidelson. 2005. “Revisiting Du Bois: The Relationship between African American Double Consciousness and Beliefs about Racial and National Group Experi- ences.” Journal of Black Psychology 31(1): 3-26.

6. Payne, Charles M. 2007. I’ve Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle. Oakland, CA: University of California Press, 2007.

7. Tillery, Alvin. 2018. “Reading Tocqueville behind the Veil: African American Receptions of Democracy in America, 1835–1900.” American Political Thought 7(1): 1-25. ? By now, students will have talked to me about research ideas (September 13) ?

Part 2: Political Issues In this part of the class, we focus on the “how” of politics. Speciﬁcally, we will look at how Black people, groups, and the causes they champion exert inﬂuence on governments to adopt (or reject) racially progressive and economically re-distributive policies.

‘Power Threat’ as A Theory of Racial Politics - September 14 The September 14 readings give you a preview of what is arguably the oldest and most common body of research on race: the work on group threat, which explores the influence of an area’s racial context on the political decision making of its residents. As students will see, this line of scholarship exemplifies the connection between “politics” and “geography,” for there was a time in our discipline when the study of race was a regional sub-field that tended to focus on the Deep South–i.e., those states that were part of Confederacy during the Civil War.

Background Readings 1. Key Jr, Valdimer O. 1949. Southern Politics in State and Nation. New York, NY: Alfred A. Knopf.

2. Allport, Gordon W. 1954. The Nature of Prejudice. Reading, MA: Addison-Wesley.

3. Matthews, Donald R., and James Warren Prothro. 1966. Negroes and the New Southern Politics. New York, NY: Harcourt, Brace & World, 1966.

4. Blalock, Hubert M. 1967. Toward a Theory of Minority Group Relations. New York, NY: John Wiley.

5. Walton Jr, Hanes. 1997. African American Power and Politics: The Political Context Variable. New York, NY: Columbia University Press. Required Readings 1. Voss, D. Steven. J. 2000. “The Threat of Proximity: Variations on a Theme in V.O. Key.” Chapter 3 in Familiarity Doesn’t Breed Contempt: The Political Geography of Racial Polarization." PhD Dissertation, Harvard University, pp. 34 - 55.

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2. Hutchings, Vincent L. and Nicholas A. Valentino. 2004. “The Centrality of Race in American Politics.” Annual Review of Political Science 7(1): 383-408.

3. Wong, Cara, Jake Bowers, Tarah Williams, and Katherine Drake Simmons. 2012. “Bringing the Person Back In: Boundaries, Perceptions, and the Measurement of Racial Context.” Journal of Politics 74(4): 1153-1170.

4. Enos, Ryan. 2016. “What the Demolition of Public Housing Teaches Us about the Impact of Racial Threat on Political Behavior.” American Journal of Political Science 60(1): 123-142

Recommended Readings

1. Giles, Michael W., and Melanie A. Buckner. 1993. “David Duke and Black Threat: An Old Hypoth- esis Revisited.” Journal of Politics 55(3): 702-713.

2. Voss, D. Stephen. 1996. “Beyond Racial Threat: Failure of an Old Hypothesis in the New South.” Journal of Politics 58(4): 1156-1170.

3. Giles, Micheal W., and Melanie A. Buckner. 1996. “Beyond Racial Threat: Failure of an Old Hypothesis in the New South: Comment.” Journal of Politics 58(4): 1171-1180.

4. McClerking, Harwood K. 2001. “Looking for ’Threats’ in All the Wrong Places: A Critique of the Current Use of Race as a Contextual Effect in Political Science." Politics & Policy 29(4): 637-649.

5. Rocha, Rene R., and Rodolfo Espino. 2009. “Racial Threat, Residential Segregation, and the Policy Attitudes of Anglos.” Political Research Quarterly 62(2): 415-426.

6. Orey, Byron D’Andra, L. Marvin Overby, Peter K. Hatemi, and Baodong Liu. 2011. “White Support for Racial Referenda in the Deep South.” Politics & Policy 39(4): 539-558.

7. Avery, James M., and Jeffrey A. Fine. 2012. “Racial Composition, White Racial Attitudes, and Black Representation: Testing the Racial Threat Hypothesis in the United States Senate.” Political Behavior 34(3): 391-410.

8. Acharya, Avidit, Matthew Blackwell, and Maya Sen. 2016. “The Political Legacy of American Slavery.” Journal of Politics 78(3): 621-641.

9. Updegrove, Alexander H., Maisha N. Cooper, Erin A. Orrick, and Alex R. Piquero. 2020. “Red States and Black Lives: Applying the Racial Threat Hypothesis to the Black Lives Matter Movement.” Justice Quarterly 37(1): 85-108.

10. Hamel, Brian T. and Bryan Wilcox-Archuleta. 2020. “Black Workers in White Places: Daytime Racial Diversity and White Public Opinion.” Forthcoming in the Journal of Politics.

Pressure Groups - September 21 The September 21 readings explore the political demands that African American pressure groups (i.e., lob- byists, grassroots organizations, community leaders [and other inﬂuential non-elected individuals], voting blocs, social movements, etc.) make, and I will invite students to read the works of individuals like Angela Davis, Martin Luther King, and Malcolm X. This lesson will also discuss the political agendas of members of the Black Power movement of the 1960s and the Black Lives Matter movement of today.

Background Readings

1. King Jr., Martin Luther. 1961. “The Time for Freedom Has Come.” The New York Times, September 10.

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2. Davis, Angela. 1969. “[Unﬁnished] Lectures on Liberation.” Here is a audio version of the lectures, if you are interested. 3. Black Panther Party. 1966. “10-point program.” 4. Black Lives Matter Global Network. 2020. Read “Herstory” and “What We Believe.” Required Readings 1. McAdam, Doug. 1982. Political Process and the Development of Black Insurgency, 1930-1970. Chicago, IL: University of Chicago Press. Chapters 3, 7 and 8 (pp. 36-59; 146-229). 2. King Jr., Martin Luther. 1968. “Remaining Awake Through a Great Revolution.” Delivered at the National Cathedral, Washington D.C., on 31 March 1968. 3. Sales, William W. Jr. 1994. From Civil Rights to Black Liberation: Malcolm X and the Organization of Afro-American Unity. New York, NY: South End Press. Chapters 3, 6, and 8 (pp. 39-50; 133-164; 187-204). 4. X, Malcolm. 1965. Malcolm X: The Last Speeches. Atlanta, GA: Pathﬁnder Press. “Not Just an American Problem but a World Problem.” (pp. 151-181). 5. Walton Jr., Hanes, Robert C. Smith, and Sherri L. Wallace. 2020. American Politics and the African American Quest for Universal Freedom, 9th Edition. Abingdon, UK: Routledge. Read Chapter 6 (“Social Movements and a Theory of African American Coalition Politics”) and Chapter 7 (“Interest Groups”). Recommended Readings 1. Gillion, Daniel Q. 2012. “Protest and Congressional Behavior: Assessing Racial and Ethnic Minor- ity Protests in the District.” Journal of Politics 74(4): 950-962. 2. Mazumder, Shom. 2019. “Black Lives Matter for Whites’ Racial Prejudice: Assessing the Role of Social Movements in Shaping Racial Attitudes in the United States. Working Paper. 3. Bonilla, Tabitha and Alvin B. Tillery. 2020. “Which Identity Frames Boost Support for and Mo- bilization in the #BlackLivesMatter Movement? An Experimental Test.” American Political Science Review Published online by Cambridge University Press: 30 July 2020. 4. Briscoe, Chaz. 2020. “The White Response to Black Lives Matter and Mike Brown.” National Review of Black Politics 1(2): 311-323. 5. Wasow, Omar. 2020. “Agenda Seeding: How 1960s Black Protests Moved Elites, Public Opinion and Voting.” American Political Science Review: 1-22. 6. Brown, Nadia, Ray Block Jr., and Christopher Stout. 2020. “Here’s How to Teach Black Lives Matter: We’ve Developed A Short Course.” The Monkey Cage Blog, The Washington Post, June 11. ? First Reaction Paper Due (September 25) ?

Achieving Political Empowerment - September 28 The September 28 readings discuss political empowerment, a concept that is both a topic of research and a major feature of Black politics itself. This week will remind you of last week in the sense that some of the best work on the subject is written by scholar-activists. Another things that you will note is that several of the required and recommended readings focus on “state” and “local” (particularly “urban”) politics. This is because Black politics was state/local politics: racial tensions were most visible at these levels of government, and the implications of Black pressure politics (to use a term from last week) were on full display at the state and local level.

