CHICANA/O-LATINA/O STUDIES AND SOCIOLOGY 470: SOCIO-DEMOGRAPHIC ASPECTS OF MEXICAN MIGRATION TO THE U.S. SPRING 2007 M, W and F 1:20 pm 113 INGRAHAM

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1 CHICANA/O-LATINA/O STUDIES AND SOCIOLOGY 470: SOCIO-DEMOGRAPHIC ASPECTS OF MEXICAN MIGRATION TO THE U.S. SPRING 2007 M, W and F 1:20 pm 113 INGRAHAM Dr. Alfonso Morales Office: 8133 Social Science Building Phone: Office Hours: By appointment amorales@ssc.wisc.edu COURSE DESCRIPTION This course introduces students to the causes and consequences of Mexican migration to the U.S. The course explores the nature of migration through an interdisciplinary prism. We begin by looking at the history of Mexican-United States relations and the origins of the Mexican population in the U.S. We will consider the contemporary Mexican and Mexican-American experience in the U.S. The bulk of the course focuses on the Mexican immigrant experience in the Midwest, especially since CLASSROOM FORMAT This course meets weekly, three times per week. You can expect the schedule to change according to the grading option you choose. The readings, videos, and other experiences you have serve as our class lectures. We will use class time to discuss the ideas and develop a better understanding of the materials, as well as think about our own responses to these materials. Because of this design, it is very important that you do all the readings before coming to class and try to participate in class discussions. Learning in this course is based on an exploratory process of thinking, not just learning a set of facts. For all of you to get the most out of this class, explore your thoughts out loud in small groups and the large class or with your friends, family, and housemates. As you read/review the course materials assigned each week you should think/write about the following questions: 1 What are the main ideas in this piece? What is the main method, theory and evidence? How is any of this related to my previous knowledge of the subject? (Summarize and Connect) 2 Do these ideas resonate with my experience? How? If not, how are they different? (Reflect) 3 Do I identify with or understand a certain idea better than others? Why do some ideas seem strange to me? What is the theory/assumptions/methods imply findings (Explain) 4 What is the author s rhetorical style? How does this style and these ideas compare to other styles or ideas we ve read or discussed? (Compare& contrast) 5 How could I use this idea (identify author, page number) in my final paper? Does this idea, in any way, motivate my preparation for or anticipation of my post collegiate goals or activities? (Apply) 6 What new questions or ideas would I add to thinking about these ideas? (Imagine/Extrapolate) 1

2 7 How can I describe the mental map of immigration which I am developing? What summary statements can I make about assumptions made, and theories or methods used? (Putting it all together) There is not a factual or right answer to everything, so it is important to explain where your ideas come from and to be open to other people s ideas until you understand them clearly. Much of the learning we will do in this class is learning about how we all think differently about these issues. Don t be surprised if I ask you to explain what seems obvious to you or suggest an alternative way of understanding something. That doesn t mean I m telling you you re wrong, but that I haven t yet understood your point and the perspective from which it is born. I will not call on anyone who does not volunteer to speak. But do your best to be part of the discussion. READINGS The required books are available at University Bookstore (711 State Street). I suggest you search amazon.com or abe.com for inexpensive used copies. Alvarez, Familia Barrera, Race and Class in the Southwest Hondagneu-Sotelo, Gendered Transitions Arreola, Hispanic Spaces, Latino Places: Community and Cultural Diversity in Contemporary America Millard and Chapa, Apple Pie and Enchiladas: Latino Newcomers in the Rural Midwest Please purchase a package of 4 x 6 cards for the class. Yes, 4 x 6. Other required readings are available on the web. Still OTHER required readings, according to your choice, see below under evaluation. Recommended: Hispanics and the Future of America Multiple Origins, Uncertain Destinies: Hispanics and the American Future READINGS AVAILABLE ON RESERVE All the readings listed above are available on Reserve at College Library (Helen C. White Hall). You should see links to web resources on the Academic tab in the Course Resources of My UW. EVALUATION All students will prepare an annotated portfolio of what you are learning! This should include a demographic fact book, a glossary of terms and ideas, dates, webpages and other pieces of information useful for your understanding of the Mexican American experience. You should tailor this portfolio to your professional needs. This portfolio is 50% of your grade, 15% for the first version and 35% for the final. You should introduce the portfolio 2

3 with a five-paragraph essay explaining organization and content. Besides this essay there is no minimum or maximum page length. The other 50% is based on work of your choice, choose from four different emphases: Literary- Students choosing this option will read and review two novels, Victor Villasenor s Rain of Gold and TC Boyle s The Tortilla Curtain. The word review (each review is 25% of your grade) should describe the book in brief (no more than150 words) focusing the remainder of your word limit on the metaphors used and/or relating the themes of the book to the course readings. Policy- Students choosing this option will prepare a policy memo and a policy scenario, each words long (each work is 25% of your grade). Students will view documentary films and do whatever research and reading needed to prepare these documents. The memo should address a particular audience and problem relating to Mexican-Americans in a neighborhood, city, state or the nation. Instructions and reading to help develop the scenario are attached to the introductory . Social Service- Students choosing this option will forgo many lectures to work at least FOUR hours per week for a social service organization. Three organizations will be available Centro Guadalupe, Casa Hispana and the Preschools and Schools of Hope Literacy Project. Information about the organizations and representatives will be in class early in the term. Students will read and produce a word review of Lisbeth Schorr s Putting People First. These students will also prepare a review of their work experience, describing what they did (100 words), how it fit with the larger organization and social service environment (200+ words), criticizing that fit from Schorr s perspective (200 words) and addressing relevance to their professional plans (100 words) (each work is 25% of your grade). Please see: Social Science- Students choosing this option will do whatever extra research they need to prepare a detailed outline of a research paper, five levels deep, thesis, sub thesis, sub-sub thesis, topic sentences, quotes and data. A complete bibliography is expected (50% of your grade). Deliver the outline in two parts, the first, of three levels and the second being the completed work (each being 25% of your grade). Grading: To earn an A is impossible without excellent thinking evinced in excellent writing. Your final grade is based on the following scale: A , A/B 91 87, B 86 82, B/C 81 76, C 75 70, D-F Let s not go here (69-63 and 62 or less). ATTENDANCE AND PARTICIPATION: 3

