Syllabus

Sociology 331: Race and Ethnic Relations, Section 02, CRN 21121 i 3 Credit Hours
Spring 2018 i 11:00-11:50 a.m. Mon Wed Fri i Waldron 233 i Regular Class
Instructor: Prof. Steve McGlamery, PhD candidate at Virginia Tech and Instructor, Radford
Email: smcglamery@radford.edu (MUST include “11 a.m. Race” as part of subject line)
Office: 3111 CHBS Building Office Phone: (usually email works better)
540-831-5159
Office hours: 2:00-3:15 Mondays, Wednesdays, and Thursdays or by appointment.
Course Description: The effects of discrimination on groups such as African Americans,
Hispanics, Native Americans, and Asian Americans are examined as well as the social policy
questions relevant to dominant group and minority relations. We will explore the effects of
historical patterns and international dynamics on prejudice, discrimination, and inequality. We
will employ a sociological framework to see race as a social construct while exploring the social
reality of race’s impact on individuals, social institutions, and cultures. Race and Ethnicity will
be the focus, but we will also see how these interact with other axes of stratification, (class,
gender, sexual identity, etc.) as appropriate. We will explore race’s effects on live chances,
including education, employment, housing, and health.
Learning Outcomes
By the end of this course, students will be able to demonstrate by their responses on various
evaluation tools that they can:
1. Understand various views about race and ethnicity based on social theories and
approaches
2. Begin to move from an essentialist to a constructionist view of race and ethnicity
3. Recognize the impact that racial and ethnic issues have in our society and daily lives
4. Reflect on how to work toward a more equitable and just society

Course Expectations: I encourage you to make a decision now to give this course your very
best! I firmly believe that, with the proper dedication and effort, each of you can do well in this
class. If you DON’T do the readings or put forth effort in and outside of class, however, don’t
expect to do well. If you need a particular grade for honor roll, scholarships, loans, etc., don’t
expect me to give it to you—EARN it!

Format: The class will consist primarily of lecture, class discussion, in-class exercises, videos,
and readings. Much communication will take place via Desire2Learn and via RU and/or D2L
email. You would be wise to check both of these on a daily basis.

Required Texts:
The required text is as follows:
Gallagher, Charles A., ed. 2012. Rethinking the Color Line 5th ed., New York: McGraw-Hill.
978-0-07-802663-8. Other readings may be added and posted on D2L.

Schedule (tentative, subject to change):

Unit 1: History, Biology, Theory and Ideology of Race
1/17-19 Introduction to the Course: What IS this thing we call Race? And Some History on
Race
Read Preface, Intro (1-3), Part I Intro (5-6) and “Drawing the Color Line” by
Howard Zinn (9-17)
1/22-26 Biology and Race, and Race and Social Theory
Read Harris (7-8) Snipp (22-32) (and excerpt from Race: Power of an Illusion) and
Barrera (D2L)
1/29-2/2 The Social Construction of Race and Racialized Social Systems
Read Omi and Winant (17-22), Davis (53-63), Bonilla Silva (32-38) and Gans
(106-114)
2/5-9 Colorblindness and Post-Racialism
Read Gallagher (92-100) and Guinier and Torres (101-105)
Mon 2/12 First Exam

Unit 2: Racism—Individual, Cultural, Institutional

2/14-21 Prejudice and Discrimination
(4 days) Read Merton (127-134), Blumer (117-122) and Sterba (122-126) (and we’ll watch
the movie Crash)
2/23-3/2 Whiteness/White Privilege and Institutional Racism
(4 days) Read Lipsitz (139-147), MacIntosh, “Knapsack” (D2L), Bobo (148-157)
3/5-9 Spring Break—enjoy!
3/12-16 The Mother of All Institutional Racisms: Residential Segregation
Read Massey (158-175) Zenk (204-208) and Farley (D2L) (and Race: Power of an
Illusion excerpt)
Mon 3/19 Second Exam

Unit 3: Race and Specific Institutions – Your Group Presentations Start Here!
3/21-28 Race and Employment/Economics and Criminal Justice
(4 days) Read Braverman (240), Shapiro (49-52), Cole (211-217), Alexander (217-225),
Bobo & Thompson (225-230) Pager (230-233) and Krimsky and Simoncelli (234-239) (And
watch part of 13th?).
4/2-9 Race and Romance (and we’ll watch the movie: Do the Right Thing)
(4 days) Read Fryer (361-368), Dalmage (374-83) and DaCosta (383-392)
4/11-16 Race and the Media
Read Dirks and Mueller (285-294), Littlefield (295-301) and Edison & Yancey
(301-303).
4/18-20 Race and Health
Read Williams and Sternthal (39-48) and Bullard (184-195)
4/23-27 Misc. Presentation Topics and Course Review
Wed 5/2 Final Exam at 10:15 a.m. (note earlier time!)

