Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.CourseSO 315 Minority Group RelationsSemesterS2E 2013 PEHBlended Course This is a blended course. More details can be found under Blended Course GuidelinesFacultyGuzman, ConnieTitleCampus Center Director/Adjunct Faculty Degrees/CertificatesMasters in Human Behavior-National University B.A. in Sociology Office LocationPark Office Office Hours760-725-6858E-Mailconnie.email@example.comClass Days---W---Class Time5:00 - 10:25 PMPrerequisitesSO141 RecommendedCredit Hours3Textbook: Parillo, V. N. (2011). Strangers to These Shores: Race and Ethnic Relations in the United States, 10th. ed. NY: Allyn & Bacon.
Textbooks can be purchased through the MBS bookstoreTextbooks can be purchased through the Parkville BookstoreAdditional Resources:
of APA Style – Tutorial located on the web site of the American
Psychological Association covers the basics of using APA format.
Publication manual of the American Psychological Association, 6th ed. ISBN 1-4338-0559-6
Dolgon., C. (2005). The end of the Hamptons. New York, NY: New York University Press. ISBN 13: 0-8147-1958-9
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/.Course Description: SO315 Minority Group Relations: 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. 3:0:3Blended Course Guidelines (Link to guidelines page) – A blended course must meet a minimum percentage of time in the classroom, as specified by University and department guidelines.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
S2E 2013 PEH
Campus Center Director/Adjunct Faculty
Masters in Human Behavior-National University B.A. in Sociology
5:00 - 10:25 PM
Textbook: Parillo, V. N. (2011). Strangers to These Shores: Race and Ethnic Relations in the United States, 10th. ed. NY: Allyn & Bacon.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
of APA Style – Tutorial located on the web site of the American
Psychological Association covers the basics of using APA format.
Publication manual of the American Psychological Association, 6th ed. ISBN 1-4338-0559-6
Dolgon., C. (2005). The end of the Hamptons. New York, NY: New York University Press. ISBN 13: 0-8147-1958-9
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/.
Blended Course Guidelines (Link to guidelines page) – A blended course must meet a minimum percentage of time in the classroom, as specified by University and department guidelines.
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:
Students are expected to read the
assigned chapters in the textbook, posted lectures and any online articles
displayed that week. The online discussions and activities, weekly quizzes,
journal Assignments, group project, core assessment essay, and Final Exam
assume you have read the assigned readings.
Weekly Discussion and Peer Responses
Responses: There is a Discussion link in each of the Weekly Menus.
You will need to make one (1) initial discussion response to one (1) of the
questions posted in either of the discussion topic threads each week. Post a
response of at least 200 words in one of the weekly discussion threads (A or
B). The post should incorporate and refer to concepts/ideas found in your
weekly readings (text, online lecture, or assigned online reading). You must
use APA citation format to cite the information you incorporate into your
response that comes from your sources. If you are not familiar with APA format
or need a refresher, consult the APA web site Basics
of APA tutorial http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx.
This will give you basic guidance for citing in this format. NOTE: Initial Discussion Responses should be completed by
Thursday Midnight CT in order to receive full credit and give your classmates
the opportunity to respond to your posting.
Peer Responses: Post two (2) Peer
Responses to classmate's postings. You must post one in each discussion thread
(A and B) to receive full credit. Each peer response should be approximately
100 words but quality is desired over quantity. Your peer responses need to go
beyond agreement with your classmate. Each peer response should contain either
a personal application/example that relates to the topic or an
application/example taken from current events in the news or your community.
Your peer response should attempt to add to and advance the discussion and
should not be just a restatement of what someone else has said. Specific
examples and applications receive more credit than generalized/vague
statements. You are not required to reference the text or other readings
or to use APA format in your peer responses, but you are encouraged to do so. NOTE: Weekly Peer Responses must be completed by Sunday
Midnight CT. Discussion threads close each week at that time. Late discussion
is not accepted. The one exception to this is if student enrolls after the term
Peer Responses can be done at any
time during the week before the Sunday midnight deadline. Detailed information
on the requirements for your Discussion Response and your two Peer Responses
are located in Course Guidelines. Your Discussion Response and Peer Responses
will be graded according to the Weekly Discussion Rubric. Successful completion
of Weekly Discussion and Peer Responses is worth 25 points or 25 x 8 Weeks =
200 total points possible for the term.