4 Students will be asked to apply the readings to current events. Each student should the class links to interesting Mexican-American or Mexican migration related news stories or popular press articles. ACADEMIC MISCONDUCT: Cases of suspected academic misconduct are defined and dealt with according to: I take this seriously and I expect you to do the same. I will follow the University of Wisconsin s policies and procedures regarding the investigation of suspected cases of cheating, plagiarism or other academic misconduct. THE SMORGASBORD OF ACADEMIC FREEDOM AND PERSONAL MATTERS If you are like me there are times when you wonder about your life and what college is for, what the heck you re doing here, the future, and etc. That s fine, you can learn about yourself and the many career options you have. Please be aware of the resources found at: I ll devote a lecture to career advice. The only absences you need to inform me of are those having to do with due dates. Advise me ASAP and deliver the work prior to your depature. Occasionally students want to announce things, my class policy is that anyone may announce anything where the only limit is that the announcements need to remain brief and not take over the class. I will not screen announcements on any political criteria and will instead trust that people will behave responsibly with the policy. If someone wants to ask for equal time for the other side, that s fine, others may turn it into a debate. Academic freedom allows us to say almost anything or to permit almost anything to be said in our classes, as long as we are not engaging in partisan politics, making a profit, or harassing or demeaning each other. By the way, unless you have close responsibility to another person (i.e. you are a parent, guardian or in some similar situation) your cell phone should be off during class. COURSE SCHEDULE AND IMPORTANT DATES Do the readings by the date indicated. Bring books/notes to class to facilitate in-class discussion. Day Date Reading Assignment/Activity M Jan 22 Introductions, start reading! First month is a lot of reading. W 24 Career Lecture F 26 Guests from Social Service Organizations-Browse the webpages and consider if you will choose the social service emphasis! M 29 Barrera, Chapter 1; Alvarez, Introduction and chapter 1; Hondagneu-Sotelo, Introduction; This week you choose your emphases! ASK me questions! W 31 Barrera, Chapter 2; Alvarez, Chapter 2, Hondagneu-Sotelo, Chapter 1 F Feb 2 Barrera, Chapter 3; Alvarez Chapter 3 and 4 Choose your emphases TODAY M 5 Barrera, Chapter 4; Alvarez, Chapter 5, Hondagneu-Sotelo, Chapter 2 W 7 Alvarez, Chapters 6-Conclusion F 9 Barrera, Chapter 5 4

5 M 12 Barrera, Chapter 6 W 14 Barrera, Chapter 7 F 16 Sub-group meetings/social service work, summaries by 5pm. M 19 Arreola, Introduction and Chapter 1 W 21 Arreola, Chapters 2 and 3 PORTFOLIO DUE TODAY, BY ATTACHMENT F 23 Sub-group meetings/social service work, summaries by 5pm. M 26 Hondagneu-Sotelo Chapter 3; Arreola, Chapter 4 W 28 Arreola, Chapters 5 and 6 F Mar 2 Sub-group meetings/social service work, summaries by 5pm. M 5 Hondagneu-Sotelo Chapter 4 W 7 Hondagneu-Sotelo Chapter 5 F 9 Sub-group meetings/social service work, summaries by 5pm. M 12 Hondagneu-Sotelo Chapter 6 W 14 Hondagneu-Sotelo Chapter 7 (Cuentame from My UW) F 16 Sub-group meetings/social service work, summaries by 5pm. M 19 Arreola, Chapters 7 and 8 W 21 Arreola, Chapters 9 and 10 Memo or review or outline 1 due today F 23 Sub-group meetings/social service work, summaries by 5pm. M 26 Arreola, Chapters 11 and 12 W 28 Arreola, Chapters 13 and 14 F 30 Sub-group meetings/social service work, summaries by 5pm. April 1-8 Spring Break M 9 No readings, meetings W 11 Millard and Chapa, chapter 1 (read En Pocas Palabras when associated with a chapter); web based readings F 13 Sub-group meetings/social service work, summaries by 5pm. M 16 Millard and Chapa, chapter 2; 1-2 web based readings W 18 Millard and Chapa, chapter 3; 1-2 web based readings F 20 Sub-group meetings/social service work, summaries by 5pm. M 23 Millard and Chapa, chapter 4; 1-2 web based readings W 25 Millard and Chapa, chapter 5; 1-2 web based readings F 27 Sub-group meetings/social service work, summaries by 5pm. M 30 Millard and Chapa, chapter 6; 1-2 web based readings W May 2 Millard and Chapa, chapter 7; 1-2 web based readings F 4 Sub-group meetings/social service work, summaries by 5pm. M 7 Millard and Chapa, chapter 8; 1-2 web based readings W 9 Millard and Chapa, chapter 9; 1-2 web based readings F 11 Last Day, no sub group meetings, Final writing assignment due today W May 16 Final Portfolio due today, ed to me, by NOON. YOU ARE RESPONSIBLE FOR CHECKING YOUR SENT MAIL THAT I RECEIVED THE DOCUMENT. 5