Background Readings

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1. Nelson, William E. and Phillip J. Meranto. 1977. Electing Black Mayors: Political Action in the Black Community. Columbus, OH: The Ohio State University Press.

2. Jones, Mack H. 1978. “Black Political Empowerment in Atlanta: Myth and Reality.” The Annals of the American Academy of Political and Social Science 439(1): 90-117.

3. Welch, Susan, and Albert K. Karnig. 1979. “The Impact of Black Elected Ofﬁcials on Urban Social Expenditures.” Policy Studies Journal 7(4): 707-714.

4. Roger Biles, 1992. “Black Mayors: A Historical Assessment.” The Journal of Negro History 77(3): 109-125.

5. Kraus, Neil and Todd Swanstrom. 2001. “Minority Mayors and the Hollow-Prize Problem.” PS: Political Science and Politics 34(1): 99-105.

6. Covin, David. 2009. Black Politics After the Civil Rights Movement: Activity and Beliefs in Sacramento, 1970-2000. Jefferson, NC: McFarland & Company, Inc.

7. Walton Jr., Hanes, Robert C. Smith, and Sherri L. Wallace. 2020. American Politics and the African American Quest for Universal Freedom, 9th Edition. Abingdon, UK: Routledge. Read Chapter 13 (“State and Local Politics”)

Required Readings

1. Browning, Rufus P., Dale Rogers Marshall, and David Tabb. 1984. Protest is Not Enough: The Struggle of Blacks and Hispanics for Equality in Urban Politics. Oakland, CA: University of California Press. Chapters 2 and 3 (Pp. 46-135).

2. Bobo, Lawrence and Franklin D. Gilliam. 1990. “Race, Sociopolitical Participation, and Black Empowerment.” The American Political Science Review 84(2): 377-393.

3. Ture, Kwame and Charles Hamilton. 1992 (1967). Black Power: The Politics of Liberation. New York, NY: Vintage Books. Chapters 1 through 3 (pp. 2-84).

4. Sonenshein, Raphael J. 1993. Politics in Black and White: Race and Power in Los Angeles. Princeton, NJ: Princeton University Press. Chapters 1, 7, and 14 (Pp. 3-20; 101-113; 229-245).

Recommended Readings

1. Gilliam Jr., Franklin D. and Karen Kaufmann. 1998. “Is there an Empowerment Life Cycle?: Long- Term Black Empowerment and its Inﬂuence on Voter Participation.” Urban Affairs Review 33(6): 741-766.

2. Hajnal, Zoltan. 2001. “White Residents, Black Incumbents, and a Declining Racial Divide.” American Political Science Review 95(3): 603-617.

3. Banducci, Susan A., Todd Donovan, and Jeffrey A. Karp. 2004. “Minority Representation, Empow- erment, and Participation.” Journal of Politics 66(2): 534-556.

4. Grose, Christian R., Maruice Mangum, and Christopher Martin. 2007. “Race, Political Empower- ment, and Constituency Service: Descriptive Representation and the Hiring of African-American Congressional Staff.” Polity 39(4): 449-478.

5. Spence, Lester K., and Harwood McClerking. 2010. “Context, Black Empowerment, and African American Political Participation.” American Politics Research 38(5): 909-930.

6. Gonzalez Juenke, Eric, and Robert Preuhs. 2012. “Irreplaceable Legislators? Rethinking Minority Representatives in the New Century.” American Journal of Political Science 56(3): 705-715.

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7. Perry, Ravi. 2013. Black Mayors, White Majorities: The Balancing Act of Racial Politics. Lincoln, NE: University of Nebraska Press. Read the Introduction and Chapter 1.

8. Gleason, Shane A. and Christopher T. Stout. 2014. “Who is Empowering Who: Exploring the Causal Relationship Between Descriptive Representation and Black Empowerment.” Journal of Black Studies 45(7): 635-659.

9. Logan, Trevon. 2020. “Do Black Politicians Matter? Evidence from Reconstruction.” The Journal of Economic History (Published online: January 20).

? Initial Draft of Research Proposal (Due October 2) ?

Prospects for Competition or Coalition - October 5 On October 5, we explore not only the possibilities for racial and ethnic minorities working together, but also the challenges that present themselves when members of minority groups seeks to build political coalitions. The readings for this week will focus mainly on the dynamics of coalition and competition among African Americans and Latino/a/xs; however, I made sure to include papers written about the relationships between Black people and those who self-identify as Asian and/or Paciﬁc Islander, Indige- nous, as well as those who are Gay, Lesbian, Bisexual, and Transgender (GLBT) and Queer.

Background Readings

1. Alex-Assensoh, Yvette and Lawrence Hanks, eds. 2000. Black and Multiracial Politics in America. New York, NY: New York University Press.

2. Kim, Claire Jean. 2000. Bitter Fruit: The Politics of Black-Korean Conﬂict in New York City. New Haven, CT: Yale University Press. Chapters 1, 2, 3, 4, and 5 (pp. 1-52; 109-155).

3. McClain, Paula D. 2006. Presidential Address. “Racial Intergroup Relations in a Set of Cities: A Twenty-Year Perspective.” The Journal of Politics 68(4): 757-770.

4. Gay, Claudine. 2006. “Seeing Difference: The Effect of Economic Disparity on Black Attitudes toward Latinos.” American Journal of Political Science 50(4): 982-997.

5. Rudolph, Thomas J., and Elizabeth Popp. 2010. “Race, Environment, and Interracial Trust.” The Journal of Politics 72(1): 74-89.

6. Telles, Edward, Mark Sawyer, Gaspar Rivera-Salgado, Eds. 2011. Just Neighbors?: Research on African American and Latino Relations in the United States. New York, NY: Russell Sage Foundation.

Required Readings

1. Bobo, Lawrence and Vincent L. Hutchings. 1996. “Perceptions of Racial Group Competition: Ex- tending Blumer’s Theory of Group Position to a Multiracial Social Context.” American Sociological Review 61(6): 951-972.

2. Kim, Claire Jean and Taeku Lee. 2001. “Interracial Politics: Asian Americans and Other Commu- nities of Color.” PS: Political Science and Politics 34(3): 631-637.

3. Sniderman, Paul M., and Thomas Piazza. 2002. Black Pride and Black Prejudice. Princeton, NJ: Princeton University Press. Chapter 3 (pp. 61-108).

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4. Benjamin, Andrea. 2016. “Coethnic Endorsements, Out-Group Candidate Preferences, and Per- ceptions in Local Elections.” Urban Affairs Review 53(4): 631 –657.

5. Jones, Jennifer A. 2019. The Browning of the New South. Chicago, IL: University of Chicago Press. Chapters 5 and 6 (pp. 126-166; 167-183).

Recommended Readings

1. Cohen, Cathy. 1997. “Straight Gay Politics: The Limits of An Ethnic Model of Inclusion.” Nomos 39: 572-616.

2. Diaz-Veizades, Jeannette and Edward Chang. 1996. “Building Cross-Cultural Coalitions: A Case- Study of the Black-Korean Alliance and the Latino-Black Roundtable.” Ethnic and Racial Studies 19(3): 680-700.

3. Sawyer M. 2005. “Racial Politics in Multiethnic America: Black and Latina/o Identities and Coali- tions.” In: Dzidzienyo A., Oboler S. (eds) Neither Enemies nor Friends. New York, NY: Palgrave Macmillan.

4. Cole, Elizabeth R. 2008. “Coalitions as A Model for Intersectionality: From Practice to Theory. Sex Roles 59: 443–453.

5. Hero, Rodney E., and Robert R. Preuhs. 2013. Black–Latino Relations in US National Politics: Beyond Conﬂict or Cooperation. Cambridge, UK: Cambridge University Press.

6. Murib, Zein. 2018. “Unsettling the GLBT and Queer Coalitions in US Politics Through the Lens of Queer Indigenous Critique.” New Political Science 40(1): 165-176.

7. Bunyasi, Tehama Lopez, and Candis Watts Smith. 2019. “Do All Black Lives Matter Equally to Black People? Respectability Politics and the Limitations of Linked Fate.” Journal of Race, Ethnicity and Politics 4(1): 180-215.

8. Rothschild, Jacob E. 2020. “Identities, Interest Group Coalitions, and Intergroup Relations.” Poli- tics, Groups, and Identities (Published online: April 29): 1-18.

9. Dowe, Pearl K. Ford, Sekou M. Franklin, and Niambi M. Carter. 2020. “Policy Symmetry and Cross- Racial Linked Fate in the Early Years of the Obama Presidency.” Politics, Groups, and Identities 8(2): 248-274.

