John Jay College Of Criminal Justice The City University of New York Department of Ethnic Studies

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1 Title of Course: Comparative Ethnic Studies Course Number: AFL Room J120W Class Hours: Saturday 9-12pm John Jay College Of Criminal Justice The City University of New York Department of Ethnic Studies Instructor: Rigoberto Andino S757 Tel# Office hours: By appointment Semester: Fall 2012 Credits: 3 /3 Hours Course Description: Comparative Ethnic Studies explores the long history of cross-racial and inter-ethnic interactions between immigrants, migrants, people of color, and working class people in the United States and elsewhere from the sixteenth century onward. By making inroads into the dynamic worlds that first peoples or indigenous people, peoples of African and Latin American descent, European American, and Asian American made and remade, the course aims to reach across borders to all kinds, including national boundaries, to cultivate global, transnational, and comparative perspectives on race and ethnicity. In particular, it places an emphasis on relationships and conflicts between diverse groups, especially how they were treated and defined in relation to each other. Broadly speaking, this course is concerned with how these groups struggle to stake out their place in a highly unequal world. Basic Skills: Eng 088, ESL 062, ACR094 Prerequisites: None Co-requisites: None Course Student Learning Outcomes (Students will be able to ) 1. Explain and use key concepts, such as race, ethnicity, class, gender, globalization and citizenship. 2. Analyze identity formation, transformations of communities and cultures; and working power relations Measurements (means of assessment for student learning outcomes listed in first column) 1. Reading, summarizing, and synthesizing various texts 2. the use of class presentation in order to assess how students are understanding the material; peer learning 1

2 3. Recognize the interconnectedness and difference between and among diverse racial and ethnic groups, including immigrant, migrant, people of color, and working class people. 4. Explore multiple ways of performing socially responsible acts of global citizenship 5. Look at various way of how to use the comparative methodological approach. 6. To encourage the understanding of the diversity within racial and ethnic groups. 7. Critically engage the terms used to describe people and/or groups. 3. Deriving deeper and critical thinking skills from the reading material. 4. Communicating thoughts and perspectives of others, as well as unexpected connections and relations in writing and discussion. 5. Writing and revising papers to hone independent thoughts and keen analytical insights 6. Cultivating sensitivities towards details and logical organization. Below are the college s general education goals. The goals that are checked in the left-hand column indicate goals that will be covered and assessed in this course. General Education Goals Communication Skills- Students will write, read, listen and speak critically and effectively. Quantitative Reasoning- Students will use quantitative skills and the concepts and methods of mathematics to solve problems. Scientific Reasoning- Students will understand and apply the concepts and methods of the natural sciences. Social and Behavioral Sciences- Students will understand and apply the concepts and methods of the social sciences. Arts & Humanities- Students will develop knowledge and understanding of the arts and literature. Information & Technology Literacy- Students will collect, evaluate and interpret information and effectively use information technologies. 2 Measurements (means of assessment for general education goals listed in first column) Students will write, read, listen and speak critically and effectively. From class participation and to brief presentations as well as essays, students will hone their communication skills. The student will have three formal writing assignments. The student will be asked to compare various groups and to learn how to apply the various sociological, anthropological and economic terms in their writing and class discussion

3 Values- Students will make informed choices based on an understanding of personal values, human diversity, multicultural awareness and social responsibility. Required Text: Bonilla-Silva, Eduardo. Racism Without Racists: Color-Blind Racism & Racial Inequality in Contemporary America. third edition. Lanham: Rowman & Littlefield Publishers, Inc., ISBN # Price $15.00 Howard Winant, The World Is A Ghetto: Race and Democracy Since World War II, Basic Books, 2001 ISBN # Price $7.91 Yang, Philip Q. Ethnic Studies: Issues and Approaches. New York: State University of New York Press, ISBN # Price $21.95 Yang, Philip Q. Introduction to Ethnic Studies: A Reader. Dubuque: Kendall/Hunt Publishing Company, ISBN # Price $ used $38.99 Other Resources: articles and movies that deal with ethno-racial issues. Evaluation and Requirements of Students 1. Students will participate in class. Your participation will take different forms: from asking and answering questions to presentations and work in groups. 2. Quizzes 3. Class presentations 4. Writing assignments 5. All assignments must be handed in class on the date they are due. There are not make up assignments for unexcused absences. Unless a note signed by a medical professional is handed in to me, you will receive an F for any missing assignments. Final Grade Percentage Class participation: 15% Class presentation: 10% Mid-term: 15% Quizzes: 10% Three critical thinking papers: 25% Final examination: 25% GRADING SCALE & COURSE EVALUATION A B D A C D B C D B C F 59 and below 3

