Department of Mexican American and Latina/o Studies
Department of Mexican American and Latina/o Studies

MAS 301 • Intr Mex Amer Latina/O Studies

36130 • Mena, Olivia
Meets MWF 11:00AM-12:00PM PHR 2.114
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FLAGS:   Wr  |  CD  |  II


MAS 307 • Intro To Mexican Amer Cul Stds

36135 • Alvarez, Chad
Meets TTH 12:30PM-2:00PM PAR 206
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This course is designed to provide an introduction to the history and culture of Mexican Americans in the United States from the early nineteenth-century to the present. We will work from the premise that Mexican American history is deeply intertwined with both “mainstream” U.S. and Mexican history. We will not study Mexicans Americans in isolation, nor will we assume the Mexican American population to be static or monolithic. On the contrary, we will strive for empirical precision and specificity in our discussions, always seeking to move past stereotypes, clichés, and anecdotes in an effort to build a sophisticated framework with which to understand the significance of the Mexican American presence in the United States. The primary disciplinary emphasis of the course is the field of history, though our study of the past will be informed by a analysis of culture and the ways in which historical and cultural studies inform one another.


MAS 308 • Intro To Mex Amer Policy Stds

36140 • Brousseau, Marcel
Meets MWF 11:00AM-12:00PM PAR 101
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FLAGS:   CD

See syllabus.


MAS 309 • Bilingualism In The Americas

36145 • Colomina-Alminana, Juan
Meets MWF 10:00AM-11:00AM PAR 302
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Bilingualism is a complex phenomenon that refers to the capacity to speak and communicate indistinctly in two or more different languages. Then, it is not a semantic feature of the natural language; it is a pragmatic characteristic of its use. Since language is a property of groups of speakers, bilingualism is a skill showed and belonging to certain individuals. Because of the nature of our contemporary society, this phenomenon is a lived reality for a number of individuals in several communities inside and outside the US. This is to say, the fact that several communities in the Américas conserve a native language besides the official one extends between the members of these communities the knowledge and use of different ways to communicate.

 

The main purpose of this course is to analyze the linguistic, cognitive, social, and cultural aspects of this complex phenomenon. To do so, the course supposes that the main characteristics of the (different variables of the different) languages are independent of the origin of these communities. The course will primarily focus on the relationship that is established between English (as the vernacular language) and the second co-existent language, especially the binomial with Spanish (approximately 70% of course material) and other common US bilingual language experiences as well. The idea is to analyze the bilingual speaker in context within the community to which she belongs, especially relating to Mexican American and US-Latino communities.

 

TEXT:

Multiple Voices. An Introduction to Bilingualism, by Carol Myers-Scotton (Oxford: Blackwell, 2006). Additional texts will be available on the Blackboard.

           

GRADING:

25% Final Paper

25% Two Short Essays (12.5% each)

10% Peer-Review Sessions

10% Oral Presentation

30% Attendance and Participation

(5% additional extra-credit short essay)

 


MAS 309 • Bilingualism In The Americas

36149 • Colomina-Alminana, Juan
Meets MWF 12:00PM-1:00PM GWB 1.130
show description

Bilingualism is a complex phenomenon that refers to the capacity to speak and communicate indistinctly in two or more different languages. Then, it is not a semantic feature of the natural language; it is a pragmatic characteristic of its use. Since language is a property of groups of speakers, bilingualism is a skill showed and belonging to certain individuals. Because of the nature of our contemporary society, this phenomenon is a lived reality for a number of individuals in several communities inside and outside the US. This is to say, the fact that several communities in the Américas conserve a native language besides the official one extends between the members of these communities the knowledge and use of different ways to communicate.

 

The main purpose of this course is to analyze the linguistic, cognitive, social, and cultural aspects of this complex phenomenon. To do so, the course supposes that the main characteristics of the (different variables of the different) languages are independent of the origin of these communities. The course will primarily focus on the relationship that is established between English (as the vernacular language) and the second co-existent language, especially the binomial with Spanish (approximately 70% of course material) and other common US bilingual language experiences as well. The idea is to analyze the bilingual speaker in context within the community to which she belongs, especially relating to Mexican American and US-Latino communities.

