April 26, 2010
... Perceptions of the Mexican Immigrant During the 1920s." in David Gutierrez, Ed. Between Two Worlds: Mexican Immigrants in the United States. Wilmington, DE: Scholarly Resources, 1996.
Ruben G. Rumbaut. “The Crucible Within: Ethnic Identity, Self-esteem, and Segmented Assimilation Among Children of Immigrants” in The Second Generation New York: Russell Sage Foundation, 1996.
Ruben G. Rumbaut. “Assimilation and Its Discontents: Between Rhetoric and Reality,” in The International Migration Review Vol. 31, Issue 4 (Winter 1997) pp. 923-960.
Vicky L. Ruiz. "'Star Struck': Acculturation, Adolescence and the Mexican American Woman, 1920-1950." in David Gutierrez, Ed. Between Two Worlds: Mexican Immigrants in the United States. Wilmington, DE: Scholarly Resources, 1996.
Thomas Sheridan. “Race and Class in a Southwestern City: The Mexican Community of Tucson, 1854-1941" in Beyond 1848: Interpretation of the Modern Chicano Historical Experience. Dubuque, IA: Kendall/Hunt Publishing, 1999.
James P. Smith, “Assimilation across the Latino Generations,” American Economic Review, May 2003 (Vol. 93, No. 2): 315-319.
Mary Colette Standart. "The Sonoran Migration to California, 1848-1856: A Study in Prejudice." in David Gutierrez, Ed. Between Two Worlds: Mexican Immigrants in the United States. Wilmington, DE: Scholarly Resources, 1996.
Ilan Stavans. “Toward a Self-Definition” in The Hispanic Condition: Reflections on Culture & Identity in America. New York: Harper, 1995.
Alex Stepick and Carol Dutton Stepick, “Power and Identity: Miami Cubans,” in Marcelo M. Suarez-Orozco and Mariela M. Paez. Latinos: Remaking America. University of California Press, 2002.
Tajfel, H. (1982) “Social identity and intergroup relations,” Cambridge, England: Cambridge University Press.
H. Tajfel and J. Turner. “The Social Identity Theory of intergroup behavior.” in S. Worchel and W. Austin (Eds.) Psychology of Intergroup Relations. Chicago, IL: Nelson Hall, 1986.
Beverly Daniel Tatum. “Talking About Race, Learning About Racism: The Application of Racial Identity Development Theory in the Classroom” in Harvard Educational Review Vol. 62 No. 1 (Spring 1992) pp. 1-23.
Beverly Daniel Tatum. “The Complexity of Identity: Who Am I?” in "Why Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race." New York: Basic Books, 1997.
Beverly Daniel Tatum. “Identity Development in Adolescence” in "Why Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race." New York: Basic Books, 1997.
Beverly Daniel Tatum. “What Do We Mean When We Say Latino?” in "Why Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race." New York: Basic Books, 1997.
Carlos Vargas-Ramos. “The Changing Nature of Race in Puerto Rico” paper presented at the 27th Annual Conference of the Caribbean Studies Association, Nassau, The Bahamas, May 27 to June 1, 2002.
III. COURSE REQUIREMENTS/POLICIES
DROPS/ADDS. It is the student’s responsibility to drop courses they will not attend. If they fail to do so, they will receive a U. The excuse of "VRR failed to drop me" will not be accepted, except in distinctly compelling cases that you support in writing.
INCOMPLETES. An Incomplete grade "I" indicates that a portion of required course work (normally not more than one third) has not been completed and evaluated in the prescribed time period due to unforeseen, but fully justified, reasons and that, there is still a possibility of earning credit. It is the responsibility of the student to bring pertinent information to the attention of the instructor and to determine from the instructor the remaining course requirements which must be satisfied to remove the Incomplete. A final grade is assigned when that work has been completed and evaluated. An "I" must normally be made up within one calendar year immediately following the end of the term during which it was assigned. This limitation prevails whether or not the student maintains continuous enrollment. Failure to complete the assigned work will usually result in an "I" being converted to an "F."
Attendance/Absences. Attendance is obligatory. If for some unforeseen reason you have to be absent you will be responsible for all class activities, handouts, lecture materials, presentations and any other information that was shared during your absence. Make arrangements with another student to receive notes for the class that you missed.
Assigned Readings. Participation in class discussion is an index of whether students are keeping up with the assigned readings. In order for the course to be effective learning experience assigned readings must be completed by the first day of each week. Important: While a good portion of lectures will be derived from the text, not all the textbook material will be discussed in class.
Late Work. As a general rule, late work is not accepted. Late work will only be accepted in special circumstances which include illness or any other impediment out of the control of the student. 5 points will be deducted for every day late unless arrangements were made with the instructor.
1. Exams/Make-up. Three exams will be based on textbook, lectures, films/videos. Each test will be worth 40 points. Make-up exams will only be granted in extraordinary circumstances. In cases of extreme illness, and with a medical excuse, an oral examination and/or other testing methods will be provided to the student. 60% of the questions will be derived from materials discussed in lecture and 40% from the assigned textbook, article readings. Exams will include a variety of forms, both objective and essay questions.
