SYLLABUS
U.S. ETHNIC MINORITY FAMILIES
Instructor: Prof. Bobby Seals
(Fela Anikulapo Uhuru). Ph.D. (ABD)
email: bseals@chabotcollege.edu
Tuesdays and Thursdays from 9:00 a.m.-10:15 a.m.
Join Zoom Meeting
https://zoom.us/j/94507935038?pwd=dnNXYURZb0JzZWtVLzFzcTJCVVptUT09
https://zoom.us/j/94507935038?pwd=dnNXYURZb0JzZWtVLzFzcTJCVVptUT09
Office Hours: By Appointment via Zoom
Ethnic Studies 2 - Section 001 (23160)
Fall 2020
Chabot College
August 17 to December 18
Course Description:
Examination of the diversity of contemporary United States ethnic minority families with an emphasis on comparison and contrast. Family dynamics and processes will be the primary focus within the context of ethnicity. Adaptation and responses to dominant group social constructs and social structures will also be examined.
Required textbooks:
1. A Cup of Water Under My Bed by Daisy Hernandez (ISBN: 9780807014486)
2. Bone Black by bell hooks (ISBN: 9780805055122)
3. The Best We Could Do by Thi Bui (ISBN: 978-1419718779)
3. The Best We Could Do by Thi Bui (ISBN: 978-1419718779)
This syllabus is tentative, and along with course assignments and due dates, are subject to change. It is the student’s responsibility to regularly check on Canvas, in class, and keep up with emails and in-class announcements from the professor for updates on any corrections or changes.
We’re using a new online platform called Canvas for this class. Go to the following website to learn more:https://www.chabotcollege.edu/online/Canvas/default.asp
WHAT IS ETHNIC STUDIES?
Ethnic Studies is an interdisciplinary and unique scholarly field that centralizes and redefines the experiences of people of color in the United States, using an intersectional analysis. Born out of the people power movements of various communities of color in the 1960s and the efforts of the third world Liberation Front, Ethnic Studies emphasizes on the praxis of resistance and liberation in order to eliminate all forms of injustice and oppression, especially along race, ethnicity, class, gender, and sexuality. To learn about our courses, programs, and degrees, check out the Ethnic Studies program website:http://www.chabotcollege.edu/academics/social-sciences/ethnic-studies/
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
1) Compare and analyze the demographics of families across the United States.
2) Illustrate the relevance of ethnicity in the examination of families across the United States.
3) Understand how social institutions affect families and family structures across the U.S.
Chabot College Library:
Reserve process: Request the textbook at the front desk. Check out with your student ID. You can reserve the book for 2-hours at a time for use in library, and can renew up to 6 hours if no one has requested it.Location: Building 100, 2nd floor
Hours: M-Th, 7:30am – 8pm, Fri. 8-2pm, Sat. 9:30-4pm
Hours: M-Th, 7:30am – 8pm, Fri. 8-2pm, Sat. 9:30-4pm
Website: http://www.chabotcollege.edu/library/Phone: (510) 723-7513
El Centro Lending Library:
A small number of the required books will be available to lend out to students directly from El Centro, building 700-S. This is reserved for students who do not have immediate financial resources to purchase the textbook, or whose schedule might not permit them to check out the reserve copy at the library. If a textbook is borrowed from this lending library, students MUST return the textbook in good condition during finals week. If they fail to do so, their records might be put on hold until the book is returned. Location: El Centro, Building 700-South
COURSE REQUIREMENTS:
Class Participation / Discussions..........................................................100 points (10%)
10 Reading Notes.................................................................................300 points (30%)
3 Reflection/Analysis Essays................................................................300 points (30%) Final Research or Family History paper and project............................ 300 points (30%)
Total possible points............................................................................1000 points (100%)
Extra Credit (see “Grading Policies”)...........................................(up to) 50 points (5%)
DESCRIPTION OF COURSE REQUIREMENTS:
Class Participation (100 points) - Each week students are required to actively engage in discussions and group work based on the required readings.
Reading Notes (300 point) Due weekly - You will be required to submit 10 Reading Notes on each week's reading assignments (30 points each).
