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ELMHURST COLLEGEDEPARTMENT OF SOCIOLOGY

SYLLABUS AND COURSE MATERIALS

COURSE: Majority-Minority RelationsNUMBER: Sociology 304SESSION: Spring 1997CREDIT: 1 CourseGEN ED CATEGORY: People, Power, and PoliticsPREREQUISITE: Sociology 211 or equivalentMEETING: Tuesday, Thursday, 8:00 - 9:30 a.m.INSTRUCTOR: Dr. Brenda ForsterOFFICE: Science Center #017OFFICE HOURS: MWF 8:00 - 9:00 a.m.

TuTh 12:30 - 2:00 p.m.Other by Special Appointment

OFFICE PHONE: 630-617-3083 (Leave message, including your phone number)OFFICE FAX 630-617-3735 (Leave message for Secretary to pick up transmission)HOME PHONE: 630-833-0126 (Leave message, including your phone number)E-MAIL brendaf@elmhurst.eduSECRETARY: Bonnie Perticara, Science Center #019

630-617-3712Hours: MWF 8:30 - 11:00 a.m.; TuTh 1:00 - 3:30 p.m.

DESCRIPTION:The purpose of this course is to help students understand the sociological perspective onintergroup relations. Students will examine how groups sharing characteristics (whether physicalor cultural, inherited or learned) interact with groups sharing different characteristics. We shallexamine the issues of differential power between groups and analyze the social structures whichare utilized to maintain these power differences. We shall also look at the interpersonal (social-psychological) level of response of both majority and minority group members. We shallinvestigate the particular experience of several minority groups in the U. S. and of someinternational examples.

The People, Power, and Politics General Education category objectives will be met. Students willgain knowledge of the social, political, historical, and economic theories and institutions whichdetermine the environments in which citizens function within a society. Students will study howgroups coexist within social and political contexts and will examine how power relationships affectsubsets of the population.

OBJECTIVES:Upon completion of this course the student should be able to:

1. Describe the basic sociological concepts and theories applicable to intergroup, minority-majority relationships.

2. Identify and describe the interpersonal (social-psychological) elements present in minority-majority interactions.

3. Identify and describe the social structural components necessary to maintain differentialpower relationships between minority and majority group members.

4. Describe the socio-historical processes affecting selected major minority group experiences.

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5. Conduct an investigation of a selected aspect of minority group experience.6. Meet the People, Power, and Politics General Education category objectives:

a. examine actions from the perspective of social responsibility over the long term;b. demonstrate increased respect for others, commitment to social justice, personal

integrity, and service; and c. demonstrate heightened sensitivity to political and cultural issues, including

consideration of race, ethnicity, gender, and class.

REQUIRED TEXTS:The following books may be purchased at the College Bookstore:

Allport, Gordon W. "ABC's of Scapegoating." New York, NY: Anti-Defamation League, 1969.Ford, Clyde W. We Can All Get Along. New York, NY: Dell Publications, 1994.Kromkowski, John A. (editor). Race and Ethnic Relations 96/97. Sluice Dock, NJ: Duskin

Publishing, 1996.Schaefer, Richard T. Racial and Ethnic Groups. 6th edition. New York, NY: HarperCollins, 1996.

In addition, students will select one of the three books below for a special assignment. The threebooks will be available on reserve or by special order from the College Bookstore:

Cose, Ellis. The Rage of a Privileged Class. New York, NY: HarperPerennial, 1993.Feagin, Joe R. and Sikes, Melvin P. Living With Racism: The Black Middle-Class Experience.

Boston, MA: Beacon Press, 1994.Kozel, Jonathan. Savage Inequalities. New York, NY: Crown Publishers, 1991.

ADDITIONAL READINGS:The student is expected to select appropriate resources for specific areas of need and interest. Somegood sources for additional information are the following:

American Journal of SociologyAmerican Sociological Review Bibliographies from assigned materials Children/Juvenile (3 to 12 year olds) section of public libraries and EC Special CollectionLibrary topic index Social ForcesSocial Problems Social Science Indexes -- online and library volumes

Some classic texts are:Allport, Gordon W. The Nature of Prejudice. New York, NY: Doubleday Anchor, 1958.Becker, Gary S. The Economics of Discrimination. 2nd Edition. Chicago, IL: The University of

Chicago Press, 1971.Blalock, Hubert. Race and Ethnic Relations. Englewood Cliffs, NJ: Prentice-Hall, 1982.Bloom, Jack M. Class, Race and the Civil Rights Movement. Bloomington, IN: Indiana

University Press, 1987.Burnett, Robert and Koster, John. The Road to Wounded Knee. New York, NY: Bantam, 1974.Ehrlich, Howard J. The Social Psychology of Prejudice. New York, NY: John Wiley, 1973.Glazer, Nathan and Moynihan, Daniel P. Beyond the Melting Pot. Cambridge, MA: MIT Press,

1964.Grier, William H. and Cobbs, Price M. Black Rage. New York, NY: Bantam Books, 1968.Griffin, John Howard. Black Like Me. New York, NY: New American Library, 1960.

