SOC 0003. Race, Ethnicity and Inequality
Units: 3
Hours: 54 lecture
Examines the historical and contemporary impacts of the social constructs of race and ethnicity in the United States. Closely analyzes racial and ethnic inequalities within social institutions such as politics, economics, education, housing, health and medicine, and criminal justice. Explores anti-racist movements, strategies, and practices to eliminate racial and ethnic inequality. (C-ID SOCI 150) (CSU, UC)
SOC 0003 - Race, Ethnicity and Inequality
http://catalog.sierracollege.edu/course-outlines/soc-0003/
Catalog Description Hours: 54 lecture Description: Examines the historical and contemporary impacts of the social constructs of race and ethnicity in the United States. Closely analyzes racial and ethnic inequalities within social institutions such as politics, economics, education, housing, health and medicine, and criminal justice. Explores anti-racist movements, strategies, and practices to eliminate racial and ethnic inequality. (C-ID SOCI 150) (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply Critical Race Theory and critical analysis to issues of race and ethnicity in society. CSLO #2: Explore how social institutions and the manipulation of social power have created and maintained racial and ethnic inequality in the United States. CSLO #3: Examine the intersection of race and ethnicity with other identities affected by hierarchy and oppression. CSLO #4: Analyze resistance to racial and ethnic oppression over time. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives The student will: 1. apply sociological theories to issues of race and ethnicity; 2. explore how social institutions were designed and continue to operate in ways that result in inequality between racial and ethnic groups in the United States; 3. analyze how the manipulation of social power has impacted race and ethnic relations over time; 4. examine the origins and outcomes of prejudice, discrimination, ethnocentrism, eurocentrism, color blindness, white supremacy, and racism in the United States; 5. analyze the intersection of race and ethnicity with other social identities such as gender, sexuality, class, national origin, immigration status, ability, age, and religion; and 6. assess historical and current forms of resistance to racial and ethnic oppression. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences CSUGE - D3 Ethnic Studies CSUGE-D0 Sociology/Criminology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 4C Ethnic Studies IGETC - 4J Sociology/Criminlgy Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will discuss in class or on discussion boards the causes and effects of racial and ethnic inequality and propose possible solutions. Will be graded using a rubric developed by the instructor and shared with students. Essay Examinations Example: In an essay, students discuss how and why the Indian Allotment Act was a failure for indigenous peoples in the U.S. Essay will be graded using a rubric developed by the instructor and shared with students. Objective Examinations Example: Raul is African American, but he has many other social identities in addition to his racial identity. He is also a young, middle-class college student who identifies as bisexual. Rather than thinking of any particular racial group as a monolithic category, scholars who take an intersectional approach pay attention to: a. how an individual's multiple identities intersect and result in overlapping and interdependent experiences of oppression and privilege. b. prioritizing identities and social locations by economic importance. c. how individuals manage narratives about their lives. d. understanding which type of oppression is more important than others. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: After a lecture about the effects of individual, internalized, institutional racism and structural, students will discuss in small groups the advantages and disadvantages they have experienced in their own lives based on their race and/or ethnicity to reveal that race and ethnicity have dramatic and varying effects on how individuals live their everyday lives. Each group reports out to the larger class the highlights from their small group discussion that the group is comfortable sharing. A class discussion will follow. (Objectives 4, 5, and 6) Instructor will show short clips about how various races are portrayed in the media and students will engage in an analytical discussion about the influence of the media and other forms of popular culture in forming their own ideas about race and ethnicity