Course Outlines

A.	Examine and compare historical and contemporary developments of ethnic studies in the context of political and multiracial struggles for racial equity and social justice in the U.S.

B.	Analyze changing conceptualizations of race in the sciences, social sciences, and law as institutionalized constructions of naturalized racial differences (i.e. whiteness, blackness, indigeneity, Orientalism, mestizaje).

C.	Assess contemporary social scientific approaches to racial inequality from multiple disciplinary perspectives, including theories and knowledge produced by ethnic studies and scholars of racially marginalized communities.

D.	Compare and evaluate explanations of race, gender, and class, and from an intersectional framework, in the contexts of work, families, and schools.

E.	Analyze societal patterns of racial and ethnic inequality using current and historical data to highlight the intersectionality of factors shaping life chances, such as race, gender, class, age, sexuality, education, citizenship, national origin, and geography.

F.	Identify and differentiate the meaning and implications of racialized identity formation with comparative emphasis on articulations of racialized categories by the U.S. state, personal narratives of resistance, and communities engaged in self-determination.

G.	Appraise social movements and policy debates for racial equity and social justice.

A.	Examine and compare historical and contemporary developments of ethnic studies in the context of political and multiracial struggles for racial equity and social justice in the U.S.

1.	Intellectual project of ethnic studies and its formation in academic institutions nationally and locally.

b.	Analysis of inequality in the education system based on theoretical and politicized critiques of racial inequity, Eurocentricism, capitalism, and academic knowledge production.

c.	Case studies of ethnic studies departments and programs such as the 1968 San Francisco State College strike and De Anza College from 1968-1970.

B.	Analyze changing conceptualizations of race in the sciences, social sciences, and law as institutionalized constructions of naturalized racial differences (i.e. whiteness, blackness, indigeneity, Orientalism, mestizaje).

1.	Development of race as a concept in science from 16th to 20th century and in relation to period of encounters between Europe and New World as well as development of Atlantic slave trade.

a.	Early modern taxonomies of "race," "peoples," "nations," types," and "species" by naturalists and other scientists in 16th through 18th century.

b.	Changing measures of human difference (such as physical attributes, skin color, cranial size, intellect, moral qualities, psychological dispositions) that shape emergent notions of "biological race" in the 18th and 19th centuries.

c.	Emergent 19th and popular 20th century ideology of race in the United States informed by scientific claims of distinct biological categories of innate human difference such as J.F. Blumenbach's five major divisions: Caucasoid, Mongoloid, Ethiopian/Negroid, American Indian, and Malayan (1775).

d.	Influence of scientific notions of race on social policies in 19th and 20th centuries, such as Eugenics, immigration, education, and poverty relief.

2.	Changing definitions of race in the law from colonial period to post-civil rights United States.

a.	Institutionalization of slavery (i.e., status of "slave" and "free") and variety of state laws defining "white," "black," and "Indian" based on changing criteria such as maternal lineage, blood quantum, and ancestry during colonial, early republic, and ante-bellum periods of United States.

b.	Creation of racial qualifications for citizenship and naturalization under law from 18th century until mid-20th century.

c.	Challenges to racial restrictions of citizenship, naturalization, civil rights, and equal protection under law in 19th and 20th century U.S.

d.	Changing U.S. census categories of racial and ethnic identification from 1790 until present in historical context.

a.	Focus on concept of culture within anthropology in contrast to race based on disciplinary debates about racial difference in late 19th and early 20th centuries.

b.	The definition of race and ethnicity as social structures and the emphasis on theories of racial formation within ethnic studies and sociology.

c.	Theories of ethnicity formation such as Horace Kallen's, Isaac Berkson's, Stephen Cornell and Douglas Hartmann's, and Victoria Hattam's contentions about the role of ancestry/primordialist claims and constructs of cultural distinctiveness.

d.	Post-structuralist theory and emphasis on discursive formations of race and ethnicity, as well as subjectivity.

C.	Assess contemporary social scientific approaches to racial inequality from multiple disciplinary perspectives, including theories and knowledge produced by ethnic studies and scholars of racially marginalized communities.

