Ethnic Id - HDFS Whiteness
Spring 2008
HDFS 295 Ethnic Ident: Whiteness 3.0 CRN # 12289/12599
INSTRUCTOR(S) TYPE DAYS TIME BUILD ROOM
Smith, Sherwood Lecture Thursday 1230-145pm LL A102
DEPARTMENT: Integ Prof Studies
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DATES OF CLASSES
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ASSIGNMENTS |
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January |
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1 |
15 & 17 |
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Definitions = 17 Jan |
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2 |
22 & 24 |
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3 |
29 & 31 |
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A Whiten Assessment = 31 Jan Project Proposal = 31 Jan |
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February |
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4 |
5 & 7 |
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Video Paper #1 = 7 Feb |
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5 |
12 & 14 |
B-H library 2/12 |
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Book Review #1 = Lopez 14 F |
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6 |
19 & 21 |
Museum 2/21 |
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7 |
26 & 28 |
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Museum Paper Due 28 Feb |
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March |
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9 |
4 & 6 |
4 Mar = Town Mtg |
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Video Paper #2 = 13 March |
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10 |
11 &13 * |
Springbreak= no class |
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11 |
18 & 20 |
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B Whiten Assessment = 20 Jan |
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12 |
25 & 27 |
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Book Review #2 = Thendeka =27 March |
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April |
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13 |
1 & 3 |
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Final Paper = 3 April |
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14 |
8 & 10 |
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C Whiten Assessment = 10Apr |
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15 |
15 & 17 |
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16 |
22 & 24 |
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Closure Paper = 24 April |
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17 |
29 |
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Bonus Pts (Blue Bk)= 29 April |
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May |
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18 |
1 |
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19 |
8 |
*Final Exam: |
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*Final Exam:
2008 Spring
WhitecourseHDFS
Development of Ethnic Identity: Constructions
of Whiteness in the
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Year |
Course Title |
Prefix & # |
Dates/Place |
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2008 |
Development of
Ethnic Identity: Constructions of
Whiteness |
HDFS 295 A |
14 Jan-8 May 08 |
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Course code# # 12289/12599 |
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A 102 L/L |
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Sherwood Smith, Lecturer, Integrated Professional Studies |
e-mail: I check once daily Office Hrs Thurs. |
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telephone: 656-8739 |
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Course Focus: |
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Course focuses on understanding the development and role
of ethnicity ("whiteness")
in the context of identity development, social construction and issues of
social positioning within |
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Major Themes of the course are: |
1.
How are identities social constructed? 2.
What is whiteness? Is there a white identity? 3.
Historical Perspective of White Identity 4.
Exploring Whiteness:
Critical Reflections: Developmental
Influences Role
of Institutions Model
of Identity Development |
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Note: Assignments and reading may change to reflect events of interest or other issues |
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5 Course Goals: |
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·
Examine some of the components of human development such as values,
behaviors, beliefs, and customs that are associated with his/her ethnic
identity as a culture; ·
Broaden and enrich your understanding of issues related to cultural
identity development theory and research. ·
Reflect upon the influence of
ethnic identity on the development of
behaviors, values, beliefs, and attitudes specifically regarding
day-to-day interactions with, expectations of, and judgments about people; ·
Critical analysis of the meanings of “whiteness” in the ·
Identify critical issue related to ethnic identity (personal or
professional) |
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REQUIRED TEXTS: |
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Rothenberg, Paula. (2002). Whiteness: Essential |
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Haney Lopez, Ian (1996)
White by Law. |
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Thandeka. Learning to be White: Money, Race, and God in
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Bailey_Howe Library:
Course reserves |
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Optional Text: |
*Assigned for Graduate Students |
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*Allen, Theodore W. The Invention of
the White Race: Vol. 1 – Racial
Oppression & Social Control. |
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I |
Participation (30
points) A major part of the class is discussing the
readings/videos and your experiences.
