Sociology of Race & Ethnicity Tuesdays and Thursdays 3:00 PM to 4:15 PM

COURSE DESCRIPTION AND I look forward to teaching you how to OBJECTIVES WHAT DOES IT MEAN TO talk about issues related to race. I must This course offers an introduction BE A SOCIOLOGIST OF RACE warn you, however, once you learn to to topics central to the study of race AND ETHNICITY?xxxxxxxx see race, you will see it everywhere. Movies and TV will never be the same. and ethnicity. In order to understand I am a hit at dinner parties. When I contemporary issues, we will delve tell people that I teach about race into the historical development of and difference in America, I race & ethnicity in the United States. usually receive a horrified look LEARNING OUTCOMES This is a 3 credit course without accompanied by the sounds of crickets. By the end of this course, you will: prerequisites. In addition to politics and religion, race • Gain a basic understanding of the is a topic you are "not supposed to" Sociology of Race & Ethnicity (e.g. The overall objective of this course is discuss in public. Unfortunately, many factual knowledge, methods, principles, to learn how and why race and people have no idea how to talk theories); ethnicity are social, legal, and historical about race and difference for several • Developing knowledge and constructs. While you may be able reasons including, but not limited to, understanding of diverse perspectives, to connect personal experiences to fear of offending, misunderstanding, global awareness, or other cultures; issues in covered in this course, you being labeled a racist, personal • Develop skills in expressing oneself in should leave this course learning that politics, and personal experiences. writing; issues of prejudice, racism, and • Learn how to find, evaluate and use discrimination are more than the Studying race and ethnicity within resources to explore R&E in depth; result of personal exchanges and sociology is to approach the subject • Think critically of societal issues and beliefs. It is my hope that you with a curiosity and desire to learn learn to engage in meaningful become comfortable talking about the about self and others. It means trying to discussions using theory and evidence; issues related to race and ethnicity. understand the Why?, What?, and • Critically read academic journal articles; How? of this world. It means examining • Learn to analyze and critically evaluate the subject as you would any scientific ideas, arguments, and points of view; • Learn about different racial and ethnic INCLEMENT WEATHER POLICY question by making observations, building understanding, and gathering groups beyond the Black/White binary; In the event of inclement • Be able to connect history to weather, the University will evidence and information of the phenomenon of study. It means contemporary issues about race, racism, announce any closures via KUSU and discrimination. FM 91.5 Absent an official closure, approaching the subject with a genuine • Have fun! students are not excused from desire and curiosity to learn about what attending class due to weather connects and separates society. and any absences is considered unexcused.

YOUR PROFESSOR YOUR TEXTBOOKS MARISELA MARTINEZ-COLA, JD/PhD

CLASSROOM: OLD MAIN 201 Golash-Boza, Tanya Maria, Race & OFFICE: OLD MAIN 216D Racisms: A Critical Approach, 2nd Edition

EMAIL: [email protected] TELEPHONE: 678-787-6467

OFFICE HOURS: T, TH 12-2 pm or by appointment; also available via Face Time, Takaki, Ronald. 2008. A Different Mirror: A Skype, and/or Google+ History of Multicultural America.

