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Draft Syllabus for interdisciplinary graduate course on race and ethnicity

Draft Syllabus for interdisciplinary graduate course on race and ethnicity

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Published by Tanya Golash-Boza
This course will be taught at UC Merced in Fall 2013 by Professor Tanya Golash-Boza
This course will be taught at UC Merced in Fall 2013 by Professor Tanya Golash-Boza

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Published by: Tanya Golash-Boza on Jun 22, 2013
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Graduate Seminar on Race and Ethnicity Fall 2013
Draft
SyllabusCourse Information Professor Information
Number: SCS-298-02 Tanya Golash-Boza, Ph.D. Term: Fall 2013 Office: COB 333Location: SSM 150 Email: tgolash-boza@ucmerced.edu Time: Wednesdays: 3-5:45pm Office Hours: Thursdays: 3pm to 5pm
Course Description
In this course, we will read works from history, legal studies, sociology, anthropology,political science, women’s studies, and ethnic studies about the formation of the idea of raceand the reproduction of racial hierarchies at the individual and institutional levels. By beginning with the creation of the idea of race in the seventeenth century by Enlightenmentscholars, we will learn how the idea of race was created by Europeans, and, consequently, was created to benefit Europeans. Students also will perceive that the benefits accrued toEuropeans and their descendants are constant – even as the idea of race changes over thecenturies. The theme for this year’s class will be
race in transnational perspective 
. We will begin the class with a discussion of racial formations and institutions in the United States. We will then turnto an examination of racial formations in Asia, Latin America, Europe, and Africa. This class will involve intensive reading, active student participation, and a substantial research paper,as is characteristic of most seminars. Attendance is required.
Course Requirements
 Weekly Reflection Essays: 35% of grade – due at beginning of each class.Class Discussion Leader: 20% of grade – students will sign up for dates.Public Lecture Participation: 10% of grade.Research Paper: 35% of grade – due Thursday, May 12.
 Weekly Reflection Essays
  At the beginning of each class, you will hand in a 500 word typed reflection essay on theassigned readings. These may only be turned in at the beginning of class. If you are late orabsent, you will not receive credit for that day. I will not accept any excuses. Instead, you areallowed to miss one of these with no penalty. Your essay should tell me what the readingsare about, and give your reaction to the readings. You should end your essay with fourquestions that you have about the readings. We will use these questions in class discussion.
Grading Rubric for Reflection Essays 
 10 points: You present a clear summary of important points with regard to the readings. Youtake a critical lens and ask poignant questions.9 points: You present a clear summary of important points and ask good questions.8 points: You present a good summary of the readings and pose questions.7 points: You present an acceptable summary of the readings and ask questions.6 points: You present a mediocre summary of the readings.5 points: Your present a poor summary of the readings.0 points: You do not turn in a reflection essay at the beginning of class.
 
Class Discussion Leader
 You will each sign up for a day to lead the class.If you sign up for a day when we don’t have a visiting professor, you will provide anoverview of the assigned reading, and discuss how it relates to other things we have read. You will then facilitate the class discussion for that day. You should bring a list of at least 15questions you have about the reading. Make sure the questions are provocative and lead todiscussion. For example, don’t ask: “What was the author’s argument?” Instead ask: “Why does the author argue that birthright citizenship is important?”If you lead class discussion on a day we do have a visiting professor, your primary job will beto facilitate a conversation between the class and the visiting author. You will not have toprovide an overview of the book, but you will have to bring a list of at least 20 questions – half for the author and half for the class. Your grade for being class discussion leader will be based on your presentation of thereadings and your ability to engage the other students in the discussion. The other students will also come with questions – and it will be important to make space for everyone to ask their questions and contribute to the discussion.
Public Lecture Participation
 We will have the honor of meeting several of the authors of the required texts for thiscourse. Several of the class meetings will include the authors of the text we are reading forthat week. In addition, each of these visitors will give a public lecture the following day. Inaddition to course attendance, you are required to attend the public lecture series. The publiclectures will be on Thursdays from 10:30am to noon. If you will be unable to attend theselectures, please let me know and I will give you an alternative assignment.
Final Research Paper
 At the end of the semester, by December 18 at noon, you will hand in a 20-page researchpaper. The Final Research Paper will involve an in-depth investigation of a research problemthat is closely related to the questions brought up in this class. Your bibliography mustinclude at least four books and eight journal articles or book chapters from edited volumes.Specifically, you must use at least one of the books we have read for this class, and at leastone article from either
 Ethnic and Racial Studies, American Quarterly, Journal of American Studies, American Sociological Review, American Journal of Sociology, International Migration Review, Social Forces, Social Problems, Latin American and Caribbean Ethnic Studies,
or other similar print orelectronic sources.For this research paper, you will be required to conduct some independent library researchinto a topic of special interest to you within the boundaries of this course. You will beexpected to cultivate knowledge of and skills in searching printed and electronic media(books, journals, articles, etc.); to think about, prepare, and present a theme or idea of individual interest; and to demonstrate personal depth of understanding of the themesadvanced and developed within the class by applying them to a topic of your choosing.Completion of this assignment will require spending time in the library; and, depending uponyour prior experience, working with the staff of the Libraries to take fullest advantage of theLibraries’ resources.
 
  We can discuss individually what sort of paper will best meet your needs, depending on at what stage you are in your graduate career. If you are a first or second year student, or if youare preparing for exams, a literature review will likely be most useful. If you are at a laterstage, you may wish to aim for something that you could present at a regional or nationalconference. If appropriate, you may turn in a portion of your M.A. thesis or dissertation forthis research paper assignment.Mandatory milestones for paper.-
 
Statement of topic: October 9-
 
Preliminary Bibliography: October 23-
 
Bibliography with notes: November 27
o
 
Summarize the content of at least four books and six journal articles that you will use in your paper.
o
 
 You will use this bibliography to arrange the readings thematically into anoutline.-
 
Outline of paper: December 4
o
 
Introduction with statement of research question. Example: How havecharter schools affected the educational opportunities of Asian students?
o
 
Literature review divided up into three thematic sections
o
 
Conclusion/Proposal for research/Directions for future work (This part will vary depending on the student.)-
 
Final draft due: December 18
Grade Policy
In this course, we will be using the +/- grading scales to describe intermediate levels of performance between a maximum of A and a minimum of F. Intermediate gradesrepresented by plus or minus shall be calculated as .3 units above or below thecorresponding letter grade to calculate your GPA. In this class, we will use the 100 pointscale below. A 93-100 B- 80-82.9 D+ 67-69.9 A- 90-92.9 C+ 77-79.9 D 63-66.9B+ 87-89.9 C 73-76.9 D- 60-62.9B 83-86.9 C- 70-72.9 F <60
Class Schedule
September 4: First day of class.September 11: Audrey Smedley and Brian Smedley 
Race in North America 
, 4
th
Edition. Westview Press 2011. ISBN-10: 0813343577Class Discussion Leader: __________________ 

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