SO 315 Minority Group Relations
U1T 2007 DLC
Sociology, Psychology Adjunct Faculty
M.S. Human ServicesB.B.A. Business Administration, Computer Information Systems
Telephonic and OnlineAdjunct Faculty
Saturdays, 2PM MST - 4PM MST
4 June 2007 - 29 July 2007
Textbook: 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
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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:
Grading Criteria for Course Requirements:
Course Grading Scale:
Late Submission of Course Materials:
Classroom Rules of Conduct:
Learners are to treat each other and the instructor with consideration and respect. No offensive or inflammatory remarks will be tolerated. If you have a complaint/difference of opinion with the instructor on course requirements or course content, you are encouraged to contact the instructor via email. Please do not use the discussion threads for posting messages other than that related to the content of the course. If you have other comments to make to classmates or want to discuss personal issues, please do this in the Multicultural Cafe provided for this purpose.
May 21, 2007 - Classroom available for students
Week 1- (4 – 10 June 2007)Topic: Basic Concepts, Theoretical Perspectives, & Impact of Culture/Social Structure LectureOnline ActivityDiscussion (Choice of 2 topics)Self Check
Week 2 - (11 – 17 June 2007)Topic: Prejudice, Discrimination & Ethnic StratificationCA Essay Topic DueLectureOnline ActivityDiscussion (Choice of 2 topics)Self Check
Week 3 - (18 – 24 June 2007)Topic: Early European Immigration and Religious MinoritiesLectureGroup Project (See group Assignments in Announcements area)DiscussionSelf Check
Week 4 - (25 June – 1 July 2007)
Topic: Native AmericansVirtual TourOnline ActivityDiscussionMid ExamSelf Check
Week 5 - (2 – 8 July 2007)Topic: African AmericansVirtual TourGroup ProjectDiscussionSelf Check
Week 6 - (9 - 15 July 2007)
Topic: Hispanic AmericansVirtual TourOnline ActivityDiscussionCA Essay DueSelf Check
Week 7 - (16 – 22 July 2007)
Topic: Asian and Arab AmericansLectureOnline ActivityDiscussionSelf Check
Week 8 - (23 – 29 July 2007)
Topic: Women as a Minority GroupOnline ActivityDiscussionFinal Exam
29 July 2007 is the last day of the term. All final exams must be completed by this date.
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 .
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.
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. In Weeks 3 & 5 you will participate in Group Projects. The points for each of these Group Projects will be the equivalent of three discussion responses. The Online Activity for Week 6 is optional. You can earn extra credit for completing that activity. 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 APA 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 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. They must be completed and submitted within the week they are due. Extra credit has been made available as a way to make up some of the class participation points you may miss in any week, but this extra credit is limited. 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.
The classroom is for public messages. Students should use e-mail for private messages to the instructor and other students.
Online communications need to be composed with fairness, honesty, and tact. Spelling and grammar are very important in an online class and weigh in on discussion and writing assignment grades. What you put into an online course reflects on your level of professionalism.
It is important not to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened.
Because we have differences, we may experience conflict. The important thing is to handle conflict in a way that does not create defensiveness which does not promote learning.
Last Updated:5/20/2007 5:11:57 PM