Class Information: Sociology 213 CRN 21132 3 credits T/H 9:30-10:50 ST 127

Text: The textbooks are required. Anderson and Hill Collins. "Race, Class, and Gender an Anthology".
Wolf, The Dialectic of Social Inequality - Foundations (available in Adobe format on line for viewing only).
Recommended resources: "A Guide to Writing Sociology Papers" available in the library.
                                    "The Sociology of Race and Ethnicity" 3 volume set in  reference area of the Sylvania library - Call # 519.5 63 2002.

Office: Sylvania SS 217 H82 E-mail: rwolf@pcc.edu
Office Hours: MWF 11-12. Other times available by appointment.

About Your Teacher:
I have my Ph.D. in sociology from the University of Oregon. My special areas of interests are stratification systems, organizations, and the interplay of values and how they are embedded in social interaction and structure. As an Instructor, I encourage the participation of students in the learning process. My best hope is that students will leave my courses with the tools to look at the world critically and holistically.

Students with Disabilities or Special Needs
I encourage students who have disabilities to contact the Office for Students with Disabilities for assistance in requesting accommodations. Please meet or talk with me outside of class to discuss any special considerations or problems that may affect your participation or performance in the class.

Flexibility Statement
All assignments and calendars may change in response to institutional, instructional, or weather needs. Changes in assignments may affect the number of total points available in the course.

If you need to drop or withdraw You are responsible for dropping or withdrawing from the class. The college policy is that you may withdraw from the course until the end of the fourth week of classes. If you quit attending and do not drop the class, you will receive whatever grade you have earned in the class. The College has restricted faculty discretion is giving Incomplete's or an X grade, and they may impact your financial aid if you are receiving any. Please inform me if you are dropping the course.

Course Description:
This course examines the topic of diversity from a sociological perspective. We will cover conceptual areas such as prejudice and discrimination, institutional racism/sexism, and internal colonialism. The focus is on racial and ethnic groups and women. The objective of the course is to provide students with a broad foundation in sociology of minorities and minority-majority relations.

Course Objectives:
1. Have an enjoyable and stimulating learning experience.
2. Demonstrate an understanding of the course content.
3. Demonstrate ability to step outside personal experience to analyze the social milieu.

Grading/Evaluation:  Top
Your grade will be based on your completion of the items detailed below and others that may be assigned. If additional assignments, or projects are added, it will increase the total points from which grades are calculated. Your final grade is based on percentage of total points accumulated. A= 90-100%, B=80-89%, C=70-79%, D=60-69%, F - below 60%.

1. Attendance 10 points per week (105 total). Though you are not graded on your participation in the class, attendance is part of your grade. If you cannot make a class, or need to arrive late or leave early, please let me know. Unexplained absences are considered ditching the class. Excused absences receive reduced credit.

2. Reading Journal up to 10 points per week of readings (100 total). Entries should be made for each reading (text, Ishmael, and additional readings) for each week. You should bring your journal with you to each class and I will check collect them periodically. There should be entries for each week and each reading. The entries can include your ideas, points from the readings you thought were important, and questions that the material raised for you. I do not expect the journals to be comprehensive in terms of writing essays, however, they should be readable. I am also not looking for an outline of the reading materials.

The easiest thing for you to do is to get a separate wire bound notebook and mark it as your Sociology 204 Journal.Put your name and class on the front of the journal. Write in the journal as you do your reading. Bring the journal with you to each class. The journal will be useful to you in class discussions and in writing your papers for the class. It should help you integrate the information as we go through the course as well. First and foremost, the journal is a learning aid for you; therefore, style is flexible as long as I can easily identify the week and readings to which you are referring.

Entries should be clearly marked for reference using the following format:

Week 1
Packet Chapter 1
comments / questions / important points / ideas
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3. Papers- 50 points per paper (150 total): Papers are due on the last class period of the week. Papers must be a minimum of two single-spaced (four double-spaced) typed pages of discussion and critique over topics, issues, or concepts from readings, discussions, lectures, etc. All sources must be cited appropriately. The purpose of the papers is to 1) demonstrate you have an understanding of the material, and 2) the ability to think critically about the issues and concepts covered in the class. While I do not grade on grammar, papers should be clear enough for me to understand them.

