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Syllabus

Lackawanna College

SSC 260 OM Race and Ethnic Relations

Fall 2017 - Subterm 2

3 Credits

 

Instructor: Ms. Marsha Pigga                                 

Cell: 570-677-7589

Office 102 Angeli Hall                                                          

E-mail: piggam@lackawanna.edu

Office Hours: By appointment in Online Chat                                                                                                                                                                     

Text: Parrillo. Understanding Race & Ethnic Relations, 5th Edition. Pearson Education, 2016.

Description: This course focuses on historical and contemporary examples of racial and ethnic relations and ethnic conflict. We will examine the changing ethnic and racial makeup of the United States, in the context of theoretical debates in the course literature, with special attention towards comparative and historical analyses and social structure. We will also consider case studies of foreign countries to study ethnic relations and ethnic conflict abroad. (3 Credits).

Objectives:

The objectives of this course are for students to have:

1. Recognize how social dynamics, such as prejudice and discrimination, have affected   

the participation of ethnic minorities in American society.

2. Demonstrate an understanding of the nature, possible causes and effects of prejudice, the dangers of stereotyping and the different aspects of institutionalized discrimination.

3. Appraise current ethical and moral issues relevant to inter-racial/inter-ethnic interactions in the context of recent history.

4. Recognize the theories of ethnic relations in order to have a coherent framework within which to examine specific ethnic groups in America

5. Examine how past and present discrimination can account for inequality in the distribution of resources among various ethnic groups

Requirements/Evaluation

Journal Reflections (40 points)

You are to respond to 5 Weekly Journal Reflection Questions demonstrating a clear understanding of the weekly topic of question. There will be a topic of question  related to your course topics. You are to record your responses or reflections to the weekly topic of question. In other words, it should be a record of your inner life and self-reflections on your experiences and relationships to the weekly topic of question. You are to include your perceptions and feelings expressed in a way that demonstrates your self-understanding and personal growth. You will need to upload your journal reflection response under Assignments on the designated weekly Journal Reflection Assignment on your course page. You will also need to complete and upload the evaluation rubrics for each Journal Reflection Assignments. The Journal Reflection Rubric can be found under Handouts and Links. Be certain to complete each column of the rubric. Be specific as to where you think you met the requirement.

Weekly Journal Reflection Topics and Questions

# 1- Discuss ethnocentrism and social distance. Provide examples for each from your own experiences and/or observations with family friends and neighbors, on campus or at work. How does ethnocentrism affect our acceptance of others?

# 2- Is the United States a melting pot? Explain your answer. How would you answer someone who claims foreigners are changing American culture?

# 3- What role does television play in combating or reinforcing stereotypes? On reflection, what differing patterns do you detect in the portrayal of members from various ethnic groups?

# 4- What must be done to reduce the prejudice and discrimination that sow the seeds of violence? Is racial profiling always bad? Why or why not?

# 5- What are the pros and cons of bilingual education? Do you think bilingual education encourages “ethnic tribalism” fostering separation instead of a cohesive society? Justify your answer.

Journal Reflection Rubric

8 Points

What Should I Do?

Did I do this?

Points Available

Where?

What Page & Paragraph?

Points Earned

Clear demonstration of understanding of the topic of question.

 

 

2

 

 

Self-reflection on your experiences and relationships to the topic of question.

 

 

2

 

 

Perceptions and feelings expressed in a way that demonstrates your self-understanding and personal growth.

 

2

 

 

Writing and grammar style. Organization and clarity of reflection.

 

2

 

 


A Class Divided Video/Case Study Assignment (10 points):

This is a documentary of the famous blue eyed/brown eyed experiment, where an elementary school teacher first told students that individuals with blue eyes were smarter than those with brown. The students quickly internalized their labels, performed in accordance with the teacher’s expectations, and treated each other unequally. The next day, the teacher reversed the student roles, and the same behavior patterns emerged.  The experiment demonstrates unequal treatment between groups of students and the self-fulfilling prophecy.

Watch the video A Class Divided at:

http://www.pbslearningmedia.org/resource/osi04.soc.ush.civil.divided1/a-class-divided-1-the-daring-lesson/

http://www.pbslearningmedia.org/resource/osi04.soc.ush.civil.divided2/a-class-divided-2-day-two/

http://www.pbslearningmedia.org/resource/osi04.soc.ush.civil.janeelliott/a-class-divided-3-an-interview-with-jane-elliott/

Be certain to watch all 3 parts: A Class Divided 1: The Darling Lesson; A Class Divided 2: Day 2; and A Class Divided 3: An Interview with Jane Elliott.

