Fall 2008
INDV 101: The Politics of Difference:
Race/Ethnicity, Class, Gender, and Sexualities
Lectures: Mon and Wed 2:00 - 2:50 pm in ILC 140
Discussion Sections #33-38 meet at various times and places on Friday
Dr. V. Spike Peterson, Professor, Department of Political Science
http://web.arizona.edu/~polisci/people_all/peoplef_peterson.html
Office: 318B Soc Sciences; 621-8984; spikep@u.arizona.edu
Office hours for the Professor and TAs are posted on our D2L coursepage
Log in to our D2L coursepage at: http://d2l.arizona.edu
Course Description
This course will examine the politics (understood broadly as differential access to and control over material and symbolic resources) of difference (understood as institutionalized social hierarchies that privilege members of some groups at the expense of members of other groups). We will focus on four key structures of difference and their interaction: ethnicity/race, class, gender, and sexualities. Additional structures of difference (along the dimensions of religion, physical ability, age, etc.) will be acknowledged and integrated into our discussion whenever possible.
Course Objectives
The course has three purposes. The first is informative: students will become familiar with historical and empirical indicators of how individuals’ lives are materially and symbolically marked by difference. This evidence substantiates the asymmetrical power, that is, politics, of these markers. Historical-empirical studies help us to understand how social hierarchies are made in specific contexts, not simply ‘found’ in nature. In particular, we will examine how power and privilege function to perpetuate inequalities among groups. The second is analytic: we will study how and why these structures of difference are so powerful, how we are taught to think about and respond to ‘differences,’ and how asymmetries of power are obscured (by being ignored or made to appear natural or inevitable). We will develop critical thinking abilities as essential for evaluating information, media, and socio-cultural activities and for participating as informed citizens in democratic processes. The third is normative: as we study hierarchies of power, we will consider the goals of individuals and societies, asking ourselves ‘What kind of individuals and societies do we seek?’ and ‘How can we move beyond the social hierarchies of racism, classism, sexism, and heterosexism (homophobia) to enable a more just, equitable, and sustainable world?’
Classroom policies
‘Learning is not a spectator sport.’
Students are expected to arrive for class *on time* and not to exit before class is concluded. Turn off all cell phones and other noise-making devices during class. Students are expected to attend all lecture and discussion group sessions, to participate actively, to complete reading assignments prior to class, and to bring to class points or questions related to the readings and scheduled course topics.
Some of the issues addressed in class will be controversial, which raises two points. First, it is important to sustain an atmosphere of shared respect for the experience and contributions of all participants. No ‘personal attacks’ will be permitted. Second, personal experiences and feelings are relevant and welcome in classroom discussions. Personal opinions, however, cannot substitute for thoughtful contributions and evidence of your understanding of the course materials. An important key to lifelong learning and growth is, first, being open to perspectives that may initially seem unusual or uncomfortable; and second, recognizing that growth often requires moving through discomfort to new and deeper understanding. In this course, understanding the material does not mean that you have to agree with it, but it does mean that you must read the material attentively, be aware of its points and argumentation, and be able to discuss it knowledgeably.
Plagiarism: all work submitted must be the student’s own. You are responsible for being familiar with the University’s policies regarding plagiarism and the UA Student Code of Academic Integrity:
http://dos.web.arizona.edu/uapolicies/
Threatening behavior is not permitted at any time. You are responsible for being familiar with the University’s policies in this regard:
http://policy.web.arizona.edu/~policy/threatening.pdf
I welcome students with special needs and ask that those who are registered with the S.A.L.T. Center (http://www.salt.arizona.edu/) or the Disability Resource Center (http://drc.arizona.edu/) please provide their documentation to me ASAP so that we can make appropriate accommodations/arrangements. You are responsible for making sure that I know what accommodations are necessary; for this I need to see your documentation.
Note: once you have chosen to remain enrolled in this class, I will assume that you are aware of and have accepted these ‘ground rules’ for the course. To remain enrolled you are required to sign the ‘agreement’ on the last page of this syllabus, tear it off, and turn it in to your TA by Sep 5; failure to do so may cause you to be administratively dropped from enrollment in the course.
