SOC 113 - Multicultural America Fall 2013

Section 003: B032 JFSB on M W F from 3:00 pm - 3:50 pm

Instructor Information Name: Daneka Souberbielle Office Location: JFSB 2040 Email: [email protected] Office Hours: Thu 1:00pm-3:00pm or By Appointment

TA Information Name: Kevin Johnson Office Location: 1049 JFSB Email: [email protected] Office Hours: Mon, Fri 9:00am-11:00am Wed 9:00am-10:00am or By Appointment

REQUIRED TEXTS: Price Price Item Vendor (new) (used) A Different Mirror: A History of Multicultural America Required BYU by Takaki, Ronald $17.99 $13.50 Bookstore Back Bay Books; ISBN: 9780316831116 Understanding Diversity: An Introduction to Class, Race, Gender, And Sexual Orientation Required BYU $19.95 $15.00 by Pincus, Fred L. Bookstore Lynne Rienner Pub; ISBN: 9781588264022 You May Ask Yourself: An Introduction to Thinking Like a Sociologist (Second Edition) Required BYU $66.65 $50.00 by Conley, Dalton Bookstore W. W. Norton & Company;Edition 2 ISBN: 9780393935172

COURSE OUTLINE:

Course Description This course is designed as an introduction to issues of diversity and the various ethnic and racial groups that make up a multicultural America. In order to understand what it means to live in a multicultural nation, the first third (roughly) of the class will cover the basic concepts of diversity within the field of sociology to give us a common understanding of the ways that we can think about and discuss diversity in the United States. We will spend the second third of the class looking at the history of our multicultural nation; it is essential that we understand the past as many of the current issues that we confront directly relate to what happened in the past. Finally, the latter third of the class will focus on current multicultural issues in the United States including immigration, affirmative action and race in the LDS church.

Learning Objectives This class fulfills the Global and Cultural Awareness requirement. “Since one of the aims of a BYU education is to enlarge the intellect through exposure to ‘the broad areas of human knowledge,’ awareness of others, in particular traditions and cultures outside one’s own, is an important and necessary part of a student’s education. The Global and Cultural Awareness component is founded upon the Lord’s injunction for us to ‘become acquainted with…languages, tongues, and people’ (D&C 90:15)…Inherent in the notion of global and cultural awareness is the perspective that we are all spiritual offspring of the same God, that in addition to our common humanity we also possess a nascent divinity….Furthermore, seeing the world through others’ eyes helps students gain empathy and charity toward diverse cultures.”

Learning Outcomes Thoughtful Reflection Students will exhibit thoughtful reflection through the subject matter of this course. Evidence of reflection implies written or spoken analysis that will include a consideration of the student's own responses to the culture or global issue, often involving comparison, and will demonstrate informed awareness. Informed Awareness Students will acquire informed awareness of a culture outside their own and the interplay of cultures, languages, and/or nations. Greater Empathy and Charity Students will develop greater empathy and charity, and begin to gain a global perspective, by learning to see themselves from another’s point of view.

University Statement of Fostering an Enriched Environment "The Mission of Brigham Young University – founded, supported, and guided by the Church of Jesus Christ of Latter-day Saints – is to assist individuals in their quest for perfection and eternal life. That assistance should provide a period of intensive learning in a stimulating setting where a commitment to excellence is expected and the full realization of human potential is pursued." To this end, the University seeks qualified students of various talents and backgrounds, including geographic, educational, cultural, ethnic, and racial, who relate together in such a manner that they are “no more strangers and foreigners, but fellow citizens with the saints, and of the household of God.” It is the University’s judgment that providing educational opportunities for a mix of students who share values based on the gospel of Jesus Christ and come from a variety of backgrounds and experiences is an important educational asset to BYU.

Participation Policy You will be expected to participate in class, especially given the fact that the success of this course is largely determined by the quality of discussion that is generated during class. The class will be much more rewarding if we have everyone discussing the readings and sharing their ideas. In order to accomplish this, I have assigned reaction papers and reading guides as incentive to complete the reading before class starts. I have consciously eliminated as much reading as possible to make the reading load reasonable. Some weeks will be lighter than others, so use those weeks to get ahead.