TWITTER: @MiChicana4ever

WEBSITE: www.michicanaphd.com

PAGE 1 This syllabus and schedule is subject to change at any time. Please check Canvas for any addenda posted or changes announced. COMPUTING POLICIES COMMUNICATION COURSE STRUCTURE • Canvas undergoes maintenance from There are 5 components: time to time. It is your responsibility to Please check the syllabus and Canvas read messages from IT Services that announcements for an answer to Lectures/Discussions pertain to this information and adjust your questions before reaching out to Reading Quizzes accordingly. me. Two Reflection Papers • Printout and keep records of all your One take-home Midterm Exam submission reports; Email: My work week runs One take-home Final Exam • Keep backups of all your files; from Monday to Friday. I typically • Call IT Services at (435) 797-HELP or email [email protected] for any check my email several times COURSE REQUIREMENTS technical problems. throughout the day. I will typically Reading Quizzes (15%) respond within 24 hours if your Reflection Paper #1 (5%) • Given the availability of campus labs and message is sent during the work Reflection Paper #2 (15%) IT support, computer problems are not a week. If I receive your email over Midterm (25%) valid excuse for late work. It is your responsibility to assure that you have the weekend, please give me 48 Final Exam (30%) hours. regular and reliable computer and Attendance/Participation (10%) Internet access. In-person: My office hours are GRADING SCALE Tuesday and Thursdays from 11am to 1pm and by appointment. However,I LECTURES am also happy to speak to you via All lectures are presented in Power FaceTime, Google Hangout, or Point format and contain extensive Skype. Many of my former students have notes. In an attempt to appeal to all found this option incredibly helpful. So, learning styles, I will upload all lectures IMPORTANT DATES as long as you don't mind a little dog onto Canvas for those of who would named Hodor walking around in the January 26th: Reflective Paper #1 Due like to take notes on the Power Points background or a curious 12-year-old March 15th: Midterm Exam Due themselves. I will do my best to upload popping his his head in occasionally, them before midnight the day before please consider this option for April 12th: Reflective Paper #2 Due class. yourselves. April 29th: Final Exam Due Reading Quizzes are due every READINGS The phone number By phone: Thursday by 2 pm before class. Readings for the course will come from listed on the syllabus is my personal cell the course textbooks as well as various phone. If you intend to call, please text academic journals, newspapers, and/or me first and identify yourself. I never pick blogs. In the syllabus, readings from SYLLABUS IS NOT A CONTRACTx up unknown numbers. I respond faster to the required textbooks are A syllabus is not a contract between texts than phone calls. Also I ask that designated with a for book. instructor and student, but rather [B] you please do not call or text me after 8 Additional readings and articles are pm. a guide to for the course. The instructor reserves the right to amend the designated with a [C] and will be syllabus. available as downloads. You will be quizzed on all of the readings. They will be multiple choice, T/F, matching, fill-in- the-blanks, and/or short essay. Readings are expected to be complete by the date on the syllabus.

Readings are drawn from a variety of fields including sociology, law, history, and ethnic studies. If the day's readings are particularly challenging, please do not hesitate to visit me. I try to select accessible and informative readings as much as possible but sometimes you will encounter "fancy words" that usually accompany academic writing. Whenever you encounter these words or phrases, designate them with FWA and ask for the definition in class or in private.

PAGE 2 This syllabus and schedule is subject to change at any time. Please check Canvas for any addenda posted or changes announced. It makes my day when a student asks a REFLECTION PAPERS question or makes an observation that There are two writing assignments for helps their fellow classmates think about the course in the form of reflection the topic at hand on a deeper level. papers. Each reflection paper will There is no such thing as a involve writing reflections about your stupid question. We are all learning own behavior or gathering some kind of from one another. information/data, and writing up an analysis of those data. The papers should be typed, double-spaced, with As for participating in class, I welcome 1-inch margins, in 12 point New York questions during lectures and look Times or Calibri font. I will hand forward to your comments and remarks. out specific instructions for each For those of you that are shy, assignment during the semester. Papers I understand that not everyone is an extrovert. Sometimes you think ON A PERSONAL NOTExxxxxxxxxxxx are due to Canvas by 11:59 pm on the Believe it or not, I remember what it was dates indicated above. of questions after the fact. If you are the quiet type, please consider visiting like to be in college. I am the first in my me during office hours or dropping me family to go to college and I put a great deal Students will be eligible to submit a an email. I consider office visits of pressure on myself to be perfect, “do late paper without penalty only at the and emails class participation. Some everything right,” and “not be a bother instructor's discretion. A revised due of my quietest students have sent me anyone.” If you are experiencing some date for late papers will be the most amazing materials (i.e. links personal challenges throughout the semester, determined by the instructor. Without to videos, articles) that they find I cannot stress enough how important it instructor agreement, papers will be fascinating. I also welcome coco/coffee is that you come and meet with me. I penalized at five (5) points per day for chats on campus. have had some absolutely brilliant lateness beginning at midnight. This students score poorly on exams and will continue on until a grade of zero papers because they were too (0) is reached. Please email all late Please remember I want everyone to embarrassed to come and talk to me about papers to me. The reflection papers succeed in this course and as a student what was going on outside of the are worth 20% of your grade. regardless if you decide to major or classroom. It is not weakness to need extra minor in Sociology. I want to cultivate a help or time. Most importantly, I will not general love of learning. I'm basically a think poorly of you if you need it. In fact, I EXAMS professional nerd and that's my job. will respect the strength it takes to admit You will have two take home exams when you need help. If you come and meet during the course. Each exam will be GRADING with me sooner rather than later, we will worth 100 points. Together, they Please understand that I grade find a workable solution. comprise 55% of your overall grade. individually and comparatively. I identify Exams are based on essays with the strongest paper/exam and rank the accompanying rubrics so that you others accordingly. understand my expectations. PLEASE DO NOT TURN IN YOUR FINAL EXAM ACADEMIC FREEDOM AND LATE. EXTRA CREDIT OPPORTUNTIES PROFESSIONAL RESPONSIBILITIES I believe learning happens in and Academic freedom is the right to teach, Students who miss an exam will not be outside of the classroom. There are study, discuss, investigate, discover, create, allowed to make up the exam. If they several campus activities, discussions and publish freely. Academic can provide a valid excuse for missing and programs organized by your fellow freedom protects the rights of faculty the exam as outlined in students and/or Student Involvement members in teaching and of students USU policy, the student will be and Leadership and Access & learning. Freedom in research is allowed, at the instructor's discretion, Diversity Center. fundamental to the advancement of to submit a 15-page paper written truth. Faculty members are entitled to on the topic determined by the If you attend an event, lecture, full freedom in teaching, research, and instructor. discussion and/or program that creative activities, subject to the complements what you're learning in limitations imposed by professional class, please submit a half- responsibility. Faculty Code #403 ATTENDANCE & PARTICIPATION page summary of the event as well as further defines academic freedom and Your attentiveness and contributions proof of attendance. If I deem it professional responsibility. play and important role in your responbility relevant to the course you will success. I promise to bring 100% of receive 2 extra credit points. I will myself and I hope you will as well. apply the points in the following order: THE HONOR SYSTEM XX Each student has the right and duty quizzes, reflection paper, midterm, then to pursue his or her academic experience final. It's helpful to check with me first to free of dishonesty. The Honor make sure the event is applicable. System is designed to establish the One of my goals is to have higher level of conduct expected and you see sociology everywhere! Extra credit is limited to 10 points. required of all USU students. ****