Course requirements/evaluation
Attendance: Your attendance is expected and will be recorded in all classes and discussion sections. All holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion. Absences pre-approved by the UA Dean of Students (or Dean’s designee) will be honored. Excused absences (illness with a doctor’s note, documented family emergency, religious observance, Dean’s approval) will not be counted against you. Unexcused absences will have a negative effect on your course grade. If you are not in class, for whatever reason, it is *your* responsibility to provide your TA as soon as possible with appropriate documentation for ‘excusing’ an absence (this includes indicating your absence was to observe a religious holiday), and to find out what you missed, including any new assignments. If you are having difficulties, speak to the professor or your TA as soon as possible; we are less able to help and (not surprisingly!) less sympathetic if you wait until late in the semester.
Journal Assignment: The goal of the journals is to help develop critical thinking about the politics of difference by encouraging media awareness. Using your assigned hierarchy as a focus [see D2L webpage], once every two weeks you must select some ‘item’ – a media image, article, advertisement, billboard, performance, TV program, video, film, song, etc. -- and analyze its ‘message’ (what it says or conveys, what the intended meaning is) in terms of our course: the politics of difference [defined at the beginning of the syllabus]. Your analysis is expected to show familiarity with the readings, lectures and class discussions and your ability to think critically about the ‘message’ that the item conveys. One journal entry is due every two weeks and must be submitted (in a WORD file) via our course’s D2L dropbox. You can submit your entry any time before but no later than 5 pm on the following dates: Sep 3 and 17, Oct 1, 15 and 29; Nov 12 and 26; and Dec 10 = total of 8 entries for the semester. Detailed instructions are posted on D2L, with some examples to help you get started.
Grade: The semester grade will be comprised of the following: 1) attendance and participation, with participation especially important in discussion groups; and weekly ‘journal’ entries [15%]; 2) unannounced ‘pop’ quizzes covering readings, videos, and lectures [20%]; 3) three short answer and essay exams - including the final exam) [20%, 20% and 25%]. Again: attendance and quality of in-class participation (especially in discussion sections) are significant factors in determining your course grade. Extra credit may be earned for exceptional journal entries and for attending events relevant to course themes and preparing a short report (details provided in class and on D2L webpage).
Reading materials
Three books have been ordered as required texts for the course; we will read all of these (omitting a few chapters from the Ore reader), so you are expected to purchase all of these books. I do not care where you purchase them, and there are big price differences in where/how you purchase and what edition. I will clarify the options in class.
Ore, Tracey E. 2006. The Social Construction of Difference and Inequality. 3rd Edition. Mountain View, CA: Mayfield Publishing. [= Ore in schedule of assignments] Note: this will be the edition that matches page numbers of readings below; other editions may enable you to access some but not all of the assigned readings.
Johnson, Allan G. 2006. Power, Privilege, and Difference. 2nd Edition. Mountain View, CA: Mayfield Publishing. [= AJ in schedule]
Ehrenreich, Barbara. 2001. Nickel and Dimed: On (Not) Getting By in America. New York: Metropolitan Books. [= BE in schedule] Note: the most recent version of this classic has an ‘afterword’ by the author. I will make this ‘afterword’ available via our E-Reserves.
In addition to assignments in the books you purchase, E-Res assignments are required readings (these are posted online; address and password will be provided in class) and will be covered in lectures, quizzes, and exams, so make sure that you access these readings. [For those who are interested, full citations for E-res readings will be posted on the D2L website.]
Course Topics/Reading Assignments
Reading assignments below are given for Monday and Wednesday lecture classes. You are expected to read the material before class; lectures will cover background points, add clarifying data and arguments, and include some discussion of readings. We will also have guest speakers and videos. Most discussion of the assigned readings and participatory exercises will take place in discussion sections (Fridays).
We will continually post announcements/news regarding the course on our D2L webpage so make sure that you are able to access this site and do so frequently, as it has very important information throughout the semester. If you are having trouble, read the ‘Student Tip Sheet’ at D2L log-in page or contact your TA or someone in a computer lab to assist you.
