Category: Culture and Ethnic Studies

Week 5 Open Forum
This discussion forum is an opportunity for you to explore topics that interest you; share critical insights and questions that you are working with; share your struggles and triumphs; and discuss difficulties that may have arisen this week. Your initial post should describe your experiences in the course this past week, prompting further discussion. Address at least two of the following questions:
What caused you to view the world around you differently or examine a topic from a different perspective?
What struck you as you explored the course materials this week?
What insights have you had?
Return to the IAT website and take the Sexuality IAT. Share your results or impressions of this IAT and
how it relates to the readings and other materials from this week.
What questions have come up for you at this point?
Do you have any helpful tips that you’ve picked up in this course or in a past course?
You are required to post at least 150 total words in this forum this week. You can post one time or ten times, the only requirements are that you post at least 150 words total and that you engage in conversation related to course content. This Open Discussion forum is a place for you to collaborate and connect with your classmates, as well as support one another. Ask questions, answer questions, provide extra resources you found that are interesting, or engage in a debate about something you learned this week.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

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Step-by-Step Guide to Writing Your Discussion Post

This assignment gives you the chance to reflect on your learning experiences for the week. The key is to share what you’ve been thinking and learning, what questions you have, and how the course material has affected your perspective. Here’s how to structure your post effectively:

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1. Introduction – Briefly introduce your week (First 2-3 sentences)

Begin by giving an overview of your week’s experiences in the course. You could briefly mention any topics that stood out to you or were new to you.

Example:
This week in the course, I explored several fascinating topics that challenged my thinking, especially around the concept of bias and how it impacts our perceptions of others. One reading, in particular, made me reflect deeply on how much of our worldview is shaped by unconscious biases.

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2. Reflect on the course materials (Answer at least one of the questions)

Pick at least one of the questions you are prompted to answer. In this section, describe what stood out to you, what caused you to think differently, or anything that surprised you about the course materials this week.

Example:
While exploring the materials this week, I found it striking how implicit biases influence our decisions without us realizing it. The Sexuality IAT was particularly eye-opening. After taking the test, I was surprised by my results and how they aligned with some of the readings. It made me realize how deeply ingrained societal norms affect us, even when we think we’re unbiased.

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3. Share your insights or struggles (Answer at least one more question)

Here, share any key insights you’ve gained or any struggles you’ve encountered. If something you learned was particularly impactful or difficult to grasp, mention it.

Example:
One insight I had this week was understanding how bias can be both implicit and explicit. While I knew that bias exists, seeing it reflected in a tool like the IAT really made me aware of how it affects everyday interactions. I also realized how difficult it is to completely overcome these biases, even with awareness. It’s something I’m still working on.

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4. Ask any questions or provide tips (Answer any remaining questions)

Lastly, if you have any questions about the material or anything that’s been challenging, mention it here. You can also offer any helpful tips that might help others in the course based on your own experiences.

Example:
One question I have after this week’s lessons is how to better recognize and confront my biases in real-world situations. If anyone has tips on how to do this in an effective way, I’d love to hear them! One helpful tip I’ve picked up in this course is the importance of taking small breaks to process the material—it’s helped me stay focused and engage more deeply with the content.

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5. Conclusion – Wrap up your post

End your post by briefly summarizing your thoughts, or encourage further discussion. Invite your classmates to share their perspectives.

Example:
Overall, this week has helped me develop a deeper understanding of how bias shapes our thoughts and actions, and I’m eager to keep learning about how we can work toward more equitable thinking. I’d love to hear what others think about the IAT results and how they’re working to address biases in their own lives.

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Final Tips:

• Keep your tone conversational and reflective.
• Be sure to engage with the course material and ask questions that can spark further discussion.
• Aim for at least 150 words, but feel free to go beyond that if you have more to share.

By following these steps, you’ll be able to create a thoughtful and engaging post that fosters conversation and learning with your classmates.