PAGE 3 This syllabus and schedule is subject to change at any time. Please check Canvas for any addenda posted or changes announced. CLASSROOM AS A BRAVE SPACE THE HONOR PLEDGE XXXXX * Plagiarism: Representing by paraphrase It is my goal to create an environment I pledge on my honor to conduct myself or direct quotation, the published or where we can engage in the free with the foremost level of academic unpublished work of another person exchange of ideas without fear of integrity." A student who lives by the as one's owns in any academic judgment, harassment, and Honor Pledge is a student who does exercise or activity without full and discrimination. In this class we will be more than not cheat, falsify, or clear acknowledgment. It also includes discussing a variety of controversial plagiarize. A student who lives by the using materials prepared by another issues. Honor Pledge: person or by an agency engaged in the sale of term papers or other We will spend one of the first days * Espouses academic integrity as an academic materials. of class identifying what we need to underlying and essential principle of the create an environment where Utah State University community; SEXUAL HARASSMENT XXXXX everyone feels comfortable engaging in mutually beneficial and * Sexual harassment is defined by the Understands that each act of academic enlightening discussions. dishonesty devalues every degree that is Affirmative Action/Equal Employment awarded by this institution; and Opportunity Commission as any "unwelcome sexual advances, requests You do not have to agree with every- * Is a welcomed and valued member of for sexual favors, and other verbal or thing you hear in class, but you must Utah State University. physical conduct of a sexual nature." If respect a persons right to their opinion you feel you are a victim of sexual and thoughts. I simply ask that when ACADEMIC DISHONESTY harassment, you may talk to or file a you express these opinions, you do complaint with AA/EEO office located in XXXXXXXXX so with respect. Most issues occur Old Main, Room 161, or call (435) I will take appropriate action in response when people share personal stories 797-1266. to Academic Dishonesty, as defined in without prefacing their remarks with a the University's Student Code. Acts of desire to learn. Beginning a remark academic dishonesty include bur are not WITHDRAWAL AND "I" GRADE with, "No offense but..." is usually an indicator that your remark will be limited to: POLICY * Cheating: using, attempting to use, or Students are required to complete all completely offensive. If you are unsure providing others with any unauthorized courses for which they are registered by how to ask a question and/or discuss an assistance in taking quizzes, tests, the coursework because of issue, I welcome you to meet with me. I examinations, or in any other academic extenuating circumstances includes: (1) promise you will leave feeling exercise or activity. Unauthorized incapacitating illness which prevents a understood, respected, and hopefully assistance includes: student from attending classes for a having learned a different point of view. **Working in a group when the minimum period of two weeks; (2) a instructor has designated that the quiz, death in the immediate family; (3) I strive to create an open and test, examination, or any other academic financial responsibilities requiring a welcoming classroom. If I ever miss the exercise or activity be done student to alter a work schedule to mark, please do not hesitate to come "individually;" secure emergencies deemed appropriate and talk to me. We are all learning **Depending on the aid of sources by the instructor. together. beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying STUDENTS WITH DISABILITIES GRIEVANCE PROCESS xxxxxxxx out other assignments; Students with ADA-documented xxxxxxxxxxxx **Substituting for another student, or physical, sensory, emotional, or medical Students who feel they have been fairly permitting another student to substitute impairments may be eligible for treated may file a grievance through for oneself, in taking an examination or reasonable accommodations. Veterans channels and procedures described in preparing academic work; may also be eligible for services. All the Student Code, Article VII Grievances. **Acquiring tests or other academic accommodations are coordinated material belonging to a faculty member, through the Disability Resource Center staff member, or another student (DRC) in Room 101 of the University Inn, without express permission; (435) 797-2444. Please contact the DRC **Continuing to write after time has as early in the semester as possible. been called on a quiz, test, examination, Alternate format materials (Braille, large or any other academic exercise or print, digital, or audio) are available with activity; advance notice. www.usu.edu/drc/ **Submitting substantially the same work for credit in more than one class, Be strong enough to stand except with prior approval of the instructor; or engaging in any form of alone, smart enough to know research fraud. when you need help, and brave *Falsification: altering or fabricating any enough to ask for it! information or citation in an academic exercise or activity;