Aug 25: Introduction to course; orientation and paperwork.
No reading assignment
Aug 27: Constructing differences and their effects
Ore in Ore 1-17; 199-223
Make sure that you are familiar with these readings – they are fundamental to the rest of the course and you will be continually expected to know their content.
Sep 1: Labor Day - No Class Meeting
Sep 3: Privilege, power and difference; institutional power
AJ Introduction and 1-11; 12-40
Sep 8: How the privilege and power of race and class are constructed
Omi and Winant (racial formations) in Ore 19-29
Sacks (how Jews became white) in Ore 57-69
Sep 10: Economics, class and inequalities
AJ 41-53; 54-67
Mantsios (media invisibility of class) in Ore 89-98
Sep 15: Institutionalizing inequalities
Lui (racial wealth gap) in Ore 98-105
Jensen, Robert. ‘White Privilege Shapes the U.S.’ [Pp. 514-517 in Ore 2003; on E-res]
Sep 17: Inequalities, corporate capitalism, and democracy
Bowles, S. and R. Edwards. ‘The market erodes democratic government.’ [Pp. 103-108 in Miroff et al, 2003; on E-res]
Korten, D. C. ‘When corporations rule the world.’ [Pp. 347-354 in Miroff et al, 2003; on E-res]
Barlett and Steele. ‘Corporate Welfare.’ [Pp. 96-99 in Ore 2003; on E-res]
Sep 22: Trouble, privilege, denial and power
AJ 68-75; 76-89
Rhode, Deborah L., ‘Denials of inequality.’ [Pp. 55-57 in Shaw and Lee 2004; on E-res]
Lipsitz (investments in whiteness) in Ore 402-413
Sep 24: Systems of privilege, denial, resistance
AJ 90-107
Frye, Marilyn. ‘Oppression.’ [Pp. 80-82 in Shaw and Lee 2004; on E-res]
Sep 29: Systems of privilege, denial, resistance
AJ 108-124
Oct 1: EXAM on all readings and class discussions (lectures, videos, etc.) up to and including Sep 29. Bring blue books to class and be ready to start on time.
Oct 6: Politics of language and ‘difference’
Moore (black and white language) in Ore 473-484
Richardson, L. ‘Gender stereotyping in the English language.’ [Pp. 89-93 in Richardson et al, 2004; on E-res]
Zola (language of disability) in Ore 484-497
Oct 8: Media politics, representations of ‘difference’
Beck (the ‘F’ word) in Ore 458-472
Eitzen and Zinn (sports symbols) in Ore 507-514
Zia (racism, hate crimes, pornography) in Ore 515-519
Oct 13: Power and politics of media
Scheuer, Jeffrey. 2001. ‘Media Literacy, and Democratic Citizenship,’ in Citizenship Now, ed. Jon Ford and Marjorie Ford (New York: Pearson/Longman), pp.178-188. [On E-res]
Miller, Mark Crispin. 7 Jan 2002. ‘What’s wrong with this picture?’ The Nation, Web accessed, print version 8/08/04
Media Monopoly Made Simple: Corporate Ownership and the Problem with US Media. Web accessed and printed 8/18/04
National Organization for Women Foundation. Who controls the media? www.nowfoundation.org/issues/communications/tv/mediacontrol.html Web accessed and printed 8/18/04
Chomsky, Noam. June 1997. ‘What Makes Mainstream Media Mainstream.’ Excerpts from a talk at Z Media Institute. Web accessed, excerpted and printed 8/8/04
Oct 15: Social construction of gender and sexualities
Lorber (social construction of gender) in Ore 112-120
Gilman, Susan Jane. ‘Klaus Barbie, and Other Dolls I’d Like to See.’ [Pp. 504-507 in Zinn et al 2005; on E-res]
Hesse-Biber, Sharlene. ‘Am I Thin Enough Yet?’ [Pp. 527-534 in Rothenberg 2001; on E-res]
Oct 20: The gender and sexual politics of sports
Nelson, M. B. ‘Boys will be boys and girls will not.’ [Pp. 142-147 in Shaw and Lee 2004; on E-res]
Sabo, Dan. ‘Pigskin, Patriarchy, and Pain.’ [Pp. 373-376 Rothenberg 2001; on E-res].
