The required book is “Race, Class, and Gender in the United States” ninth edition by Paula S. Rothenberg

Module 1: Theory

Reading Materials: (Race, Class, and Gender…)

• Part I Introduction: The Social Construction of Difference: Race, Class, Gender, and Sexuality, Paula Rothenberg, pp. 7

• Imagine a Country, 2012, Holly Sklar, pp. 324-334

• Domination & Subordination, Jean Baker Miller, pp. 110-116

• Defining Racism: “Can We Talk?”, Beverly Daniel Tatum, pp. 125-132

• Constructing Race, Creating White Privilege, Pem Davidson Buck, pp. 33-38

• White Privilege: Unpacking the Invisible Knapsack, Peggy McIntosh, pp. 175–179

• Unequal Childhoods: Class, Race, and Family Life, Annette Lareau, pp. 180-188

Q1: According to Rothenberg, how is difference socially constructed?

Use examples from other readings in Module 1 to exemplify Rothenberg’s argument.

Q2: How do social class and race influence childrearing in Lareau’s study?

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Module 2: Class

Reading Materials: (Race, Class, and Gender…)

• Class in America: 2012, Gregory Mantsios, pp. 189-207

• Deconstructing the Underclass, Herbet Gans, pp. 104-109

• Cause of Death: Inequality, Alejandro Reuss, pp. 389-393

• Still Separate, Still Unequal: America’s Educational Apartheid, Jonathan Kozol, pp. 627-640

• College Choices Are Limited for Students From Needy Familes, Report Says, Stephen Burd, pp. 308-309

• The Making of the American 99% and the Collapse of the Middle Class, Barbara Ehrenreich and John Ehrenreich, pp. 350-354

• Wealth Gaps Rise To Record Highs Between Whites, Blacks, Hispanics: Twenty-to-One, Kochhar, Fry, & Taylor, pp. 355-361

Q3: Mantsios describes seven realities to refute the myth that the U.S. is a fundamentally classless society. Discuss any two.

* As a class, please make sure that all seven realities have been addressed and are fully discussed.

Q4: Why do Ehrenreich and Ehrenreich say that the Middle Class has collapsed in the U.S.?

______________________________________________________________________________

Module 3: Race: Creating and Maintaining the Color Line.

Reading Materials: (Race, Class, and Gender…)

• The Ethics of Living Jim Crow: An Autobiographical Sketch, Richard Wright, pp. 23-32

• C.P. Ellis, Studs Terkel, pp. 482-492

• The Black Codes, W.E.B. Du Bois, pp. 532

• Dred Scott v. Sandford, 1857, pp. 524–527

• Brown v. Board of Education of Topeka, 1954, pp. 556–560

Q5: In the readings for Units 1 and 2, we have looked at numerous important ideas for understanding how race operates in U.S. Society, past and present.

Show how any two or three of these ideas are reflected in the real life experiences of Richard Wright, a Southern African-American man.

Q6: In the readings for Units 1 and 2, we have looked at numerous important ideas for understanding how race operates in U.S. Society, past and present.

Show how any two or three of these ideas are reflected in the real life experiences of C.P. Ellis, a Southern White man.

_______________________________________________________________________________________

Module 4: Race: Ethnicity and Nationality

Reading Materials: (Race, Class, and Gender…)

• Racial Formations, Michael Omi and Howard Winant, pp. 13-22

• Impossible Subjects: Illegal Aliens and the Making of America, Mae Ngai, pp. 224-234

• Smells Like Racism, Rita Chaudhry Sethi, pp. 141-148

• Immigration’s Aftermath, Alejandro Portes, pp. 397-400

• Color-Blind Racism, Eduardo Bonilla-Silva, pp. 133-140

• Part VII Introduction: How it Happened: Race and Gender Issues in U.S. Law, pp. 493-50

• Civilize Them with a Stick, Mary Brave Bird (Crow Dog) and Richard Erodes, pp. 410-413

• Indian Tribes: A Continuing Quest . . ., U.S. Commission on Human Rights, p. 501-505

• For Many Latinos, Racial Identity is More Culture than Color, Mireya Navarro, pp. 238-241

• People v. Hall, 1854, pp. 522-523

• Yellow, Frank Wu, pp. 422-425

• How Jews Became White Folks: and What That Says About Race in America, Karen Brodkin, 39-53

• Then Came the War, Yuri Kochiyama, pp. 414-421

• The Arab Woman and I, Mona Fayad, pp. 426-427

Q7: Omi and Winant say that race is a social concept, not a biological one. Explain this idea and how it relates to the readings by Ngai, Sethi, Portes or Navarro.

Q8: How has the racial category “white” changed over time in the U.S., according to Brodkin?

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