3

SCHOOL OF LIBERAL ARTS

GENDER, RACE AND CLASS

Winter Semester, 2020

Course number and section: SOC3320 NA Instructor: Heidi Hoefinger, PhD

#Semester Hours - 3 Email: [email protected]

Classroom Number – 302, 43rd St., NYC Office Hours: Tues/Thurs 12:30-3pm, or by appt Class Meeting Schedule: Tues/Thurs 3:30-

4:45pm

Office Location: B1602, 41st Street, or live

online via Zoom, Skype, or by phone

COURSE DESCRIPTION

Explores relationships between race, gender, and class. This course examines reality in the determination of

socioeconomic mobility and analyzes the perceived role of race and gender in American society.

PREREQUISITES

None.

COURSE LEARNING OBJECTIVES

By the end of this course, students will be able to:

• Evaluate the intersection of race, class and gender and how they affect the lives, identities and social outcomes of Americans.

• Explain the concept of race, class and gender as social constructs. • Assess major institutional support of systems of inequality. • Articulate examples of inequality and propose remedies. • Evaluate the history of social institutions, social engineering, utopian ideology, and governmental

control.

• Distinguish the systems, settings and strategies which have improved resiliency for the oppressed, exploited, and those who have suffered calamity.

REQUIRED RESOURCES

To improve student learning and provide students with a more enjoyable academic experience, an eText and/or

digital learning resources are provided for this course. These learning resources are preloaded into this course

and are accessible through the course Canvas site.

For assistance with issues related to eText access, contact: [email protected] or call 973-278-

5400 ext. 1540.

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GRADING SCALE

Letter Grade Value

A 90-100%

B+ 85-89%

B 80-84%

C+ 75-79%

C 70-74%

D 60-69%

F <60

COURSE OUTLINE BY WEEK

W# TOPICS In-Class Activities Out of Class Activities

1

T

1/7

TH

1/9

Introduction to

Course and

Intersectional

Thinking about

Gender, Race

and Class

• Introductions • Course Overview • Canvas Overview • Lecture 1 Powerpoint – Introduction to

Course and Intersectionality

• Intersectionality – Definition, History and Guide

• In-Class video & activity - “Urgency of Intersectionality” – Kimberle Crenshaw TedTalk

1. Read through the syllabus very carefully

and prepare any questions you have for

next class

2. Read Chapters 1-2 in eText on Social

Inequality and Key Theories

3. Complete Week 1 Discussion – Urgency of Intersectionality (DUE Saturday, 1/11,

11:59pm)

EXTRA CREDIT – Read “Intersectionality Can’t Wait by” Crenshaw and write a reaction paper.

2

T

1/14

TH

1/16

Introduction to

Key Terms and

Key Thinkers

DUE Saturday, 1/11, 11:59pm:

Week 1 Discussion – Urgency of Intersectionality – Crenshaw TedTalk

• Lecture 2 Powerpoint – Introduction to Key Terms and Key Thinkers in Social

Inequality

• Marx, Weber, Bourdieu, Gramsci on class and power

• Audre Lorde, Angela Davis on race and gender

• Black Feminism Reading list • Angela Davis Women’s Day Speech –

example of intersectional feminism

(full transcript)

• In-Class video - Karl Marx & Conflict Theory - Crash Course

1. Study for Quiz 1 – Key Terms and Key Thinkers

2. Read Chapter 10 - Race/Ethnic

Stratification

3. Complete Week 2 Discussion – “There is No Hierarchy of Oppressions” (DUE Sat, 1/18 11:59pm)

EXTRA CREDIT – Watch Race – The Power of an Illusion – Difference Between Us- (Video 1) ” and write a reaction paper.

*OR*

How Economic Inequality Harms Societies – Richard Wilkinson TedTalk

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3

T

1/21

TH

1/23

Brief History of

Race, Racism,

and Classism in

the US

DUE Saturday, 1/18, 11:59pm:

Week 2 Discussion – There is No Hierarchy of Oppressions

• Quiz 1 – Key Terms and Key Thinkers • Lecture 3-4 – Brief History of Race,

Racism and Classism in the US

• In-Class film – Race - Power of an Illusion - The House We Live In (Video

3)

1. Read Chapter 3 – American Class System 2. Watch and write a film analysis essay on I

am Not your Negro (DUE Tues, 1/28,

3:30pm)

EXTRA CREDIT – Watch Race - Power of Illusion - The Story We Tell (Video 2)

*OR*

A Class Divided (Blue-eyed, brown-eyed

experiment) and write a reaction paper.

