Introduction to American Government
LSP 200: Racial and Ethnic Politics in the U.S.
DePaul University, Winter 2017
Professor: Ben Epstein
Email: bepstein@depaul.edu
Class: Tues/Thurs 11:20-12:50
Room: O’Connell Room 450
Office Hours: Wed. 1:00-4:00 and by appt. on bluestar
Office Location: 990 W. Fullerton Room 2107
Course Website:
Course Blog:
Welcome to Racial and Ethnic Politics in the United States:
This quarter we will explore the historical and contemporary role of racial and ethnic minority groups in the American political system. We will focus on how race and ethnicity has been constructed both socially and historically and on the political realities of, and relationships between these groups. We will relate these groups to the institutions, political parties, voting coalitions, representatives, and public policies, which make up much of American politics. At the same time we will look at the impact of racial and ethnic politics on individuals and communities in order to root our discussions in real-world effects and an increasingly diverse American society. We will also be focusing on the impact of the Obama presidency and Trump victory on racial and ethnic politics in America. How did Obama’s election affect issues of race and ethnicity? What role did racial, religious, and immigration issues affect the Trump victory and what are potential effects of the election? Finally public policy issues will be discussed and debated including, but not limited to, immigration, law enforcement, profiling, Black Lives Matter, and affirmative action. Many of our readings as well as important announcements and course related links will be available on our class website, class blog, and through e-mails during the quarter.
REQUIRED TEXT:
1. Paula S. Rothenberg, Race, Class, and Gender in the United States 10th edition (New York: Worth Publishers, 2016). (ISBN-13: 978-1464178665) (available to rent or buy in bookstore or online)
2. Handouts and scanned documents (available through the course website or occasionally handed out or e-mailed to class)
COURSE OBJECTIVES
By the end of this quarter all students should be able to:
1. Understand how race and ethnicity has been constructed through United States history and how these ideas shape policy and politics today.
2. Examine their own position within America’s racial and ethnic stratification and how it shapes their views of diversity and politics.
3. Express their views about issues relating to multiculturalism in America in a thoughtful, respectful, and well-organized manner.
4. Compare and contrast diverse experiences and perspectives along a broad spectrum of political debates regarding matters of race and ethnicity.
5. Take active roles in supporting the social and/or political causes that they endorse.
6. Articulate well-reasoned arguments regarding controversial political topics.
COURSE REQUIREMENTS AND EXPECTATIONS
1. Attendance and Participation: Arrive on time to class and turn off and put away all phones and be ready to actively discuss the readings and topics for the class. Quality participation includes thorough note taking, active listening, and asking thoughtful questions. Our classroom meetings are going to be highly interactive so active participation is expected.
2. Academic Integrity: Avoid Plagiarism – representing another’s work as your own. Plagiarism is a very serious offense and will result in a grade of zero for the assignment and possibly an F for the course. For more on plagiarism, and how to avoid it see the plagiarism tutorial at
3. Internet: All students need to check the course website regularly. This is where you will find scanned documents, important links, your course syllabus, and announcements for the course. The course website is: . We will be communicating via e-mail at times throughout the course.
4. Reading: You should complete all of the required readings before the date when they are listed in the syllabus. Our course will move quickly and our class time will often use the readings as a point of departure. The reading load varies each week and will include several hours of reading per week. Please plan ahead and take advantage of lighter reading weeks by reading ahead on upcoming topics.
GRADING
Your grade will be based on the following factors:
1. Class Attendance, Participation – 10%: Class participation is based on active engagement during class including discussions, note taking, and thoughtful questioning. In addition, each student must visit me during office hours at some point between week 2 and week 8 (ending 2/24). This will help me get to know more about you and to find out how to best direct the course. More than two times coming to class late or being absent are grounds for failure or for the lowering of the final grade, unless accompanied by an excused absence with documentation.