 

TEXT:

Multiple Voices. An Introduction to Bilingualism, by Carol Myers-Scotton (Oxford: Blackwell, 2006). Additional texts will be available on the Blackboard.

           

GRADING:

25% Final Paper

25% Two Short Essays (12.5% each)

10% Peer-Review Sessions

10% Oral Presentation

30% Attendance and Participation

(5% additional extra-credit short essay)

 


MAS 311 • Ethncty & Gender: La Chicana

36155 • Mena, Olivia
Meets MWF 2:00PM-3:00PM GAR 0.120
(also listed as AMS 315, SOC 308D, WGS 301)
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Description:

The purpose of this course is to examine the various experiences, perspectives, and expressions of Chicanas in the United States. This involves examining the meaning and history of the term, “Chicana” as it was applied to and incorporated by Mexican American women during the Chicano Movement in areas of the Southwest United States, such as Texas and California. We will also explore what it means to be Chicana in the United States today. The course will begin with a historical overview of Mexican American women's experiences in the United States, including the emergence of Chicana feminism. We will discuss central concepts of Chicana feminism and attempt to understand how those concepts link to everyday lived experiences. Specifically, the relationship between gender, race/ethnicity, and class will be key as we discuss issues that have been significant in the experiences and self-identification of Chicanas, such as: family, gender, sexuality, religion/spirituality, education, language, labor, and political engagement. We will be engaging in interdisciplinary analysis not only concerning cultural traditions, values, belief systems, and symbols but also in relation to the expressive culture of Chicanas, including folk and religious practices, literature and poetry, the visual arts, and music. Finally, we will examine media representations of Chicanas through critical analyses of film. By the end of this course, it is my hope that you will not only be more critical readers and thinkers, but that you will also be able to apply themes and elements from the readings and discussions to your understanding of your own experiences.

Readings:

Anzaldúa, Gloria and Moraga, Cherríe eds. (2015) This Bridge Called My Back: Writings by Radical Women of Color.

 Anzaldúa, Gloria (2015) Light in the Dark Luz en lo Oscuro: Rewriting Identity,  Spirituality, Reality.

 


MAS 311 • Ethncty & Gender: La Chicana

36150 • Mena, Olivia
Meets MWF 12:00PM-1:00PM GAR 0.120
(also listed as AMS 315, SOC 308D, WGS 301)
show description

Description:

The purpose of this course is to examine the various experiences, perspectives, and expressions of Chicanas in the United States. This involves examining the meaning and history of the term, “Chicana” as it was applied to and incorporated by Mexican American women during the Chicano Movement in areas of the Southwest United States, such as Texas and California. We will also explore what it means to be Chicana in the United States today. The course will begin with a historical overview of Mexican American women's experiences in the United States, including the emergence of Chicana feminism. We will discuss central concepts of Chicana feminism and attempt to understand how those concepts link to everyday lived experiences. Specifically, the relationship between gender, race/ethnicity, and class will be key as we discuss issues that have been significant in the experiences and self-identification of Chicanas, such as: family, gender, sexuality, religion/spirituality, education, language, labor, and political engagement. We will be engaging in interdisciplinary analysis not only concerning cultural traditions, values, belief systems, and symbols but also in relation to the expressive culture of Chicanas, including folk and religious practices, literature and poetry, the visual arts, and music. Finally, we will examine media representations of Chicanas through critical analyses of film. By the end of this course, it is my hope that you will not only be more critical readers and thinkers, but that you will also be able to apply themes and elements from the readings and discussions to your understanding of your own experiences.

 READINGS

Anzaldúa, Gloria and Moraga, Cherríe eds. (2015) This Bridge Called My Back: Writings by Radical Women of Color.