from childhood through adulthood. (Objectives 2, 4, 5, and 6) Instructor will provide data about minimum sentences for several different crimes in the U.S. Also included will be arrest rates, conviction rates, and sentencing lengths for those crimes disaggregated by race, gender, and social class. Students will then engage in an activity analyzing the similarities and differences in what they see, including the "fairness" of the minimum sentence lengths of some crimes compared to others and their origins in historical methods of racial and ethnic oppression. After the class activity, students will be given an assignment summarizing their discoveries about racial inequities in the criminal justice system. (Objectives 1, 2, 3, 4, and 5) Distance Learning Via online lecture (written/oral/video) instructor will integrate short clips about how various races are portrayed in the media and students will engage, via discussion board and/or video chat technologies in an analytical discussion about the influence of the media and other forms of popular culture in forming their own ideas about race and ethnicity from childhood through adulthood. (Objectives 2, 4, 5, and 6) Typical Out of Class Assignments Reading Assignments 1. Access recent articles on the Southern Poverty Law Center’s website to prepare for class discussion about hate groups in the U.S. 2. Read various handouts prepared by instructor (examples: various autobiographical short stories from "Many Voices, Many Lives" and "The Social Construction of Race"), and be prepare for classroom discussion. 3. Read chapter om The Invention of Race to prepare for class discussion about how racial discourses devised by philosophers, writers, and scientists rose to prominence and helped form classification systems riveted in white supremacy. Writing, Problem Solving or Performance 1. Refute the view expressed by some that affirmative action imprints on its recipients a stigma of self-doubt. In addition, discuss how stigma also plays into people's perceptions of affirmative action hiring. 2. Define the terms "coded language" and "discursive co-optation." Provide examples of organizations using these methods to further their own political agendas and prevent racial equity. 3. Using either yourself or a friend as an example, define and explain what real versus pseudo change is regarding race relations, cultural labor, and racial intelligence. How would you suggest moving someone from the ability of enacting pseudo change to affecting real change? Other (Term projects, research papers, portfolios, etc.) 1. Group Skits: Divide the class into five groups, one for each of the five racial fallacies. Students prepare skits demonstrating several examples of the fallacy in action as well as counter the fallacy with facts and logic that prove they are untrue. 2. Classroom Activity: Divide the classroom into several groups, with each selecting one dominant institution in society based on the various fields of life: school, church, the family, music and museums, government, etc. Ask each group to come up with 5 tools to bring real change to the ways in which racial oppression operates in this institution. What can be done to eradicate racism in this institution? Required Materials Race in America Author: Matthew Desmond and Mustafa Emirbayer Publisher: Norton Publication Date: 2020 Text Edition: 2nd Classic Textbook?: No OER Link: OER: How to be an Antiracist Author: Ibram X. Kendi Publisher: One World Publication Date: 2019 Text Edition: 1st Classic Textbook?: No OER Link: OER: The New Jim Crow Author: Michelle Alexander Publisher: The New Press Publication Date: 2012 Text Edition: 1st Classic Textbook?: No OER Link: OER: The Matrix of Race: Social Construction, Intersectionality, and Inequality Author: Rodney D. Coates, Abby L. Ferber, and David L. Brunsma Publisher: Sage Publication Date: 2017 Text Edition: 1st Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Sociology
http://catalog.sierracollege.edu/departments/sociology/
Sociology is a disciplined quest for the understanding of human behavior—particularly in post-industrial society. Through a systematic analysis of society, its groups, institutions and processes, sociologists hope to better understand and predict human behavior. The introductory course provides a foundation in sociological concepts, with the goal of having students acquire the perspective in sociology and the ability to see their personal position in a societal context. Other sociology courses focus on social problems, race and ethnic relations, gender and gender identity, and the family.
