Giving Discrimination A Face and a Voice

Introduction

The power of many of the personal accounts in the reading for this module informs us of the human cost associated with racial, gender and class inequality. In this module we will explore some individual's expressions of the pain and conflict in people's lives. Our goal is to, but for a moment, walk in another's shoes and in doing so overcome our general lack of familiarity with other people's points of view.

Reading personal narratives will begin to concretize some of the more abstract concepts from other readings we have done in this course. As we approach these readings I want you to think through the experiences of inequality, both in terms of your own lives and in terms of being sensitive to the conflicts others must live through. The consequences of social hierarchies are not abstract, and they are not purely perceptual (that is, thinking differently about them won't make them go away). They are material, and the operations of race, class, gender, and sexual hierarchies can be observed in all aspects of day-to-day living.

Several of these selections emphasize the ways that everyday details reveal the structures governing our lives, if we look carefully enough. In this module I want you to try to avoid individualize problems that are systemic, social dilemmas. This is not to say that individuals don't experience these issues; they do, obviously. However, in thinking through these issues only from an individual perspective we can miss the big picture.
Goal

To explore the diversity of life experience in the United States at the same time as we reflect some of the consequences of existing inequalities.

Required Reading

In Unit Four, we begin our look at the rich diversity in the United States and how despite racism, oppression and segregation, American's from different ethnic groups have made and continue building society. For this class meeting you must read the following sections from the web and from the Rothenberg text: Race, Class and Gender in the United States:

Module 7: mechanisms of oppression
Self-Fulfilling Stereotypes, Mark Snyder, pp. 579-584
https://www.youtube.com/watch?v=cZ7LzE3u7Bw

• Representing Hunger Watch video at bottom of report
• Facing the Consequences: An Examination of Racial Discrimination in U.S. Public Schools, Applied Research Center
• Advertising at the Edge of the Apocalypse, Sut Jhally, pp. 603- 610
• The Plutocratic Culture: Institutions, Values, and Ideologies, Michael Parenti, pp. 611-617
• Media Magic: Making Class Invisible, Gregory Mantsios, pp. 618-626
• Masked Racism: Reflections On the Prison Industrial Complex, Angela Davis, pp. 641-645

• More Blacks Live With Pollution, Associated Press, pp. 315-317

Week Four Module 8

Unit 4, Module 8: Reflections for Future Changes

Introduction

History holds the key to both the past and the present. By studying history we can understand how what happened in the past is reflected in the present, and we can distinguish between discriminatory or unjust contemporary policies and practices that represent accidental or aberrant abridgement of rights and those that are part of a pattern of racism and sexism.

But whose history shall we study? For example, the abysmal legal status of women and people of color in the United States during the nineteenth century is graphically documented in a series of court decisions reproduced in the reading. In People v. Hall, 1854, the California Supreme Court decided that a California statute barring Indians and Negroes from testifying in court cases involving whites also applies to Chinese Americans. In a more famous case, Dred Scott v. Sandford, 1857, the US Supreme Court was asked to decide whether Dred Scott, a Negro, was a citizen of the United States with the rights that that implied. These legal cases demonstrate how race, class, gender, and sexuality have been institutionalized and regulated throughout the history of the United States.

Goal

To analyze the idea of American justice as applied to women, people of color, and non-heterosexuals.

Required Reading

Module 8: towards the future...

https://www.facebook.com/photo.php?v=417325787835&l=3625091853836887713

• Interrupting the Cycle of Oppression: The Role of Allies as Agents of Change, Andrea Ayvazian, pp. 672-678
Rethinking Volunteerism in America, Gavin Leonard, pp. 679-682
Beyond Elections: People Power, Mark Bittman, pp. 686-688

Demand the Impossible, Matthew Rothschild, pp.689-691

• Week Four - Discussion
Welcome to our Module discussion. This is the interactive part of the course and where the majority of class activity will take place. This course is designed so that active participation in the Discussions will serve as preparation for Unit Exams. It is important that your answers stay focused on the key ideas found in the various source. Please, no outside sources.
Once you have finished all of the required reading for this Module, please answer one of the following questions (see How to Make Answers and Responses directions below):

How to Make Answers and Responses:

• After completing the required readings and web viewings, there are two Discussion questions.
• Students will post an answer to one of the discussion questions
• Then, for responses, those who answered question #1 will respond to the question #2 answers; those who answered question #2 will respond to the question #1 answers.

Formatting Tips and Reminders:

• At minimum your answer to each question must be comprised of at least 250 words.
• Please label your answers with your name and the question #.
• Avoid typing in one large block. Instead break up your posting into small paragraphs so students can more easily read through them.
• Be sure to cite your sources properly in your posting.
• See the "Plagiarism, Eh?" video in Course Tools/Useful Links/Writing-related links to understand why referenced work need to be cited.
• Refer the various Course Tools/Useful Links/Writing-related links on in-text MLA or APA citing.
• Remember to spell check.
• Grading expectations are explained in the Syllabus.

For this Week's discussion there is only one question. Please provide an answer to the question. After you post your answer, you will be able to review your classmates' answers. You should provide at least two response posts to classmate answers. Answer post is due by 11:59 pm PST on Thursday. Response posts are due by 11:59 pm PST on Sunday.

Q. 1 - Community Action and Allies

For this discussion you will:

1) choose a community organization that is dedicated to some social, cultural or artistic purpose that addresses at least one of the social inequalities explained in our course materials to research

2) answer the questions listed below based on the community organization you selected. You are free to choose your own, U.S.-based community organization to profile. Ideally you will choose an organization within your region to profile, better linking our SOC 350 themes to a group of people in your local community.

3) After posting about your community organization, make sure to provide to provide at least two responses to your classmates' community organization post.

Directions:

For this discussion, you will be sharing a brief report (2-3 paragraphs) on the organization you selected to research for your Community Organization.

Your answer should include the following information:
1) The name of the organization you selected, where it is located, and what it's central focus is (i.e. who does the organization help and how does the organization contribute to or support the local community?)

2) Identify and discuss how the organization's purpose (mission statement), function, or other aspects of this organization reflect the major themes or ideas about cultural diversity and inequality that we are studying in this class (based on race, class, and/or gender). Make sure to use a variety of course readings and materials to support your discussion.

3) What you learned in researching this organization.
Organization types to think about might include ones that were founded to address:

• art/environment exposure to various populations
• battered families
• educational attainment
• ethnic empowerment
• foster care
• gender empowerment
• homelessness
• immigrant & refugee transition
• LGBT support
• medical/surgery assistance
• small business backing
workers rights