Courses Designed to Meet General Education Requirements

Social Science

Psychology 213 - Psychology of Racism
Mount Holyoke College
Instructor: Beverly Daniel Tatum

Required Texts:

• Campbell, Bebe Moore. (1994). Brothers and Sisters.
• Eberhardt, Jennifer L. & Fiske, Susan T. (1998). Confronting Racism: The Problem and the Response. Thousand Oaks, CA: Sage.
• Ezekiel, Raphael S. (1995). The Racist Mind. New York: Penguin.
• Spring, Joel. (1997). Deculturalization and the Struggle for Equality (2nd ed.)New York: McGraw-Hill.
• Tatum, Beverly Daniel. (1997). Why Are All the Black Kids Sitting Together in the Cafeteria? and Other Conversations about Race. New York: Basic Books.
• Course packet available in the Psychology and Education Department.

Course Description:
This course is designed to provide students with an understanding of the psychological impact of individual, cultural, and institutional manifestations of racism in the United States. Through the use of lectures, readings, individual projects, and extensive class discussion, students will not only explore the psychological legacy of racism on whites as well as people of color, but will also consider strategies for interrupting the cycle of racism. Specific topics to be covered include the following:

Defining Terms: The Cycle of oppression
Understanding Privilege: The Web of Institutional Racism
Cultural Racism and Language
Stereotypes, Omissions and Distortions
Children, Race and Racism
Models of Racial Identity Development
Individual Racism: A Case Study
Affirmative Action: A Social Psychological Perspective
Building Coalitions Across Oppressions
How to Be an Ally: Developing Action Plans

Course Requirements:

1. This class will be a success to the degree that everyone participates. Active class participation is expected and rewarded. In order to be an informed participant in class discussions, the assigned reading material should be read before each class. More than one absence will adversely affect your grade. More than 3 absences may result in failure.

2. Three short reflection papers will be due during the course of the semester. These reflection papers should be typed, 2-3 pages in length. We will use these reflection papers in class, so it is important that you have them done on time. The specific assignment for each of the three papers will be distributed in class. Please maintain a folder for your papers. You will be asked to turn in the complete set of papers again (all together) at the end of the semester along with your journal (described below). Each paper is worth 4 points.

3. An observational/response journal will be kept during the entire semester. The journal is a place to record your reflections on class discussions, readings, films and videos shown in class. It is also a place to record examples of racism (individual, institutional, or cultural) that you experience or witness during the course of your weekly activities. Journals will be collected periodically during the semester (See reading assignment outline for specific dates). This is a major assignment (worth 48 points). Don't procrastinate about writing in your journal! Regularly scheduled, frequent entries are the key to a successful journal. There should be the equivalent of at least one substantive entry per week. (Some people write frequent short entries, while others write less frequent, longer essays - either approach is acceptable if the entries demonstrate a significant effort to reflect on what you are learning.) Please use a standard-sized (8% by 11) notebook or printer paper for your journal. Hand-written entries are acceptable if legible. Otherwise, use a word processor. Also, please leave margins wide enough for me to make comments.

4. Completion of 3 projects. (Project descriptions will be given out in class 2-4 weeks before the project is due.) Each project is worth 10 points.

5. Brothers and Sisters reaction paper.(4-5 pages, typed, worth 10 pts.)

Grading: In general, grades will be based on evidence of reading, critical thinking, and thoughtful reflection as demonstrated in the written assignments. In addition, a maximum of five additional points can be earned through active class participation. As noted, attendance is essential and absences may adversely affect one's grade.

Guidelines for Our Discussions

SHARE THE AIR TIME. Everyone's participation is encouraged. Please monitor your own participation level. If you are someone who often speaks up, be sure you are also allowing opportunities for others to participate. if you are someone who is hesitant to speak in groups, use this opportunity to stretch yourself some.

CONFIDENTIALITY IS IMPORTANT. Share the ideas from the course with your friends and acquaintances, but personal statements and experiences should remain confidential.

MUTUAL RESPECT IS IMPORTANT. Diverse perspectives are to be expected. When necessary, we can agree to disagree, and do so in a mutually respectful way. We are all "works in progress". We need to listen carefully to each other and recognize that all of us are here to learn.

SPEAK FROM YOUR OWN EXPERIENCE. When talking about difficult topics, it's easy to slip into a pattern of talking about what "others" think. Try to avoid that. Use "I" statements.

RISK TAKING IS ENCOURAGED. IF YOU HAVE A QUESTION, ASK IT!

Course Outline and Reading Assignments - Fall 1999

When necessary, any changes in scheduled assignments will be announced in class and via e-mail.