4

T

1/28

TH

1/30

Race, Racism

and Classism in

the US Today

DUE Tuesday, 1/28, 3:30pm:

I am not your Negro – Film Analysis Essay

• Lecture 3-4 – Brief History of Race, Racism and Classism in the US

(continued)

• American Anthropological Association Statement on Race

• Current Event Headlines: o “White Students in MAGA

Gear Taunt Native American

Elders” o “Trump’s Anti-Immigrant

Comments Demonize Asylum

Seekers and Stir Racist

Hatred” o “Racism, not a lack of

assimilation, is the real

problem facing Latinos in

America” o “When Asians Are Targets of

Racism – Washington University in St Luis”

• In-Class activity – PBS Power of an Illusion; Sorting Exercise

• In-Class Activity – First Encounters with Race and Racism – NY Times

1. Read Chapter 7 - Stratification Systems and

Social Mobility

2. Complete Week 4 Discussion – Redlining and its Legacy Today

EXTRA CREDIT: Watch The Dangers of

Whitewashing Black History – David Ikard

*OR*

Separate and Unequal (about school

segregation today) and write a reaction paper.

5

T

2/4

Gender, Race,

Class and the

Criminal Justice

System

DUE Tuesday, 2/4, 3:30pm:

Week 4 Discussion – Redlining and its Legacy Today

• Lecture and Discussion – Gender, Race, Class and the Criminal Justice System

• Study for Quiz 2 – History of Race, Racism and Classism (includes criminal justice

questions)

• Read Chapter 4 – Upper Class and Power Elite

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TH

2/6

• In-Class Film and Activity – 13th • School to Prison Pipeline • Book Discussion - The New Jim Crow –

Michelle Alexander

• Begin Check-in Meetings

• Watch and write a reaction paper on College Behind Bars: Episode 1 – “No One Ever Taught Me Any of That”

EXTRA CREDIT: Watch and write a reaction

paper on:

Great White Hoax: Donald Trump and the

Politics of Race and Class in America

*OR*

Understanding my Privilege – Sue Borrego TedTalk

*OR*

Michelle Alexander TedTalk

6

T

2/11

TH

2/13

Understanding

Privilege and

Power

DUE Tuesday, 2/11, 3:30pm:

College Behind Bars Essay

• Quiz 2 – Race, Racism and Classism (includes criminal justice question)

• Lecture and Discussion – Understanding Privilege and Power

• Discussion and activity on “White Privilege Unpacking the Invisible

Backpack” essay • In-Class Videos - The Power of

Privilege - Tiffany Janna TedTalk

• Reverse Racism? o 4 Reverse Racism Myths that

Need to Stop

o Myth of Reverse Racism

• Continue Check-In Meetings

• Study for Quiz 3 – Privilege and Power • Read Chapter 11 – Gender Inequality • Watch Out in the Night - Criminalization of

Race, Gender Identity and Sexuality and

write a reaction paper

EXTRA CREDIT: Watch and write a reaction

paper to: White Like Me: Race, Racism and

White Privilege in America

*OR*

What if Heterosexuality Were Frowned Upon

7

T

2/18

TH

2/20

Gender,

Sexuality and

Inequality

DUE Tuesday, 2/18, 3:30pm

Out in the Night Reaction Paper

• Quiz 3 – Privilege and Power • Lecture 5 –Gender, Sexuality and

Inequality

• Discussion on “Cisheteropatriarchy” • Transforming History – NY Times

(Stonewall Riots)

• Guest Speaker – Tentative • Finish Check-in Meetings

• Read “Hegemonic Masculinity: How the Dominant Man subjugates other Men,

Women and Society” by Francesco Maria Morettini

EXTRA CREDIT: Watch Check It: A Gang of LGBT

Youth in Washington Dc (100 optional points!!!

Submit under the Check It homework link in

Module 7)

*OR*

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Watch Miss Representation and write a reaction

paper.

8

T

2/25

TH

2/27

Sex, Gender

and Media

Nothing DUE

• Lecture 6 – Sex, Gender, and Media • What is Hegemonic Masculinity? • In-Class Video - Latinos Beyond Reel-

Challenging a Media Stereotype

• Miss Representation – Gender and Media

• Berkeley Graduation Twerk Video Analysis

• Complete Week 8 Discussion – Neighborhood analysis

• Study for Quiz 4 – Gender, Sexuality and Inequality

EXTRA CREDIT: Watch I’m not your Asian Stereotype – CanwenXu TedTalk and write a reaction paper.

*OR*

Read “From Exotic to Invisible: Asian American Womens Experiences of Discrimination” and write a reaction paper.

