MW
DDH 103K
Dr. Karen Stocker
Office hours:
MF 2-3, W
DDH CC207
Course Description:
Diversity refers to a multitude of characteristics that, in
one way or another, often define particular students as “other” in the
classroom. Race, ethnicity, social class, sexual orientation, immigration
status, and many other aspects of current society are among the facets of
diversity that teachers today will encounter in their classrooms. Students in
this course will examine a variety of axes of diversity in the classroom in the
Course Objectives:
Students in this course will discuss sensitive topics with an open mind and with respect. Students will develop both oral and written skills as well as those related to critical thinking, as they apply critical thinking to their written papers, their leading of class discussion, and their oral presentations on the ethnography of their choice. Students in this course will also develop library research skills as they search for appropriate current articles on their topics of choice for the final project. Students will conclude the course better prepared to address diversity in the classroom, whether it be the classrooms they may have as future educators, or those that they attend as students, themselves. Indeed, the skills related to addressing diversity in the classroom in a respectful and conscientious manner are key to this class and to all others that students may attend. Students completing this course will be better able to address the Content Specifications for History and the Social Sciences demanded by their credential program. In particular, this course will address social scientific concepts (particularly from the areas of sociology and anthropology) such as institutions, social structure, and the role of socioeconomic class, race, ethnicity, and gender within those.
Required Texts:
Lois Weis and Michelle Fine, eds.,
1993 Beyond Silenced Voices: Class, Race, and Gender in United States Schools.
Berlak, Ann and Sekani Moyenda
2001 Taking It Personally: Racism in the Classroom From Kindergarten to College.
Philadephia;
Rosenblum, Karen E. and Toni-Michelle C. Travis
2000 The Meaning
of Difference: American Constructions of Race, Sex and Gender,
Social Class,
and Sexual Orientation.
Grading and
Assignments:
• Paper on theoretical explanations for minority school failure
and success (due September 27) 30 points
• Lead discussion 20 points
• Select the ethnography on which you will write your final paper
(September 29) 5 points
• List of at least 5 journal articles for your final paper
(October 6) 15 points
• Paper on your own schooling experience and context (October 25) 30 points
• Preliminary outline of final paper, incorporating journal
articles (November 1)
• Paper on Berlak and Moyenda 40 points
• Final paper, analyzing an ethnography chosen from the attached
list and incorporating at least five related journal articles on the central
topic (November 29) 60 points
TOTAL POINTS: 200 points
Grading scheme:
100-93% =
A
92 - 89 = A-
88-86 = B+
85 - 83 = B
82 - 79 = B-
78-76 = C+
75 - 73 = C
72 - 69 = C-
68 - 66 = D+
65 - 63 = D
62 - 59 = D-
58 = F
Classroom
policies:
1. I will not accept late papers unless you have a documented
excuse
(that proves illness, death in the
family, or participation in university-sponsored events). See the guidelines
below for policies related to response papers. All papers are due at the
beginning of class on the date listed, and you must attend class that day to
have your paper received. Response papers are due at the beginning of the class
period following the event (movie or guest speaker) reported.
2. There is no extra credit offered. Please focus your efforts on
the regularly assigned work.
3. Do not come into class late or leave early, unless you have a
compelling reason that you have discussed with me prior to class.
4. If you miss class, it is your responsibility to find out what
you missed. Any more than three unexcused absences will negatively affect your
grade.
5. Please turn off your cell phones or pagers.
6. All students must adhere to CSUB’s policy on Academic
Integrity, as outlined under Rights and Responsibilities on page 48 of the Fall 2004 Class Schedule. Students who do not do so will
receive an F in the course and will face disciplinary sanction by Student
Discipline and Judicial Affairs. Please read the following for specifics about
what constitutes plagiarism: http://www.csub.edu/ssric/Modules/Other/plagiarism.htm.
7. Qualified students with disabilities who need appropriate
academic adjustments should contact me soon as possible to ensure that your
needs are met in a timely manner. Any disability needs to be verified by
Services for Students with Disabilities (SSD). Upon such verification, all
handouts and assignments will be available in alternative accessible formats
upon request.
