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Course
Information
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| Credit Hours:
3 |
Textbook:
Jones, J.M. (1997). Prejudice and Racism, 2nd ed. McGraw
Hill. |
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Required Readings
on Reserve in the Library:
There are a number of articles on reserve. See the course
schedule for when these readings are due. There are 2 copies
of each article available. You may choose to copy the article to
take with you, or you may read the article in the library. |
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Recommended Readings
on Reserve in the Library:
Guide to Academic Honesty
Tips for Successful College Learning |
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| Description
(from the preface to your textbook, pg xxi): “(The author)
sets his sights on understanding the individual and social dynamics of
prejudice in the broadest of contexts by dealing with personality and societal
structure, attitudes and ideologies, biology and culture. This book
offers an illuminating social history of prejudice in America, with personal
narratives adding vitality to the flow of events and a human dimension
to the abstract reality of racial relationships.” |
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Course Objectives:After
completing this course you should
1. have a greater understanding of what prejudice is.
2. have a greater understanding of how prejudice develops.
3. have a greater understanding of how prejudice persists.
4. have a greater understanding of how prejudice may be reduced. |
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PSY270 Table of Contents
|| Sue Frantz's Home Page ||
NMSU-A's Home Page
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How
to Do Well
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1. Read the reading assignments before coming to class. This
is a discussion class; we will be discussing what
you think about the material to be read for the day. If you haven't
read it, you're not going to have much to say.
And if most folks haven't read, it's going to
be a pretty dull discussion. |
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| 2. Attend class and participate. Since this is a discussion class,
I expect you to participate; in order to participate you must be in class.
Your class participation will be considered in the final determination
of your grade.
This could amount to a substantial number of points
depending on your level of contribution in comparison to the rest of the
class. |
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| 3. Do the assignments. You can't expect anything other than an
"F" if you don't turn in the assignments. |
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4. For a 100 or 200 level course, it is expected that for every
1 hour you spend in class, you will spend a
minimum of 2 hours outside of class in order to do okay in the course.
For a class that meets 2.5 hours a week,
you need to spend an additional 5 hours on the course. If you
want to do better than “okay”, you'll need to
spend more time with the material. |
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| 5. Like any class, the more you put into it, the more you will get
out of it.
Being a discussion class, the quality of the course
is dependent on what you bring to it. |
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PSY270 Table of Contents
|| Sue Frantz's Home Page ||
NMSU-A's Home Page
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Questions/Comments
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One point for each acceptable question turned in for a total of
48 points.
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| For each day a reading assignment is due you will need to turn in 2
things. The first must be 1 (typed) thought-provoking question.
These questions are NOT to be simply about the information given.
Your questions are to show that you've read the material, and that
you've THOUGHT about what you've read. The second may be either another
thought-provoking question or a thought-provoking comment. The comment
may NOT simply be an elaboration on your question; it must relate to other
material. |
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| NOTE: The first day of class you will be given an article to
read. For the next class, instead of questions or comments, you are
to prepare a short (less than 1 page) summary of the article you were assigned.
In class, each person will either read their summary or give a short (less
than 5 minute) oral summary of their assigned article, whichever the presenter
is most comfortable with. |
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These questions and comments will be used as a springboard for discussion.
For this reason, these will not be
accepted late. (If you know you'll be missing class, you may
turn them in before the class meets.) After all, what good is it
for me to have it after class if it’s something to be used in class? |
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| Why do they need to be typed? Because I
don't want you to write them in class. Many feel that they can write
"better" questions after having discussed the material. That may
be so, but that's not the point of this assignment. |
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PSY270 Table of Contents
|| Sue Frantz's Home Page ||
NMSU-A's Home Page
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| E-Mail
Discussion List Participation |
| Signing up by the end of the first week earns you 10 points,
by the end of the second week earns you 5. It's minus 1 point per
week thereafter. |
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| Signing up for the discussion list is required. Participation in this
discussion list is for extra credit. |
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| If you have an e-mail address through your own provider, and you want
to use that account, by all means do so. |
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| If you don't have an e-mail address, you will need to go to the computer
lab in the Science Center(SC
104) to get a login; take your NMSU-A student
ID with you to prove you are currently enrolled in a class. If you
don't know how to use Pegasus mail (our e-mail software), see me or one
of the computer lab aides. |
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| Only people enrolled in PSY270 may join the discussion list. |
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| To subscribe, send an e-mail message to listproc@nmsu.edu
with the following in the message written exactly as is. You're
sending a command to a computer, not communicating with a live human. If
this is not done in this format, you will get an error message. |
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| subscribe psy270 Your Name |
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| You will soon get a confirmation message. If you have problems subscribing,
e-mail
me the error message you received, and I’ll help you out. If I don't
see the error message, I can't tell you what the problem is. |
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| To send a message to everyone who is subscribed to the psy270 e-mail
list, send your message to: psy270@nmsu.edu |
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| For more information on how to use this list software, go to http://www.nmsu.edu/~CandN/listproc. |
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| For each message you post to this discussion list (with limits -- keep
reading!), you will receive 1 point, if your message contributes to the
discussion on the list (where the discussion is related to the content
of the class), e.g., something beyond "I agree with that". |
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| What should you talk about? That’s up to you.