9

T

3/3

TH

3/5

Introduction to

Group Project

DUE Tuesday, 3/3, 3:30pm

Week 8 Discussion – Neighborhood Analysis

• Quiz 4 – Gender, Sexuality and Inequality

• Discussion on Neighborhood Analysis • Introduction to Time Square Gender,

Race and Class Analysis Group Project

• Stephen Wolf excerpt on Times Square from Central Park Love Song

• OUTING to Times Square

IN PREPARATION FOR THE GROUP PROJECT:

• Research the History of Time Square (particularly in 1970s and 1980s) History of

Time Square Documentary (particularly

starting at minute 1:05:35); The Big Apple – Short History of NYC; and 1977:The Coolest

Year in Hell

• Explore the Gender Ads Project: www.genderads.com AND

Sex and Racism in Advertising

http://cdm.reed.edu/cdm4/sexistmak/abo

ut.php ***you will use these websites and

articles to provide theoretical analysis in

your presentations

• Bring photos and draft slides to class to prepare for group powerpoint

10

T

3/10

TH

3/12

Time Square

Gender, Race

and Class

Analysis Group

Project

Research Week

Nothing Due – but come prepared with pictures and draft of slides

• Group Project – Research Week • COME PREPARED WITH A LAPTOP!

• Finalize and submit Time Square Gender, Race, and Class Analysis Powerpoint

Presentations

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11

T

3/17

TH

3/19

Group

Presentations

DUE Tuesday, 3/17, 3:30pm:

Group Presentations

*Everyone in group must submit the SAME

final powerpoint in Canvas by the deadline

• Groups presentations • Peer evaluations • Professor evaluations

• Read Hoefinger’s – “At Risk or Socially Deviant: Conflicting Narratives and

Grassroots Organizing of Sex Workers and

LGBT in Cambodia”

12

T

3/24

TH

3/26

Group Project

Reflection and

Revisiting

Intersectionality

Nothing DUE – but be prepared to discuss Hoefinger’s article

• Group Project Self Evaluation and Reflection

• Revisiting Intersectionality – Preparation for Final Paper

• Discussion on Hoefinger’s research on intersectional movement building in

Cambodia

• Work on Final Paper

EXTRA CREDIT: Read and write a reaction paper

to Dr Hoefinger’s article “Community-based Responses to Negative Health Impacts of Anti-

Trafficking Policies and the Criminalization of

Sex Work and Migration in the US”

13

T

3/31

TH

4/2

Moving

Forward – Social Justice

and Strategies

for Dismantling

Oppression

Nothing DUE

• Lecture and Discussion on History of Progressivism and Social Change

• Social Movements and Social Change • “Can the Master’s Tools Destroy the

Master’s House?” by Nathan Robinson

• Finish and submit Final Paper (due Thursday 4/9, 3:30pm)

EXTRA CREDIT: Watch Just Belonging: Finding

the Courage to Interrupt Bias – Kori Carew TedTalk and write a reaction paper.

*OR*

The Standing Rock resistance and our fight for

indigenous rights – Tara Houska TedTalk

14

T

4/7

TH

4/9

FINAL PAPER

DUE

Social

Movements &

Social Change

DUE Thursday, 4/9,3:30pm:

Final Paper

***NO LATE PAPERS ACCEPTED***

• Strategies for Dismantling the “Imperialist White Supremacist Capitalist Cisgender Heteropatriarchy”: o White Supremacy and Patriarchal

Cisgenderism in US Nation-

Building and Resistance by

Transgender and Non-Binary

People of Colour – by Lyra McKee

• Study for Final Exam (review all powerpoint lectures, quizzes, and eText chapters)

***ALL missing work and extra credit DUE

Thursday, 4/9, 11:59pm

Page 7 of 16

• How to address institutional racism: o Book: Towards the Other America

– Anti-Racist Resources by Chris Crass

o Racial Inequality ToolKit

o How to End Institutional Racism

o Help End Institutional Racism

o Ending Structural Racism in

America

• How to address sexism: o 12 Steps Men Can Take to End

Sexism

o Take Action Against Sexism

• How to address sexual prejudice: o Responding to Sexism,

Homophobia and Transphobia

o Tackling Homophobic Language

o Open Letter to My Homophobic

Friends

• How to address social inequality: o 8 Ways to Reduce Global

Inequality

o How 12 Experts Would End

Inequality if They Ran America

• How to be more intersectional in our thinking:

o “The Imperative of Intersectional Feminism” by Emilie Aries

o 6 Ways to be More Intersectional

o Ten Tips for Putting

Intersectionality into Practice

• Final Exam Review

15

T

4/14

TH

4/16

FINAL EXAM

Graded Course

Reflection

No Homework Due

• Final Exam (Tuesday 4/14) • Bring a Pencil! (scantron) • MUST BE IN CLASS to take it. • NO MAKE-UPS ALLOWED (unless

documented medical absence)

• Graded In-Class Course Evaluation (worth 100 points; you will receive a

ZERO if you don’t attend!) (Thursday, 4/16)

SHARE YOUR KNOWLEDGE!

