Spring 2013 South Dakota State University

Spring 2013 South Dakota State University

Soc 350-01D Dr. Meredith Redlin

Ethnic and Racial Groups 206 Scobey Hall

On-line delivery Ph: 688-4084

3 credits—No prerequisites

Office hours: By appointment—please e-mail at above address to arrange!

Catalog Description:

A survey of contemporary ethnic and racial groups and selected minorities in South

Dakota, the United States and other countries; special attention will be given to

sociological concepts and theories relevant to intergroup dynamics, social structures, and

communication.

Course Description;

The history of the United States is, in many ways, the history of diversity. With

the founding of this country, we find the beginning of modern race, ethnic, religious,

gendered and class systems. This course focuses broadly on ideas of multiculturalism,

and examines the many, complex and overlapping identities which are “different” in our

increasingly diverse culture. We negotiate the changing nature of multiculturalism in

America in day to day speech, in social interaction and in our consumption of media. All

will be considered in the course.

Course Goals:

1) To introduce students to the breadth of diversity in modern American society,

and in the world;

2) To examine the experiences of multiple racial and ethnic groups in the context

of contemporary cultures and globalization;

3) To establish understanding of the continued dynamics of multiculturalism in

comprehending globalized societies.

Student Learning Outcomes:

As a result of this course, students will demonstrate ability to:

1) Recognize and define sociological concepts pertaining to multicultural study;

2) Describe and explain inter- and intra-group relations in the context of

American society and their variance over time;

3) Apply primary concepts and explanations in original and group research work

relevant to course topics;

4) Analyze different forms of racial, ethnic or other multicultural representation

in current American society.

Assessment of SLO 1 and 2 will be conducted through exams, discussion postings and

student-to-student feedback, and a group research paper. Assessment of SLO 3 and 4

will be conducted through discussion postings and student-to-student feedback, a group

research paper and individual student reports analyzing media representation of minority

groups.

Instructional Methods;

On-line delivery, with weekly posting of lectures, general feedback and resource

materials. Students will engage in a variety of synchronous (scheduled time) and

asynchronous (at a time chosen by the student) activities, including asynchronous weekly

discussion postings, synchronous and asynchronous group research work, and individual

composition and analysis.

Course Textbook

Kottak, C. P. and K. Kozaitis. 2011. On Being different: Diversity and

Multiculturalism in the North American Mainstream, 4th edition.McGraw Hill.

Evaluation Procedures

This course is graded based on the proportion of points earned. Points available are

distributed as follows:

2 exams 200

2 projects/papers 225

Discussion 75

Total: 500 points

Grading is determined by the number of total points earned through course assignments:

A = 450 points and above

B = 400-449 points

C = 350-339 points

D = 300-349 points

F = 299 points or less

Please note that there is no curve attached to grading, and no “rounding up” at the end of

term. Regular and thorough posting and attention to course readings and posted lectures

will assure ample opportunity for earning points.

Your running point totals will be available to you on the D2L page throughout this

course. You can expect that your work will be evaluated and grading assigned: 1) Once a

week (at the end of the week) for discussion and discussion responses; 2) Seven to ten

days after submission of papers in the appropriate dropbox; 3) Five to seven days

following testing. If there is an unexpected delay in grading, the professor will notify all

students on the Course front page notice section, and an alternative date for grade

reporting will be specified.

Take special note of the following:

Privacy laws and university regulations restrict me from giving out grade information

either through e-mail or over the phone. As noted above, your point totals are available

on the Internet throughout the term. Final letter grades will be posted on WebAdvisor.

Online Course Attendance Policy:

Attendance policies do apply in the online classroom. Students are expected to login to

their class on the first day of the semester. To demonstrate “attendance” through the term,

you are required to login a minimum of three times per week (although every day is

recommended), to provide an original discussion post and to respond to 3 of your

classmates on a timely basis every week.

Discussion Points:

Discussion points are awarded weekly and are important to your completion of course

assignments, so please don’t fall behind. Also, the quality of discussion postings is part

of the assessment. Merely noting “I agree” or “good idea” do not constitute substantive

postings.

Sample of appropriate posting (in response to Week 1 Discussion question):

“Hi. I’m Meredith Redlin, the instructor of the course. I’m originally from Montana, and

am a second generation European American (white). All of my grandparents were born

in Europe—Germany, Norway or Sweden—and came to the U.S. with their families

when they were children. My grandfather homesteaded in Montana in 1912, and my

uncle, father and brother have continued to keep our family farm working.

I’m interested in studies of social difference because American society is so complex, and

Americans are so varied. That diversity has provided so much strength in our society

throughout our history, economically, politically and socially. However, that same

diversity is a constant challenge to maintaining an open and free democracy, as diversity

and difference have resulted in social structures which constantly seem to provide more

opportunity for some groups, and limit opportunities for others. These structures change

over time, as our society changes, and the most important thing to understanding

diversity, I think, is to see how and why those changes occur.

