Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.CourseSO 315 Minority Group RelationsSemesterS1A 2009 BEFacultyGonzalez, John MichaelTitleAdjunct FacultyDegrees/CertificatesB. A. Psychology/Sociology The University of Texas at AustinM.S.W. Texas State University-San MarcosPhD. The University of Texas at AustinOffice HoursTo be announcedDaytime Phone512-757-3020E-MailJohn.Gonzalez03@park.eduSemester DatesJanuary 12, 2009 to March 8, 2009Class Days-M-W---Class Time8:00 - 10:40 PMCredit Hours3Textbook: Parillo, V. N. (2006). Strangers to These Shores: Race and Ethnic Relations in the United States, 8th. ed. NY: Allyn & Bacon. (paper)
ISBN: 0-205-45763-0Textbooks can be purchased through the MBS bookstoreTextbooks can be purchased through the Parkville BookstoreAdditional Resources: McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.Course Description: SO315 (HS315) Minority Group Relations (LL): An examination of the patterns and causes of prejudice and discrimination. Surveys the history and current status of groups in American society which have been subjected to discrimination based on race, ethnicity, sex or religion. 3:0:3Educational Philosophy: The facilitator's educational philosophy is one of interactiveness based on stimulus lectures, readings, dialogues, classroom activities, media exploration, web sites and other materials also given as handouts. The facilitator will engage each student in what is referred to as disputatious learning by encouraging the lively exploration of ideas, issues, and contradictions.Learning Outcomes: Core Learning OutcomesExplain how majority (dominant) and minority (subordinate) groups are defined and how those definitions are commonly justified, internalized by members of both, and manipulated for relative advantage.Know the historical development, current importance, and likely future developments in socially significant minorities, such as those based on “race” and ethnicity, history and geography, culture and religion, gender or sex, privilege, birth, and so forth; and critically assess how those definitions are created and applied.Know the social history of American migration patterns and how they were shaped by power, status, and access to other resources; and compare and contrast this history with those of other areas and times.Examine the patterns and causes of prejudice and discrimination, and interpret the consequences for individuals and societies.Explain how social institutions, such as economic, political, educational, and cultural systems, are created or adapted to perpetuate disadvantage among minority group members.Evaluate the history and current status of groups in American society that have been subjected to systematic discrimination, including African Americans, Native Americans, and other specific ethnic and religious groups.Explore, apply, and evaluate common responses by minority groups to discrimination, including assimilation, accommodation, separatism, and radicalism.Analyze and evaluate current issues in minority group relations; and apply your theoretical and social historical knowledge to specific minority group struggles in the present day, and to extrapolate their likely trajectories.Core Assessment:
SO315: MINORITY GROUP RELATIONS
SO 315 Minority Group Relations
S1A 2009 BE
Gonzalez, John Michael
B. A. Psychology/Sociology The University of Texas at AustinM.S.W. Texas State University-San MarcosPhD. The University of Texas at Austin
To be announced
January 12, 2009 to March 8, 2009
8:00 - 10:40 PM
Textbook: Parillo, V. N. (2006). Strangers to These Shores: Race and Ethnic Relations in the United States, 8th. ed. NY: Allyn & Bacon. (paper)
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: The facilitator's educational philosophy is one of interactiveness based on stimulus lectures, readings, dialogues, classroom activities, media exploration, web sites and other materials also given as handouts. The facilitator will engage each student in what is referred to as disputatious learning by encouraging the lively exploration of ideas, issues, and contradictions.
Learning Outcomes: Core Learning Outcomes
Core Assessment (New for July, 2006)
The Core Assessment assignment for this class will be a major essay that integrates, analyzes, applies, and critiques several sociological concepts and research findings from this course individually, together, and with additional sources from your own literature review and archival study.