2. Political Blog – 10%: Each week I will post an article or discussion topic on the course blog for the upcoming week. You are expected to read the blog each week and add your personal comments, thoughts, and critical analysis. Each entry should be no longer than one long or two short paragraphs (except for the first blog which will be explained in class) and does NOT need to include outside research. Though these are not long entries they should be well thought out. Each entry must be made by 8 pm on Wednesday so that each student will be able to read all of the responses. All students should read the blog sometime between Wednesday night and class on Thursday. NOTE: Each student is only expected to write 8 blog entries throughout the quarter but you must read the blog each week. You can earn credit for up to two thoughtful blog posts beyond the 8 required. Keep in mind that your responses will be read by your classmates, so proofread carefully. The blog URL is:
3. Political News/Topic Presentation - 10%: On the first day of class each student will choose one date on which they will present a recent news story, event, or topic connected to the theme of that weeks class or readings or the broader course. For your presentation you are expected to: 1) summarize your article or issue, 2) explain why it is important in the context of racial and ethnic politics in the U.S., and 3) lead the class in a brief discussion of your issue. Feel free to bring in any visuals that might aid in your presentation. Each presentation will last approximately 6-8 minutes including discussion.
4. Reading Reflection Papers – 10% (2.5% each): You will turn in four short reading reflections during the quarter. They are due on Jan. 19, Feb. 2, Feb. 16, and March 7. Please turn each reflection into the appropriate D2L dropbox. NOTE: each reflection should summarize and reflect on only 4 readings that you found particularly interesting, challenging, or thought provoking. You are not expected to reflect on every reading. Each reading reflection should be NO MORE than 2 pages (1/2 page per reading). These reading reflections should include a brief summary of the main idea of the readings and your thoughts about them. What do you think the main idea was? What do you agree or disagree with? How does it relate to larger themes of the course? What questions or feelings did it provoke? Please underline any references to readings in your reflections. Examples of sample reading reflections are available on the course website under the “Course Documents” tab.
5. Midterm Paper – 30%: You will be required to write a paper instead of an in class midterm. This paper will evaluate aspects of the first two parts of the course. It will be approximately 6-8 pages in length. Details will be provided during the first few weeks of the course.
6. Final Exam – 30%: A final exam will focus on the readings and major themes of the course. We will have a review sheet and review session prior to the exam to help you prepare. The exam will include some multiple choice, identifications, and an essay questions. More details will be provided as we near the end of the course.
GRADING SCALE
A 93 – 100
A- 90 – 92
B+ 87 – 89
B 83 – 86
B- 80 – 82
C+ 77 – 79
C 73 – 76
C- 70 – 72
D+ 67 – 69
D 63 – 66
D- 60 – 62
F Below 60
SOME GRADING TIPS
1. Start strong because working hard in the beginning of the quarter reduces the stresses and workload at the end.
2. Feel free to stop by my office hours if you have any questions or concerns (besides, its required so why not?)
3. Extra Credit – Throughout the quarter if talks and papers come up that pertain to our class material it is possible that I will notify the class and allow for extra credit assignments that will be counted toward points on the midterm paper or final exam. Also, you can get credit for up to ten extra blog posts (two beyond the required six).
4. You are encouraged to make use of the writing center to work on your writing. They are located at 802 W. Belden, 250 McGaw Hall. The Writing Center is open Mon. – Thurs. 10 AM to 5 PM. Fri. 10 AM to 3 PM. Phone: (773) 325-4272
