GESM 131G Seminar in Social Analysis: Media and the Latinx Community 4 Units

GESM 131g Seminar in Social Analysis: Media and the Latinx Community 4 Units

Fall 2019 – Tues. & Thurs. – 2-3:20 p.m. Section: 35446R Location: ANN 210

Instructor: Laura Castañeda, Ed.D. Office: ASC 121-C Office Hours: Tuesdays and Thursdays, 12-3 p.m., and by appointment Contact Info: [email protected]; 323-445-7012 (cell); 213-821-0762 (office)

Course Description Welcome to GESM 131: News Media and the Latinx Community. This freshman seminar will help you understand the social, economic and cultural forces that have shaped the U.S. news media’s changing coverage of the Latinx community, the largest racial/ethnic group in the U.S. We will seek to explain the causes and consequences of a wide range of complex phenomena that have impacted the portrayal of the Latinx community including economics, politics, language and social/cultural settings. We will explore how individual and collective human action has shaped the news media landscape, as well as the impact of race, class, ethnicity, language, immigration status and gender on the journalism profession.

Spanish-language and bilingual news media of all types will be analyzed including newspapers and magazines, online publications, radio/podcasting and video. We also will explore how the news media has covered the relative absence of Latinx images in television and film, advertising and photography, as well as the growing presence of Latinx artists in books, music, social media, sports and art. The period covered is the mid-1800s to present day.

Throughout the course we will examine how U.S. society’s growing Latinx population, expanding media technologies, and increasing emphasis on target marketing and advertising have increased the number and influence of Latinx media in the United States.

We will consume media in all its form and will welcome a wide range of guest speakers via class visits and Skype.

Since journalism primarily relies on interviews, observation and ethnographic type of research, our focus will be qualitative. Social analysis is the practice of systematically examining a social problem, issue or trend. Besides interviews, observation and ethnography, other methods include surveys, experiments, and longitudinal studies. The best method for research depends on your subject, your audience and the question(s) you are seeking to answer. For example, if you want to study the motivations and perceptions of podcasters, a qualitative method such as interviews would likely be a better choice that a quantitative method 2 emphasizing objective measurements and statistical, mathematical, or numerical analysis of data. However, also will learn how to use USC’s myriad of databases and learn about the differences between qualitative and quantitative social science research.

By the end of this course, you should be able to use a qualitative social science method to gain better insights into the multiple roles Latinx media and general market media have played in coverage of the Latinx community and its issues the U.S. from the past to present.

Learning Objectives By the end of this course, you will be able to: n Apply a qualitative method of social analysis to the study of U.S. media and the Latinx community. n Understand the usefulness and accuracy of qualitative data in explaining social phenomena n Demonstrate the interplay between human action and organizations (Latinx journalists and media outlets) and social and cultural settings (political, geographic, linguistic, era) through presentations and reflective papers.

Learning Assessments Learning objective will be measured by: n A 10-page final narrative analysis in essay format, not counting notes and a bibliography, that involves interviewing a local Latinx journalist. Describe your research (who, where, how, technological devices, what was said, quotes and locations). Cite a variety of in-class and outside readings. A short presentation is due on the last day of class. Rubrics for this and all assignments will be uploaded to n A 5-page midterm paper in essay format, not counting notes and bibliography, that is a mini basic qualitative study about a specific type of news media (magazine, newspaper, web, radio, television) and how it covers Latinx issues and the community over a discrete period of time. This may involve working with journalism librarian Chimene Tucker ([email protected]) for help with research. MLA style is required. n A class presentation (done in pairs) that involves self-selecting a form of social media such as Twitter, Instagram or Snapchat, reviewing 1-3 news stories from that platform, and discussing how useful qualitative data can be to analyze the presence/absence of Latinx voices and content. A template will be uploaded to Bb. n Five 1- to 2-page reflective papers based on class readings, videos or guest speakers, that assess the usefulness of the qualitative data you are reading. Thoughtful responses are descriptive, comparative and critical/evaluative. Write your own thoughts, experiences and connections with the readings. Cite page numbers. These are graded as complete/incomplete. Remember, even if you can’t attend class, assignments must be uploaded to Bb on time. Examples will be uploaded to Bb.