Each week, I'll toss out a topic for discussion, but if there are other
things you would like to discuss, bring 'em up! |
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| You will need to turn in printed copies of the e-mail messages you
sent to the class (with headers containing the date and time of your posting
intact and using this Fall 2000 form)
for which you would like to be given credit. |
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Only one message from each of the following 15
weeks (for a maximum total of 10 messages) will be counted which means
you will turn in 10 printouts or less. You may send as many messages
as you wish per week, but only one message per week (10 max) earns you
credit.
| Week 1 |
Aug 23 - Sept 2 |
Week 6 |
Oct 1- Oct 7 |
Week 11 |
Nov 5 - Nov 11 |
| Week 2 |
Sept 3 - Sept 9 |
Week 7 |
Oct 8 - Oct 14 |
Week 12 |
Nov 12 - Nov 18 |
| Week 3 |
Sept 10 - Sept 16 |
Week 8 |
Oct 15 - Oct 21 |
Week 13 |
Nov 19 - Nov 25 |
| Week 4 |
Sept 17 - Sept 23 |
Week 9 |
Oct 22 - Oct 28 |
Week 14 |
Nov 26 - Dec 2 |
| Week 5 |
Sept 24 - Sept 30 |
Week 10 |
Oct 29 - Nov 4 |
Week 15 |
Dec 3 - Dec 9 |
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| I strongly encourage you to print out your e-mail
messages as you go. Too many folks have lost their messages at the end
of the semester due to computer problems. |
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PSY270 Table of Contents
|| Sue Frantz's Home Page ||
NMSU-A's Home Page
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Journals
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Five points each week for a total of 75 points.
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| For this assignment you will need a notebook or a 3-ring binder; loose
sheets will not be accepted. |
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| As we go through the course, you’re going to find that many of things
we’re covering pop up in your day-to-day life; that’s the nature of the
course. With some of the topics, you may find yourself thinking more
deeply or finding more questions about it. Your journal is your place
to write down these observations and thoughts. The only requirement
is that you demonstrate that what you’ve written pertains directly to this
course. |
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| Your journal entries must begin with the time and date of the entry.
You may write as much or as little as you would like for each entry.
However, you must write enough to demonstrate that you are thinking
about the course material. You are expected to have at least 3 entries
per week. Weeks go from Sunday to Saturday according to the following
schedule. Each week’s worth of entries is worth 5 points. |
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| Week 1 |
Aug 23 - Sept 2 |
Week 6 |
Oct 1- Oct 7 |
Week 11 |
Nov 5 - Nov 11 |
| Week 2 |
Sept 3 - Sept 9 |
Week 7 |
Oct 8 - Oct 14 |
Week 12 |
Nov 12 - Nov 18 |
| Week 3 |
Sept 10 - Sept 16 |
Week 8 |
Oct 15 - Oct 21 |
Week 13 |
Nov 19 - Nov 25 |
| Week 4 |
Sept 17 - Sept 23 |
Week 9 |
Oct 22 - Oct 28 |
Week 14 |
Nov 26 - Dec 2 |
| Week 5 |
Sept 24 - Sept 30 |
Week 10 |
Oct 29 - Nov 4 |
Week 15 |
Dec 3 - Dec 9 |
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| Your journal may not be collected each week. You are expected
to bring your journal with you when you come to class; you may use your
journal to jot down ideas that occur to you during class. I will
request that your journal be turned in according to a pre-determined random
schedule, i.e. you won't know until you get to class whether your journal
needs to be turned in that day. A penalty may be assessed for late
journals. |
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PSY270 Table of Contents
|| Sue Frantz's Home Page ||
NMSU-A's Home Page
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Class
Paper, Proposal, and Outline
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The paper is worth 100 points, the proposal is worth 10 points,
and the outline is worth 10 points.
