Instructor: Sheila Huff Office: Faner Hall 3423 Phone: 453-2494
Teaching Assistant: Ms. Robinson Office hours: MWF 9:30-10:45, Mondays 1-3, & by appointment
Email: huffs@siu.edu

Required Text:

Schaefer, Richard T. Racial and Ethnic Groups (8th Edition). Upper Saddle River, NJ: Prentice Hall.

Section I: Course Objectives
This course examines the status of racial, ethnic, and cultural minority groups from historical, economic, and political perspectives. It is designed to expand your knowledge of theory, research, and current events in regards to the relations of race, ethnicity, gender and class in the United States. It is the intent of this course to introduce key topics, stimulate individual thought, and enhance the understanding of group interactions in American society.

Students will be able to (1) demonstrate an understanding of such sociological concepts as assimilation, pluralism, ascribed and achieved status, prejudice and discrimination; (2) display basic knowledge of historical, socioeconomic, and political demographics of various racial/ethnic groups in the United States; demonstrate critical thinking and understanding about different theories and perspectives pertaining to race, class, gender, and sexuality, and (4) apply sociological concepts for the analysis of race and ethnicity to personal and/or familial experience.

Section II: Course Requirements and Grading

? Three exams (100 points each). Examinations may be composed of multiple-choice, true-false, short answer, or essay questions or any combination thereof.
? Examinations will include materials contained in the text, provided in lecture, contained in outside readings, and from guest speakers and class discussions.
? Five quizzes (10 points each). Quizzes may be composed of multiple-choice, true-false, short answer or any combination thereof.
? Quizzes may not necessarily be announced and will be designed to assist students in their reading progress.
? Outline/Thesis for research paper (15 points). Each member of the group will submit an outline and thesis statement for their chapter. Additionally, the group will develop an overall thesis for the larger paper. This thesis must also be included in the submission of the outline. Each chapter must support or advance the overall paper thesis and must do so by having its own chapter thesis. Each group must turn in the chapter outlines as a group with them paper clipped together. The outline/thesis must be submitted not later than (NLT) November 1, 2002 at the start of class.
? Final Research Paper (100 points for individual effort; 50 points for overall group paper.) Each student must participate in the writing of a research paper on a topic assigned to the group of which the student is a member. The paper should not exceed 30 typewritten double-spaced pages. The paper must conform to some accepted writing style such as MLA, APA, or ASA format. The use of Internet sources will not exceed five (one per person). All papers must have a clearly identified introduction, conclusion, and a complete bibliography. Academic honesty is a must and failure to comply with this standard will result in a grade of zero (0) for the paper. This paper is due at the beginning of class on Monday, November 18, 2002. See below for guidelines for the group paper and each chapter.
? Group Project/Presentation (30 points for individual effort; 25 points for group effort). Each member of the group will present a 3-5 minute presentation based on information gathered while writing the research paper. Each group member will turn in at least two test questions to me prior to the group’s presentation.
? Class Attendance and participation as an additional grade consideration. Each student is expected to be in class each scheduled meeting. Not only are you expected to be in class, you are to be prepared to contribute to the discussions in a meaningful way. You can miss three classes without penalty; however, for each additional absence, your final average will be reduced by 1 percentage point. If you have to be away because of illness/death in your immediate family (mother, father, sibling, grandparent, partner or child), you will not be penalized if you bring supporting documentation. Additionally, if you are away on official university business verified by the appropriate sponsoring unit, absences will not be penalized.
? Extra Credit. I will provide extra credit opportunities throughout the semester. You have until the last class day to turn in extra credit. Extra credit assignments must be at least one page, typed, and double-spaced. I will evaluate extra credit work on how well you apply and define concepts from the class and demonstrate their relevance to the topic. Merely describing what you read or experienced does not meet the requirements for credit. Each assignment is worth up to 4 points. You can earn a maximum of 20 extra credit points (3.5% of your total grade) throughout the semester. Please note that extra credit is not a substitute for other course requirements.

