Central Michigan University
College of Humanities and Social & Behavioral Sciences
Master Course Syllabus
LAR 145 Racism and Discrimination in America through Dialogue
Desig. No. Title
3 (3-0)
Credit (Mode)
I.
Bulletin Description Interdisciplinary course examines (through lecture and dialogue)
historical and economic causes of racism and ways of achieving a just society. University
Program IV–C Studies in Racism and Cultural Diversity in the United States
II.
Prerequisites/Co-requisites/Recommended:
None
III.
Rationale for course level LAR 145 is an introduction to the history and the social
issues associated with racism and other forms of discrimination. Students who enroll in this
class are not expected to have much background information about the issues discussed in the
course.
IV.
Suggested Textbooks There is no single textbook which covers all of the topics
presented in this course. The assigned readings can be a combination of selections from an
anthology of readings, a history of the United States that focuses on the contributions of groups
subject to racism, web sources, and other relevant materials. Suggested texts include:
1. Adams, M., et al., eds. Readings for Diversity and Social Justice, 2nd ed. New York:
Routledge.
2. Higginbotham, Elizabeth and Margaret L. Andersen, eds. Race and Ethnicity in Society:
The Changing Landscape. Belmont, CA: Thomson Wadsworth, 2006.
3. Rothenberg, Paula, ed. Race, Class and Gender in the United States: An Integrated
Study. 8th ed. New York: Worth, 2010.
4. Takaki, Ronald. A Different Mirror: A History of Multicultural America. 2nd ed. Boston:
Back Bay Books, 2008.
5. Zinn, Howard. A People’s History of the United States: 1492-Present. 2nd ed. New York,
Perennial Classics, 2003.
V.
Other Requirements and/or Materials for the Course
(1) The class can be taught in a 3-hour weekly class period to accommodate a presentation by an
instructor on the week’s topic followed by dialogue in groups of up to 15 students per group.
Each dialogue group will be co-facilitated by two peer facilitators who have successfully
completed the intergroup dialogue facilitators’ training and have been approved by the
intergroup dialogue program coordinator. The composition of the dialogue groups will reflect
the social identity groups in the class in a way that provides a sense of equal status within the
dialogue group.
1
LAR 145
(2) Students will be expected to attend on-campus events outside of the usual class hours and
write reaction papers relating the event to the material covered in the course. They will be given
a choice of events to attend, so that they can find those that fit into their schedules. If they
cannot find events that fit into their schedules, they must consult with the instructor about
alternative assignments.
(3) Students will visit the Ziibiwing Cultural Center as a group during class time.
VI.









VII.
Student Learning Course Objectives:
After successful completion of this course, the student will be able to:
explain the causes and manifestations of racism and other types of discrimination
discuss race as a social construct that affects the ways in which institutions continue to
treat individuals
recognize the difference between individual attitudes and institutional forms of racism
and other types of discrimination
explain the role played by stereotypes in the perpetuation of discrimination
analyze racism as a system of advantage that underlies many social institutions
explain the concept of social justice and develop a project that promotes social justice
discuss potential solutions to racism and other types of discriminations
discuss the issues involved in a thoughtful manner, especially in written form, and apply
the course material to current events
dialogue with people from different backgrounds and with different social identities
Suggested Course Outline (Please note: The outline is probably more detailed than
necessary for a master syllabus. The specific readings, videos and assignments are
presented to give an indication of what is required of students and are intended as
suggestions only.)
Week 1
Introduction; Syllabus and general education program
What is dialogue and how does it differ from other forms of communication.
Contributions by various racial and ethnic groups to US history and culture
SUGGESTED READING ASSIGNMENT
1. “A Different Mirror”, pages 1-17 in Takaki (see IV above)
2. “Citizenship and Inequality” by Evelyn Nakano Glenn, pages 178-185 in Higginbotham and
Andersen (see IV above)
Week 2
Presentation on race concept and racism followed by dialogue
Video: Race: The Power of an Illusion, Episode 2: “The Story We Tell”.