Course Requirements n Read, view and/or listen to all assigned materials before class (texts and articles uploaded to Bb or available online). n Engage in all class discussions. n Complete all assignments. n Actively engage with guest speakers by asking questions. 3

Assignments: % of Grade Class Participation (discussion lead with partner) 10% Reflective papers (five, 1-2 pages each) 25% Midterm essay (5-pages) 30% Final essay (10-pages) 30% Final (class presentation) 5% Total 100%

Due Dates n Discussion Lead (Sign-ups during first week of class). Must be done in pairs. Due dates will be posted on Bb after sign-ups. n Reflective papers based in readings. (Due at five points during the semester): Sept. 12, Oct. 3, Oct. 24, Nov 19 and Dec. 3. n Midterm (5-page paper). Due date Oct. 15. n Class presentation on the last day of class, Thursday, Dec. 5. n Final Paper due on the day of the final; Thursday, Dec. 12, 2-4 p.m.

Sept. 13 Last day to register and add classes for Session 001 Sept. 13 Last day to drop a class without a mark of “W,” except for Monday-only classes, and receive a refund for Session 001 Sept. 13 Last day to change enrollment option to Pass/No Pass or Audit for Session 001 Sept. 17 Last day to add or drop a Monday-only class without a mark of “W” and receive a refund or change to Pass/No Pass or Audit for Session 001 Oct. 11 Last day to drop a course without a mark of “W” on the transcript only. Mark of “W” will still appear on student record and STARS report and tuition charges still apply. *Please drop any course by the end of week three for session 001 (or the 20 percent mark of the session in which the course is offered) to avoid tuition charges. Oct. 11 Last day to change a Pass/No Pass course to letter grade Nov. 15 Last day to drop a class with a mark of “W” for Session 001

Assignment Submission, Makeups and Late Policy: Assignments are due on the specified date. They should be uploaded to Blackboard in a Word doc at the appointed time. Assignments should have the student’s name at the top and should be paginated. All assignments should be 12-point type and 1.5-line spacing.

Late assignments will be marked down one letter grade per day unless you have prior permission from your instructor to turn in your assignment after the deadline. The longer the lead time before the due date, the more likely you are to receive an extension. Short of 4 emergency circumstances, do not expect an extension to be given the day before the paper is due. Remember a C, D or even an F is better than a zero.

Make-ups for the mid-term or a late final are possible given prior arrangement with the instructor and under very limited circumstances.

Grades will be assigned as follows: A’s are reserved for work that is outstanding (thoughtful and illuminating) and for class participation that reflects full mastery of course concepts and methods. Papers are superbly- written, well-argued and have no or very few grammatical errors.

B+ and B are given for work and class participation that is above average, demonstrating effort and basic mastery of course materials. Papers may have some grammatical errors but are well organized and well-written.

B- and C+ will be given for work and class participation that shows minimal effort and/or a passable level of understanding but needs substantial improvement in ideas and argument. Papers have significant errors and are not well organized.

C and C- is for minimally acceptable work that fulfills the bare minimum of specified requirements, demonstrating both little effort and little understanding of the material. Papers have many grammatical errors and lack organization.

D work is below the minimum standard for acceptable writing. Papers have significant problems with writing, critical thinking and organization.

F = Unacceptable work that fails to meet any criteria of the assignment.

95% to 100%: A 80% to 83%: B- 67% to 69%: D+ 90% to 94%: A- 77% to 79%: C+ 64% to 66%: D

87% to 89%: B+ 74% to 76%: C 60% to 63%: D- 84% to 86%: B 70% to 73%: C- 0% to 59%: F

Class participation Students who take a class should experience the class. That means coming to all meetings (short of dire circumstances), reading all assignments and participating in all discussions. I expect you to work hard. There are no shortcuts. Assignments will be graded on content and on form. Even if you have excellent ideas, if you cannot clearly express them in writing or other formats, then you will not receive a high grade in this course. I have been teaching writing for 20 years and am more than happy to work with you on this, even though this is not the focus of this course.

