Psychology 194 (Seminar in Social Psychology), Fall 2006
Professor Halford H. Fairchild
Office: 203 Scott Hall,
Hours: Wednesdays 9:30 a.m. - 12:00 and by appointment
Phone: 909-607-3056
Course Syllabus
(Note: This syllabus is online and is to be updated regularly with
notes and other items of interest. Students should visit the online
version regularly.)
Texts:
Bell, Derrick. (1987). And we are not saved: The elusive quest for racial justice. Basic Books.
Franklin, John Hope. (1993). The color line: legacy for the twenty-first century. Columbia, MO: U. of Missouri Press.
Zuckerman, Phil (Ed.). (2004). The social theory of W.E.B. DuBois. Thousand Oaks, CA: Sage Publications.
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Date |
Topic |
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8/29/06 |
Introductions and Course Overview |
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8/31/06 |
Who was W.E.B. DuBois? Fairchild's SR Paper |
Zuckerman, Intro (pp. 1-17) |
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9/5/06 |
On the meaning of race -- Fairchild's SR Paper |
Zuckerman, Chapter 1 (pp. 19-46) |
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9/7/06 |
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Zuckerman, Chapter 2 (pp. 47-66) NY Times: Unearthing Slavery's Past |
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9/12/06 |
On International Relations -- Fairchild's SR Paper |
Zuckerman, Chapter 3 (pp. 67-87) |
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9/14/06 |
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Zuckerman, Chapter 3 (pp. 88-111) |
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9/19/06 |
On Labor, Economics, and Politics |
Zuckerman, Chapter 4 (pp. 113-142) |
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9/21/06 |
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Zuckerman, Chapter 5 (pp. 145-160) |
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9/26/06 |
On Religion |
Zuckerman, Chapter 6 (pp. 161-170) |
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9/28/06 |
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Zuckerman, Chapter 7 (pp. 173-184) |
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10/3/06 |
On Education |
Zuckerman, Chapter 8 (pp. 185-206) |
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10/5/06 |
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Franklin, Preface, Chapter 1 |
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10/10/06 |
The Color Line |
Franklin, Chapter 2 |
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10/12/06 |
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Franklin, Chapter 3 |
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10/17/06 |
Fall Break |
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10/19/06 |
Legal Hurdles |
Bell; Introduction & Prologue |
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10/24/06 |
The Real Status of Blacks Today |
Bell; Chapter 1 |
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10/26/06 |
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Bell; Chapter 2 |
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10/31/06 |
The Racial Limitation on Black Voting Power |
Bell; Chapter 3 |
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11/2/06 |
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Bell; Chapter 4 |
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11/7/06 |
The Racial Barrier to Reparations |
Bell; Chapter 5 |
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11/9/06 |
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Bell; Chapter 6 |
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11/14/06 |
The Declining Importance of the Equal Protection Clause |
Bell; Chapter 7 |
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11/16/06 |
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Bell; Prologue & Chapter 8 |
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11/21/06 |
The Right to Decolonize Black Minds |
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11/23/06 |
Thanksgiving |
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11/28/06 |
Salvation for All: The Ultimate Civil Rights Strategy |
Bell; Chapter 10 |
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11/30/06 |
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12/5/06 |
To be announced |
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12/7/06 |
Course rap-up. |
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Course Organization and Requirements
Attendance is
required. Each day, students should come to class with an "S/R
Paper" on that day's readings. One unexcused absence is allowed during the semester. Students' grades will be lowered 1/2 grade for every two additional absences (3 absences mean that the highest possible grade a student can receive is an A-).
S/R Papers. "S/R" stands for
"Stimulus/Response." The "Stimulus," each day, is the
day's reading assignment. The "Response" is the student's
reaction to that reading. For each class session that has a reading
assignment, students should write an "S/R" for each of the
readings. The "Stimulus" portion of the paper should be a very
short summary or synopsis of what the reading assignment was about. The
"Response" portion may be short or long -- and should provide your
insights, reflections, thoughts, reactions, and/or questions to the reading
material. These "Responses" will be shared in class as part of
our class discussion. Students should come to class, each day, with their
"S/R Papers" typed and ready to hand in. "S/R Papers"
will be worth up to 100 points. Late papers receive 50% credit. Papers submitted by email or in absentia receive 50% credit.
Class Participation. Classroom participation is required. Up to 500 points will be awarded for classroom participation.
Grading
Grades will be based on work
performed, and determined subjectively by the instructor. Attendance is
mandatory, as is class participation, so these items weigh heavily in
grading. "S/R papers" are worth up to 100
points (50% off for late papers). Class participation is worth up to 500
points. "A" students receive 92% or more of the available
points; "B" students 82% or more; etc. Students on the margins
receive minuses or plusses. See notes, above, regarding the negative effects of absences.
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