SOC 237: Race & Ethnic Relations
MWF 12:50-1:50 MWF AS 201
Spring 2007
DePauw University
Professor Thomas Hall
 Office:  106 Asbury, x4519, email: thall@depauw.edu
 OFFICE HOURS: MWF 11:30-12:30; MW:2:30-4, & by appt
Syllabus
Last Updated 2-2-07

GOALS:  Recent genocide in Darfur; anti-Arab actions in the US, ethnic cleansing in the former Yugoslavia, the former Soviet Central Asia Republics, the Middle East, and Rwanda make it all too clear that matters of race and ethnicity have a vital impact on the modern world. In this course the goals are to explore the sociology of racial and ethnic aspects of human societies, to help you re-examine your own beliefs and values about race and ethnic relations, and to equip you to promote better inter-group relations. My goals are listed in the order of their relative importance.
NOTE: this means that Sociology (the study of societies) is primary, the other goals are secondary.

This course will focus primarily, but not exclusively, on the U.S. We will examine a number of ethnic groups. Variety is the key in terms of understanding social relations and sociological principles. Without such understanding any efforts at change (regardless of direction) are very likely to be futile. One conclusion that emerges from this approach is that while the tensions on the DePauw campus are important to those of us who are here, they are really trivial compared to problems and events elsewhere

THE BOOKS

• Bonilla-Silva, Eduardo. 2006. Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States., 2nd ed. Lanham, MD: Rowman & Littlefield.
• Cornell, Stephen and Douglas Hartman. 2006. Ethnicity and Race: Making Identities in a Changing World. Pine Forge Press.
• Gallagher, Charles A. 2007. Rethinking the Color Line: Readings in Race and Ethnicity, 3rd ed. New York: McGraw-Hill.

All books are at Fine Print on the square, and most are on reserve.

Cornell & Hartman is the main text.
Gallagher is a book of readings that supplement and complEment [note the E] the text.
Bonilla-Silva provides and examination of how racism can continue, even when most individuals are not racist in their beliefs or intentions.

I will probably have a few additional, short readings on reserve or on blackboard.

If you look back to when I last taught this course, you will see it has all new books and is organized quite differently. Since I have NOT used these books in my classes before, I may want to adjust the course schedule as we go along, and as various topics arise.

LECTURES, DISCUSSIONS, & QUESTIONS:
My lectures are not intended to be exquisitely ordered to facilitate taking neatly outlined notes. They are designed to clarify, elaborate, critique, correct, contradict, and otherwise comment on various readings. For jazz fans, they are "riffs" on the readings. They are intended to help you understand the topics discussed in the readings. Thus, how much you have read and how much you already know shapes how "new" the lecture material is. Frequently, if you have done no reading what I have to say seems "boring," because you do not understand the discussion. IF you want it to be more lively read in advance, and bring in some questions from the readings. As the term progresses, and as you learn more sociology, I want to move from lectures to discussions about what the readings mean. The last third of the course will have much more discussion.

You can also visit me at office hours, or send me email asking a question. Sometimes I reply, "ask that in the next class, please."  I am not trying to duck your question. Rather, I am recognizing that your question is an important one that should be discussed with the entire class.

FORMAT:  The course will consist of readings, lectures, discussions, and handouts. Lectures are intended to clarify and emphasize the material central to the course. They sometimes include material not in the texts. Discussions are opportunities to clarify readings or lectures, and explore implications of your studies. Everything is testable.

There will be a midterm composed of objective questions and one or two essay questions. Sample questions will be distributed at least one class before the test. The test will be worth 100 points. The final will be worth 300 points. The Final will have two parts, a take-home essay worth 200 points, and an in class final worth 100 points. The in class final will be on Saturday, May 12 at, 8:30 am. The take-home part is due at the start of the in class final..

Everyone will 40 reading reports [about 1 page each] which are discussed further on a separate page. See How to Write Essays for Prof. Hall for general instructions. I discuss GRADING procedures on a separate page.

CLASS ATTENDANCE AND PARTICIPATION: I reserve the right to lower grades for poor attendance and/or late papers. The ONLY "excused" absences are for university business when I am notified in advance IN WRITING OR BY EMAIL. NOTE coach's letters are NOT notice, I want a note from you.

Students consistently ask for more discussion, and students consistently have not discussed. My view on the matter is this. When students come prepared (having read the material thoroughly before class) discussion can be one of the most effective ways to learn. When students come to class unprepared, hoping to use class in place of reading, discussions are worthless. Obviously, you can not discuss if you are not in class, that is one reason why attendance is important. See DePauw's Academic Expectations or Students and Professor Hall's Expectations for Students and himself.

I will take attendance the first few weeks to get to know names. Thereafter I will take attendance on random days.

Frequently when an absent student asks a classmate, "What happened today?" other students answer, "Not much. We just discussed X." This is NOT because nothing happened, but because discussions are processes , which are very difficult to summarize. Think about trying to summarize a particularly exciting football game to someone who did not see it. You can tell the plays, the score, etc., but it is very difficult to convey the excitement. Similarly, it is hard to convey the learning that occurs during a discussion. You must be there. I do NOT accept, "I missed class" as a valid excuse for being uninformed.

COMMUNICATIONS WITH THE PROF:  I urge all of you to use email rather than the phone. That way we will both have a record of what we discussed. If an issue is too complex for email, come to office hours or set an appoint. If I reply to an email, "we should meet about this," this means in my estimation the issue is one that requires discussion, as opposed to a quick email reply.

Do not phone to tell me you are going to be absent. Similarly, do not "mention" it to me just before or after class. Send an email: that way we both have a record.

Return to course home page.
Send comments or questions to thall@depauw.edu