1.	National debates and social issues of racial and ethnic inequality in the 20th and 21st century United States.

a.	Definitions of racial and ethnic inequality that count as societal problems deserving of collective action.

b.	Context of civil rights movement and social reform efforts to address racial and ethnic inequality.

c.	Context of post-civil rights era and national conversation in 21st century about race and racial inequality in the United States.

d.	Identification and critical evaluation of claims of post-raciality in the context of changing political periods. Ex: post-Obama America.

2.	Contemporary theoretical perspectives on racial stratification with emphasis on sociological perspective.

a.	Functionalist approaches to stratification, such as Kingsley Davis and Wilbert Moore's ideas and critiques of their explanations.

b.	Assimilationist theories of ethnicity such as theories of Anglo conformity, segmented assimilation, and pluralist models of assimilation.

3.	Critiques of racial inequality based on theories of the origin of racism (i.e., racial inequality and ideology) in the U.S. from a historical socio-cultural approach.

a.	Analysis and critique of contemporary racial discourse in the U.S. based on articulations of biologized racist ideology during the 19th century.

b.	Analysis and critique of 20th century scientific claims about "race" as a concept distinct from the concepts of "culture" and "ethnicity".

Analysis and comparison of formative and contemporary processes of racialization for groups in the U.S. in context of subordination and domination. Examples of group experiences include those of American Indians, Native Hawaiians, African Americans and Americans of African ancestry, Mexican Americans and other Latinos, Asian Americans, and European Americans

Examination of triangulation of racial formations among various groups, such as Blacks, American Indians, and Whites in Southeast in 19th and 20th centuries; Blacks, Chinese and Whites in American South in late 19th and early 20th century; and Japanese, Mexicans, and Whites in West in early 20th century

4.	Theories of international and national economic divisions of labor and critiques of capitalist system and race from political economic approach.

b.	Analysis of gender stratification, with theories of patriarchy and critiques of capitalistic division of labor.

5.	Major concepts used in current theoretical approaches to analyzing racialized inequality and racism from multiple disciplinary perspectives, including ethnic studies.

a.	Concepts of and research on prejudice and stereotypes, implicit bias/association, and labeling theory, with emphasis on psychological studies.

b.	Concepts of and research on individual and institutional discrimination, and privilege with emphasis on ethnic studies, sociology, and critical white studies.

c.	Concepts of and research on racial ideology, racial formation, and racial identity development, with emphasis on historical, socio-cultural, and comparative ethnic studies.

d.	Theoretical and empirical inquiries into the debate over the relationship between "race" and "class."

e.	Idea of multiculturalism and critiques of its neoliberal ideology and its occlusion of dominance and subordination in social relations with emphasis on socio-cultural studies.

f.	Post-civil rights retheorizing of the concept of racism, including ideas such as structural racism, laissez-faire racism, colorblind racism, and modern racism, with emphasis on sociological studies.

g.	Rethinking of America's color line in terms of various models: white/non-white binary, black/non-black binary, white/honorary white/collective black tri-racial system.

D.	Compare and evaluate explanations of race, gender, and class, and from an intersectional framework, in the contexts of work, families, and schools.

a.	Studies of employment and migration in central cities/urban, metropolitan, rural, and suburban areas of United States with attention to the racialized and gendered "poor," "working class," "middle-class/professional," and "elite".

b.	Comparisons of histories, job positions, experiences, and self-identities of women and men of color, and white women and men.

c.	Stereotypes and social status by labor type across industries and in the workplace with attention to gender, ethnicity, and racialization.

a.	Studies of division of labor and household expectations among women and men with attention to ethnicity, race, and labor roles in and outside of home.

b.	Comparisons of household decision-making and hierarchies with attention to gender, ethnicity, racialization, and labor roles inside and outside of home.

3.	Discussions of family class background, gender, ethnicity, and racialization in the education system and in schools.

a.	Studies of academic achievement and family educational history with attention to ethnicity, gender, and racialization.

b.	Comparisons of educational aspirations and student self-identities in schools with attention to gender, ethnicity, family class background, and racialization.

c.	Studies on stereotypes and social statuses of students with attention to gender, ethnicity, family class background, and racialization.

E.	Analyze societal patterns of racial and ethnic inequality using current and historical data to highlight the intersectionality of factors shaping life chances, such as race, gender, class, age, sexuality, education, citizenship, national origin, and geography.