COURSE SCHEDULE, AND READING ASSIGNMENTS (Subject to change)
1/3 Introduction
Part I: Historical and Social Construction of Race and Ethnicity
1/5 Social Construction of Race and Ethnicity
DUE: BLOG 1 (1 – 2 PAGES DOUBLE SPACED)
Required Reading:
Course Website: “Part I: Constructing Differences,” from The Social Construction of Difference and Inequality by Tracy E. Ore, pgs. 1 – 17
Course Website: “Constructing Categories of Difference: Framework Essay,” by Karen E. Rosenblum and Toni-Michelle C. Travis in The Meaning of Difference, 5th edition, pgs. 1 – 22
Rothenberg: “Defining Racism: “Can We Talk?”” by Beverly Daniel Tatum, pgs. 125 – 132
Course Website: “Personal Voices: Facing Up to Race,” by Carrie Ching, pgs. 246 – 249
Recommended Reading:
Course Website: “The Segregated Classrooms of a Proudly Diverse School,” by Jeffrey Gettleman, pgs. 299 – 301
Rothenberg: “The Event of Becoming,” by Jewelle L. Gomez, pgs. 430 - 434
Rothenberg: “This Person Doesn’t Sound White,” Ziba Kashef, pgs. 435 – 438
Rothenberg: “Oppression,” by Marilyn Frye, pgs. 149 – 152
Rothenberg: “Self-Fulfilling Stereotypes,” by Mark Snyder, pgs. 579 – 584
1/10 Social Construction of Race and Ethnicity (continued)
1/12 Historical Construction of Race and Ethnicity, the Conception of “Whiteness” & White Privilege
Required Reading:
Rothenberg: “Racial Formations,” by Michael Omi and Howard Winant, pgs. 13 – 19
Course Website: “Introduction: The Fabrication of Race” and “The Political History of Whiteness,” from Whiteness of a Different Color by Matthew Frye Jacobson, pgs. 1 – 14
Course Website: “Chapter 2: Anglo-Saxons and Others 1840 – 1924,” from Whiteness of a Different Color by Matthew Frye Jacobson, pgs. 39 – 68 (pgs 69 – 90 are recommended but optional)
Course Website: “The Evolution of Identity,” from The Washington Post in The Meaning of Difference, 5th edition, eds. Karen E. Rosenblum and Toni-Michelle C. Travis pg. 59
Rothenberg: “White Privilege: Unpacking the Invisible Knapsack,” by Peggy McIntosh, pgs. 175 – 179
Recommended Reading:
Course Website: “What is Race? What is Ethnicity?” by Audrey Smedley in The Meaning of Difference, 5th edition, eds. Karen E. Rosenblum and Toni-Michelle C. Travis pgs. 1 – 22
Course Website: “The Possessive Investment in Whiteness,” by George Lipsitz in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 432 – 441
Course Website: “Whiteness as an “Unmarked” Cultural Category,” by Ruth Frankenberg in The Meaning of Difference, 5th edition, eds. Karen E. Rosenblum and Toni-Michelle C. Travis pgs. 81 – 87
Rothenberg: “Constructing Race, Creating White Privilege,” by Pem Davidson Buck, pgs. 33 – 39
Rothenberg: “Color Blind Racism,” by Edwardo Bonilla-Silva, pgs. 133 – 140
Rothenberg: “The Problem: Discrimination,” by U.S. Commission on Civil Rights, pgs. 263 – 270
Rothenberg: “Then Came the War,” by Yuri Kochiyama, pgs. 414 - 321
Rothenberg: “Elk v. Wilkins, November 3, 1884,” pgs. 545 - 546
1/17 Immigration, Changing U.S. Demographics, and Native American Politics
Required Reading:
Rothenberg: “A Nation of None and All of the Above,” by Sam Roberts, pgs. 215 - 216
Rothenberg: “A New Century: Immigration and the US,” by MPI Staff, updated by Kevin Jernegan, pgs. 217 - 222
Course Website: “Demographic Trends in the 20th Century,” by Frank Hobbs and Nicole Stoops pgs. 71 – 111
Course Website: “Minority Population Growth: 1995 to 2050,” by U.S. Department of Commerce, pgs. 1 – 10
Course Website: “Census Bureau Predicts Diverse U.S. Future,” by Genaro C. Armas, pgs. 203 - 205
Rothenberg: “Immigration’s Aftermath,” by Alejandro Portes, pgs. 397 – 400
Course Website: “A New Race,” by Arthur M. Schlesinger in The Disuniting of America, pgs. 23 – 43
Course Website: “Native Americans: The Road from Majority to Minority, 1500s-1970s,” in Uneven Roads, pgs. 23 – 43
Course Website: “A Status Higher Than States,” by Vine Deloria Jr. and Clifford M. Lytle in The Nations Within, pgs. 1 – 15.