I think South Dakota has a very complicated race and ethnic structure. While our culture

sure celebrates the pioneer spirit, we also have a long history of both violence and

interdependence with the Native American population in the state. In that way, I think

we are a good representation of how lasting and how difficult diversity can be in

American society.”

Sample of appropriate response (in context of above—note that you don’t have to

respond to the entire text, just a part that you think is interesting):

“I think it’s interesting that some of your grandparents were born in Germany. At the

time your grandfather homesteaded the U.S. was moving toward WWI and many places

were very anti-German. Did your family experience any prejudice or discrimination at

that time? I don’t think there’s any common prejudice against German-Americans today,

so that may be evidence of change in social structures.”

Projects and papers:

In addition to discussion, students will complete:

1) an assigned group research project, focusing on data retrieval and information

gathering for diversity research. For the research paper assignment, students will be

assigned to research groups and given their own space for discussion and development of

the research project. Each group space will also be monitored for regular participation

and posting during the four week period set aside for group research paper completion.

2) an individual analytical paper of racial/ethnic/sexuality film representation of a

distinct “different” group in American society. Each student will review a minimum of

three films for the basis of the paper, and the films must be approved by the professor,

Dr. Meredith Redlin. NOTE: films are not provided on the course platform and students

will access and view their approved films individually in a manner and place of their

choosing.

Please note that I DO NOT ACCEPT LATE PAPERS/PROJECTS. All due dates are

listed in your syllabus, so plan accordingly for their timely completion!

Exams

There are two tests scheduled during the term, the midterm exam and the final exam, at

100 points each. Each test will cover unique content (exams are not cumulative). Exams

are scheduled in the following course agenda, with the final exam occurring during finals

week of the term.

Take special note of the following: If you miss the midterm exam, make-up exams must

be taken within one week after the scheduled exam date. Please let Dr. Redlin know

before the initial scheduled date of the exam.

Syllabus Statement on Disability

Any student who feels s/he may need an accommodation based on the impact of a

disability should contact Nancy Hartenoff-Crooks, Coordinator of Disability Services

(605-688-4504 or Fax, 605-688-4987) to privately to discuss their specific needs. The

Office of Disability Services is located in room 65 in the University Student Union.

Policy on Academic Dishonesty

In written papers and other class projects (electronic format, hard copy or

otherwise) it is unethical and unprofessional to present the work done by others in a

manner that indicates that the student is presenting the material as his/her original ideas

or work. Cheating, assisting others, or plagiarizing on tests, quizzes, problems, research

papers, or other assignments will result in written notification to the student involved, the

academic advisor, the department that offers the course, the appropriate College or

Administrative Dean, and parent/guardian (when the students is a dependent for financial

aid purposes). Plagiarizing is submitting uncited materials as your own work, which was

in fact produced by others. Examples include uncited work from journals, books, work

of others or electronic sources (World Wide Web, CD Rom, video and audio, graphic

materials, etc.).

In addition, the penalty for academic dishonesty is one or more of the following, based on

the seriousness of the infraction:

1. a grade of zero on the test, quiz, homework, problem or other assignment for the

student(s) involved.

2. a grade of F for the course

3. referral of the matter to the Student Conduct Committee for disciplinary action.

Students have the right to appeal an academic dishonesty charge. Procedures for this

process are available in College Departmental Offices and the Dean’s Office. No final

course grades will be given until all avenues of appeal have been completed or the case

resolved.

If repeated offenses occur in either a specific class or in 2 or more different classes,

the matter will be automatically referred to the Student Conduct Committee.

Students who may be unsure as to whether or not their writing or other work may constitute

academic fraud should seek the advice of their professor BEFORE formal submission or

presentation of the work. Plagiarism and academic fraud are the most serious of offenses, but

they are easily avoided with a modicum of care and forethought.

Freedom in Learning and Teaching

Freedom in Learning. Students are responsible for learning the content of any

course of study in which they are enrolled. Under Board of Regents and University

policy, student academic performance shall be evaluated solely on an academic basis and

students should be free to take reasoned exception to the data or views offered in any

courses of study. Students who believe that an academic evaluation is unrelated to

academic standards but is related instead to judgment of their personal opinion or conduct

should first contact the instructor of the course. If the student remains unsatisfied, the

student may contact the department head and/or dean of the college which offers the class

to initiate a review of the evaluation.

Freedom in Teaching. Academic freedom is the freedom of faculty to teach the

knowledge encompassed by their academic disciplines. It is vital to successful education,

and thus must be defended. As stated in the Higher Education Agreement, “Academic

freedom in its teaching aspect is fundamental for the protection of the rights of the

teacher in teaching and of students to freedom in learning. It includes the freedom to

perform one’s professional duties and to present differing and sometimes controversial

points of view, free from reprisal.” This academic freedom must be shielded against

harassment and limitation in accordance with the words and spirit of the Higher

Education Agreement.