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Guthrie, Robert V. Being Black. San Francisco, CA: Canfield Press, 1970.Harrington, Michael. The Other America. New York, NY: Penguin Books, 1962.Kitano, Harry H.L. Race Relations. Englewood Cliffs, NJ: Prentice-Hall, 1974.Kochman, Thomas. Black and White Styles in Conflict. Chicago, IL: University of Chicago

Press, 1981.Levin, Jack. The Functions of Prejudice. New York, NY: Harper and Row, 1975. Myrdal, Gunnar. An American Dilemma. New York, NY: Harper and Row, 1962.Newman, William. American Pluralism.. New York, NY: Harper and Row, 1973.Pettigrew, Thomas F. A Profile of the Negro American. Princeton, NJ: Van Nostrand, 1965.Report Of The National Advisory Commission on Civil Disorders. New York, NY: Bantam,

1968. (The Kerner Report)Ryan, William. Blaming the Victim. New York, NY: Vintage Books, 1971.Taylor, Donald M. and Moghaddam, Fathali M. Theories of Intergroup Relations: International

Social Psychological Perspectives. New York, NY: Praeger, 1987.Van den Berghe, Pierre L. Race and Racism. New York, NY: John Wiley, 1967.Weinstein, Allen and Gatell, Frank O. American Negro Slavery. New York, NY: Oxford

University Press, 1968.

OTHER RESOURCES:The following museums are useful for the course:

The Art Institute of ChicagoMichigan Avenue at AdamsChicago, ILOpen Daily. Call 312-443-3500.http://www.artic.edu

DuSab le Museum of African-AmericanHistoryWashington Park740 East 56th PlaceChicago, ILOpen Daily. Call 773-947-0600.

Field Museum of Natural HistoryRoosevelt Road and Lake Shore DriveChicago, IL Open Daily. Call 312-922-9410.

Italian Cultural Center1621 N. 39th AvenueStone Park, IL Open Weekdays. Call 708-345-3842.

The Maurice Spertus Museum of Judaica618 S. Michigan AvenueChicago, ILOpen Sun-Fri. Call 312-922-9012

The Mexican Fine Arts Center Museum1852 West 19th StreetChicago, IL

Open Tu-Su. Call 312-738-1503.

Mitchell Indian MuseumKendall College2408 Orrington AvenueEvanston, ILOpen Tu-Su. Call 847-866-1395.

Polish Museum of America984 Milwaukee AvenueChicago, ILOpen Daily. Call 773-384-3352

The Schingoethe Center for Native AmericanCulturesAurora University -- call for directionsAurora, IL 60507Open Tu-F,Su. Call 630-844-5402

The Swedish American Museum5211 N. Clark StreetChicago, IL Open Tu-Su. Call 773-728-8111

Ukrainian National Museum2543 W. Chicago AvenueChicago, ILOpen Sundays. Ca ll -276-6565.

CAN'T FIND:

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The Balzekas M useum of Lithua nian Culture4012 Archer AvenueChicago, ILOpen Daily. Call -847-2441

ARE MOVING TO TAYLOR STREET AFTERTHEY SELL THEIR BUILDING:Italian American Sports Center2625 ClearbrookArlington Heights, IL847-437-3077

The Swedish Am erican Historical SocietyNorth Park College & Seminary5123 N. ChristianaChicago, ILCall for an appt. 773-583-5722.

ADDITIONAL WORLDWIDE WEB RESOURCE LOCATION SITES:http://www.inform.umd.edu/diversity web (campus diversity efforts)http://www.pbs.org (Chicano file) (The Chicano Movement)http://web.maxwell.syr.edu/nativeweb/ (Native Americans information)http://www.ruu.nl/ercomer/wwwvl/wwwvlmer.html(ethnic relations and migration)

EVALUATION COMPONENTS AND CRITERIA:The student will be evaluated by the following:

1. Course involvement -- attendance and participation (bonus or penalty points)2. Social inequality/minorities analysis (30%)3. Exam or alternative write-up (30%)4. Applied final project (40%)

All work, including exams, is evaluated on a 600-point system based on the following criteria:

500-600 -A

Excellent work. Demonstrates superior command of the theories andprinciples from the course.

