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Catalog Description Hours: 54 lecture Description: Introductory study of the Asian American experience in the United States. Offers an interdisciplinary approach to the examination of art, literature, film, language, ethnomusicology, culinary culture, folklore, religion, gender and immigration. Examines race, ethnicity and culture in the Asian American community and the creation of Ethnic Studies programs in the United States. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify the key contributions of the Asian Americans in the local community and describe their history, experiences and culture. CSLO #2: Identify and explain the social, political, and cultural contributions of Asian American peoples to the United States of America. CSLO #3: Investigate major political, economic and social change in the United States with emphasis on the intersections of race, class, and gender relative to the diverse and unique Asian American communities. CSLO #4: Apply theory and knowledge produced by Asian American communities to describe the critical events, histories, cultures, intellectual traditions, contributions, lived-experiences and social struggles of those groups with a particular emphasis on agency and group-affirmation. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze and articulate concepts of Ethnic Studies, including but not limited to race and ethnicity, racialization, equity, eurocentrism, white supremacy, self determination, liberation, decolonization, and anti-racism. 2. Apply theory and knowledge produced by Asian American communities to describe critical events in the histories, cultures, and intellectual traditions with special focus on the lived-experiences and social struggles of Asian Americans. 3. Discuss the social, cultural and structural conditions that compelled the Asian American social movements of collective action and organizations in the United States. 4. Critically analyze how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced by Asian Americans, are relevant to current and structural issues such as communal, national, international, and transnational policies (immigration). 5. Demonstrate active engagement with anti-racist issues, practices and movements to build a diverse, just and equitable society beyond the classroom and list and describe contemporary social issues facing Asian Americans in the U.S. General Education Information Approved College Associate Degree GE Applicability AA/AS - Ethnic Studies AA/AS - Literature & Language AA/AS - Social Sciences AA/AS - Ethnic Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 4 - Social and Behavioral Sciences IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Classroom discussions should be frequently used in order to not only assess students’ comprehension of the course materials, but also to identify student interests, connect those interests with course materials and further motivate student learning. Again, all of the objectives could be assessed in this way. One important example would be for students to read an article or a book chapter about the Model Minority Myth and then to come to class to discuss what that topic means from their own perspective, why it matters and how it might be changed (Objectives 1, 3 and 4). Discussions and in-class debates such as these will be evaluated using a debate/discussion rubric which requires accurately addressing information and/or ideas from the reading as well as using the information and/or ideas as evidence and/or logic in the development of a thoughtful and reasonably compelling argument. Essay Examinations Example: Essay: Students will choose a piece of Asian American cultural production (e.g., literature, art, film, or music (song) to analyze in a 2-page essay format. The collective essay must critically review the relationship between the art piece and concepts such as self-determination, resistance, racial and social justice, solidarity, and liberation by answering the following questions: 1) What was the social, political, economic, etc. context and era under which the literature/art/film/song was produced; 2) How did those factors impact the author/artist/musician, and what connections can be drawn between the piece and the information explored in class texts and readings; and 3) How and why does the piece impact you on a personal level? Students will present their analysis in small group presentations. (LO 1, 2, 3, 4) Objective Examinations Example: Objective examinations can be used to measure the comprehension of course material and assigned readings. For example, reading quizzes may be issued where students demonstrate their comprehension of an article about the differences between Asian American groups and their histories and contexts (Objective 1,2,4) or to identify notable Asian American authors and artists and recognize their work (Objectives 2 and 4). These objective examinations will be evaluated based on how well responses demonstrate an accurate comprehension of course materials. Projects Example: Projects are an ideal way to encourage students to synthesize and apply ideas, information and approaches from the course. Student projects can pertain to every objective above. Examples may be students who identify, represent, analyze and evaluate a