Students are expected to be in class unless they are deathly ill or encounter an unexpected emergency (e.g. flooding, fire, accident or family disaster). If you cannot come to class, please email me ahead of time. Please notes from a fellow student if you miss class. Participating in class is beneficial for you and your classmates. You will be better prepared for your projects. 5

Moreover, it shows me that you have done the readings and thought about the issues. You are encouraged to express your views and to disagree respectfully with others.

You will not be graded on your personal opinions in your writings. However, opinions stated in your writing must be supported by appropriate sources (this is spelled out in the "Writing Guidelines"). You are entitled to believe anything, and you are welcome to express your beliefs. However, "believing” is not adequate support for an opinion expressed in a paper or an exam. You will not be graded on your belief, but you will be graded on your ability to articulate your conclusions and support them through citation of texts. Expressing opinions or beliefs without reasonable support will lower your grade. Nor will you be graded on “effort.” Effort is expected, and I can only assess your work, not how much time you put into your papers/presentations.

Statement on Academic Conduct and Support Systems a. Academic Conduct Plagiarism Presenting someone else’s ideas as your own, either verbatim or recast in your own words - is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standards (https://policy.usc.edu/scampus-part-b/). Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct (http://policy.usc.edu/scientific-misconduct/).

USC School of Journalism Policy on Academic Integrity The following is the USC Annenberg School of Journalism’s policy on academic integrity and repeated in the syllabus for every course in the school:

“Since its founding, the USC School of Journalism has maintained a commitment to the highest standards of ethical conduct and academic excellence. Any student found plagiarizing, fabricating, cheating on examinations, and/or purchasing papers or other assignments faces sanctions ranging from an ‘F’ on the assignment to dismissal from the School of Journalism. All academic integrity violations will be reported to the office of Student Judicial Affairs & Community Standards (SJACS), as per university policy, as well as journalism school administrators.”

In addition, it is assumed that the work you submit for this course is work you have produced entirely by yourself and has not been previously produced by you for submission in another course or Learning Lab, without approval of the instructor. b. Support Systems

Student Counseling Services (SCS) – (213) 740-7711 – 24/7 on call Free and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention. engemannshc.usc.edu/counseling

National Suicide Prevention Lifeline – 1 (800) 273-8255 6

Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week. www.suicidepreventionlifeline.org

Relationship and Sexual Violence Prevention Services (RSVP) – (213) 740-4900 – 24/7 on call Free and confidential therapy services, workshops, and training for situations related to gender- based harm. engemannshc.usc.edu/rsvp

Sexual Assault Resource Center For more information about how to get help or help a survivor, rights, reporting options, and additional resources, visit the website: sarc.usc.edu

Office of Equity and Diversity (OED)/Title IX Compliance – (213) 740-5086 Works with faculty, staff, visitors, applicants, and students around issues of protected class. equity.usc.edu

Bias Assessment Response and Support Incidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate investigation and response. studentaffairs.usc.edu/bias-assessment-response- support

The Office of Disability Services and Programs Provides certification for students with disabilities and helps arrange relevant accommodations. dsp.usc.edu

Student Support and Advocacy – (213) 821-4710 Assists students and families in resolving complex issues adversely affecting their success as a student EX: personal, financial, and academic. studentaffairs.usc.edu/ssa

Diversity at USC Information on events, programs and training, the Diversity Task Force (including representatives for each school), chronology, participation, and various resources for students. diversity.usc.edu

USC Emergency Information Provides safety and other updates, including ways in which instruction will be continued if an officially declared emergency makes travel to campus infeasible. emergency.usc.edu

USC Department of Public Safety – UPC: (213) 740-4321 – HSC: (323) 442-1000 – 24-hour emergency or to report a crime. Provides overall safety to USC community. dps.usc.edu

Breaking Bread Program [undergraduate students only] https://undergrad.usc.edu/faculty/bread/ The Breaking Bread Program is designed to provide individual undergraduate students with an opportunity to meet and have scholarly discussions with faculty members outside of the normal classroom setting. Through this program, students and faculty enjoy good company and great conversation by literally “breaking bread” over a meal together and USC will pick up the tab! Your meal event can take place anywhere outside of the normal classroom setting. Your venue can be a restaurant or eatery on or off-campus. 7

Civility Questions and discussions are welcome. The only requirement is that the questioner respects the opinion of others and does not monopolize class time.