POLS 0003 - International Relations
http://catalog.sierracollege.edu/course-outlines/pols-0003/
Catalog Description Hours: 54 lecture Description: Introduction to the political relations between governments and other global actors. Examination of theories and concepts that help to explain conflict and cooperation in a range of issue areas. (C-ID POLS 140) (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply theoretical concepts to understand and explain international relations. CSLO #2: Identify causes of international problems and effective means of coping. CSLO #3: Assess the power of different types of actors engaged in international relations. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives At the conclusion of this course, the student should be able to: 1. Distinguish between hard and soft forms of power (including diplomacy) and their roles in world politics; 2. Distinguish different types of actors at the national (state), international (transnational) and subnational levels that play significant roles in world politics; 3. Evaluate the significance of sovereignty and globalization for anarchy at the systemic level; 4. Examine the role of international institutions (including international law and international organizations) in regulating conflict and facilitating cooperation; 5. Contrast rival theories of international relations; 6. Apply relevant theoretical concepts to historical cases and contemporary issues; 7. Identify the major causes of cooperation and conflict in the areas of security (war/peace), international political economy (including trade, currency values, development and environment) and human rights; 8. Propose solutions to problems in international relations that target causes. General Education Information Approved College Associate Degree GE Applicability AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences CSUGE - D6 History CSUGE - D8 Pol Sci/Govt/Lgl In Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 4H Pol Sci/Govt/Lgl In Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Student posts in response to instructor's questions about international law on the discussion board graded on demonstrated command of the learning material and ability to apply concepts. Essay Examinations Example: Instructor will assign a take-home essay asking the student to react to a simulation that illustrates the problems with cooperating in anarchy. Successful responses will apply concepts learned in class to the in-class experience. Graded based on rubric. Objective Examinations Example: 50 multiple choice questions on theories of international relations. Example: The theory that tells us to ignore domestic politics is: a) realism; b) liberalism; c) Marxism; or, d) constructivism. Correct answers illustrate learning of scientific theories. Reports Example: Instructor will assign an internet research project on a particular topic and a written essay describing discovered information. Project will be evaluated based upon a rubric developed by the instructor and shared with students. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will present a PowerPoint lecture on the role and form of power. Students will then be guided to role play in simulations that requires defending positions not held by students. Following the role play, instructor will lead a debate in class over the role and form of power. Distance Learning Instructor will provide students with text and audio-visual learning materials (e.g. videos, PowerPoint, lecture notes) supported by textbook chapters on theories of international relations. Students will need to use this material to effectively participate in discussions that the instructor will monitor to provide clarification and correction when needed. Typical Out of Class Assignments Reading Assignments 1. Read chapter on concept of "sovereignty" and come to class prepared to discuss relevant actors. 2. Read opinion piece from newspaper about US leadership and discuss merits in class. 3. Analyze a scholarly journal article and incorporate relevant passages into a research paper on two to three international relations issues facing a country. Writing, Problem Solving or Performance 1. Take-home essays relating IR theories to specific aspects of world politics (e.g., realist and liberal means of coping with war). 2. In-class simulation of cooperation amongst conflicting interests and reaction essay. 3. Write a five to seven page research paper on two to three international relations issues facing a country. Other (Term projects, research papers, portfolios, etc.) 1. Internet research assignment requiring students to find information on an instructor-approved topic and produce a synthesis report. 2. Deliver a 10-15 minute presentation on two to three IR issues facing a student's chosen country. Required Materials Essentials of International Relations Author: Mingst & Arreguin-Toft Publisher: W.W. Norton & Company Publication Date: 2018 Text Edition: 8th Classic Textbook?: OER Link: OER: Introduction to Global Politics Author: Lamy, Baylis, Smith & Owens Publisher: Oxford University Press Publication Date: 2021 Text Edition: 6th Classic Textbook?: OER Link: OER: International Relations: The Key Concepts Author: Martin Griffiths, Terry O’Callaghan & Steven Roach Publisher: Routledge Publication Date: 2013 Text Edition: 3rd Classic Textbook?: OER Link: OER: World Politics Author: Charles Kegley Publisher: Wadsworth Publication Date: 2020 Text Edition: 17th Classic Textbook?: OER Link: OER: Globalization of World Politics Author: Baylis, Smith & Owen Publisher: Oxford Publication Date: 2019 Text Edition: 8th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...130 SOC 0004 SOCI 140 SOC 0027 SOCI 150 SOC 0003 SOCI 160 SOC 0009...
