HUMBOLDTSTATEUNIVERSITY
CRIMINOLOGY225s—INEQUALITIESANDCRIME
SPRING 2015 SYLLABUS
MEETINGTIMESLOCATION
TuesdayandThursday 11AM-12:20PM, FoundersHall, 204
Tuesday and Thursday 5:00PM-6:20PM, Siemens Hall, 117
CONTACTINFORMATION
Thom Allena, Ph.D. Office: BSS 534
Criminology and Justice Studies Phone:707-826-4446
Department of Sociology Email:
Office Hours: M/W 2:00PM to 3:0PM
“Theparadoxofeducationispreciselythis-thatasonebeginstobecomeconscious,onebeginstoexaminethesocietyinwhichoneisbeingeducated…Theworldisbeforeyouandyouneednottakeitorleaveitasitwaswhenyoucamein.”
-JamesBaldwin
“Certainly,thereareveryrealdifferencesbetweenusofrace,age,andsex.Butitisnotthosedifferencesbetweenusthatareseparatingus.Itisratherourrefusaltorecognizethosedifferences,andtoexaminethedistortions,whichresultfromourmisnamingthemandtheireffectsuponhumanbehaviorandexpectation.”
-AudreLorde
“Racismisamuchmoreclandestine,muchmorehiddenkindofphenomenon,butatthesametime,it’sperhapsfarmoreterriblethanithaseverbeen.”
-AngelaDavis
COURSE DESCRIPTION
Thiscoursewillexploretherelationshipofcrimeandcrimecontroltosystemsof inequality.Studentswillgainafirmunderstandingofrace,class,gender,andsexualityas categoriesofanalysisandasstructures,whichinfluencethelifecourse.Theclasswillalsoexploretheargumentsthatscholarsandactivistshavemadeabouthowsystemsof inequalityaremaintainedandreproducedbyjusticeinstitutions.
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LEARNINGOUTCOMES
Aftercompletingthiscourse,youshouldbeabletodemonstratethefollowingcourselearningoutcomes,aswellasprogresstowardfinaldepartmentanduniversity-related learningoutcomes:
CourseLearningOutcomes
1.Identifyhowinequalitiesshapeourunderstandingofandresponsetocrimeand socialinjustice
2.Demonstrateanunderstandingofintersectionalanalysisanditsapplicationto crimeandjusticestudies
3.Demonstrate an understanding of community and restorative justice principles and practices.
4.Locateopportunitiesforongoingcommunityengagement
DepartmentLearningOutcomes
1.Thinkcriticallyaboutcrimeandjusticeandtheirrelationshiptoinequalitiesin communitiesandenvironments.
2.Discusscriminologicalandjusticetheories.
3.Makelinkagesbetweenclassroomlearningandcommunityactionexperiences.
UniversityLearningOutcomes
1.Criticalandcreativethinkingskillsinacquiringabroadbaseofknowledgeand applyingittocomplexissues.
2.Competenceinamajorareaofstudy.
3.Appreciationforandunderstandingofanexpandedworldperspectiveby engagingrespectfullywithadiverserangeofindividuals,communities,and viewpoints.
4.HSUgraduateswillbepreparedto: Pursuesocialjustice,promoteenvironmentalresponsibility,andimproveeconomicconditionsintheirworkplacesandcommunities.
COURSEPOLICIES
Activeparticipationisthekeytoyoursuccessinthiscourse.Classmeetingswillconsistofmini-lectures,discussions,smallgroupwork,free-writes,mediapresentationsand otheractivities.Studentsareexpectedtoarriveontimetoclassandtonotleaveearly unlesspriorarrangementshavebeenmadewiththeprofessor.
OfficeHours
Iwelcomevisitors!Cometomyofficehourswhetheryouhaveaspecificquestionaboutthecoursecontent,ormoregeneralconcerns.Myofficehoursaresetasidespecifically forstudents.Ifyoucannotmakemyscheduledofficehours,pleaseemailmetomakean appointmentatanothertime.
LateWork
Thedeadlinesinthiscourseare firm.Ifworkisnotturnedinontime,youwillnotreceivefullcredit based on my discretion.
Inordertobeprepared,itiscrucialthatyouregularlycheckyourHSUemailaccount. Periodically,Iwillsendoutreminders,schedulechangesandotherimportantinformation.Idomybesttoansweryouremailsasquicklyaspossible.Thatsaid,itoften takesmeabout24hourstoansweranemail.