Grades
Exams: 3 at 100 points each 300
Quizzes: 5 at 10 points each 050
Group Paper: 50 points 050 A=506-565
Indiv. Chapter: 100 points 100 B=449-505
Group Presentation: 25 points 025 C=393-448
Indiv. Presentation: 30 points 030 D=336-392
Paper Outline/thesis: 15 points 015 F=335 and below
Total possible points 565

Group Project Topics:
1. The Women’s Suffrage Movement (pp. 418-421)
2. The Women’s Liberation Movement (pp. 419-421)
3. Double Jeopardy: Minority Women (pp. 436-437)
4. Gays and Lesbians (pp. 487-494)
5. The Aged (pp. 474-481)
6. People with Disabilities (pp. 481-487)
7. Mexico (pp. 442-448)
8. Canada (pp. 448-454)
9. Northern Ireland (pp. 454-458)
10. Bosnia (Former Yugoslavia) (Not in Schaefer)
11. South Africa (pp. 463-468)
12. Israel and Palestine (pp. 458-463)
13. Jewish Americans (pp. 381-409)
14. Muslim Americans (Not in Schaefer)

Outline/thesis Guidelines:

Each member of the group will submit an outline and thesis statement for their chapter. Additionally, the group will develop an overall thesis for the larger paper. This thesis must also be included in the submission of the outline. Each chapter must support or advance the overall paper thesis and must do so by having its own chapter thesis. The outline/thesis must be submitted not later than (NLT) November 1, 2002 at the start of class. I strongly recommend groups submit outlines before this date. The following are the criteria for assessment:
Group paper thesis: 3 points
Chapter thesis: 5 points
Two subheadings: 4 points
Three academic resources: 3 points
Total: 15 points

Paper Guidelines:

Each research paper will not exceed a total of 30 type-written pages (bibliography excluded). Each group member will contribute by writing one chapter of the paper. The group members can decide who gets a particular chapter. Each chapter will have its own title, introduction, body, conclusion and references/bibliography. Each chapter will not be less than three type-written pages and will not exceed five type-written pages. References/bibliography will be listed by chapter at the end of the entire paper. Below is an outline for 9 required sections of papers with approximate page numbers:

Title Page: Title of paper and group members names
Page 1: “Table of Contents” Table of contents, which must include each chapter title and author.
Page 2: “Introduction” Introduction of the paper and thesis statement/paragraph
Page 3: Chapter 1 “Title” and begin chapter 1
Page 8: Chapter 2 “Title” and begin chapter 2
Page 13: Chapter 3 “Title” and begin chapter 3
Page18: Chapter 4 “Title” and begin chapter 4
Page 23: Chapter 5 “Title” and begin chapter 5
Page 28: Conclusion/summary of overall paper
Page 29: References/Bibliography by chapter

Grading criteria for overall group research paper:

Does paper have 9 parts to it? (see sections above) 18 points
Does each chapter correspond to or further the paper’s thesis/main emphasis? 25 points
Are sections labeled appropriately? 05 points
Technical aspects (paper stapled, same font used throughout, etc.) 02 points
50 points

Grading criteria for individual chapters:
Total points
Introduction
• Thesis Statement 2.5 points 2.5
• Does the paper/chapter correspond to thesis statement 10 points 10
Body
Literature Review—for each of 5 sources
• Is the article from an academic source? 4 pts per source 20
(Peer reviewed such as journals or published book)
• Article summarized clearly (key points and their 5 pts per source 25
significance to the paper topic stated clearly)
• Articles are integrated and woven together 20 points 20
• Sociological concepts clearly used and defined 5 points 10

Conclusion
Clear summary of findings/conclusion 5 points 2.5
Clear statement of your main conclusion 5 points 5

