SO 315 Minority Group Relations
S2T 2007 DLC
Gadberry, James H.
B.S. Social PsychologyM.S. SociologyPh.D. Sociology
Textbook: Parrillo, Vincent N. (2006) Strangers to These Shores. 8th Ed. Allyn & Bacon.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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Educational Philosophy: The facilitator’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage 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: Sociological analysis paper, open book mid-term test, closed book final exam, reading assignments and online discussions and activities.
Late Submission of Course Materials: Submission of Late Work: Late weekly class participation and other assignments are not accepted for any reason. If you do not complete the required assignments by the midnight deadline in the week they are due, you miss your chance for class participation in that week. My goal in establishing this rule is to create an online environment that is fair to me and to those who have made the effort to submit assignments on time. With the number of students I have each term, it is impossible for me to keep track of makeup work for those who feel they need to submit late assignments. Therefore, there are no exceptions to due dates for anyone. Everyone is treated exactly the same, regardless of circumstances. Everyone is given the same deadlines for assignments. If you think that your present work schedule or work responsibilities will prevent you from regular participation in the classroom and/or from timely completion of the assignments, you may want to consider whether or not this is the best time to take this course. Balancing work, family, school, and other responsibilities sometimes requires us to set priorities and make sacrifices.
Classroom Rules of Conduct: Online courses must be civilized. Do not use profanity, foul, or hurtful language in the discussion area or in your course work. No flaming!!
Course Topic/Dates/Assignments: You will be able to track your grade throughout the course. You will also know in advance the standards for each assignment. My goal is to provide you with prompt, clear, and useful feedback in order to help you internalize the material. Reading Assignments Students will be expected to read the assigned chapters in the textbook, any lectures and articles displayed for each week, and other assigned material on the Internet. The Online Discussions and Activities, Writing Assignments, and Final Exam assume you have read the assigned readings. NOTE: There is a great deal of reading material in this course, especially within the first three weeks. Supplementary online material is used in addition to the text, and the text chapters tend to be very long. If you will consider your text as a reference and one of many sources of information for the course, you will find yourself less stressed by the amount of reading. Class Participation Your class participation in Weekly Discussion/Peer Response and completion of Online Activities/Group Projects makes up 30% of your grade. Class participation includes posting a Discussion Response in one of the weekly discussion threads (A or B), posting a Peer Response to a classmate's post in the other discussion thread, and completing an assigned Online Activity for that week in weeks when an Online Activity is scheduled. This works out to three required class participation assignments per week. There are no regular Online Activities in weeks 2, 5, and 6. In Weeks 2 & 5 you will participate in Group Projects instead of doing an Online Activity. The points for each of these Group Projects will be the equivalent of three discussion responses. All Discussion Responses and Peer Responses must be a minimum of 200 words in length and contain proper reference citations (both in-text citations and works cited list in MLA format) for the information presented. Online Activity Journal Entries should also meet these requirements. Note: Weekly Discussion Responses should be completed by Thursday Midnight MST in order to receive full credit and give your classmates the opportunity to respond to your posting. No Discussion Response, Peer Response, Online Activity Assignment, or Group Project Assignment will be accepted for credit after Sunday midnight MST of the week in which the assignment is due. There are no exceptions, regardless of the reason you could not complete the assignment. You cannot make these up. They must be completed and submitted within the week they are due. If you think you will miss more than one week of class during the term, you may want to consider taking this course another term. Your Discussion Response and Peer Response will be graded according to the Weekly Discussion Rubric. Your Online Activities will be graded according to the Online Research Activity Rubric. Your participation in the Group Projects will be graded according to the Group Project Rubric. For further information and clarification you should review Class Participation Guidelines. Sociological Analysis Paper: For this course, you are required to write a formal paper that will be due at the end of Week 6 and will need to be submitted to the designated dropbox basket in the classroom unless otherwise directed by your instructor. In order to write an effective paper, you will have to correctly identify the subordinate and dominant group based on a sociological definition (relative power). Once you do that, you will need to research the history of the relationship between