It involves not just speaking, but coming to class having done the
reading, helping us understand the relationships of your experiences to the
content and critically reflecting on the issues presented. Criteria: Able to clear define your viewpoints Uses examples from texts and/or data to support
your positions Demonstrates their knowledge of the materials
and understanding of theories Engages with other in discussion |
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II |
Thoughts & Writings (30 pts for 4
assignments) (single space) A)
Definitions & Whiteness Description (5 pts ) (2-3pgs) B)
Example of Whiteness/Museum (TBA) = (5 pts) (2 pg) C&D)
Book Reviews ( 10 pts each ) ( 2
pages) Analysis of your description paper as Lopez
would. Analysis of your description paper
as Thendeka would. |
A) Definition 1/17 B) Museum 2/28 C) Book #1 -2/12 D) Book
#2 – 3/27 |
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III |
2 Video Analysis Papers: (4 pgs each ) ( 20 points ) ( double space) #A
= Tim Wise Presentation or Jane Elliot
(Eye of the Storm) or In the White Man’s Image #B = Mirror of Privilege [DVD 5103]or Domino[VID1713] or An alternative for B (Must be submitted in writing (title & description) 2 wks prior to the due date of the assignment.) ( Film you select must have
a White focus and be at least 50 minutes long.) |
A = 2/7 B = 3/13 |
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Format for Video Analysis Paper: Part 1: (4 Pages/double space) = DICE =
Description, Interpretation, Context, & Emotion D = Describe briefly the film
(one short paragraphs). It is a brief
statement of what happened in the film without interpretations.
I = Interpretation of the events(s) from your understanding of whiteness. You must use the course materials to
support your interpretation(s) with theory and/or references to explain the
issues of whiteness in the film. And explain the constructions of whiteness
that the film is using (What does the film have to do with white identity in
terms of theories or models?)
C = Contrast and/or compare the viewpoints of the film maker(s) (related to the course’s focus) to authors/articles. Clearly explain the comparison of film to text(s)*. *For each of the these texts support or critique the authors themes and theories in relationship to the film: ( Haney Lopez, Ian
(1996) White by Law & Thandeka. Learning to be White: Money,
Race, and God in E = Emotion related to the experience should be discussed. Did your feelings change over time? Discuss your feeling before during and after viewing the film. What was the source of your feelings? How did your emotion impact your experience of the event? Focus this section on stating your feelings and the cause agent only, not logic ( Do not use the word “think/thought.”) |
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IV |
Two Presentation (5 points)
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You
will pick one issue in the film and present it as it relates to course
concepts and/or theories. (Five
minutes) |
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V |
Closure & Review of White/Whiteness
Definition 1
page/single space (5 points) Due |
Part 2: Comment on
your learning from the course and related to the course goals (see syllabus) |
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VI |
Whiteness Assessment Project: ( 50 points) A= 10pts = Jan. 31 , B = 20pts = Mar. 20 C= 20pts
= Due = 10 Apr · Graduate student will review & use the additional text (Allen, T. ) ( TBA points graduate students *) ·
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Undergrad 6 pages and does not include introduction page or list of
references |
Grad 10 pages and does not include list of references |
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Pick
one topic (school text, book, magazine, profession, video….) in Proposal
on your topic is due Jan. 31: 1 pg (Given
description of topic =What are your reasons
for interest in this topic/area=Why) Overall
Paper contains three parts: A) *Introduction Why
did you picked this topic? What is/are the whiteness issues (literatures,
authors & yours) you will research? How might whiteness involved? (Suggest key
questions) B) *Annotated Bibliography for 6 key
scholarly sources: Who, what &
why (reason for selection) us APA format for references C)*Analysis of the medium (using referenced sources and course
materials), (“Does this support and/or challenge the course concepts or
theories?”) (Does it fit with your views?)