Responses are due on Fridays via Canvas.
Reflection/Analysis Essays (300 points) Due Week 7, 11, 15
You will write 3 reflection and analysis essays (100 points each) in response to prompts related to the readings and films watched. Each essay should be 3-4 pages, double-spaced. Proper citation using MLA format of course material and other sources referenced required, including a separate “works cited” page.
Final Research or Family History Paper and Project (300 points) Due Week 17-18
Select one option:
Final Research: You will research, write, and present on a significant contemporary issue related to families (of color) and one of the topics addressed in class, using citations from 2 course sources and an additional 2 outside sources.
Family History: Interview a family member and share and analyze their oral narrative using course sources and/or creatively tell/present your family history. More details will be shared midway through the semester.
Your paper will be graded according to format, clarity, context (citation and analysis), content, and organization
GRADING SCALE:
900 – 1000 points..........A (Credit)
800 – 899 points............B (Credit)
700 – 799 points............C (Credit)
600 – 699 points............D (No Credit)
800 – 899 points............B (Credit)
700 – 799 points............C (Credit)
600 – 699 points............D (No Credit)
0 – 599 points................F (No Credit)
________________________________________________________________________
ASSIGNMENT GUIDELINES & GRADING POLICIES:
Grading is based on a straight percentage. There is no curve.
Assignment Submission Format:
o All papers must be typed, doubled-spaced on numbered pages with 1” margins, and 12-
o All papers must be typed, doubled-spaced on numbered pages with 1” margins, and 12-
pt, Times New Roman or Arial fonts.
o Emailed assignments will not be accepted. They must be submitted through Canvas.
o All assignments must have proper citation according to MLA format, with proper heading, and a separate “works cited” page.
o All papers must be submitted in PDF or word format on Canvas. You cannot email me a Google Doc link.
Late work: Deadlines can be negotiated if communicated at least 48 hours before the deadline, and for reasonable cause. This policy does not apply to the final.
Rewrite: A written assignment with a grade below 85% can be rewritten and accepted up to 2 weeks after the assignment is returned to you. This policy does not apply to the final.
Plagiarism: All work turned in or presented in class must be a student’s own. Any form of plagiarism is absolutely not tolerated and shall be grounds for a failed assignment and may result in appropriate disciplinary action (including expulsion). Plagiarism includes: recycling previously written work verbatim, copying without proper citation from other sources, cutting and pasting from Internet sources, turning in another student’s work as your own, and so on. Other forms of academic misconduct will also be reported, such as paying someone else to do your work or purchasing written work online. This applies to all assignments including papers and study guides.
Questions about Grades: If you have questions about your overall grade or a certain score you got on a particular assignment, you must come see me during office hours or make an appointment to discuss it. To check your progress, I suggest you keep track through “My Grades” on Canvas. It’s in your best interest to communicate with me as early as possible if you experience any challenges that may be interfering with your ability to come to class or submit assignments, so that I can work with you to come up with an alternative plan of completion. Any explanations for poor performance at the end of the semester will be too late. An “Incomplete” grade will only be given to students who were unable to complete major assignments due to unexpected and special circumstances (with proper evidence), not to those who are simply failing the course.
Extra credit: you may earn up to 50 extra credit points with the following options:o In-class syllabus quiz
o Meet with the Instructor, tutor, or Learning Assistant - Due: before week 8 for extra credito 3-hours (minimum) of volunteer service at a community Due: before week 15.
o Attending a Community Event
o Attending a Campus Event
o Attending a Community Event
o Attending a Campus Event
o Other extra credit opportunities will be brought up throughout the semester
________________________________________________________________________________
CLASS COMMUNICATION POLICIES:
Communicating with the Professor:
I welcome your emails or visits during office hours via Zoom if you have any questions, concerns, need advice, want to share a story, or if you simply want to talk! If you are the type to typically shy away from office hour visits, I strongly encourage you to stop by and practice visiting your college professors during office hours (or by making appointments) especially since this is an online class. Plus, you'll get extra credit (if completed before week 8).