8. Students are responsible for tracking their own grade progress
(see “Grading and Assignments,” and “Grading Scheme” above).
9. When I grade your papers, I do not want to know who you are, so
as to avoid any unfair bias in grading. To this end, I request that you turn in
all papers with your name typed on the right corner of the first page only. I
will fold over this corner of each paper before I begin grading to assure your
anonymity.
Assignments are due on the day under which they are
listed. For example, students must have read the articles by
Jordan, C. and Jacob E.
1993 “Contexts of Education, Contexts of Application: Anthropological
Perspectives and Educational Practice,” pp. 253-271 in E. Jacob and C.
Moll, Luis C.
1994 “Mediating Knowledge Between Homes and Classrooms,” pp. 385-410
in Deborah Keller-Cohen, ed., Literacy: Interdisciplinary Conversations.
Gearing, Frederick and Paul Epstein
1982 “Learning to Wait: An Ethnographic Probe Into the Operations of an
Item of Hidden Curriculum,” pp. 240-267 in George Spindler, ed.,
Doing
the Ethnography of Schooling: Educational Anthropology in
Action.
Hansen, Judith Friedman
1979 “Education and the Transmission of Knowledge,” pp. 25-40 in Judith Hansen
Friedman, Social Perspectives on Human Learning: An Introduction to
Educational Anthropology.
Ogbu, John U.
1978 Minority Education and Caste: The American System in Cross-Cultural
Perspective.
Chapters 1 and 7]
Giroux, Henry A. and Peter L. McLaren
1989 Critical
Pedagogy, the State, and Cultural Struggle.
Bourdieu, Pierre and Jean-Claude Passeron
1977 Reproduction
in Education, Society and Culture.
Hills: SAGE Publications. [Selections; Chapter 3]
Cummins, Jim
1993 “Empowering Minority Students: A Framework for Intervention,” pp. 101-118 in
Fine and Weis.
Fine, Michelle and Lois Weis
1993 “Introduction,” pp. 1-8 in Fine and Weis
Mickelson, Roslyn Arlin, Stephen Samuel Smith, and Melvin L. Oliver
1993 “Breaking Through the Barriers; African American Job Candidates and the Academic Hiring Process,” pp. 9-24 in Fine and Weis.
Haney, Walter
1993 “Testing and Minorities,” pp. 45-74 in Fine and Weis
Delpit, Lisa D.
1993 “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s children,” pp. 119-142 in Fine and Weis
In-class workshop on journal searches by Norm Hutcherson
Topic: Gender
TURN IN YOUR CHOICE OF ETHNOGRAPHIES TO READ AND ANALYZE FOR THE FINAL PAPER
Gilligan, Carol
1993 “Joining the Resistance: Psychology, Politics, Girls, and Women,” pp. 143-168 in Fine and Weis
Christian-Smith, Linda K
1993 “Voices of Resistance: Young Women Readers of Romance Fiction,” pp. 169-190 in Fine and Weis
Connell, R.W.
1993 “Disruptions: Improper Masculinities and Schooling,” pp. 191-208 in Fine and
Weis.
McLaren, Peter
1982 “Bein’ Tough: Rituals of Resistance in the Culture of Working-Class
Schoolgirls,” Canadian Woman Studies 4(1): 20-24.
Monday, October 4
Katz, Jonathan Ned
2003 “The Invention of Heterosexuality,” pp. 152-154 in Rosenblum and Travis
Heyl, Barbara Sherman
2003 “Homosexuality: A Social Phenomenon,” pp. 155-164 in Rosenblum and Travis
Levine, Heidi and Nancy J. Evans
2003 “The Develeopment of Gay, Lesbian, and Bisexual Identities,” pp. 165-172 in
Rosenblum and Travis
Friend, Richard A.
1993 “Choices, Not Closets: Heterosexism and Homophobia in Schools,” pp. 209-236 in Fine and Weis
Sears, J.
