EDCP 420

Education and Racism

Spring 2000: Wednesday 3:15-6:00

JMZ 1117

Instructor

Dr. Paul Gorski

Office of Human Relations Programs

1130 Shriver Laboratory, East Wing

301.405.8192

pg92@umail.umd.edu

Course Description

Racism is a complex phenomenon that continues to pervade virtually all aspects of personal and organizational experience in the US. Despite decades of research, theory, and frameworks for studying and understanding it, the scope, depth, and breadth of racism in the US remains largely misunderstood and over-simplified. This course takes a multi-dimensional approach to examining racism, as well as its interconnectedness with sexism, classism, and heterosexism, to provide a deeper understanding of racism, privilege, and oppression as the relate to the self, schools, and society.

Objectives

1. Develop a deeper understanding of the complexity of racism and other forms of oppression and how they manifest in individuals and institutions.

2. Participate in an interactive, collective, critical approach to learning about racism and oppression.

3. Explore the experiences and issues related to multiracial individuals.

4. Identify, and work to eliminate, individual prejudices.

5. Develop introspective and self-examination skills through self-ethnographic and autobiographical writing.

6. Contribute to the examination of issues of oppression on- and off-campus through field studies.

Course Requirements

1. ATTENDANCE AND PARTICIPATION

Attendance is mandatory. As we develop a classroom atmosphere conducive to addressing issues such as racism, sexism, heterosexism and classism, it is vital for every class member to attend all class sessions and arrives on time. Because the class is centered on a collaborative learning process, participation is also very important. Students will be expected to participate in small and large group discussions, to share projects and writing assignments with classmates, and to actively engage in several in-class activities.

2. THE COMPLETION OF READING ASSIGNMENTS

Two to four short readings will be assigned weekly. Students are expected to read the material carefully and be prepared to discuss the readings in class.

3. SHORT WRITING ASSIGNMENTS

Short writing assignments will be given periodically. These will usually be 2-3 page pieces, combining self-reflection with a demonstration of socio-cultural understanding of the readings and class discussions. An example of a possible assignment follows:

Boy/Girl Piece

This assignment is designed to help you explore your own gender identity development in relation to existing identity development theory. Write a 2-3 page paper on the messages you remember receiving as a child about what it meant to be the gender with which you associate. What messages did you receive from teachers, peers, parents, coaches, clergy, the media, or others? How did this affect your image of yourself and your own sense of gender identity? Is this consistent with the identity development models we discussed in class today? How is your experience similar or difference from the modalities?

4. FIELD PROJECT

Field projects take a naturalistic approach to inquiry and student-centered research. Field project researchers identify questions and develop methods for data collection in the field, through interviews and participant-observation. All students will propose, then carry out a field study project exploring the lived experience of racism, sexism, classism, or heterosexism. Experiences will be shared through in-class and written (8-10 pages) reports.

5. SOCIAL ACTION PROJECT

In groups of two or more, students will be expected to conceptualize, then carry out a social action project. Students can either develop their own social action methods for addressing some form of oppression on-campus, or they can become active in committees or programs already developed to affect change or heighten awareness around certain topics. Social action projects will be described in written reports (5-7 pages) and shared in-class throughout the semester.

Grading

Attendance and Participation: 25%

Short Writing Assignments: 15%

Field Study Project: 20%

Social Action Project: 20%

Final Paper: 20%

Reading List

Rosenblum, K. and Travis, T. (Eds.) 2000. The meaning of difference: American constructions of race, sex and gender, social class, and sexual orientation. New York: The McGraw-Hill Companies.

Course Packet.

Course Readings and Assignments Calendar

February 2. Introductions of Course and Each Other

Complexity and Constructions of Race and Multiculturalism

Readings for Feb. 9:

Rosenblum, K. and Travis, T. Framework Essay: Constructing Categories of Difference (R&T, pp. 1-33).
Rosenblum, K. and Travis, T. Framework Essay II: Experiencing Difference (R&T, pp. 165-188)
Nelkin, D. and Lindee, S. The DNA Mystique (R&T, pp. 381-393)

February 9. Constructions of Culture and Difference

Introduction of Field Project Assignment

Readings for Feb. 16:

Takaki, R. (1993). The ‘Tempest’ in the Wilderness / The ‘Giddy Multitude’. In A Different Mirror: A History of Multicultural America. NY: Back Bay Books.
Twelve Key Supreme Court Cases (R&T, pp. 295-320)
Jones, J. The Rise and Fall of Affirmative Action (R&T, pp. 320-332)

February 16. Race in Historical Perspective

Introduction of Social Action Project

Readings for Feb. 23:

· McIntosh, P. (1988). White privilege and male privilege: A personal account of coming to see correspondences through work in women’s studies. Working Paper Series #189. Wellesley, MA: Wellesley College Center for Research on Women. http://www.uwm.edu/~gjay/Whiteness/mcintosh.htm

· Frankenberg, R. Whiteness as an ‘Unmarked’ Cultural Category (R&T, pp. 81-87)

· Giroux, H. (1999). Rewriting the Discourse of Racial Identity: Toward a Pedagogy and Politics of Whiteness. In Clark, C. and O’Donnell, J. (Eds.) Becoming and Unbecoming White: Owning and Disowning a Racial Identity. Westport, CT: Bergin and Garvey.

February 23. Reframing the Dialogue: Critical Whiteness Studies

Readings for March 1:

Loewen, J. (1995). ‘Gone with the Wind’: The Invisibility of Racism in American History Textbooks. In Lies My Teacher Told Me. NY: Touchstone.
Larew, J. Why Are Droves of Unqualified, Unprepared Kids Getting into Our Top Colleges? Because Their Dads Are Alumni (R&T, pp. 273-278)
Bowen, W. and Bok, D. The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions (R&T, pp. 332-337)

March 1. Race and Education

March 8. Open Day: Wrapping up Race

* Update: Ideas for Field Projects

Reading for March 15:

Basow, S. Gender Stereotypes and Roles (R&T, pp. 101-115)

March 15. Gender Stereotypes and Social Roles

Reading for March 29:

Hacker, A. The Gender Gap: Contours and Causes (R&T, pp. 372-380)

March 22. Spring Break: No Class

March 29. Gender Oppression, Power, and Privilege

* Update: Social Action Project

Readings for April 5:

Katz, J. The Invention of Heterosexuality (R&T, pp. 143-146)
Heyl, B. Homosexuality: A Social Phenomenon (R&T, pp. 146-156)

April 5. Sexual Orientation: Constructs and Stereotypes

Reading for April 12:

· Gomes, P. The Bible and Homosexuality. In The Good Book: Reading the Bible with Mind and Heart. NY: Avon Books.

April 12. Sexual Orientation Oppression, Power, and Privilege

Readings for April 19:

Kahlenberg, R. How Much Social Mobility Exists in the United States? (R&T, pp. 117-129)

Loewen, J. (1995). The Land of Opportunity. In Lies My Teacher Told Me. NY: Touchstone.

April 19. Social Class: Myths and Realities

Reading for April 26:

Langston, D. (1998). Tired of Playing Monopoly? In Andersen, M. and Collins, P. (Eds.), Race, Class and Gender: An Anthology. Albany, NY: Wadsworth.