Answer the discussion questions below and upload your assignment on the course portal page.

Discussion Questions:

How did this video make you feel and why?

Is Jane Elliot’s experiment effective? Why or why not.

Is it ok to do this experiment on children?  Does the end justify the means? If the exercise could be harmful to children, as Elliott suggests, what do you think actual discrimination might do?

How would you change/modify the experiment, if at all?

Is Jane Elliot too cruel in her methods?

What scene or scenes do you think you'll still remember a month from now and why those scenes?

Did any part of the film surprise you? Do you think someone of a different race, ethnicity, or religion would also find it surprising?

How does the film convey dominant societal values and norms?  What are they?

What themes about gender does it include?

How influential do you think racial stereotypes are in contemporary America?

What do you think perpetuates racist beliefs?

How is the blue eyes/brown eyes exercise related to the Sioux prayer, "Help me not judge a person until I have walked in his shoes"?

How did the children behave when they were labeled superior and inferior? 

How does this experiment relate to the self-fulfilling prophecy?

The purpose of the experiment was to demonstrate race inequality in schools.  What did the

students learn about race inequality?

What did you learn?

A Class Divided Video/Case Study Assignment

10 Points

What Should I Do?

Did I do this?

Points Available

Where?

What Page & Paragraph?

Points Earned

Answer and upload answers to discussion questions.

 

          5

 

 

Writing and grammar style. Organization and clarity of reflection.

 

          5

 

 

 

Essay Assignment: Ethnicity and Race as Personal Experience (20%): The main purposes of this assignment are: (1) to explore both the nature of your ethnic identity and how your life has been shaped by ethnic relations in the society in which you have lived; and (2) for you to use your personal experiences as "data" to analyze the nature of race and ethnic relations in the United States (or your home society).

Description:
You will write a 3-4 page, typed and double-spaced, APA format and grammar, punctuation and spelling essay in which you discuss and analyze your personal experiences with race and ethnic relations and diversity-related social issues and social problems.

Organization:
Your essay should address the following issues:

Your Ethnic/Racial Identity What is it? How do you define yourself (i.e., what symbolic markers/aspects of culture distinguish your group identity from other identities)? How do others define you in terms of race/ethnicity? What meaning does your group identity have for you? How does it shape your personal identity? How does it affect your day-to-day experiences (if you feel that there is little effect, then you should explain why)

How does your ethnic/racial identity affect your life chances (i.e., your opportunities to experience the good things in life--e.g., job opportunities, home ownership, and good health--as opposed to the bad)? Do you perceive any negative effects? Do you enjoy any advantages? You might find it helpful to compare yourself with members of other groups in the U.S. or your home society

How has your ethnic/racial group changed over time (i.e., is your ethnicity defined differently today than it was for your parents, grandparents, etc.)? Can you explain why your group identity changed (i.e., interpret the underlying processes)? Use course concepts relevant to ethnicity and ethnic change (e.g., assimilation, ethnic change, symbolic ethnicity, dominant group identity, etc.)

Your Intergroup Experience

Think about your past experiences with members of other ethnic/racial groups and your own group. Describe the diversity of the places where you lived and the schools that you attended. What experiences of ethnic/racial conflict, prejudice, or discrimination have you encountered or observed (if none, explain why)? What positive experiences have you had? How have these affected you? What conclusions have you drawn? What important ethnic conflicts have you observed in American (or your home) society? How have these affected you?

Essay Assignment: Ethnicity and Race as Personal Experience

20 Points

What Should I Do?

Did I do this?

Points Available

Where?

What Page & Paragraph?

Points Earned

Answer and upload answers to discussion questions demonstrating a clear demonstration of understanding of the topic of Your Ethnic/Racial Identity.

 

5

 

 

Answer and upload answers to discussion questions demonstrating a clear demonstration of understanding of the topic of Your Intergroup Experience.

 

5

 

 

Self-reflection, perceptions and feelings expressed in a way that demonstrates your self-understanding and personal growth.

 

5

 

 

Writing and grammar style. Organization and clarity of reflection.