 Anzaldúa, Gloria (2015) Light in the Dark Luz en lo Oscuro: Rewriting Identity,  Spirituality, Reality.

 


MAS 314 • Mexican American Lit And Cul

36165 • Fry, John
Meets TTH 2:00PM-3:30PM PAR 308
(also listed as E 314V)
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E 314V  l  3-Mexican American Literature and Culture

 

Instructor:  Fry, J

Unique #:  34995

Semester:  Fall 2017

Cross-lists:  MAS 314

Restrictions:  n/a

Computer Instruction:  No

 

Prerequisites:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

 

Description:  Gloria Anzaldúa famously called the border between México and the United States a “1,950 mile-long open wound,” “una herida abierta,” where “a third country—a border culture” has arisen on either side of the Rio Grande/Río Bravo and beyond.  In this course, we will traverse the borders of language(s), geography, history, and identity negotiated by Mexican-American artists from Texas in a variety of literary genres, visual art, and film.  Our methods will be intersectional—attending to class, gender, sexuality, religion, etc., in addition to race—as we explore these (re)definitions of what it means to be, in Cherríe Moraga’s words, American “con acento.”

 

The primary aim of this course is to help students develop and improve the critical reading, writing, and thinking skills needed for success in upper-division courses in English and other disciplines.  They will also gain practice in using the Oxford English Dictionary and other online research tools and print resources that support studies in the humanities.  Students will learn basic information literacy skills and models for approaching literature with various historical, generic, and cultural contexts in mind.

 

This course contains a writing flag.  The writing assignments in this course are arranged procedurally with a focus on invention, development through instructor and peer feedback, and revision; they will comprise a major part of the final grade.

 

Tentative Texts:  Anzaldúa, Borderlands/La Frontera: The New Mestiza (nonfiction, memoir, theory); Alonzo, Jotos del Barrio (play); Silva, Flesh to Bone (short stories).

 

Requirements & Grading:  There will be a series of 3 formal writing assignments, the first of which must be revised and resubmitted (70% of the final grade in total).  Excluding the final project (critical or creative), the second assignment may also be revised and resubmitted by arrangement with the Instructor.  Students will also have the opportunity to practice writing in a variety of other genres, including reading journals (or the occasional quiz), creative writing exercises, and in-class presentations (30% of the final grade).


MAS 316 • History Of Mexican Amers In US

36170 • Zamora, Emilio
Meets MWF 9:00AM-10:00AM BUR 212
(also listed as HIS 314K)
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The reading and lecture course examines the historical development of the Mexican community in the United States since 1848, with an emphasis on the period between 1900 and the present.  The primary purpose of the course is to address time and place specific variations in the incorporation of the Mexican community as a national minority and bottom segment of the U.S. working class.  One of my central concerns is to explain two inter-related historical trends in this incorporation, steady upward mobility and unrelenting social marginalization.  I emphasize work experiences, race thinking, social relations, trans-border relations, social causes and larger themes in U.S. history such as wars, sectional differences, industrialization, reform, labor and civil rights struggles, and the development of a modern urbanized society. Also, I incorporate relevant aspects of the history of Latinos, African Americans, and Mexico.

Manuel G. Gonzales, Mexicanos, A History of Mexicans in the US (Bloomington: Indiana University Press, 1999).

Angela Valenzuela, “The Drought of Understanding and the Hummingbird Spirit,” Unpublished essay in my possession.

Emilio Zamora, Claiming Rights and Righting Wrongs in Texas, Mexican Workers and Job Politics during WWII (College Station: Texas A&M University Press, 2009).

Emilio Zamora, “Guide for Writing Family History Research Paper.

Mid-term examination (25%),

Final examination (25%),

Research paper (30%),

Two chapter reports (10%)

Film report (10%).