PAGE 4 This syllabus and schedule is subject to change at any time. Please check Canvas for any addenda posted or changes announced. COURSE SCHEDULE AND READING ASSIGNMENTS

Week Date Topic Readings, Film, and/or Assignment Part I: In these first three weeks, we are focusing on some foundational concepts and theories of the sociology of race and ethnicity. The goal is to develop a common language to use for the rest of the course. Introduction & 1/7 Implicit Bias Test 1 Course Overview Introduction Wright Mills (1959) The Sociological Imagination [C] 1/9 How to Succeed Dubois (1903) The Souls of Black Folk, Chapter 1 [C] Laying the Foundation Morris (2017) DuBois, Scientific Sociology, Race [C] 2 1/14 Timeline of R&D Bonilla-Silva (2016) The Central Frames of Colorblind Racism [C] Foundation & What is Race, Racism & Golash-Boza (2017) Race & Racisms, Chapter 1 [B] Definitions 1/16 Racialization? Desmond & Embriyar (2009) What is Racial Domination? [C] Golash-Boza (2017) Race & Racisms, Chapter 4 [B] 1/21 Sociological Theories 3 Omi & Winant (1994) Racial Formation in the U.S. [C] Theory 1/23 Critical Race Theory Martinez-Cola (forthcoming) Complicated Case of Race [B] 1/26 Reflection Paper #1 due by 11:59 pm Part II: Over the next eight weeks, we will be exploring the historical experiences of different racial groups, communities to understand the different ways they were racialized. The key to understanding present day relationships is to understand the past. 4 Takaki (2008) A Different Mirror, Chapter 4 [B] Native 1/28 Colonial History Golash-Boza (2017) Race & Racisms, pp 54-55 [B] American/ Documentary: Reel Injun Indigenous Racialization of Native Castagno (2006) Extending the Boundaries of Race and Racism [C] 1/30 Nations Americans Huyser (2017) a “real” american indian [C] Takaki (2008) A Different Mirror Chapter 3 [B] Golash-Boza (2017) Race & Racisms, pp.76-89 [B] 5 2/4 The Civil Rights Era Lacy (2007) Blue Chip Black [C] Black/African Documentary: Ethnic Notions American Thornhill (2018) We Want Black Students, Just Not You [C] Communities 2/6 Contemporary Issues Stockman (2019) ‘We’re Self-Interested’-New York Times [C] Finley & Kho (2018) “Existing While Black”—HuffPost [C] Takaki (2008) A Different Mirror, Chapter 12 [B] Mexican Americans & Ayala & Ramirez (2019) Coloniality & Latinx College Experiences [C] 2/11 Cuban American: A Cruz (2013) Operation Pedro Pan [C] 6 Comparison Documentary: The Bronze Screen Latinx Rodriguez (2019) Citizen Children of Undocumented Parents [C] Communities Racialization of Latinxs- AND 2/13 Contemporary Issues Rodriguez, Parrish, and Parks (2017) Unseen Differences [C] OR García (2015) Chicano While Mormon, pp. 29-44 [C] Takaki (2008), A Different Mirror, Chapter 8 [B] Racialization of Asian Golash-Boza (2017) Race & Racisms, pp. 44-49 & 72-74 [B] 2/18 7 Americans Riley (2013) Pacific Islanders: A Misclassified People [C] Asian Documentary: Slaying the Dragon American Sue et. al. (2007) Racial Microaggressions and Asian American [C] Communities The Model Minority and 2/20 Uehara, Chugen, Raatior (2018) Perceptions of Pacific Islander other Myths Students in Higher Education [C]

