| 5/7/2024 1:53:54 PM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
ETHST 23 | Title:
CHICANX & LATINX STUDIES |
|
| Full Title:
Introduction to Chicanx and Latinx Studies |
| Last Reviewed:10/25/2021 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 3.00 | Lecture Scheduled | 3.00 | 17.5 max. | Lecture Scheduled | 52.50 |
| Minimum | 3.00 | Lab Scheduled | 0 | 6 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 3.00 | | Contact Total | 52.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 105.00 | Total Student Learning Hours: 157.50 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
ETHST 75
Catalog Description:
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In this Ethnic Studies course, students will study the Chicanx and Latinx communities and cultures in U.S. society from Indigenous civilizations to the present. Chicanx and Latinx contributions to U.S. society are examined by using an ethnic studies lens and interdiciplinary approach, including social and behavioral sciences, humanities, literature, art, and music.
Prerequisites/Corequisites:
Recommended Preparation:
Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Schedule of Classes Information
Description:
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In this Ethnic Studies course, students will study the Chicanx and Latinx communities and cultures in U.S. society from Indigenous civilizations to the present. Chicanx and Latinx contributions to U.S. society are examined by using an ethnic studies lens and interdiciplinary approach, including social and behavioral sciences, humanities, literature, art, and music.
(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | Fall 2022
| Inactive: | |
| Area: | G
| American Cultures/Ethnic Studies
|
| |
| CSU GE: | Transfer Area | | Effective: | Inactive: |
| | F | Ethnic Studies | Fall 2022 | |
| |
| IGETC: | Transfer Area | | Effective: | Inactive: |
| | 7A | Ethnic Studies | Fall 2023 | |
| |
| CSU Transfer: | Transferable | Effective: | Fall 2022 | Inactive: | |
| |
| UC Transfer: | Transferable | Effective: | Fall 2022 | Inactive: | |
| |
| C-ID: |
Certificate/Major Applicable:
Major Applicable Course
Approval and Dates
| Version: | 02 | Course Created/Approved: | 10/25/2021 |
| Version Created: | 10/17/2022 | Course Last Modified: | 12/30/2023 |
| Submitter: | Curriculum Office | Course Last Full Review: | 10/25/2021 |
| Version Status: | Approved Changed Course | Prereq Created/Approved: | 10/25/2021 |
| Version Status Date: | 9/12/2022 | Semester Last Taught: | Fall 2023 |
| Version Term Effective: | Spring 2023 | Term Inactive: | |
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Analyze and articulate theoretical concepts of racism, eurocentrism, ethnicity, and self-identity.
2. Describe historical events within their cultural expressions, intellectual traditions, and contributions of Chicanx and Latinx people into U.S. society.
3. Understand the self-determination and the struggle for equality of Chicanas and Latinas within their communities and U.S. society at large.
Objectives:
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At the conclusion of this course, the student should be able to:
1. Discuss historical, sociological, and cultural aspects of Chicanx and Latinx participation in U.S. society.
2. Explain the development of Chicanx and Latinx communities.
3. Understand the United States racist and discriminatory immigration policies.
4. Define and understand concepts such as racism, discrimination, segregation, self-determination, and decolonization.
5. Understand the colonizing patterns of racism, infra-racism, sexism, and gender identity.
Ethnic Studies Objectives:
1. Analyze and articulate concepts such as race and racism, racialization, ethnicity, equity, ethno-centrism, eurocentrism, white supremacy, self-determination, liberation, decolonization, sovereignty, imperialism, settler colonialism, and anti-racism as analyzed in Latina and Latino American Studies.
2. Apply theory and knowledge produced by Latina and Latino American communities to describe the critical events, histories, cultures, intellectual traditions, contributions, lived-experiences and social struggles of those groups with a particular emphasis on agency and group-affirmation.
3. Critically analyze the intersection of race and racism as they relate to class, gender, sexuality, religion, spirituality, national origin, immigration status, ability, tribal citizenship, sovereignty, language, and/or age in Latina and Latino American communities.
4. Critically review how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced and enacted by Latina and Latino Americans are relevant to current and structural issues such as communal, national, international, and transnational politics as, for example, in immigration, reparations, settler-colonialism, multiculturalism, language policies.
5. Describe and actively engage with anti-racist and anti-colonial issues and the practices and movements in Latina and Latino American communities to build a just and equitable society.
Topics and Scope
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I. U.S. Occupation of the Southwest
A. Existing Mexican communities adapting to U.S. society
B. Mexican struggle for self-determination and cultural identity
C. Thriving under U.S. racist policies against Mexicans
II. Mexican and Puerto Rican Migration: Patterns and Adaptation
A. Establishing enclaves in U.S. society
B. Development of working communities and labor organizing
C. Cultural self-awareness and self-determination
D. Emergence of Puerto Rican and Chicanx economic and political rights
III. Latinx Migration
A. U.S. intervention in Latin America
B. Cuban Revolution and its influence on militant Chicanx
C. U.S. appropriation of land, removal, and displacement of Latinx people
D. Latinx migration and enclave formation
E. Cultural expressions and Latinx integration into U.S. society
IV. Chicanx and Latinx Resistance/U.S. Violence
A. Systemic racist attacks against Chicanx and Latinx communities
B. Community organizing, labor demands, voting rights, equality in education
C. Formation of political organizations and legal protection
V. Civil Rights Movement
A. Economic, political, cultural, and social demands
B. Chicana and Latina awareness and self-determination
C. Demands for immigration reform
D. Demands for equal education
E. Establishment of Ethnic Studies Departments in U.S. universities
VI. Chicanx and Latinx Contemporary Issues
A. Multiethnic and multicultural Latinx expressions
B. Central American migration and mass incarceration at the border
C. Renewed demands for immigration reform: Deferred Action for Childhood Arrivals (DACA) and Dream Act
D. Lack of equity in education and employment
E. Explorations of gender identity
Assignments:
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1. Reading and written analysis of assigned primary texts (30-50 pgs. per week).