Affirmative Action Policies have long been a source of hope, controversy, and resentment among the American people. Even as inequality along racial and gender lines persists in universities and workplaces, Americans disagree as to the best way to remediate these problems. Please read the following articles on the recent Supreme Court decision that ended the race-based affirmative action policies which have shaped college admissions processes for decades. You will then write a speech on the issue as if you are presenting it to an academic conference hosted by National University—although you are writing it as a speech you are required to use formal, scholarly language and cite your sources properly.
Specifically, you will focus on the issue of Affirmative Action policies as they apply to college admissions, and the continuing need to address diversity in higher education by examining the policies struck down by the court and reflecting upon alternatives.
Here are the links to the articles:
https://www.npr.org/2023/06/29/1181138066/affirmative-action-supreme-court-decision
https://www.insidehighered.com/news/admissions/traditional-age/2023/07/26/would-ending-legacy-admissions-improve-elite-college
https://www.dailyprincetonian.com/article/2023/07/princeton-class-based-affirmative-action-not-progressive
The parameters for your response are as follows:
The response must be between 1150-1250 words. Students that fall short of the required word count will receive a 10% deduction.
You must cite a minimum of 3 scholarly sources—news media articles do not count as scholarly sources, only peer-reviewed journals, books, etc. Provide data from peer reviewed sources on racial and gender inequality in higher education. Be as specific as possible and remember to name your sources directly so that your audience knows that they are high quality and reliable. Do not be afraid to quote sources directly with pertinent statistics or insights.
Review the traditional arguments (including relevant Supreme Court cases over the last half century) made by those who are conventionally in favor affirmative action policies and those against. Be sure to note whether these arguments are consistent with the data made available by scholarly studies on the topic, particularly as they pertain to the issue of college admissions and diversity in higher education. Take a clear position, either in defense of conventional affirmative action policies in higher education or you may argue for the need for a more novel approach to the topic. Be specific in why you are taking your position and defend that position with data from peer-reviewed studies. Remember, you are making an appeal to the public in a town hall and advocating for why your solutions are the best course of action!
You must include a works cited (not part of the word count) at the end.
Your response should include considerable reflection on the pertinent course terms and concepts, failing to reference these consistently throughout will result in a deduction.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Writing a speech on a complex topic like Affirmative Action policies can be overwhelming at first, but breaking the assignment down into manageable steps will make the process smoother. Here’s a detailed step-by-step guide to help you structure and write a strong speech for your academic conference presentation:

Step 1: Understand the Assignment

Before you dive into writing, take a moment to fully understand the parameters and expectations. Here’s what you need to focus on:

• Topic Focus: Your speech should center on the issue of Affirmative Action policies, particularly as they apply to college admissions.
• Supreme Court Decision: You will need to reflect on the recent Supreme Court decision that struck down race-based affirmative action in college admissions.
• Data and Sources: You must use three scholarly sources (peer-reviewed articles, books, etc.)—news media articles like NPR and Inside Higher Ed do not count.
• Word Count: Aim for 1150-1250 words. Falling short of this word count will result in a 10% penalty.
• Cite Your Sources: Make sure to properly cite your sources, especially when referencing statistics or direct quotes. Failure to do so could impact your grade.

Step 2: Research the Topic

Start by reading the articles provided in the assignment:

• NPR article: Focuses on the Supreme Court ruling.
• Inside Higher Ed article: Explores whether ending legacy admissions could help improve diversity.
• Daily Princetonian article: Discusses class-based affirmative action.

As you read these articles, take notes on key points, particularly about the historical context of Affirmative Action, the Supreme Court decision, and current arguments for and against the policy.

Step 3: Gather Scholarly Sources

While the articles provide valuable context, you also need three scholarly sources to strengthen your speech. Use library databases (like JSTOR, Google Scholar, or your university’s resources) to find peer-reviewed articles or books related to Affirmative Action policies, racial and gender inequality in higher education, and diversity efforts in academia.

• Tip: Look for sources that provide data, such as studies on racial gaps in college admissions, gender disparities in higher education, or historical discussions of Affirmative Action in law.
• Make sure to cite the authors directly in your speech and reference their work in your Works Cited section.

Step 4: Develop Your Thesis

Your speech should have a clear thesis or main argument. This could be one of the following:

• Defending traditional Affirmative Action policies: Argue that these policies are necessary to address racial and gender inequality in higher education.
• Arguing for a novel approach: Suggest alternative strategies (like class-based affirmative action or other methods) to promote diversity and equality in universities.