1.	Operative terms for academic and general-public evaluations of inequality: concepts such as life chances, stratification, hierarchy, in/equity, equality, parity, under/representation, self-determination, civil rights, and social justice.

2.	Measures of social and economic well-being by race, gender, class, sexuality, education, citizenship, age, national origin, and geography.

Distribution of descriptive representation in various arenas of the public sector (such as the criminal justice system; and executive, legislative, judicial branches of government), the private for-profit sector (such as corporate institutions), and the private non-profit sector (such as philanthropy).

F.	Identify and differentiate the meaning and implications of racialized identity formation with comparative emphasis on articulations of racialized categories by the U.S. state, personal narratives of resistance, and communities engaged in self-determination.

1.	Discussion and examination of the dominance-subordination dialectic in scholarship of racial and ethnic groups, including the field of ethnic studies.

2.	Examination of the historical and contemporary articulations of racialized identities according to the U.S. Census Bureau, civil rights-era social movements, and post-civil rights-era debates over affirmative action, reparations, indigenous rights, immigration, citizenship, and racial violence.

3.	Study of identity formation and subject-making through theories of racialization in qualitative socio- cultural studies.

4.	Comparison of self-concepts, personal narratives, community-based campaigns for decolonization, liberation, and anti-racism by Asian Americans, African-Americans, Latinx Americans, and Native Americans.

G.	Appraise social movements and policy debates for racial equity and social justice.

Examine historical and contemporary social reform and collective organizing efforts such as: the abolitionist movement, the Niagra movement, the civil rights movements, the Black Power movement, the Chicano movement, the American Indian Movement, the Asian American movement, the Young Lords, the immigrant rights movement, etc.

Assess contemporary social and policy debates such as: mass incarceration, the corporatization of the criminal justice system, schooling and educational stratification, immigration reform, affirmative action, state-sanctioned racial violence, racial scapegoating during pandemic, death penalty, tribal gaming, and tribal land claims.

A.	Required readings and videos in preparation for in-class discussions and activities.

B.	Quizzes, exams, and written assignments (essays and/or reflections) to identify, analyze, and draw connections between themes, topics, arguments, and points of view presented in the course.

C.	Group projects and/or presentations that incorporate topics, themes, arguments, and points of view introduced by the course in order to analyze and evaluate patterns of racial inequality and racism in the U.S. and societal efforts at racial equity and social justice.

Lecture and visual aids.
Discussion of assigned readings.
Collaborative learning and small group exercises.
Discussion of course topics and videos in relation to real life examples drawn from students' experiences and observations.
Quiz and examination review performed in class.
Guest speakers
Field observation and field trips
In-class essays
In-class exploration of Internet sites

A.	Assessment of in-class contributions based on degree of preparedness for class; level of respect for fellow classmates; and frequency and quality of sharing.

Quizzes, examinations, and written assignments (short essay and/or reflections) that evaluate accuracy of student comprehension, as well as analytical and communication skills in the relation to the following course themes/topics: current or historical patterns of racialized inequality, theories explaining racial and ethnic inequality, historical or contemporary social policies having to do with racial equity and justice, and comparative experiences of racial and ethnic groups.

C.	Group projects and/or presentations that evaluate accuracy of student comprehension, as well as analytical skills in the examination of a contemporary example or social debate relating to racial equity and justice in the U.S.

D.	Final essay, exam or project that requires students to demonstrate comprehension and the abilities to apply, synthesize, and critically evaluate course concepts, theories, and ideas.

A.	Examples of Primary Texts and References

1.	Aguirre Jr., Adalberto and David V. Baker. Structured Inequality in the United States: Critical Discussions on the Continuing Significance of Race, Ethnicity, and Gender. Upper Saddle River, NJ: Prentice Hall, 2008.

2.	Bakan, Abigail and Enakshi Dua, eds. Theorizing Anti-Racism: Linkages in Marxism and Critical Race Theory. Toronto: University of Toronto Press, 2014.

3.	Grusky, David and Szonja Szelenyi. The Inequality Reader: Contemporary and Foundational Readings in Race, Class, and Gender. Second edition. Boulder, CO: Westview Press, 2011.