Furthermore, students bear the responsibility to become informed on the subject

matter of the course and base their comments on a coherent understanding of these

materials. Such an understanding is the only legitimate basis of any “reasoned

exception” to course data or views. The mastery of these materials will constitute the

basis for judgments of academic achievement and performance in this course.

COURSE CALENDAR (dates to be indicated in final syllabus)

SECTION I: SETTING THE CONTEXT FOR UNDERSTANDING DIVERSITY

First Week: Introductions

Lecture on-line: Introduction to the course and foundations of cultural study

Readings: Chapter 1 and 2

Discussion (posting due tba): First, introduce yourself and your

background. Second, explain what you find interesting in this course topic. Last, using

the ideas of culture traits, cultural particularities and symbols (definitions and discussion

found in text), identify what you think can distinguish a “South Dakota” culture inside a

broader American culture. Also, what are distinct ethnic, religious or other subcultural

groups in our state? Expected length: 3 paragraphs

Response (posting due tba): Read three postings from individual postings

in a study group outside of your own. Respond to them, noting specifically where your

thoughts align or don’t align with their postings. Expected length: 1 paragraph response

to each classmate.

Second Week:

Lecture on-line: Globalization, Identity and South Dakota

Readings: Chapter 3

Discussion (posting due tba): As seen in our readings, globalization

impacts indigenous people financially, politically and in the context of human rights.

Using the concepts of cultural rights, human rights and identity politics, how do you think

current issues in South Dakota reflect these same impacts? Also, discuss how you think

these same concepts are reflected in U.S. society as a whole. Expected length: 2-3

paragraphs.

Response (posting due tba): Read three postings from individual posting

within your group. Respond to them, noting specifically where your thoughts align or

don’t align with their postings. Expected length: 1 paragraph response to each classmate.

Paper Assignment: Group research paper assigned. Description of paper form

and content requirements is posted on the Contents page and in the drop box folder. Each

group has an assigned work area for sharing documents, sources, organizing writing and

other tasks. Assignment due tba

Third Week:

Lecture on-line: Researching Cultural Diversity and Multiculturalism

Readings: Chapter 4

Discussion (posting due tba): To conclude our study of basic concepts,

this week let’s think about how we understand multiculturalism. Drawing from your

existing understandings, how would you define multiculturalism? Then, discuss how the

perspective of critical multiculturalism is the same or different from your understanding?

Response (posting due tba): Again, read three postings from individual

postings in a study group outside of your own. Respond to them, noting specifically

where your thoughts align or don’t align with their postings. Expected length: 1

paragraph response to each classmate.

SECTION II: INVESTIGATING ETHNICITY AND RACE

Fourth Week:

Lecture on-line: Ethnic Group Identification and Conflict

Readings: Chapter 5

Discussion: Now we turn our attention to specific groups

and to the ways specific groups are defined. Here you will begin your work on your

research paper by identifying an ethnic or racial group in the U.S. that will be the focus of

your research paper. Discuss why this ethnic group is important and note whether this

group’s experience reflects that forced assimilation, discrimination or prejudice? Also,

discuss how you are defining the group ethnically or racially. Expected length: 3

paragraphs.

Response (posting due tba): This week, respond in your group discussion

section to all group members. Your goal is to agree on a research paper focus by the end

of the week, so be sure to give feedback to all members of your group in such a way as to

lead to a shared decision on your paper focus by the end of the week. You will continue

all future shared work on your group page.

Fifth Week:

Lecture on-line: Understanding Ethnicity and Religions in Multicultural Society

Readings: Chapter 6

Discussion (posting due tba): Here, in relation to the concepts of

communitas, rites of passage and worldview, discuss why you think we are including a

discussion of religion in the context of race and ethnicity. Expected length: 2 paragraphs.

Response (posting due tba): Again, read three postings from individual

postings in a study group outside of your own. Respond to them, noting specifically

where your thoughts align or don’t align with their postings. Expected length: 1

paragraph response to each classmate.

Sixth Week:

Lecture on-line: Race, Racial Groupings and Biology

Readings: Chapter 7

Discussion (posting due tba): While the idea that race is biologically

significant for categorization still exists for many in our society, this chapter explains the

science behind why this isn’t true. Using the concepts of haplogroup, natural selection

and racial characteristics, explain why scientific classification of humans is not successful

along the lines of what we consider “racial groups”. Expected length: 2 paragraphs.

Response (posting due tba): Again, read three postings from individual

postings in a study group outside of your own. Respond to them, noting specifically

where your thoughts align or don’t align with their postings. Expected length: 1

paragraph response to each classmate.

Seventh Week:

Lecture on-line: Re-conceptualizing Race through understanding of social

constructionism

Readings: Chapter 8

Discussion (posting due tba): Using the American cultural idea of

hypodescent, what is your ethnicity and race? How would your understanding be