PAGE 5 This syllabus and schedule are subject to change at any time. Please check Canvas for any addenda posted or changes announced

Golash-Boza (2017) Na, pp. 199-202 [B] 8 Racialization of Middle Middle Eastern Naber (2000) Ambiguous Insiders: Arab American Invisibility [C] 2/25 Eastern/North African North African Jones (2017) The Racialization of Arab Panethnic Identity [C] communities (MENA) Documentary: Reel Bad Arabs Identities Love (2009) Confronting Islamophobia in the United States [C] 2/27 Contemporary Issues Parvani and Simani (2019) Are Arabs and Iranians White? [C] February 29th to March 8th SPRING BREAK (NO CLASS) Currington, Lin & Linquist (2015) Cyberspace-Multiracial Daters [C] 3/10 Multiracial Identities Muro & Martinez (2018) Is Love Color-Blind? [C] 10 Golash-Boza, Race & Racisms, pp. 202-204 [C] Multiracial Paragg (2015) What Are You? [C] Americans 3/12 What are You? Brunsma (2006) Mixed Messages, pp. 327-347 [C] Videos: 50 Years After Loving AND Young & Mixed in America Sunday, March 15th - Take Home Midterm due by 11:59 pm Takaki (2008) A Different Mirror, Chapter 6 [B] What does it mean to be Golash-Boza (2017) Race & Racisms, pp. 47-54 and 186-196 [B] 3/17 11 White? Illing (2019) Dying of whiteness [C] Whiteness Documentary: White Like Me 3/19 DiAngelo (2011) White Fragility [C] Not Just Vanilla Brunsma & Wyse (2019) Possessive Investment in White Sociology [C] Part III: For the remaining weeks of the course, we will be examining some more contemporary issues related to race. In order to fully understand the structures of inequality, we will be examining these issues in Black, Latinx, Asian, and Native American communities. Golash-Boza (2017) Race & Racisms, Chapter 8 [B] 3/24 The Bricks Before Brown Jacob (2017) Indigenous Studies speaks to Sociology [C] 12 Lewis & Manno (2011) The Best Education for Some [C] Education Contemporary Issues & 3/26 Meckler & Rabinowitz (2019) America’s schools [C] Discussion with Experts Jack (2019) I Was a Low-Income College Student [C] Keith & Monroe (2016) Histories of Colorism [C] 3/31 13 Perry (2006) Buying White Beauty [C] Be-YOU-tiful Beauty Frith, Cheng, and Shaw (2004) Race & Beauty [C] 4/2 Reece (2018) Coloring Weight Stigma [C] 14 4/7 The Color of TBA Sports 4/9 Competition TBA Sunday, April 12th-Reflection Paper #2 due by 11:59 pm Moore (2014) Openly Gay Families [C] 4/14 15 Hom (2007) Stories from the Homefront [C] Queering the Color Line LGBTQ+ Adams & Phillips (2009) Experiences of Two-Spirit [C] 4/16 Pastrana, Battle & Harris (2017) Latinx LGBT Populations [C] Sweet (2019) The Sociology of Gaslighting [C] AND Pick two (2) of the following readings: 16 What’s Next? 4/21 Golash-Boza (2017) Race & Racisms, pp. 413-433 [B] Conclusion Closing Discussion Sanneh (2019) The Fight to Redefine Racism [C] Aguilar (2019) Managing Microaggressions [C] Wednesday, April 29th --Final Exam due by 11:59 pm

PAGE 6 This syllabus and schedule are subject to change at any time. Please check Canvas for any addenda posted or changes announced