Office Location: via Zoom
Office Hours: by appointment
Office Hours: by appointment
Email: bseals@chabotcollege.edu
As for email communication, you will need to understand the following policies:
Give me 24-48 hours to read and respond
I will not respond on weekends, or to emails about an assignment the night before it’s due
If the answer to your question can be found in the syllabus, I will not respond. Generally, I encourage you to try and find your answer in the syllabus or by asking your classmates before you reach me.
The Prof’s Communication with Students:
Update your email and check it daily: I will use Canvas to communicate with you regularly, so make sure you're set up to easily access your Chabot Zonemail account, change the email on Canvas to your personal account, or set up Zonemail to forward to your regular email account.
Extra Credit opportunities, community event opportunities, or campus-wide or district-related news and announcements will be sent via Canvas Announcement which then will be sent to whatever email you have connected to Canvas.
________________________________________________________________________________
CLASSROOM CIVILITY POLICIES:
Civility and respect in the classroom and respect of students and the instructor is critical in this course. To optimize teaching and learning, we all share the responsibility of creating a civil, non-disruptive, responsible, and safe learning community.
As the instructor I will:
Treat all students with courtesy and respect. I will do my best to support each and everyone of your goals for this course.
Be open to constructive input from students.
Ensure that all students will equally have an opportunity to participate in discussion, group work, and other classroom activities.
Prepare an engaging, enlightening, and enjoyable classroom experience for all students
Students are expected to:
Turn in assignments on time.
Engage in critical dialogue / discussion with an open-minded approach to the discourse covered throughout the semester.
Be respectful and receptive.
________________________________________________________________________________
DISCUSSION AND PARTICIPATION POLICIES:
Ethnic Studies students are expected to be critical thinkers open to the complexities and assumptions surrounding the topic of “race and racism” in the United States. Students are expected to be open to a new way of understanding history, politics, culture, and their own positionality in the world, so that we may become better informed and engaged citizens of this global society.
You may not agree with everything said or discussed in the class, yet courteous behavior and thoughtful responses are expected in order to create a safe learning environment. In order to
facilitate this, read my “Discussion and Participation policies” on Canvas under the “Syllabus” link.
facilitate this, read my “Discussion and Participation policies” on Canvas under the “Syllabus” link.
________________________________________________________________________________
STUDENT CONDUCT and DUE PROCESS POLICY:
Students are responsible for complying with college and district regulations and for meeting the appropriate college requirements. A student is expected to conduct himself or herself in accordance with standards of the college.
For more information, check out the following link on the district’s policy around student conduct and due process, what can constitute as violations of student conduct and may lead to disciplinary action such as expulsion, suspension, or probation: http://www.chabotcollege.edu/student-services/student-conduct.php
________________________________________________________________________________
DROP AND WITHDRAWAL POLICIES:
Students are responsible for dropping or withdrawing from classes. Failure to follow the withdrawal procedures may result in a grade of "F". Students who drop before the no grade of record period (by Sep 2) will not have a grade appear on their transcript. Student who drop after the no grade of record ("NGR") deadline and before the withdrawal deadline (by Nov 11) will have a "W" on their transcript. Withdrawals do not affect the students' grade point average; however, excess "W" notation may result in negative consequences.
Students who miss the first meeting of a course may be dropped by the instructor. In addition, an instructor may initiate a drop if the student is absent for a total of four (4) consecutive or six (6) cumulative instructional periods and/or two (2) consecutive weeks of instruction (p.50 in the catalog).
________________________________________________________________________________
ACCESSIBILITY STATEMENT + DISABLED STUDENTS RECOURSE CENTER:
Chabot College and I are committed to ensuring the full participation of all students in its programs.
In the spirit of Universal Design for Learning, I will strive to provide an environment that is equitable and conducive to achievement and learning for all students.
Please talk to me as soon as you can about your individual learning needs and how this course can
best accommodate them. Individuals who require instructional, curricular, or test accommodations are responsible for making such needs known to the instructor as early as possible (by week 3).