 

5

 

 


Otherness Experience (20%):
You are to attend one cultural event or activity in which you will be able to experience “otherness” with respect to a diversity topic (e.g. guest speakers, church service, theatrical plays, special lectures, a Latino event, a Native American ceremony, an African American event, a visit to the homeless shelter, etc). Select an ethnic group other than your own to study. After attending the event, you will devise a Power Point presentation describing the “otherness” group you studied as well as self-reflection from the experience. Your Power Point should also include  a brief synopsis of what took place at the event, aspects of your ethnic group and the time, place and the title of the event. You will need to theorize/ analyze the event and link it to 2 areas of course content of the text book readings or materials discussed in the course. Finally, the Power Point must also include the following self-reflection: What was your rationale for selecting this group? What was it like? What cultural dynamics did you observe? How did it feel to experience “otherness” at this event? What did you learn about yourself? Did you gain any insights that will help you culturally relate to others? What you learned from having attended this event and how it changed your consciousness regarding “race”, gender, ethnic, social class and or sexual orientation issues.

You will also need to complete and upload the evaluation rubrics found under Handouts and Links under Week 8 Otherness Power Point Project. Be certain to complete each column of the rubric. Be specific as to where you think you met the requirements.

Post your Power Point in the Discussion forum under Week 8 DQ 3 Otherness Power Point Project. Comment on 1 fellow students’ presentation who had a different Otherness experience than the one you chose.

Otherness Power Point Project

20 Points

What Should I Do?

Did I do this?

Points Available

Where?

What Page & Paragraph?

Points Earned

Otherness experience and ethnic group presented in Power Point presentation answering proposed questions within the assignment.

 

5

 

 

Link and reference to at least 2 contents of the text book readings, or materials discussed in the course. Cite 2 research sources.

 

5

 

 

Power Point posted in the Discussion forum. Comment on 1 fellow students’ presentation from a different region than the one you chose

 

5

 

 

Writing and grammar style. Organization and clarity of reflection.

 

5

 

 

Evaluation:

Evaluation rubrics for each assignment will be completed for each student by the professor. Students will also be required to complete the designated evaluation rubrics for each assignment. Evaluation rubrics for each assignment can be found under Handouts and Links on the course page.

 Online Course Attendance Policy:

Students enrolled in credit-bearing courses at Lackawanna College will fail any course(s) in which they accumulate absences beyond the maximum number allowed. This pertains to online courses as well.

Attendance is defined by participating in an academic activity within the online classroom, which includes posting replies in a graded discussion forum or submitting a written assignment. Replies not related to the aforementioned activities will not count for attendance purposes.

# of Days Required for Discussion in an Online Course

Maximum # of Weeks Allowed without Discussion 

 

Twice on any four days in a week (8 total)

 

0


You are required to engage in discussion at least TWICE on FOUR days throughout the week for a total of EIGHT replies in all, minimum.

  • You should respond to the initial DQs posted AND respond to your classmates.
  • Responses MUST be substantive. See the document titled Good Discussions in your Handouts and Links.
  • Responses that do not move the conversation forward by providing information to which others can respond and build upon will NOT be counted toward your weekly score.
  • Students who miss one week of discussion will be DROPPED from the course.
  • Students who do not log on to the course within the drop/add period for the course will be DROPPED from the course.

Online Course Discussion Policy:

In order to understand, remember, and benefit from what we learn in class, discussion and interaction are critical. Responses such as, “I like what you said.” “I agree.” Or “Good thinking.” are NOT acceptable. Also, you should NOT simply repeat what someone else has already said.

You MUST reply no less than 8 times per week – twice on any four days.

Good Discussions in Handouts and Links will help you, but you should also use this rubric to gain all possible points for your contributions and, more importantly, to get the most out of our class discussion!

Online Classroom Discussion and Interaction Rubric

 Total of 20 points

What Should I Do?

Points Available

Did I do This?

Where?

Points Earned

Answer both Discussion Questions directly demonstrating a clear understanding of the material, support your response with research or reading, and promote conversation (2 replies)

4

 

 

 

Respond to at least two classmates’ posts (2 replies)

4

 

 

 

Continue both conversations with at least one additional reply to each peer (2 replies)

4

 

 

 

Respond to at least one of the teacher’s secondary questions, conversing with a classmate who responds to the same question (2 replies)

4

 

 

 

Be sure all responses are detailed and clear and are posted twice on four separate days.