Early Departures: If there is a special circumstance that requires you to leave early, please notify the instructor before class.

Please turn off all cell phones and pagers. I do not want to see cell phones, laptops or anything else mobile in class.

Important note to students: Be advised that this syllabus is subject to change - and probably will change - based on the progress of the class, news events, and/or guest speaker availability.

REQUIRED TEXTS/VIDEOS: (Most of these texts are available in paperback, via e-book or to rent)

Latinx Voices: Hispanics in Media in the U.S., by Katie Coronado, Erica Kight. Routledge, 2018 ISBN-9781138240308 (Paperback) ISBN- 9781315284132 (E-book)

The Routledge Companion to Latina/O Media, 1st Edition, Maria Elene Cepeda, Dolores Ines Casillas, Eds., Routledge, 2016. (Please purchase the electronic version, which is a lot less expensive). ISBN-10: 0415717795 ISBN-13: 978-0415717793

The Elements of Journalism, by Bill Kovach and Tom Rosenstiel, Third Edition, Three Rivers Press, 2014. ISBN-10-978-0804136785 (Paperback) ISBN-10-978-0804136785 (E-book)

Qualitative Research: A Guide to Design and Implementation, by Sharan B. Merriam and Elizabeth J. Tisdell, 4th Edition, John Wiley & Sons, 2015. ISBN-10: 111900361X ISBN-13: 978-1119003618

REQUIRED VIDEOS or AUDIO WILL BE SHOWN/LISTENED TO IN CLASS OR POSTED TO BB

Other weekly readings, videos and audio listed on the syllabus will be uploaded to Bb and assigned as homework or reviewed in class.

CLASS SCHEDULE AND READINGS (The syllabus is subject to change based on guest speaker availability and schedules)

Week 1: Tues., Aug. 27

Introductions Review syllabus Overview of class What do we mean by “news media?” News vs. entertainment vs. cultural media. Who are we talking about? English vs. Spanish vs. Spanglish? Latino/a vs. Hispanic vs. Latinx What is qualitative vs. quantitative social science research? What are six qualitative research designs? Sign up in pairs to lead class discussions.

Readings: From Texts: Coronado and Kight, Chapters 1 and 15 Kovach and Rosenstiel, Chapter 1 and 2 Merriam and Tisdell, Chapters 1 and 2.

On Bb: “How Latinos are Shaping America’s Future,” by Hector Tobar, National Geographic. July 2018. https://www.nationalgeographic.com/magazine/2018/07/latinos-hispanic-power-america- immigration-future/

John Leguizamo’s HBO special, “Latin History for Morons.”

Thurs., Aug. 29

How to use USC’s rich array of databases.

Readings From Texts: Kovach and Rosenstiel, Chapter 3 and 4 Merriam and Tisdell, Chapters 3 and 4

Week 2 – Tues., Sept. 3 The pre-conquest social/political/journalistic roles of La Gaceta de Tejas, El Crepúsculo de la Libertád and other newspapers in what became the Southwestern U.S. The development of 19th century Latino newspapers and the issues they covered, beginning with El Misisipí in 1808, as an exile, bilingual, commercial newspaper; the role of U.S. Latino newspapers, such as El Habanero in 1824, promoting Latin American independence; the role of newspapers such as El Clamor Público following the 1848 Treaty of Guadalupe Hidalgo; and the evolution of immigrant, labor, religious, and activist Latino newspapers. Qualitative research—Mixed methods and designing a study.

Readings: From Texts: Coronado and Kight, Chapter 2 Cepeda and Casillas, Chapters 1, 2 and 4 Kovach and Rosenstiel, Chapter 5 Merriam, and Tisdell Chapters 3 and 4.

Thurs., Sept. 5 Guest Speaker: USC Journalism Emeritus Profs. Félix Gutiérrez will discuss the progression of Latinx and Spanish-language journalism in the U.S., and how he conducts his qualitative research.

Readings: From Text: Coronado and Kight, Chapter 3. Kovach and Rosenstiel, Chapter 6

On Bb: “Francisco Ramírez: California Editor and Yanqui Conquest,” by Félix Gutiérrez, Media Studies Journal, Spring-Summer 2000, pp. 16-23.