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GRADING POLICY

Grading – This course assessment will consist of discussion boards, homework assignments, quizzes, group project, in-class activities, final exam, final paper, and participation & attendance components. Extra credit will

be available throughout the term.

• Discussion Boards 20% • Homework Assignments 20% • Quizzes 10% • Group Work 10% • Final Exam 10% • Final Paper 10% • Participation 10% • In-Class Activities 5% • Attendance 5%

DEADLINES FOR ASSIGNMENTS

• ALL assignments must be submitted on Canvas (deadline dates are CLEARLY OUTLINED ON THE SYLLABUS; the first few deadlines are on SATURDAYS, so pay close attention)

• Late work will be accepted for half credit (50%). • The professor will NOT accept printed hard copies of work. • The professor will NOT accept/grade any work that is emailed. • ALL WORK MUST BE UPLOADED ONTO CANVAS – including extra credit work. • If you are having personal challenges that are impeding your ability to complete your assignments on

time, please contact your professor immediately to come up with a plan to meet your objectives. You

should also contact Student Advisement immediately to discuss your issues. They can contact your

professor on your behalf.

DISCUSSION BOARDS

Because this is 300-level course that involves controversial topics, you will be required to engage in several

discussion boards to keep the conversation going outside of the classroom. For each discussion, you must read

the instructions carefully. Typically, you have to watch a film or read something, then write a 350-word post in

ESSAY format responding to specific questions. Then you must reply to at least ONE of your peers’ posts. Any other post beyond the required original post and response to one peer is worth 5 points extra credit. The more

you engage with your peers, the more credit you get! We will be discussing very sensitive and controversial

topics on the Discussion Board. It is your responsibility to be respectful in your posts. Please read through

Netiquette & Respectful Communication document in Course Information (under Modules link) VERY

CAREFULLY. Disrespectful, inappropriate, or aggressive posts will be reported to Student Affairs. Pay attention

to Discussion Board deadlines as they vary from Saturdays to Tuesdays. Discussion Boards combined are worth

20% of your final grade.

HOMEWORK ASSIGNMENTS AND REACTION PAPERS

Throughout the term you will be completing various film and online homework assignments. These will be

posted in Canvas within Modules. Click on the relevant weekly module, and then navigate through the module

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and assignments by clicking “next”. Once in an assignment link, follow the instructions carefully and submit your work within Canvas.

For some of the onsite and online assignments, you will be required to write a reaction paper. Reaction papers

should be developed thoroughly and MUST BE a MINIMUM of 350 WORDS. You MUST INCLUDE 4

components in your reaction papers but the paper MUST BE IN ESSAY FORMAT (not numbered questions

(***You will not receive full credit if these 4 components are NOT included or if the paper is NOT 350 words or if

the paper is NOT in essay format) See Grading Rubric for specific point breakdown:

1. 1-2 sentence summary of what film/article was about.

2. How does this film/article connect or relate to our CLASS TOPICS AND DISCUSSIONS as well as to YOUR

personal life?

3. What did you learn in this film in relation to ideas we have covered in class?

4. What was your reaction and opinion of the film/guest lecture and would you recommend it to future

classes?

All Homework Assignments are worth 20% of your final grade.

GROUP PROJECT

The goal of the group project is for students to visit Time Square (class outing) and write a gender, race and

class analysis of the environment and media images there. You will be assigned groups, and then take an

outing there to observe and take photos. Then you will analyze your photos and experiences using resources

given in class, and prepare a 10-12-minute powerpoint with your group that presents your collective gender,

race and class analysis of Times Square. You will be conducting peer evaluations, self-evaluations and will

receive graded evaluations from the professor, so as to encourage accountability and participation. The group

presentation is worth 10% of your final grade.

FINAL EXAM

The final exam will take place in Week 15 will cover everything up until that point. The material on the exam

will come from your eText and any other material used in class discussions and lectures. It is multiple choice

questions on a scantron, so please bring a pencil. You MUST BE IN CLASS to take the exam. No make-ups

allowed. The midterm exam is worth 10% of your final grade.