SUGGESTED READING ASSIGNMENT in Rothenberg (see IV above):
1. "Racial Formations” by Michael Omi and Harold Winant, pages 13-22
2. “Constructing Race, Creating White Privilege” by P. D. Buck, pages 32-38
3. “Los Intersticios: Recasting Moving Selves: by E. Alsultany page 212
4. “Census Bureau Predicts Diverse U.S. Future” by Genaro Armas, pages 203-205
2
LAR 145
5. “A Nation of Minorities: America in 2050” by Farai Chideya, pages 11-16 in Higginbotham
and Andersen
Weeks 3-4
Native American perspectives on US history
Video: In the Spirit of Crazy Horse
Visit to the Ziibiwing Center followed by dialogue
SUGGESTED READING ASSIGNMENT (from Rothenberg unless otherwise noted):
1. U.S. Commission on Human Rights, "Indian Tribes: A Continuing Quest for Survival,” page
527
2. "Elk v. Wilkins" page 568
3. People v. Hall, page 548
4. “Civilize Them with a Stick” by Mary Brave Bird, p. 403-406
5. “Toward the Stony Mountains,” pages 84-105, and “The ‘Indian Question:’ From
Reservation to Reorganization,” pages 228-276 in Takaki
6. “American Indians in the United States” by Russell Thornton, pages 200-205 in
Higginbotham and Andersen
Weeks 5-6
African American perspectives on US history
Video: Ida B. Wells Barnett: A Passion for Justice
Dialogue in week 6
SUGGESTED READING ASSIGNMENT (from Rothenberg unless otherwise noted)
1. "An Act for the Better Ordering and Governing of Negroes and Slaves, South Carolina,
1712", pages 532-537
2. "The Three-fifths Compromise: The U.S. Constitution, Article I, Section 2", page 537
3. "An Act Prohibiting the Teaching of Slaves to Read", page 538
4. "Dred Scott v. Sanford, 1857", pages 550-553
5. Lincoln, Abraham. "The Emancipation Proclamation", pages 553-555
6. "United States Constitution: Thirteenth (1865), Fourteenth (1868) and Fifteenth (1870)
Amendments", pages 555-556
7. “Plessy v. Ferguson, 1896”, pages 570-572
8. "Brown v. Board of Education of Topeka, 1954", pages 578-582
9. “The Black Codes” by W.E.B. Du Bois, pages 536-564
10. “Drawing the Color Line”, pages 23-38; “Slavery without Submission, Emancipation without
freedom”, pages 171-210; and “Or Does it Explode”, pages 443-468” in Zinn (see IV above)
11. Independence Day speech by Frederick Douglass
http://teachingamericanhistory.org/library/index.asp?document=462
Week 7
Experiencing discrimination
Video: The Way Home
SUGGESTED READING ASSIGNMENT (from Rothenberg unless otherwise noted)
1. “The Ethics of living Jim Crow: An Autobiographical Sketch” by Richard Wright, pages 2332
2. “C.P. Ellis” by Studs Terkel, pages 508-516
3. “Then Came the War” by Juri Kochiyama, pages 407-414
4. “Yellow” by Frank Wu, pages 415-418
5. “The Myth of the Latin Girl” by Judith Ortiz Coffer, pages 418-422
3
LAR 145
6. “The Arab Woman and I” by Mona Fayad, pages 423-424
7. “The Circuit” by Francisco Jimenez, pages 427-431
8. “Crossing the Border without Losing Your Past” by Oscar Casares, pages 431-433
9. “This Person Doesn’t Sound White” by Ziba Kashef, pages 438-441
10. “What I Learned about Jews” by Joe Wood, pages 445-451
11. “Requiem for the Champ” by June Jordan, pages 466-469
12. “Finding My Identity” by Olivia Chung, pages 485-486
13. “The Education of Jessica Rivera” by Kim Phillips-Fein, pages 380-382
14. “Asian America” by Sonia Shah, pages 221-223
15. “Where ‘English Only’ Falls Short” by Stacy A. Teicher, pages 271-273
16. “Muslim-American Running Back off the Tem at New Mexico State” by Matthew
Rothschild, pages 283-284
17. “My Black Skin Makes My White Coat Vanish” by Mana Lumumba-Kasongo, pages 294295
18. “The Segregated Classrooms of a Proudly Diverse School” by Jeffrey Gentleman, pages 299301
19. “Shades of Belonging: Latinos and Racial Identity” by Sonya Tafoya, pages 218-221
(Students were asked to do class presentations summarizing the main points and identifying the
underlying stereotypes in one of the articles above.)
