Phyllis Gray-Ray - American Sociological Association

Syllabus
Sociology/Anthropology 2203, Section 1
Cultural and Racial Minorities (3)
MWF 10:00 - 10:50 A.M.
130 Simrall Hall
Spring, 1995
Mississippi State University
Dr. Phyllis Gray-Ray Office Hours: Mon/Wed/Fri
214 Bowen Hall 8:30 - 10:00 A.M.
325-2495/7878 or by appointment
Required Texts:
Richard T. Shaefer, Racial and Ethnic Groups, 5th Edition, 1993, Scott, Foresman/Little,
Brown Higher education.
Sara Bullard, The Ku Klux Klan: A History of Racism and Violence, 4th edition, Klan
Watch.
Required Readings are reserved at the MSU Library or provided in class.
Course Description:
The main purpose of this course is to broaden our understanding of racial and ethnic
minorities in the U.S. We will begin with basic concepts and perspectives by confronting
the pervasive nature of prejudice and discrimination, and seek to understand why they are
so universal in American society. Throughout this course the focus will be upon racial and
ethnic minorities in America. We will explore the dynamics of institutionalized racism,
focusing specifically on race relations within our social institutions. Students are
encouraged to share their insights and experiences with the class as they are relevant to
topics discussed.
Course Objectives:
1. This course is designed to introduce the dynamics of racial and cultural differences among
multi-ethnic groups in America. This will be done by a thorough examination of
sociological concepts and theoretical perspectives.
2. Additionally, this course is intended to challenge pre-existing attitudes and behaviors, and
perhaps shed light on how they came about.
3. Finally, this course will provide a unique base of knowledge applicable to critical thought,
which may lead to creativity in making our society a more rewarding place in which people
from multi-ethnic backgrounds may assimilate and accommodate each other in a nonthreatening
manner.
Course Requirements:
A large part of this course will be presented through class lectures. However, group
discussions and videotapes will also be utilized. Assigned readings should be read before
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coming to class. Students are encouraged to attend and participate in all class sessions.
Excessive absences and tardiness are highly discouraged. Attendance is needed to get the
full benefits from this course. Students should feel free to report any current event relevant
to Cultural and Racial Minorities.
Examinations:
There will be three exams throughout the semester. Exams will cover lectures, required
readings, videotapes and textbook chapters. Students who plan to miss tests because of
school activities must request special arrangements before the test date.
Projects, activities and assignments:
Projects, activities and assignments will be due throughout the semester. Separate
handouts with detailed instructions will be distributed in class. Important: In- class
activities or assignments cannot be made up.
Videotapes:
Selected videotapes from the attached listing will be shown throughout the semester.
These tapes are a critical part of the course. The intent is to enhance students
understanding of the sociological concepts discussed. Students are encouraged to take
notes.
Grading:
Items Points Scale
3 exams 20 @ 60 A=90-l00
Major Project 20 B=80-89
Activities and Assignments 20 C=70-79
TOTAL 100 D=60-69
F=below 60
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Tentative Outline
Dates Topics Assignments
Jan. 9-13 Introduction Syllabus/Social Distance Ex.
Jan. 18-25 Concepts & Chapters 1, 16, 17
Perspectives
Jan. 27-Feb. 3 Race Relations Chapters 2 & 3
Feb. 6-l0 White Americans Chapters 4, 5, 15
Feb. 13 Exam I
Feb. 15-Mar. 10 Racial Minorities: Chapters 6, 7, 8
Native Americans
African Americans
March 20-22 Class Activities
March 24 Exam II
Mar. 27-Apr. 12 Racial Minorities: Chapters 9, 10, 11
Hispanic Americans 12, 13, 14
Asian Americans
April 17-28 Class Projects
May 1-3 Class Activities
May 5 Exam III (Final, 8:00-11:00 A.M.)
Note: The instructor has the right to revise this tentative outline as necessary. Chapters
are from the required textbook. Readings are from the reserved readings at the
MSU Library or distributed in class.