Class #1 - 9/14 Introductions and Course Overview (Video: Skin Deep: The Science of Race)

Readings (in preparation for 9/21):

• Tatum, Introduction, Chs. 1-2. (pgs. 1-28)
• Eberhardt & Fiske, Chapters 2 (pgs.33-53)
  Course packet:
• Tucker, William H. (1994). "Introduction: To Make Nature an Accomplice" (pp.1-8) in The Science and Politics of Racial Research, Urbana: University of Illinois.
• Yamato, Jenny. (1988). Racism: Something about the Subject Makes It Hard to Name. In J.W. Cochran, D. Langston, & C. Woodward (eds.) , Changing Our Power: An Introduction to Women's Studies, pp.3-6. Dubuque, Iowa: Kendall-Hunt.
• McIntosh, Peggy. (1988). White Privilege: Unpacking the Invisible Knapsack. Reprinted in E. Lee, D. Menkart, & M. Okazawa-Rey (eds.) Beyond Heroes and Holidays, 79-83. Washington, DC: NECA.

Begin response journal
Project #1 - Taping assignment due 9/21

Class #2 - 9/21 Three Expressions of Racism (Video: True Colors)

Readings (in preparation for 9/28):

• Eberhardt & Fiske, Chapters 3 (pgs.54-75)
• Spring, Joel. Read the entire book.
  Course packet:
• Zandy, Janet. (1996) . Decloaking class: Why class identity and consciousness count. Race, Gender & Class, v.4(l), 7-23.
• Mantios, Gregory. Class in America: Myths and Realities. In P. Rothenberg, Race, Class, and Gender in the United States (3rd ed.), pp. 131-143. New York: St. Martin's Press.
  

Reflection Paper #1 due on 9/28
(Topic: Deculturalization)

Class #3 - 9/28 Cultural Racism: Stereotypes, Omissions & Distortions (Video: Ethnic Notions)

Readings (in preparation for 10/5):

• Eberhardt & Fiske, Chapter 1 (3-32)
• Tatum, Ch. 3, (31-51)
  Course packet:
• Snyder, M. (1982, July) . Self -Fulfilling Stereotypes. Psychology Today. Pgs.60, 65, 67-68.
• Moore, Robert B. Racism in the English Language. New York: Council on Interracial Books for Children. Council on Interracial Books for Children. (1994). Ten quick ways to analyze children's books for racism and sexism. Reprinted in Rethinking our classrooms, 14-15. Milwaukee: Rethinking Schools.
• Yamada, Mitsuye. (1983). Invisibility is an unnatural disaster: Reflections of an Asian American woman. In C. Moraga and G. Anzaldua (eds.) This Bridge Called My Back: Writings by Radical Women of Color, pp.35-40. New York: Kitchen Table Press.
• Cofer, Judith Ortiz. (1995). The myth of the Latin woman: I just met a girl named Maria. In P. Rothenberg, Race, Class, and Gender in the United States (3rd ed.) , pp. 203-207. New York: St. Martin's Press.
• Shaheen, Jack G. (1995). TV Arabs. In P. Rothenberg, Race, Class, and Gender in the United States (3rd ed.) , pp. 197-99. New York: St. Martin's Press.
• Johnson, Lila. Looking pretty, waiting for the prince. In Rethinking our classrooms, 83. Milwaukee: Rethinking Schools.
• Peterson, Bob. Math and media: Bias busters. In Rethinking our classrooms, 84-85. Milwaukee: Rethinking Schools.
  

Project #2 (Disney Analysis) due on 10/5

Class #4 - 10/5 Children, Race and Racism (Video: Different and the Same)

Reading (in preparation for 10/19):

• Tatum, Chapters 4-6, pgs. 52-113
• Eberhardt & Fiske, Chapters 7,8,9, pgs. 169-233
• Begin reading Brothers and Sisters, (Paper due 10/26)

October Break - No Class Meeting on 10/12

JOURNALS DUE 10/19
Class #5 - 10/19 - The Psychological Impact of Racism: Racial Identity Development Theory, Pt. 1 (Video: Skin Deep)

Wong, Nellie. "When I was Growing Up" (class handout)

Reading (in preparation for 10/26):

• Tatum, Chapters 8 and 9
• Thompson, B. (1996). Time traveling and border crossing: Reflections on white identity. In B. Thompson and S. Tyagi. (eds.) Names We Call Home, (pp.93-109). New York: Routledge.
• Thompson, B. (1999). Subverting racism from within: Linking White identity to activism. In C. Clark and J. O'Donnell (eds.) Becoming and Unbecoming White,(pp.64-77). Westport, CT: Bergin and Garvey.
• Kaye/Kantrowitz, M. (1996). Jews in the U.S.: The rising costs of Whiteness. In B. Thompson and S. Tyagi. (eds.) Names We Call Home, (pp.120-137). New York: Routledge.
• DeRosa, P. (1999). Building blocks: My journey toward white racial awareness. In C. Clark and J. O'Donnell (eds.) Becoming and Unbecoming White. (pp. 178-195). Westport, CT: Bergin and Garvey.
• Howard, G.. (1999). White man dancing: A story of personal transformation. In C. Clark and J. O'Donnell (eds.) Becoming and Unbecoming White. Westport, CT: Bergin and Garvey.
• Sleeter, C. (1994, Spring). White racism. Multicultural Education, (pp.5-8).
• Ignatiev, N. (1994). Treason to Whiteness is loyalty to humanity. In Utne Reader, No. 66, (pp. 82-92).