Part 3: Social Identity, Political Orientation, and Political Involvement There is a lot to cover in this part of the class. Mainly, we will focus on the who question here, thinking about which demographic and political groups get the beneﬁt of scholarly attention.

Race, Party, and Ideology - October 12 This week,1 we will have conversations about political orientation (typically measured in terms of Demo- cratic and Republican partisanship and Left-Right political ideology, but we will also consider racial- speciﬁc orientations like Black nationalism, Black feminism, etc.). Understanding the often-ignored and underappreciated impact of race on the study of political orientation is important because partisanship and ideology are major concepts in the sub-ﬁeld of political behavior. I invite students who have taken the Seminar on American Politics (PLSC 540) to compare their notes from that class to what we learn this week. Why? because the readings for this week will demonstrate that political orientation tends to work

1The twelth of October is my birthday, by the way. If were in the pre- or post-COVID times, I would have come to class with treats. We will have to simulate that online, so I invite all of you to “show up” to our Zoom session for that day with your adult beverage of choice.

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differently for African Americans than it does for White Americans.

Background Readings

1. Dawson, Michael. 1994. Behind the Mule: Race and Class in African American Politics. Princeton, NJ: Princeton University Press. Chapters 5 (pp. 96-122).

2. Dawson, Michael C. 2003. Black visions: The Roots of Contemporary African-American Political Ideologies. Chicago, IL: University of Chicago Press. Read the Preface (pp. xi-xiv, Chapter 1 (pp. 1-43) and Chapter 2 (44-84).

3. Wallace, Sherrie L. and Angela K. Lewis. 2007. “Compassionate Conservatism and African Ameri- cans: Politics Puts Faith to Work and Gains New Allies?” Journal of African American Studies 10(4): 75–93.

4. Hajnal, Zoltan L., and Taeku Lee. 2011. Why Americans Don’t Join the Party: Race, Immigration, and the Failure (of Political Parties) to Engage the Electorate. Princeton, NJ: Princeton University Press.

5. Orey, Byron D’Andra, Athena M. King, Leniece Titani-Smith, and Boris E. Ricks. 2012. “Black Opposition to Progressive Racial Policies and the ‘Double (Non) Consciousness’ Thesis.” The Journal of Race & Policy 8(1): 52-66.

6. Rigueur, Leah Wright. 2016. The Loneliness of the Black Republican: Pragmatic Politics and the Pursuit of Power. Vol. 110. Princeton, NJ: Princeton University Press.

7. Philpot, Tasha S. 2017. Conservative but Not Republican: The Paradox of Party Identiﬁcation and Ideology among African Americans. Cambridge, UK: Cambridge University Press.

8. Farringon, Joshua. 2016. Black Republicans and the Transformation of the GOP. Philadelphia, PA: Uni- versity of Pennsylvania Press.

9. Walton Jr., Hanes, Robert C. Smith, and Sherri L. Wallace. 2020. American Politics and the African American Quest for Universal Freedom, 9th Edition. Abingdon, UK: Routledge. Read Chapter 9 (“Voting Behavior and Elections”).

Required Readings

1. Sniderman, Paul M., and Thomas Piazza. 2002. Black Pride and Black Prejudice. Princeton, NJ: Princeton University Press. Chapters 1 and 2 (pp. 1-60).

2. Gay, Claudine. 2004. “Putting Race in Context: Identifying the Environmental Determinants of Black Racial Attitudes.” American Political Science Review 98(4): 547-562.

3. Kaiser, Cheryl R., and Jennifer S. Pratt-Hyatt. 2009. “Distributing Prejudice Unequally: Do Whites Direct their Prejudice Toward Strongly Identiﬁed Minorities?” Journal of Personality and Social Psy- chology 96(2): 432-445.

4. Jardina, Ashley E. 2018. White Identity Politics. Cambridge, UK: Cambridge University Press. Chapter 5 (p. 118-154).

5. White, Ismail and Chryl N. Laird. 2020. Steadfast Democrats: How Social Forces Shape Black Political Behavior. Princeton, NJ: Princeton University Press. Chapters 5 and 6 (pp. 144-167; 168-196).

Recommended Readings

1. Avery, James M. 2007. “Race, Partisanship, and Political Trust Following Bush versus Gore (2000)." Political Behavior 29(3): 327-342.

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2. McDaniel, Eric L., and Christopher G. Ellison. 2008. “God’s Party? Race, Religion, and Partisanship over Time.” Political Research Quarterly 61(2): 180-191.

3. Block Jr., Ray. 2011. “What About Disillusionment? Exploring the Pathways to Black National- ism.” Political Behavior 33(1): 27–51

4. Hajnal, Zoltan, and Jessica Trounstine. 2014. “What Underlies Urban Politics? Race, Class, Ideol- ogy, Partisanship, and the Urban Vote.” Urban Affairs Review 50(1): 63-99.

5. Fairdosi, Amir Shawn, and Jon C. Rogowski. 2015. “Candidate Race, Partisanship, and Political Participation: When Do Black Candidates Increase Black turnout?” Political Research Quarterly 68(2): 337-349.

6. Wilks, Rima. 2015. “We Trust in Government, Just Not In Yours: Race, Partisanship, and Political Trust, 1958–2012.” Social Science Research 49: 356-371.

7. Wallsten, Kevin, and Tatishe M. Nteta.Wallsten, Kevin, and Tatishe M. Nteta. 2017. “Race, Partisan- ship, and Perceptions of Inter-Minority Commonality.” Politics, Groups, and Identities 5(2): 298-320.

Social Identity and Racial Attitudes - October 19 The October 19 readings consider the importance of racial considerations on the political decision-making. Much of what we cover this week will fit within the sub-sub-field of “political psychology,” for we will explore what race teaches us about politics. More broadly, we will think deeply about the implications of “social identity.” From the time we enter the world, we are labeled and defined by the people around us, and we also create and claim our own labels. The process by which we distinguish members from in- groups from those of out-groups will be at the heart of our conversation this week, for we will read about how identity is formulated and reinforced, both by individuals and by society. The literature covered this week focuses on the racial considerations of Black and White people. And, within this focus, we will read research on the racial viewpoints that people have of racial in-groups versus members of out-groups.

Background Readings

1. Miller, Arthur H., Patricia Gurin, Gerald Gurin, and Oksana Malanchuk. 1981. “Group Conscious- ness and Political Participation.” American Journal of Political Science 25(3): 494-511.

2. Dawson, Michael. 1994. Behind the Mule: Race and Class in African American Politics. Princeton, NJ: Princeton University Press. Chapters 3 and 4 (pp. 45-95).

3. Smith, Robert C., and Richard Seltzer. 2000. Contemporary Controversies and the American Racial Divide. Lanham, MD: Rowman Littleﬁeld Publishers.

4. Krysan, Maria. 2000. “Prejudice, Politics, and Public Opinion: Understanding the Sources of Racial Policy Attitudes.” Annual Review of Sociology 26: 135-168.

5. Tarman, Christopher and David O. Sears. 2004. “The Conceptualization and Measurement of Symbolic Racism.” Journal of Politics 67(3): 731-761.

6. McClain, Paula D., Jessica D. Johnson Carew, Eugene Walton Jr, and Candis S. Watts. 2009. “Group Membership, Group Identity, and Group Consciousness: Measures of Racial Identity in American Politics?” Annual Review of Political Science 12: 471-485.

7. Sanchez, Gabriel and Edward D. Vargas. 2016. “Taking a Closer Look at Group Identity: The Link between Theory and Measurement of Group Consciousness and Linked Fate.” Political Research Quarterly 69(1): 160-174.

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8. Gay, Claudine, Jennifer Hochschild, and Ariel White. 2016. “Americans’ Belief in Linked Fate: Does the Measure Capture the Concept?.” Journal of Race, Ethnicity and Politics 1(1): 117-144.

9. La Macchia Stephen T. and Helena R. M. Radke. 2020. “Social Dominance Orientation and So- cial Dominance Theory.” In: Zeigler-Hill V., Shackelford T.K. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham.

10. Walton Jr., Hanes, Robert C. Smith, and Sherri L. Wallace. 2020. American Politics and the African American Quest for Universal Freedom, 9th Edition. Abingdon, UK: Routledge. Read Chapter 4 (“Public Opinion”).