400-499 - B

Good work. Demonstrates solid command of the theories andprinciples from the course.

300-399 - C

Fair work. Demonstrates adequate basic command of the theoriesand principles from the course.

250-299 -D

Marginal work. Demonstrates little command of the theories andprinciples from the course.

0-249 -F

Unacceptable work. Demonstrates lack of command of the subjectmatter.

Written presentations will be evaluated by the attached Written Work Evaluation Criteria (Syllabusp. 11). All presentations should conform to appropriate scholarly format and reflect academic honesty(Syllabus p. 12 and the E Book, pages 61-65). Written work should be typed or computer-printed,doublespaced, spellchecked, and proofread. Students should retain a copy of any work submitted.Students gaining fewer than 300 points on any project except the final may, with permission from the

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instructor, be granted one additional opportunity to redo the project. The instructor reserves the rightto reject any apparently plagiarized work. Make-up or late work must receive prior permission fromthe instructor (see Syllabus pp. 50-51, Clarification of Grading Guidelines). The oral presentation will beevaluated by the attached Oral Presentation Evaluation Sheet (Syllabus p. 13).

EVALUATION DESCRIPTIONS:A variety of evaluation measures will be gathered in order to assess as fully as possible the student'swork in the course. Besides gaining mastery of specific sociological content, the student is expected todemonstrate general education competencies, across the curriculum skills, and work-world relatedbehaviors, such as punctuality, effort, class involvement, and willingness to work with others incooperative learning assignments. These components are assessed for the final course grade as follows:

1. Course InvolvementA. Attendance: Students are expected to attend class. Students missing 4 or 5 classes will have the

final grade lowered 1 grade (-100 points). Excessive classes missed (6 or 7) will lead to a furthergrade reduction (-200 points). Students missing 8 or more classes will fail the course (-400points). Tardiness will also be noted and will count as ¼ or more of a class missed. Specificallyassigned make-up work can add up to 100 points for 5 or more misses. Students must contactthe instructor after each miss, beginning with the 3rd miss, to get specific make-up assignments(see Syllabus pp. 50-51, Clarification of Grading Guidelines).

B. Class Participation: Students are expected to come to class prepared to contribute to classdiscussions. The ratio of outside study to class time is 3 to 1; that is, for every class meeting,students should spend about 4 hours of study time, or about 9 hours a week. Students comingto class prepared will receive 15 bonus points. Students coming to class unprepared more than3 times will lose 15 points from the final score for each subsequent day they are unable toparticipate. Counts as bonus or penalty points.

Discussion QuestionsIn preparing material for class discussion in Race and Ethnic Relations, the student shouldcome to class with a short write-up/listing to be turned in addressing the following:

1) What are the main ideas of this article? Which minority and majority groups areinvolved?

2) What problems are being experienced by the minority group(s)? the majority group(s)3) What is the cause of the problems?4) What are the effects of the problem(s) on the minority group? the majority group? other

groups?5) What solutions might help? (Use the article, text, other course material, and your own

ideas here but identify the source.)6) What reaction, application, example do you have?7) What course concepts are relevant to this situation?

This same set of questions should be used in preparing your oral, special assignments.

2. Social Inequality/Minorities Analysis: During Part 1 of the course each student will complete asocial inequality/minority analysis. The analysis should reflect the student's application of thecourse concepts to a minority event. The specific event should be analyzed explicitly using theMinority Analysis Guide (Syllabus pp. 16-17) and concepts from the text, lectures, sociologicalperspective (pp. 15, 18, 19), class discussions, and films. The event should be taken from anewspaper or news magazine article (not an essay or opinion piece). Attach a copy of the article

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to your paper. The analysis should be 8-10 pages.

The analysis is best focused on one minority. The analysis must include all of the Minority AnalysisGuide aspects (pp. 16-17). See Analysis Examples on Reserve. The analysis score counts 30% of thefinal grade.

3. Exam or Write-up: Students will take an open book, 50-question, multiple-choice exam coveringthe text materials Chapters 1-14. In lieu of the exam students may submit a short (about a page)typed or computer-printed summary/application of each of the 14 chapters covered. The summaryshould contain in the students' own words the main ideas and concepts in such a way that studentsnot in this class could understand the major ideas. OR For each chapter, students can take a currentexample and apply the main chapter concepts in describing and discussing it. The exam or write-upwill count 30% of the final grade.