Weeks 8-9
Definitions: Stereotypes, Prejudice and Discrimination (Racism)
Examples of overt and subtler forms of racism
Video: A Class Divided
Dialogue in week 9
SUGGESTED READING ASSIGNMENT (from Rothenberg unless otherwise noted)
1. “The Problem: Discrimination” by U.S. Commission on Civil Rights, pages 255-265
2. “Racial Relations Becoming More Complex across Country” by Tilove, pages 230-235
3. “Domination and Subordination” by Jean Baker Miller, pages 108-114
4. “Blaming the Victim” by William Ryan, pages 688-697
5. “Self-fulfilling Stereotypes” by Mark Snyder, pages 597-603
6. “Sex and Race: The Analogy of Social Control” by William Chafe, pages 659-673
7. “Talking Past One Another” by Robert Blauner, pages 17-21 in Higginbotham and Andersen
8. “Systemic Racism” by Joe Feagin, pages 67-73 in Higginbotham and Andersen
Week 10
White privilege; personal benefits of racism
Video: Race: The Power of an Illusion, Episode 3: “The house we live in”
Dialogue
SUGGESTED READING ASSIGNMENT (from Rothenberg unless otherwise noted)
1. review article by Buck on page 32 (see Week 2 above)
2. “White Privilege: Unpacking the Invisible Knapsack” by Peggy McIntosh, pages 177-182
3. “Color Blind Racism” by Eduardo Bonilla-Silva, pages 131-138
4. “The Importance of Collecting Data and Doing Social Scientific Research on Race” by The
American Sociological Association, pages 31-38 in Higginbotham and Andersen
Week 11
Different types of discrimination; different types of solutions
Personal solutions
4
LAR 145
Dialogue on different types of privilege depending on a person’s social identities
SUGGESTED READING ASSIGNMENT (from Rothenberg unless otherwise noted)
1. Interrupting the Cycle of Oppression” by Andrea Ayvazian, pages 724-730
2. “Combating Intentional Bigotry and Inadvertently Racist Acts” by Fletcher A. Blanchard,
pages 734-738
3. “Where Bias Begins” by Annie Murphy Paul Blackboard, page 516-521 in 6th edition of
Rothenberg reader (originally from Psychology Today, 1974)
4. “On the Nature of Contemporary Prejudiced” by John Dovidio and Samuel Gaertner , pages
132-143 in 6th edition of Rothenberg reader (originally from Confronting Racism edited by J.
Eberhardt and S. Fiske, 1998)
5. “Blinded by Whiteness” by Mark Chesler, Melissa Peet & Todd Sevig, pages 156-165 in
Higginbotham and Andersen
Week 12
Presentation on the intersection of race and class and on economic solutions
followed by dialogue
SUGGESTED READING ASSIGNMENT (from Rothenberg unless otherwise noted):
1. “Class in America—2006” by Gregory Mantsios, pages 182-197
2. “Being Black, Living in the Red” by Dalton Conley, pages 350-358
3. “Imagine a Country—2006” by Holly Sklar, pages 329-338
4. “The Wage Gap and Its Costs,” pages 373-378
5. “Narrowing the Income Gap between Rich and Poor” by Michael Hout and Samuel Lucas,
pages 750-754
6. “Deconstructing the Underclass” by Herbert Gans, pages 102-108
7. “Cause of Death: Inequality” by Alejandro Reuss, pages 386-391
8. “Personal Voices; Facing up to Race” by Carrie Ching, pages 246-249
Week 13
Presentation on social movements, legal solutions (including affirmative action)
followed by dialogue
SUGGESTED READING ASSIGNMENT (from Rothenberg unless otherwise noted):
1. “How Jews Became White Folks” by Karen Brodkin, pages 38-53
2. “Are Asian Americans Becoming ‘White’?” by Min Zhou, pages 233-239 in Higginbotham
and Andersen
3. “Is Job Discrimination Dead?” by Cedric Herring, pages 277-284 in Higginbotham and
Andersen
4. “Affirmative Action in a Zero-Sum Society” by Lester Thurow, pages 235-240 in From
Different Shores edited Ronald Takaki
5. “Through a Glass Darkly”, pages 378-428 in Takaki
6. Review: “Or Does it Explode”, pages 443-468” in Zinn
7. “Playing Indian” by Charles Springwood and C. King, pages 115-119 in Higginbotham and
Andersen
8. “The Uneven Scales of Capital Justice” by Christina Swarns, pages 381-384 in
Higginbotham and Andersen
9. “The Genius of the Civil Rights Movement” by Aldon Morris, pages 397-403 in
Higginbotham and Andersen
10. “Signs…Signs…Turn Visible Again” by Vincent Harding, pages 413-418 in Higginbotham
and Andersen
5
LAR 145
11. “Reducing Inequalities” by Jacqueline Johnson, Sharon Rush and Joe Feagin, pages 426-430
in Higginbotham and Andersen
Weeks 14 & 15
Student presentations
Week 16
Summary and assessment (e.g., focus group)
VIII. Evaluation
The grade can be based on a combination of journal reflections, participation in dialogues, event
reaction papers, group projects, essay exams, and/or papers of varying lengths, for example:
30%
Journal reflections that refer to readings and dialogues
20 % Event reaction papers: As mentioned above, students will be expected to attend two
events related to the course and write a reaction paper. The 2-3 page reaction paper
should include a summary description of the event (1 page or less) and the main part of
the paper should be a discussion of how the presentation relates to the material covered in
the course. Students are expected to use specific examples, referring either to an article, a
video or a class presentation; each paper is 10 points.