the two groups in question, going back to their point of initial contact and then reviewing their subsequent history to the present. Detailed instructions for choosing a topic and writing this paper will be provided in the Document Sharing area of the classroom. You may want to research what information is available on a topic before you make a final decision. Some topics are more difficult than others. Your topic should be submitted to the Dropbox labeled "Paper Topic" no later than the second week of the course unless otherwise directed by your instructor. This paper should be written in MLA Style. See MLA Style for information on this format. If you have any questions or need clarification regarding the requirements for the assignment, please ask prior to turning in your paper. Do not begin asking questions after you have received your grade. The Sociological Analysis Rubric provides a detailed explanation of how your paper will be evaluated. No late paper will be accepted after the due date. Midterm Exam: You will take an online open book midterm exam during the fourth week of class. The exam will be set up so that you can work on it any time during that week. If the time period for the exam presents a problem for you, you will need to contact me to make other arrangements, and you should do that as soon as possible. The exam will cover chapters 1-6 in your text and any material/readings we have had for weeks 1-3 in our class discussions/activities. It will consist of 50 objective questions that will be automatically scored in the gradebook. The exam is worth 100 points or 20% of your total grade. Proctored Final Exam: A proctored examination will be taken in a proctored testing environment during the 8th (or 16th) week at one of the Park University sites around the country or at an alternative location. For proctored examinations, photo identification is required at the time of the test. Guidelines for selecting an acceptable proctor can be found on the Park University Web Site. Approved proctors may include pastors, librarians, guidance counselors, chaplains, US Embassy officials, military education officers, any college or university faculty member or administrator. Excluded from the list of approved proctors shall be family members, neighbors, friends, co-workers and/or supervisors. Your instructor makes the final determination as to whether or not your choice of proctor is acceptable. The final exam for this course will be a closed book, comprehensive exam worth 100 points or 25% of your grade. No one will be allowed to pass this course without taking the final exam. The final exam is to be scheduled during the 8th week of the course. Make certain that you schedule your exam during the designated dates. See Final Exam Study Guide for information on what this exam will cover. A copy of this information may also be provided by your instructor in the Document Sharing area of the classroom. Other Information on proctored exams: It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor. Approval of proctors is at the discretion of the online instructor. If you live within 2 hours of a Park University site, you will be expected to arrange for a proctor there and should make every effort to take your exam there. If you are not close enough to a Park University site, you will need to arrange for an approved proctor outside of Park University. A proctor request form will be made available to you during the first or second week of class so that you can send your requested proctor to your instructor for approval. Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade. Some Graduate Online courses may not require a proctored Final Examination. -------------------------------------------------------------------------------- Academic Honesty 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 the Park University academic honesty policies, which can be found on page 101 of the Park University Undergraduate Catalog. Academic dishonesty in the School of Online Learning includes but is not limited to: Plagiarism occurs when a writer represents another person’s words or ideas as his/her own. Most often, plagiarism results when writers fail to enclose direct quotations in quotation marks; fail to include citations in the text or as footnotes; and/or fail to furnish a reference/works consulted list to accompany researched writing. Cheating occurs when the integrity of an activity or examination is compromised through dishonesty or deceit. Cheating includes unsanctioned student collaboration or the use of unsanctioned collateral materials. Cheating includes exchanging information about proctored examinations, quizzes, or other class activities that are designed to be completed independently. Misrepresentation involves providing false information in an academic assignment, furnishing false or misleading information to instructors or other University personnel, or presenting misleading or fabricated data as valid. In the event of alleged academic dishonesty, an Academic Dishonesty Incident Report will be submitted to the an Online Academic Director who will then investigate the charge. Students who engage in academic dishonesty are subject to a range of disciplinary actions, from a failing grade on the assignment or activity in question to expulsion from Park University. For more detailed examples of what constitutes plagiarism, see What is Plagiarism?
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:3/4/2007 12:57:53 PM