Week 3 – Tues., Sept. 10 Guest Speaker: Hugo Balta, President of the National Association of Hispanic Journalists, will discuss challenges facing Latinx journalists today, and why the numbers remain relatively small.

Readings: From Text: Cepeda and Casillas, Chapters 11 and 12. Kovach and Rosenstiel, Chapter 9 and 10 Homework: Start thinking about your midterm paper proposal, which is due Sept. 24.

Thurs., Sept. 12 Latinos comprise a huge and growing segment of the U.S. population. However, the number of Latinx reporters in newsrooms is shrinking, and coverage of Latinx communities remains problematic, such as newspapers and magazines, and how technology and the changing economic model has led to a digital revolution, which has opened some doors for Latinx websites. Effective interviews, observations and mining data from documents and artifacts.

Readings: From Texts: Coronado and Kight, Chapter 14. Kovach and Rosenstiel, Chapter 7 and 8 Merriam and Tisdell, Chapters 5, 6 and 7.

On Bb: ASNE Diversity Survey: https://www.asne.org/diversity-survey-2017

“Latinas in Journalism” Leverages Social Media to Create Community, Open Doors, By Laura Castaneda. MediaShift. Jan. 8, 2018. http://mediashift.org/2018/01/latinas-in-journalism- leverages-social-media-to-create-community/

“On Being a Latina Journalist,” by Are There Different Obligations and Expectations of Reporters Why Cover Latinos? The Atlantic. By Juleyka Lantigua-Williams. Jan. 22, 2016. https://www.theatlantic.com/politics/archive/2016/01/on-being-a-latina-journalist/458862/

Homework: Reflective Paper No, 1 due today.

Week 4 – Tues., Sept. 17

Television news broadcasting use to mean one thing – an older Caucasian male partnered with a young, usually blond woman, sitting at the anchor desk. Today, we see more diversity than ever before in front of the camera, thanks in no small part to social media. Spanish-language television, which was once a behemoth, is also feeling the pains of digital growth. Review how to complete a reflective media journal. Analyzing qualitative data, validity, reliability and ethics, writing up your research.

Readings: From Text: Coronado and Kight, Chapter 8. Kovach and Rosenstiel, Chapter 11 Merriam and Tisdell, Chapters 8, 9 and 10.

On Bb: Latinos in TV Network News 2008-2014: Still mostly invisible and problematic. By Federico Subervi. http://www.nahj.org/wp-content/uploads/2017/09/Latinos-in-TV-network-news-2008-2014.pdf

Homework: Proposal for midterm paper Due Week 5, Sept. 24.

Thurs., Sept. 19 Guest Speaker: Nick Valencia, USC Annenberg alum and Atlanta-based CNN reporter, will discuss his career, and challenges facing Latino reporters today.

Readings: On Bb: Among U.S. Latinos, the Internet now Rivals Television as a Source of News.” New Research Center, 2018. http://www.pewresearch.org/fact-tank/2018/01/11/among-u-s-latinos-the- internet-now-rivals-television-as-a-source-for-news/

Week 5 – Tues., Sept 24 11

Public radio is desperate for Latino voices and stories. Spanish-language entertainment radio is going strong. And podcasting is another way Latinx voices are making themselves heard. Radio is far more accessible to many communities than newspapers, the internet or television, especially expensive streaming services.

Readings: From Text: Coronado and Kight, Chapter 7

On Bb: “Everything you Need to Know About Hispanic Radio,” by Court Stroud. Forbes. MAY 18, 2018. https://www.forbes.com/sites/courtstroud/2018/05/18/everything-you-need-to-know-about- hispanic-radio/#1f6bf9977442

13 Latino Podcasts that Should be on your Radar, by Remezcla. By Manuel Betancourt. 2016. http://remezcla.com/lists/culture/latino-podcasts-2016/

Due today: Midterm paper proposal. Midterm due Week 8, Oct. 15.

Thurs., Sept. 26 Guest Speaker: Adolfo Guzman Lopez, KPCC, will discuss public radio’s role in serving Latinx communities.