Accommodations
StudentswithDisabilities:Thissyllabuswasdesignedusingrecommendedpracticesfor creatingaccessibleworddocuments.Ifyouhavesuggestionsregardingimprovingtheaccessibilityofthisdocumentorothercontentforthisclass,pleasecontactme.Persons whowishtorequestdisability-relatedaccommodationsshouldcontacttheStudentDisabilityResourceCenterintheLearningCommons,LowerLibrary,826-4678(voice) or826-5392(TDD).Someaccommodationsmaytakeuptoseveralweekstoarrange.
Academic Honesty:
Cheatingisdefinedasobtainingorattemptingtoobtain,oraiding anotherinobtainingorattemptingtoobtaincreditforworkoranyimprovementin evaluationofperformance,byanydishonestordeceptivemeans.Plagiarismisdefinedas theactofusingtheideasorworkofanotherpersonorpersonsasiftheywereone'sown, withoutgivingpropercredittothesources.CheatingandPlagiarismareseriousoffenses forwhichHSUhasstrictpolicies.Pleasenotethatusingworkforthiscoursethatyou havesubmittedinanothercourseconstitutesaformofacademicdishonestyandwillresultinfailureofthecourse.Students are responsible for knowing policy regarding academic honesty: or
Attendance and disruptive behavior:
Students are responsible for knowing policy regarding attendance and disruptive behavior:
Add/Droppolicy:
StudentsareresponsibleforknowingtheUniversitypolicy, procedures,andschedulefordroppingoraddingclasses.
Emergencyevacuation:
Pleasereviewtheevacuationplanfortheclassroom(postedon theorangesigns),andreview: informationoncampusEmergencyProcedures.Duringanemergency,informationcanbefoundcampusconditionsat:826-INFOor
ATTENDANCE
I encourage you to attend ALL classes as I will be monitoring attendance. Should you miss more than three classes, I will begin to deduct points from your final grade based on my discretion. More than five absences will result in my dropping you from the class. Should you miss any team related activity you’ll receive no points for assignments due on those days. As noted in the previous Grading Section, 15% of your final class grade will predicated on your work within a team of your classmates. Coming late to class will affect your class participation grade.
Attendanceanddisruptivebehavior:Studentsareresponsibleforknowingpolicy regardingattendanceanddisruptivebehavior.
CLASS PREPARATION
Inordertobesuccessfulonassignmentsandtoeffectively utilizecoursematerialinyourwritingandservicelearningreflections,itwillbeimportanttounpackthismaterialwithyourclassmatesandtheprofessor.Youareexpectedtocometoallclasssessionsandtobepreparedtofullyparticipate.Therearesomebasicstogoodparticipation.Bringyourassignedtexts,whetheracopyofan electronicreadingorabooktoclasssothatwecanrefertothem.Completereadings beforeclassandbereadytoengagethematerial.Beingpreparedalsomeanscomingto classsober,turningyourcellphoneoffonceyouarrive,andremainingawakethroughouttheduration.Youareexpectedtorefrainfrombehaviorswhichinterferewiththelearningofyourclassmates,suchasplayingwithyoursmartphone,readingthenewspaper,workingonanassignmentforanotherclass,engaginginsideconversations, etc.
CLASSROOM PROCESS AND STRUCTURE
Our classroom will be very dynamic and highly engaged. We will not only talk about criminology and justice issues, at times we will be practicing and embodying the theory. My lecturing will be minimal and you will be directly involved in defining concepts and applying them in the classroom. You will be asked affirm or challenge theoretical constructs from the point of view of your own lived experience. To accomplish we will use multiple classroom learning configurations including: personal reflection, pairs, small groups, learning teams, circle practices and large group strategies. Occasionally you will be taking tests WITH your classmates and you will be asked to reach consensus with others.
Please note that the class schedule and assignments are subject to change. Minor changes will be announced in class, major ones in writing. We may be adding additional articles, book chapters, guest speakers, films and audio-visuals to supplement intendedto amplify the course texts and enhance the learning process of this course.