Grades There are four components to your course grade as follows:

Participation in class Throughout the term 100 points total Reading Guides 5 collected periodically 20 points each

Exams 3 Exams in the term 300 points total Exam 1 October 11 - 15 100 points Exam 2 November 15 - 18 100 points Exam 3 December 17 11am-2pm 100 points

Papers Throughout the term 150 points total MMA Part 1 October 11 75 points MMA Part 2 November 8 75 points

Presentation Last month of term 100 points total Group Presentation Nov 22 – Dec 4 100 points

Grading Scale

A 93% to 100% B- 80% to 82% D+ 67% to 69% A- 90% to 92% C+ 77% to 79% D 63% to 66% B+ 87% to 89% C 73% to 76% D- 60% to 62% B 83% to 86% C- 70% to 72% E 0% to 59%

Exams Each of the first two exams will cover one of the books that we will be reading in class. The final exam will be a cumulative exam and will require an analysis and application of the information covered throughout the entire semester. All of the questions will come from the readings, lecture, films and class discussion. Half of the exam questions will be multiple-choice/completion and the other half will be essay. The multiple-choice/completion portion will consist of 50 questions. Before each exam I will give you a collection of essay questions, two of which will be on the exam. I do this so you can study beforehand, and in addition, this method fosters new learning while taking the exam. The exam dates are written in bold on the course schedule and cannot be made up. The first two exams will be in the testing center. You cannot use your book or notes and there will be no time limit. All of the reading guides will be posted on Learning Suite. The collection of these reading guides will be the study guide to give you a better idea of what will be covered on the exams.

My Multicultural America Paper (MMA I and II) For Part I, you will need to do the following 3 steps which involve the use of qualitative methods to investigate your understanding and experiences of race and ethnicity, as well as one family member’s and an individual of a different race’s understanding and experiences of race and ethnicity. Step 1: Identify your own perceptions and experiences with race and ethnicity. Step 2: Identify the perceptions and experiences of race and ethnicity of 1 member of your family (this person CANNOT be the same generation as you) and of an individual that is of a different race than you (this person can be the same generation as you). Step 3: Compare your own perceptions and experiences with race and ethnicity with what you learned in the other interviews. The end result will be a 3-4 page essay (double spaced) which describes your personal experiences with race and ethnicity, compares them with the experiences of a family member and individual of a different race, and analyzes these experiences using sociological concepts.

For Part II, you will need to choose one of the racial or ethnic groups of your family, research the history surrounding the circumstances of this group’s entry into America, and compare and contrast their experiences to a different racial/ethnic group discussed in the Takaki book. What challenges did they face in society? What social class was this group put in initially? Were they able to achieve social mobility over time? If so, how was this accomplished? How were they racialized and what types of stereotypes were thrust upon them by the dominant group. How did these stereotypes play a role in their interactions with the larger society and within their own racial/ethnic group? In this paper, you will need to research and write about the above mentioned aspects both historically, as well as how these aspects affect this group today (e.g. Is this group still in the same social class? Have circumstances changed for this group; if so, how? Do members of this group continue to be stereotypes as they were in the past?). Part II should be 4-5 pages (double spaced). REMEMBER: This is a historical-sociology paper; therefore, it is imperative that you do more than just summarize each group’s experience. Use your sociological imagination. Takaki wrote A Different Mirror from a historical sociological approach; thus, you may want to consider using his writing style as an example for your paper.

Group Presentation In groups of 4 or 5, students will choose a topic related to information covered over the course of the semester and then expound on that topic in an original visual presentation (PowerPoint, Prezi, student-made film). Take this opportunity to choose something exceptionally interesting or meaningful to the group. Presentations may include topics such as transracial adoption, interracial marriage, Polynesian immigration to Utah, American Indians and Mormon Pioneers, etc. The keys to these presentations are: 1) that the topics are thoroughly researched; 2) information is accurately presented; 3) there is a clear sociological analysis of the topic based on information presented in the course and 4) that all group members equally contribute. Presentations should be approximately 15 minutes in length and should include a 2-page summary of your work. UNIVERSITY POLICIES

Honor Code In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422- 2847 if you have questions about those standards.

Sexual Harassment Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 801-422-5895 or 1-888-238-1062 (24-hours), or http://www.ethicspoint.com; or contact the Honor Code Office at 801-422-2847.

Student Disability Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422- 5895, D-285 ASB.