4. Applied Final Project: Each student should select one minority to investigate its history, culture,

contributions, current status, problems, and possible solutions. Student should utilize the coursematerials, scholarly books and articles, interviews (p. 29), films, museums, and neighborhood visitsto immerse themselves in the culture and experience of the chosen minority. The analysis shoulduse the Minority Analysis Guide (pp. 16-17), and other sociological concepts as relevant (pp. 15, 18,19). The Applied Final Project counts 40% of the final grade.

See instructor by 3/20 if you wish to do an agency interview using the Racial/Ethnic OrganizationInterview Guide Questions, Syllabus p. 49.

The student will share a summary of his/her study with the class at the last class. The final write-up is due not later than the scheduled final exam time for the class. The write-up should not exceed15 pages excluding tables, appendices, and bibliography.

Students may work together on this project but must first obtain permission from the instructor.Incompletes must be negotiated in writing before the final due date.

*****Students taking the course pass/no pass do not have to do the final project as long as their workon the other assignments averages at least 275 points.

COURSE CALENDAR

A = AllportC = CoseCF = FordF = Teaching TolerenceF&S = Feagin & SikesK = KromkowskiKKK = KlanswatchKoz = KozelS = SchaeferR = ADL

ABCs of Scapegoating The Rage of a Privileged Class (reserve)We Can All Get Along"Free at Last" (to be distributed)Living with Racism (reserve)Race and Ethnic Relations 96/97"A History of Racism and Violence" (to be distributed)Savage Inequalities (reserve)Racial and Ethnic Groups (6th ed)"The Record" (to be distributed)

Note: Dates for class discussion of material may be changed to meet class needs, but the studentshould read the material for the dates assigned. If you miss a class, it is your responsibility to

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check on the next assignment and class location. Films listed may not be shown depending onclass needs, but are available in the Media Center. Except for the Schaefer text, readingassignments will be divided among the group. Students are responsible for the material, but cangain the content through class sharing.

TOPIC DATE ASSIGNMENTIntroduction to the Course 2/4 Fill out forms

Cultural Pursuit (Syllabus p. 14)Framework (Syllabus pp. 15-19)

PART I. BASIC CONCEPTS AND DYNAMICS OF SOCIAL INEQUALITIES

A. Social-Psychological Aspects of Power RelationsStereotypes 2/6,11 S Ch 1,2

Handout: "Crimes Against Humanity"Film: Distorted Images* (35 min.,

VC 1304) (2/6)Film: Ethnic Notions* (20 min., VC 908)

(2/11)

Prejudice & Scapegoating 2/11 A entire bookletSyllabus p. 20

Racism 2/13 K #2,38,50,51,52,53,55Syllabus pp. 21-22

B. Social Aspects of Power RelationsDiscrimination -- Personal 2/13 Film: True Colors (20 min.)

Syllabus pp. 23-24

Hate Groups 2/18 Film: Beyond Hate* (90 min., VC 723)Film: Klan: Legacy of Hate* (29 min.,

VC 490)KKK (handout)

Discrimination -- InstitutionalPolitical, Legal,Economic 2/18 K #1,3,4,5,7

Syllabus pp. 25-26Discrimination -- Institutional (Con't)

Housing 2/20 K #37Film: Home* (15 min., VC 1166)

Education 2/20 S Ch 3K #6

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Media 2/20 Syllabus p. 27Film: Still Killing Us Softly* (31 min.,

VC 1361)

C. Effects of DiscriminationSocial -- U.S. Patterns

Racial GradientThree Generation Rise

2/25 K #10,11

Syllabus p. 28

Personal 2/27, 3/4 Complete Interview (Syllabus p. 29); ShareInsights (2/27)

Film: Black History: Lost, Stolen, or Strayed*(60 min., VC 722) (3/4)

Film: A Question of Color* (58 min.,VC 912) (3/4)

D. SolutionsMigration 3/6 Minority Analysis due 3/6

Film: Going to Chicago* (60 min.,VC 1078)

Civil Rights Movement 3/13 MEET IN CSTC ROOM 105K #16,20,21S Ch. 8F (handout)Film: American Civil Rights Movement* (38

min., VC 612)

Legal -- Education 3/13 Film: The Road to Brown* (60 min.,VC 1076)

Affirmative Action 3/11 K #8,35,36

Multiculturalism 3/18,20 K #15,57CF Entire Book (3/20)Syllabus pp. 30-32Speaker: Counseling Center: Intercultural

Relations (3/18)Film: Facing Differences* (11 min.,

VC 744) (3/18)

PART II SPECIFIC EXPERIENCES OF MINORITIES IN THE U.S.