4. Research Paper 100 points: Research papers may be over any topic of your choice that is related to the course material. Papers must be a minimum of four single-spaced pages and use a minimum of four sources. The text may not be one of you four sources, though it may be used as an additional source. All sources must be cited appropriately in the body of the paper and listed fully in the bibliography (including internet sources). Any standard citation style may be used. The research paper is not significantly different than the shorter papers. I am using the same evaluation criteria.

5. Research Paper topic description. I strongly encourage you to turn in a one paragraph description of your research topic and how you intend to approach it. This is not a graded assignment, but gives you the opportunity to get feedback from me on your topic and approach. This helps ensure that your paper is appropriate to the course.

REQUIREMENTS FOR ALL PAPERS

• All shorter papers must be on a topic that is appropriate for the portion of the class that the paper covers. Research paper must be appropriate to the course

• All papers should link to topic, concepts, or materials covered in the course - including class lectures and discussions.

All papers must be typed.
All sources must be cited within the body of any paper.

• All papers must meet the requirements of the assigned paper (see above)
• All assignments must be in on time unless you have made arrangements with me. Late assignments will receive decreased credit.

Evaluation guidelines for all papersTop
1. Demonstrates understanding of the material/ concepts discussed.
2. Citations are correctly made, and paper meets requirements outlined for the paper.
3. Uses a sociological rather than an individual or psychological perspective.
4. Integrates and synthesizes material/concepts.
5. Takes the "next step" beyond the material, often through number four above.
Guidelines for Citing Work Top                      Electronic source citation guideline
Exact quotes: "Globalization is a force that will affect all workers." (Neubeck and Glasberg, 1996:215)

Paraphrase: Globalization affects workers around the world (Neubeck and Glasberg, 1996:215).  OR According to Neubeck and Glasberg, (1996:215) workers will be strongly affected by the forces of globalization

Internet Sources: Currently there are approximately 40 million workers employed by multinational corporations (Smith, 1997)

Guidelines for Bibliography
Book: Neubeck, Kenneth J. And Glasberg, Davita Silfen. 1996. Sociology: A Critical Approach. McGraw-Hill, Inc.:New York.

Article: Jones, Amy. 1997. "Living Life on the Streets." American Journal of Sociology. 36(2):235-256.

Internet: Smith, Jason. 1997. "The Multinational Shuffle." http://www/multinational/shuffle.html.

Guidelines for Rewriting Papers
Only the first paper may be rewritten for possible additional credit if the paper received less than 45 points (excluding points deducted for lateness), and the paper did not receive zero points for plagiarism.
- Rewrites must be turned in before the next paper is due.
- Original paper with comments must be turned in with the rewrite.

Plagiarism includes acquiring papers from other students, the internet, or other sources. I do have methods available to detect stolen or purchased papers and materials.

Most plagiarism is accidental and can be easily avoided by citing work used appropriately. Remember, that I am grading you on your understanding of the concepts and frameworks of sociology. I do not grade you on your ability to write. I grade you on your understanding of the course.

Discussion
There will be a lot of discussion in this class, and some of it will be over very sensitive issues. I encourage the free exchange of ideas, and feel that this is an extremely valuable part of our learning experience. Please keep the following things in mind.

Avoid making personal attacks on others in the class. Aside from being hurtful, it also tends to discourage people from participating.

Don't talk over the top of someone else. As much as possible, I will allow time for everyone who has anything to say the opportunity to do so.

Try to listen closely to points being made by others. The diversity of experience and philosophy represented in the class are an important part of the learning process.

Monitor how much of the discussion time you are taking. Though your opinions are important, everyone should have the opportunity to share. If you feel you are frequently monopolizing discussion time, sit back and listen for a while.

If you feel uncomfortable with a discussion, or that I have treated you or the issue unfairly, please tell me either at the time, at break, or after class.