FINAL PAPER

The theme of the final paper is “My Intersectional Self.” Your goal is to deeply reflect on your own experiences of marginalization/discrimination and privilege based on your gender, race, ethnicity, class, sexuality,

migration status, nationality, age, and ability. You should reflect on how you’ve experienced access to education, healthcare, housing, employment, marriage and relationships. Keep focused on what it’s like for you to just generally move through the world (i.e., walking down the street, shopping, going to the bank,

encountering law enforcement, etc.). Carefully think about what you’ve learned in class this term and apply it to your own life and experiences. The paper must be 4-5 pages (not including your work cited page) and be 12-

point font. You must include 3 sources in a Works Cited page, including in-text citations throughout the paper.

You will be submitting the paper via TurnItIn, which checks for plagiarism. Any significant plagiarism (copying

and pasting word for word from outside sources, lack of proper citation information) will result in a

Page 10 of 16

significantly lowered grade and could even result in a zero for the assignment. The paper is DUE Week 14. The

final paper is worth 10% of your final grade.

QUIZZES

You will regularly be given quizzes to assess understanding, and make sure you are doing your assigned

readings. Therefore, it is incredibly important to do all of your eText reading and review weekly Lecture

Powerpoints. The dates for the quizzes are posted in the Weekly Schedule. The quizzes will be used as your

study guides for your Final Exam—so hang on to them! All quizzes combined make up 10% of your final grade.

IN-CLASS ACTIVITIES

In each class, we will complete various in-class activities. Students will receive a completion grade for those

activities. If you are NOT in class, you will receive a ZERO grade on those activities (unless you have an

approved absence that is supported by documentation). It’s your responsibility to complete extra credit papers to make up for the lost points. All in-class activities combined make up 5% of your final grade.

EXTRA CREDIT

Students may submit reaction papers or extra credit assignments as outlined on the weekly schedule—or you can choose your own articles or films related to the class to write about for extra credit. These should be

uploaded onto Canvas under the bottom link in Course Information in Modules, under the “Submit Extra Credit Here” link. Extra credit assignments receive 50 extra credit points under the Assignment/Reaction Paper column. You will not get the full 50 points if you do not include all required components of a reaction paper

or if the paper is not 350 words in length!

WRITING POLICIES REGARDING ALL WRITTEN WORK

• All submissions must be APA or MLA formatted (use citations and Works Cited sections where appropriate)

• Double-spaced ONLY (including between paragraphs) • 12 point font ONLY • New Times Roman font ONLY • 1 inch margins ON ALL MARGINS – TOP, BOTTOM, LEFT, RIGHT • Students may not submit course work from other classes • Written work is graded on its originality, content, clarity, and proper use of references • All papers must contain proper spelling, grammar, punctuation, capitalization, and sentence structure. • All papers must contain a proper heading (your name, course, date) and a title (that is centered)

COURTESIES

It’s very important to engage in class discussions and express your varied points of view. However, this must be done in a respectful manner. Racist, sexist, homophobic, or transphobic comments will not be tolerated. The

classroom will be a safe space for you to ask any questions related to gender, race, class, sex, sexuality in a

respectful and non-judgmental environment. No questions are too silly or stupid, so please never laugh at

anyone’s question or comment even if it seems obvious to you.

Page 11 of 16

As a mark of respect to your fellow students and to your professor, please:

• DO NOT wander in and out of the classroom during the session • DO NOT engage in private conversations when others are speaking • DO NOT speak over other people • DO NOT eat smelly food or crinkle food bags; this is irritating to your fellow students & your professor • DO respect other’s opinions • DO your very best in the class!

ATTENDANCE

Students are responsible for notifying the instructor in advance of any expected absence and arranging to

make up any missed work. For additional information on attendance, review the Attendance section in the

Berkeley College Undergraduate Catalog. Except in cases of emergencies in which advance notice was not

possible, unexcused absences may affect a student’s final course grade.

Class attendance is required. Class begins at the official start time and each class you will be given a

attendance grade based on your punctuality (out of 100%). If you arrive even 5 minutes late (no “grace period”) or leave early (without notifying the professor in advance) you will lose 25 points (75%). If you don’t attend class at all, you will receive 0 points for attendance that day. Attendance is worth 5% of your final

grade.

PARTICIPATION AND TARDINESS

With the exception of extreme emergency circumstances, which will be verified with a valid and written letter

of explanation, deadline extensions to receive full credit for assignments or other forms of assessment will not

be considered. All assignments are due on Canvas by the start of class time on the dates specified in the

Weekly Schedule (unless otherwise specified). Any assignments turned in after the assigned deadline will only

receive half credit (50%). All students are expected to participate in class discussions and assignments.

Tardiness to class and absences (whether “excused” or not), as well as lack of participation will jeopardize your ability to pass the course. Your class participation is worth 10% of your final grade.

COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT (ADA)

Berkeley College complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with

Disabilities Act of 1990, as amended by the ADA Amendments Act of 2008. Any student who seeks a

reasonable accommodation of a disability with respect to an academic matter should obtain a Berkeley College

Request for Accommodation of Disability Form, as soon as the need becomes apparent, from one of the

following ADA Coordinators: 1) NJ Campuses: Sandra Coppola – (973) 278-5400, ext.1320, [email protected]; 2) NY Campuses: Diane Georges - (212) 986-4343, ext. 4216 diane-

[email protected]; or 3) Online Campus: Katherine Wu – (973) 405-2111, ext.1394, [email protected]. The student should specify on this form the accommodation sought, as well as the

reason for and duration of the need, and attach appropriate supporting documentation when submitting this

signed form to one of the ADA Coordinators. The academic accommodation will be determined based upon

the level of disability, its impact on learning, and the College’s ability to provide the accommodation without incurring undue burden or fundamentally altering its programs, facilities, policies or activities. Specific details

of the disability will remain confidential as between the student and the ADA Coordinator/Director of Disability

Services, unless the student chooses to disclose, or there is a legitimate academic need for disclosure, on a

case-by-case basis.

Page 12 of 16

CELL PHONE POLICY

Except for emergency situations, accessing the online course materials or customized eText or other class-

related activities, cell phones may not be accessed by students for personal use during on-site classes.

CREDIT HOUR ASSIGNMENT POLICY

Course work performed outside of the classroom (such as reading, studying, writing papers, doing projects or

receiving tutoring) is critical to academic success. While the time requirements for individual students may

vary somewhat, a general rule of thumb is that students should spend two hours outside the classroom for

every hour required in it. For more information about this policy, review the full credit hour assignment policy

in the Berkeley College Undergraduate Catalog.

ACADEMIC INTEGRITY

Berkeley College is committed to providing an educational experience designed to develop professional

competencies, including habits of personal and professional integrity. The College expects all members of its

community – students, faculty, and staff – to act honestly in all situations. Actions of Academic Dishonesty will not be tolerated. "Academic dishonesty (is any) form of cheating and plagiarism which result in students

giving or receiving unauthorized assistance in an academic exercise or receiving credit for work which is not

their own." (Kibler et. al.,1988, Academic integrity and student development: Legal issues and policy

perspectives, Ashville, NC: College Administration Publications, Inc., p. 1.) All students are expected to agree

to a pledge of honesty concerning their academic work, and faculty are expected to maintain the standards of

that pledge. Berkeley College Academic Integrity Policy

TURNITIN AS A LEARNING TOOL

Turnitin helps prevent plagiarism by providing both the student and the professor a feedback report that

compares any student work submitted through the software with a comprehensive database of books,

journals, websites and papers written by other students. Some of the writing assignments in this course will

use Turnitin software to help students improve their skill at paraphrasing statements contained in research on

a topic and to help increase awareness of the proper use of citation when a student writes a paper using ideas

or statements taken from a research source. For any essay-based assignment submissions, including but not

limited to homework, papers, and projects, students will be expected to submit that assignment through

Turnitin in Canvas, following the submission guidelines given with the assignment instructions. Prior to

submitting a final draft of an assignment, students will have the opportunity to submit several drafts of that

assignment to Canvas in order to get sufficient feedback from Canvas reports to help minimize the risk of

plagiarism. If the assignment continues to have evidence of plagiarism in the final draft of the assignment, the

professor will file a report to the Department Chair documenting the use of the paper as an action of academic

dishonesty. If a student fails to submit an assignment to Turnitin, the professor will assign a grade of zero for

that assignment. By submitting a paper to Turnitin, that paper will become source material included in the

Turnitin database.

PROGRESS REPORTS

At the end of Weeks 4, 7 and 11, students whose course performance needs improvement will be notified

through their Berkeley email. These progress reports may include specific strategies for course improvement

and your options if you are at risk for course failure.

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CENTER FOR ACADEMIC SUCCESS

The Center for Academic Success offers academic assistance to all students through the use of services

including tutoring, workshops, and access to computer-based programs. For further information, please visit

the Center for Academic Success online or in-person.

INFORMATION LITERACY

Information Literacy is a valuable set of skills that empowers students to become agile information seekers

who adapt to changing modes of information delivery and are selective, critical, ethical users of information in

all formats. These skills are embedded within course work throughout academic programs.

BIBLIOGRAPHY

Alexander, Michelle (2010) The New Jim Crow: Mass Incarceration in the Age of Colorblindness, New York, New

Press http://www.vanderbilt.edu/ctp/The_New_Jim_Crow.pdf

Anderson, Elijah, The Code of the Street, 1999, W.W. Norton and Co.