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A. Immigration 3/20 S Ch 4K #9,12,13,14

[SPRING BREAK 3/25-29/97]

B. White Ethnic MinoritiesIrish 4/1 GO TO CSTC #105

Film: The Flynn Family* (23 min.,VC 1296)

Swedish 4/1 Film: The Olson Family* (23 min.,VC 1302)

German 4/1 Film: The Schrader Family* (23 min.,VC 1303)

Polish 4/1 Film: The Gromada Family* (22 min.,VC 1307)

Italian 4/3 GO TO CSTC #105Film: The Marinelli Family* (22 min.,

VC 1168)K #40

Greek 4/3 Film: The Spanakos Family* (22 min.,VC 1169)

White Ethnics Today 4/3 S Ch. 5K #39,46Film: This is America* (34 min.,

VC 1170)

C. Racial MinoritiesNative Americans 4/8 GO TO CSTC #105

S Ch. 6K #22Film: How the West Was Lost (60 min.)Film: The Nicholas Family* (23 min.,

VC 1301)Film: Syd Wright on SE Alaska Past and

Present* (VC 1408)

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African Americans 4/10 S Ch 7K #31,32,33Questionnaire, Syllabus pp. 33-36Syllabus pp. 37-42Film: 400 Years: Black History, Slavery to

1950s* (#1-2) (55 min., FSC J93, J94)(In Media Center for your use)

Film: The Brooks Family* (23 min.,VC 1295)

Contributions: Music 4/15 Speaker: Dr. Margaret CrosbyFilm: Saturday Night, Sunday Morning*

(60 min., VC 1074)Film: Voices and Visions: Langston Hughes*

(60 min., VC 656)

L a t i n o ( H i s p a n i c )Americans

4/17 GO TO CSTC #105K #26S Ch 9-11

Mexican 4/17 K #24,25Speaker: Dr. Paul ArriolaFilm: The Hernandez Family* (23 min.,

VC 1299)Puerto Ricans 4/17 Film: The Garcia Family* (24 min.,

VC 1298)Cubans 4/17

Asian Americans 4/22 GO TO CSTC #105S Ch 12-14K #27

Chinese 4/22 Film: Chinese Americans (20 min.)Japanese 4/22 K #28

Film: The Fukuyama Family* (23 min.,FSCS I75)

Korean 4/22Indian 4/22 K #29Filipino 4/22 K #30

EXAM 4/24

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Racial Minorities Today 4/29,5/1 K #42,54 (4/29)F&S (TBA) (4/29)C (TBA) (4/29)Koz (TBA) (4/29)Case Studies, Syllabus pp. 43-44 (5/1)Film: The New Pilgrims* (25 min.,

VC 243) (5/1)Film: The Politics of Love* (33 min.,

VC 911) (5/1)Film: SOC Lecture Launchers #2: Becoming

Ourselves* (35 min.,VC 1171) (5/1)

D. Religious Minorities

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Religion and Politics 5/6 K #56S Ch 4 pp. 135-144

Jews 5/6 S Ch 15K #41,47Syllabus p. 45R (handout)Film: The Cross and the Star* (55 min., VC 673)Film: El AL* (10 min., VC 1367)Film: The Merlin Family* (22 min.,

VC 1300)

E. The Underclass and Poor 5/8 Syllabus pp. 46-47Film: Throwaway People (60 min.)Film: The Migrants* (60 min., VC 242)Film: Down and Out in America*

(60 min., VC 443)International -- ThirdWorld 5/8 S Ch 17

K #18,19,43,44,45Film: The Silent Explosion* (24 min.,

VC 1387)

F. Other Minority GroupsWomen 5/8 S Ch 16

Syllabus p. 48Film: Domestic Violence (20 min.)

Homosexuals 5/13 Film: Silent Pioneers (40 min.)

Handicapped 5/13 Film: Disabled Resources* (35 min.,16 mm)

LAST CLASS* 5/15 Share final project workCourse Evaluation

FINAL PROJECT DUE 5/22 All work due by Thursday, May 22nd,10:00 a.m., SC#019

*Failure to attend the last class will result in a loss of 50 points from your final score.Please give me a self-addressed, stamped envelope or your mail box number for return of your paper.

