Karren Baird-Olson, Ph.D.

Temporary Office: Room 303-A, Arts and Humanities Building

Temporary Office Telephone: 3-2250 OR leave message at Sociology Office, 3-2227

Summer Office Hours: 11-11:45 a.m.,T; 4-4:50 p.m.,W; or by appointment

Do not obtain your slaves from Britain because they are so stupid and utterly

incapable of being taught that they are not fit to form a part of the household of Athens.

For the native, objectivity is always directed against him (P. 77). No one has clean hands;

there are no innocents and no onlookers. We all have dirty hands; we are all soiling them in

the swamps of our country and in the terrifying emptiness of our brains. Every onlooker is

either a coward or a traitor (p. 199). Leave this to Europe [or America] where they are never

done talking of Man, yet murder men everywhere they find them (p.311).

Love has to become a stronger poison than the poisons of self-interest and powerlessness or

else we will all perish.

Do we all have dirty hands? Are there no innocents? Can we overcome the poisons of self-interest and powerlessness which perpetuate prejudice and discrimination? In this course we will seek academic and personal answers to these questions. This is a survey course designed to provide a context in which to explore the dynamics of diversity and ethnicity in the United States. Our approach as we study the experiences of Native American, African, European, Asian, Latino/Hispanic, and Middle Eastern groups will be interdisciplinary. We will seek to understand the processes and challenges implicit in assimilation, acculturation, and resistance. We will look at what it means to be a member of America's culture of diversity. We will examine questions of pluralism and unity, cultural change and the maintenance of tradition. Throughout the semester we will study the effects of social policy such as affirmative action in addressing the problems of inequality in America.

MULTICULTURAL/DIVERSITY GOALS (Rank ordered by class)

1. To maintain cultural history, advance ethnic identity, and transform negative conceptions about cultural awareness.

2. To develop the cultural expertise, knowledge, and values that will transcend boundaries and contribute to social and economic success in the 21st century.

3. To promote intercultural proficiency and the ability to interpret differing verbal and nonverbal cultural communication styles.

4. To abolish ethnic and racial prejudice.

5. To assist marginal ethnic groups to become part of the mainstream culture.

1. Learn the sociological definitions of key concepts in the study of race and ethnic relations.

2. Review the experiences of various American racial and ethnic groups subjected to prejudice and

discrimination.

3. Review the sociological explanations of the etiology of intergroup conflict.

4. Examine the success of social policy in preventing and controlling intergroup conflict.

5. Begin a critical analysis of each student's family saga in America's on-going story of race and ethnic relations.

In addition, you will be required to read and review handouts that are provided in class.

Undergraduate and graduate degrees are tools of power. Historically, Euro-American schools have provided two formal educational services: professional preparation and personal life enhancement skills. In addition, a number of educational institutions have offered resources for learning how to be responsible as well as thoughtful community members and leaders. Learning, in the two latter cases, is seen as an ongoing process rather than a terminal product. My teaching ideals are to not only share my academic knowledge and experiential wisdom but also to motivate and assist students to learn how to become life-long learners. In order to most effectively achieve these goals, I teach my classes in an interactive style emphasizing cooperation and respect for individual and cultural differences.

FORMAT

This course will be taught primarily in the educational style of traditional Native Americans. Cooperation, group work, and respect for individual differences will be emphasized. In addition to the information which you will be given in written form, other course material will be presented in the forms of "sharing" talks given by your professor, class discussions, student contributions, audiovisual presentations, and guest speakers.

Growing up in American has made each of us an expert in one or more aspects of racial and ethnic relations. Therefore, I encourage all of you to share your expertise with us. Comments and questions from all students are always welcome and encouraged. I do not consider such comments interruptions! Each of you will get out of the course what you put into it. Each of you makes a contribution to the class, and you sell yourself short if you think otherwise. There is an important link between your participation and what you will learn.

If you must miss a deadline or exam, please notify me in advance or, in case of an emergency, as soon as possible.

COURSE REQUIREMENTS

Individual and group participation* 35%

Midterm exam 15%

Journal 25%

Micro-diversity Paper 25%

*If your final grade is on the border line between two grades such as between a B or A, your attendance at the lectures and recitation sessions will be the key factor influencing our decision. Also, this grade will include any reading checks if needed.

A: 90-100 C: 79-70 F: 59 and below

B: 89-80 D: 69-60

You will receive two letter grades for written assignments. One for content and one for writing mechanics (grammar, spelling, organization, etc.)