You must incorporate the findings from at least five outside sources of original academic research in this essay. You may also include additional sources for examples or background information, but only reputable, peer-reviewed academic sources will count toward the reference requirements of your essays. This means that magazines, newspapers, professional periodicals, or internet sources are only appropriate for examples and illustrations in this project — if you have any questions as to whether a specific source is acceptable for your essay, you should ask your instructor rather than guess. Also, focus on articles or books presenting original research or theories, not on those reviewing others' works or editorializing about opposing approaches. Reference works, textbooks, and literature reviews are all excellent places to begin your search, but you must find and read the original in order to develop your own reaction. Ask your instructor for source approval if in doubt.
You should also consider incorporating relevant and reputable statistical and other social scientific data collected by researchers, governments, and other agencies and organizations. A wealth of such archived data is publicly accessible through the Internet, and their use can help you better understand your issue and develop a stronger analysis and critique. Again, if in doubt, ask your instructor for approval of your data source.
If you do not properly cite those external sources that contributed to your work, then you are guilty of plagiarism. This will not be tolerated and may result in immediate and serious academic penalties. If you have any questions as to when and how to use citations and references in you essays, please contact your instructor. Your final essay will also be formatted according to the relevant portions of the American Psychological Association Style Guide. The main text of your essay will consist of no more than 3,500 words (or about fifteen pages). While it possible to construct a successful essay in fewer words, this assignment is comprehensive and detailed enough that most students will find it a challenge to successfully address all of its points in the allotted space. Begin work on your essay early and leave plenty of time for revision to assure the best possible grade.
SO315 CORE ASSESSMENT
Select one identity group that is now or has historically been a minority or subordinated group in the United States. Your group may be a “minority” based on race, ethnicity, national origin, religion, culture, socioeconomic status, gender, sexual identity or preference, or some other characteristic or combination of characteristics (but you must receive your instructor's permission before beginning your project).
Briefly summarize the history of that group in this country, and the dominant group's response to their presence. Compare and contrast that group's characteristics and sense of identity with those ascribed to them by the mainstream. Describe the group's primary strategy or strategies for carving their niche in American society (i.e., assimilation, accommodation, separatism, or radicalism), and the dominant group's responses to those strategies. Discuss the degree to which the minority group has (and had) a cohesive identity. Analyze how and why the subordinated and dominant groups adopted these particular strategies. What inaccurate stereotypes does the dominant group tend to have about the minority, and vice versa? Use the conceptual and theoretical tools of the course and your outside sources to clarify and enrich your analysis.
Discuss and evaluate the personal and group consequences of this minority status for both the subordinated and dominant groups. Discuss specific types of prejudice and discrimination directed toward the minority group. Examine and evaluate the minority group's strategy for advancing within the larger society's opportunity structure. Evaluate the relative success of these strategies, compare and contrast them with other appropriate groups, and argue whether another approach might be more successful, especially given the possible differences in culture, ethics, and goals between the minority and majority groups. Justify and support your conclusions. Explain how specific social scientific theories and research helps you to draw these conclusions. Why?
Now that you have a clearer and more defensible understanding of the evidence and the mechanisms at work, discuss the prospects for this group over the next two decades. Defend and justify your conclusions. What shared strategies and individual decisions would help guide this group in the most generally useful and beneficial direction? Defend and justify your conclusions.
Link to Class RubricClass Assessment:
Debates - 01/12/09-02/23/08 Each learner will be responsible for presenting a weekly debate (a total of five) with one other student. These are informal debates with the individual defending their side of the topic. These debates will cover an approved topic that is relevant to minority group relations. The learner will need to provide the instructor with a written reference page to demonstrate the research reviewed in preparation for the debate. The scoring for this will be based on how well the individual supports their side and demonstrates their understanding of the research and the topic.
Final Exam - 03/02/09A comprehensive final exam will be given. The course cannot be passed without taking this exam. It will be closed book and given on the last day of class.
Class participation - Active participation in classroom discussions that demonstrates the learner has read the assigned text book materials for the week. This will include in and out of classroom activities assigned to increase personal growth and self awareness.