Step 5: Create an Outline for Your Speech

Structuring your speech logically is crucial. Here’s an outline to help you organize your ideas:

Introduction (Approx. 150-200 words)

• Start with a compelling hook to engage your audience (e.g., a relevant quote, statistic, or personal story).
• Introduce the topic: Briefly explain Affirmative Action and its role in college admissions.
• State your thesis: Clearly outline your position—whether you’re in favor of traditional Affirmative Action policies or advocating for a new approach.

Body of the Speech (Approx. 800-900 words)

• Historical Background of Affirmative Action: Provide context by discussing previous Supreme Court rulings, like Regents of the University of California v. Bakke (1978), Grutter v. Bollinger (2003), and the recent decision in 2023.
• Arguments in Favor of Affirmative Action: Explain why supporters argue that these policies are necessary. Use data from scholarly sources to support your points (e.g., statistics on racial and gender disparities in higher education).
• Arguments Against Affirmative Action: Present the opposing viewpoints. Discuss concerns about reverse discrimination and the potential for policies to be ineffective or outdated.
• Your Position: After examining both sides, state your position. Be clear and concise about whether you support Affirmative Action or suggest alternative policies.
  • If you argue in favor of Affirmative Action, provide evidence (from your scholarly sources) that these policies are still necessary for diversity and equity in higher education.
  • If you argue for a novel approach, suggest and defend alternatives like class-based affirmative action or socioeconomic diversity policies.

Conclusion (Approx. 150-200 words)

• Summarize your main points: Restate why your position is the best solution, drawing from the evidence and arguments you’ve presented.
• End with a strong closing: Conclude with a call to action or thought-provoking statement that reinforces your thesis.

Step 6: Incorporate Key Terms and Course Concepts

Remember to use the key terms and concepts from your course throughout your speech. These might include:

• Diversity
• Affirmative Action
• Race-based policies
• Inequality
• Discrimination
• Higher education
• Supreme Court rulings
• Socioeconomic status

Including these terms consistently will show your understanding of the course material and ensure that your speech is academically grounded.

Step 7: Write the Speech

Now that you have your outline, it’s time to write the speech. Remember to maintain a formal, scholarly tone throughout. Be sure to:

• Use formal language appropriate for an academic conference.
• Cite your sources properly when referencing studies, data, or direct quotes.
• Keep your audience in mind: You’re presenting to an academic crowd, so aim for clarity, persuasiveness, and solid evidence.

Step 8: Edit and Proofread

Once you’ve written your speech, set it aside for a bit before reviewing it. Look for:

• Clarity: Is your thesis clear and well-supported?
• Grammar and punctuation: Ensure there are no typos or errors.
• Flow: Make sure your speech flows logically from one section to the next.
• Citations: Double-check that your sources are correctly cited in both the speech and the Works Cited section.

Step 9: Finalize Your Works Cited

Don’t forget to include a Works Cited page (not part of the word count). List all the scholarly sources you used, formatted in MLA, APA, or another citation style as instructed by your professor.

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By following these steps, you’ll be able to structure and write a well-informed, scholarly speech that effectively addresses the topic of Affirmative Action policies in higher education. Take your time, use the right sources, and most importantly, be confident in your argument. You’ve got this!

 

In Juana Bordas’ second edition of The Power of Latino Leadership, in Chapter 2, the author makes reference to Manifest Destiny and the expansion of Spain. Please define Manifest Destiny and explain why the understanding of this concept is important to understanding Chicano/as/x in the United States.