Required Readings

1. Kinder, Donald R., and Lynn M. Sanders. 1996. Divided by Color: Racial Politics and Democratic Ideals. Chicago, IL: University of Chicago Press. Ch. 2, 4 and 5 (Pp. 12-34; 49-127).

2. Sniderman, Paul & Edward G. Carmines. 1997. Reaching Beyond Race. Cambridge, MA: Harvard University Press. Chapters 3 and 4.

3. Bobo, Lawrence D., and Mia Tuan. 2006. Prejudice in Politics: Group Position, Public Opinion, and the Wisconsin Treaty Rights Dispute. Cambridge, MA: Harvard University Press. Chapters 1 and 4 (pp. 23-47; 132-173)

4. Juddy, Leonie and Stanley Feldman. 2009. “On Assessing the Political Effects of Racial Prejudice.” Annual Review of Political Science 12(1): 423-447.

Recommended Readings

1. Pratto, Felicia, Jim Sidanius, Lisa M. Stallworth, and Bertram F. Malle. 1994. “Social Dominance Orientation: A Personality Variable Predicting Social and Political Attitudes.” Journal of Personality and Social Psychology 67(4): 741-763.

2. Kinder, Donald R., and Nicholas Winter. 2001. “Exploring the Racial Divide: Blacks, Whites, and Opinion on National Policy.” American Journal of Political Science 45(2): 439-456.

3. Sears, David O., and Patrick J. Henry. 2005. “Over Thirty Years Later: A Contemporary Look at Symbolic Racism.” Advances in Experimental Social Psychology 37(1): 95-125.

4. Feldman, Stanley, and Leonie Huddy. 2005 “Racial Resentment and White Opposition to Race- Conscious Programs: Principles or Prejudice?” American Journal of Political Science 49(1): 168-183.

5. Neblo, Michael A. 2009. “Meaning and Measurement: Reorienting the Race Politics Debate.” Political Research Quarterly 62(3): 474-484.

6. Wilson, David C. and Darren W. Davis. 2011. “Reexamining Racial Resentment: Conceptualization and Content” The ANNALS of the American Academy of Political and Social Science 634(1): 117-133.

7. Stephens-Dougan, LaFleur. 2016. “Priming Racial Resentment without Stereotypic Cues.” Journal of Politics 78(3): 687-704.

8. DeSante, Christopher D., and Candis Watts Smith. 2017. “Fear, Institutionalized Racism, and Empathy: The Underlying Dimensions of Whites’ Racial Attitudes.” PS: Political Science & Politics. Published online by Cambridge University Press: 11 May.

9. Simmons, Alicia D. and Lawrence D. Bobo. 2018. “Understanding ‘No Special Favors’: A Quan- titative and Qualitative Mapping of the Meaning of Responses to the Racial Resentment Scale.” Du Bois Review: Social Science Research on Race 15(2): 323-352.

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10. Smith, Candis Watts, Tehama Lopez Bunyasi, and Jasmine Carrera Smith. 2019. “Linked Fate over Time and across Generations.” Politics, Groups, and Identities 7(3): 684-694.

11. Smith Candis Watts, Rebecca J. Kreitzer and Feiya Suo. 2020. “The Dynamics of Racial Resentment across the 50 US States.” Perspectives on Politics 18(2): 527-538. ? The First Round of Peer Reviews Will Happen by October 16 ?

The Intersection of Race, Gender, Class, and Sexuality - October 26 I am especially excited about the October 26 readings because they are about intersectionality (often measured in terms of race, gender, social class, and sexuality). Brieﬂy deﬁned, Intersectionality rejects the separability of categories of difference such as gender, race, sexuality, and class, and in doing so recognizes that identities are mutually and simultaneously constituted. The intellectual origins of intersectionality theory, which are rooted in Black feminist thought, multiracial feminism, and critical race theory, are based on recognizing and challenging the overlapping structures of oppression that affect particular marginal- ized groups and legitimize existing power relations. And we will apply the insights of this theoretical and analytical perspective to the study of politics.

Background Readings

1. Jacobs, Harriot Ann [Linda Brent, pseud]. 1861. Incidents in the Life of a Slave Girl. Boston, MA: Boston Eleotype Foundry.

2. Frazier, Demita, Beverly Smith, and Barbara Smith. 1977. “The Combahee River Collective State- ment.”

3. hooks, bell. 1981. Ain’t I A Woman: Black Women and Feminism. Boston, MA: South End Press.

4. hooks, bell. 1989. Talking Back: Thinking Feminist, Thinking Black. Boston, MA: South End Press.

5. Collins, Patricia Hill. 1990. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Em- powerment.” New York, NY: Routledge.

6. Hull, Gloria T., Patricia Bell-Scott and Barbara Smith. 1993. But Some of Us Are Brave: All the Women Are White, All the Blacks Are Men (Black Women’s Studies). New York, NY: The Feminist Press at CUNY.

7. Cohen, Cathy J. 1999. The Boundaries of Blackness: AIDS and the Breakdown of Black Politics. Chicago, IL: University of Chicago Press. Chapters 1, 2 and 7 (pg. 1-77; 220-249).

8. Hancock, Ange-Marie. 2007. “Intersectionality As A Normative and Empirical Paradigm.” Politics & Gender 3(2): 248-254.

9. Junn, Jane and Nadia Brown. 2008. “What Revolution? Incorporating Intersectionality in Women and Politics.” In Political Women and American Democracy, eds. Christina Wolbrecht, Karan Beckwith, and Lisa Baldez, pp. 64-78. Cambridge, UK: Cambridge University Press.

1. Crenshaw, Kimberle. 1995. “Mapping the Margins: Intersectionality, Identity Politics, and Vio- lence Against Women of Color.” Stanford Law Review 43(6): 1241-1299.

2. McCall, Leslie. 2005. “The Complexity of Intersectionality.” Signs: Journal of Women in Culture and Society 30(3): 1771-1800.

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3. Jordan-Zachary, Julia S. 2007. “Am I a Black Woman or a Woman Who Is Black? A Few Thoughts on the Meaning of Intersectionality.” Politics & Gender 3(2): 254—263.

4. Alexander-Floyd, Nikol G. 2012. “Disappearing Acts: Reclaiming Intersectionality in the Social Sciences in a Post—Black Feminist Era.” Feminist Formations 24(1): 1-25.

5. Gillespie, Andra, and Nadia E. Brown. 2019. “#BlackGirlMagic Demystiﬁed: Black Women as Voters.” Phylon (1960-) 56(2): 37-58.

Recommended Readings

1. King, Mae Coats. 1977. “The Political Role of the Stereotyped Image of the Black Woman in Amer- ica.” In Black Political Scientists and Black Survival: Essays in Honor of a Black Scholar, ed. Shelby Faye Lewis Smith. Detroit, MI: Balamp Publishing pp. 24–44.

2. Prestage, Jewel Limar. 1991. “In Quest of the African American Political Woman.” Annals of the American Academy of Political and Social Science 515(May): 88–103.

3. Gay, Claudine, and Katherine Tate. 1998. “Doubly Bound: The Impact of Gender and Race on the Politics of Black Women. Political Psychology 19(1): 169–184.

4. Smooth, Wendy. 2006. “Intersectionality in Electoral Politics: A Mess Worth Making.” Politics & Gender 2(3): 400-414.

5. Weldon, S. Laurel. 2006. “The Structure of Intersectionality: A Comparative Politics of Gender.” Politics & Gender 2(2): 235.

6. Simien, Evelyn M. 2007. ‘Doing Intersectionality Research: From Conceptual Issues to Practical Examples.” Politics & Gender 3(2): 264–271.

7. Nash, Jennifer C. 2008. “Re-Thinking Intersectionality.” Feminist Review (89): 1–15.

8. Blige, Sirma. 2013. “Intersectionality Undone: Saving Intersectionality from Feminist Intersec- tionality Studies.” Du Bois Review: Social Science Research on Race 10(2): 405-424.

9. Smooth, Wendy G. 2013. “Intersectionality: From Theoretical Framework to Policy Intervention.” In Situating Intersectionality: The Politics of Intersectionality, ed. Angelia R. Wilson. New York, NY: Palgrave Macmillan (pp. 11–41).

10. Brown, Nadia E. 2014. Sisters in the Statehouse: Black Women and Legislative Decision Making. New York, NY: Oxford University Press.

11. Junn, Jane, and Natalie Masuoka. 2019. “The Gender Gap Is a Race Gap: Women Voters in US Presidential Elections.” Perspectives on Politics 18(1): 1059–1078.