MAS 319 • Latina/O Med/Pop Cul 1950-Pres

36175 • Gray, Amanda
Meets TTH 11:00AM-12:30PM PAR 306
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MAS 319 • Writing Crime On The Border

36177 • Brousseau, Marcel
Meets MWF 2:00PM-3:00PM BEN 1.102
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MAS 374 • Bilingual Minds

36185 • Lopez, Belem
Meets TTH 9:30AM-11:00AM PAR 103
(also listed as LIN 373)
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A bilingual is defined as an individual who functions in more than one language on a regular basis. Psycholinguistics is the study of the cognitive processes that underlie how language users acquire, comprehend, produce, use, and represent language. This course will provide an introduction to classic and recent work on bilingualism from a psycholinguistic perspective. After reviewing basic concepts and methods in  psycholinguistics the course will address empirical studies and theoretical frameworks related to such topics as stages of bilingual language acquisition and the role of age of acquisition, how bilinguals perceive and segment speech sounds, how word meanings are accessed and stored, how sentences are understood and planned, how characteristics of written language affect reading, how mixed language utterances are processed, and how properties of specific languages shape thought.  Additional topics will include cognitive and neural repercussions of knowing more than one language, the cognitive impact of differences in degree of informal translation experience, and how bilingual language processing may be affected by aging, disuse of a language, or brain-injury. Given the interdisciplinary nature of the topic we will draw on research from cognitive psychology, linguistics, computer science, education, and neuroscience. Students will have the opportunity to apply course concepts by making their own bilingualism related internet memes.

 

TEXT:

De Groot, A. M. (2011). Language and cognition in bilinguals and multilinguals: An introduction.           Psychology Press, New York, NY.

 

Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism:    Language and Cognition, 12, 3-11.

Clashen, H., & Felser, C. (2006). How native-like is non-native language processing? Trends in                 Cognitive Sciences, 10, 564-570.

Comeau, L., Genesee, F., & Lapaquette, L. (2003). The modeling hypothesis and child bilingual     codemixing. International Journal of Bilingualism, 7(2), 113-126.

Cook, V. (1991). The poverty of the stimulus argument and multicompetence. Second Language Research, 7, 103-117.

Grosjean, F. (1997). The bilingual individual. International Journal of Research and Practice in     Interpreting  2, 163-187.

Haugen, E. (1986). Bilinguals have more fun! Journal of English Linguistics, 19, 106-120.

Heredia, R. R. & Altarriba, J.(2001). Bilingual language mixing: Why do bilinguals code-    switch? Current Directions in Psychological Science, 10, 164-168.

Hilchey, M.D. & Klein, R.M. (2011). Are there bilingual advantages on nonlinguistic        interference tasks? Implications for plasticity of executive control processes.       Psychonomic Bulletin & Review 18, 625-658.

Ianco-Worral, A.D. (1972). Bilingualism and cognitive development. Child Development, 43,        1390-1400.

Moreno, E.M., Rodríguez-Fornells, A., & Laine, M. (2008). Event-related potentials (ERPs) in    the study of bilingual language processing, Journal of Neurolinguistics, 21, 477-508.

Peal, E. & Lambert, W.E. (1962). “The relation of bilingualism to intelligence,” Psychological                    Monographs: General and Applied, 76 (27), 1-23.

Poplack, S. (1980). Sometimes I’ll start a sentence in Spanish y termino en español: Toward a      typology of code-switching. Linguistics, 18, 581-618.

Vaid, J. (2006). Joking across languages; Perspectives on humor, emotion, and bilingualism. In                 A. Pavlenko (ed.) Bilingual minds; Emotional experience, expression, and representation   (pp. 152-182). Clevedon: Multilingual Matters.

           

 

GRADING:

This course will consist of lectures, discussion, as well as in-class discussion of readings led by students.