4 Participation (15): Active participation means adequate preparation for each class, engaging peers and the instructor in class discussions, asking critical questions and taking informed or well-reasoned positions. Active is the operative word! Student participation grades (A - F) will be determined by the following scale (i.e., A = 10 pts). A (10 pts) B (8 pts) C (6 pts) D F (4 or less pts) Students always take a voluntary, thoughtful, and active role in their own learning, challenging themselves on a daily basis. They initiate discussions and ask significant questions. Their contributions always demonstrate careful preparation and thoughtful listening. Students consistently take an active role in their own learning. They participate regularly in class discussions and frequently volunteer their ideas, ask thoughtful questions, and defend their ideas. They listen respectfully to classmates and share ideas as a result of having completed assignments. Students sometimes take an active role in their own learning, sharing relevant ideas and asking appropriate questions. Although reluctant to take risks, they contribute occasionally to class discussions. These students listen to their classmates and respect their opinions. Their contributions are usually informed by preparation, although occasionally they are caught unprepared. They may need occasional reminders to stay on task, make the most of class time, and to increase their level of commitment. Students rarely take an active role in their own learning. They often do not participate and rarely share ideas or ask questions. These students display poor listening skills, and they may be intolerant of the opinions of others. As a result of being unprepared for or disengaged from class, these students often refuse to offer ideas even when called upon. These students are more of a liability than an asset to the overall progress of the class. Oral Presentation (10): Each student(s) will be assigned weekly readings to digest, synthesize, and present on using the presentation criteria below as a preparation guide. Each presenter will have seven (7) minutes to present the (a) purpose of the reading(s); (b) two most important information and why; (c) two key conclusions and how they were reached; and (d) key implications of or insights gleamed from the reading(s). Each presentation will be assessed by the instructor based on the rubric below on a scale of Students are encouraged to outline their presentation following the above format (a d), and practice before presenting. 4

5 Style (2.5 pts.) Organization (2.5) Coverage (2.5) Knowledge (2.5) Grading scale Voice, pacing, eye contact, professionalism, ability to maintain audience s interest Clear opening statement, clear organization of presentation, transitions, and logical coverage of the assigned topic Inclusion of main author s main arguments, key concepts, and agreement with or against his/her conclusions Presenter appears knowledgeable of subject matter and responds well to questions and critical commentary 10 pts = Excellent 8 pts = Good 6 pts = Average 4 pts and below = Poor Content Quizzes (10): Three content quizzes will be given throughout the semester to help students master the content at specified intervals. Preparation for and the results of these quizzes can provide a deeper understanding of the content and used as critical notes for other assignments, especially the research essays. Taking succinct notes and asking critical questions of readings and films is the best preparation for these quizzes and the class itself! College Attendance Policy: The maximum number of absence hours is limited to one more class hour than the contact hours as indicated in the BMCC college catalog. For example, you may be enrolled in a four hour class that meets four times a week. You are allowed five hours of absence, not five days. In the case of excessive absence, the instructor has the option to lower the grade or assign an F or WU grade. Other Resources: Located in Room S550, the Writing Center is an important source of support. Assistants provide guidance in all aspects of the writing process: understanding the assignment, generating ideas, drafting, revising, and citing sources properly. In order to get the best writing help, the Center advises that you come well before the assignment is due; bring any handouts (including the assignments, handouts, and course syllabus); bring any writing you have already done; come prepared with specific questions; and come often. Hours: Mon. Thurs., l0am-8pm; Friday, l0am-5pm; Saturday, 10am-4pm. (212) ; writingcenter@bmcc.cuny.edu Academic Adjustments for Students with Disabilities Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Accessibility. BMCC is committed to providing equal access to all programs and curricula to all students. 5