Please read the assignment pdf attachment, it fully describe what to do on the assignment. For the chosen themes, I choose the Third World Liberation Front. NO OUTSIDE RESEARCH IS NEEDED! This is the provided material for TWLF topic in class:
-Overview
We are grounding ourselves in the rich history of student protests in 1968-1969 that became the Third World Liberation Front, a multiethnic, multiracial student coalition. They demanded that SFSU & UCB administration make education relevant to “Third World” peoples by establishing an independent Third World College and put power in the hands of faculty and students of color to decolonize the university.
-Video: https://www.youtube.com/watch?v=7ar2i-G5O-0
-READ Dong, Harvey. Third World Liberation Comes to SF State and UC Berkeley (PDF attached below)
-Lecture slides on TWLF (PDF attached below)
–>Clarifications for Part D in the assignment PDF:
Materials = what readings/videos/blogs/texts are you assigning to your imaginary students?
Activities = what will you ask your students to DO to demonstrate understanding of the materials you assigned? (for example, students will write an essay/take an exam/write a blog post/discussion post/etc)
Assessments = how will you DECIDE that students understood what you assigned and the completed the activity you assigned? (for example, you’ll grade their essay/grade their tests/make them do an oral presentation/etc).
YOU’RE ONLY FILLING OUT THE WORKSHEETS.
At the end, just answer the reflection questions in short sentences. DO NOT WRITE AN ESSAY!
Answer each question as straightforwardly as you can.
Question 1
Answer 1
Q2
A2
Q3
A3
Q4
A4
Q5
Let me know if you have any question!

This is a TRANSLATION STUDY course
Research paper written in word and respecting the academic referencing style (APA)
• Paper length is maximum 5000 words.
• Give a title to your paper, thesis, questions, and hypothesis.
• The paper should be divided into introduction, Body (parts/sections) and conclusion connected
coherently to support the thesis.
• Include list of references that you used in your paper at the end of your research ordered
alphabetically.
• Your research should be ORIGINAL (Check assign will be used).
– this is a group of 3 assignment, divide the work into 3 sections
– ⁠this will later be converted into a powerpoint presentation
– ⁠dont use complicated terminology instead use simple english wording.

Please read the assignment pdf attachment, it fully describe what to do on the assignment. For the chosen themes, I choose the Third World Liberation Front. NO OUTSIDE RESEARCH IS NEEDED! This is the provided material for TWLF topic in class:
-Overview
We are grounding ourselves in the rich history of student protests in 1968-1969 that became the Third World Liberation Front, a multiethnic, multiracial student coalition. They demanded that SFSU & UCB administration make education relevant to “Third World” peoples by establishing an independent Third World College and put power in the hands of faculty and students of color to decolonize the university.
-Video: https://www.youtube.com/watch?v=7ar2i-G5O-0
-READ Dong, Harvey. Third World Liberation Comes to SF State and UC Berkeley (PDF attached below)
-Lecture slides on TWLF (PDF attached below)
–>Clarifications for Part D in the assignment PDF:
Materials = what readings/videos/blogs/texts are you assigning to your imaginary students?
Activities = what will you ask your students to DO to demonstrate understanding of the materials you assigned? (for example, students will write an essay/take an exam/write a blog post/discussion post/etc)
Assessments = how will you DECIDE that students understood what you assigned and the completed the activity you assigned? (for example, you’ll grade their essay/grade their tests/make them do an oral presentation/etc).
YOU’RE ONLY FILLING OUT THE WORKSHEETS.
At the end, just answer the reflection questions in short sentences. DO NOT WRITE AN ESSAY!
Answer each question as straightforwardly as you can.
Question 1
Answer 1
Q2
A2
Q3
A3
Q4
A4
Q5
Let me know if you have any question!

This is a TRANSLATION STUDY course
Research paper written in word and respecting the academic referencing style (APA)
• Paper length is maximum 5000 words.
• Give a title to your paper, thesis, questions, and hypothesis.
• The paper should be divided into introduction, Body (parts/sections) and conclusion connected
coherently to support the thesis.
• Include list of references that you used in your paper at the end of your research ordered
alphabetically.
• Your research should be ORIGINAL (Check assign will be used).
– this is a group of 3 assignment, divide the work into 3 sections
– ⁠this will later be converted into a powerpoint presentation
– ⁠dont use complicated terminology instead use simple english wording.

Case 1: Read the case study titled Who Made a Serious Mistake (Chapter 5 – pages 81-82). Then, answer the question at the end of the case.
Case 2: Read the interaction between Mr. Pauli and his colleagues on (Chapter 6 – pages 89- 90). Then answer the questions at the end.
Please be sure to back up your answers to both cases with facts from the textbook.

