Ernest McClure

Borderlines and Battlelines:

Gang Dynamics and Social Structures in the El Paso Borderland

❖ HIST 3421 ❖ TR 10:30-11:50

❖ Liberal Arts 323 ❖ CRN:8675309

Ernest McClure
ecmcclure@miners.utep.edu
Phone Number: 915-867-5309
Monday-Friday12:00 PM - 3:00 PM, LA 320-B

Course Description:
● This seminar explores the complex dynamics of gangs, the socio-political context of El Paso, and
the broader borderland area. We will examine gang activities, law enforcement strategies,
socio-economic factors, and the transnational nature of gangs using a variety of academic texts.
The course emphasizes critical thinking, reflection, and active participation, fostering a learning
environment where students engage with social justice issues and community impacts.
Course Structure:
● The course is structured over a 15-week semester, with each segment focusing on a different
aspect of gang dynamics and borderland issues aligned with the selected readings. The teaching
methodologies will blend lectures, discussions, student presentations, and experiential learning.
Course Objectives:
● Understand the historical and contemporary dynamics of gangs in the El Paso borderland.
● Analyze the socio-political and economic factors influencing gang activities and community
impacts.
● Develop critical thinking skills through reflective and dialogic learning.
● Engage in ethical considerations and social justice perspectives on gangs and borderland issues.
Teaching Philosophy and Approach:
● Rooted in the transformative educational philosophies of Bell Hooks and Paulo Freire, this course
aims to foster critical consciousness in students, encouraging them to question, analyze, and
engage with the complex dynamics of gangs and the socio-political landscape of the El Paso
borderland. The course emphasizes dialogic teaching, reflective learning, and a critical approach
to social structures and power dynamics.
Course Policies:
● Attendance and active participation are crucial.
● All assignments must be submitted on time.
● Academic honesty and ethical conduct are expected.

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Required Texts:
1. Brotherton, David C.. Youth Street Gangs: A Critical Appraisal. United Kingdom: Taylor
& Francis Group, 2015.
a. The book provides a comprehensive overview and critical analysis of research and
theories on youth street gangs. It examines vital issues like definitions and typologies of
gangs, gang membership and activities, explanations for gang formation and persistence,
and public policies and criminal justice system responses. The author argues for a public
health approach that addresses root causes rather than relying solely on suppression and
social control policies.
2. Campbell, Howard. Drug War Zone: Frontline Dispatches from the Streets of El Paso
and Juárez. United States: University of Texas Press, 2010.
a. The book is about the dynamics of the drug war on the U.S.-Mexico border, focusing
specifically on the cities of El Paso, Texas, and Ciudad Juárez, Mexico. Drawing on years
of research and interviews with law enforcement officials, drug traffickers, and others
involved in the drug trade, Howard Campbell provides an in-depth look at the social and
economic forces driving the illegal drug market and the violent conditions it has produced
in the border region. Throughout the book, Campbell argues that despite aggressive law
enforcement efforts on both sides of the border, the drug war has largely failed to curb
either the supply of or demand for illegal drugs.
3. Diaz, Tom. No Boundaries: Transnational Latino Gangs and American Law
Enforcement. United States: University of Michigan Press, 2011.
a. The book is about Latino gangs that operate across national borders between the United
States and Central America. It examines how these transnational Latino gangs pose
challenges for American law enforcement agencies. The book also analyzes policy
options for improving law enforcement responses to these gangs.
4. Durán, Robert J.. The Gang Paradox: Inequalities and Miracles on the U.S.-Mexico
Border. United States: Columbia University Press, 2018.
a. The book examines inequalities and paradoxes related to gangs, crime, and
marginalization along the U.S.-Mexico border region. It incorporates historical analysis,
ethnographic research, and policy critique regarding issues such as immigration, law
enforcement, education, and public health. There is also a focus on empowering minority
voices through participatory action research with students.
5. Tapia, Mike. Gangs of the El Paso–Juárez Borderland: A History. United States:
University of New Mexico Press, 2019.
a. The book is about the history of gangs in the El Paso-Juárez borderland region. It
examines the emergence and evolution of gangs on both sides of the US-Mexico border
in that area from the early 20th century up through recent years. The book analyzes the
social, economic, and political factors that contributed to gang formation and activities
over time in that border region.