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See the course schedule for due dates.
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There are 2 types of papers that may be written to fulfill this requirement
of the course.
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Research Paper -- For a research paper, pick a topic related to stereotyping
and prejudice and investigate that topic in greater depth. The topic of
your paper should reflect material being covered in this course.
The topic of your paper should not be similar to your group project.
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Interview Paper -- For an interview paper, interview someone who is over
50 years old and who is of a different ethnicity, race, religion, or sexual
orientation than you where that person’s group membership makes them a
cultural minority. First, you will need to conduct research on that
person’s group. Based on your research, generate at least 10 interview
questions; questions like “How old are you?” and “Where are you from?”
will NOT count toward your 10 questions. Write a paper describing
what you learned from your interviewee; conclude with what you personally
gained from this experience. Imagine that you are writing an article
for TIME magazine. Note: Do not transcribe your interview,
rather integrate it into the text of your paper.
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Requirements:
1. Use APA style,
this includes a title page, running head, and abstract. If you are unsure
of what APA style is, please check with the Writing
Center or visit the links on my webpage.
2. A minimum of seven sources (only 2 may be by the same author) are
required, with no more than 3 sources being web sites. If this requirement
is not met, 10 points will be subtracted from your paper's grade.
3. Your paper should be 10 to 12 double-spaced pages of text.
Points will be taken off for grammatical errors; margins should be roughly
1” on all sides. Include a title page and a reference page; no, these
do not count toward your page total.
4. Keep all notecards, photocopies, drafts, etc. that you use in writing
your paper until I turn in your final grade for the semester. I reserve
the right to request these materials without any notice. |
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| Paper
proposal: Because you and I both want to make sure that
your idea for your paper is acceptable, you will need to turn in a proposal
(1 page) for your paper. In your proposal you should discuss the topic
you plan to address or who you're planning on interviewing, how you plan
to address the topic or what questions you plan to ask your interviewee,
and where you're going to get your information (list article titles, book
titles, etc.). Your proposal is NOT written in stone. If you plan to change
your proposal, turn in a revised proposal at least 7 days prior to the
due date. Five points will be taken off your class paper for not doing
what you said you were going to do as stated in your proposal (original
or revised), not turning in a proposal, or turning in a late (less than
7 days prior to the due date) revised proposal. |
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| Outline:Your
outline needs to be a map of your paper. State the major points you're
going to cover; under each major point, list each sub-point. If you
haven't done much outlining before, work with the Writing
Center. |
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| Interviewing:
It is important to do research on a topic BEFORE interviewing. There are
few things worse than being interviewed by someone who obviously has no
idea what they are talking about. Be very clear about what you hope to
gain by doing the interview. What questions do you want answered? Are these
answers available elsewhere? If so, why do the interview? In other words,
if you are planning on interviewing someone, I expect you to do research
in advance; it will keep you from looking to your interviewee like you
are trying to take the easy way out by getting that person to do your research
for you. |
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| Interlibrary loan:
You can request up to 5 books on any one subject through our library's
interlibrary loan service. I would suggest that you check the catalogs
of other libraries via the internet and request those books that look like
they would be helpful. It takes 10 to 14 days to receive a book through
interlibrary loan; books from main campus take just a couple days. |
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PSY270 Table of Contents
|| Sue Frantz's Home Page ||
NMSU-A's Home Page
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Course
Project, Progress Reports, and Group Meeting
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The course project is worth 100 points, the 4 progress reports
are worth 10 points each,
and the group meeting with me is worth 7 points.
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See the course schedule for due dates.
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| You will need to work in teams of 4 to 6 persons. One grade
will be earned for the entire project. Just prior to the presentation
of your project, you, as a group, will be asked to estimate how much effort
each member contributed to the project. If everyone seems to have
contributed the same amount, everyone will receive the same project grade.
If some team members contributed more or less, their grade will be adjusted
to reflect this. Each group member will need to sign a piece of paper
agreeing to the participation estimates. |
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Your team can decide what type of project you would like to do.