1

 

 

 

Be sure that all responses relate to the course reading and notes, your own everyday life, or to both

1

 

 

 

Provides the class with a response that is non-generic and inspiring – meaning that they learn from what you have contributed and can continue the conversation

1

 

 

 

Use proper grammar, spelling, and netiquette

1

 

 

 

TOTAL POINTS for EACH WEEKLY DISCUSSION:

20

 

 


Withdrawal Policy:

A student has the privilege of withdrawing from any courses or from the College itself without academic penalty up to and including the final date for withdrawal indicated on the College calendar.

To withdraw officially from a course or from the College, a student must obtain the proper withdrawal form from the Student Affairs Office or from your Center Director, complete this form and submit it to the Registrar's Office before the final day for withdrawal without academic penalty as indicated on the College calendar. If a student stops attending a course for which he/she is registered after the published census date (end of drop/add) without having officially withdrawn from the course, the student will be assigned an AW (penalty-grade failure) for the class. No exceptions will be made.

Students who violate the College's Academic Integrity Policy and fail a course in consequence may not exercise the withdrawal privilege in that particular course.

Financial obligations to the College will be determined according to the Refund Policy.

Instructor Policies:

  •  Attendance in the online classroom and active participation is required.
  • Students are expected to complete assigned materials as designated and to participate in online discussions. Your contribution in online discussions is an important part of the learning process. 
  • Grades are non-negotiable.
  • Students are expected to exhibit honesty in all academic endeavors.

Grading:

Your grade for the course will be based on an average of the scores that you earn on each assignment. Below, the first table shows the allocation of your course grade. The second table shows the value of each grade as determined by Lackawanna College.

Journal Reflections

40%

40 points

A Class Divided Video/Case Study Assignment

10%

10 points

 

Otherness Experience Power Point Project

20%

20 points

Essay Assignment: Ethnicity and Race as Personal Experience

20%

20 points

Online Discussions

20%

20 points

Total

110%

110 points

 

 

 

                    

Letter Grade

Numeric Range

Quality Points

A

96 – 100

4.0

A-

90 – 95

3.67

B+

87 – 89

3.33

B

83 – 86

3.0

B-

80 – 82

2.67

C+

77 – 79

2.33

C

73 – 76

2.0

C-

70 – 72

1.67

D+

67 – 69

1.33

D

60 – 66

1.0

F

0 – 59

0

 

Due Dates and Late Penalties:

  • The grace period for late assignments is as follows:
    • 1 day late-10% deduction off of the assignment grade
    • 2 days late-20% off of the assignment grade
    • 3 days late-the assignment will receive a grade of 0%
  • There will be no “extra credit.”

 

 

Academic Integrity

Academic dishonesty in any form, such as plagiarism and cheating, will not be tolerated. Sanctions will include an automatic F for plagiarism, but the severity or frequency of the violation may result in dismissal from the College as well. Please see the Student Handbook for a complete explanation.

 

The following are among the forms of dishonesty, in a classroom of any type, for which sanctions may be applied:

  • Using books, notes or other materials during an examination, unless expressly permitted;
  • Using purchased essays, term papers or preparatory research for such papers;
  • Copying others' work or engaging in unauthorized cooperation during an assignment or examination;
  • Allowing another student to copy from an examination or other assignment intended to be performed independently;
  • Borrowing from published works, whether material is taken verbatim or with minor alterations, without proper and/or sufficient acknowledgment;
  • Submitting as one’s own work originally done by someone else;
  • Submitting the same written report in more than one course without prior approval from the instructor(s) involved;
  • Stealing examinations or assignments;
  • Supplying or selling examinations or assignments;
  • Misrepresenting statements concerning work submitted;
  • Falsifying or fabricating experimental data or results;
  • Falsifying or fabricating the need for extensions on papers or make-up examinations.
  • Misrepresenting identity in an online course

(Please see student handbook for more information)

Disability Statement

Lackawanna College is an Affirmative Action, Equal Employment Opportunity institution.  Students with disabilities and other needs should feel free to contact the instructor privately if there are services and adaptations which can be made to accommodate specific needs.  Students who are having difficulties with class material are strongly advised to seek assistance in the reading and writing lab.  If you feel that you have a disability that has not been formally documented, you may meet with Mrs. Christine Kiehart in the Disability Services office to discuss your options. Please note that disability services do not include exemption from participation requirements in courses considered part of the School of Distance Education, including online and hybrid courses.

