Adela G.
Lopez
Office:
1250-01
Phone:
(714)992-7109; Pager: (714)216-4655
Course Description
Three
hours lecture per week. This course will introduce the student to the
contemporary characteristics and significant contributions of the chicana-o/Latina-o
community to the greater U.S. Community. The class encompasses the inquiry and
analysis of the social institutions at work in the community under study.
Special emphasis will be given to the educational, political, economic, criminal
justice, health, religious and other institutions, such as the family, in
discussing and assessing the needs and evaluating services to the Chicana-o/Latina-o
community. (Course objectives will be further enhanced via a
service-learning requirement for this course.)
The
primary objectives for this course are:
1.To provide a conceptual structure and analytical
framework for the study of the contemporary Chicana-o/Latina-o community.
2. To assist the student in developing an awareness of the degree of cultural as well as socio-economic heterogeneity that exists within the targeted community.
3. To present, among others, the concepts of
accommodation, assimilation, resistance, cultural pluralism/cultural diversity,
cultural democracy, institutional racism, discrimination, ethnocentrism, and
liberation theology.
4. To develop some practical applications from an interdisclipinary perspective of the concepts and social institutions studied, as they apply to the community under focus.
5. To formulate a list of needs and/or areas of potential conflict which arise for the social institutions empowered by the mainstream/dominant society to provide needed service(s) to the community under focus.
6. To provide a viable vehicle for filed research via the service learning requirement to facilitate the acquisition of objectives 2-6 in a living context.
Service-Learning
This course has been re-designed as a service-learning course. Essentially this means that you will have the opportunity to augment your traditional learning in the classroom with experiential learning in the form of some kind of community service related to the study of one of the institutions (listed in the course description above). Thus, you will learn about the social institutions and the needs and services which they seek to address and provide within the context of the Chicana-o/Latina-o community, as well as through our readings and classroom discussions. We will discuss service-learning extensively at the beginning of the semester (a packet, as well as additional handouts will be provided) so that everyone knows what it means and understands how this aspect of the course will work.
You will be required to:
1. find an appropriate placement in a community agency that is directly connected with the content of this course. (I will help you here, of course);
2. engage in a minimum of 10 hours of service throughout the semester, which helps you explore the institutions and the community under study in direct ways.
3. Keep a journal of your service-learning experience (format to be addressed in a handout.) You will submit a minimum of one journal page per week, which will be read, commented on, graded and returned. You will resubmit the entire collection for final grading at the end of the semester. Failure to comply will seriously impact on your final grade.
4. Submit a brief paper, at the end of the semester, describing your experience, evaluating it, and discussing the connection between the subject matter of the course and your community experience. (You will be provided a format for this paper, as well);
5. to be present and to meaningfully share/contribute at service-learning sharing times as these will provide enhanced opportunities for all to learn. Your lack of attendance to these will seriously jeopardize your grade as these experiences cannot be made-up.
Class
Procedures
Class will be run on the basis of informal lecture interspersed with discussion. Your grade will, therefore, reflect heavily on your attendance and participation. Your participation will require that you come to class prepared, as I will assume that you are serious about a passing grade for the course. At a minimum, you will be expected to come with a list of relevant/meaningful questions based on the required assignments. Additionally, you are expected to contact me, as soon as possible, concerning:
· problems locating material(s) assigned;
· problems with comprehension of the material(s) assigned;
· assistance with any of the written assignments (with sufficient time to realistically make a difference;
· note-taking, as it will make a significant impact on your ability to pass the course;
· your status in the class, particularly as it relates to your official enrollment in the class (especially as 2, or more absences, will affect you)
Do
note that there will be no make-up work accepted in lieu of required
assignments. The same goes for extra-credit. Especially note, I
will particularly take the doing of homework during class as the ultimate insult
and will ask you to leave. You will receive an absence for your trouble and will
be required to see me for permission to return to class.
There
will be no talking out-of-turn or
disrespectful or personal language directed toward anyone. It will not be
tolerated! You will not be
allowed to return to the class for this type of infraction. Harassment is against the law!
Class
Withdrawal
As always, the college student is the principal party responsible for dropping or adding any of her/his classes. The last day to withdraw from this, or any other semester length class with a W is _______.
Anyone failing to comply with the deadline is obligated to receive an F for this class! Check Fullerton College Catalog for all the specific details concerning this and all college policies.
Textbook
The following is the required text for the class. You are expected to have it, to read it, and to complete all assigned written exercises, as designated in the handout entitled Class Assignments.
Chicano Studies Survey and
Analysis, 1997, D.J. Bixler-Marquez, et. Al.
ETHS.142
Adela G. Lopez
ACADEMIC
HONESTY
Students are responsible to be familiar with and fully abide by the
College Academic Honesty Policy that prohibits plagiarism and cheating. Copies
of the policy are available in the Student Affairs Office. Students will be in
jeopardy of their status in the class as well as their status in the school,
depending on the gravity of the offense.