If needed, one or more "surprise" reading checks will be given. This exercise will help motivate you to keep up on your reading and the answer session following each reading check will give you an opportunity to identify and discuss important issues in the reading assignments.

Each student will be required to keep a reaction journal. These journals provide a non-threatening outlet for your reactions to what you are learning in class as well as outside activities (lectures, movies, diversity activities, and happenings in your daily life) . Weekly journal entries must be at least two paragraphs in length. Your journal will be shared with me two times during the semester. I want your honest and thoughtful reactions which may or may not be "PC".

The midterm exam will be comprehensive and will include true/false, matching, multiple choice, and short essay questions. It will cover reading assignments as well as class material. The anticipated date is Wednesday, June 3.

Each student must complete a micro diversity paper. The typewritten/word processed paper will be due on or before Tuesday, June 16. In light of what you will have learned this semester, the paper will be an examination of your ethnic/racial cultural and social heritage and how that has shaped your life. You will describe why your ancestors came or were in this country. You will determine if they reached their goal(s). Identify values, beliefs, and/or behaviors from one side of your family that you would like to keep and those that you would like to change or discard. You will examine whether or not YOU are honoring the constructive ideals.

For example, if you are Native American or African American, you can focus on how your ancestors tried to make the best of a world where they did not have the degree of freedom of choice that immigrants have had. Or if you also have European blood, you might want to explore the social dynamics of your multiracial experience, of being "mixed blood." Has this been a source of strength and/or pain?

The purpose of this assignment is to help you understand more fully that solutions for most personal challenges have social components that can not be ignored.

In addition to the written report, during the scheduled final exam time, using information from the research for your paper you will be given two to three minutes to share in a "talking circle" one specific thing you are doing to end intergroup conflict.

Paper length: I am looking for quality which does not always mean quantity. In this case, quality probably means a minimum of seven pages to do full justice to your subject matter.

You may earn up to five points by documenting your attendance at an activity or workshop which is relevant to the course material. From time to time appropriate happenings/activities will be announced in class. You must type (word process) a descriptive summary which should be at least one page long and attach to it copies of handouts or other relevant documentation. Before you attend any activity, check with your recitation leader and/or your professor so he/she can approve and record your plans.

Remember that "[ p ]lagiarism is literary theft or misrepresentation" (from "A Statement of Plagiarism" by the Department of English at Northern Michigan University, p. 1).

If you have had not had adequate training in how to cite sources and/or to prepare a bibliography, please talk with me.

As you know, plagiarism and cheating are serious offenses. In this course, they may be punished by failure on the exam, paper or project or failure of the course.

Any student with a disability who needs an accommodation or other assistance in this course should make an appointment to speak with me as soon as possible.

K=Kivisto M=Miller F/B=Ferrante/Brown

SECTION I

Concepts, Definitions, and Theoretical Perspectives

Weeks 1-3, May 12-28

[No classes on M,05/25 Memorial Day (Observed)

A. Subordinate or Minority Groups

B. The Sociological Study of Race and Ethnicity

C. Creation of Dominant/Sub-ordinate Group Status

D. Consequences of Group Contact

E. Prejudice

F. Discrimination

1. Read K, Chapts-1-5; M, pgs. xiii-xxviii and as much as you a re comfortable reading; and F/B, Part I Introduction, choose three articles from Part I, Brown articles (pgs. 131 and 320), and Wright article,(p. 422).

2. Think about extra credit activities

3. Which side of your family heritage are you going to begin to explore?

A Socio-Historical Overview of Racial/Ethnic Experiences

Weeks 4-6, June 1-11

A. The Indigenous Peoples

B. Hispanic/Latino Experiences

C. The Northern Europeans

D. African Americans

E. Southern Europeans

F. Jewish Americans

G. Asian Americans

H. Middle Eastern Americans

1. Read K, Chapts. 6-11; M, continue reading at your own pace; F/B, Appendix A, Appendix B, Toro article (p. 211, Goble article p. 223), Waters article (p. 235), Cohen article (p. 239), Churchill article (p. 465) .

2. Journal due M, 5/8 and TH, 5/18

3. Proposed midterm exam: W, 5/3

4. Heritage/micro diversity paper due on or before T, June 16.

Who Am I? Who Are My Brothers and Sisters?: A Creed for Citizens

of a Diverse World

Weeks 7-8, June 15-June 22

1. Read K, Chapt. 12; Finish Miller; and Ferrante/Brown,

Collins article(p. 478), and Simon article (p. 496).

Your final exam session will be held during the regular class time on Monday, June 22.