Respectful Environment "Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in their comments to and about others... We hear derogatory and sometimes even defamatory comments about those with different political, athletic, or ethnic views or experiences. Such behavior is completely out of place at BYU, and I enlist the aid of all to monitor carefully and, if necessary, correct any such that might occur here, however inadvertent or unintentional. I worry particularly about demeaning comments made about the career or major choices of women or men either directly or about members of the BYU community generally. We must remember that personal agency is a fundamental principle and that none of us has the right or option to criticize the lawful choices of another. " President Cecil O. Samuelson, Annual University Conference, August 24, 2010 " Occasionally, we ... hear reports that our female faculty feel disrespected, especially by students, for choosing to work at BYU, even though each one has been approved by the BYU Board of Trustees. Brothers and sisters, these things ought not to be. Not here. Not at a university that shares a constitution with the School of the Prophets." Vice President John S. Tanner, Annual University Conference, August 24, 2010

Academic Honesty The first injunction of the BYU Honor Code is the call to be honest. Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. President David O. McKay taught that "character is the highest aim of education" (The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct. Course Schedule for Sociology 113: Multicultural America

Date Topic Readings Assignments W - Sep 04 Introduction to Class No Readings F - Sep 06 Introduction of Interesting Persons M - Sep 09 Sociological Conley Chapter 1 Reading Guide Imagination W - Sep 11 Understanding Pincus 1&2.pdf Reading guide Diversity F - Sep 13 Star Power Read Ahead Start MMA Interviews M - Sep 16 Socialization and the Conley Chapter 4 pg 111-136 Reading Guide Construction of Reality W - Sep 18 Stratification and Conley Chapter 7 Reading Guide Inequality F - Sep 20 Stratification and Conley Chp 13 pgs.493-502; Pincus Chapter 3 Inequality pgs 29-41 M - Sep 23 Poverty Conley Chapter 10 Reading Guide Budgeting 101 W - Sep 25 Poverty Pincus Chapter 3 pgs 41-50 F - Sep 27 MMA 1 Workshop No Readings M - Sep 30 Race Conley Chapter 9 Reading Guide Video: The House We Live In W - Oct 02 Race No Readings Film Discussion F - Oct 04 Race McIntosh.pdf Power and Privilege Helms White Racial Identity Theory.pdf M - Oct 07 Gender Pincus Chapter 5 Reading Guide Chapters 5 and 6.pdf W - Oct 09 Gender & Sexual Pincus Chapter 6 Reading Guide Orientation F - Oct 11 Exam Review No Readings MMA Part 1 Exam 1 Opens (closes Tuesday) M - Oct 14 Guest Speaker No Readings W - Oct 16 A Tale of Two Takaki Chapters 1 & 2 Reading Guide Frontiers F - Oct 18 American Indians - Takaki Chapter 4 Reading Guide From Removal to Reservation M - Oct 21 The Hidden Origins Takaki Chapter 3 Reading Guide of Slavery Film: Slavery and the Making of America W - Oct 23 The Reconstruction Steinberg Film Response Paper of Black Servitude after the Civil War F - Oct 25 Film - Slavery By No Readings - Catch up Another Name M - Oct 28 Film - Slavery by No Readings - Catch up Another Name W - Oct 30 American Indians - Takaki Chapter 7 Reading Guide From Reservation to Reorganization Film: Children of the Plains F - Nov 01 MMA 2 Workshop M - Nov 04 Mexicans - Takaki Chapter 9 Reading Guide Foreigners in ther Native Land W - Nov 06 El Norte Takaki Chapter 12 F - Nov 08 Strangers form a Takaki Chapter 8 MMA Part 2 Pacific Shore Start Preparing Group Presentation M - Nov 11 Pacific Crossings Takaki Chapter 10 W - Nov 13 Blacks in the Urban Takaki Chapter 13 North F - Nov 15 Catch-up & Review - Exam 2 Opens Exam begins today @ 4 in Testing Center M - Nov 18 Work on Exam 2 Closes Presentations W - Nov 20 Work on Presentations F - Nov 22 Immigration TBD Presentation Class Presentations M - Nov 25 Class Presentations TBD T - Nov 26 Friday Instruction Class Presentation W - Nov 27 No Classes NO CLASS Th - Nov 28 Thanksgiving Holiday F - Nov 29 Thanksgiving NO CLASS Holiday M - Dec 02 Class Presentations TBD W - Dec 04 Class Presentations TBD F - Dec 06 "Knowbody Knows: No Readings The Untold Story of Black Mormons" M - Dec 09 "Knowbody Knows: No Readings The Untold Story of Black Mormons" W - Dec 11 A Multicultural No Readings Church F - Dec 13 Exam Preparation Day T - Dec 17 Final Exam: Including readings from your class B032 JFSB presentations 11:00am - 2:00pm