UNIVERSITY OF HARTFORD
COLLEGE OF ARTS AND SCIENCES
RACE AND ETHNIC RELATIONS (AFS 352/SOC 382)
WINTER 2012
Dr. Woody Doane
Office: Hillyer 113B
Telephone: 768-4878; if no answer, messages may be left on voice
mail
E-mail: doane@hartford.edu . I generally check e-mail on a daily
basis—including weekends.
Office Hours: by
appointment. Given that we have class
meetings five days per week, I should be available every day.
Course Web Page: http://uhaweb.hartford.edu/doane/racemenu.htm
Textbooks:
Garner, Steve. 2010. Racisms: An Introduction.
London: Sage.
Note: Course textbook will be supplemented by library
reserve readings and by material distributed in class. A University
computer account is needed to access the reserve material.
Catalog Description:
A socio-historical analysis of the impact
of race and ethnicity upon the distribution of power, opportunity, and
privilege in a social structure.
Major theoretical perspectives on racial and ethnic prejudice and
discrimination will be examined along with the diverse patterns of interracial
and interethnic contact which develop in different societies. The course will
also focus upon the politics of minority status, studying the growth and
development of social movements which have challenged the legitimacy of racial
and ethnic stratification.
Course Objectives:
1. I want to encourage you to adopt a sociological perspective
towards race and ethnic relations. In particular, I would like you to
understand how social forces (especially economic and political competition)
shape intergroup relations and how race and ethnic relations in turn influence
both social institutions and the day to day experiences of individual members
of society. A related goal for this course is to increase your
understanding of the key concepts and theories in the sociological study of
race and ethnic relations by having you apply these ideas to intergroup
relations in the
2. I also want to encourage you to view race and ethnic
relations in the
3. I encourage you to use this course to continue to
develop your personal perspective on race and ethnic relations in American
society; that is, your understanding of how race and ethnic relations have
shaped and will continue to shape your life experiences.
4. I hope that this class will provide a forum for
exchanging perspectives and gaining a broader understanding of current issues
in race and ethnic relations (e.g., affirmative action, immigration,
multiculturalism). I encourage all students to ask questions, share
experiences, and to be open and honest in discussing issues.
5. I also hope that this course will serve as a vehicle for
combating racism and prejudice. While many courses claim to be
“value-free,” I approach this course from the perspective that racism and
ethnic prejudice are contrary to basic human values of equality and human
dignity. I hope that participating in this course will increase your
resolve to address racism in social institutions and individual interactions.
Method of Evaluation:
Course grading will follow the traditional academic letter
grade system (A=outstanding, B=above average, C=satisfactory/ competent college
level work, D=below average/ marginal, F=unsatisfactory/ failing). Final
course grades for students will be determined as follows:
Reaction
Papers/Participation 33%
Analytical Essay
33%
Final
Examination 34%
Students are encouraged to discuss
any concerns regarding grading with the instructor.
Additional Information:
1. The essay assignment is described in detail in a
separate handout that will be distributed by January 5. This information
will also be available on the course web site.
2. The “reaction papers” portion of the grade consists of
responses to questions related to assigned readings and/or posed in
class. Since the purpose of these assignments is to stimulate learning
and class discussion by encouraging you to analyze or respond to course
material, these assignments will not normally be accepted more than one class
meeting following the due date (students with heavy class or work loads are strongly encouraged to discuss their
situation with the instructor).
Information on daily reading and written assignments will be distributed
during the first week of class.
3. Students experiencing difficulty with course work are
encouraged to seek help from the instructor as soon as possible. Students
with special concerns (e.g., health problems, documented learning disabilities)
are requested to meet with the instructor to discuss their needs.
4. It is important that all students have access to the
textbooks and to library reserve readings. Please speak with me if you
experience difficulty in gaining access to this material.
5. Additional academic challenges are available for
outstanding students. Opportunities for extra credit may be granted at
the discretion of the instructor.
6. Class meetings
will only be canceled in event of the closure of the University. Call 768-4100 or check www.hartford.edu for
details. Students are encouraged to
register with the University’s text alert system at www.hartford.edu/alert.
7. In the event of a
delayed opening due to weather, I will only hold class if there will be at
least 45 minutes of meeting time (i.e., classes begin at 12 PM or
earlier). It may be necessary to lengthen the class past the scheduled end date to
make up for time lost due to weather-related closings.
8. Students who wish
to use computers during class should discuss their needs with me at the first
class meeting.
Expectations:
In addition to the academic requirements for the course, I
expect the following from all students:
Responsibility. If
you miss class, you are responsible for obtaining the assignment and any class
notes. Reading and written assignments are always available via the
course web site. I do not accept absence
as an excuse for not knowing about an assignment or a topic. If you have
special concerns or problems with any aspect of the course (e.g., an assignment
deadline), it is up to you to contact me to discuss the matter as soon as
possible so that we can make necessary arrangements.
Commitment.
I expect that you will be committed to giving a professional effort in this
class. This includes attending classes, participating in class
discussions, and asking questions when you need clarification. Given the
nature of winterterm courses (each class meeting is equivalent to a week of
classes during a traditional semester), it is essential to attend class. It also involves doing whatever is necessary
to succeed--being willing to spend the time necessary to understand reading
material, doing a thorough job on assignments and papers, and seeking extra
help if necessary.
Honesty. I expect
that you will follow all University policies pertaining to academic honesty.
University policies are described in your student handbook. Information
on referencing and plagiarism will be made available when the essay is
assigned.
Consideration. I
expect that you will be considerate of both me and your fellow students.
This includes minimizing disruptions such as arriving late or leaving early,
getting up during class, or carrying on conversations during class. If
you have cell phones, please be sure that they are turned off before class
begins. Please do not send text messages during class. Given the nature of discussions in this
class, it is also important that you be respectful of others--even when you
disagree with their comments.
If you act in accordance with the above, you will find me
to be very understanding of special needs and more than willing to do my part
to help you succeed. On the other hand, you can expect that I will impose
appropriate penalties for late work, missing exams, disruptive behavior, and
academic dishonesty.
I also hold myself to high professional standards. If
you have concerns with any aspect of the course, please feel free to discuss
them with me. If you ever feel that you were treated in less than a
respectful manner, please raise the issue with me.
COURSE OUTLINE
(Subject to Change)
January 3 Rethinking
History: Martin Luther King, Jr.; Measuring Race/Ethnicity; Racial Demography
January 4 Basic
Concepts: Ethnicity and Nationality; Ethnic Change
January 5 Race:
Challenging Myths
January 6 Race:
Challenging Myths; Racial Identities
January 9 Racial
Ideologies and Racism
January 10 Color-Blind
Racism; Historical Perspectives
January 11 Historical
Perspectives
January 12 Civil
Rights Movement
January 13 Everyday Racism; Racial Stratification
January 16 Racial Segregation; Current Issues;
Combating Racism
January 17 Final Examination