Chapter Contract/Proposal attached to back of paper 5 points 5
TOTAL 100
Technical Errors that will cost you points:
-Misspellings and grammar errors -3 points per error
-No, incorrect, or incomplete bibliography -25 points
-Inconsistent citations -5 points per error
-Plagiarism -100 points

Presentation Guidelines
Each group will give a presentation based on their paper topic to the class. The presentation will be not less than 20 minutes and no longer than 25 minutes. Each group must have at least two visual aids. These can be posters, handouts, maps, brochures, overheads, power point presentation, etc. Each person in the group must present for 3-5 minutes. The groups can decide how they want to divide the presentation. Some groups may find it easier to follow their research paper order; others may create an entire presentation, then divide the parts of the presentation. Each member will receive a grade for their individual presentation and the group members will receive a grade for the overall group presentation. Below is the rubric for assessing the overall group.
1. Did presentation last 20-25 minutes? (1 pt)
2. Were at least 2 visuals used? (1 pt)
3. Creativity, accuracy, relevance or neatness of visuals? (4 pts.)
4. Was there an introduction? (2 pts.)
5. Was there a conclusion/summary? (2 pts.)
6. Did all group members present a 3-5 minute segment? (1 pt)
7. Was the presentation easy to follow? (3 pts)
8. Was the presentation organized? (3 pts)
9. Pacing: Was too much material covered in the allotted time or not enough? (3 pts)
10. Were at least 5 exam questions turned in before the presentation began? (1 pt)
11. Did the presentation provide the audience with the necessary information to answer the exam questions correctly? (2 pts).
12. Transition between presenters? (1 pt.)
13. Did each member complete and return the group member evaluation form? (1 pts)
Total: 25 Points

Individual Presenters:
1. Presented in allotted time (3-5 minutes) or equivalent contribution? (3 pts)
2. Did presenter seem prepared? (5 pts)
3. Could presenter be heard? Voice too low? Inflection? (3 pts)
4. Speaker pacing? Too fast? Too slow? (3 pts)
5. Did presenter make eye contact with audience? (4 pts)
6. Did presenter introduce topic? (2 pts.)
7. Did presenter conclude topic? (2 pts)
8. Was presentation easy to follow? (5 pts)
9. Did presenter rely too heavily on aids or prompts? (2 pt)
10. Did presenter use distracting motions, gestures, etc.? (1 pt)
Total: 30 Points

Section III: Provisional Schedule

Week 1:
Aug 19: Introduction, Syllabus, Course overview
Aug 21: Lecture: “What is a minority group?”
READING: Schaefer, pp. 3-12
Aug 23: Lecture: “How we study minority groups: Theoretical perspectives in sociology.”
READING: Schaefer, pp. 16-22
On reserve in Morris Library: From the book W.E.B. DuBois: A Reader by David L. Levering, pp. 538-544 “Marxism and the Negro Problem.”
Recommended Reading (not required): Manifesto of the Communist Party by Karl Marx
Week 2:
Aug 26: Lecture: “The social construction of race.”
READINGS: Schaefer, pp. 12-16;
On reserve in Morris Library: “The Geometer of Race,” by Stephen Jay Gould. Discover Magazine, November 1994, pp. 65-69.
Race, Class, and Gender in the United States by Paula S. Rothenberg. Article “Racial Formations” by Michael Omi and Howard Winant, pp. 13-22.
On Reserve in Morris Library: “Do Races Differ? Not Really, Genes Show.” By Natalie Angier, New York Times, August 22, 2000.
Aug 28: Lecture “Creation and consequences of minority group status.”
READING: Schaefer, pp. 22-37
Aug 30: Lecture: “Theories of prejudice”
READING: Schaefer, pp. 39-50
Week 3:
Sep 1: Labor Day Holiday; Class will not meet
Sep 4: Lecture: “Aspects of prejudice”
READING: Schaefer pp. 50-61 and mid 63-69
Sep 6: Lecture: “Understanding Discrimination: from personal to institutional”
READING: Schaefer, pp 74-78
On reserve in Morris Library: In Race, Class, and Gender in the United States by Paula Rothenberg, Pp. 150-154, “Racism: Something about the Subject Makes It Hard to Name.” by Gloria Yamato.
Group Exercise: Responsibility