Grading60 % Three Exams total (20% each)

10 % Class Participation and Attendance
20 % Group Presentation (10%) and paper (10%)
10 % In-class and Homework Exercises/Assignments (number to be determined—weighted
equally)
100 % total
Grading Scale:

94-100% = A
90-93% = A-
87-89% = B+
84-86% = B
80-83% = B-
77-79% = C+
74-76% = C
70-73% = C-
67-69% = D+
64-66% = D
60-63% = D-
<60% = F

Testing Policy: All tests will be administered in class, unless otherwise notified in advance, and
may consist of objective (multiple choice, T/F, matching) as well as essay questions. The
specific format will be discussed before each test. If you know you will be gone on a test date, let
me know in advance and be prepared to take the test in advance if necessary. If you cannot make
a test because of an unavoidable emergency, it is your duty to notify me as soon as possible and
to make it up as soon as possible, within a week at the most.
Homework Assignments /In-class exercises/quizzes: You will have homework assignments
regularly throughout the semester. Some of your assignments may NOT be graded, but given
credit just for submitting. Others WILL BE graded—and you won’t know which ones ahead of
time! Your lowest homework score (including zeroes, if any) will be dropped at the end of the
semester. Late penalties will apply. No late assignments accepted after a week.
Group Presentation and Paper: You will be part of a group of 3-4 students for a 35-45 minute
group presentation and research paper. More details later.
Attendance and Class Participation: You are expected to attend regularly. For each absence
recorded in excess of 6, a point will be deducted from your final course grade. This means that at
16 absences, your grade for attendance will be 0 out of 10. Class participation is based on being
alert, on time, non-disruptive, and active in class discussions.

Special Note: We will be freely, honestly, and straightforwardly discussing and arguing
positions on a subject which our society has taught us is taboo. We will be doing so in a
multiracial environment. Thus the potential for misunderstanding, hurt feelings, even overt
expressions of anger and resentment are present. I trust that we can counter this by creating a
“safe space” where views can be freely expressed and where ideas, not people, are the subject of
respectful discussion and argument. If your unexamined assumptions about race are not
challenged in this class, I have not done my job. If you feel you have been treated improperly or
your views have been discounted or silenced, please share your concern with me so I can address
it. This is not to say that I will not express when I agree with some students and disagree with
others; I will.

Student Athletes and Student Leaders: If athletic competitions or other university-recognized

academic events conflict with class meetings, please provide me with documentation well in
advance.

Electronic Device Policy: The only electronic device you are allowed to use during class is a
laptop or tablet, and only to take notes or to access things related to class. No checking email,
IM’ing, web surfing, chatting, game playing, etc. All cell phones and MP3 players must be
turned off. After one warning, disruptions of this kind may affect the participation portion of
your grade.

Learning Assistance and Resource Center (LARC) provides free tutoring to students who
need to strengthen their academic skills. 125 Walker Hall. 540-831-7704, larc@radford.edu.
Writing Center located in CHBS 4800 (above Starbucks), offers help to CORE101 and
CORE102 students for any writing assignment for any course. One-on-one sessions with a
writing consultant are available every day beginning Monday, September 25 (hours TBA). To
make an appointment, login to MyRU, click on Academics, and click on Writing Center, or stop
by CHBS 4800 during open hours.
Center for Accessibility Services: Students seeking academic accommodations under the
Americans with Disabilities Act must register with the Center for Accessibility Services (CAS)
to determine eligibility. Students qualified for academic accommodations will receive
accommodation letters and should meet with each course professor during office hours, to review
and discuss accommodations. For more information, call 540-831-6350. www.radford.edu/cas.

Center for Diversity and Inclusion “envisions Radford University as a multicultural institution
that provides a forward thinking and progressive approach to social justice and equality.” Heth
Hall 157, 831-5765, diverse@radford.edu
Office of Diversity and Equity, 314B Tyler Place, 2nd Floor, 831-5307
To report an instance of harassment or sexual assault:
http://www.radford.edu/content/diversity-equity/home/title-ix-reporting.html
Military Resource Center helps military students (veterans, active duty, reservists, and
dependents) to access all of the campus resources available and provides study space, transition
counseling, and tutoring. 100 Calhoun Hall, military@radford.edu, 540-831-5002.

Safe Zone at Radford University is a collaborative effort among students, staff, and faculty to
secure trustworthy allies and supportive, safe spaces on campus for students who are lesbian,
gay, bisexual, transgendered, and questioning. Safe-Zone trained allies can be found across the
campus and community, just look for the Safe Zone sticker.
Substance Abuse and Violence Education Services (SAVES): provides education, counseling,
advocacy and support for students dealing with substance abuse or sexual violence. SAVES will
also help you to help a friend who is struggling with substance abuse or is a victim or survivor of
sexual assault, dating violence, or stalking. Heth Hall, Room 215, 831-5709
www.radford.edu/saves
Student Counseling Services can help with adjusting to college life, relationship or family
concerns, anxiety, depression, eating disorders, and many other issues you may experience,
including how to help a friend who is struggling. Tyler Hall Basement, 831-5226
www.radford.edu/content/student-counseling/home/faq.html
Honor Code: By accepting admission to Radford, you made a commitment to understand,
support, and abide by the University Honor Code without compromise or exception. Violations
of academic integrity will not be tolerated. This class will be conducted in strict observance of
the Honor Code. Refer to your Student Handbook for details. Assume that all work turned in for
a grade is to be yours alone unless I specifically tell you otherwise.

This syllabus is subject to revision by the professor with proper notification of students.

I look forward to spending a rewarding, exciting, and enlightening semester with you!