Baldwin, James (1955) “Notes of a Native Son”, Boston, Becon Press http://www.csudh.edu/ccauthen/570f15/baldwin.pdf

Chateauvert, Melinda (2013) “Ethical Sluts and ‘Dirty Whores’: Straight Talk About Sex Work” Salon, December 28.

http://www.salon.com/2013/12/29/ethical_sluts_and_dirty_whores_straight_talk_about_sex_work/

Chateauvert, Melinda (2014) Sex Workers Unite: A History of the Movement from Stonewall to SlutWalk, New

York, Beacon

Coates, Ta-Nehisi (2017) “The First White President” The Atlantic, October Issue https://www.theatlantic.com/magazine/archive/2017/10/the-first-white-president-ta-

nehisicoates/537909/

Combahee River Collective (1977) The Combahee River Collective Statement (on Black feminism)

http://circuitous.org/scraps/combahee.html

Conrad, Ryan (ed.) (2012) Against Equality: Prisons Will Not Protect You, AK Press

Conrad, Ryan (ed.) (2014) Against Equality: Queer Revolution, Not Mere Inclusion, AK Press

Davis, Angela (1997) “Race and Criminalization – Black Americans and the Punishment Industry”, in Lubiano ed. The House That Race Built, New York, Pantheon

https://macaulay.cuny.edu/eportfolios/scott12sem2courseblog/files/2012/04/Race-and-

Criminalization-Angela-Davis.pdf

Davis, Angela (2003) Are Prisons Obsolete? New York, Seven Stories Press https://www.feministes-

radicales.org/wp-content/uploads/2010/11/Angela-Davis-Are_Prisons_Obsolete.pdf

Davis, Angela (2017) “History Cannot Be Deleted Like Webpages” (Women’s March Speech) http://www.elle.com/culture/career-politics/a42337/angela-davis-womens-march-speech-full-

transcript/

Ehrenreich, Barbara, Nickel and Dimed: on (Not) Getting By in America, 2011, Picador

Hernandez, Daisy and Bushra Rehman, eds. (2002) Colonize This: Young Women of Color on Today’s Feminism, Berkeley, Seal Press

Hochchild, Arlie, The Second Shift and the Revolution at Home, 2012, Penguin Books

Hoefinger, Heidi and Srorn Srun (2017) “’At-Risk’ or ‘Socially Deviant’? Conflicting Narratives and Grassroots Organizing of Sex/Entertainment Workers and LGBT Communities in Cambodia”, Social Sciences, Special Issue: Sex Workers’ Rights: Looking Toward the Future, 6(3), 93

Page 14 of 16

http://www.mdpi.com/2076-0760/6/3/93/htm

Joseph, Peniel E., Waiting ‘Til The Midnight Hour: A Narrative History of Black Power in America, 2006, Henry Holt and Co.

Keller, Bill (ed.) Class Matters, 2005, Times Books

Lorde, Audrey (1983) There is No Hierarchy of Oppressions

http://www.pages.drexel.edu/~jc3962/COR/Hierarchy.pdf

Lubiano, Wahneema, ed. (1997) The House that Race Built: Black Americans, US Terrain, New York: Pantheon

Books

McIntosh, Peggy (1988) White Privilege – Unpacking the Invisible Backpack http://www.racialequitytools.org/resourcefiles/mcintosh.pdf

Obama, Barak (2016) “Presidential Proclamation -- Establishment of the Stonewall National Monument”, The White House, June 24 https://obamawhitehouse.archives.gov/the-press-

office/2016/06/24/presidential-proclamation-establishment-stonewall-national-monument

Pierrette Hondagneu-Sotelo, Domestica: Immigrant Workers Cleaning and Caring in the Shadows of Affluence,

2007, University of California Press

Quesada, Uriel, Letitia Gomez, and Salvador Vidal-Ortiz. (2015). Queer Brown Voices: Personal Narratives of

Latina/o LGBT Activism.

Rimmerman, Craig (2015) The Lesbian and Gay Movements: Assimilation or Liberation, Boulder, Colorado:

Westview Press.

Rothenberg, Paula S., Race, Class and Gender in the United States (10th ed.), 2016, Worth Publishers/McMillan

Learning

Shipler, David K. The Working Poor: Invisible in America, 2005, Vintage Books

West, Cornel. (2000). Race Matters. Beacon Press.