Recommended Reading:
Course Website: “Native Americas vs. the U.S. Government,” by Michael Dorris in Experiencing Race, Class, and Gender in the United States, 5th edition ed. Roberta Fiske-Rusciano, pgs. 209 – 211
Rothenberg: “Indian Tribes: A Continuing Quest for Survival,” by the U.S. Commission on Human Rights, pgs. 501 – 505
Rothenberg: “Civilize Them with a Stick,” by Mary Brave Bird (Crow Dog) with Richard Erdoes, pgs. 410 – 413
Course Website: “Gee, You Don’t Seem Like an Indian from the Reservation,” by Barbara Cameron in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 665 – 670
Course Website: “Chapter 1: Ethnogenesis: Coming of Age in Immigrant America,” from Ethnicities: Children of Immigrants in America by Ruben G. Rumbaut and Alejandro Portes, pgs. 1 – 16
Rothenberg: “Los Intersticios: Recasting Moving Selves,” by Evelyn Alsultany, pgs. 235 - 236
Rothenberg: “Crossing the Border Without Losing Your Past,” by Oscar Casares, pgs. 428 – 430
Course Website: “Firm Stance on Illegal Immigrants Remains Policy,” by Julia Preston, NY Times
Course Website: “America’s Changing Color Lines: Immigration, Race/Ethnicity, and Multiracial Identification” by Jennifer Lee and Frank D. Bean in The Meaning of Difference, 5th edition, eds. Karen E. Rosenblum and Toni-Michelle C. Travis pgs. 87 – 94
Course Website: “Real Indians: Identity and the Survival f Native America,” by Eva Marie Garroutte in The Meaning of Difference, 5th edition, eds. Karen E. Rosenblum and Toni-Michelle C. Travis pgs. 60 – 66
1/19 Immigration, Changing U.S. Demographics, and Native American Politics (continued)
FIRST READING REFLECTION DUE TO D2L DROPBOX
Part II: Politics of Racial and Ethnic Groups
1/24 Politics of Race in America: African American Politics
Required Reading:
Rothenberg: “The Ethics of Living Jim Crow: An Autobiographical Sketch,” by Richard Wright pgs 23–32
Rothenberg: “The “Three-Fifths Compromise” The U.S. Constitution, Article I, Section 2,” pg. 511
Rothenberg: “Dred Scott v. Sanford, 1857,” pgs. 524 – 527
Rothenberg: “United States Constitution: Thirteenth (1865), Fourteenth (1868), and Fifteenth (1870) Amendments,” pgs. 530 – 531
Rothenberg: “The Black Codes,” by W.E.B. DuBois, pgs 532 – 539
Rothenberg: “Plessy v. Ferguson, 1896,” pgs. 547 - 549
Rothenberg: “Brown v. Board of Education of Topeka, 1954,” pgs. 556 – 558
Rothenberg: Black Ethnics: Race, Immigration, and the Pursuit of the American Dream, by Christina M. Greer
Rothenberg: “Between the World and Me,” by Ta-Nehisi Coates
Course Website: “The Case for Reparations,” by Ta-Nehisi Coates in The Atlantic
Recommended Reading:
Course Website: “The Negro a Beast…or in the Image of God?” by Earl Ofari Hutchinson in Experiencing Race, Class, and Gender in the United States, 5th edition ed. Roberta Fiske-Rusciano, pgs. 253 – 258
Course Website: “Feeling the Pain of My People: Hurricane Katrina, Racial Inequality, and the Psyche of Black America,” by Ismail K. White, Tasha S. Philpot, Kristin Wylie, and Earnest McGowen in Experiencing Race, Class, and Gender in the United States, 5th edition ed. Roberta Fiske-Rusciano, pgs. 508 – 513 Rothenberg: “An Act for the Better Ordering and Governing of Negroes and Slaves, South Carolina, 1712,” pgs. 506 – 510
Rothenberg: My Vassar College ID Makes Everything OK, by Kiese Laymon
Rothenberg: “An Act Prohibiting the Teaching of Slaves to Read,” pg. 512
Rothenberg: “The Emancipation Proclamation,” by Abraham Lincoln, pgs. 528 – 530
1/26 Politics of Race in America: African American Politics (continued)
1/31 Politics of Race in America: Asian American Politics and Racial Diversity
Required Reading:
Course Website: “Chapter 2: Is Yellow Black or White?” by Gary Y. Okihiro in Margins and Mainstreams pg. 31 – 63
Rothenberg: “Smells Like Racism,” by Rita Chaudhry Sethi, pgs. 141 – 147
Rothenberg: “Asian American?” by Sonia Shah, pgs. 245 – 247
Rothenberg: “The Myth of the Model Minority,” by Noy Thrupkaew, pgs 248 – 254
Rothenberg: “Korematsu v. United States, 1944,” pgs. 551 – 555
Rothenberg: “People v. Hall, 1854,” pgs. 522 – 523
Rothenberg: Chinese Exclusion Act, 1882
Recommended Reading:
Rothenberg: “Yellow,” by Frank Wu, pgs. 422 – 425
2/2 Politics of Ethnicity in America: Arab Americans, Muslim Americans, Catholic Americans, Jewish Americans and Multiculturalism after 9/11
SECOND READING REFLECTION DUE TO D2L DROPBOX
Required Reading:
Course Website: “”We are Not the Enemy”: Hate Crimes Against Arabs, Muslims, and Those Percieved to Be Arab or Muslim After September 11,” by the Human Rights Watch in Experiencing Race, Class, and Gender in the United States, 5th edition ed. Roberta Fiske-Rusciano, pgs. 515 – 526
Course Website: “Becoming Suspects,” by Tram Nguyen in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 42 – 54
Course Website: “Yes, I follow Islam, But I’m Not a Terrorist,” by Nada El Sawy in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 622 – 623
Rothenberg: “How Jews Became White Folks,” by Karen Brodkin pgs. 39 – 50
Rothenberg: “How Does it Feel to be a Problem?: Being Young and Arab in America,” by Moustafa Bayoumi.