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I EXPECT THAT EXCEPT FOR THE FIRST WEEK'S READINGS THAT ALL READINGS ARE DONE BEFORE THE FIRST CLASS MEETING OF THE WEEK

NOTE that the date listed is the MONDAY of the week
 

Week	Topics and Assignments Readings (HO = handouts TX = text)
1 3/31	Section I - Sociological Foundations Foundation Concepts READ: Packet Chapter 1
2 4/7	Week 1 topics continued Stratification Maintenance Model  READ: Packet Chapter 2 TX 1: Missing People and Others TX 6: A Different Mirror  TX 36: Racist Stereotyping  Extra Credit Assignment (5 points) Go to Rowan Wolf's Website and find three resources you think might be of use to you. Send me an email listing those sources, or turn in in writing by 4/11.
3 4/14	Sex, Gender and Sexual Orientation  READ: Packet Chapter 3 TX: 24 New Vision of Masculinity TX: 57 Maiden Voyage TX 20: Age, Race, Class and Sex . . . TX 53: The Gender of Sexuality HO: The Development of Gay .... Paper 1 due
4 4/21	Social Class READ: Packet Chapter 4 TX 16: The Silenced Majority TX: 43 Can Education Eliminate . . TX 37: Media Magic
5 4/28	Race  READ: Packet Chapter 5 TX 8: White Privilege, Male Privilege TX 9: Race and Risk TX 35: Migration and .... TX 10: Seeing more than Black and White
6 5/5	Race continued READ: Packet Chapter 6 TX 47: Is this a white Country TX 50: Crimes Against Humanity TX 52: Time to Look ....  Paper 2 due
7 5/12	Work, Economy and Social Policy READ: TX 15:Poverty as Race, Power, ... TX 25: Economic Restructuring TX 26: Race, Class and .... TX 45: Aid to Dependent Corporations TX 44: The Shredded Net Research paper topic is due
8 5/19	Family and Social Policy READ: TX 31: Our Mothers' Grief TX 32: The Diversity of American Families TX 34: Racial Safety
9 5/26	Social Control, Violence and Crime READ: TX 46: Thoughts on Class, Race, ... TX 61: The Police and the Black Male TX 62 Korean Americans ... TX 63: Where Race and Gender Meet ....
10 6/2	Change is Possible READ: TX 12: Race Matters TX 22: Ideological Racism TX 67: Taking Multicultural ... TX 69: Having the Tools at Hand ....  Research paper due
11 6/9	Final Class Meeting  Tuesday 6/10 at 10:00 Paper 3 due at class time

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These questions are aimed at getting you to think about the course readings and reflect in terms of your own experiences and in examining the world around you. You may utilize the questions to focus your journals or papers, or you may divert from them entirely. I would like for you to at least consider them and they may be used from time to time to guide our classroom discussions.

Week1 Foundation Concepts
Packet Chapter 1
What norms do you see or experience that tell you you are "in your appropriate roles" for sex, race and class?
What boundary maintenance mechanisms do you experience and participate in?

Week 2 Foundation and Model presentation
Packet Chapter 2
What are the difference between rewards, penalties and costs?
TX 1: Missing People and Others
What does it mean to be the "other?"
How does the way that people enter institutions affect relationships within those institutions?
TX 6: A Different Mirror
What are the similarities and differences of experience between various racial and ethnic groups?
Do you think it is important to understand the history of racial and ethnic groups within the U.S.?
TX 36: Racist Stereotyping
Do you see evidence of racist ideology in today's popular culture?

Week 3 Sex, Gender and Sexual Orientation
Packet Chapter 3
How do you experience your sex and gender?
What parts of the way you see the world and yourself are related to your sexual orientation?
TX: 24 New Vision of Masculinity
What are the costs of masculinity as we construct it in U.S. mainstream society?
What does homophobia play such a big role in keeping men within gender boundaries?
TX: 57 Maiden Voyage
What is meant by the phrase "state of marginalization?"
Why would examining sexuality be difficult in Asian communities/
TX 20: Age, Race, Class and Sex . . .
What is the "mythical norm" which Lorde discusses?
Do you think that race impacts women's experiences?
TX 53: The Gender of Sexuality
How is sex gendered and how is this important in understanding sexuality/
How do social norms shape sexuality and how it is expressed?
HO: The Development of Gay ....
Why would there be differences between the sexes in the development of sexual orientation identities?
Why is bisexual identity different than heterosexual or homosexual identities?
Why do you think that heterosexuals generally do not see themselves as having a heterosexual identity?

Week 4  Social Class
Packet Chapter 4
How is the construction of social class different than the construction of sex?
Is there a similarity between social class construction and the construction of sexual orientation?
TX 16: The Silenced Majority
How does Ehrenreich define the poor and working classes, and how does that relate to the way they are commonly defined?
Does the media make the some classes "invisible?' If so, how does this effect the way we interpret social class structure?
TX: 43 Can Education Eliminate . .
What forms does equality take? What is meant by equality?
Do you think that education has been successful in reducing inequality? Why or why not?
TX 37: Media Magic
How does the media portray the different social classes and does it have any effect on the way we apply meaning to them?