Readings: From Text: Cepeda and Casillas, Chapters 7, 8 and 13.

Week 6 – Tues., Oct. 1 For the most part, the Latinx community was invisible during the so-called Golden Age of television. There were some exceptions such as Cuban-American Desi Arnaz, who became a rich and powerful Hollywood player after helping develop the “I Love Lucy” sitcom with his then- spouse, Lucille Ball. But there were very few. How were Latinx characters covered by the news media during this era?

Readings: From Texts: Coronado and Kight, Chapters 13 and 14 Cepeda and Casillas, Chapters 5, 9 and 14.

Thurs., Oct. 3 Contemporary television portrayals of the Latinx community have grown, without a doubt. Think of everyone from Luis on Sesame Street to Eva Longoria’s Gabrielle Solis’ character on Desperate Housewives to the Sons of Anarchy spin-off Mayans MC. But Latinx characterizations can still be problematic. How has contemporary news media covered Latinx characters on TV?

Readings: On Bb: 12

“If They’re Trying to Say Something About My Culture … I’m Confused”: Recognizing and Resisting Authenticity in Latino-Themed Television, By Kristin Moran, Mass Communication and Society. https://www.tandfonline.com/doi/pdf/10.1080/15205436.2014.893363?needAccess=true

There are More Latinos on TV, but is that Really Progress? By Manuel Betancourt. Remezcla. http://remezcla.com/features/film/latino-representation-television-2017/

“Why are Half of Latino Immigrant TV Characters Portrayed as Criminals? By Eva Recinos. The Guardian. 2017. https://www.theguardian.com/tv-and-radio/2017/nov/14/why-are-half-of-latino-immigrant-tv- characters-portrayed-as-criminals

Homework: Reflective Paper No. 2 due today.

Week 7 – Tues., Oct. 8 Most names of Latinx early film stars are no longer known. But many were among the most famous actors and actresses of their day, even if they played into common stereotypes such as the Latin Lover or Fiery Latina. Were they identified as Latinx? Were their life experiences part of the stories told to their fans by the news media?

Readings: From Texts: Coronado and Kight, Chapter 4

On Bb: Dolores del Rio and Lupe Velez: Working in Hollywood, 1924-1944. By Clara E. Rodriguez. Norteamerica, 2011.

When Hollywood Spoke Spanish, by Alfonso Pinto, 1980. https://search-proquest- com.libproxy1.usc.edu/docview/1792724471?OpenUrlRefId=info:xri/sid:primo&accountid=147 49

Thurs., Oct. 10 Jennifer Lopez. John Leguizamo. Eva Longoria. Zoe Saldana. Michelle Rodriguez. Yes, there are many well-known Latinx contemporary actors and actresses. But have any, save for one or two, reached mega-star status? Have they managed to break away from portraying stereotypical Latinx characters? And how have they spread their stories to their fans through news media or other avenues?

Readings: From Texts: Cepeda and Casillos, Chapter 10, 17.

On Bb: 13

Hollywood Basks in Diversity Praise, but Latinos ask, Are we Invisible? https://www.theguardian.com/film/2018/jan/27/hollywood-film-latinos-representation- diversity-oscars

After #OscarsSoWhite, Hispanics Seek Their Hollywood Moment, by Brooks Barnes, 2018. https://www.nytimes.com/2018/01/21/business/media/hollywood-diversity-hispanics.html

The Latino Media Gap: A Report on the State of Latinos in the U.S. Media, Columbia University, 2015. https://fusiondotnet.files.wordpress.com/2015/02/latino_media_gap_report.pdf

Week 8 – Tues., Oct. 15

Midterm due today. Please upload in a Word doc to Bb.

Thurs., Oct. 17 (Fall Break) No class.

Week 9 – Tues., Oct. 22 Guest Speaker: Annenberg Communications Prof. Carmen Lee will introduce the basics of quantitative research.

Readings: TBD

Thurs., Oct. 24 Food unites people across cultures, language, ages and social class. Journalists like the late Jonathan Gold and Anthony Bourdain to Gustavo Arellano of the Los Angeles Times have brought food from Latin American culture to new levels of recognition.