Weekly 1 Activity
Week 1 Activity is a combination
introduction/icebreaker in which you introduce yourself to your instructor and
fellow classmates. The activity is a non-graded activity.
Group Project (Weeks 2-6)
A Problem Based Learning group
project will be completed during weeks 2-5. You will be divided into small
groups ( 5-7) for this project. Each group will simulate a task force charged
with solving a problem of racial/ethnic conflict in the Hamptons on New York’s
Long Island. This is an actual conflict, and you will use actual information
about the conflict as well as the concepts and theories you learn in the course
to come up with a plan for dealing with this conflict. The project with associated
activities is worth 150 points.
Weekly Journal Assignments (Weeks
The purpose of the weekly journal
assignment is personal reflection and application of the weekly material. These
weekly entries give you the opportunity to integrate your ideas with some of
the content needed for your Core Assessment Essay. In your essay, you will be
asked to write about how your group identity has affected your individual identity
and life chances (probabilities of benefiting from the opportunities our
society offers). You will want to consider and write about ways in which weekly
concepts and issues are relevant to you personally and also think about how you
might integrate this information into your paper. Journal entries for weeks 1-6
will focus on these objectives. Each journal entry
must include application of at least two course concepts and one theory or
theoretical perspective in explaining how group identity has affected your
individual identity. Your entry for week 7 will reflect on
your experiences in writing your essay, and your entry for week 8 will reflect
your overall experience in the course. The successful completion of each Weekly
Journal Assignment is worth 15 points or 15 x 8 Weeks = 120 total points
possible for the term.
Weekly Quizzes (Weeks 1-7)
Each week includes a quiz over the
material presented that week. Quizzes consist of 20 objective questions worth 1
point each. There are 7 quizzes worth 20 points or 20 x 7 weeks = 140 total
points possible for the term. Quizzes are timed at 2 hours. There is no quiz in
week 8 due to the final exam.
Core Assessment Essay (Due Week 7)
This is the major paper you will
write in this course. A core assessment means that the paper is designed to
measure your mastery of at least 3/4 of the core learning outcomes. It is so
important that it has its own content menu item in Course Home. Detailed
instructions for writing this paper are located below and in the Course Home navigation
menu under Core Assessment. Please review the instructions for writing this
paper carefully. Your weekly journal assignments have been structured around
what you will be writing in this essay. If you do a good job on those and keep
up with your journal entries, you should have a solid basis for writing your
core assessment essay. The essay is worth 200 points and is due at the end of
General Guidelines for Core
Topic Focus: Sociology makes us
aware of the larger social and historical forces that can impact our individual
lives. What we experience in different social settings with others may be
traced back to larger events, established patterns of interaction, and changes
in the social structure. We can exercise our “sociological imagination” in
order to understand what type of impact these larger social processes have on
our individual lives. The core assessment for this course is a major essay in
which you will write about how you believe your individual identity and
opportunities or life chances have been shaped by your group identity (racial,
ethnic, gender, religious, or sexual preference) and the established patterns
of majority-minority relations in this society. You will incorporate course
materials, concepts, theories, and models from this course, sources of original
peer reviewed research, and demographic data to describe, explain, and analyze
the processes that have shaped your group and individual identity and current
status. You will also critique and evaluate the conclusions reached by
theorists and authors regarding how patterns and processes shape
minority-majority relations by contrasting your personal experience and
evaluating both against findings from the peer-reviewed research and
demographic data you locate.
While it is preferable to do this
paper based on your racial/ethnic identity, you may elect to write your paper
based on another aspect of your identity such as gender, religion, or sexual
preference. The group identity you choose should be applicable to you personally.
You may also choose to combine two or more of the dimensions of personal
identity, perhaps noting which dimensions are more important in terms of your
individual identity. For example, an African American female who is a lesbian
may choose to write about how each of these various dimensions has impacted her
personal identity and life chances in society, perhaps noting which she
believes has had the most impact. This may make the paper a little more
challenging. You are encouraged to consult your instructor for guidance.