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MINORITY ANALYSIS GUIDE

I. Classify the Groups 1. Who is the group in power (majority) over this minority? What forms of power does each

have in relation to each other? (p. 15 I)

II. Context/BackgroundContext -- History 2. What is the historical background of the groups now in contact with each other? How did

the minority become a minority? (p. 15 II A) 3. If change has occurred in the majority-minority relationship, what is the change and how

did it come about? Context -- Attitudes, Beliefs, Behaviors 4. What attitudes, beliefs, and behaviors do the majority exhibit toward this minority? What

defenses does the minority use to protect and to enhance itself? (p. 15 II B) 5. How is the self and group identity of the minority shaped by the expectations of the

majority (expectations or requirements)? 6. What current factors are shaping and impacting on the interactions of the majority and

that minority? Context -- Structural Features 7. What structural interactions exist? 8. What means does the majority use to keep the oppressed group (minority) in its place? 9. What strengths/advantages and defenses does the minority group have? 10. What institutions give differential treatment to the minority? How does the treatment

differ? What are the consequences? (p. 15 II C)11. What avenues for advancement in the society are open to the minority? What are the

advancement requirements and limits? Context -- Group Relations12. What are the benefits and disadvantages to each party in the majority-minority

relationship as it now stands?13.Who are the leaders for the group? What are thecharacteristics of the leaders? How do they get and retain leadership?

14. What organizations represent this group? What organizations provide them support andidentification?

III. Culture/Contributions (see Syllabus p. 16)15. What makes this group unique -- language, dress, customs, values, beliefs?16. What are the positive contributions of this minority?17. How similar and how different to other minority groups is the majority-minority

interaction in this case?

IV. Conflict and Solutions18. What are the areas of conflict between the majority and minority groups? How long have

these areas been in conflict? Why these particular areas and not others? What factors arecausing it to be a problem now? (p. 15 IV)

19. What pressures for change does the minority use on the majority? What change isrequested? Needed?

20. What change in society would alleviate the problems between the majority and minoritygroup? (Specify which change for which problem). What would be other consequences ofchanges suggested? Evaluate the consequences (problems and benefit).

V. ConclusionsWhat did you learn about this situation by doing this analysis? What are your own reactions,reflections, suggestions?

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These minority analysis questions and the Concepts Guide (Syllabus p. 15) should provide theframework for your inequality analysis and final project. Be sure to use the concepts, theories, anddata from the text and class materials as relevant. Explicitly utilize terms and explain how and whythey fit. Include your abbreviated citations as you go (for example, S p.___, K p.__, Film 9/5, Class10/4, etc.).

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MINORITY ANALYSIS CONCEPTS GUIDE

I. Classify the GroupsElite-Mass/Majority-Minority (Identify both sides interacting)Colonial/Imperialistic, Capitalistic, Communistic, Socialist, Fascist, Nazi, etc.

(identify the political/economic type in which the interaction occurs)Paternalistic or Competitive (see Syllabus pp. 21-22)Deviance Status -- ascribed, achieved, or mixedDeviance Basis -- Racial, Ethnic, Religious, Sexual, Biological, Ideological,Behavioral, etc.Social Class (see Syllabus p. 44, identify both sides with percent in each class)Generation -- immigrant (first), accultuated (second), integrated (third), assimilated(fourth)

II. ContextA. Historical Background

How did the groups come into contact (colonialization, subjection, migration,importation, economic development, etc.)?

B. Beliefs and AttitudesMajority toward minority/elite toward mass

Prejudice, stereotypes, scapegoating (who or what is the real source offrustration), blaming the victim

Traits attributed -- positive, negative (identify what specific traits)Social Distance -- marry, school, club, neighborhood, work, citizen, visit,

exclude, eliminateMinority toward itself, toward the majority, toward other minorities

C. Structural FeaturesDegree of Pluralism-Acculturation-Assimilation/Integration-Segregation Discrimination -- data which documents inequalitiesInstitutional Roles and Resources (see institutions, Syllabus p. 13)

Family Housing (spatial) PoliticalEconomic Legal/Penal ReligiousEducation Media Social welfare Health Care

III. Culture (see Syllabus p. 16)

IV. ConflictReward (Social Resources) Parity or Deprivation###Equality or ExploitationChoice of Social Space

Segregated -- Voluntary or forced

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Integrated -- Voluntary or forcedAcceptance of Relationship or Conflict (about what?) (describe for each side)

Initiation of Conflict -- Dominant and SubordinateDegree of Conflict -- Frequent or Infrequent

Intense or Non-Intense Violent or Non-Violent

Consensus Bounded (legal) or Consensus Projecting (illegal) conflictRigid Means or Variable Means to Protest (What are the means?)

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FILM QUESTIONS

For each film, use the Minority Analysis Guide and Concepts Guide (Syllabus pp. 14-16).Some films will evidence all four aspects, other films will focus on one or another area orsubarea.

I. ClassifyWhat minority, how seen as deviant?

II. Context

Historical -- What history of contact and experience is given?

Attitudes -- What attitudes and behaviors are evidenced by the minority andminority twoard each other?

Structure -- What context for interctions exists? What institutionalized blocks andopportunities are available? What are the consequences?