series of Asian American labor issues within a particular area or region (Objective 3). Other projects may involve students observing and/or volunteering with local Asian American activists to identify, analyze and evaluate best practices for community programs (Objective 5). Student projects will be evaluated using a rubric which requires gathering data/evidence from beyond the course curriculum, using approaches and concepts from the course to examine and evaluate the outside data/evidence, and basic academic conventions in the thoughtful development of the student's own perspective/argument. Reports Example: Oral History Report: Students will learn about the importance of oral traditions, storytelling, and lived experiences within Asian American communities by identifying a member of their family or community to interview. Students will learn the ethics and personal responsibility undertaken when receiving stories and oral traditions from interviewees. Through collaborative discussion inside of their classrooms, students will develop questions for their interviews that reflect the terminology and concepts from the course such as race and racism, racialization, ethnicity, xenophobia, eurocentrism, white supremacy and anti-Blackness, self-determination, liberation, decolonization, sovereignty, imperialism, diaspora, transnationalism, globalization, and settler colonialism. Students will analyze transcripts of the interviews and conversations to better understand how this person adds a significant perspective and narrative that can be contextualized within the broader experience of Asian American community, solidarity, and history. Students will collaborate as a class to develop Oral History databases to be shared with college and community organizations to create space for students to engage in work that leads to a more just and equitable society. (LO 2, 3, 4, 5) If students do not have a willing family or community member to interview, they can research an organization that provides assistance to the Asian American community and include their mission, vision, goals, and successes in the oral history project. (Objective 5) Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will provide lecture and documentary critiques that analyze and differentiates the diversity within the Asian American Communities. Students will create tables and timelines for each group presented to compare the experiences of Asian Americans. Instructor will lecture and facilitate discussions using visual media that engages students to recognize pride and identify stereotypes in the representation of diverse Asian American culture. Distance Learning Following an online lecture on the consequences of Japanese Internment, students will post their personal views for discussion. Typical Out of Class Assignments Reading Assignments 1. Students will read “Neither Black Nor White” by Angelo Ancheta from the book Asian American Studies Now and answer questions about identity and submit an outline about Anti-Asian violence as expressed in the reading. 2. Students will use the internet to research articles and explore and present their findings in a class discussion about the intersectional diversity of culture within the Asian American community. Writing, Problem Solving or Performance 1. Students will submit a written essay of their research results and compare and contrast to their personal life experiences. 2. After viewing the "Asian Americans" series, students will identify and describe the relationship between Asian American imagery and media representations. Other (Term projects, research papers, portfolios, etc.) Field Trip to the Crocker Art Museum or other local museum to view and learn about historical and contemporary Asian Art and Artists. Students will do a short presentation to the class about their experience, choosing two pieces of art to share with the class and discussing the importance of the art and artist. Students will relate the concept of the art and/or the background of the artist with the course content. For example, if the artist is Punjabi, how does their art reflect the experiences that they have learned about Punjabi farmers? Required Materials Asian American Studies Now Author: Yu-Wen, Jean; Wu, Shen and Chen, Thomas C Publisher: Rutgers University Press Publication Date: 2010 Text Edition: Classic Textbook?: Yes OER Link: OER: The Loneliest Americans Author: Jay Caspian Kang Publisher: Crown New York Publication Date: 2021 Text Edition: 1st Classic Textbook?: OER Link: OER: Contemporary Asian America Author: Zhou, Min and Ocampo, Anthony C Publisher: New York University Publication Date: 2016 Text Edition: 3rd Classic Textbook?: OER Link: OER: Minor Feelings: An Asian American Reckoning Author: Cathy Park Hong Publisher: One World: New York Publication Date: 2020 Text Edition: 1st Classic Textbook?: OER Link: OER: Strangers From a Different Shore: A History of Asian Americans-Updated and Revised Author: Takaki, Ronald Publisher: Boston: First Back Bay Publication Date: 1998 Text Edition: Classic Textbook?: Yes OER Link: OER: From a Whisper to a Rallying Cry: The Killing of Vincent Chin and the Trial that Galvanized the Asian American Movement Author: Paula Yoo Publisher: Norton Publication Date: 2021 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.