Week 4:
Sep 9: Lecture: “Assessing discrimination: understanding the distributive mechanisms of society”
READINGS: Schaefer, pp. 78-86;
On Reserve in Morris Library: Race, Class, and Gender in the United States by Paula Rothenberg, pp.519-528, “Blaming the Victim” by William Ryan.
Sep 11: Lecture: “Is it race or is it social class? William Julius Wilson’s views”
READINGS: On Reserve in Morris Library: William Julius Wilson, “The Truly Disadvantaged: The Inner City, the Underclass, and Public Policy”, pp. 560-567, from Social Stratification in Sociological Perspective, edited by David B. Grusky. Boulder, CO: Westview. 1994
Sep13: Lecture: “Eliminating Discrimination: Affirmative Action, Reverse Discrimination”
READING: Schaefer, pp. 86-103

Week 5:
Sep 16: Lecture: “Immigration: Historical epochs”
READINGS: Schaefer, pp. 105-117
Sep 18: Hand out Exam 1
Lecture: “Contemporary Immigration and economic consequences”
READINGS: Schaefer, pp. 117-130
Sep 20: Turn in Exam 1 at the start of class
Lecture: “Ethnicity”
READINGS: Schaefer, pp. 133-150
Week 6:
Sep 23: Lecture “Religion”
READINGS: Schaefer, pp. 150-166
Sep 25: Lecture: “Native Americans: The contact situation”
READINGS: Schaefer, pp. 169-176
Sep 27: Lecture: “Native Americans: Ruled by Whites”
READINGS: 176-187
Week 7:
Sep 30: Lecture: “Native American assimilation/pluralism and measures of equality”
READINGS: 187-203
Oct 2: Lecture: “African Americans: The contact situation and economic consequences”
READING: Schaefer, pp. 206-213
Oct 4: Lecture: “Reconstruction, de jure segregation and the rise of the Civil Rights Movement”
READING: Schaefer, pp. 213-224
Week 8:
Oct 7: Lecture: “African Americans continued struggle for equality.”
READING: Schaefer, pp. 224-233
Oct 9: Lecture: “African Americans Today: Economic Indicators”
READING: Schaefer, pp. 243-250 and 256-259
Oct 11: Lecture: “African Americans: Education, Justice, and Political power”
READING: Schaefer, pp. 238-243, 251-255, 260-267.
Week 9:
Oct 14: Lecture: Language and identity
READING: Schaefer, pp. 272-282
On reserve in Morris Library: From: Race, Class, and Gender in the United States by Paula Rothenberg, pp. 397-306, Aria: A Bilingual Childhood by Richard Rodriguez.
Last day to withdraw from a course!
Oct 16: Lecture: “Cuban Americans”
READING: Schaefer, pp. 283-288
Oct 18: Lecture: “Central and South Americans”
READING: Schaefer, pp. 288-289
Week 10:
Oct 21: Lecture: “Mexican Americans”
READING: Schaefer, pp. 295-304
Oct 23: Hand out Exam 2
Lecture: “Puerto Rican Americans”
READING: Schaefer, pp. 304-314
Oct 25: Turn in Exam 2 at start of class
Lecture: “Assimilation/pluralism and indicators of equality”
READING: Schaefer, pp. 314-322
Week 11:
Oct 28: Lecture: Asian-Americans: Model Minority:
READING: Schaefer, pp. 325-334
Oct 30: Group Project meetings:
Nov 1: Paper outline/thesis due
Lecture: Diversity Among Asian Americans
READING: Schaefer, pp. 334-353
Week 12:
Nov 4: Lecture: Chinese Americans
READING: Schaefer, pp. 355-363
Nov 6: Lecture: Japanese Americans
READING: Schaefer, pp. 364-377
Nov 8: Group Projects
Week 13:
Nov 11: Group Project Meetings
Nov 13: Lecture: “Group Presentations”: Group 1, Group 2
READING: Schaefer, pp. 414-419 and 419-428
Nov 15: Lecture: “Group Presentations”: Group 3, Group 4
READING: Schaefer, pp. 428-438 and 487-494
Week 14: Group Presentations
Nov 18: Lecture: Group Presentations: Group 5, Group 6; All Research Papers due
READING: Schaefer, pp. 474-481 and 481-487
Nov 20: Lecture: Group Presentations: Group 7, Group 8
READING: Schaefer, pp. 442-448 and 448-454
Nov 22: Lecture: Group Presentations: Group 9, Group 10
READING: Schaefer, pp. 454-458