DATABASES FOR PROJECT RESEARCH

Academic Search Premier:

http://ezproxy.library.berkeley.org/Login?url=http://infotrac.galegroup.com/itweb/nysl_me_berk?db=AONEs

CQ Researcher http://library2.cqpress.com/cqresearcher/

Gale Opposing Viewpoints http://infotrac.galegroup.com/itweb/berkeleycoll?db=OVIC

Health Reference Center Academic

http://ezproxy.library.berkeley.org/Login?url=http://infotrac.galegroup.com/itweb/nysl_me_berk?db=HRCA

ProQuest Social Science Journals: http://search.proquest.com/socscijournals?accountid=38129

USEFUL WEBSITES

Against Equality www.againstequality.org

AIDS Coalition to Unleash Power –NYC (ACT-UP) http://www.actupny.org/ AllOut - http://allout.org/en/

American Civil Liberties Union (ACLU) - https://www.aclu.org/

Audre Lorde Project - https://alp.org/

Black Lives Matter - http://blacklivesmatter.com/

Drug Policy Alliance (DPA) - http://www.drugpolicy.org/

Gays and Lesbians in a Transgender Society (GLITS) - https://www.glitsinc.org/

Global Network of Sex Worker Projects (NSWP) - http://www.nswp.org/

Harm Reduction Coalition (HRC) - http://harmreduction.org/

Human Rights Campaign (HRC) - https://www.hrc.org/

INCITE! http://www.incite-national.org/

Movement for Black Lives - https://policy.m4bl.org/

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New York Civil Liberties Union (NYCLU) - https://www.nyclu.org/

New York Times – Gender & Society section- https://www.nytimes.com/spotlight/gender-and-society New York Times – Race/Related section - https://www.nytimes.com/spotlight/race New York Times – Sex section: https://www.nytimes.com/topic/subject/sex New York Times – Class Matters section (archive) National Association for the Advancement of Colored People (NAACP) - http://www.naacp.org/

Southern Poverty Law Center (SPLC) - https://www.splcenter.org/

Sylvia Rivera Law Project (SRLP) - https://srlp.org/

The Lesbian, Gay, Bisexual, Transgender Community Center – NYC - https://gaycenter.org/ Voices of Community Activists and Leaders (VOCAL-NYC) - http://www.vocal-ny.org/

RUBRICS (HOW YOUR ASSIGNMENTS WILL BE GRADED)

RUBRIC FOR REACTION PAPERS AND ESSAYS - 100 points

CRITERIA

REQUIREMENTS

POSSIBLE POINTS

Inclusion of components |

Instructions followed

All required components are included | all

questions are answered | all instructions are

followed

20

Follows Writing Policies

Essay follows formatting requirements outlined in

Writing Policies:

1. proper heading top left-hand corner

2. centered title

3. 12 pt Times New Roman font

4. 1-inch margins all around & double-spaced

5. contains APA formatted citations

3 points deducted if any part of the Writing Policy is

not met

15

Word Length

Essay is a minimum of 350 words

5 points deducted if paper is 275-349 words

10 points deducted if paper is 200-274 words

25 points deducted if paper is 125-199 words

35 points deducted if paper is less than 124 words

35

Mechanics & Organization

Rules of grammar, spelling, usage and punctuation

are followed. Paper flows logically and is organized

clearly

10

Evidence of Critical

Thinking

There is evidence of reading and critical

thinking. Critical thinking includes application,

analysis, synthesis and evaluation. Arguments are

clear and show depth of insight into theoretical

issues, originality of treatment, and relevance

15

Page 16 of 16

Essay format

Paper must be in essay format (not numbered

questions).

5 points deducted if the paper is NOT in essay

format

5

TOTAL POINTS 100

DISCUSSION BOARD RUBRIC

CRITERIA

REQUIREMENTS

POSSIBLE POINTS

Inclusion of Components

| Instructions Followed

All required components are included | all questions are

answered | all instructions are followed

20

Required number of

posts

Number of required posts are met

20

Word Length

Posts meet required word length

20

Mechanics &

Organization

Rules of grammar, spelling, usage and punctuation are

followed. Paper flows logically and is organized clearly

20

Critical Thinking

There is evidence of reading and critical thinking. Critical

thinking includes application, analysis, synthesis and

evaluation. Arguments are clear and show depth of

insight into theoretical issues, originality of treatment,

and relevance

20

TOTAL POSSIBLE POINTS

100

*Final Paper and Group Work rubrics will be posted on Canvas

Note: Berkeley College reserves the right to add, discontinue, or modify its programs and policies at any time.

Modifications subsequent to the original publication of this syllabus may not be reflected here. For the most up-to-date

information, please visit BerkeleyCollege.edu. Information about Berkeley College courses is provided for purposes of

illustration only. Course offerings, descriptions, syllabi, and content are subject to change at any time without notice.

(Updated as of 10/24/19- MS)