20%
Midterm examination based on readings and lectures
30%
Group social justice project: Each group of 4-5 students is responsible for writing a 7-8
page research report that addresses a specific social justice problem.
IX.
Bibliography
Adams, M., L.A. Bell, and P. Griffin. Teaching for diversity and social justice: A Source Book.
2nd ed. New York: Routledge, 2007.
Adams, M., W.J. Blumenfeld, C. Castañeda, H.W. Hackman, M.L. Peters, and X. Zúñiga.
Readings for diversity and social justice. New York: Routledge, 2010.
Anzaldua, Gloria, ed. Making Face, Making Soul = Hacienda Caras: Creative and Critical
Perspectives by Feminists of Color. San Francisco: Aunt Lute Foundation, 1990.
Aptheker, Herbert, American Negro Slave Revolts. New York: International Publishers, 1983.
Barreiro, Jose, ed. Indian Roots of American Democracy. Ithaca: Northwest Indian Quarterly,
1988.
Benz, Charmaine, ed. Diba Jimooyuug: telling our story. Mount Pleasant: Saginaw Chippewa
Indian Tribe of Michigan, 2005.
Berlin, Ira, et al, eds. The Destruction of Slavery. New York: Cambridge University, 1985.
Berry, Mary F. Black Resistance/White Law: A History of Constitutional Racism in America. 2nd
ed. New York: Lane, 1994.
Bishop, Anne. Becoming an Ally: Breaking the Cycle of Oppression in People 6th ed. London
Canada: Zed Books, 2002.
Blum, Lawrence. “I’m Not A Racist But…”: The Moral Quandary of Race. Ithaca: Cornell
University, 2002.
6
LAR 145
Bogle, Donald. Toms, Coons, Mulattoes, Mammies and Bucks: An Interpretive History of Blacks
in American Films. 4th ed. New York: Continuum, 2001.
Bojer, Marianne M., Hieko Roehl, Marianne Knuth, and Colleen Magner. Mapping Dialogue:
Essential Tools for Social Change. Chagrin Falls, Ohio: Taos Institute, 2008.
Bonilla-Silva, Eduardo. Racism without Racists: Color-Blind Racism and the Persistence of
Racial Inequality in the United States. 2nd ed. Lanham: Rowman and Littlefield, 2006.
Bowen, William, & Derek Bok. The Shape of the River: Long-Term Consequences of
Considering Race in College and University Admissions. Princeton: Princeton University,
1998.
Branch, Taylor. Canaan’s Edge: America in the King Years, 1965-68. New York: Simon and
Schuster, 2006.
Branch, Taylor. Parting the Waters: America in the King Years, 1954-1963. New York: Simon
and Schuster, 1988.
Branch, Taylor. Pillar of Fire: America in the King Years, 1963-65. New York: Simon and
Schuster, 1998.
Brown, Elaine. A Taste of Power: A Black Woman’s Story. New York: Pantheon, 1992.
Bush, Rod. We Are Not What We Seem: Black Nationalism and Class Struggle in the American
Century. New York: New York University, 1999.
Cafferty, Pastora San Juan & David W. Engstrom. Agenda for the Twenty-First Century:
Hispanics in the United States. New Brunswick: Transaction, 2000.
Calloway, Colin, G. First People: A Documentary Survey of American Indian History. 2nd ed.
Boston: Bedford/St. Martin’s, 2004
Carter, Dorinda, J., Stella M. Flores, & Richard J. Reddick. Legacies of Brown: Multicultural
Equity in American Education, Cambridge, Harvard Educational Review, 2004.