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Assignments

Assignment 1: Community Engagement Project

Objective:
● This project aims to connect theoretical knowledge with practical experience. Students will
engage with a community organization or initiative related to gang prevention, rehabilitation, or
borderland community support. The purpose is to provide students with firsthand experience of
the issues discussed in class and to foster a sense of social responsibility and ethical engagement.
Structure:
● Part 1 – Research and Proposal:
○ Students will research local community organizations or initiatives and propose a project
that aligns with the course themes. The proposal should include the organization's
background, the proposed activities, and the expected learning outcomes.
● Part 2 – Engagement and Reflection:
○ Students will engage with the chosen organization, participating in activities such as
volunteering, attending meetings, or conducting interviews.
○ Students will maintain a reflective journal throughout their engagement, documenting
their experiences, observations, and reflections.
● Part 3 – Final Report:
○ A final report (2000-2500 words) will summarize the project, including a description of
the organization, the activities undertaken, and an in-depth reflection on how the
experience has influenced their understanding of course themes.
Logic:
● This project links academic learning with community engagement, embodying Freire's emphasis
on education as a tool for social transformation.
● Through direct engagement, students gain empathy and a deeper understanding of the realities
faced by communities impacted by gang activities or borderland issues.
● Reflective writing encourages students to process their experiences, integrate them with course
learning, and develop a personal and ethical response to complex social issues.

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Assignment 2: Comparative Analysis Essay

Objective:
● This essay will require students to conduct a comparative analysis of two texts from the course,
for instance, contrasting Brotherton's Youth Street Gangs: A Critical Appraisal with Durán's The
Gang Paradox: Inequalities and Miracles on the U.S.-Mexico Border. The goal is to encourage
students to critically engage with different perspectives on gang dynamics and understand the
complex factors that influence these phenomena.
Structure:
● Length:
○ 1500-2000 words.
● Sections:
○ Introduction:
■ Briefly introduce the compared texts and their relevance to understanding gang
dynamics.
○ Thematic Comparison:
■ Identify and discuss key themes in both texts, such as the socio-economic factors
driving youth towards gangs or the paradoxes in gang behavior and societal
response.
○ Analytical Contrast:
■ Analyze how each author approaches these themes, noting differences and
similarities in their perspectives, methodologies, and conclusions.
○ Critical Reflection:
■ Reflect on the implications of these different perspectives for understanding gang
dynamics and borderland issues. Consider the broader socio-political
implications of these findings.
○ Conclusion:
● Summarize the critical insights gained from the comparative analysis and
suggest areas for further research or study.
Logic:
● The assignment encourages a deep engagement with course materials, moving beyond
surface-level reading to a more nuanced understanding.
● By comparing and contrasting different perspectives, students develop critical thinking skills,
learning to identify biases, assumptions, and gaps in research.
● The critical reflection component pushes students to connect theoretical insights with real-world
implications, fostering ethical understanding and social responsibility.

Both assignments are designed to complement the theoretical learning in the course, encouraging
students to engage with the material in a deep, critical, and socially responsible manner. The
comparative analysis essay sharpens their analytical skills. It deepens their understanding of
academic discourse on gangs and borderland issues, while the community engagement project
provides valuable experiential learning, fostering empathy and ethical understanding.