CLASS SERVICE LEARNING COMPONENT
Thisisaservicelearningcourse.Thus,youwillhavetheopportunitytoapplyyour emergingknowledgeofinequalityandcrimewhilevolunteeringinacommunity organization.Youareexpectedtocompleteaminimumof25hoursofcommunity service(approximately2hoursperweek)duringthesemester.Youcanvolunteerwith oneofthemanyY.E.S.programs( numerousothercommunity-basedorganizationscontactedbytheHSUServiceLearning Center( optionswillbeprovidedinclass.Yourservicelearning experiencewillbegradedaccordingtothefollowing:
CompletionofHoursandRelatedPaperwork
35-40hours=A
30-34hours=B
25-29hours=C
Onceyouhaveidentifiedyourservicelearningplacement,youwillneedto completethepaperworkprovidedeither in class or sent by email.Thisincludesan ‘HSUStudentLearningPlan,’‘ParticipationGuidelines,’an‘HSUReleaseof Liability,’anda‘HSUStudentTimeLog.’
JournalEntries/Final Reflection Paper
Duringthesemesteryouwillmaintainajournaltodocumentandreflectupon yourexperiencesandobservations.Theprofessorwillprovidepromptsforsomeoftheseentries.However,youareexpectedtoreflectinwritingaftereachvisitto yourSLplacement.Thepurposeofthejournalistoconnectwhatyoulearninthecommunitytocoursematerial.
A five-page final refection paper summarizing your experiences of the service learning and also integrates key learning theory from our texts will be required. A more detailed instructions as to formatting and content will be provided in class during our service learning check in sessions.
COURSE ASSIGNMENTS AND GRADE VALUES
10%Class Participation
15%Pop Quizzes
20%Midterm Exam
15% Team Presentation
20%Final Exam
20%Service Learning Project (Hours/Journal Entries/Final Reflective Paper)
CLASS GRADING
A 94-100B+ 87-89C+ 77-79D+ 67-69F below 60
A- 90-93B 84-86C 74-76D 64-66
B- 80-83 C- 70-73D- 60-63
REQUIRED TEXTS
Alexander, M. (2012). The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: New Press.
Andersen, M. L. & Hill Collins, P.(2010) Race Class and Gender. Belmont, CA: Wadsworth Cengage Learning.
Jones, S. & Mauer. M. (2013). Race to Incarcerate: A Graphic Retelling. New York: The New Press.
Additionalreading may be assigned during the course of the semester. You
will be responsible to both check your email as well via ONCORES.
COURSESCHEDULE
Week One: Setting the Classroom and The Learning Environment
January 20: Introductions, Review of Syllabus.
January 22: Building the Learning Environment: Part 1
Week Two: Class Room and Service Learning
January 27: Building the Learning Environment: Part 2
January 29: Introduction to Service Learning Component
Week Three: Perspectives on Race and Class
February 3: Reading: Andersen, pp. 61-115
February 5: Reading: Andersen, pp. 115-152
Week Four: Perspectives on Gender and Sexuality
February 10: Reading: Andersen, pp. 153-193
February 12: Reading: Andersen, pp. 235-267
Week Five: The Structure of Social Institutions
February 17: Reading: Andersen, pp. 360-406
February 19: Reading: Andersen, pp. 463-500
Week Six: More on Social Institutions
February 24: Reading: Andersen. TBD
February 26: Service Learning Check-in #1
Week Seven: Rebirthing a System Social Caste in the United States
March 3: Reading: Alexander, pp. 1-58
March 5: Reading: Alexander, pp. 59-96
Week Eight: The Color of Justice
March 10: Reading: Alexander, pp. 97-139
March 12: Midterm preparation
March 16-20: SPRING BREAK
Week Nine: Midterm/Slavery’s Legacies for Justice
March 24: Midterm exam
March 26: Reading: Alexander, pp. 141-177
Week Ten:Cesar ChavezRemembered/The New Jim Crow
March 31:Cesar Chavez Day
April 2: Reading: Alexander, pp. 178-220
Week Eleven: The Fire This Time
April 7: Reading: Alexander, pp. 221-260
April 9: Service learning check in #2
Week Twelve: Getting Tough on Crime
April 14: Reading: Jones & Mauer, pp. vii-37.
April 16: Reading: Jones& Mauer. pp. 38-72
Week Thirteen: The Politics of Crime/Introducing
April 21: Reading: Jones& Mauer: 73-109/Service learning check in #3
April 23: Team topics marketplace/Teams form
Week Fourteen: Presentation Planning
April 28; Team planning
April 30: Team planning
Week Fifteen
May 5: Team presentations
May 7: Team presentations/Service Learning Reflection Papers Due
Week Sixteen
May 12: Final Exam (10:20am to 12pm or 5:00pm to 6:50pm)
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