Race and Political Involvement - November 2 It is only fitting that, during the week of the 2020 election,2 we will explore the vast research on race and political involvement. Involvement has two components, for scholars often distinguish behavioral from psychological involvement, calling the latter “political engagement” and the former “political participation.” That is, involvement is a broad term that captures both the attitudinal (such as political efficacy, trust in government, civic duty, and political knowledge, etc.) and the action-based aspects (like voting, contacting elected officials, donating to political causes, attending community meetings, taking part in protests, and so on) of politics. In this sense, the November 2 readings will help us appreciate more fully the degree to

2It should go without saying, but I will say it anyway: if you can vote (safely), and have not voted already, do it! Every election matters, and us political science folks value civic activism. If this were an undergrad class, I would give you extra credit for voting. Since y’all are grad students, I can only offer you my respect and admiration for doing your civic duty.

17/29 Race and American Politics which analyses of African American political involvement depart from (and inform) our understanding of political behavior, a topic so important to political scientists that it has a sub-ﬁeld named after it.

Background Readings

1. Campbell, Angus, Phillip E. Converse, Warren E. Miller, and Donald E. Stokes. 1960. The American Voter. Chicago, IL: University of Chicago Press.

2. Danigelis, Nicholas L. 1977. “A Theory of Black Political Participation in the United States.” Social Forces 56(1): 31-47.

3. Walton Jr., Hanes. 1985. Invisible Politics: Black Political Behavior. Albany, NY: SUNY Press.

4. Walters, Ronald W. 1988. Black Presidential Politics in America: A Strategic Approach. Albany, NY: SUNY Press.

5. Tate, Katherine. 1994. From Protest to Politics: The New Black Voters in American Elections. Cambridge, MA: Harvard University Press.

6. Verba, Sidney, Key Lehman Schlozman, and Henry E. Brady. 1995. Voice and Equality: Civic Volun- tarism in American Politics. Cambridge, MA: Harvard University Press.

7. Burns, Nancy, Kay Lehman Schlozman, and Sidney Verba. 2001. The Private Roots of Public Action. Cambridge, MA: Harvard University Press.

8. Walton Jr., Hanes, Robert C. Smith, and Sherri L. Wallace. 2020. American Politics and the African American Quest for Universal Freedom, 9th Edition. Abingdon, UK: Routledge. Read Chapter 9 (“Voting Behavior and Elections”).

Required Readings

1. Dawson, Michael C. and Cathy Cohen. 1993. “Neighborhood Poverty and African American Politics.” American Political Science Review. 87(2): 286-302.

2. McClerking, Harwood K., and Eric L. McDaniel. 2005. “Belonging and Doing: Political Churches and Black Political Participation.” Political Psychology 26(5): 721-734.

3. Harris, Fredrick C., Valeria Sinclair-Chapman, and Brian D. McKenzie. 2005. “Macrodynamics of Black Political Participation in the Post-Civil Rights Era.” Journal of Politics 67(4): 1143-1163.

4. White, Ismail K., and Chryl N. Laird. 2020. Steadfast Democrats: How Social Forces Shape Black Political Behavior. Vol. 19. Princeton, NJ: Princeton University Press. Read Chapters 5 (pp. 144-167) and Chapter 6 (pp. 168-196).

Recommended Readings

1. Tate, Katherine. 1991. “Black Political Participation in the 1984 and 1988 Presidential Elections.” American Political Science Review 85(4): 1159–1176.

2. Harris, Fredrick C. 1994. “Something Within: Religion as A Mobilizer of African-American Polit- ical Activism. Journal of Politics 56(1): 42–68.

3. Leighley, Jan E. and Arnold Vedlitz. 1999. “Race, Ethnicity, and Political Participation: Competing Models and Contrasting Explanations. Journal of Politics 61(4): 1092–1114.

4. Alex-Assensoh, Yvette, and Akwasi B. Assensoh. 2001. “Inner-City Contexts, Church Attendance, and African-American Political Participation.” Journal of Politics 63(3): 886-901.

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5. Chong, Dennis and Reuel Rogers. 2005. “Racial Solidarity and Political Participation.” Political Behavior 27(4): 347–374.

6. Avery, James M. 2009. “Political Mistrust among African Americans and Support for the Political System.” Political Research Quarterly 62(1): 132–145.

7. Spence, Lester K., Harwood K. McClerking, and Robert Brown. 2009. “Revisiting Black Incorpora- tion and Local Political Participation." Urban Affairs Review 45(2): 274-285.

8. Merolla, Jenifer L., Abbylin H. Sellers and Derek J. Fowler. 2013. “Descriptive Representation, Political Efﬁcacy, and African Americans in the 2008 Presidential Election. Political Psychology 34(6): 863–875.

9. Bonnette-Bailey, Lakeyta, Ray Block Jr., and Harwood K. McClerking. 2018. “Imagining A Better World: Rap Music Skepticism and the Civic Activism of Young African Americans.” Du Bois Review: Social Science Research on Race 15(2): 353-385.

10. Burge, Camille D., Julian J. Wamble, and Chryl N. Laird. 2020. “Missing the Mark? An Exploration of Targeted Campaign Advertising’s Effect on Black Political Engagement.” Politics, Groups, and Identities 8(2): 1-15. ? Revised Draft of Research Proposal Due (November 6) ?

Part 4: Elections and ‘Obama Effects’ This is an important enough body of scholarship that it deserves its own section in our syllabus. In many ways, studying Barack (and Michelle!) Obama’s rise to political prominence put race and politics scholars (particularly, those who study topics like racial threat, political empowerment, descriptive representation, the inﬂuence of role models, etc.) into conversation with people who study the American Presidency.

The Politics of Race in the Obama Era - November 9 This week, We will focus here on the ”Obama effects” literature. The who in this literature are the voters. The what, are the tangible and symbolic beneﬁts that voters felt entitled to (or that they were concerned about missing out on) because of an Obama presidency. The authors propose many whys to explain the impact of Michelle’s and Barack’s policy initiatives, media activities, and very political presence on the distribution of goods and services to voters. Generally, the explanations covered in this week’s readings discuss (often implicitly) racial and/or gender identity as mediating variables.

Background Readings 1. Walton Jr., Hanes, Josephine A. V. Allen, Sherman Puckett, Donald R. Deskins Jr. 2008. “The Red and Blue State Divide in Black and White: The Historic 2008 Election of President Barack Obama.” The Black Scholar 38(4): 19-30.

2. Effron, Daniel A., Jessica S. Cameron, and Benoît Monin. 2009. “Endorsing Obama licenses favoring Whites.” Journal of Experimental Social Psychology 45(3): 590-593

3. 2010. Walton Jr., Hanes, Josephine A.V. Allen, Sherman C. Puckett, Donald R. Deskins, and Leslie Burl McLemore. 2010. “The Literature on Senator Barack Obama’s 2008 Presidential Campaign.” National Political Science Review 12(Fall): 195-204.

4. Redlawsk, David P. Caroline J. Tolbert, and William Franko. 2008. “Voters, Emotions, and Race in 2008: Obama As the First Black President.” Political Research Quarterly 63(4): 875-889.

5. Lewis-Beck, Michael S., Charles Tien, and Richard Nadeau. 2010. “Obama’s Missed Landslide: A Racial Cost?” PS: Political Science and Politics 43(1): 69-76.

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6. Piston, Spencer. 2010. “How Explicit Racial Prejudice Hurt Obama in the 2008 Election.” Political Behavior 32(4): 431-51.

7. Block Jr., Ray. 2011. “Backing Barack Because He’s Black: Racially Motivated voting in the 2008 Election.” Social Science Quarterly 92(2): 423-446.

8. Welch, Susan and Lee Sigelman. “The ‘Obama Effect’ and White Racial Attitudes.” The Annals of the American Academy of Political and Social Science 634 (2011): 207-220.

9. Hutchings, Vincent L. 2009. “Change or More of the Same? Evaluating Racial Attitudes in the Obama Era.” Public Opinion Quarterly 73(5): 917-942.

Required Readings

1. Harris-Perry, Melissa V. 2011. Sister Citizen: Shame, Stereotypes, and Black Women in America. New Haven: Yale University Press. Chapter 7 (pp. 269-300).

2. Harris, Fredrick C. 2012. The Price of the Ticket: Barack Obama and the Rise and Decline of Black Politics. New York: Oxford University Press. Chapters 4 through 6 (pp. 100-192).

3. Tesler, Michael. 2012. “The Spillover of Racialization into Health Care: How President Obama Polarized Public Opinion by Racial Attitudes and Race.” American Journal of Political Science 56(3): 690-704.