GRADING SCALE
Students may elect to earn an A, B, C grade for the course based on the successful completion of the following:
C 420-479/600 points
Attendance and Participation 100/150
Midterm Assessment ..70/100
Course Evaluation .50/50
Journal/Logs (10) 70/100
Service-Learning Project Participation (10 hrs. minimum) .70/100
Text, Assessment Exercises (3) .52/75
Personal Health Prospectus 17/25
B 480-539/600 points
Attendance and Participation 125/150
Midterm Assessment ..80/100
Course Evaluation .50/50
Journal/Logs (10) 80/100
Service-Learning Project Participation (10 hrs. minimum) .80/100
Text, Assessment Exercises (3) .60/75
Personal Health Prospectus 20/25
A 540-600 points
Attendance and Participation 150/150
Midterm Assessment ..90/100
Course Evaluation .50/50
Journal/Logs (10) 90/100
Service-Learning Project Participation (10 hrs. minimum) .90/100
Text, Assessment Exercises (3) .67/75
Personal Health Prospectus 22/25
**
Each of the above constitutes minimum for the grade range. Grades will determine
on the basis of total point distribution. There is no curve!**
ETHS.142,
The Chicana-o/Latina-o in Contemporary Society
Adela
G. Lopez
SEMESTER READINGS and ASSIGNMENTS
Week: Reading/ Assignment
8/21/00 General introductions and terminology
Service-Learning overview
Next week: Chicano Studies (text), pp. v-xiv and 1-20
8/28/00 Ice-breaking exercise
Service-learning Project Orientation, presentation and Q & A
Who and What is a Chicana-o ? Latina-o ? Historical and political perspectives
Next week: Text, pp. 39-61
9/4/00 No class on Monday, Labor Day!
Ice-breaking exercise
Service-Learning Process explained in detail (journaling/logging)
(Service-learning
sign-ups due next week!)
Definitions and applications w/in the field of Ethnic/Chicana-o Studies
(e.g. What is the Mexican American/Latino Family?)
Next week: Text, p.83, Section 1, Assessment and Application Written, to be turned in
9/11/00
Service-learning
sign ups today!
Small groups/Discussion using written assignments
Qs & As
Demographic and sociological perspectives
Next week: Text, pp. 87-104 and 115-130
Make contact w/service-learning agency/group
9/18/00 Demographic and Sociological perspectives, contd.
Next week: Text, pp. 131-144
First service-learning journal/log
due today!
9/25/00 Luck of the Draw game and debriefing
Environmental issues and impacts on the Chicana-o/Latina-o Community
Next week: Text, p. 145, Assessment and Application exercise, Qs 1,2,3, and 6 (written, to be turned in)
10/2/00 Service-learning sharing/debriefing (see syllabus re: points)
Environmental issues, contd
Next week: Text, pp. 149-170
Second service-learning journal/log
due!
10/9/00 Chicana-o/Latina-o Politics: A Historical Perspective
Next week: Text, pp. 171-192 (llok for applications w/present political scene, locally and nationally; prepare for discussion)
Third service-learning journal/log
due!
10/16/00
Service-learning
sharing/debriefing (small groups)
Chicana-o/Latina-o Politics, contd.: A Comparison/Contrast w/ the National Agenda
Next week: Text, p. 193, Assessment and Application, Qs 1,4,7
Midterm review-interactive process
10/23/00
Midterm Review/Preparation
Comprehensive study sheet and overview process
Next week: Midterm Exam! (Review notes, readings, journals/logs, assessments, et. al.)
10/30/00
MIDTERM
Service-learning debriefing/sharing
(small groups)
Chicana-o/Latina-o Linguistic and Educational Perspectives: An Overview
Next week: Text, pp. 197-206 and 217-228
Service-learning journal/log due (4th)
11/6/00 The language(s) of Chicanas-os/Latinas-os and the California Propositions (187 and 227): What was/is at sake?
Next week: Text, pp.235-275
Service-learning journal/log due (5th)
11/13/00 Bilingualism v. English only: Cultural democracy v. assimilation
(investigating the impacts on families, youth, communities)
Next week: Text, pp. 277, Assessment and Application, Qs 1 to 8, divided among class members)
11/20/00
Service-learning
debriefing/sharing (small groups)
The Real Cost of Public Education of Chicana-o/Latina-o Students: Issues of Equity in the classroom (discussion/analysis)
Next week: Service-learning
journal/log due (6th)
11/23/00
No class due to Thanksgiving
Holiday! (Two journals/logs due next week, second on
explanation provided in
class)
11/27/00 The State of Chicanas-os/Latinas-os Health: Implications for California and the U.S. in the 21st century
(Handout and guest speakers to be provided)
Next week: Service-learning journal/log due (8th)
Research a health issue/concern of the Chicana-o/Latina-o community on the internet. Bring the results to class for group sharing.
12/4/00
Service-learning
debriefing/sharing (small groups)
Health research discussed/analyzed in large group process
Next week: Make a visit to the F.C. Health Center facility. Check out the various services provided. Write-up a health prospectus (1 p.)
Service-learning journal/log due (9th)
12/11/00 Putting it all together: A View to Chicanas-os/Latinas-os in the 21st century
Final exam review! Study sheets
and process reviewed!
12/13/00 Final exams begin! Submit all service-learning journals/logs together with the last evaluative entry. No grade given for incomplete packets! (There should be a total of 10 entries.