Relations -- What contributions does the minority make? How are the interchangescharacterized?

III. CultureWhat aspects of minority culture are shown? (Syllabus p. 16)

IV. ConflictWhat problems exist between the groups?What change is called for by whom?What solutions might help?What are the problems with the solutions?

Source: Adapted from Wilton M. Krogman, "The Concept of Race," The Science of Man in the World

Crises, ed. Ralph Linton (New York, NY: Columbia University Press, 1945). p. 50. Bypermission.

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PHYSICAL CHARACTERISTICSOF THE THREE MAIN RACES OF HUMANKIND

TRAIT CAUCASOID MONGOLOID NEGROID

Skin Color Pale reddish white toolive brown; some darkbrown.

Pale yellow to yellow-brown; some reddishbrown.

Brown to brown-black;some yellow-brown.

Stature Medium to tall. Medium short tomedium tall.

Very short to tall.

Head Form Long to broad andshort; medium high tovery high.

Predominantly broad;height medium.

Predominantly long;height low to medium.

Face Narrow to mediumbroad; no projectingjaw.

Medium broad to verybroad; cheekbones highand flat.

Medium broad tonarrow; frequentprojecting jaws.

Hair Head hair: color lightblond to dark brown;texture fine to medium,form straight to wavy.Body hair: moderate toprofuse.

Head hair: color brownto brown-black; texturecoarse; form straight.Body hair: sparse.

Head hair: color brown-black; texture, coarse;form light curl towoolly or frizzly.Body hair: slight.

Eye Color: light blue to darkbrown; occassional sideeye-fold.

Color: brown to brown-black; fold of flesh ininner corner verycommon.

Color: brown to brown-black; vertical eye-foldcommon.

Nose Bridge usually high;form narrow to medium

Bridge usually low tomedium; form medium

Bridge usually low;form medium broad to

Source: Adapted from Wilton M. Krogman, "The Concept of Race," The Science of Man in the World

Crises, ed. Ralph Linton (New York, NY: Columbia University Press, 1945). p. 50. Bypermission.

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broad. broad. very broad.

Body Build Slim to broad; slenderto rugged.

Tends to be broad;occasional slimness.

Tends to be broad andmuscular, butoccasional slimness.

304\SYLLABUS

* "Independent" variables, are those basic structural factors that determine to a large extent the prevailing typeof race relations in a given society. "Dependent" variables, are more specific aspects or components of theracial situation.

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A Schematic Outline of the Paternalistic and theCompetitive Types of Race Relations

INDEPENDENT VARIABLES

Paternalistic Competitive

Economy Nonmanufacturing,agricultural, pastoral,handicraft; mercantilecapitalism; plantationeconomy

Typically manufacturing, butnot necessarily so; large-scaleindustrial capitalism

Division of Labor Simple ("primitive") orintermediate (as inpreindustrial large-scalesocieties). Division of laboralong racial lines. Wideincome gap between racialgroups

Complex (manufacturing)according to "rational"universalistic criteria; narrowgap in wages; no longerstrictly racial

Mobility Little mobility either verticalor horizontal (slaves, servants,or serfs "attached" in space)

Much mobility both verticaland horizontal (required byindustrial economy)

Social stratification Caste system with horizontalcolor bar; aristocracy versusservile caste with wide gap inliving standards (as indexedby income, education, deathand birth rates); homogeneousupper caste

Caste system but withtendency for color bar to "tilt"to vertical position; complexstratification into classeswithin castes; narrower gapsbetween castes and greaterrange within castes

Numerical ratio Dominant group a smallminority

Dominant group a majority

Value conflict Integrated value system; noideological conflict

Conflict at least in Western"Christian," "democratic,""liberal" type of society

DEPENDENT VARIABLES

Paternalistic Competitive

Race relations Accommodation; everyone in Antagonism; suspicion,

* "Independent" variables, are those basic structural factors that determine to a large extent the prevailing typeof race relations in a given society. "Dependent" variables, are more specific aspects or components of theracial situation.

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"his place" and "knows it";paternalism; benevolentdespotism

hatred; competitiveness (realor imaginary)

* "Independent" variables, are those basic structural factors that determine to a large extent the prevailing typeof race relations in a given society. "Dependent" variables, are more specific aspects or components of theracial situation.