1. Racism in America
2. Black on Black Violence
3. Pockets of Hate
4. The Asianization of America
5. PR (Hispanics)
6. Ethnic Notions (Stereotypes)
7. Navajo Moon (Indians)
VIDEOTAPES
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8. Mississippi Summer
9. Klan: Legacy of Hate in America
10. The Next Minority: White Americans
11. Selling of Jamie Thomas I
12. Selling of Jamie Thomas II
13. Michael Donald Lynching
14. Eyes on the Prize Series:
A. Awakenings (1954-1956)
B. Fighting Back (1957-1962)
C. Ain't Scared of Your Jails (1960-1961)
D. No Easy Walk (1962-1966)
E. Mississippi: Is this America? (1962-1964)
F. Bridge to Freedom (1965)
15. The Fall of American Educational System: Minister Louis Farrakhan
16. The Morris Dees Story
17. Golden Words: Dr. Martin Luther King, Jr.
18. Roots Series
19. Others
Indicate your willingness to interact with members of particular groups in the following
situations:
1 = very willing; 2 = willing; 3 = somewhat willing; 4 = neutral
5 = somewhat unwilling; 6 = unwilling; 7 = very unwilling
1. Black Americans
As Close Kin by Marriage 1 2 3 4 5 6 7
As Fellow Club M embers 1 2 3 4 5 6 7
As Neighbors 1 2 3 4 5 6 7
As Visitors to my Home 1 2 3 4 5 6 7
As a Spouse 1 2 3 4 5 6 7
As an Intimate Friend 1 2 3 4 5 6 7
As a Step-Parent 1 2 3 4 5 6 7
As Students 1 2 3 4 5 6 7
2. Hispanic Americans
As Close Kin by Marriage 1 2 3 4 5 6 7
As Fellow Club Members 1 2 3 4 5 6 7
As Neighbors 1 2 3 4 5 6 7
As Visitors to my Home 1 2 3 4 5 6 7
As a Spouse 1 2 3 4 5 6 7
As an Intimate Friend 1 2 3 4 5 6 7
As a Step-Parent 1 2 3 4 5 6 7
As Students 1 2 3 4 5 6 7
3. Native Americans
As Close Kin by Marriage 1 2 3 4 5 6 7
As Fellow Club Members 1 2 3 4 5 6 7
As Neighbors 1 2 3 4 5 6 7
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As Visitors to my Home 1 2 3 4 5 6 7
As a Spouse 1 2 3 4 5 6 7
As an Intimate Friend 1 2 3 4 5 6 7
As a Step-Parent 1 2 3 4 5 6 7
As Students 1 2 3 4 5 6 7
4. Asian Americans
As Close Kin by Marriage 1 2 3 4 5 6 7
As Fellow Club Members 1 2 3 4 5 6 7
As Neighbors 1 2 3 4 5 6 7
As Visitors to my Home 1 2 3 4 5 6 7
As a Spouse 1 2 3 4 5 6 7
As an Intimate Friend 1 2 3 4 5 6 7
As a Step-Parent 1 2 3 4 5 6 7
As Students 1 2 3 4 5 6 7
5. White Americans
As Close Kin by Marriage 1 2 3 4 5 6 7
As Fellow Club Members 1 2 3 4 5 6 7
As Neighbors 1 2 3 4 5 6 7
As Visitors to my Home 1 2 3 4 5 6 7
As a Spouse 1 2 3 4 5 6 7
As an Intimate Friend 1 2 3 4 5 6 7
As a Step-Parent 1 2 3 4 5 6 7
As Students 1 2 3 4 5 6 7
CULTURAL AND RACIAL MINORITIES
MAJOR PROJECT
SPRING 1995
DR. PHYLLIS GRAY
The major project for the course will be a creative component. This component will focus
specifically on the most significant event in African American history since the Civil War and the
ending of slavery--The Civil Rights Era. The component will be divided into three main elements.
Students will work in pairs. (20 points)
I. Introduction. Consists of an overview of the Civil Rights Era (1950s-1960s). Research and
properly document this section. Be sure to explain why this is an important and significant
event in American history.
II. Case Studies (Biographical Sketches). Interview at least 10 people (5 black, 5 white) who
experienced and remember the Civil Rights Era (1950s-1960s). In talking with these
individuals, include questions on the following:
1. Do not report names or direct addresses, but do state other demographic
characteristics such as race, gender, age range, social class, occupations, education,
and any other personal or background information that is appropriate.
2. Race relations between blacks and whites in the South before and during the Civil
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Rights Movement.
3. Racial etiquette (what was expected of each race, appropriate behaviors).
4. Segregation in public life: Common carriers (i.e., buses), restaurants, theaters,
schools, neighborhoods, etc.
5. Equality and justice for blacks and whites.
6. Examples of racial incidents that either they experienced or knew about involving
someone else.
7. Ask specific questions about the Emmet Till Case (see attached).
8. Their perceptions of race relations in the South now and in the future.
9. Any other questions that you would like to ask may be included.
III. Discussion. Using your sociological imagination, summarize what you found and learned
from this exercise. Be sure to demonstrate your knowledge of sociology by using concepts
and perspectives in your discussion.
The final project should be properly cited and referenced.
1. Whenever you use someone's work, you must properly cite the work within the text
(author's last name and year). For example: *note the underlined phrases. According to
Alvin Poussaint (1986), black female-headed households are the most prevalent in the
black community today.
2. Projects must be researched using resources provided at the MSU library as well as others.
At least a total of 5 references are required. *No footnotes*
3. All references must be organized into a bibliography at the end of the project. The
bibliography should be in the American Sociological Association's (ASA) format. For
example:
(book)
Herod, Augustina and Charles C. Herod. 1986. Afro-American Nationalism. New
York: Garland Publishing.
(Journal Article)
Simons, Ronald L. and Phyllis A. Gray. 1989. "Perceived blocked opportunity as a
cause of delinquency among Black, lower-class youth." Journal of Research in
Crime and Delinquency 26 (1): 90-101.
4. Projects should be typed, double-spaced with legible print.
5. A title page is required.
6. Projects will be presented in class on April 17-28. All projects will be due on the
17th. Make a copy for yourselves if you so desire. The final copy will not be returned
but will remain on file with the professor.
7. One final copy should be submitted to the professor.
8. There will be 6 presentations each day. Each will last 7 minutes.
9. Presentations will begin promptly at 10:00 A.M. each day. Attendance is required for all
presentations. If you are absent without a written, legitimate excuse, you will lose 5 points
from your final project grade.
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CLASS EXERCISE
List everything you always wanted to know about black/whites, but never had the opportunity
to ask.
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List the stereotypes of minority or dominant group members that you have? Specify how you
think they came about.
Based on your perceptions, rank these problems in terms of severity in the U.S. With one (l)
being least and ten (10) being most.
Unemployment _______
Crime _______
Inflation _______
Racism _______
Energy _______
Sexism _______
Drugs _______
Ageism _______
Poverty _______
AIDS _______
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Name five famous minority Americans.
1.
2.
3.
4.
5.
Why did you select these five?
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Activities White
males
English
Basketball
College Prep.
Study Group
Sewing
Vocational Prep.
Football
Dance
Singing
Math
Track
Cooking
Computers
Baseball
Ballet
PLEASE SELECT THE BEST GROUP FOR EACH ACTIVITY
Black
males
Groups
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White
females
Black
females