6 BMCC Policy on Plagiarism and Academic Integrity Statement Plagiarism is the presentation of someone else s ideas, words or artistic, scientific, or technical work as one s own creation. Using the idea or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Students who are unsure how and when to provide documentation is advised to consult with their instructors. The Library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC s website, For further information on integrity and behavior, please consult the college bulletin (also available online). Scheduled reading order: I will add some articles throughout the semester to the scheduled reading order. September 01, 2012: Course overview and review of terms September 08, 2012 Movie: The Human Family Tree Americanity as a concept by Immanuel Wallerstein and Anibal Quijano. September 15, 2012: Movie: Race: The Power Of An Illusion Part One Systems of Power and Inequalities by Andersen & Collins (PDF) The World Is A Ghetto: Race and Democracy Since World War II, by Howard Winant Introduction and chapter 1 Race Relations Its Meaning, Beginning, and Progress pages September 22, 2012: Movie: Race: The Power Of An Illusion Part Two Oliver C. Cox, Caste, Class and Race: A Study in Social Dynamics Introduction The Concept Race Relations pages Introduction to Ethnic Studies: A Reader chapter 1 Ethnic Studies: Issues and Approaches, by Philip Q. Yang 6

7 Chapter 1 September 29, 2012: Movie: Race: The Power Of An Illusion Part 3 Introduction to Ethnic Studies: A Reader chapter 2 Ethnic Studies: Issues and Approaches, by Philip Q. Yang Chapter 2 First Critical Response Paper Due Quiz October 06, 2012: third edition by Eduardo Bonilla-Silva pages xxiii-24 The World Is A Ghetto: Race and Democracy Since World War II, by Howard Winant Chapter 2 Hopeful Girls, Troubled Boys by Lopez (PDF) October 13, 2012: Oliver C. Cox, Caste, Class and Race: A Study in Social Dynamics Pages Introduction to Ethnic Studies: A Reader Chapter 3 mid-term October 20, 2012: third edition by Eduardo Bonilla-Silva pages Ethnic Studies: Issues and Approaches, by Philip Q. Yang Chapter 3 Quiz 7

8 October 27, 2012: Movie: American History X third edition by Eduardo Bonilla-Silva pages Ethnic Studies: Issues and Approaches, by Philip Q. Yang First half - Chapter 4 Quiz November 03, 2012: Introduction to Ethnic Studies: A Reader Chapter 4 third edition by Eduardo Bonilla-Silva pages November 10, 2012: Ethnic Studies: Issues and Approaches, by Philip Q. Yang Chapter 5 Introduction to Ethnic Studies: A Reader Chapter 5 Movie: Crash Quiz November 17, 2012: Ethnic Studies: Issues and Approaches, by Philip Q. Yang Chapter 6 Introduction to Ethnic Studies: A Reader Chapter 6 Can Education Eliminate Race, Class, and Gender Inequality? By Mickelson & Smith (PDF) Second critical response paper due December 01, 2012: third edition by Eduardo Bonilla-Silva pages

9 Ethnic Studies: Issues and Approaches, by Philip Q. Yang Chapter 7 Seeing More Than Black and White by Martinez (PDF) December 08, 2012: third edition by Eduardo Bonilla-Silva pages Introduction to Ethnic Studies: A Reader Chapter 6 Of Race And Risk by Williams (PDF) Age, Race, Class, & Sex: Women Redefining Difference by Lorde (PDF) Course wrap up Third Critical response paper due December 15, 2012: Final examination 9