Week 15: Thanksgiving Holiday. November 23-December 1. Class will not meet.

Week 16: Group Project Presentations
Dec 2: Lecture: Group Presentations: Group 11, Group 12
READING: Schaefer, pp. 463-468 and 458-459
Dec 4: Lecture: Group Presentations: Group 13, Group 14
READING: Schaefer, pp. 381-409 and 61-63.
Dec 6: Course overview, Last day to turn in extra credit

Exam Week: Dec 9-13
Section 3 exam: Monday Dec 9, 2002 at 7:50-9:50 a.m.
Section 4 exam: Wednesday, Dec 11, 2002 at 7:50-9:50 a.m.

Section IV: Expectations, Course Etiquette and Caveats
1. I will take attendance. Attendance is required and is factored in as part of your grade.
2. Students will be on time for class. I do not tolerate tardiness. You are not to enter the classroom late. If so, I will ask you to leave the classroom, and you will not receive attendance credit for that day.
3. Exam/quiz make-up day is Friday, December 13, 2002. Time will be according to university policy. You are strongly encouraged not to miss an exam or quiz. If you miss an exam during the semester, the only opportunity you will have to make up the missed exam or quiz is on this date. The only exception to this policy is an excused, pre-arranged absence.
4. All assignments must be typed, double-spaced, with one-inch margins and in12 point Times New Roman font.
5. All assignments will be turned in at the start of class when I call for them. Late assignments will be reduced by 15 points if turned in after I ask for them and for each day they are late. Do not assume that you can turn in an assignment in my mailbox and receive credit for it, unless previously approved by me.
6. Any electronic communication devices, such as beepers, cell phones, pagers, etc., must be disabled upon entering the lecture hall and for the duration of the class period.
7. Do not bring food into the classroom. Sodas, water bottles, etc. are okay.
8. I do not tolerate cheating. Any student caught cheating will receive a “zero” for the assignment and may face expulsion from the course.
9. Plagiarism, stealing or using the ideas of another as one’s own, will not be tolerated. Evidence of plagiarism will result in a score of zero/“F” for the assignment.
10. You are responsible for all information in the textbook, additional readings, lectures, and group presentations. We do not have time to discuss in class every issue in the text and readings, but you are still responsible for the information in the readings.
11. It is ultimately your responsibility to read, ask questions, and to attend class regularly. I recommend that you read and outline each chapter and if something is not covered to your satisfaction during lectures, schedule a time to meet with me so that we can discuss your questions or concerns.
12. A word about electronic communication. You should consider email a last resort for communicating with me. If you have concerns or questions, see me before or after class to schedule a time that we can meet, or come to my office during office hours.
13. I make three assumptions about you. First, I assume that you are here to learn. Learning is hard work, and second, I assume that you are willing to do the work required in this course. Finally, I assume that you are adults and will treat you as such. I also expect that you treat each other with respect and dignity, even if you disagree with someone’s opinion or views. You have at least four instructors in this course: your textbook/readings; the instructor; the TA; and one another. Ultimately, you are responsible for your education and learning. How well you use these resources is up to you! I wish you a successful semester!!