If you do not have a documented disability, remember that other support services, including The Learning Connection Center, provide tutoring services and are available to all students. Location:RM 108. Phone: (510) 723-6920
Students with disabilities may also want to register with the Disabled Students Resource Center (DSRC). Location: Building 2400. Phone: (510) 723-6725. Hours: M-Th 7:30 AM-7 PM; Fri 8 AM-2 PM. Website: http://www.chabotcollege.edu/dsrc/
Your success in this class is important to me. If there are circumstances that may affect your performance in this class (such as personal, health-related, family-related issues, or other concerns) please let me know as soon as possible so that we can work together to develop strategies for adapting assignments to meet both your needs and the requirements of the course.
________________________________________________________________________________
STUDENT DISCLOSURES OF SEXUAL VIOLENCE/ TITLE IX STATEMENT OF NON-DISCLOSURE:
Chabot College’s goal is to cultivate a campus culture that empowers students and others to take a stand against violent crimes, including rape, sexual assault, sexual harassment, intimate partner violence (IPV), abuse, domestic violence (DV), stalking, dating violence, non-forcible sex offense, forcible sex offense, and any form of sex or gender discrimination, in accordance with Title IX of the Education Amendments of 1972. Title IX protects all people regardless of their gender or gender identity from sex discrimination, which includes sexual harassment and violence.
Website: http://www.chabotcollege.edu/about/title-ix.php
Website: http://www.chabotcollege.edu/about/title-ix.php
If you disclose a personal experience as a Chabot student, the course instructor is required to notify the appropriate staff. To disclose any such violence confidentially, contact the Mental Health Services center.Confidential mental health counseling appointments can be made in person or by phone: Location:Building 2300 (2nd flr), Room 2350, Phone: (510) 723-7625
Website: https://www.chabotcollege.edu/student-services/mental-health/index.php
________________________________________________________________________________
RESOURCES FOR DREAMERS/UNDOCUMENTED STUDENTS:
Chabot College is a This means that our district and college respects and welcomes all students regardless of their immigration status, gender/gender identity, race, or religion.
In order to build additional supports for undocumented and/or AB540/DACA students at Chabot College, we have developed this website to provide information and resources: http://www.chabotcollege.edu/dreamers/
________________________________________________________________________________
IMPORTANT COLLEGE DATES and DEADLINES
Fall 2020 instruction begins..........................................................August 17, 2020
Last day to add or drop with NGR (in-person).............................September 4, 2020
Last day to add or drop with NGR (online)..................................September 7, 2020
Last day to add or drop with NGR (in-person).............................September 4, 2020
Last day to add or drop with NGR (online)..................................September 7, 2020
Holiday – Labor Day (no instruction)...........................................September 7, 2020
Last day to apply for Pass/No Pass...............................................September 25, 2020
Last day to withdraw (in-person)..................................................November 6, 2020
Last day to withdraw (online).......................................................November 8, 2020
Last day to apply for Pass/No Pass...............................................September 25, 2020
Last day to withdraw (in-person)..................................................November 6, 2020
Last day to withdraw (online).......................................................November 8, 2020
Holiday – Veterans Day (no instruction) .....................................November 13, 2020
Holiday – Thanksgiving (no instruction)......................................November 25-27, 2020
Last day of instruction..................................................................December 11, 2020
Final Exams .................................................................................December 14 - 18, 2020
Final Exams .................................................................................December 14 - 18, 2020
Final Grades Available via CLASS-web......................................January 11, 2021
Your continued enrollment in this course after the first week means that you have read and
understand the information contained within this syllabus, and that you agree to follow the
procedures and policies explained within it.
________________________________________________________________________________
TENTATIVE SCHEDULE
Week One - August 17th
Introductions
Introductions and Community Building
What is Ethnic Studies? Why do we need Ethnic Studies?
What does family mean to you?