Chesler M., A. Cytron-Walker, B. Nagda, & X. Zuñiga. Intergroup dialogue in higher
education: Meaningful learning about social justice. San Francisco: ASHE Higher
Education Report, 2007.
Chin, Jean Lau. The Psychology of prejudice and discrimination. Westport: Preager, 2004.
Cohen, Mark, Nathan. Culture of Intolerance: Chauvinism, Class, and Racism in the United
States. New Haven: Yale University, 1998.
Collins. Patricia. Black Feminist Thought: Knowledge, Consciousness and the Politics of
Empowerment. New York: Routledge, 1990.
Conrad, Cecilia, et al., eds., African Americans in the U.S. Economy. Lanham: Rowman &
Littlefield, 2005.
Crosby, Alfred W. Jr. The Columbian Exchange: Biological and Cultural Consequences of
1492. Westport: Greenwood, 1972.
Daniels, Roger. Asian America: Chinese and Japanese in the United Stages since 1850. Seattle:
University of Washington, 1988.
Dalmage, Heather & Barbara Kat Rothman. Race in an era of change: a reader. New York:
Oxford, 2011.
Delgado, Richard, ed. Critical Race Theory. Philadelphia: Temple University, 1995.
Du Bois, W.E.B. The Souls of Black Folk. New York: Penguin, 1989.
Duncan, Patti. Tell This Silence: Asian American Women Writers and the Politics of Speech.
Iowa City: University of Iowa, 2004.
Eberhardt, Jennifer and Susan Fiske, eds. Confronting Racism: The Problem and the Responses.
Thousand Oaks: Sage Publications, 1998.
7
LAR 145
Farley, Reynolds, Sheldon Danziger and Harry J. Holzer. Detroit Divided. New York: Russell
Sage Foundation, 2000 .
Finkelman, Paul. Slavery and the Founders: Race and Liberty in the Age of Jefferson. Armonk
NY: M. E. Sharpe, 2001.
Franklin, John Hope & Alfred A. Moss, Jr., From Slavery to Freedom: A History of African
Americans. 7th ed. New York: McGraw-Hill, 1994
Galarza, Ernesto, et al., Mexican Americans in the Southwest. Santa Barbara: McNally and
Loftin, 1970.
Garrod, Andrew and Colleen Larimore. First Person, First Peoples: Native American College
Graduates Tell Their Story. Ithaca: Cornell University, 1997.
Glazer, Nathan. We Are All Multiculturalists Now. Cambridge MA: Harvard University, 1997.
Giddings, Paula. When and Where I Enter: The Impact of Black Women on Race and Sex in
America. New York: Morrow, 1984.
Gillespie, A, ed. Whose Black politics? Cases in post-racial Black leadership. New York:
Routledge, 2010.
Gomes, Peter J. The Good Book: Reading the Bible with Mind and Heart. New York: Harper
Collins, 1996.
Graves, Joseph, L. The Race Myth: Why People Pretend Race Exists in America. New York:
Dutton, 2004.
Gutman, Herbert. The Black Family in Slavery and Freedom, 1759-1925. New York: Pantheon,
1976.
Hacker, A. Two Nations: Black and White, Separate, Hostile, Unequal. New York: Scribner,
2003.
Higginbotham, A. Leon. In the Matter of Color: The Colonial Period. New York: Oxford
University, 1978.
Horton, James Oliver and Lois E. Horton. Slavery and the Making of America. New York,
Oxford University, 2005.
Huntington, Samuel P. Who Are We? The Challenges to America’s National Identity. New York:
Simon and Schuster, 2004.
Isaacs, William. Dialogue and the art of thinking together. New York: Doubleday, 1999.
Jacoby, Russell and Naomi Glauberman. The Bell Curve Debate: History, Documents, Opinions.
New York: Times, 1995.
Jaimes, M. Annette, ed. The State of Native America: Genocide, Colonization, and
Resistance. Boston: South End, 1992.
Kitano, Harry & Roger Daniels. Asian-Americans: Emerging Minorities. Englewood Cliffs:
Prentice-Hall, 1987.
Kramer, Laura. The Sociology of Gender a Brief Introduction. New York: Oxford, 2010.
Kluger, Richard. Simple Justice: The History of Brown V. Board of Education and Black
America’s Struggle for Equality. 2nd ed. New York: Knopf, 1977.
Lelyveld, Joseph et al. How Race is Lived in America: Pulling Together, Pulling Apart. New
York: Times/Holt, 2001.