2. Analytical Autobiography: Students will be responsible for developing a 4-5 page biographical self-analysis using Turner, Cross= or other schema for identity formation. You will apply what you have learned in class and will use it to reflect on your own process of identity formation. Names and surnames will be omitted and the information provided will be confidential. You will also include at least three articles from academic journals or book chapters to supplement and broaden your paper. During the last week of class each student will prepare a 5 minute oral presentation explaining some aspect of the development of the racialization of Latino/Latina identity.
1. Introduction (What you intend to do)
2. Theoretical (What theories, identity schema you will use)
3. Describe your identity formation process (events, insights)
4. What is the most important lesson about Chicano/Latino identity you
have learned from this exercise?
5. What are the challenges in understanding racialization and identity
formation among Latinas/Latinos.
B. Style: Do not place in folders, paper or plastic make sure you include a cover
Report must include at least 3 references, if used (articles, Internet
website, newspaper articles etc.), Limit footnotes to a minimum and essay must
be spell-checked, grammatically correct with margins no more than 1" wide.
3. Journal: At strategic points throughout the course (4-5 times) you will be asked to write a journal reflection (one page) about a lecture topic, film/documentary, reflection
on identity, textbook assignments, novel etc. This will be part of your class participation
Failure to turn these in will result in 3 points lost for each journal entry. These points are part of the class participation score.
Following is a list of class requirements with their total scores.
*Pop quizzes, journals are part of this score.
Policy on Honesty and Plagiarism
This course seeks to empower students for independent learning, resourcefulness, clear thinking, and perception. All submitted work and activities should be genuine signs of individual achievement from which the student should derive personal satisfaction and a sense of accomplishment. Plagiarism and cheating subvert these goals and will be treated according to university policy.
Introduction to Racialization and Identity I
Introduction to Socialization
Racialization, Identity, World-View, Paradigms
Handout: Selected Race Ethnic vocabulary
a) Rodriguez, Latino Politics in the United States, Chapter 1 pp. 1-9
Thursday: Bring journal reflection where you attempt to define, in your own words what is racialization.
Film: “A Classroom Divided” (Thursday)
The Impact of Racial Identity
a) Rodriguez, Latino Politics in the United States, Chapter 1 pp. 1-46
b) Tatum, “Identity Development in Adolescence” (Reader)
c) Heidi Lasley Barajas and Jennifer L. Pierce, 2000. “The Significance of Race and Gender in School Success Among Latinas and Latinos in College”
Film: “True Colors”
Consequences of Racialization and Racialized Identities
a) Mexican American Experience: David Lopez and Ricardo D.Stanton Salazar. “Mexican Americans: A Second Generation at Risk” (Reader)
Consequences of Racialization and Racialized Identities II
a) Cuban Experience: Alex Stepick and Carol Dutton Stepick, “Power and Identity: Miami Cubans” (Reader)
The Social and Historical Construction of Latina/Latino Identity II
Segregation, Sociology Of Subordination
a) Menchaca, The Mexican Outsiders, Chapters. 1 &2.
Film: “Los Mineros”
EXAM 1: Tuesday February 28: All material covered until week 5. Including films, textbooks, reader and class lectures.
Racialization, Education and Struggle: School Segregation Then/Today I
a) Menchaca, The Mexican Outsiders, Chapter 3 Thursday
Film: “Lemon Grove Incident”
Racialization, Education and Struggle: School Segregation Then/Today II
A) Rodriguez, Latino Politics in the United States, Chapter 4 (Tuesday)
Racism within the Chicano community
a) Menchaca, The Mexican Outsiders, Chapter 9. Thursday
The Social Construction of Gender and Racial Identity III
Class will not meet
March 14 and 16. Dr. Rodriguez will be attending the Latin American Studies Association international conference in San Juan, Puerto Rico.
Chicano and Working Class Culture: Family/Community
a) Vicky Ruiz, Cannery Women, Chapters. 1 & 2 Tuesday
Challenging Patriarchy: Chicanas
a) Vicky Ruiz, Cannery Women Chapters. 3 & 4 Thursda
Politics gender and Chicanas
a) Vicky Ruiz, Cannery Women, Chapters 5 & 6
Exam 2: Tuesday April 4
Menchaca Chs. 1-6; Rodriguez, Chapter 4
(Thursday) The Racialization of George Washington Gomez
a) Paredes, George Washington Gomez, pp 1-34
Spring Recess: April 10-14, 2006
a) (Tuesday) Paredes, George Washington Gomez, pp. 35-105
b) (Thursday) Paredes, George Washington Gomez, pp. 107-175
a) Paredes, George Washington Gomez
, pp. 177-302
Challenging Racialization: Una Bomba
a) Rodriguez, Latino Politics in the United States, Chapter 5.
Analytical Autobiography Due: Tuesday May 2, 2006
Final Exam: TBA. All materials, films, lectures. 60% questions from third module. Some questions from earlier exams.
Caveat: This syllabus represents an agreement between student and the instructor. Students should expect to be informed and/or consulted when changes need to be made. However, the instructor reserves the right to make changes when necessary but will make every effort to inform participants in the course. VMR 1/18/06 ..."