 

Evaluation: Final course grades will be based on the following:

  • Participation and attendance (10%): This course will be dependent on active student participation and in class discussion. This includes having completed the class readings before coming to class and bringing questions and comments about each reading.
  • Reflection papers (40%): Each week students will be asked to turn in a 1-page reflection paper that is in the form of comments, critiques, or questions, based on the readings for that particular week. 
  • Leading discussion (20%):  Each student will lead discussion of one of the readings given on a particular day. This will involve briefly summarizing the content of the readings and posing questions or raising critical issues to the class for discussion. Student thoughts and perspectives on the assigned texts will fuel that day’s in-class discussion.
  • Bilingualism Internet Meme (15%): Students will be asked to form small groups and each group will create an internet meme based on a topic covered in class. The groups will also submit a written statement on how that meme is related to class. The groups will compete with each other to come up with the best memes. Grades will be based on completion and participation.
  • Final Paper (15%):   Students will prepare a research proposal on a topic relevant to the course. The proposal will identify a research question, briefly review relevant literature, and propose a way of answering the question.  Required length is 8-10 pages not including sources/references.

 


MAS 374 • Environment And Mex America

36214 • Alvarez, Chad
Meets TTH 2:00PM-3:30PM PAR 101
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MAS 374 • Environment And Mex America

36215 • Alvarez, Chad
Meets TTH 2:00PM-3:30PM
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Please check back for updates.


MAS 374 • Latina Feminism And Health

36210 • Minich, Julie
Meets TTH 12:30PM-2:00PM GAR 1.134
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MAS 374 • Latina/O Psychology

36190 • Lopez, Belem
Meets TTH 11:00AM-12:30PM BEN 1.104
(also listed as EDP 376T)
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The purpose of this course is to examine the psychological research and literature related to the experiences of Latinxs in the U.S. through readings, media, and class discussions. The course will provide an introduction to the various Latino subgroups and the course will provide with an introduction and general background to Latina/o psychology.

This course is an interdisciplinary one and will draw on methodologies from different disciplines such as, but not limited to racial/ethnic studies, women & gender studies, queer studies, film studies, history, linguistics, literature, psychology, sociology and popular culture. And so in the course we will:

  • Acquire knowledge regarding historical, cultural, economic, and political factors that explain the experiences and value orientations of Latina/os in the U.S.
  • Engage in Latina/o self-expression and knowledge in various mediums (i.e. culture, religious practices, literature, poetry, language practices etc.) in order to gain cultural competence to advance one’s knowledge and understanding of between and within group difference among Latina/os.
  • Examine how Latina/os have been positioned within local and national communities, cultural systems, and discourse using in class discussion and readings.
  • Examine media representations of  Latina/os in film and other popular representations
  • Arrive at understanding of how Latina/o psychology is both theoretically and intellectually important in relation to the Latina/o experience in the U.S.

 

Potential Texts

Hurtado, A., & Gurin, P. (2004). Chicana/o Identity in a Changing US Society: ¿Quién Soy? ¿Quiénes Somos?. University of Arizona Press.

 

Villarruel, F. (2009). Handbook of US Latino psychology: Developmental and community-based perspectives. Sage.

***other readings will be posted to CANVAS***

 

 

Grade

Attendance is highly recommended and will be taken into account.

Your final course grade will be based on the following:

1.)   Participation and attendance (15%): This course will be dependent on your active participation and in class discussion. This includes having completed the class readings before coming to class and by bringing questions and comments you have about each reading.

2.)   Reflection papers (20%): At the end of each class unit you will be required to turn in a reflection paper. In this paper you will give your reflections in the form of comments, critiques, questions, etc. raised from that unit’s readings. Page length requirement is 1 page single spaced due at the beginning of each class.

3.)   In-class presentation (25 %):  Each student will be selected to lead the discussion of the readings given on a particular day. This student will be in charge of briefly summarizing the content of the readings and posing questions or raising critical issues to the class for discussion. Your thoughts and perspectives on the assigned texts will fuel that day’s in-class discussion.

4.)   Film Analysis (FA) (25%): You will pick one of the film from the list of films provided in class and will write a paper in which you synthesize and analyze your observations of relevant class issues in the film. Provide implications of your observations and relate issues to course readings, discussion, etc.