Lackawanna College Notice of Nondiscrimination

Lackawanna College will not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, sexual orientation, disability, age, religion, ancestry, union membership, or any other legally protected classification. Announcement of this policy is in accordance with State Law including the Pennsylvania Human Relations Act and with Federal Law including Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and Americans with Disabilities Act of 1990.

Title IX of the Education Amendment of 1972 is a federal civil rights law that prohibits discrimination on the basis of sex in federally funded education programs and activities. Lackawanna College is committed to providing an educational and work environment that is free from unlawful sexual discrimination including sexual harassment, sexual violence, and gender based harassment. 

In accordance with Title IX of the Education Amendments of 1972, Lackawanna College will not tolerate any forms of sexual misconduct including but not limited to: sexual harassment, sexual assault, sexual violence and gender-based harassment by employees, students or third parties. This includes prohibiting discrimination against pregnant and parenting students. The College also prohibits retaliation against any person who makes a claim of discrimination or harassment or who provides information in such an investigation. This policy applies to admissions, employment, treatment and access to all programs and activities that take place either on or off the campus at Lackawanna College. 

Lackawanna College will fully and promptly investigate all allegations of sexual misconduct and will take action reasonably designed to resolve the complaint in an equitable manner, end a hostile environment if one has been created, prevent its recurrence, and, when appropriate, take steps to remedy its effects on individuals and the college community.

Lackawanna College complies with Title IX and all other federal laws and regulations that prohibit discrimination in education programs or activities receiving federal financial assistance.

Reports or inquiries regarding nondiscrimination should be made to:

Title IX Coordinator/ Executive Director of the Student Wellness Program, Marsha Pigga, Angeli Hall, Room 102, 501 Vine Street, Scranton PA, 18509 (570) 955-1466/ (570) 677-7589, piggam@lackawanna.edu.  

Equal Opportunity and Affirmative Action inquiries: Georgia Egan, Affirmative Action Officer/Director of Continuing Education, Angeli Hall, Room 300C, Vine Street, Scranton PA (570) 961-7815, EganG@lackawanna.edu or Tony Ferrese, Affirmative Action Officer/Seeley Hall Residence Director, Seeley Hall, First Floor, North Washington Avenue, Scranton PA, (570) 504-1760, FerreseT@lackawanna.edu.

Additional information regarding Title IX requirements and how to file a complaint with the Office of Civil Rights: Office of Civil Rights at www2.ed.gov/ocr, 800-421-3481. Philadelphia Office: Office for Civil Rights U.S. Department of Education, The Wanamaker Building,100 Penn Square East, Suite 515, Philadelphia, PA 19107-3323 Telephone: 215-656-8541, Email: OCR.Philadelphia@ed.gov.   

Portfolio and Coursework

Lackawanna College will empower you to experience learning by inspiring your critical thinking, accessing your talents and skills, motivating you toward a career choice, and encouraging you to make a difference. In evidence of this learning, the College requires a graduation portfolio containing Career Documents, including a résumé, two letters of recommendation, and a career exploration; Core Coursework, including a research paper from College Writing; three sample papers or projects from Major Coursework; and a Lackawanna College Reflection Paper.

Course Schedule:

Week

Topic

Course Objective Met

Related Assignment, Assessment, or Learning Activity

Week #1

The Study of Minorities

1,2,3,4,5

DQ1

DQ2

-Journal Reflection #1

Week #2

 

The Role of Culture

1,2,3,4,5

DQ1

DQ2

-Journal Reflection #2

Week #3

Ethnic and Racial Stratification

1,2,3,4,5

 

DQ1

DQ2

-Essay Assignment: Ethnicity and Race as Personal Experience

Week #4

Prejudice

1,2,3,5

 

DQ1

DQ2

-Journal Reflection #3

-

Week #5

Discrimination

1,2,3,5

 

DQ1

DQ2

-Journal Reflection #4

 

Week #6

Dominant-Minority Relations

1,2,3,5

 

DQ1

DQ2

-A Class Divided Case Study Assignment

 

Week #7

 

 

 

Immigration Patterns

1,2,3,4,5

 

DQ1

DQ2

-Journal Reflection #5

 

Week #8

Otherness

1,2,3,5

 

DQ1

DQ2

-Otherness Experience Power Point Presentation


THE ABOVE OUTLINE AND PROCEDURES MAY BE MODIFIED IN THE EVENT OF EXTENUATING CIRCUMSTANCES.