Readings on Bb: Taco Literacies: Ethnography, Foodways and Emotions Through Mexican Food Writing, by Steven Alvarez, Composition Forum.

On the Possibility of Food Writing as a Bridge Between the Popular and the Political, by Madeline Y. Hsu, American History, December 2026. https://academic.oup.com/jah/article/103/3/682/2647547

Homework: Reflective Paper No. 3 due today.

Week 10 – Tues., Oct. 29 Guest lecturer: TBD.

Readings on Bb: 14

Please read a selection of works by the late, legendary Los Angeles Times food writer Jonathan Gold at https://www.latimes.com/food/jonathan-gold/

Here’s a selection of Gustavo Arellano’s food writing: https://www.gustavoarellano.org/2018/09/canto-xxxi-eulogy-for-ernest-miller-quiet-genius-of- southern-californias-food-scene/ https://www.latimes.com/food/la-fo-matanza-new-mexico-matanzeros-valencia-county- 20190211-story.html https://www.latimes.com/local/obituaries/la-fo-re-princesita_tortilleria_francisco_ramirez- 20190109-story.html https://www.lataco.com/the-fetish-of-authenticity-gustavo-arellano-on-the-perils-of-cultural- appropriation/

Thurs., Oct. 31 In recent times, advertising has become a multi-billion-dollar business with many niche “experts,” including agencies that focus specifically on the Latinx market. Ads come in English, Spanish, or a mix of both in what is called Spanglish. But what’s more effective – inclusion by diversifying general market advertising? Or creating specific advertising for different communities? What influential and long-lasting actions have impacted Latinx media in the U.S.?

Readings: From Text: Coronado and Kight, Chapters 11, 12 and 13

On Bb: The Evolution of Latinas in Advertising, by Raquel Reichard, Latina. 2016. http://www.latina.com/lifestyle/our-issues/latina-advertisement-evolution

Week 11 – Tues., Nov. 5 Guest speaker: Yendy Rojo of the Santa Monica-based Advertising Agency ORCI.

From Text Cepeda and Casillas, Chapter 6.

On Bb: After Riding a Wave of Growth in Latino Consumers, This Ad Agency’s Job Just Got Harder, by Meg James, LATimes, 2017. http://www.latimes.com/business/hollywood/la-fi-ct-orci-agency- hispanic-20170126-story.html

Is Marketing in Spanish Still Relevant to Hispanics? By Isaac Mizrahi, Forbes, 2017 https://www.forbes.com/sites/onmarketing/2017/04/04/is-marketing-in-spanish-still-relevant- to-hispanics/#fac66287c36b 15

Thurs., Nov. 7 Individual meetings during class for planning for final project.

Week 12 – Tues., Nov. 12 Individual meetings during class for planning for final project.

Thurs., Nov. 14 Latinx art in America has always had a big presence, especially the muralists that came from Mexico and began producing large works in New York and Los Angeles. Contemporary artists are now being honored with a growing number of museums in major cities featuring their work. How have Latino artists been covered by the U.S. news media?

Readings: From Texts: Coronado and Kight, Chapter 6

Week 13 – Tues., Nov. 19 Guest speaker: Painter Raul Pizarro

On Bb: Cheech Marin’s Chicano Art Museum Given $9.7 Million From State of California http://www.latimes.com/entertainment/arts/la-et-cm-cheech-marin-museum-20180627- story.html

The Other Side of the Wall: A New Generation of Latino Art, by Kristin Valdez Quade, 2017. https://www.nytimes.com/2017/08/17/t-magazine/art/contemporary-latino-art.html

Homework: Reflective Paper No. 4 due today.

Thurs., Nov. 21 The rise of social media has broken down the gateways to audience for many underrepresented groups, including Latinx artists. They’ve gained followers and made a healthy living through Instagram, YouTube and other platforms. Latinx consumers love it, and celebrities and entrepreneurs are trying to corner the Latinx market.

Readings: From Texts: Coronado and Kight, Chapters 9 and 10 Cepeda and Casillas, Chapters 21, 22 and 25.

