Overview

This is a three-credit course that examines the historical and social construction of race. We will explore the development of racist practices by individuals and institutions, and the consequences of those practices, especially the persistence of racial inequality. We will also examine U.S. and global racial and ethnic groups, including whites, as well as the intersections of race with other inequalities such as class and gender.

W. I. Thomas once wrote, “What is thought to be real is real in its consequences.” Race and ethnicity in America have very real consequences in the structuring and organization of American life. This course seeks to give students the tools to understand the social and historical contexts that have shaped the modern experience of race and ethnicity. This course will also show that reality in all aspects of social life, but particularly in relation to this subject matter, is complex and many causes contribute to many diverse outcomes. At the end of the day, sufficient answers require rigorous, critical inquiry. This course aims to provide you with the tools and information to make such inquiries in your own life. 

How This Course Will Help You

This course will prepare students to do the following: 

• Gain more empathy for racial and ethnic minorities
• Better interact with members of various racial and ethnic groups
• Critically think about what causes racial and ethnic issues

You will find yourself using the sensitivities and understanding you gain in this course throughout your life, both in and out of academia.

Requirements

Prerequisites

There are no prerequisites for this course. However, it is an upper-level course. You will be expected to read and be able to analyze as an upper-classman. If you have not had a lot of experience reading and analyzing scholarly texts and topics or writing research papers, please consider whether this is the right time for you to take this course.

Required Resources

This course uses a low-cost, auto-access textbook. You will need to rent your textbook through a social annotation software called Perusall. Using Perusall to complete your textbook reading is the only way to receive reading points each week. Even if you have access to the textbook from another source, you cannot opt out of using the online textbook and pass the class.

Read the information in the Textbook Information module to learn how to access your textbook.  

Resource Title/Description (books, software, etc.)	Author/Provider	Ed./Vol.	13-Digit ISBN (if applicable)
Race and Racisms: A Critical Approach (rented from Perusall for 180 days for $44.98 from within the course; you will be charged the first time you access Perusall)	Golash-Boza, Tanya M.	3rd	ISBN 9780197534014

NOTE: The course textbook was chosen with great care and consideration. Race and ethnic relations both domestically and throughout the world are continually evolving. This textbook is the most up to date text available with regular updates and additions. Like all people, the author of our text has biases. She makes every attempt to thoroughly represent the discipline through peer-reviewed scientific data. If you struggle with a concept in the course, you are encouraged to keep an open-mind and examine your own biases rather than attributing all biases to the textbook. If you have any questions or comments, please reach out to your instructor.

Other Materials

You will also watch several videos and read Church-related material. These resources are all accessible from links within the course.  

Structure

Course Outcomes (CO)

1. Students will Identify and explain various sociological concepts and theories pertaining to race and ethnicity and racial oppression.            
2. Students will apply sociological concepts and theories of race to everyday life.  
3. Students will examine the experiences of racial/ethnic groups from the perspective of a researcher as well as members of those groups.            
4. Students will describe how race is socially constructed institutionally as well as symbolically.            
5. Students will explain specific forms of racial inequality (e.g., education, employment, crime, immigration) using the sociological perspective.      
6. Advocate for racial/ethnic sensitivity through your role as a disciple of Christ charged with gathering Israel.      

Major Assignments

The table below is meant to help you see the relevance of each major assignment as it pertains to the course outcomes (CO). 

Major Assignment	Description	CO#
Chapter Reading	Working with a small group, students analyze and annotate the weekly chapter readings using Perusall. (asynchronous activity)	#1 and #3
Small-Group Discussion Board	Working with another group (for more perspective) students discuss a topic related to the week's content (asynchronous activity).	#1, #2, #3, #4, and #5
Zoom Prep and Meeting	Students complete a worksheet related to the weekly topic and meet with their group in Zoom to discuss their ideas (synchronous activity). They then revise their worksheet for submission, send in a link of their recorded meeting, and self-report on their participation. (asynchronous activities).	#1, #2, #3, #4, and #5
Reflection Papers	Four times a semester, students reflect on topic-related questions and turn in a 2–3 page response.	#4 and #5
Semester Paper	Students work on four small paper assignments (including choosing and analyzing variables, making a graph, etc) and then will combine all four paper parts into a final paper due the end of the semester.	#1, #2, #3, #4, and #5
Exams (6)	Exams occur every other week throughout the semester and assess understanding of two week's worth of content. Exams are administered through Proctorio.	#1, #4, and #5

Weekly Patterns

The table below displays typical weekly activities, due dates, and activity descriptions. 

Due Date*	Learning Model	Activity Title	Description
Early week	Prepare	Introduction: Week at a Glance	Overview of the week's topic and a summary of all the week's assignments. Also suggests one of the Learning Model Principles to focus on while learning:  Exercise Faith. Teach by the Spirit. Lay Hold on the Word of God. Take Action. Love, Serve, and Teach Others.
Early week	Prepare; Teach One Another	Initial Posts	Students make their initial posts on both Perusall and Discussion Boards.
Midweek	Prepare; Teach One Another; Ponder	Perusall Reading: Chapter	Working together in small groups, students study and annotate a weekly textbook chapter.
Midweek	Teach One Another; Ponder	Soc 323 Discussion	Working together in small groups, students post responses to a discussion topic.
End of Week	Ponder/Prove	Zoom Prep Worksheet	Students complete a topic-related worksheet that they bring to the Zoom meeting to discuss. After the meeting, students make revisions and submit their final responses.
End of Week	Teach One Another; Ponder/Prove	Zoom Meeting	Working together in small groups, students meet synchronously to help each other revise their worksheets and discuss related topics; a recording of the meeting is submitted as a group activity by the weekly Student Lead.
End of Week	Ponder/Prove	Zoom Attendance Report	Students individually submit an attendance report documenting their participation in the Zoom meetings.
End of Week	Ponder and Prove	Reflections/Project /Exams	Reflections and Project assignments are due on even weeks; Exams are taken through Proctorio on odd weeks.