5.)   Final Paper (15%): You will be required to develop a research paper that explores in-depth one or more topics related to the Chicana/o experience (i.e. race, gender, culture, acculturation, immigration, spirituality, etc.). You may also raise questions and ideas as well as any reflections stemming from class discussion, readings, and films. Required length is 12-15 pages not including sources/references.


MAS 374 • Mexican Amer Indig Heritage

36222 • Menchaca, Martha
Meets TTH 9:30AM-11:00AM CLA 0.112
(also listed as ANT 322M, LAS 324L)
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This course examines the cultural prehistory and racial history of Mexican Americans from 1519 to the present. The purpose of the course is to examine how policies and laws enacted by the governments of Spain, Mexico, and the U.S. impacted the ethnic and racial identities of Mexican Americans. The geographic focus of the course is Mexico and the United States Southwest. 


MAS 374 • Puerto Rico In Crisis

36197 • Jimenez, Monica
Meets TTH 2:00PM-3:30PM BEN 1.122
(also listed as AFR 374E, HIS 363K)
show description

This course will provide a history of the island’s relationship with the United States focusing in particular on questions of law and capitalism. The course will center around two questions: What is Puerto Rico to the United States? And how did we get to the present moment of crisis? In answering these questions we will focus in particular in the ways that law has racialized islanders and conceived them as unprepared and undeserving of rights. This conception has thus shaped the way that capitalism has worked as a force in shaping the islands possibilities throughout the 120 years of its relationship with the US.

 

Readings (subject to change):

  • Jorge Duany, Puerto Rico: What Everyone Needs to Know, (New York: Oxford UP, 2017).
  • Reconsidering the Insular Cases: The Past and Future of the American Empire, Gerald Nueman and Tomiko Brow-Nagin, eds. (Caimbridge: Harvard UP, 2015).
  • Charles Venator-Santiago, Puerto Rico and the Origins of US Global Empire: The Disembodied Shade, (New York: Routlidge, 2015).
  • Joanna Poblete, Islanders in the Empire: Filipino and Puerto Rican Laborers in Hawai’I, (Urbana: University of Illinois, 2017).
  • Kelvin Santiago-Valles, “ ‘Our Race Today [is] the Only Hope for the World:’ An

African Spaniard as Chieftain of the Struggle Against ‘Sugar Slavery’ in Puerto Rico, 1926-1934” Caribbean Studies, Vol. 35, No. 1 (2007), pp. 107-140.

  • Gervasio Luis Garcia, “I am the Other: Puerto Rico in the Eyes of North Americans, 1898,” The Journal of American History, Vol. 87, No. 1 (Jun., 2000), pp. 39-64.
  • Solsirée del Moral, “Negotiating Colonialism ‘Race,’ Class, and Education in EarlyTwentieth-Century Puerto Rico,” in Alfred W. McCoy and Francisco A. Scarano, eds. Colonial Crucible: Empire in the Making of the Modern American State. (Madison: University of Wisconsin Press, 2009.)
  • Eileen J. Findlay, “Love in the Tropics: Marriage, Divorce, and the Construction of Benevolent Colonialism in Puerto Rico, 1898-1910,” in Close Encounters of Empire: Writing the Cultural History of the U.S. and Latin American Relations, (Durham: Duke University Press, 1998.)
  • Ellen Walsh, “The Not-So-Docile Puerto Rican: Students Resist Americanization, 1930,”Centro Journal, Vol. XXVI, No. I (Spr. 2014), pp. 148-171.

  

Grade breakdown (subject to change):

-      Attendance and class participation (20%)

-      News Journal (20%): Given that the history of Puerto Rico in crises is quite literally being written daily, an essential part of this course will be to keep track of the events on the island as they relate to the topics of our course. Students will explore the ways in which media sources report on and interpret contemporary issues and events in Puerto Rico and the Puerto Rican community in the United States. Each week you will read a minimum of two articles about PR and Puerto Ricans and craft a brief (3-4 sentence) written summary of them in your own words.