1992 “Researching the Other/Searching For Self: Qualitative Research on (Homo)
Sexuality in Education,” Theory into Practice, vol. 32 (2).
Wednesday, October 6
2003 “Reading
Rosenblum and Travis
McMurrer, Daniel and Isabel Sawhill.
2003 “Getting Ahead:
Economic and Social Mobility in
Rosenblum and Travis
“White Male Working-Class Youth: An Exploration of Relative Privilege and Loss,” pp.
237-258 in Fine and Weis
Topic: Race
Davis, F. James
2003 “Who Is Black? One Nation’s Definition,” pp. 38-45 in Rosenblum and Travis
Nobles, Melissa
2003 “Race, Censuses, and Citizenship,” pp.47-55 in Rosenblum and Travis
Foster, Michele
1993 “Resisting Racism: Personal Testimonies of African-American Teachers,” pp.
273-288 in Fine and Weis
Cohen, Jody
1993 “Constructing Race at an Urban High School: In Their Minds, Their Mouths,
Their Hearts,” pp. 289-308 in Fine and Weis
McCarthy, Cameron
1993 “Beyond the Poverty Theory in Race Relations; Nonsynchrony and Social
Difference in Education,” p.
325-346 in Fine and Weis
Topic: Ethnicity
Jaimes, M. Annette
2003 “Federal Indian Identification Policy,” pp. 60-72 in Rosenblum and Travis
Fernandez, Carlos A.
2003 “La Raza and the Melting Pot: A Comparative Look,” pp. 73-80 in Rosenblum
and Travis
Espiritu, Yen Le
2003 “Asian American Panethnicity,” pp. 81-90 in Rosenblum and Travis
Tierney, William G.
1993 “The College Experience of Native Americans: A Critical Analysis,” pp. 309-324
in Fine and Weis
Deyhle, Donna
1995 “Navajo Youth
and Anglo Racism: Cultural Integrity and Resistance,” Harvard
Educational
Review, 65 (3), 403-444.
Monday, October 18
Topic: Ethnicity, continued and whiteness as an unmarked category
Romero, Mary Eunice
1994 “Identifying
Giftendness Among Keresan
Journal of American Indian Education, 34 (1).
Frankenberg, Ruth
2003 “Whiteness as an “Unmarked” Cultural Category,” pp. 92-97 in Rosenblum and
Travis
McIntosh, Peggy
1997 “White Privilege and Male Privilege: A personal Account of Coming to See
Correspondences through Work in Women’s Studies,” pp. 291-299 in Richard
Delgado and Jean Stefanic, eds., Critical
White Studies.
University Press.
Wednesday, October 20
Topic: Ethnicity, continued, and immigration Status
Sapon-Shevin, Mara
1993 “Gifted Education and the Protection of Privilege: Breaking the Silence, Opening
the Discourse,” pp. 25-44 in Fine and Weis
Vélez-Ibáñez, Carlos G. and James B. Greenberg
2000 “Formation and Transformation of Funds of Knowledge Among U.S.-Mexican
Households,” pp. 207-232 in Bradley
A. U. Levinson et al, eds., Schooling the
Symbolic Animal: Social and
Cultural Dimensions of Education.
Stanton-Salazar, Ricardo D. and Stephanie Urso Spina
2003 “Informal Mentors and Role Models in the Lives of Urban Mexican-Origin
Adolescents,” Anthropology and Education Quarterly 34 (3); 231-254.
Ogbu, John
1991 “Immigrant and Involuntary Minorities in Comparative Perspective,”
pp. 3-33 in Margaret A. Gibson and John U. Ogbu, eds., Minority Status
and Schooling.
D’Amato, John
1987 “The Belly of the Beast: On Cultural Differences, Castelike Status, and
the Politics of School,” Anthropology and Education Quarterly 18(4):
357-360.