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Course Schedule

Week 1: Introduction and Pedagogical Framework

● The first week introduces students to the course's themes and pedagogical approaches.
○ Introduction to gangs and borderland issues.
○ Activities:
■ Group discussions on expectations and course objectives.
○ Assessment:
■ Initial reflective essays on students' understanding of gangs and borderland
issues.
Weeks 2-4: Youth and Gangs (Brotherton)
● Using Brotherton's Youth Street Gangs: A Critical Appraisal, students will explore youth
involvement in gangs. The focus will be on understanding socio-economic drivers and societal
perceptions of youth gangs.
○ Activities:
■ Critical analysis of youth involvement in gangs.
■ Group discussions on socio-economic drivers.
■ Watch at home: Boulevard Nights (1979)
○ Assessment:
■ Reflective Essay on youth gangs' dynamics.
Weeks 5-6: Drug War Realities (Campbell)
● Campbell's Drug War Zone will guide discussions on drug policies and law enforcement
strategies. Students will explore the real-world impacts of these strategies on communities.
○ Activities:
■ Group examination of drug policies and law enforcement strategies.
○ Assessment:
■ Reflective Essay on the impact of drug policies.
■ Community Engagement Project
Weeks 7-8: Transnational Gangs (Diaz)
● Diaz's No Boundaries will provide a basis for understanding the transnational nature of gangs.
Discussions will revolve around cross-border crime and immigration issues.
○ Activities:
■ Group analysis of transnational gang operations and law enforcement challenges.
○ Assessment:
■ Reflective Essay on cross-border crime and immigration.
Week 9-10: Socio-Economic Contexts (Durán)
● Durán's The Gang Paradox will help students explore socio-economic disparities and
environments where gangs operate.
○ Activities:
■ Group exploration of inequalities and socio-economic environments of gangs.
○ Assessment:
■ Reflective Essay on socio-economic factors influencing gangs.
Week 11-12: Historical Perspectives (Tapia)
● Using Tapia's Gangs of the El Paso–Juárez Borderland, the course will delve into the historical
evolution of gangs in this specific locale.
○ Activities:
■ Group Historical document analysis.
■ Understanding the historical evolution of gangs.
■ Watch at home: Blood In Blood Out (1993)
○ Assessment:

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■ Reflective Essay on historical gang dynamics.

Weeks 13-14: Ethical Considerations and Social Justice
● These weeks focus on ethical issues and social justice perspectives in researching and discussing
gangs and borderland issues.
○ Activities:
■ Group Historical document analysis.
■ Group discussions on ethics and social justice in gang research.
■ Watch at home: 13th (film 2016)
○ Assessment:
■ Reflective Essay on community impacts and potential solutions.
■ Comparative Analysis Essay
Week 15-16:Conclusion and Student Presentations
● The final weeks will involve presentations of students' capstone projects and a course review.
○ Activities:
■ Final presentations
■ Course reflection sessions.
○ Assessment:
■ Evaluation of final projects
■ Peer reviews.

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Course Policies:

● Student Conduct:
○ All students are expected to conduct themselves professionally within the classroom and
in communications. UTEP's policies on student behavior will be strictly enforced.
○ You are expected to abide by UTEP’s Handbook of Operating Procedures. Section II:
Student Affairs, Chapter 1: Student Conduct and Discipline clearly defines cheating and
plagiarism. Those who cheat or plagiarize face the prospect of dismissal from the class or
the university. Any inappropriate behavior, disruptive conduct, or non-compliance with
faculty directions can result in a charge of Academic and/or Personal Misconduct,
possibly resulting in sanctions imposed either by the instructor or the Dean of Students.
For further information, refer to http://www.utep.edu/dos/acadintg.htm.
● Academic Honesty:
○ Integrity and honesty are core values in this course. Cheating, plagiarism, or any form of
academic dishonesty will result in a failing grade for the assignment and may lead to
further disciplinary action.
○ Academic dishonesty is prohibited and is considered a violation of the UTEP Handbook
of Operating Procedures. It includes but is not limited to, cheating, plagiarism, and
collusion. Cheating may involve copying from or providing information to another
student, possessing unauthorized materials during a test, or falsifying research data on
laboratory reports. Plagiarism occurs when someone intentionally or knowingly
represents the words or ideas of another as one's own. Collusion involves collaborating
with another person to commit any academically dishonest act. Any academic dishonesty
attempted by a UTEP student is unacceptable and will not be tolerated. All suspected
violations of academic integrity at The University of Texas at El Paso must be reported to
the Office of Student Conduct and Conflict Resolution (OSCCR) for possible disciplinary
action. To learn more, please visit HOOP: Student Conduct and Discipline.
○ https://admin.utep.edu/LinkClick.aspx?link=HOOP-Section+II.pdf&tabid=30181&mid=
63285
● Attendance:
○ Regular attendance is crucial for success in this course. While understanding that
conflicts may arise, students are responsible for all material covered. Absences may
impact participation grades.
● Make-Up Policy:
○ Consistent with UTEP's policies, make-up exams and assignments are permitted only for
documented serious illnesses or genuine emergencies.
● Accommodations:
○ If you require accommodations due to a disability, please provide me with the official
documentation at the beginning of the course so that I may effectively support your
learning needs.
○ The University is committed to providing reasonable accommodations and auxiliary
services to students, staff, faculty, job applicants, applicants for admissions, and other
beneficiaries of University programs, services, and activities with documented disabilities
to provide them with equal opportunities to participate in programs, services, and
activities in compliance with sections 503 and 504 of the Rehabilitation Act of 1973, as
amended, and the Americans with Disabilities Act (ADA) of 1990 and the Americans
with Disabilities Act Amendments Act (ADAAA) of 2008. Students who become
pregnant or have parenting responsibilities may also request reasonable accommodations.
Reasonable accommodations will be provided unless it is determined that doing so would
cause undue hardship on the University. The UTEP Center for Accommodations and

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Support Services (CASS) will process requests for accommodations based on a disability,
pregnancy, or parenting. Students requesting an accommodation based on a disability
must register with the UTEP Center for Accommodations and Support Services (CASS).​
Contact the Center for Accommodations and Support Services at 915-747-5148, or email
them at cass@utep.edu, or apply for accommodations online via the CASS portal.
● Communication:
○ Please check Blackboard regularly for course updates, and use
ecmcclure@miners.utep.edu for communications outside of class hours. Response time is
typically within 72 hours on weekdays.
● Grading Policies:
○ Late work is accepted only with prior approval. Exceptions for extenuating circumstances
will be considered on a case-by-case basis.
● Technology Use:
○ The use of technology in class should be directly related to course content.
○ Unrelated usage is disruptive and is discouraged.
● Email Communication:
○ Please use your UTEP email for all course-related correspondence to ensure privacy and
security. Include your full name and course title in the subject line for quick reference.
● Feedback and Student Hours:
○ Constructive feedback is welcomed to improve the course. Students are encouraged to
utilize office hours for additional support, clarification on course material, or discussion
of academic goals.
● Classroom Etiquette:
○ Respectful dialogue and behavior are expected at all times. Disruptions or disrespectful
conduct will not be tolerated and may result in removal from the class session.
● Final Grade Appeals:
○ If you have concerns about your final grade, please contact me to discuss them.
● Important University Resources:
○ Counseling and Psychological Services (CAPS): Offers counseling services to help
students cope with personal and academic challenges.
○ Center for Accommodations and Support Services (CASS): Provides services and
accommodations for students with disabilities.
○ UTEP Library: A valuable resource for research, study spaces, and access to academic
databases.
● Respect for Diversity:
○ I intend that students from all diverse backgrounds and perspectives be well served by
this course, that students’ learning needs be addressed both in and out of class, and that
the diversity that students bring to this class be viewed as a resource, strength, and
benefit. I intend to present materials and activities that respect diversity: gender,
sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your
suggestions are encouraged and appreciated. Please let me know ways to improve the
effectiveness of the course for you personally or other students or student groups. In
addition, if any of our class meetings conflict with your religious events, please let me
know so we can make arrangements for you.
● Changes to the Syllabus:
○ Please read this syllabus carefully. It contains important information about this course’s
requirements and assignments. The instructor reserves the right to make changes to the
syllabus throughout the semester.