Finish Brothers and Sisters (PAPER DUE 10/26)

Class #6 - 10/26 Understanding Whiteness: Racial Identity Theory II (Guest speakers)

Reading (in preparation for 11/2):

• Ezekiel, Raphael. The Racist Mind: Portraits of American Neo- Nazis and Klansmen. Introduction, Chapters 1, 4, 5, 8, 9, 10, 11, 12, 18, Epilogue (Read the whole book if you have the time, though it is hard to take in large doses!)
• Ayvazian, A. (1995, Jan.) Interrupting the Cycle of Oppression: The Role of Allies as Agents of Change. In Fellowship, (pp. 7-10).
• Handout: Southern Poverty Law Center Newsletter articles and Studs Terkel article

Class #7 - 11/2 Individual Racism: An Extreme Case (Video: Not in Our Town)

Reading (in preparation for 11/9):

• Tatum, Chapter 10, pgs. 193-206.
• Ayvazian, A. and Tatum, B. D. (1996, Jan.). Can We Talk? Sojourners.
• Eberhardt & Fiske, Chapters 11 (pgs. 263-279)

Reflection Paper #2 due 11/9
(State of Dialogue on Campus?)

Class #8 - 11/9 - Can We Talk? Embracing Cross-Racial Dialogue (Video: The Color of Fear)

Reading (in preparation for 11/16):

• Tatum, Chapter 7 (114-128)
• Steele, S. (1990). Affirmative Action: The Price of Preference. The Content of Our Character, pp. 111-125. San Francisco: Harper Collins.
• Jensen, R. (1998, July 23) White Privilege Plays Out in Daily Life. Daily Hampshire Gazette, p. 13.
• Fish, S. (1993, Nov.) Reverse racism or how the pot got to call the kettle black. The Atlantic Monthly, pp. 128-136.
• Zane, N. (1997) Interrupting historical patterns: Bridging race and gender gaps between senior White men and other organizational groups. In M. Fine, L..Weis, L. C. Powell, & L.M. Wong (Eds.) Off White: Readings on Race, Power, and Society , pp.343-353. New York: Routledge.

Journals due 11/16 (optional)
Reflection Paper #3 - Is Affirmative Action a Good Idea? Due 11/16

Class #9 - 11/16 - Affirmative Action Reconsidered

Reading in preparation for 11/23:

• Eberhardt and Fiske, Ch. 12, 280-294.
• Lawrence, S. and Tatum, B.D. (1997) White Educators as Allies: Moving from Awareness to Action. In M. Fine, L. Weis, L. C. Powell, & L.M. Wong (Eds.) Off White: Readings on Race, Power, and Society, pp. 332-346. New York: Routledge.
• Visit Web Sites re: Racial Dialogue/Coalition Building - Bring web address to share on 11/23

Class #10 - 11/23 - Building Coalitions and Project Consultations

Reading (in preparation for 11/30):

• Ayvazian, A. (1995, Jan.) Interrupting the Cycle of Oppression: The Role of Allies as Agents of Change. In Fellowship, (pp.7-10).
• Connolly, Medria and Noumair, Debra A. (1997). The White Girl in Me, the Colored Girl in You, and the Lesbian in Us: Crossing Boundaries. In M. Fine, L. Weis, L. C. Powell, & L.M. Wong (Eds.) Off White: Readings on Race, Power, and Society , pp. 322-332. New York: Routledge.
• Thompson, B. and White Women Challenging Racism. (1997) Home/Work- Antiracism Activism and the Meaning of Whiteness. In M. Fine, L. Weis, L. C. Powell, & L.M. Wong (Eds.) Off White: Readings on Race, Power, and
  Society, pp. 354-366. New York: Routledge.
• Lorde, Audre. (1984) Age, Race, Class, and Sex: Women Redefining Difference. Reprinted in P. Rothenberg, Race, Class, and Gender in the United States (3 rd ed.), pp.409-417. New York: St. Martin's Press.
• Brady, Vivian. Black Hispanics: The Ties That Bind. Reprinted in P. Rothenberg, Race, Class, and Gender in the United States (3 d ed.), New York: St. Martin's Press.
• Conciatore, Jacqueline. and Rodriguez, Roberto. Blacks and Hispanics: A Fragile Alliance. Reprinted in P. Rothenberg, Race, Class, and Gender in the United States (3 rd ed.), New York: St. Martin's Press.
• West, Cornel. Blacks and Jews: Commonalities and Conflicts. Reprinted in P. Rothenberg, Race, Class, and Gender in the United States (3rd ed.). New York: St. Martin's Press.
  

Taping Assignment (part 2) due on 11/30

Class #11 - 11/30 - Building Coalitions: Working Apart and Together (Video: The Way Home)

Continue work on Project #3 - due on day of presentation

Class #12 - 12/7 Action Plan Presentations
Class #13 - 12/14 Action Plan Presentations (Written projects due)

JOURNALS DUE 12/17