You must use references/examples to support your ideas. Give a
list of reference . |
6 scholar sources (Peer Reviewed research ) and any other sources |
12 scholarly sources ) and any other sources |
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VII |
Bonus Points ( 10 pts) -
attend and analyze “Ethnic Identity events” 3 points per each /limit 3
= 9 pts (plus 1 if attend 3 events) Due = |
Attend event and say why it counts |
2 pages in Blue Book for each |
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Paper General
Formats: |
1. Each point listed should be covered. Label each point as a heading in each assignment. 2. Quality in analysis of each point is the goal. Work for clarity and focus on specific points and evidence that support your points. High quality work will clearly discuss the social or theoretical issues. 3. Demonstrated understanding of institutional and cultural issues as shown through references to theories or reading clearly linked to specific examples. 4. Whenever possible make clear references to text or other class materials that could support your viewpoint act and serve as examples or model the concepts you are discussing. 5. A bibliography (cite source only) must be attached for the references used. All direct quotes must be so marked or points will be deducted. 6.
Points will be deducted for spelling and grammar errors
especially, if they are repetitive & blatant. |
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GRADING: |
Total points earned as a percentage of the total possible points will
be used to determine your grade in the course on the following scale:
A =
90-100% B =
89-80% C =
79-70% D =
69-60 F = 59 -
0 +/- Grading: based on overall final points
if necessary Plus/Minus Grading
Scale:
NOTE: Missing more
that 1/2 or more of the course may result in a F for the course. |
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General
Expectations: |
Be honest, do the readings, be respectful of everyone in
the class , be empathic and think critically |
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Overall: Students are expected to be on time and prepared for class
discussions and presentations.
Individuals are expected to be actively involved in the class. Class works to provide a climate of open
and productive interactions through active listening, respectful questions
and self-reflection. The goal is to support
an awareness of self & others and further develop your critical thinking
skills. Policy on late papers Unless arrangements are made prior to the due date,
papers are due at the beginning of the class period or by request via e-mail
by Special Needs or
Situations: Students with special needs should inform the instructor
so that arrangements can be made.
Special situations that conflict with class attendance are to be
discussed in advance. Instructor can
be reached by phone or e-mail. |
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POLICIES |
Academic
Integrity Policy It is one of our responsibilities
as students and faculty at UVM is to be familiar with and adhere to the
University’s Code of Academic Integrity http://www.uvm.edu/~cses/?Page=ah.html&SM=ahmenu.html. Offenses against academic honesty are
defined in this policy as “any acts which would have the effect of unfairly
promoting or enhancing one's academic standing within the entire community of
learners.” University has policies
regarding 4 standards of academic integrity and their violations (plagiarism,
fabrication, collusion, and cheating). Attendance &
In-Class Participation: One of the goal of a seminar course is to
have active and informed discussion. For
that to happen all students are expected to be present, prepared, and involved
in every class. We will work together
to construct and maintain for an environment that supports the participation
of all students. More information about
class participation is provided under Course Requirements. In the event you miss a class, please let me know about
your circumstances as soon as possible (prior to class whenever possible by
e-mail). You are still responsible for
information covered during that class and assignments due or given out. You are
expected to make arrangements to submit any assignments due on time, and to
have a classmate take notes and collect class materials for you. Please be sure you understand the material
covered and contact me at the next class if you have questions. Missing over
half of the class session may result in failing the course. While I acknowledge that absences (due to illness or
personal emergencies) are unavoidable, multiple absences may negatively impact
your grade. Format and Submission Procedures for Written Assignments: Unless otherwise noted, all papers should be typed, on white paper and labeled with: your name, Assignment Title, Assignment Due Date, and Semester/Course (HDFS XXX). Subsequent pages should include a header
with your last name and the page number at the top . Please use double
spacing on any assignment more than 2 pages, a standard size font (12 point
font;) and 1” margins all around (top, bottom, left & right). You do not need to a separate title page. APA Format is
relied upon in this class for citations, references, and other aspects of
professional writing (this is the style of writing most often used in the
HDFS discipline). You are expected to
become familiar with the key elements of this style as needed by reviewing
the current Publication Manual of
the American Psychological Association (APA Manual), available in
Bailey-Howe Library’s Reference Section. Hard copies and e-mail attachments of all
assignments are required. For hard
copies, please staple all pages together (do not fold over or
paper clip pages). If you cannot
submit a hard copy an emailed copy can
be used. NOTE: e-mail
attachments, the name of
your file is important! Please
convert your file to Rich Text Format and name it as above with .RTF as the
extension. (If you are unsure how to
do this the UVM computer helpline can tell you .) |
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Paper Assessment Details
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Objectives: 1.