4.	Healey, Joseph and Andi Stepnick. Diversity and Society: Race, Ethnicity, and Gender. Sixth edition. Los Angeles, CA: Sage, 2019.

5.	Keister, Lisa and Darby Southgate. Inequality: A Contemporary Approach to Race, Class, and Gender. New York, NY: Cambridge University Press, 2012.

B.	Examples of Supporting Texts and References

1.	Eberhrdt, Jennifer. Biased: Uncovering the Hidden Prejudice that Shapes What We See, Think, and Do. Viking, 2019.

2.	Ahmed, Sarah. On Being Included: Racism and Diversity in Institutional Life. Durham, NC: Duke University Press, 2012.

3.	Alexander, Michelle. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York, NY: The New Press, 2012.

4.	Almageur, Thomas. Racial Fault Lines: The Historical Origins of White Supremacy in California. Berkeley, CA: University of California Press, 2008.

5.	Arrighi, Barbara. Understanding Inequality: The Intersection of Race/Ethnicity, Class, and Gender. NY, NY: Rowman & Littlefield Publishers, 2007.

6.	Blackwell, Angela Glover and Stewart Kwoh, Manuel Pastor. Searching for the Uncommon Common Ground. New York, NY: W.W. Norton & Company, 2010.

7.	Bonilla-Silva, Eduardo. Racism without Racists: Colorblind Racism and the Persistence of Racial Inequality. Lanham, MD: Rowman & Littlefield Publishers, 2017 (5th edition).

8.	Fitzgerald, Kathleen. Recognizing Race and Ethnicity: Power, Privilege, and Inequality. Boulder, CO: Westview Press, 2014.

9.	Gallagher, Charles and Cameron Lippard, eds. Race and Racism in the United States: An Encyclopedia of the American Mosaic. Santa Barbara, CA: Greenwood, 2014.

10.

Krysan, Maria and Amanda E. Lewis, eds. The Changing Terrain of Race and Ethnicity. New York, NY: Russell Sage Foundation, 2006.

11.

Lacy, Karyn R. Blue-Chip Black: Race, Class, and Status in the New Black Middle Class. Berkeley, CA: University of California Press, 2007.

12.

Jablonski, Nina. Living Color: The Biology and Social Meaning of Skin Color. Berkeley, CA: University of California Press, 2012.

13.

Lewis-McCoy, R. L'Heureux. Inequality in the Promised Land: Race, Resources, and Suburban Schooling. Stanford, CA: Stanford University Press, 2014.

14.

Massey, Douglas S. Categorically Unequal: The American Stratification System. NY, NY: Russell Sage Foundation, 2008.

15.

Massey, Douglas S. and Nancy A. Denton. American Apartheid: Segregation and the Making of the Underclass. Cambridge, MA: Harvard University Press, 1998.

16.

Smedley, Audrey and Brian Smedley. Race in North America: Original and Evolution of a Worldview. Boulder, CO: Westview Press, 2011.

17.

McLeod, Jay. Ain't No Makin' It: Aspirations and Attainment in a Low-Income Neighborhood. Westview Press, 2008 (3rd edition).

18.

Oliver, Melvin and Thomas Shapiro, eds. Black Wealth/White Wealth: A New Perspective on Racial Inequality. NY, NY: Routledge, 2006.

19.

Omi, Michael and Howard Winant. Racial Formation in the United States: From the 1960s to the 1980s. New York: Routledge, Kegan and Paul, 2014 (3rd edition).

20.

Adelman, Robert and Christopher Mele. Race, Space, and Exclusion: Segregation and Beyond in Metropolitan America. New York, NY: Routledge, 2014.

21.

Prewitt, Kenneth. What Is Your Race? The Census and Our Flawed Efforts to Classify Americans. Princeton, NJ: Princeton University Press, 2013.

22.

Pierce, Jennifer. Racing for Innocence: Whiteness, Gender, and the Backlash Against Affirmative Action. Stanford, CA: Stanford University Press, 2012.

23.

Telles, Edward, Pigmentocracies: Ethnicity, Race, and Color in Latin America, Chapel Hill, NC: University of North Carolin Press, 2014.

CETH 10

Race, Ethnicity and Inequality

4 Unit(s)

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