The following are possibilities:
a) Media analysis - Looking at television, music, movies or magazines
in terms of their representations of the course content.
b) Game - Create a game that reflects what it is you have learned during
the semester.
c) Theater - Write and produce a play that reflects the issues we have
discussed during the semester.
d) Web Page - A well-designed informational resource could be very
useful.
e) Other appropriate ideas suggested by students and approved ahead
of time by the instructor. |
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| In all cases, projects should take the information gathered by students
and relate it to concepts and materials covered in the course. Projects
will be presented during our final exam time slot. The amount of
time your presentation should take? Twenty-five to thirty minutes.
(Your group may request to have this time limit extended. Such a
request must be made at least 2 weeks in advance; a number of factors will
influence whether your request will be granted.) |
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Grading criteria:
a) For every 5 minutes over or under the specified time limit, 2 points
will be subtracted from the project's total grade.
b) Introduction
Creative (5 points):
Does it draw people in? Does it develop interest in seeing the rest?
Content (5 points):
Does it represent your project?
c) Body of presentation
Connects to and expands
on the course material (20 points)
Clear explanation
with supporting research (20 points)
Creative presentation
(5 points)
d) Conclusion should be a good summary of your project.
(5 points)
e) Overall quality (20 points)
f) Solid research; turn in a bibliography (APA style) due at
the time of your presentation. At least 10 resources
are expected (20 points) with no more than 5 resources being websites. |
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| I strongly discourage you from any project that
would necessitate copying from one videotape to another (unless you have
access to quality editing equipment). The tapes that result from such copying
are often of very poor quality. |
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| Progress
reports (Turn in only one copy from the group.): |
| See the course schedule for due dates. |
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| Progress Report 1: Your team will need to turn in your ideas
for the project. You won't have to stick with these ideas, but I
do want to make sure that you're thinking about it. List your ideas
along with a brief statement explaining why you may or may not go
with that idea (list benefits and potential problems). What is the
goal of your project; what are you trying to accomplish by doing it? |
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| Progress Report 2: Your team will need to turn in a list of responsibilities
for each member (What has each done so far? What is each expected to do?).
What resources (e.g., book titles, magazine article titles, academic journal
article titles, movie titles, television program titles) are you using
for background research on your project? If your goal has changed,
write down the new goal. |
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| Progress Report 3: Use this report just to fill me in.
What stage is your project in? What has been accomplished? What do
you have left to do? Each member needs to submit a list of what they,
personally, have contributed to the project. |
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| Progress Report 4: Your team will need to turn in a tentative
schedule for your presentation: who is doing what and when. If available,
provide a list of equipment you are expecting to need (e.g., overhead projector,
slide projector, VCR and TV). If you have handouts you would like
to give to the class during your presentation, give them to me at least
3 days prior to your presentation, and I will have them copied for you.
Would you like to have transparencies made? See me. If your
goal has changed, write down the new goal. Again each member needs
to submit a list of what they, personally, have contributed to the project
along with a paragraph or two stating what they have gotten out of doing
the project. |
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Log
sheets (Turn in only one copy for the group.):
These are to be handed in with your progress reports and will be counted
toward your progress report grade. Use the log sheets at the end
of this syllabus. If you need more, make copies, or get copies from
me. I expect to receive at least 2 log sheets each time a progress
report is turned in. Keeping accurate, specific, and up-to-date log
sheets is important at the end of the semester when your group is deciding
how much effort each person contributed to the project. |
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| The more complete your project progress reports and log sheets are,
the greater the likelihood of receiving the maximum points. All of
your team members will receive the same points on your progress reports
and log sheets, unless the team members decide that one or more persons
have contributed very little or nothing to the progress of the project
at that point. If this is the case, I will need a sheet of paper
explaining why someone should receive fewer points signed by all members
of the group. |
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Group
Meeting Day
I have set aside one day, about half way through your project, for
each group to meet with me. Each group will have 15-20 minutes to
sit down with me and discuss whatever issues your group is having.
If there are “people problems”, hopefully we’ll be able to talk them out
then. If there are other project problems, we’ll do some troubleshooting
and see what we can figure out. It is mandatory that each group meet
with me that day. If you show up, you get the points. If you don’t,
then no points. |
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PSY270 Table of Contents
|| Sue Frantz's Home Page ||
NMSU-A's Home Page
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