Gary Klass

Spring, 2011

Since its founding, no set of political issues has more bedeviled the American political system than those having to do with race and ethnicity. The nation’s founders devised a political system that has done a pretty good job of addressing conflicts arising from ideological, geographic, religious and class differences, but the institutions they created have been largely inept when it comes to dealing with the persistent inequalities related to race and ethnicity. Social policy problems related to education, crime, and welfare, that might otherwise find resolution, often prove unsolvable to the extent race and ethnicity enter into the debates.  How and whether or not the nation can begin to solve these problems are the fundamental questions of this course.

At it simplest level, much of the debate over race in the US is between those who see racism as the fundamental cause of America's social ills and those who blame these problems on the behavior and lifestyle of the disadvantaged themselves.  Starting with either of these first two premises -- and in some cases, compromises between the two premises -- those how have studied and written books on race in America have developed a wide range of competing theories, and agendas.

In this course we will read many of these books, analyze and critique them. We will read the books in part for the knowledge and information they might contain, but mostly to gain an understanding of the diversity of thinking about these matters. An important objective of this course is for the students to develop an ability to communicate their own ideas and insights about these most controversial of subjects. This involves more than formulating ideas and putting them on paper; it involves finding an audience, exposing one's ideas, evidence, and logic to others and anticipating, and responding to, their reactions. In this regard, this course will be different.

Perhaps unlike many other courses related to race, ethnicity and social inequality, there will be no attempt to impose any doctrine, perspective or ideology on this course (although even saying that might do so), other than that we ought to adhere to common standards of free and open inquiry. The books themselves have been chosen to reflect a very broad spectrum of thought and ideology. The authors, the other students in the class, and, perhaps, the instructor will, no doubt, express views with which you will disagree. This should be appreciated: you will never learn much from people you agree with. Our discussions will be guided by one general rule:

We are all students trying to learn; it is just as important not to take offense as it is not to offend.

       Course Objectives:

o   To familiarize students with the broad spectrum of contemporary political debate about matters of race and ethnicity

o   To understand how ideas about race and ethnicity shape social policy.

o   To engage in critical analysis of ideological positions and policy agendas related to ethnic issues

o   To develop habits and interests in reading good books.

o   To develop capacities to express ideas and insights about matters of race and ethnicity in public fora

Due Dates, Requirements and Grades.

Reviews. Each (undergraduate) student will be assigned to read four of the books (one from each of the four sections of the course), to summarize the work in class, and to submit a review of each book to the discussion list. Each reviewer will be asked to summarize and discuss the assigned book as part of a group presentation on the assigned date.  The review will not receive a grade higher than a B if a) it is submitted late, or b) if the reviewer cannot adequately summarize the book the prior week. Each review will be evaluated based on the "Summary Grade sheet" standards.  For the reviews, each review will count for 20% of your final grade, except the lowest one --that counts 10%.  Note that the class presentation on each book is a part of the grade  for participation.

The class presentations should be organized around the main ideas in the book, with more than one student addressing the same ideas; they should not be organized as chapter-by-chapter summaries.

You are welcome to send draft copies of your other reviews to the instructor and to each other at any time, but please do so sufficiently in advance of the due date to receive comments back.  Not paying attention to comments made on your draft is a big mistake.

Class participation, both oral in-class participation in class (including serving as the lead reviewer) and on the discussion list, will comprise 10 percent of the grade. This will include at least two well-thought-out messages to the discussion list commenting on other reviews that have been posted. At least one of these must be posted before March 10.  Such commentaries should consist of serious analysis of the book or the review under discussion. At all times avoid sending quick, short, and immediate responses to reviews and commentaries to the list.

Exams.   There will be two exams, one due the Thursday after Spring break; the other on the day of the final exam.  These will be 1000-word essays covering material for all the books that have been presented up to that time. The task will be to summarize how each of the books addresses the two exam questions.

Format.  In the class schedule below, two books are assigned each week. The dates in the schedule below are the Tuesday class presentations (the second book on Thursday); the review must be posted to the discussion list the following Monday at midnight. (Thus, the first book will be discussed on Tuesday, February 1, and the second on February 3; both reviews must be posted by Monday, February 8, 11:59pm). Late reviews will not receive a grade higher than a B.  Later than that and you will receive a 20% grade reduction.

Attendance: Attendance for this course is mandatory. Do not enroll in the course if you anticipate problems attending class.   If for any reason at all you miss four classes, you will be assigned an extra review.  Two more classes, one more review.  If you miss a class when you are scheduled to present a book, you must schedule a special meeting with the instructor as soon as possible.

Class format: Once we get into the book review schedule, one hour of each class will be primarily devoted to a discussion of one of the two books to be reviewed the next week. These discussions will be led by the students doing those reviews.

Discussion list. An unusual feature of this course involves the use of an Internet electronic mail discussion list,
POS334-L. Each student's work will be distributed on the POS334-L list to over two hundred faculty and students across the world, some of whom will be submitting their own writings and commentaries on each other's writings. The purpose is both to provide an external audience for the students' ideas and to bring ideas from the outside into the class. In effect, your writing will be on public display.

Course Schedule:

I. Introduction: (Weeks 1-3).

The first three weeks will address general principles of writing book reviews, an introduction to the major value conflicts and issues concerning race and ethnicity, and some demonstration of the use of electronic mail and discussion lists. We will examine and evaluate previously-published book reviews, including those sent to the POS334-L discussion list. 

II. Book Review Schedule:

Section one
Joe Feagin. Racist America
John McWhorter.
Losing the Race: Self-Sabotage in Black America

Paul Krugman,
The Conscience of a Liberal
Mona Charen,
Do-Gooders: How Liberals Hurt Those They Claim to Help

          Section two
B 15
Eugene Robinson, Disintegration: The Splintering of Black America
Michael Eric Dyson, Is Bill Cosby Right?: Or Has the Black Middle Class Lost its Mind?
FEB 22
Michelle Alexander, The New Jim Crow: Mass Incarceration in the Age of Colorblindness
Paul Butler, Let's Get Free: A Hip-Hop Theory of Justice 
William J. Wilson, More than Just Race: Being Black and Poor in the Inner City
Richard Thompson Ford The Race Card: How Bluffing About Bias Makes Race Relations Worse

         Section three
MAR 15
Fergus Bordewich, Killing the White Man's Indian
Frank H. Wu., Yellow: Race in America, Beyond Black and White
MAR 22
Sharon Hays Flat Broke with Children: Women in the Age of Welfare Reform 
Samuel Huntington, Who Are We: The Challenges to America's National Identity
MAR 29
Roberto Suro, Strangers Among Us: Latino Lives in a Changing America
Jorge Ramos, The Latino Wave: How Hispanics Are Transforming Politics in America

         Section four
Jonathan Kozol, The Shame of the Nation:
Richard Rothstein, Class and Schools
 APR 12
Stephan and Abigail Thernstrom. No Excuses: Closing the Racial Gap in Learning
Dinesh D'Souza, Illiberal Education: The Politics of Race and Sex on Campus
APR 17
Urofsky, Melvin, Affirmative Action On Trial
Barbara A. Perry,
The Michigan Affirmative Action Cases

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