Review the Syllabus, get required books
Poetry / Spoken word piece: "Why is We Americans" by Amiri Baraka
Documentary: Racism a History - Part 3 - Analysis and Discussion
Zauner, “Real Life” - posted on Canvas
_________________________________________________
Week Two - August 24th: Parenting/“Mothering”
Reading:
- "Contesting the Meaning of Latina/Chicana Motherhood" in Dreaming in Cuban by Cuban American Cristina García Yolanda Martínez - posted on Canvas
Documentary: Chicano! Quest For A Homeland
Due: Reading Note 1
_________________________________________________
Week Three - August 31st: Parenting While Black –The Trayvon Martin story and the start of Black Lives Matter
Readings:
(E)Racing Trayvon Martin by Cynthia Lee
Documentary: Black Lives: Illusion. Teenage motherhood, single-parent families, and the child poverty trap
Due: Reading Note 2
Fri, 9/4: Last day to Add/Drop with NGR in-person
Mon, 9/7: Last day to Add/Drop with NGR online
Mon, 9/7: Labor Day – no class
_________________________________________________
Week Four - September 7th: Blackness, Gender, and the South
Readings:
- hooks, Bone Black, Forward – Chap 10 (pp. xi-30)
- hooks, Bone Black, Chap 11 - 20
Intersectionality activity
hooks lecture: “Are You Still a Slave? Liberating the Black Female Body”
Due: Reading Note 3
__________________________________________________
Week Five - Blackness, Gender, and the South
Readings:
- hooks, Bone Black, Chao 21 - 30
- hooks, Bone Black, Chap 31 - 40
Film: Dark Girls (2011) by Bill Duke and D. Channsin Berry
Due: Reading Note 4
__________________________________________________
__________________________________________________
Week Six - Blackness, Gender, and the South
Readings:
- hooks, Bone Black, Chap 41 - end
- Review Essay 1 prompt
Due: Reading Note 5
__________________________________________________
Week Seven - Immigrant Families + Queerness
Readings:
- Hernandez, A Cup of Water Under My Bed, pp. xi-34 (“Condemned,” part one: “Before Love, Memory” and “Stories She Tells Us”)
DUE: Reading Note 6
Due: Essay 1 on Bone Black
Due: Essay 1 on Bone Black
__________________________________________________
Week Eight - Immigrant Families + Queerness
Readings:
- Hernandez, A Cup of Water Under My Bed, pp. 35-69 (part one: “The Candy Dish” and “A Cup of Water Under My Bed”)
- Hernandez, A Cup of Water Under My Bed, pp. 73-116 (“Even If I Kiss a Woman,” “Queer Narratives” and “Que India”)
Watch: Janet Mock interview
DUE: Reading Note 7
_________________________________________________
Week Nine - Immigrant Families + Queerness
Readings:
- Hernandez, A Cup of Water Under My Bed, pp. 119 - 147 (“Only Ricos Have Credit,” “My Father’s Hand”)
DUE: Reading Note 8
_________________________________________________
Week Ten - Immigrant Families + Queerness
Readings:
- Hernandez, A Cup of Water Under My Bed, pp. 149 – 181 (“Blackout” and “Despues”)
Review Essay 2 prompt
_________________________________________________
Week Eleven - Refugee
On Vietnamese-American war and Southeast Asian refugees
Watch: Refugee (2002) by Spencer Nagasako
DUE: Essay 2 on A Cup of Water
_________________________________________________
Week Twelve - Refugee
Readings:
- Bui, The Best We Could Do, pp.1-90 (Chap 1-3)
DUE: Reading Note 9
11/6: Last day to withdraw (in-person)
11/6: Last day to withdraw (in-person)
11/8: Last day to withdraw (online)
11/13: Veterans Day – no class
11/13: Veterans Day – no class
________________________________________________
Week Thirteen - Refugee
Readings:
- Bui, The Best We Could Do, pp.91-210 (Chap 4-6)
DUE: Reading Note 10
________________________________________________
Week Fourteen - Refugee
Readings:
- Bui, The Best We Could Do, pp.211-330 (Chap 7-10)
- Review Essay 3 prompt
DUE: Reading Note 11 (extra credit)
Nov 20: Transgender Day of Remembrance
DUE: Reading Note 11 (extra credit)
Nov 20: Transgender Day of Remembrance
________________________________________________
Week Fifteen - Research workshop
Visit to virtual library
DUE: Essay 3 on The Best We Could Do
Nov 25 - 27: Thankstaking holiday – no class
_______________________________________________
Week Sixteen - Prep for final in class
_______________________________________________
Week Seventeen - Final Presentations
Research or Family History presentations
DUE: papers submitted by 12/18