4. Parker, Christopher Sebastian. 2016. “Race and Politics in the Age of Obama.” Annual Review of Sociology 42: 217-230.

5. Haynes, Christina and Ray Block Jr. 2019. “Role-Model-In-Chief: Understanding a Michelle Obama Effect.” Politics & Gender 15(3): 365-402.

Recommended Readings

1. Harris, Heather E., Kimberly R. Mofﬁtt, and Catherine R. Squires, eds. 2010. Obama Effect, the: Multidisciplinary Renderings of the 2008 Campaign. Albany, NY: SUNY Press.

2. Bonnette, Lakeyta M., Sarah M. Gershon, and Precious D. Hall. 2012. “Free Your Mind: Contempo- rary Racial Attitudes and Post Racial Theory.” Ethnic Studies Review 35(1): 71–87.

3. Tesler, Michael, and David O. Sears. 2010. Obama’s race: The 2008 Election and the Dream of a Post-Racial America. Chicago, IL: University of Chicago Press, 2010.

4. Lewis, Angela K., Pearl K Ford Dowe, and Sekou M Franklin. 2013. “African Americans and Obama’s Domestic Policy Agenda: A Closer Look at Deracialization, the Federal Stimulus Bill, and the Affordable Care Act.” Polity 45(1): 127-152.

5. Goldman, Seth and Diana C. Mutz. 2014. The Obama Effect: How the 2008 Campaign Changed White Racial Attitudes. New York, NY: Russell Sage Foundation.

6. Tesler, Michael. 2016. Post-Racial or Most-Racial?: Race and Politics in the Obama Era. Chicago, IL: University of Chicago Press.

7. Gonino, Leanna. 2017. “Blacks’ and Whites’ Attitudes toward Race-Based Policies: Is there an Obama Effect?” Michigan Sociological Review 31: 173-188.

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8. Rich, Wilbur, ed. 2019. Looking Back on President Barack Obama’s Legacy. New York, NY: Springer International, Publishing, Palgrave Macmillan.

9. Rockman, Bert A. and Andrew Rudalevige. 2019. The Obama Legacy. Lawrence, KS: University Press of Kansas.

10. Harris, Heather E. and Kimberly R. Mofﬁt, eds. 2020. Michelle Obama and the FLOTUS Effect: Platform, Presence, and Agency (Race, Representation, and American Political Institutions). Lanham, MD: Lexington Books, An Imprint of Rowan and Littleﬁeld.

? Second Reaction Paper Due (November 13) ?

Voting, and Political Representation - November 16 A large portion of the research on race and American politics focuses on arguments regarding political representation. For example, the background readings provides us with traditional conceptions of the concept of descriptive versus substantiverepresentation. We will also consider an ongoing debate over race and political representation. Some scholars argue that descriptive representation is neither a necessary nor sufﬁcient condition for achieving substantive representation—Whites are just as capable of substantively representing Black interests as African American legislators are. This argument, however, has since been refuted by numerous scholars. Current work focuses on redistricting and proportional representation, speciﬁcally, on the impact of majority-minority districts on substantive representation of Black interests. Overall, as students will see from this week’s readings, race has had a tremendous impact on institutional areas such as committee assignments, seniority, leadership, issue agendas, and bill co-sponsorship as well as representation.

Background Readings

1. Pitkin, Hanna F. 1967. The Concept of Representation. Vol. 75. Berkeley, CA: University of California Press.

2. Tate, Katherine. 1993. From Protest to Politics: The New Black Voters in American Elections. Cambridge, MA: Harvard University Press.

3. Swain, Carol Miller. 1995. Black Faces, Black Interests: The Representation of African Americans in Congress. Cambridge, MA: Harvard University Press.

4. Lublin, David. 1999. The Paradox of Representation: Racial Gerrymandering and Minority Interests in Congress. Princeton, NJ: Princeton University Press.

5. Whitby, Kenny J. 2000. The Color of Representation: Congressional Behavior and Black Interests. Ann Arbor, MI: University of Michigan Press, 2000.

6. Gay, Claudine. 2001. “The Effect of Black Congressional Representation on Political Participa- tion.” American Political Science Review 95(3): 589-602.

7. Brown, Nadia E. 2014. Sisters in the statehouse: Black women and legislative decision making. Oxford, UK: Oxford University Press.

Required Readings

1. Pettit, Becky. 2012. Invisible Men: Mass Incarceration and The Myth of Black Progress. New York, NY: Russell Sage Foundation. Chapter 5 (pp. 70-82).

2. Broockman, David E. 2013. “Black Politicians are More Intrinsically Motivated to Advance Blacks’ Interests: A Field Experiment Manipulating Political Incentives.” American Journal of Political Sci- ence 57(3): 521-536.

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3. Bentele, Keith G., and Erin E. O’Brien. 2013. “Jim Crow 2.0? Why States Consider and Adopt Restrictive Access Policies.” Perspectives on Politics 11(4): 1088-1116.

4. Fraga, Bernard L. 2018. The Turnout Gap: Race, Ethnicity, and Political Inequality in a Disversifying America. Cambridge, UK: Cambridge University Press. Chapter 5 (pp. 97-125).

5. Dancey, Logan, and Jasmine Masand. 2019. “Race and Representation on Twitter: Members of Congress’ Response to the Deaths of Michael Brown and Eric Garner.” Politics, Groups, and Identi- ties 7(2): 267-286.

Recommended Readings

1. Cameron, Charles, David Epstein, and Sharyn O’Halloran. 1996. “Do Majority-Minority Districts Maximize Substantive Black Representation in Congress?.” American Political Science Review 90(4): 794-812.

2. Lublin, David. 1999. “Racial Redistricting and African-American Representation: A Critique of ‘Do Majority-Minority Districts Maximize Substantive Black Representation in Congress?’.” American Political Science Review 93(1): 183-186.

3. Tate, Katherine. 2004. Black Faces in the Mirror: African Americans and their Representatives in the US Congress. Princeton, NJ: Princeton University Press.

4. Clark, Christopher J. 2019. Gaining Voice: The Causes and Consequences of Black Representation in the American States. Oxford, UK: Oxford University Press. If you are interested, here is an interview that the author did based on his book.

5. Gay, Claudine. 2002. “Spirals of Trust? The Effect of Descriptive Representation on the Relation- ship between Citizens and their Government.” American Journal of Political Science 46(4): 717-732.

6. Hutchings, Vincent L., Harwood K. McClerking, and Guy-Uriel Charles. 2004. “Congressional Representation of Black Interests: Recognizing the Importance of Stability.” Journal of Politics 66(2): 450-468.

7. Grifﬁn, John D. and Michael Keane. 2006. “Descriptive Representation and the Composition of African American Turnout.” American Journal of Political Science 50(4): 998-1012.

8. Bowen, Daniel C. and Christopher J. Clark. 2014. “Revisiting Descriptive Representation in Congress: Assessing the Effect of Race on the Constituent–Legislator Relationship.” Political Research Quarterly 67(3): 695-707.

9. Lemi, Danielle Casarez. 2020. “Do Voters Prefer Just Any Descriptive Representative? The Case of Multiracial Candidates.” Perspectives on Politics. Published online by Cambridge University Press: 09 June 2020.

10. Wamble, Julian. 2020. “The Chosen One: How Community Commitment makes certain Represen- tatives More Preferable.” Working paper.

? Students Will Have Peer-Reviewed Each Other’s Work by November 20 ?

Part 5: Media, Campaigns, and Public Policy This part of the class is where popular culture merges with the study of “who gets what, etc.” Generally speaking, racial and ethnic minorities tend not to be heavily represented in mainstream media, and when they are represented, they are often portrayed along narrow lines that reﬂect the stereotypes and prejudices of the dominant group.

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Race, Crime, and Stereotyping - November 23 As you will see, I selected the readings with an eye toward current events. For example, because this is a topic of major relevance in general (and particularly this year), the November 23 readings will explore issues or race, media depiction, and racial biases the criminal justice system. When it comes to criminal- justice research, I tried to be broad here: some of the readings will talk about trafﬁc stops, while others will cover the topic of ofﬁce-involved shootings; even others will be about felon disenfranchisement, the death penalty, the privatization of jails and prisons, etc.

Background Readings

1. Wells-Barnett, Ida B. 1895. “The Red Record Tabulated Statistics and Alleged Causes of Lynching in the United States.” The Project Gutenberg, 2005 edition.

2. Milovanovic, Dragan, and Katheryn Russell-Brown. 2001. Petit Apartheid in the US Criminal Justice System. Durham, NC: Carolina Academic Press.