  • One of the articles must explore the relationship between the island and the United States (e.g. through politics, economics, migration); the other article can report any aspect of current life in PR or for mainland based Puerto Ricans. Please note the title, date and source of your newspaper articles and include a web address.
  • The articles and summaries will be kept in an on-going journal and collected four times during the semester.
  • Sources should be legitimate media/ news sources and not simply entertainment or opinion blogs or websites. Acceptable examples include NY Times, Washington Post, Huffington Post, BBC, Guardian, etc. Sources in Spanish are acceptable. Bring your journals to each class. We will begin each meeting with a brief news update.
  • Please come to class prepared to discuss the current events on the island as these will feature prominently in our course.

-      Short Paper (20%) – One 4-5 page paper

-      In-class examination (20%) or 2nd short paper (will depend on size of class)

-      Final examination (20%)


MAS 374 • Race/Citizenship In US Hist

36223 • Wiencek, Henry
Meets TTH 2:00PM-3:30PM JES A217A
(also listed as HIS 350R)
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MAS 374 • Society Of Modern Mexico

36200 • Ward, Peter
Meets TTH 2:00PM-3:30PM CLA 1.104
(also listed as GRG 356T, LAS 325, SOC 335, URB 354)
show description

Family, community, industrialization, and urbanization in modern Mexico.


MAS 374 • Sociocul Inflncs On Learn-Bil

36205 • Del Real Viramon, Jose
Meets W 9:00AM-12:00PM SZB 312
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MAS 374 • Sociocul Influences On Learn

36217 • Echternach, Julia
Meets TH 1:00PM-4:00PM SZB 278
(also listed as AFR 372D)
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MAS 374 • Texas, 1914 To The Present

36220 • Roland, Nicholas
Meets MWF 9:00AM-10:00AM CPE 2.214
(also listed as HIS 320R, URB 353)
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The course will survey change and continuity in the history of Texas within the context of U.S. history. Special attention will be given to politics and social relationships (class, race and gender relations) between 1900 and 1950. We will also examine themes such as socio-economic change, labor, transborder relations and electoral politics. Three semester hours of Texas history may be substituted for half of the legislative requirement for American history.


 


MAS 374 • US Immigration

36218 • Rodriguez, Nestor
Meets MW 11:00AM-12:30PM CLA 1.104
(also listed as SOC 321K)
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Description

Immigration patterns have significantly affected the development of U.S. society since its inception.  In the 1990s, the United States experienced a record number of new immigrants admitted into the country, and the last decade (2000-2009) recorded even a larger number of immigrants admitted.  This course uses a sociological perspective to address various impacts of immigration in U.S. society.

Course Aims and Objectives

Aims

 This course is designed to provide a sociological understanding concerning the nature of immigration in U.S. society, including an understanding of how immigration affects large (macro) and small (micro) social units in the society.

Specific Learning Objectives

  • Gain background information on the development of immigration patterns in U.S. society and discuss the social forces that affect these patterns from the perspective of historical and recent immigration trends.
  •  Review and discuss different perceptions about immigration patterns.
  •  Review and analyze government statistical reports concerning annual immigration conditions and characteristics.
  • Develop an awareness of the significance of immigration for the development of U.S. society.

 Review major laws affecting migration patterns to U.S. society

 

Reading: 

 Portes, Alejandro, and Rubén Rumbaut. 2014. Immigrant America: A Portrait. Berkeley: University of California Press. (PR

Mobasher, Mohsen M.  2012. Iranians in Texas: Migratio, Politics, and Ethnic Identity. Austin: University of Texas Press. (MM)

 

Grading

a) Three regular exams (40 multiple-choice items and a take-home essay question for each):

100 points per exam x 3 regular exams = 300 points

b) Total possible points = 300