2. Examinations, such as quizzes, mid-term, final, and/or take-home exam.
3. 3-5 written essays (each essay is 500 words each) requiring students to analyze representative works.
4. Optional participation in cultural activities, including museum visits, concerts, poetry readings, lectures, and field trips.
5. Optional creative projects (e.g. debates, visual journals).
6. Written homework.
Methods of Evaluation/Basis of Grade.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
50 - 90% |
| Written homework, and/or essays | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
0 - 0% |
| None | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
0 - 0% |
| None | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
10 - 30% |
| Exams | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
0 - 30% |
| Field trips, activities, creative projects (debates. visual journals) | |
Representative Textbooks and Materials:
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A Cup of Water Under My Bed: A Memoir. Hernandez Daisy. Beacon Press. 2015 (Classic)
A Dream Called Home. Grande, Reyna. Washington Square Press. 2018
Afro-Latino Voices: Narrative from the Early Modern Ibero Atlantic World-1550-1812. Garofalo J., Leo and McKnight, Kathryn Joy. Hackett. 2009 (Classic)
Borderlands La Frontera: The New Mestiza. Anzaldúa, Gloria. Aunt Lute Books. 2012 (Classic)
Children of the Land. Hernandez Castillo, Marcelo. Harpers Collins Publishers. 2020
Crucible of Struggle: A History of Mexican Americans from Colonial to Present Era. Vargas. Zaragoza. Oxford University. Press. 2016
Education in the New Latino Diaspora. Hamann, Edmund, Murillo G., Enrique, Wortham, Stanton. Praeger. 2001 (Classic)
Finding Latinx: In Search of the Voices Redefining Latino Identity. Ramos, Paola. Penguin Random House. 2020
Harvest of Empire: A History of Latinos in America. Gonzalez, Juan. Penguin Books. 2011 (Classic)
How the Garcia Girls Lost Their Accent. Alvarez, Julia. Algonquin Books of Chapel. 2010 (Classic)
I Am Not Your Perfect Mexican Daughter, Sánchez, Erika. Ember. 2019
In the Country We Love. Burford, Michelle. Audible Studios on Brilliance Audio. 2016
Inventing Latinos: A New Story of American Racism. Gomez E. Laura. The New Press. 2020
Latinx Immigrants: Transcending Acculturation and Xenophobia. Arredondo, Patricia. Springer International Publishing. 2018
Occupied America: A History of Chicanos. Pearson. 2014 (Classic)
Sentipensante Pedagogy. Rendon, Laura. Stylus Publishing. 2014 (Classic)
The Afro-Latin@ Reader: History and Culture in the United States. Flores, Juan and Roman Jimenez, Miriam, Editors. Duke University Press. 2012 (Classic)
The Brief Wondrous Life of Oscar Wao. Díaz, Junot. Riverhead Books. 2008 (Classic)
The Distance Between Us. Grande, Reyna. Washington Square Press. 2018
When I Was Puerto Rican. Santiago, Esmeralda. De Capo Press. 2006 (Classic)
Wild Tongues Can't Be Tamed. Fennell, J. Saraciela, Editor. About Macmillan. 2021
Massacre of the Dreamers, Castillo, Ana. New Mexico Press. 2014 (Classic)
OTHER REQUIRED ELEMENTS
| Student Preparation |
| Matric Assessment Required: | E | Requires English Assessment |
| Prerequisites-generate description: | NP | No Prerequisite |
| Advisories-generate description: | A | Auto-Generated Text |
| Prereq-provisional: | N | NO |
| Prereq/coreq-registration check: | N | No Prerequisite Rules Exist |
| Requires instructor signature: | N | Instructor's Signature Not Required |
| | | |
| BASIC INFORMATION, HOURS/UNITS & REPEATABILITY |
| Method of instruction: | 02 | Lecture |
| | 71 | Internet-Based, Simultaneous Interaction |
| | 72 | Internet-Based, Delayed Interaction |
| Area department: | ETHST | Ethnic Studies |
| Division: | 79 | Behavioral Science and Social Sciences |
| Special topic course: | N | Not a Special Topic Course |
| Program Status: | 1 | Major Applicable Course |
| Repeatability: | 00 | Two Repeats if Grade was D, F, NC, or NP |
| Repeat group id: | | |
| | | |
| SCHEDULING |
| Audit allowed: | N | Not Auditable |
| Open entry/exit: | N | Not Open Entry/Open Exit |
| Credit by Exam: | N | Credit by examination not allowed |
| Budget code: Program: | 0000 | Unrestricted |
| Budget code: Activity: | 4907 | Ethnic Studies |
| | | |
| OTHER CODES |
| Disciplines: | Ethnic Studies |
| Basic Skills: | N | Not a Basic Skills Course |
| Level below transfer: | Y | Not Applicable |
| CVU/CVC status: | Y | Distance Ed, Not CVU/CVC Developed |
| Distance Ed Approved: | Y | Either online or hybrid, as determined by instructor |
| Emergency Distance Ed Approved: | N | |
| Credit for Prior Learning: | N | Agency Exam |
| N | CBE |
| N | Industry Credentials |
| N | Portfolio |
| Non-credit category: | Y | Not Applicable, Credit Course |
| Classification: | Y | Liberal Arts and Sciences Courses |
| SAM classification: | E | Non-Occupational |
| TOP code: | 2205.00 | History |
| Work-based learning: | N | Does Not Include Work-Based Learning |
| DSPS course: | N | NO |
| In-service: | N | Not an in-Service Course |
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