Lewis, John & Michael D’Orso. Walking with the Wind: A Memoir of the Movement. New York:
Simon and Schuster, 1998.
Lieberman, Leonard and Larry T. Reynolds, eds. Race and Other Misadventures. Dix Hills:
General Hall, 1995.
Loewen, James, W. Lies My Teacher Told Me. New York: New Press/Norton, 1995
8
LAR 145
Mann, Charles C. 1491: New Revelations of the Americas before Columbus. New York: Knopf,
2005.
Marks, Paula Mitchell. In a Barren Land: American Indian Dispossession and Survival. New
York: Morrow, 1998.
Mead, Margaret, et al, eds. Science and The Concept of Race. American Association for the
Advancement of Science. New York: Columbia University, 1968.
Montagu, Ashley. Man’s Most Dangerous Myth: The Fallacy of Race. New York: Oxford
University, 1974.
Morris, Aldon. The Origins of the Civil Rights Movement: Black Communities Organizing for
Change. New York: Free Press, 1984.
Ore, Tracy, E. The Social Construction of Difference and Inequality: Race, Class, and
Sexuality. 3rd ed. Boston: McGraw-Hill, 2006.
Orfield, Gary, ed. with Michal Kurlaender. Diversity Challenged: Evidence on the impact of
Affirmative Action. Cambridge: Harvard Education, 2001.
Perry, Barbara A. The Michigan Affirmative Action Cases. Lawrence KS: University Press of
Kansas, 2007.
Pharr, S. Homophobia: A Weapon of Sexism. Inverness CA: Chardon, 1988
Roberts, Bari-Ellen with Jack E. White. Roberts vs. Texaco: A True Story of Race and Corporate
America. New York: Avon, 1998.
Rothenberg, P, ed. Race, Class, and Gender in the United States: An Integrated Study. 8th ed.
New York: Worth, 2010
Rothenberg, P. White Privilege. New York: Worth, 2011.
Schoem, David, and Sylvia Hurtado, eds. Intergroup Dialogue: Deliberative Democracy in
School, College, Community, and Workplace. Ann Arbor: University of Michigan, 2001.
Shapiro, Thomas, ed. The Great Divide: Readings in Social Inequality in the United States. 3rd
ed. New York: McGraw-Hill, 2005.
Smedley, Audrey. Race in North America. 2nd ed. Boulder: Westview, 1999.
Stewart, John. Bridges Not Walls: A Book About Interpersonal Communication. New York:
McGraw-Hill, 2009.
Sue, D. W. Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. Hoboken
NJ: Wiley, 2010.
Sue, Derald Wing. Overcoming Our Racism. San Francisco: Jossey-Bass, 2003.
Takaki, Ronald. A Different Mirror: A History of Multicultural America. 2nd ed. Boston: Little,
Brown, 2008.
Takaki, Ronald. Iron Cages: Race and Culture in Nineteenth-Century America. New York:
Knopf/ Random House, 1979.
Tatum, Beverly Daniel. “Why Are All the Black Kids Sitting Together in the Cafeteria?” and
Other Conversations about Race. New York: Basic, 1997.
Trigg, M.K., ed. Leading the Way: Young Women’s Activism for Social Change. New Brunswick
NJ: Rutgers, 2010
Ty, Eleanor and Donald C. Goellnicht. Asian North American Identities: Beyond the Hyphen.
Bloomington: Indiana University, 2004.
Weatherford, Jack. Native Books: How the Indians Enriched America. New York: Crown, 1991.
Wells, Ida B. Crusade for Justice: The Autobiography of Ida B. Wells. Chicago: University of
Chicago Press, 1970.
West, Cornel. Race Matters. 2nd ed. New York: Vintage, 1993.
9
LAR 145
Wilkinson, Harvie. From Brown to Bakke: The Supreme Court and School Integration, 19541978. New York: Oxford University, 1979.
Williams, Joel. A Race for Order: Black-White Relations in the American South since
Emancipation. New York: Oxford University, 1986.
Wilson, William Julius. The Declining Significance of Race. 2nd ed. Chicago: University of
Chicago, 1980.
Wright, Richard. Native Son. New York: Modern Library, 1940.
Yankelovich, D. Magic of Dialogue. New York: Touchstone, 2001.
Zinn, Howard. A People’s History of the United States: 1492-Present. New York: HarperCollins,
2003.
Syllabus updated by:
Alexandra Ulana Klymyshyn
November 9, 2011 (corrected on Dec. 2, 2011)
10