Description

Select two out of the following five questions:

1. Please select one concept from the assigned texts, key terms, visuals, class lectures, and discussion section notes and examine its significance in advancing your understanding of issues of race, racism, or privilege. After explaining the concept, provide an example to illustrate its importance. Please respond to the following items to get full credit.

A. Briefly explain the concept. For example, if you plan to talk about Scientific Racism, ensure that you present it by citing the selected text. Briefly paraphrase the author’s argument and include a short quote from the selected text.

B. Use an example from any texts you read in or outside the Class to illustrate the importance of the concept in your understanding of race/racism/ethnicity. For example, discuss the use of Scientific Racism in rationalizing the myth of racial categories and how some of those myths continue to operate today.

C. What is the significance of this selected concept for you? Could you let me know why you chose this text? If you would like to include an outside text or another text from the syllabus to explain your opinion, please feel free to do so.

D. Can you apply the selected concept to your everyday life or future career?

E. Cite your sources using an academic format of your choice at the end of your response.

F. Word limit for question 1 (250-500)

2. Please select one of the guest speakers (a faculty member or a graduate student) who visited the Class and share what you learned from the lecture and the readings (at least one reading) they discussed in the course. How does the guest speaker’s lecture contribute to your understanding of race and ethnicity? Is there another speaker who should be invited to the Class? List one question that you may have for the guest speaker. (word limit: 250-400)

Note: To discuss professor Felix’s talk, use lecture notes and link them to the assigned readings for the week. I uploaded the following guest speakers’ slides (listed alphabetically) on CANVAS under the tab slides and guest speakers’ slides:

José Arellano
Wesley Leonard
Keith Miyake
Carol Park

Cite your sources using an academic format at the end of the response.

3. Closely read the discussion about racial identity as included under Week 2, October 5th’s assigned text by Kathleen J. Fitzgerald, and answer the following questions:

A. How does Fitzgerald define racial identity? What does it mean that racial identity continues to evolve? Provide an example from the text.
B. Briefly describe your racial/ethnic background and why you use this identity marker.
When did you start to identify yourself with that identity, and why? Link it to what we have learned in the Class or discussed in the article.
C. How and where did you acquire the information about your racial identity?
After taking this Class, has there been a change in how you identify your racial/ethnic background? Why or why not?
D. What is your experience with racism in this country? How would you characterize it? Is it an example of institutional, ideological, or personal racism, or a combination of all? E. Does knowing this information help you combat racism?
E. In what ways have you/do you plan to be anti-racist?

F. Cite your sources using an academic format at the end of the response.

G. Word limit for question 3: 250-500

4. Family history: Tell us about your family history and some racial/ethnic/class/gender/sexual/linguistic/immigration challenges you/they encountered either here in the U.S. or outside the U.S. How did you/they survive these challenges? How has this history helped you understand the concepts of immigration, settler colonialism, slavery, racism, the social construction of race, privilege, or other texts/visuals discussed in the Class? Here we are not interested in only facts and figures but something that shaped your or your family’s racial/ethnic/gender/sexual identity or a lack of it.

To complete this assignment, conduct an informal interview with a family member or a community person, and write a summary of that interview. Here again, we are not interested in facts and figures but more in what the family member decides to share with you or some that they chose to hide.

The purpose of this assignment is not to come up with a “correct” or “right” answer but for you to learn about your background and link it to the history of this nation. In other words, claiming that this nation is a “nation of immigrants” marginalizes the histories of indigenous communities who were either here before the arrival of European settlers. “The nation of immigrants” concept also excludes narratives of Africans who were forcibly removed from their homes and enslaved in this county. But who is considered the real immigrant? Why the labor and contributions of some communities are excluded in the making of this nation? In the following, I am providing you with a few examples for you. However, you can just modify them based on your experience.

If you have an indigenous background, share your family’s tribal and linguistic history and how did you or they acquire this knowledge? What is the relationship of your family history to settler colonialism?

If your ancestors were forcibly removed and enslaved, share your understanding of that history and its relationship with the Black diaspora, slavery, and race.

If you are an international student or moved here over the last few years, tell us about your family at the place of birth or the place where you were raised. How was the system of stratification different from the ones you had known in this country? How did that knowledge connect with the concept of the social construction of race and that the stratification system is not the same globally?

If you belong to a family of recent or early immigrants, explain why you or your family moved. Were any structural variables like economics, wars, political instability, or others that forced them to move?

If you are unfamiliar with your family history or feel uncomfortable answering it, please tell us why this is a difficult question and why it assumes everyone has a known family history. Even not knowing your family history means something. You can think about why you are not told your past and what does it mean?

Cite your sources using an academic format at the end of the response.

Word limit for question 4: 300-600

Question 5. After taking a course in Ethnic Studies, what are your thoughts about making it a requirement for all high school students? How can you explain the importance of ethnic studies to educators, politicians, or relatives? How can a class in ethnic studies help students in their future lives and careers? Has this Class challenged any personal beliefs that you had before? If so, how did those beliefs change or did not change? Connect the Class to your personal life and explain one of the most meaningful/significant concepts you learned from this course. What were your favorite aspects of this Class, and what remained unclear? Do you recommend any additional text that should be included in the syllabus? Cite your sources using an academic format at the end of the response. (250-500 word limit)