Monday, October 25
TURN IN YOUR PAPER ON
YOUR OWN SCHOOLING EXPERIENCE AND CONTEXT
Topic: Dropping Out
Stevenson, Robert B. and Jeanne Ellsworth
1993 “Dropouts and the Silencing of Critical Voices,” pp. 259-272 in Fine and Weis
Fine, Michelle
1986 “Why Urban
Adolescents Drop Into and out of
College Record 87(3): 393 – 409.
Wednesday, October 27
Peshkin, Alan
1982 “The Researcher and Subjectivity: Reflections on an Ethnography of
School and
Community,” pp. 48-65 in George Spindler, ed., Doing the
Ethnography of Schooling: Educational Anthropology in Action.
Spindler, George and Louise Spindler
1982 “Roger Harker and Schönhausen: From Familiar to Strange and Back
Again,” pp.
20-46 in George Spindler, ed., Doing the Ethnography of
Schooling:
Educational Anthropology in Action.
Monday, November 1
Moll, Luis C. and Stephen Díaz
1987 “Change as the Goal of Educational Research,” Anthropology and
Education Quarterly 18(4): 300-311.
Wilcox, Kathleen
1982 “Ethnography as Methodology and Its Application to the Study of
Schooling:
A Review,” pp. 456-488 in George Spindler, ed., Doing the
Ethnography of Schooling: Educational Anthropology in Action.
Monday, November 8
Berlak and Moyenda, Part 1 and 2
Wednesday, November
10
Berlak and Moyenda, Part 3, Chapters 5 and 6
Topic: Case Study, continued
Berlak and Moyenda, Part 3, Chapters 7 and 8
PAPER DUE ON BERLAK
AND MOYENDA – turn it in to my box in the main office of the Department of
Sociology and Anthropology (DDH AA209) by
There will be no class today on account of the American
Anthropological Association meetings.
Final Exam Day:
Monday, November 29
Final papers on selected ethnography due
to my box in the main office of the Department of Sociology and Anthropology
(DDH AA209).
Select an ethnography from the following list for your final
project.
2001 Bad Boys;
Public Schools in the Making of Black Masculinity.
Fine, Michelle
1991 Framing
Dropouts: Notes on the Politics of an Urban
Foley, Douglas
1990 Learning
Capitalist Culture Deep in the Heart of Tejas.
of
Foley, Douglas
1995 The
Heartland Chronicles.
Foster, Michele
1997 Black
Teachers on Teaching.
García, Eugene E.
2001 Hispanic
Education in the
Littlefield Publishers, inc.
1990 Educated in
Romance: Women, Achievement, and College Culture.
Howard, Gary R.
1999 We Can’t Teach What We Don’t Know; White Teachers, Multiracial Schools.
Lewis, Amanda E.
2004 Race in the
Schoolyard: Negotiating the Color Line in Classrooms and
Communities.
Lippi-Green, Rosina
1997 English With an Accent: Languge, Ideology, and Discrimination in the
United
States.
1987 Ain’t No Makin’ It: Aspirations and
Attainment in a Low-Income Neighborhood.
McCarthy, Teresa
Indigenous
Schooling.
Oboler, Suzanne
1995 Ethnic
Labels, Ethnic Lives: Identity and the Politics of (Re)presentation
in the
Orenstein, Peggy
1994 Schoolgirls:
Young Women, Self-esteem, and the Confidence Gap.
Anchor Books.
Peshkin, Alan
1997 Places of Memory: Whiteman’s Schools and Native American Communities.
Romo, Harriett T. and Toni Falbo
1996
Press.
Sears, James T.
1991 Growing Up Gay in the South: Race, Gender, and Journeys of the Spirit. New
Streitmatter, J.L.
1999 For Girls
ONLY: Making a Case for Single-Sex Schooling.
Valdes, Guadalupe
1997 Con
respecto: Bridging the Distances Between Culturally
Diverse Families and Schools.
Willis, Paul
1977 Learning to
Labor: How Working Class Kids Get Working
Class Jobs.
Yon, Daniel A.
2000 Elusive
Culture: Schooling, Race, and Identity in Global Times.
Press.