Case 1: Who Made a Serious Mistake? (Chapter 5 – pages 81-82)
Jean Safari was investigating a serious error made by a Japanese worker at the Japanese subsidiary of a US multinational. A component had been inserted upside down, and the entire batch had been pulled out of production to be reworked. The cost of this event was high.
Jean asked the Japanese plan director for information about the employee who had made the error. Had she been identified? What action was being taken against her?
She was amazed when the director claimed not to know. “The whole work group has accepted responsibility,” he told her. “As to the specific woman responsible, they have not told me, nor did I ask. Even the floor supervisor does not know, and if he did, he would not tell me either.”
But if everyone is responsible, then in effect no one is, Jean argued. They are simply protecting each other’s bad work.
“This is not how we see it,” she was told. The plant manager was polite but firm. “I understand that the woman concerned was so upset that she went home. She tried to resign. Two of her coworkers had to coax her back again. The group knows she was responsible, and she feels ashamed. The group is also aware that she is new and that they did not help her enough, or look out for her, or see to it that she was properly trained. This is why the whole group has apologized. I have their letter here. They are willing to apologize to you publicly.”
“No, no, I don’t want that,” said Jean. “I want to stop it from happening again.” She wondered what she should do.
Question: Should Jean insist on knowing who the culprit was? Should the culprit be punished?

Case 2: Raising his voice, Mr. Pauli . . . (Chapter 6 page 89-90)
Raising his voice, Mr. Pauli, Gialli’s college, responded, “What do you mean, a crazy idea? We have carefully considered the pros and cons and believe that it would greatly benefit the buyer.”
“Please, don’t’ get overexcited” implored Mr. Johnson. “We need to provide solid arguments and should not get sidetracked by emotional irrelevancies.”
Before the Dutch representative, Mr. Bergman, had a chance to explain why he thought it was a crazy idea, the two Italian colleagues left the room for a time-out. “This is what I call a typical Italian reaction,” Mr. Bergman remarked to his colleagues. “Before I even had a chance to give my arguments as to why I think the idea is crazy, they walk out.”
The other managers were squirming uncomfortably in their chairs. They did not know what to think. Mr. Johnson got up and left the room to talk to the Italians.
Question: What do you think that (if any) is the role of emotions while doing business?
Again, be sure to back up your answer to the case with facts from the textbook (please use APA format). Your case report should have a minimum of 500 words. Submit your case report as Word document.

PROJECT PROPOSAL: The assignment should outline your project in two to three pages. More specifically, it should include information from your assigned readings (An Introduction to Black Studies by Eric Jackson) and be viewed as an introductory narrative for your project. It must be typed, doubled spaced. This piece must clearly state your project will be a research paper.
GRADING RUBRIC FOR PAPER/PROJECT PROPOSAL
Ideas
Points
1–6
Has a well-developed thesis that conveys a perspective on the subject _____
Poses relevant and tightly drawn questions about the topic; excludes
extraneous details and inappropriate information _____
Records important ideas, concepts, and direct quotations from a variety
of reliable and appropriate information sources _____
Paraphrases and summarizes various perspectives on the topic _____

Total Possible Points – 24 pts

Organization
Points
1–21
Ideas are logically grouped and sequenced within paragraphs and
across parts of the paper _____
Documents resources (e.g., bibliography, footnotes, or endnotes)
and avoids plagiarism _____

Total Possible Points – 42 pts

Style
Points
1–7

The writer’s voice is distinctive; word choice is varied and
precise throughout ______
Sentences are varied in structure and length; errors are minor
and infrequent ______

Total Possible Points – 14 pts
Total Possible Points – 80 points

Written research assignments must:
Include a minimum of four resources (books, periodicals, and journals)
Resources must be used to support the claims presented by the student
Include appropriate citation for all sources using format associated with your discipline (APA)
Follow the following format:
Word processed
double spaced with one-inch margins (please indent the first line of all paragraphs)
footnotes or endnotes

this assignment is to improve your cultural
competence by familiarizing yourself with a cultural group that you know little about.