SO 315 Minority Group Relations
SP 2007 HO
MSW, LCSW, LSCSW
Jan 16-May 11
Parillo, V. N. (2006). Strangers to These Shores: Race and Ethnic Relations in the United States, 8th. ed. NY: Allyn & Bacon. (paper)ISBN: 0-205-45763-0
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Kidd, Sue Monk, Secret Life of Bees, 2005, Penguin Group
Van Ausdale, Debra, The First R: How Children Learn Race and Racism
Note: The above two books are required in addition to the text. They are available on Amazon.com for less than $15.00 new and less than that if bought used. They are not available in the 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 lectures, readings, class discussion, examinations, internet, videos, and writings. Students will be engaged in disputatious learning to encourage the exploration of ideas, issues and contradictions. The instructor works with students to create an environment conducive to learning and positive interactions with the expectation the students will be receptive and interactive in this environment.
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:
Two examinations - midterm and final - combination of multiple choice, true/false, short answer, and essay.
Core assessment assignment - see above description
Book Analysis: The Secret Life of Bees - 4-6 page analysis of this book. This needs to include a summary of the content, the student's personal reaction, and ways in which this story helped you to better understand your life or some aspect of it. Be prepared to discuss in class. Need to use 12 font, double-spaced, and using APA style.
Personal Experience Essay - 4-6 page paper on the student's experience in visiting a group or culture different from the student's. This cultural experience could include attending a church, synagogue, mosque, women's group, ethnic festival, tour an ethnic gathering or interview a person from a culture different from your own. Needs to be a new experience from this semester, not an experience from the past. Has to be something student has not experienced before.
Debate - Each student will participate in a debate with 2 students on each side of the argument. Topics will be provided by the instructor. Students must demonstrate adequate knowledge of their assigned topic and must turn in a one page, typed summary/outline of their debate. This is to be turned in at the time of the debate.
Book Analysis: The First R: How Children Learn Race and Racism - 4-6 page analysis of this book. Briefly summarize main points of this text. Discuss your agreement/disagreement and why. Discuss relevancy of this to your life - give much thought to this as we are all exposed to racism. Be prepared to discuss in class. Use APA, 12 font, double spaced.
Examinations (2) 10% each = 20%
Core Assessment - 20%
Book Report(s)- 15% each for a total of 30%
Personal Experience Essay - 15%
Debate - 10%
Class Participation - 5%
Late Submission of Course Materials: Assignments are expected to be turned in at the beginning of class on the due date or they will be considered late. One day late equals 10% grade reduction; two days late equals 20% grade reduction. No assignments will be accepted after two days late. Even with reductions in points instructor must receive a valid excuse for the reason it is late: i.e. illness with doctors note, tow truck bill, etc. Exams must be taken at the time scheduled. Make-up exams are at the discretion of the instructor.
Classroom Rules of Conduct:
It is essential that as a class we promote an environment that allows the open discussion of potentially uncomfortable and emotional issues. Therefore, the following rules of conduct are established for this course. If you feel that you cannot agree to these standards, you are advised to select some other course. Any breech of these standards may be reflected in the final grade.
1. Personal perspectives including differences will be valued. Degrading or discriminatory remarks or behaviors are not acceptable. Students are expected to not demean, devalue, or in any way negate another person in class who shares personal experiences.
2. Discussion will reflect an exchange of information, experience, ideas and opinions that have an educational value.
3. Because of the sensitive subject matter, courtesy and respect must be maintained in the classroom at all times.
4. Students need to arrive on time. Tardiness is disruptive to the class. Failure to attend class on time will result in reduction of class participation grade.
5. Students will not hold private conversations when another, instructor or student, is speaking. Students will speak one at a time.
6. If a student's behavior in the classroom is disruptive, the instructor will allow the student an opportunity to correct the behavior without consequences. If the student's behavior continues to be disruptive, that student may be asked to leave the classroom and may be referred to the Office of Academic Affairs.
7. Students need to attend class regularly. This is part of the participation grade. In addition, while in class, the student will be expected to interact by offering their personal insight and by actively participating in the classroom discussion. The student will also be expected to have all materials read prior to class and demonstrate that in their class participation.
8. Students will be expected to actively pursue information about our own group and those of other groups.
9. A positive atmosphere for open discussion is expected. When discussing this type of sensitive materials, learning might be at times frightening, painful or uncomfortable. The expectation is that we will support each other in this process.
Introduction, review syllabus,
Begin Chapter One
Minorities: who are they, how do they become a minority
Jan 15: Martin Luther King Day- a holiday
Culture: what is it, how does it effect us
Discuss book Don't Call Me a Racist
Jan 29/Feb 2
Prejudice and Discrimination
How much does this impact us - developing insight
Relationships between the dominant group and minority groups - how does this permeate our society
Personal Essay due
Feb 19 is Good Friday: holiday
Feb 26/Mar 2
Native Americans - The invisible minority
Book analysis: Secret Life of Bees- Feb 26
Finish up chapters one - seven
Book Analysis: The First R: How Children Learn Race and Racism
Discussion of Secret Life of Bees
Apr 6 is Good Friday: holiday
Core assessment due
Women: Are they a minority
Apr 30/May 4
Final exam week
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 2006-2007 Undergraduate Catalog Page 87-89
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 2006-2007 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 2006-2007 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:1/12/2007 2:20:11 PM