Messner, Michael. ‘Becoming 100% Straight.’ [Pp. 327-331 in Richardson et al; on E-res]
Oct 22: Social construction of gender and sexualities
Hubbard (social construction of sexuality) in Ore 164-169
Pharr (homophobia, sexism) in Ore 550-559
Ochs (bisexuality, feminism) in Ore 624-628
Oct 27: Social construction of gender and sexualities
Anonymous: Heterosexual questionnaire [on E-res]
Savin-Williams, Ritch. ‘Dating and Romantic Relationships Among Gay, Lesbian, and Bisexual Youths.’ [Pp. 382-395 in Kimmel reader 2004; on E-res]
Oct 29: Social construction of masculinity
Kimmel (masculinity and homophobia) in Ore 133-150
Bordo, Susan. ‘Pills and Power Tools.’ [Pp. 149-153 in Ore 2003; on E-res]
Nov 3: Gender and sexual politics
Sapiro excerpts from ‘Consenting Adults?’ [Pp. 385-395; 402-409 in Sapiro 2003; on E-res]
ChoiceUSA, Myths about abortion and contraception (4 pp. on E-res]
Nov 5: Masculinity, homophobia, violence
Sapolsky, Robert M. ‘Testosterone Rules.’ [Pp. 26-32 in Kimmel reader 2004; on E-res]
Kaufman (masculinity and violence) in Ore 533-550
Nov 10: Masculinity, homophobia, violence
Steinem, Gloria. ‘Supremacy Crimes.’ [Pp. 401-403 in Richardson et al, 2004; on E-Res]
Kimmel, Michael. ‘Gender, Class and Terrorism.’ [Pp. 154-159 in Zinn et al 2005; on E-res]
Nov 12: EXAM on all readings and class discussions (lectures, videos, etc.) up to and including Nov 6, but concentrating on work since the last exam. Bring blue books to class and be ready to start on time
Nov 17: Inequalities and their costs
Kozol (savage educational inequalities) in Ore 290-297
Reuss (death from inequality) in Ore 362-366
Cool, Lisa Collier. ‘Forgotten Women: How minorities are underserved by our health care system.’ [Pp. 269-270 in Shaw and Lee 2004; on E-res]
Eating Disorder Danger Signs [p. 199 in Sapiro 2003; on E-res]
HIV/AIDS excerpt [Pp. 65-66 in Shaw and Lee 2004; on E-res]
Nov 19: Privilege and politics in religious beliefs
Ruth. ‘Religion.’ [Pp. 454-458 in Ruth 2001; on E-res]
‘Letter to Laura: Homosexuality and the Bible.’ From email circulating Aug 2004 [on E-res]
Ibish (anti-Arab bias) in Ore 42-57
Sawy (Muslim but not terrorist) in Ore 570-572
Nov 24: Gender, race, families and economics
Rubin (families on the fault line) in Ore 245-255
Williams (glass escalator) in Ore 350-362
Albelda and Tilly. ‘It’s a Family Affair: Women, Poverty and Welfare.’ [Pp. 337-343 in Ore 2003; on E-res]
Begin reading Ehrenreich book!
Nov 26: Working on the margins...
BE 1-120
Dec 1: Working on the margins...
BE 121-221. Turn in Thanksgiving essay assignment.
Dec 3: Rethinking, resistance and transformation
Ore (resistance and social change) in Ore 629-640
Neuborne, Ellen. ‘The next feminist generation.’ [Pp. 512-514 in Richardson et al, 2004; on E-res]
Martinez (more than black and white) in Ore 692-700 Note: Last day to turn in EC reports for this semester
Dec 8: What can we do? Fighting the myths and making change
AJ 125-153
Dec 10: Politics of resistance and reviewing
Collins (analysis and new vision) in Ore 641-656
Dec 12 - Friday: Comprehensive FINAL EXAM 2-4 pm. Bring large blue books to class.