3. Alexander, Michelle. 2010. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York, NY: The New Press.

4. Soss, Joe, and Vesla Weaver. 2017. “Police Are Our Government: Politics, Political Science, and the Policing of Race–Class Subjugated Communities.” Annual Review of Political Science 20(1): 565-591.

Required Readings

1. Thernstrom, Stephan and Abgail Thernstrom. 1999. American in Black and White: One Nation, Indivis- ible. New York, NY: Simon & Schuster. Chapter 10 (pp.258-285).

2. Goff, Phillip Atiba, and Matthew Christian Jackson, Brooke Allison Lewis Di Leone, Carmen Marie Culotta, and Natalie Ann DiTomasso. 2014. “The Essence of Innocence: Consequences of Dehuman- izing Black Children.” Journal of Personality and Social Psychology 106(4): 526-545.

3. Baumgartner, Frank R., Derek A. Epp, Kelsey Shoub. 2018. Suspect Citizens: What 20 Milion Trafﬁc Stops Tells Us about Policing and Race. Cambridge, UK: Cambridge University Press. Chapter 3 (pp. 64-77) and Chapter 8 (pp. 165-186).

4. Streeter, Shea. 2019. “Lethal Force in Black and White: Assessing Racial Disparities in the Circum- stances of Police Killings.” Journal of Politics 81(3): 1- 9.

5. Knox, Dean, Will Lowe, and Jonathan Mummolo. 2020. “Administrative Records Mask Racially Bi- ased Policing.” American Political Science Review (Published online May 21): doi:10.1017/S0003055420000039.

Recommended Readings

1. Hurwitz, Jon, and Mark Pefﬂey. 1997. “Public Perceptions of Race and Crime: The Role of Racial Stereotypes.” American journal of political science 41(2): 375-401.

2. Lerman, Amy E., and Vesla M. Weaver. 2014. Arresting citizenship: The Democratic Consequences of American Crime Control. Chicago, IL: University of Chicago Press.

3. Khalilah Brown-Dean and Ben Jones. 2017. “Building Authentic Power: A Study of The Campaign to Repeal Connecticut’s Death Penalty.” Politics, Groups, and Identities 5(2): 321-342.

4. Gibson, James L., and Michael J. Nelson. 2018. Blacks and Blue: How and why African Americans Judge the American Legal System. New York, NY: Oxford University Press, USA.

5. Baumgartner, Frank R., Derek A. Epp, and Kelsey Shoub. 2018. Suspect Citizens: What 20 Million Trafﬁc Stops Tell Us about Policing and Race. Cambridge, UK: Cambridge University Press.

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The Politics of Pigmentation - November 30 We will spend some time this week talking about the important but underappreciated role that “colorism” plays in our understanding of race and American politics. I imagine that this is a topic that gets more attention in Comparative Politics (because the USA version of race relations tends to focus less on gradations in the color of people’s skin, hair and eyes). However, there is a rich history of skin tone mattering in the USA (as a ‘pop culture‘ reference, this is why you can find the #darkskin and #lightskin hashtags on social media), and we will explore some of that here. If the question is about who gets what, then the readings for this week tell us, among other things, that having lighter skin (or, having a more European-looking physical appearance more generally) is a resources that some members within a racial or ethnic group can exploit—or that other minority-group members can benefit indirectly from it, even if they choose not to use their skin tone strategically, for socio-political benefits.

Background Readings

1. Rockquemore, Kerry Ann, and David L. Brunsma. 2007. Beyond Black: Biracial Identity in America. Lanham, MD: Rowman & Littleﬁeld Publishers.

2. Hunter, Margaret L.2013. Race, Gender, and the Politics of Skin Tone. Abington, UK: Routledge.

3. Martin, Lori Latrice, Hayward Derrick Horton, Cedric Herring, Verna M. Keith, and Melvin Thomas, eds. 2017. Color Struck: How Race and Complexion Matter in the “Color-Blind” Era. Rotherdam, NL: Springer.

4. Dixon, Angela R. and Edward E. Telles. 2017. “Skin Color and Colorism: Global Research, Con- cepts, and Measurement.” Annual Review of Sociology 43(1): 405-424.

5. Campbell, Mary E., Verna M. Keith, Vanessa Gonlin, and Adrienne R. Carter-Sowell. 2020. “Is A Picture Worth A Thousand Words? An Experiment Comparing Observer-Based Skin Tone Measures.” Journal of Race and Social Problems. Published online: 28 May 2020.

Required Readings

1. Monk, Ellis P. 2018. “The Color of Punishment: African Americans, Skin Tone, and the Criminal Justice System.” Ethnic and Racial Studies 42: 1593-1612.

2. Bonilla-Silva, Eduardo, and David R. Dietrich. 2009. “The Latin Americanization of U.S. Race Relations: A New Pigmentocracy.” In Shades of Difference: Why Skin Color Matters. Evelyn Nakano Glenn (ed.). Palo Alto, CA: Stanford University Press. Chapter 3 (pp. 40-60).

3. Saperstein, Aliya, and Andrew M. Penner. 2012. “Racial Fluidity and Inequality in the United States.” American Journal of Sociology 118(3): 676-727.

4. Davenport, Lauren D. 2016. “The Role of Gender, SES, and Religion in Biracial Americans’ Racial Labeling Decisions.” American Sociological Review 81(1): 57-84.

Recommended Readings

1. Terkildsen, N., 1993. “When White Voters Evaluate Black Candidates: The Processing Implications of Candidate Skin Color, Prejudice, and Self-Monitoring.” American Journal of Political Science 37(4): 1032-1053.

2. Thompson, Maxine S., and Verna M. Keith. 2001. “The Blacker the Berry: Gender, Skin Tone, Self-Esteem, and Self-Efﬁcacy.” Gender & Society 15(3): 336-357.

3. Hersch, Joni. 2006. “Skin-Tone Effects among African Americans: Perceptions and Reality.” American Economic Review 96(2): 251-255.

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4. Weaver, Vesla M. 2012. “The Electoral Consequences of Skin Color: The ‘Hidden’ Side of Race in Politics.” Political Behavior 34(1): 159-192.

5. Faught, James, and Margaret Hunter. 2012. “Latinos and the Skin Color Paradox: Skin Color, National Origin, and Political Attitudes.” The Sociological Quarterly 53(4): 676-701.

6. Wilkinson, Betina Cutaia, and Emily Earle. 2013. “Taking A New Perspective to Latino Racial Attitudes: Examining the Impact of Skin Tone on Latino Perceptions of Commonality with Whites and Blacks.” American Politics Research 41(5): 783-818.

7. Nadia Brown. 2014. “’It’s More than Hair . . . That’s Why You Should Care’: The Politics of Appearance for Black Women State Legislators.” Politics, Groups, and Identities 2(3): 295-312.

8. Uzogara, Ekeoma E., Hedwig Lee, Cleopatra M. Abdou, and James S. Jackson. 2014. “A Comparison of Skin Tone Discrimination among African American Men: 1995 and 2003.” Psychology of men & masculinity 15(2): 201–212.

9. Uzogara, Ekeom E. and James S. Jackson. 2016. “Perceived Skin Tone Discrimination Across Contexts: African American Women’s Reports. Journal of Race Social Problems 8: 147–159.

10. Burge, Camille, Julian J. Wamble, and Rachel Cuomo. 2020 “A Certain Type of Descriptive Rep- resentative?: Understanding How the Skin Tone and Gender of Candidates Inﬂuences Black Politics.” Forthcoming in the Journal of Politics.

Race, Campaigns, and Media - December 7 We will finish up the class with a discussion of the interplay between race, the media, and political campaigns. Specifically, we will examine how imagery in our “news” and “social” media influences how we think about race, and, in turn, how those racial thoughts influence our political decisions. It will be inter- esting to cover these ideas in the wake of the recent 2020 elections, and, if possible, I will add readings about the 2020 election to our syllabus as they become available.

Background Readings 1. Reeves, Keith. 1997. Voting Hopes or Fears?: White Voters, Black Candidates & Racial Politics in America. Oxford, UK: Oxford University Press.

2. Mendelberg, Tali. 2001. The Race Card: Campaign Strategy, Implicit Messages, and the Norm of Equality. Princeton, NJ: Princeton University.

3. Entman, Robert M., and Andrew Rojecki. 2001. The Black Image in the White Mind: Media and Race in America. Chicago, IL: University of Chicago Press.