Each point listed should be covered. Label
each point as a heading in each assignment. 2.
Quality in analysis of each point is the goal. Work for clarity and focus on specific
points and evidence that support your points.
High quality work will clearly discuss the social or theoretical
issues. 3.
Demonstrated understanding of institutional and
cultural issues as shown through references to theories or reading clearly
linked to specific examples. 4.
Whenever possible make references to text or other
class materials that could support your viewpoint act and serve as examples
or model the concepts being discussed. 5.
If you use references, a bibliography must be
attached. All direct quotes must be so
marked or points will be deducted. 6.
Points will be deducted for spelling and grammar
errors especially when ithey are repetitive or blatant failure to proof read
is evident. Evaluation of Written Work Does the writer: 1)
Presents a clear, focused thesis? 2) Demonstrates an understanding of the key concepts? 3)
Provides appropriate substantiation (e.g. examples, research findings, references to readings) for generalizations or
conclusions made? 4) Presents her/his ideas in an orderly and effective
way? 5) Please type and double space all papers and use 12
point size type. General Expectations: Students are expected to be on
time and prepared for class discussions and presentations. Individuals are expected to be actively
involved in the class. Class works to
provide a climate of open and productive interactions with a goal of
increasing awareness and critical thinking. |
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HDFS Whiteness - Spring 2008
COURSE DATES: General Assignment Overview: ( Subject to change)
See page 1 for specific dates.
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Week |
DATE |
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IN-CLASS ASSIGNMENTS |
ITEMS DUE |
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1 |
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Definitions |
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2 |
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White By Law: i- 110 Geometer of Race The 100% American |
Identity chart |
Definitions and paper on Whiteness |
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3 |
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White By Law: 111- 225 Do We need a Common Am. ID What do White People Want to be Called? |
Video: Illusion of Race #1 |
Project Proposal |
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4 |
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Topic for Project Paper
Discussions sign-up |
Video paper #1 |
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5 |
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Whiteness: Essential |
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Book Review 1 Lopez |
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6 |
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7 |
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Presentations |
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8 |
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*** |
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9 |
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Learning to be White |
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Video Paper #2 |
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10 |
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11 |
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Presentations |
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12 |
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Book Review 2 Thendeka |
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Presentations on Project |
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13 |
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Presentations on Project |
Project Final |
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14 |
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Presentations on Project |
Bonus item |
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15 |
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Closure paper |
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16 |
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*Final Exam: |
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HDFS295 EthnID
NAME:______________________
A: Type your short definitions for each of
the following words on separate sheet of
paper. Use only the definitions in your head and not from a dictionary.
B: After completing your definitions using
an in print Dictionary (give reference APA) give the dictionary’s definitions
for the 3 terms you found most interesting. (new page)
American
Culture
Ethnicity
Nationality
Caucasian
Anglo
Saxon
Ethnicity
Race
Privilege
White
Truth
Aryan
HDFS295 EthnID
FORMAT:
NAME:______________________ DATE:____________
Type definition(s) for white identity
(What is whiteness (your definition)? How have you developed an understanding
of whiteness prior to this course?).
Your answer should be, at least, one
page double spaced.
Assignment will be graded on clarity,
grammar and neatness only.
Please print a second copy for me to
keep on file during the course.
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HDFS295 EthnID
FORMAT:
NAME:______________________ DATE:____________
Assignment will be graded on clear use
of specific examples to theories /concepts, grammar and neatness.
The goal of the paper is to use the
lenses of whiteness identity development theory to explore the museum’s
collect. You may focus on the museum as
a whole or a specific exhibit .
Your answer should be 1-2 pages double
spaced. You can include images as
appendices if necessary.