Core Assessment - 02/16/09Description provided above. This is the major paper written for this course. This is a very
Grading: Debate - 35% of grade, 350 point(5) class presentation 50 points; written reference page 20 points.
Final Exam - 25% of grade, 250 points.
Core Assessment - 30% of grade, 300 points.
Class Participation- 10% of grade, 100 points.
Course grading scale:
A 90-100% (900-1000 points)
B 80-89% (800-899 points)
C 70-79% (700-799 points)
D 60-69% (600-699 points)
F Below 60% (Below 600 points)
Late Submission of Course Materials: Late submissions of work or late taking of examinations will only be accepted with approval of the instructor.
Classroom Rules of Conduct: In this section we are not talking only about "classroom rules of conduct," but also of "courtesy."
1. What goes on in the classroom remains in the classroom. Sometimes in our enthusiasm some people make comments that they really did not mean to say and would not wish them to be revealed beyond the doors of the classroom. Thus the first rule is that we observe other people's classroom confidentiality. If a student says something about himself/herself and wishes to repeat it outside of the classroom, that is his/her prerogative.
2. Personal perspectives will be valued. No personal or character attacks are allowed. Any degrading or discriminatory remarks or behaviors to or about the person are not acceptable nor are they conducive to learning. If the issue at hand may be appropriately challenged based upon educational constructs and critical thinking, then that is allowed.
3. All discussions will reflect an exchange of informational experiences, ideas, and opinions focused on the subject(s) at hand.
4. Because of some potentially sensitive subject matter, courtesy needs to be maintained in the classroom at all times. From time to time there may be words or expressions used that may appear "offensive" to some, but yet often used by others without intending to "offend." Generally, while in class, we will use more "neutral" and academically correct terms.
5. Active cell phones, PDA's, recorders (analog or digital), pagers, IPOD's, and/or laptop computers are not permitted during any scheduled class period unless directly used in a presentation. This means no use of any forms of electronic communications or devices during class--whether they are verbal, pictorial, or text messaging. Such devices are disruptive of the class. Remember, you signed up for this class, knew the hours of attendance, thus you are to have planned to focus your time on this class. Uee break times to conduct personal communications.
6. Communication with Professor between sessions of class: From time to time, it may be necessary to communicate with the professor between classes. The BEST way is by e-mail which is posted on this syllabus. It may be necessary for the Professor to communicate with the class as a whole or individually upon occasion. He will be using the student's Park University e-mail address which can be reached from any computer with internet access throughout the world. If you have not activated your e-mail account, you can very easily do so by using yhour student id number and password. If you do not know that information, you can contact the local Park University administrative office at 252-447-0461 and someone in the office will be pleased to help you. My mobile phone number is also post at the top of this syllabus if necessary.
Week Two - 01/19/09 Discussion of Chapters Three and Four in text. Debates. In class exercises covering prejudice, segregation, discrimination. Selection of Literature pieces for book review.
Week Three - 01/26/09 Discussion of Chapters Five and Six. Debates. In class research project. In class exercises on religious conflict in early settlement and correlation with religious conflict today. In class exercise on stereotyping.
Week Four - 02/02/09 Discussion of Chapters Seven and Eight. Debates.
Week Five - 02/09/09Discussion of Chapters Nine and Ten. Debates. In class discussion of chapters Nine and Ten. In class exercises on race vs. class. Review of final questions for Core Assessment.
Week Six - 02/16/09Discussion of Chapters Eleven and Twelve. Debates. Core Assessment due today. In class discussion of insight gained in completion of the core assessment. Class sharing on this topic.
Week Seven - 02/23/09 Discussion of Chapters Thirteen and Fourteen. Debates. In class exercises creating increased insight into the institutionalized discrimination inherent in our society as it pertains to various groups. Short review of the semester in preparation of final exam.
Week Eight - 03/02/09Discussion of final chapter. Review of semester. Core assessment presentations. Individual exercises to review growth from the class. Final Exam.
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2008-2009 Undergraduate Catalog Page 89-90
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:12/30/2008 3:07:59 PM