Recommended Reading:
Course Website: “U.S. Religious Landscape Survey,” The PEW Forum on Religious and Public Life. Pgs. 1-71.
Rothenberg: “Muslim-American Running Back off the Team at New Mexico State,” by Matthew Rothschild, pgs. 294 – 296
Rothenberg: “Where English Only Falls Short,” by Stacy A. Teicher, pgs. 286 – 288
Rothenberg: “The Arab Woman and I,” by Mona Rayad, pgs. 426 – 427
2/7 Politics of Ethnicity in America: Latino Politics
Required Reading:
Course Website: “Seeing More Than Black and White,” by Elizabeth Martinez in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 752 – 758
Course Website: “Chapter 1: Introduction,” by Rodney E. Hero in Latinos and the U.S. Political System, pgs. 1 – 10
Course Website: “Chapter 3: The History and Socioeconomic Status of Latino Groups,” by Rodney E. Hero in Latinos and the U.S. Political System, pgs. 31 – 55
Recommended Reading:
Course Website: “Voices of a New Movimiento,” by Roberto Lovato in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 782 – 786
2/9 Politics of Ethnicity in America: Latino Politics (continued)
Part III: Racial and Ethnic Political and Policy Issues Today
2/14 Economics, Politics and Media
Required Reading:
Course Website: "Race and Ethnicity in Local Television News: Framing, Story Assignments, and Source Selections," in Journal of Broadcasting & Electronic Media, Dec. 2003, by Paula Poindexter, Laura Smith, and Don Heider
Course Website: "Visibility of Race and Media History," in Critical Studies of Mass Communication, 1993, by Jane Rhodes
Rothenberg: “You May Know Me from Such Roles as Terrorist #4,” by Jon Ronson
Course Website: Assorted video and news clips
Rothenberg: “Imagine a Country – 2012,” by Holly Sklar, pgs. 324 – 333
2/16 Economics, Politics and Media (continued)
THIRD READING REFLECTION DUE TO D2L DROPBOX
Required Reading:
Rothenberg: “Wealth Gaps Rise to Record Highs Between Whites, Backs, Hispanics: Twenty-to-One” by Rakesh Kochhar, Richard Fry, and Paul Taylor, pgs 355 – 361
Course Website: “We’d Love to Hire Them, But…,” by Joleen Kirschenman and Kathryn M. Neckerman in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 365 – 374
Rothenberg: “The Economic Reality of Being Asian American,” by Meishu et al. pgs. 362 – 369
Rothenberg: “The Economic Reality of Being Latino/a in the United States,” by Meizhu Lui et al. pgs. 371 – 374
Recommended Reading:
Course Website: “Being Black, Living in the Red: Wealth Matters,” by Dalton Conley, pgs. 350 – 357
Course Website: “Black and Latinos at Work,” by Miriam Jordan, pgs. 277 – 279
Rothenberg: “Savage Inequalities Revisited,” by Bob Feldman, pgs. 385 – 388
Course Website: “Good for the ‘Hood?” by Anmol Chaddha in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 745 – 751
2/21 Electoral Politics: Representation, President Obama, the Election of Trump, and Beyond
Required Reading:
Course Website: “Preferable Descriptive Representatives: Will Just Any Woman, Black or Latino Do?” by Suzanne Dovi, pgs. 729 – 742
Course Website: “A More Perfect Union,” speech by Barack Obama
Course Website: “My President Was Black” by Ta-Nehisi Coates, The Atlantic
Course Website: “How the 2016 Election Exposed America’s Racial and Cultural Divides” by Perry Bacon Jr., NBC News
Course Website: “Taking Trump Supporters Seriously Means Listening to What They are Actually Saying” by Dylan Matthews., Vox
Course Website: “Now is the Time to Talk about What We’re Actually Talking About,” by Chimamanda Ngozi Adichie, The New Yorker
Recommended Reading:
Course Website: “Is Obama the End of Black Politics?” by Matt Bai, NY Times
Course Website: “A Post-Racial President?” by Thomas Sowell, RealClearPolitics
Course Website: “The Political Representation of Blacks in Congress: Does Race Matter?” by Katherine Tate, pgs. 623 – 638
Course Website: “Commentary: Why is the GOP scared of black voters?” by Roland Martin, CNN
Course Website: “Politics in Black and White,” by Paul Krugman, NY Times
Course Website: “Obama-Inspired Black Voters Warm to Politics,” by Susan Saulny, NY Times
Course Website: “Poll: Blacks See Improved Race Relations,” CBS News
Course Website: “Inside the Hispanic vote: Growing in numbers, growing in diversity,” by Manav Tanneeru, CNN
Course Website: “Commentary: Black-brown coalitions and tough to sustain” by Roland Martin, CNN
2/23 Electoral Politics: Representation, President Obama, the Election of Trump, & Beyond (contd.)