Resources for Content and Analysis
In writing your paper, you will
integrate selected course materials from your assigned readings, concepts,
theory, typologies, and models from the course, demographic data, and at least five outside sources of original academic research
from peer-reviewed journals. You must incorporate these sources of
information and analysis into your paper. Five is the minimum number of
peer-reviewed articles you need to meet expectations. If you want to
“exceed expectations,” you will need to include more than that. Only reputable,
peer-reviewed academic sources will count toward the reference requirements of
your paper. You can and should draw on what you have learned about locating,
evaluating, and integrating such sources with course material from your weekly
library research/writing activities and assignments. Links to appropriate
sources for statistical and demographic data are provided in your list of web
resources. You may also include interviews with relatives and additional
information from newspapers, magazines such as Newsweek, news organizations
such as CNN, and other well-selected Internet sources to supplement your
analysis, but these should only be used for illustration and background
information. They should not be used to support or substantiate your analysis
and evaluation of theory or course materials. You must use peer-reviewed
academic sources (academic research journals or books that reflect original
work) or demographic data for that. If you have questions about a source or how
to use it in your paper, contact your instructor for guidance.
Citation and Formatting Guidelines
Length of Paper: Your paper should
be approximately 3000 - 3500 words excluding title page and references. It
should be double spaced, 12-point font (Times Roman or Courier) with 1-inch
margins. Do not exceed 3500 words.
APA Style Requirement: You are
required to use the APA style format for this paper, as in all written work in
this course. Your paper should include a title page, an abstract, and a list of
references. While information on APA style format has been made available to
you, you may also want to obtain a copy of the fifth edition of the APA
Publication Manual for additional guidance.
Citation Requirement: You are required
to cite all of the sources used in your paper by using citations within the
text as well as providing a list of references. If you do not properly cite
your reference sources, then you are guilty of plagiarism. Plagiarism will not be tolerated and may result in immediate
and serious academic penalties.
Given that, it is imperative that you follow the rules for citing your sources,
especially those that pertain to in-text citations. If you quote directly,
paraphrase, or summarize any information that comes from a reference source and
do not note this appropriately in the text of your paper, you are guilty of
plagiarism and will suffer the consequences. Citing your sources in a list at
the end of your paper is necessary, but it is not sufficient to avoid charges
of plagiarism. Any direct quotes, paraphrases, factual statements, or ideas
used from your sources should be so noted in the text of your paper at the
places where they appear and properly cited using parenthetical in-text
citation in the APA format.
Your work must be your own.
Information about plagiarism and how to avoid it may be found on the Park
Academic Support Center’s website at http://www.park.edu/support/ethics.asp
Core Assessment Instructions: Basic
Organization and Content Guidelines
Your paper should include an
introduction that contains your thesis statement (a statement that indicates
the overall point of focus for your paper) and a summary of the major points
you intend to cover in your paper to support your thesis.
Part I Relative Importance of Group
Identity to Personal Identity
How does your group identity shape
your personal identity? Many things influence our personal identity—ethnicity,
race, sexual orientation, gender, religion and even our physical capabilities.
These are also things that form the basis of minority or majority status in
society. Individuals share in a group identity, and the extent to which they do
so varies according to the individual. Guidelines for writing this section:
Consider the reasons people identify
themselves by race, ethnicity, or some other basis for group belonging as well
as the meanings of categories and terms people use to identify themselves and
others. Consider how minority and majority groups are defined and the
consequences of those definitions, including such things as prejudice,
discrimination, marginality, etc. What concepts, theories, and findings from
research can you use to describe, explain, and support the points you make in
this section? If you are part of the majority, you
may not feel your race or ethnicity is a significant factor in your personal
identity. You would want to explain why you believe it is not significant or
why you feel that way, using what you have learned in the course and from your
outside research to support your analysis.
Part II Historical Context and
Link your family history and
personal experiences with larger historical and social structural forces.
Research and discuss the history of your group in American society and how its
status may have changed over time, comparing/contrasting it with your
individual family history. There will be some information available in your
text, but you may want to look for additional background information from
outside sources. Research your family history to the extent that you are able
and compare/contrast this history with the information you located on your
identity group. If you are not able to gather much information about your
ancestors, that's fine. Just focus more on what you know about the history of
your identity group and do the best you can. Guidelines for writing this
In writing this section, consider
the ways in which majority and minority status is created and maintained and
the consequences for both. Think about how you might use theories of ethnic
stratification, theories of assimilation, and minority coping strategies
(accommodation, separatism, radicalism) to explain and analyze your group’s experience
and your family’s experience. You will also want to critique and evaluate those
theories against your own personal experiences and the findings from your
outside research. Are there areas of agreement or disagreement? What do you
feel are the strengths and the weaknesses of some of these models or theories
and how would you justify your conclusions?