*Set your time zone within user preferences so the dates and times for course activities will display correctly for your time zone.

Learning Model

 BYU-I's Learning Model is based on Five Gospel Principles of learning that will help you as you navigate this course:

1. Exercise Faith
2. Teach by the Spirit
3. Lay Hold on the Word of God
4. Take Action
5. Love, Serve, and Teach

These principles are especially important as you learn about some of the ways divisive ways we categorize and separate people. Each week you will be invited to focus on one of the gospel principles to help increase your learning and bring you closer to the Holy Ghost, the ultimate teacher of truth. The focus principle is listed on the Week at a Glance pages.

You will prepare by reading a weekly textbook chapter and discussing a related topic together with other classmates. You will also complete a worksheet to bring and discuss during their Zoom meeting.

You will teach one another using Perusall (social annotation software) for their chapter reading, participating on a Discussion Board (small group), and meeting together (small group) via Zoom to discuss your worksheets and other related topics. 

You will ponder and prove what you are learning through your discussions with each other, reflection papers, progress on a semester Paper, and six Exams taken through Proctorio. 

Exams 

You will have six exams (03, 05, 07, 09, 11, and 13) and one practice exam throughout the semester, administered through Proctorio. Exams consist of true and false, multiple-choice, and short answer questions. You can receive extra credit by attending (or watching the recording for fewer points) an instructor-led study session. You have two hours to complete each exam but only one try. 

Expectations

Workload

This course is designed to adhere to the University's expectation of 3–4 hours of work for each credit. Thus expect to dedicate an average of 9–12 hours a week for this course. Some need more time to complete assignments.

If you can't make that kind of time commitment this semester, consider taking the course at another time when you can. The work is designed for upper-classmen and consists of a lot of writing and interaction. If you don't have analytical and/or writing skills, you may want to wait until you do. Freshmen and sophomores should seriously consider whether they are ready to meet the expectations of this course. 

Group Work

This course is built to access the deeper learning that occurs when students work together. Thus there are several weekly activities where you will learn by working with others in a group: 

• Perusall (asynchronous; groups of 10 that change at midterm)
• Weekly Discussion Board (asynchronous; groups of 16 that change at midterm)
• Zoom (synchronous; groups of 4–8; self-selected at the beginning for the whole semester) Students need to do the following:
  • Attend all meetings
  • Come prepared to participate
  • Come on time; don't leave early

Late Work

As a sign of professionalism and respect, you should complete your work on time. However, your instructor has the sole discretion to accept late work or extend due dates as appropriate. Your instructor will inform the class of any existing late work policy at the beginning of the semester. Let your instructor know of your circumstances as soon as possible if you need extra time so they can determine how best to address your situation. Your instructor will make the final determination of whether to accept late work.

Retries 

Retries are not allowed as part of this course. However, if you feel you have extenuating circumstances, your instructor may grant an exception and allow you to resubmit an assignment. These instances are very rare. Any exceptions will be handled at the sole discretion of your instructor, who will make the final determination.  

Extra Credit

A few extra credit points are offered in this class at the discretion of the instructor. For example, students can attend a bi-weekly exam review (or watch the recording of the review) for extra credit on the exams. Extra credit is used sparingly but can positively impact your grade. 

Grading Scale

Letter Grade	Percent
A	100% - 93%
A-	92% - 90%
B+	89% - 87%
B	86% - 83%
B-	82% - 80%
C+	79% - 77%
C	76% - 73%
C-	72% - 70%
D+	69% - 67%
D	66% - 63%
D-	62% - 60%
F	59% and lower

University Policies

Preventing Sexual Misconduct

BYU-Idaho prohibits sex discrimination against any participant in its education programs or activities. Prohibited sex discrimination includes incidents of sexual harassment (including sexual violence), dating violence, domestic violence, sexual assault, and stalking (collectively “sexual misconduct”).

Disability Services

BYU-Idaho does not discriminate against persons with disabilities in providing its educational and administrative services and programs and follows applicable federal and state law. This policy extends to the University’s electronic and information technologies (EIT).

Students with qualifying disabilities should contact the Disability Services Office at disabilityservices@byui.edu or 208-496-9210. Additional information about available resources is found on the Disability Services' web page.

Academic Honesty 

“When you are honest in every way, you are able to enjoy peace of mind and maintain self-respect. You build the strength of character, which allows you to be of service to God and others. You are trustworthy in the eyes of God and those around you. If you are dishonest in your words or actions, you hurt yourself and often hurt others as well. If you lie, steal, cheat, or neglect to give the full amount of work for your pay, you lose your self-respect. You lose the guidance of the Holy Ghost” (“Honesty,” True to the Faith (2004), 84)

Academic Honesty means students do their own work. This also means their instructors will evaluate that work. Students should not be dishonest—this includes all types of work in their courses. Additional information about the complete Academic Honesty Policy can be found on their webpage at The Honor Code: Academic Honesty Policy.

Academic Grievances

Students are encouraged to contact their instructors regarding course-related concerns. If concerns cannot be resolved in this way, students may contact the BYU-Idaho Support Center to formally register a concern or grievance. More information regarding online grievances can be found at The Student Online Grievance Policy.

Other University Policies

Go to the Student Resources module to review the university policies regarding honesty, online etiquette, communication, expectations, etc. 

Contacting Your Instructor

Instructors will inform you of the way they wish to be contacted. (text, email, call between these hours, etc) They are people with lives outside of your class; be courteous and respectful of their time. Any abuse will negatively impact your grade and may result in dismissal from the course and/or University.