2/28 Affirmative Action
Required Reading and Watching:
Course Website: “The Effects of Affirmative Action on Other Stakeholders,” by Barbara Reskin in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 419 – 427
Website Video: “Race vs. Class: The Future of Affirmative Action,” at (link available on course website)
Course Website: “Justices Reject Diversity Plan in Two Districts,” by Linda Greenhouse, NY Times
Course Website: “The New Affirmative Action,” by David Leonhardt, NY Times
Course Website: “Regents of the University of California v. Bakke (1978),”and “The Michigan Cases: Graz v. Bollinger et al. (2003 and Grutter v. Bollinger et al. (2003),” in The Meaning of Difference, 5th edition, eds. Karen E. Rosenblum and Toni-Michelle C. Travis pgs. 401 – 404, 406 – 409
3/2 Race, Ethnicity and the Law: Profiling, Prisons, and Black Lives Matter
Required Reading:
Rothenberg: “How It Happened: Race and Gender Issues in U.S. Law,” pgs. 493 – 500
Rothenberg: “The New Jim Crow: Mass Incarceration in the Age of Color Blindness,” by Michelle Alexander
Rothenberg: “The Motivating Forces Behind Black Lives Matter,” by Tasbeeh Herwees
Course Website: “Beyond Crime and Punishment: Prisons and Inequality,” by Bruce Western and Becky Pettit in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 403 – 410
Course Website: “No Equal Justice: Race and Class in the American Criminal Justice System,” by David Cole in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 410 – 418
Course Website: “Even Now, There’s Risk in ‘Driving While Black’,” by Brent Staples, NY Times
Course Website: “Room For Debate: The Gates Arrest and Racial Profiling,” NY Times
Course Website: “Inside the Jail Wars,” by Earl Ofari Hutchinson, pgs. 235 – 238
Rothenberg: “Masked Racism: Reflections on the Prison Industrial Complex,” by Angela Davis, pgs. 641 – 645
3/7 The Future of Racial and Ethnic Politics in the U.S.
FOURTH READING REFLECTION DUE TO D2L DROPBOX
Required Reading:
Rothenberg: “Interrupting the Cycle of Oppression: The Role of Allies as Agents of Change,” by Andrea Ayvazian, pgs. 672 – 678
Course Website: “Here. Now. Do Something.” By William Rivers Pitt, pgs. 703 – 706
Course Website: “Toward a New Vision,” by Patricia Hill Collins in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 720 – 734
Course Website: “What Can We Do? Becoming Part of the Solution,” by Allan G. Johnson in The Meaning of Difference, 5th edition, eds. Karen E. Rosenblum and Toni-Michelle C. Travis pgs. 485 – 491
Course Website: “Racetalk: Bridging Boundaries” by Kristen A. Myers in The Meaning of Difference, 5th edition, eds. Karen E. Rosenblum and Toni-Michelle C. Travis pgs. 491 – 499
Recommended Reading:
Course Website: “The Fire This Time,” by Kelly Hearn, pgs. 744 – 747
Course Website: “Cultural Resistance,” by Yen Le Espiritu in The Social Construction of Difference and Inequality ed. Tracy E. Ore, pgs. 735 – 742
Course Website: “Influencing Public Policy” by Jeanine C. Cogan in The Meaning of Difference, 5th edition, eds. Karen E. Rosenblum and Toni-Michelle C. Travis pgs. 476 – 485
3/9 Final Discussion/Final Exam Review
3/14 FINAL EXAM – Tuesday 11:30 – 1:45
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