Part III Impact on Life Chances and
In this section, you will write
about how and to what extent you believe your group identity has affected your
life chances (your opportunities to benefit from such things as a good
education, job, home, and/or good health) and how you see the future in terms
of opportunities for your group and yourself:
In your conclusion, discuss what you
feel your group/personal experience has to say about the nature of
minority-majority relations in the US. Draw some conclusions about what you
have learned overall from taking this course and writing this paper.
If you have questions regarding any
aspect of the Core Assessment Essay, please post them in Instructor's Office
where the instructor can answer them for the benefit of everyone.
Final Proctored Exam (Week 8)
A proctored examination will be
taken in a proctored testing environment during the 8th 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. Acceptable alternate proctoring cites are limited to the
following locations: college or university, public library, US embassy, US
military bases. Approved proctors may include accredited college or university
faculty/testing center administrators, certified librarians, US embassy
officials, military testing control officer/unit education officer. Excluded from the list of approved proctors shall be
family members, neighbors, friends, co-workers and/or supervisors, K- 12 educators or K-12 librarians, clergy, adjunct
faculty members . This includes anyone who works within the same company or
university. For military personnel in remote areas, you MUST have a commissioned officer proctor your exam.
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, closed note, comprehensive exam of 50 multiple choice questions
drawn from the pools of questions created for the weekly quizzes. Each question
is worth 4 points for a possible 200 points or 20% of your grade. If necessary,
the instructor reserves the right to curve final exam scores based on the
performance of the class as a whole. No one will be allowed to pass the course
without taking the final proctored exam. The final exam is to be scheduled
during the 8th week of the course. Make sure that you schedule your final exam
during the designated dates. If you are a special needs student and require
special accommodations for your Final Exam, please notify the proctor/campus
center at the time you fill out your proctor form.
Securing a Proctor: It will be the responsibility of the student to arrange
for a proctor by Friday of Week 6. Approval of proctors is at the discretion of
the online instructor. If you live within 1 hour of a Park University campus
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 campus 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 the term. Proctors at our campus sites
are automatically approved. For those requesting non-Park proctors, you will
need to fill out and submit the online form, and it will come to me for
approval. I may have questions regarding your proctor and may require you to
provide additional information about your proctor before I approve your
request. Please co-operate in this matter. I do not have to approve any proctor
I feel could possibly compromise the testing environment. Failure to take a
final proctored exam (or submit your final project for some online graduate
courses) will result in an automatic "F" grade for the course. Some
graduate online courses may not require a proctored Final Examination.
Grading Criteria for Course
% of Grade
Weekly Discussion, Online
Activities, Journal Assignment, and Weekly Quizzes
Weekly Sunday Midnight CT
Sunday Midnight CT End of Week 5
Core Assessment Essay
Sunday Midnight CT End of Week 6
Course Grading Scale:
Grade of A Assigned
90- 100 %
900-1000 Total Points
Grade of B Assigned
80 - 89%
800 - 899 Total Points
Grade of C Assigned
70 - 79%
700 - 799 Total Points
Grade of D Assigned
60 - 69%
600 - 699 Total Points
Grade of F Assigned
Below 600 Total Points
Late Submission of Course Materials:
Late submission of course work will not be
accepted. Exception military personnel on Temporary Assignment of Duty
(TAD) orders. The course work must be submitted the first day the
students returns to class
Classroom Rules of Conduct: Students are expected to place all trash in the
trash receptacle. No food is allowed in the classroom, water is the
only refreshment you may enjoy during class. Students are expected to
respect the opinions of their classmates and engage in meaningful
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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2012-2013 Undergraduate Catalog Page 97
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. from Park University 2012-2013 Undergraduate Catalog Page 95
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2012-2013 Undergraduate Catalog Page 98
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:2/13/2013 2:47:14 PM