Week 14 – Tues., Nov. 26 Guest speaker TBD

From Bb: Self-branding, ‘micro-celebrity’ and the rise of social media influencers, by Khamis, Ang and Welling, Celebrity Studies, 2016 https://www-tandfonline- com.libproxy1.usc.edu/doi/pdf/10.1080/19392397.2016.1218292?needAccess=true

Latino Social Media and Digital Usage 2018 https://thinknowresearch.com/blog/new-report- social-media-digital-usage-in-2018/

Zoe Saldana on a Mission to Promote Positive Latino Stories With her Digital Platform Bese https://www.forbes.com/sites/veronicavillafane/2018/08/15/zoe-saldana-on-a-mission-to- promote-positive-latino-stories-with-her-website-bese/#7d3bc4ac4303

New Nielsen Report Examines the Impact of Digital Technologies on the Lives of Latinx Consumers https://www.marketwatch.com/press-release/new-nielsen-report-examines-the-impact-of- digital-technologies-on-the-lives-of-latinx-consumers-2018-08-28

Thurs., Nov. 28 (Thanksgiving Break) No class.

Week 15 -- Tues., Dec. 3 Jim Thorpe was perhaps the most famous Latin sports figure of his day – although no one knew he was of Mexican descent. But times have changed, and Latinx athletes proliferate many sports ventures, especially baseball. But that doesn’t mean media coverage of Latinx athletes hasn’t had its hiccups. How has the news media’s coverage of Latino sports figures improved over the years?

Guest speaker Los Angeles Times Columnist Dylan Hernandez.

Readings On Bb: Ethnic identification, acculturation, and sports identification of Latinos in the United States, by Michelle Garcia Harolle, International Journal of Sports Marketing, 2007. https://www.emeraldinsight.com/doi/abs/10.1108/IJSMS-08-03-2007-B005

Latinos and Hispanics in the U.S. and World Sports: A Brief and Incomplete History, by Wilda Escarfuller, Americas Quarterly, 2011. https://search.proquest.com/openview/3a47ff9f31d61bea24e12cf9ddaf9b00/1?pq- origsite=gscholar&cbl=38979

La Palabra: Celebrating SI's Latino Content in 2017 https://www.si.com/extra- mustard/2017/12/20/la-palabra-christmas-navidad-latino-2017-end-year-review

Baseball, Latino America’s Pastime, faces New Challenges in the Age of Trump, by Mike Elk, 2018. https://www.theguardian.com/sport/2018/mar/29/baseball-latino-trump-mlb

On ESPN Deportes: Latinos, Sport Media, and the Cultural Politics of Visibilities, by Jorge E. Moraga, Jounal of Sports and Social Issues. September, 2018.

Please read a selection of Dylan Hernandez’ work at the link below: https://www.latimes.com/la-bio-dylan-hernandez-staff.html

Thurs., Dec. 5 Class presentations on final papers. Instructor review of semester and final thoughts on drafts of final papers. Course and instructor Evaluation Class Fiesta!!

Homework: Reflective Paper No. 5 due today.

Class Final: Thurs., Dec. 12, 2-4 p.m. Last day of Classes: Fri., Dec. 6. Study Days: Dec. 7-10. Exams: Dec. 11-18. Winter Break: Dec. 19-Jan. 12, 2020

Instructor Bio: Dr. Laura Castañeda, Ed.D. is a Professor of Professional Practice. She has been a staff writer and columnist for The San Francisco Chronicle and The Dallas Morning News, and a staff writer and editor at The Associated Press in San Francisco, New York and Mexico. She has freelanced for a range of publications including The New York Times, USA Today’s Hispanic Living and Back to School magazines, and TheAtlantic.com, among others. Scholarly articles have appeared in the journals Media Studies and Journalism and Mass Communication Educator. She co-authored “The Latino Guide to Personal Money Management” (Bloomberg Press 1999) and co-edited “News and Sexuality: Media Portraits of Diversity” (Sage Publications 2005). She earned undergraduate degrees in journalism and international relations from USC, a master’s degree in international political economy from Columbia University, and was awarded a Knight-Bagehot Fellowship in business and economics reporting from Columbia. Her doctorate is from USC’s Rossier School of Education. She served as Associate Director of the J-School for four years before returning to faculty.