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DEPENDENT VARIABLES (con't)

Roles and statuses Sharply defined roles andstatuses based on ascription,particularism, diffuseness,collectivity orientation,affectivity; unequal statusunthreatened

Ill-defined and based onachievement, universalism,specificity, self-orientation,affective neutrality; unequalstatus threatened

Etiquette Elaborate and definite Simple and indefinite

Forms of aggression Generally from lower caste:slave rebellions; nationalistic,revivalistic, or messianisticmovements; not directly racial

Both from upper and lowercaste; more frequent anddirectly racial: riots,lynchings, pogroms; passiveresistance, sabotage,organized mass protests

Miscegenation Condoned and frequentbetween upper caste malesand lower caste females;institutionalized concubinage

Severely condemned andinfrequent

Segregation Little of it; status gap allowsclose but unequal contact

Much of it; narrowing ofstatus gap makes for increaseof spacial gap

Psychological syndrome Internalized subservientstatus; no personality "need"for prejudice; no "high F";"pseudo-tolerance"

"Need" for prejudice; "high F";linked with sexuality, sadism,frustration; scapegoating

Stereotypes of lower caste Childish, immature,exuberant, uninhibited, lazy,impulsive, fun-loving, good-humored; inferior but lovable

Aggressive, uppity, insolent,oversexed, dirty; inferior,despicable, and dangerous

Intensity of prejudice Fairly constant Variable and sensitive toprovocative situations

SOCIAL CONTROL VARIABLES

Paternalistic Competitive

Form of government Aristocratic, oligarchic,autocratic; either centralized or"feudal"; colonial

Restricted orpseudodemocratic

* "Independent" variables, are those basic structural factors that determine to a large extent the prevailing typeof race relations in a given society. "Dependent" variables, are more specific aspects or components of theracial situation.

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Legal system Lower caste has definite legalstatus; law on side of racialstatus quo

Lower caste has no definitelegal status, resort to extra-legal sanctions (e.g.,lynchings)

RACE AND MINORITIES

Terms Grouped by Issues

Structural Interactions

Unequal TreatmentBlockbustingCasteClassColonialismDiscriminationEliteExploitationExpulsionGenocideGentrificationInstitutional RacismMajority/minorityMiscegenationOppressionPaternalismPlessy vs. FergusonRedliningRelative DeprivationRising ExpectationsSteeringSuppression

StagesAcculturationAnglo ConformityAssimilationIntegrationMelting PotRacial GradientSegregationThree Generational Rise

Treatment ChangesAffirmative ActionAfrocentrismBilingualismBrown vs. Topeka Board ofEducation

Social Psychological Attitudes

Blaming the VictimDefinition of the SituationEthnocentrismLabelingPrejudiceRacismScapegoat (ing)Self-fulfilling ProphecyStereotypeXenophobia

OtherEthnicityGenotypePhenotypeWASP

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DiversityMulticulturalismPluralismPolitical CorrectnessSalad BowlTolerance

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RACIAL/ETHNIC ORGANIZATION INTERVIEW GUIDE QUESTIONS

GENERAL PERCEPTIONS OF THE JOBWhat influenced your decision to become involved in the job you have?

What did you believe the job would be like?

In what ways has the job met or exceeded these expectations?

In what ways has the job failed expectations? Why?

What qualifications and opportunities are there in the job?

SPECIFIC ASPECTS OF THE JOBGive a brief history of this organization and the numbers and types of people it handles.

Describe a typical day at work, for instance yesterday. What types of activities does the jobentail overall? About how much time is spent on each category?

What type of racial/ethnic problems does your agency work with? Has this changed in thelast 5 years, the last 10 years? Why do you believe the changes have occurred?

Are there any types of activities, issues, or persons that you find more problematic tohandle? Why?

Based on your experience, are there certain types of organizations, individuals, orbehaviors that alert you to the possibility that the situation is recalcitrant or unable orunwilling to change?

What do you believe are the causes of the difficulties the racial/ethnic group you serveexperience?

What successes have you had? What failures?

PERSPECTIVES ON THE SYSTEMDo you feel you receive appropriate respect and cooperation from the community for thework that you do? What would you like to see done to improve community-legal systemrelations?

Do you feel that current handling of the problems and behaviors you work with areeffective? Why or why not?

What changes, if any, do you feel are needed in the criminal justice system? (laws, police behavior, lawyers, courts, judges)

What changes, if any, do you feel are needed in the publics' knowledge, understanding andinvolvement in the problem?

Any other observations, comments, concerns?

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Note to Student: Modify these questions as needed for your specific issue and situation. Followup on the questions, getting details, examples, etc. Get agency reports, handouts, etc. to help youlearn about the agency activities. Attach your raw interview notes (untyped) as an appendix to thepaper. Your paper should focus on specific issues using course materials, outside readings, etc.,with examples and illustrations taken from your interview. Use the Minority Analysis AndConcepts Guide (Syllabus pp. 16-17).

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