4. Walton Jr., Hanes, Robert C. Smith, and Sherri L. Wallace. 2020. American Politics and the African Amer- ican Quest for Universal Freedom, 9th Edition. Abingdon, UK: Routledge. Read Chapter 5 (“African Americans and the Media”). Required Readings 1. Gilens, Martin. 1999. Why Americans Hate Welfare. Chicago, IL: University of Chicago Press. Chapters 5 and 6 (pp. 102-153).

2. Stephens-Dougan, LaFleur. 2016. “Priming Racial Resentment without Stereotypic Cues.” Journal of Politics 78(3): 687-704.

3. Valentino, Nicholas A., Vincent L. Hutchings, and Ismail White. 2002. “Cues that Matter: How Political Ads Prime Racial Attitudes During Campaigns.” American Political Science Review 96(1): 75-90.

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4. White, Ismail. 2007. “When Race Matters and When It Doesn’t: Racial Group Differences in Response to Racial Cues.” American Political Science Review 101 (2): 339–354.

Recommended Readings

1. Domke, David, Kelley McCoy, and Marcos Torres. 1999. “News Media, Racial Perceptions, and Political Cognition.” Communication Research 26(5): 570-607.

2. Kellstedt, Paul M. 2000. “Media Framing and the Dynamics of Racial Policy Preferences.” American Journal of Political Science 44(2): 245-260.

3. Larson, Stephanie Greco. 2006. Media & Minorities: The Politics of Race in News and Entertainment. Lanham, MD: Rowman & Littleﬁeld.

4. Hurwitz, Jon, and Mark Pefﬂey. 2005. “Playing the Race Card in the Post–Willie Horton Era: The Impact of Racialized Code Words on Support for Punitive Crime Policy.” Public Opinion Quarterly 69(1): 99-112.

5. Caliendo, Stephen M., and Charlton D. McIlwain. 2006. “Minority Candidates, Media Framing, and Racial Cues in the 2004 Election.” Harvard International Journal of Press/Politics 11(4): 45-69.

6. McIlwain, Charlton D. 2007. “Race, Pigskin, and Politics: A Semiotic Analysis of Racial Images in Political Advertising.” Semiotica 167(1/4): 169-191.

7. McIlwain, Charlton, and Stephen M. Caliendo. 2011. Race Appeal: How Candidates Invoke Race in US Political Campaigns. Philadelphia, PA: Temple University Press.

8. Ward, Orlanda. 2016. “Seeing Double: Race, Gender, and Coverage of Minority Women’s Cam- paigns for the US House of Representatives.” Politics & Gender 12(2): 317-343.

9. Phoenix, Davin L. 2019. The Anger Gap: How Race Shapes Emotion in Politics. Cambridge, UK: Cam- bridge University Press.

10. Laird, Chryl. 2019. “Black Like Me: How Political Communication Changes Racial Group Identi- ﬁcation and Its Implications.” Politics, Groups, and Identities 7(2): 324-346.

? By December 7, Every Student Will Have Been A Discussion Leader ?

Wrapping Up - December 14 According to PSU’s academic calendar, this is Final Exams Week. We don’t have an exam, so I will leave this week open for extended office hours for students who would like to talk as they finalize the final drafts of their papers. There are no readings this week.

? I Will Accept Final Drafts of Research Proposals Up Until December 18 ?

Course Policies

Conduct During Class/When Interacting with the Instructor I understand that the electronic recording of notes will be important for class and so computers will be allowed in class. Please refrain from using computers for anything but activities related to the class. The use of mobile phones should be minimized. Eating and drinking are allowed in class but please refrain from it affecting the course.

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Attendance Policy I expect students to attend all scheduled meetings. Valid excuses for absence will be accepted before a meeting, and, in extenuating circumstances, valid excuses with proof will be accepted after those meetings.

Policies on Incomplete Grades and Late Assignments If an extended deadline is not authorized by the instructor or department, an unﬁnished incomplete grade will automatically change to an F after either (a) the end of the next regular semester in which the student is enrolled (not including summer sessions), or (b) the end of 12 months if the student is not enrolled, whichever is shorter. Incompletes that change to F will count as an attempted course on transcripts. The burden of fulﬁlling an incomplete grade is the responsibility of the student. Late assignments will be accepted for no penalty if a valid excuse is communicated to the instructor before the deadline. After the deadline, assignments will be accepted for a 50% deduction to the score up to 2 days after the deadline. After this any assignments handed in will be given 0.

Academic Integrity and Honesty The College of the Liberal Arts Honor Code serves to safeguard and promote the ideals of honor and integrity within Penn State Law by prohibiting lying, cheating, stealing, and other dishonorable conduct. Accordingly, all students should act with personal integrity, respect other students’ dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts. Dishonesty of any kind will not be tolerated in this course. Students who are found to be dishonest will receive academic sanctions and will be reported to the university’s Honor Administrator for possible further disciplinary sanction. For an explanation of what types of conduct constitute plagiarism, see University and Penn State Law Plagiarism Materials.

Accommodations for Different Abilities and Special Circumstances Penn State welcomes students with different abilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities. Student Disability Resources (SDR) website provides contact information for every Penn State campus. For further information, please visit the Student Disability Resources website. In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation: See documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early as possible. You must follow this process for every semester that you request accommodations.

Information on Available Counseling & Psychological Services Many students at Penn State face personal challenges or have psychological needs that may interfere with their academic progress, social development, or emotional well-being. The university offers a variety of conﬁdential services to help you through difﬁcult times, including individual and group counseling, crisis intervention, consultations, online chats, and mental health screenings. These services are provided by staff who welcome all students and embrace a philosophy respectful of clients’ cultural and religious backgrounds, and sensitive to differences in race, ability, gender identity and sexual orientation. Resources that are available to students include Counseling and Psychological Services at University Park (CAPS, 814-863-0395), the Penn State Crisis Line (24 hours/7 days/week: 877-229-6400), and the Crisis Text Line (24 hours/7 days/week: Text LIONS to 741741).

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Celebrating Diversity In the university, we are all students seeking truth and understanding. Skin color, physical ability, cog- nitive capacity, gender, age, or other characteristics over which individuals have no choice are irrelevant to that pursuit, as are religious preference or sexuality. Students will be expected to treat all others with the same respect as they would want afforded themselves. Disrespectful behavior to others in the course is not only rude, it is unacceptable and can result in a failing grade for the course. Discrimination based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation is a violation of state and federal law and/or university policy and will not be tolerated. Harassment of any person (either in the form of quid pro quo or creation of a hostile environment) based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation also is a violation of state and federal law and/or university policy and will not be tolerated. Retaliation against any person who complains about discrimination is also prohibited. Consistent with University Policy AD29, students who believe they have experienced or observed a hate crime, an act of intolerance, discrimination, or harassment that occurs at Penn State are urged to report these incidents as outlined on the University’s Report Bias web page.

The “Basic Needs” Clause Any student who has difﬁculty affording groceries or accessing sufﬁcient food to eat every day or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact Lion’s Pantry, an on-campus food bank intended to supplement the food budget of Penn State students in need by providing them with a weekly assortment of goods and toiletries donated by community members and corporate partners. Furthermore, please notify me, if you are comfortable in doing so. This will enable me to provide any other resources that I may learn about and/or possess.

The “Respect” Clause I respect your time:

• I will come prepared to help you with the course material and to prepare you for assignments, etc.

• Communication is key: I cannot help if I do not know what is going on.

• I am here to help you, this is your time, so let me know what I can do to help you succeed (see more notes below on how to be successful in this class).

• If there is something that you would like me to do differently, please, let me know. I am happy to work with you to make the experience in class the best it can be.

I want you to respect my time:

• Be on time to class.

• Be attentive.

• Come to class “ready” by doing work beforehand and scheduling ofﬁce hours when you need help.

I want you to respect each other:

• Do not be disruptive. If you need to take a call or text someone, take it outside.

• Work with each other to ﬁnd solutions. You learn more by helping each other.

• Allow one another to make mistakes. This is an important part of the learning process.

• Use respectful language when talking with one another.

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Practices of Success Here’s some tips for acing my class (or any other course, for that matter).

• Be proactive about your success in the course.

• Do not procrastinate! Begin your assignments and studying early!

• Attend every class if you can.

• Ask lots of questions (whether it is during class, recitation, ofﬁce hours, while with your colleagues, or via email to your professor).

• Form a study group! Working together will help you and others understand the course material better as you can work through different difﬁculties and offer each other’s support.

• Every time you approach a new concept, carefully think how it could be applied in your own ﬁeld of study.

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