Week 5 Race
Packet Chapter 5
What problems do you see with combining the concepts of race and ethnicity?
What role does combining these concepts play in the creation and maintenance of stereotypes?
TX 8: White Privilege, Male Privilege
What privileges do you experience in your life?
Why do you think people have so much problem identifying privilege?
TX 9: Race and Risk
What is the new "rhetoric of racism?"
What does this article offer in terms of examining institutionalized racism?
TX 35: Migration and ....
How do kinship networks benefit Vietnamese women? Do you think kinship networks play similar roles in the lives of women in general?
TX 10: Seeing more than Black and White
Why do we define race issues in relationship to Black and White? What does it serve to do so?

 Week 6 Race continued
Packet Chapter 6
How do you see the attitudes and policies of the past relating to the attitudes and policies of the present?
Do you think that the differential historical experiences of various groups play a role in contemporary race issues?
TX 47: Is this a white Country
How do you think the experience of contemporary immigrants are similar or different from their experiences in the past?
Are we still creating a "white" country?
TX 50: Crimes Against Humanity
Do you agree or disagree with Churchill's argument that we are still engaging in genocide against the Native peoples of the U.S.?
TX 52: Time to Look ....
How do you see Asfahani's experience in relationship to others?
Are Arab Americans treated as a racial group, an ethnic group, or both?

Week 7   Work, Economy and Social Policy
TX 15:Poverty as Race, Power, ...
What do you think causes poverty?
What do you see as the relationship between race and social class?
TX 25: Economic Restructuring
How does economic restructuring have different impacts for different groups?
If you were planning to equalize the costs and benefits of economic restructuring what would you suggest?
TX 26: Race, Class and ....
How are race, class and gender interconnected? Is it important to understand this to understand peoples work and opportunity?
TX 45: Aid to Dependent Corporations
What are entitlements, and what role does social class play in them?
Is the support given to corporation comparable to welfare? Why are we not told about the support to corporations?
TX 44: The Shredded Net
What do you see as the possible consequences of the Welfare Reform Act?
How does the presentation and treatment of the poor (especially lower class mothers) reinforce or fight against common stereotypes of these groups?

Week 8   Family and Social Policy
TX 31: Our Mothers' Grief
What led to the establishment of th "modern American Family"?
If you look at today's society, is the reproductive labor of women still divided by race?
TX 32: The Diversity of American Families
Is the nuclear family a myth?
What are some of the implications of idealizing the nuclear family?
How does acceptance of this ideal affect the way that other family forms are judged? Does it affect social policy?
TX 34: Racial Safety
Are there differences in the way that different racial and ethnic groups view childcare?
How might setting one standard effect various racial and cultural groups?
 

 Week 9     Social Control, Violence and Crime
TX 46: Thoughts on Class, Race, ...
 If prisons were built and run to deal with white middle and upper middle class prisoners how do you think they would be different?
What role do you think prisons play in the social control of non-dominant groups?
TX 61: The Police and the Black Male
What are the impacts on individuals and communities of color-coding or racial profiling?
Do these practices enhance or erode civil rights and social justice?
TX 62 Korean Americans ...
What other incidences can you think of where racial and ethnic groups are played off against each other?
How might this approach maintain white dominance?
TX 63: Where Race and Gender Meet ....
What are the similarities and differences between hate violence and violence against women?

Week 10   Change is Possible
TX 12: Race Matters
What are the differences and similarities in the ways that liberals and conservatives view race and how does this affect our understanding?
What are the problems in society that West identify and what do you think of them?
TX 22: Ideological Racism
How has history affected the image of Asian Americans?
Are there presentation in the media that support or contradict Le Espiritu's analysis?
TX 67: Taking Multicultural ...
 Is there a difference between multi-racial and anti-racist education? Should we do one without the other?
 TX 69: Having the Tools at Hand ....
 What are the four strategies that Anner suggests and are there others you would suggest?
 Why does Anner see a problem with his models in relationship to youth organizations and how could these organization address racism effectively?

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