MILLSAPS COLLEGE
Core 5-- Topics in the Contemporary World
IDST 2500-01— Asians in Contemporary America: focus: History
Spring 2003 Instructor: Ming Tsui
MWF 9 Office: SH 342
Office Hours: MW 10-12 Tel. 974-1388 (O), 944-0975 (H)
Contents:
Course Description
SYLLABUS
Back to TopAmong various minority racial and ethnic groups in America, Asian Americans stand out. Their outward appearance, their cultures, and their religions have made them outsiders in America and have, to a certain degree, led to prejudice and hostility historically. Since World War II, however, people in the United States have increasingly seen Asian Americans as a part of middle-class, white majority. Indeed, in recent decades, Asian American’s educational and occupational statuses as well as their average family income have surpassed that of whites. How do we account for this rapid upward mobility? What factors have contributed to it? In what way have Asian Americans’ immigrant origin, their class status before immigration, their family structure, and their cultural tradition, influenced their adaptation and success? These are some of the questions our class is going to address. The readings will include historical research on the experiences of various Asian ethnic groups and on US immigration policies. Our main attention will be paid to three major Asian American groups: the Chinese, the Japanese, and the Korean Americans. In addition to a systematic examination of the history and current situations of these groups and their American journey, we will also compare their experiences with the experiences of other racial groups in the US in terms of social mobility and race relations. This class will also count as an elective for a major or minor in Sociology and Anthropology.
Back to Top As a core 5 course, the objectives of this class include the development of the following core abilities:
1. Reasoning - All of the reading and writing assignments call for critical reasoning. Additionally, three short papers and one research paper will be assigned to develop students’ ability to think logically and reflectively, to analyze critically and think constructively.
2. Communication - Structured and open-ended small group discussions will be used to enhance students’ ability to work effectively in collaboration with others and to demonstrate leadership abilities. Whole class discussions will enhance the ability to express one’s thoughts and feelings coherently and persuasively.
3. Quantitative thinking - Statistical data concerning Asian Americans will be included in the readings to develop the ability to understand and explain Asian Americans’ experience, particularly their upward mobility in America.
4. Historical consciousness - One focus of this course is history. All of the readings and writing assignments are to help students understand the history of Asians in America. In particular, the readings and discussions on the U.S. immigration policies concerning Asians will help students gain a good understanding of race relations in America.
5. Aesthetic judgement - The readings include many first-person accounts of immigrate experience. We will also match a few movies on Asian Americans and discuss how Asian Americans use creative expression to deal with alienation and assimilation.
6. Global and multi-cultural awareness - A strong cross-cultural and comparative approach in both the readings and class discussions is to develop a global and multi-cultural awareness.
7. Valuing and decision-making - Critical discussions of the readings and papers assignments on Asian’s experience in America are to enhance students’ ability to assess their own beliefs and values, and to make carefully considered, well-reasoned decisions.
Back to Top
Methods
This course will be run as a seminar. A seminar entails that students contribute regularly to class. Students in this class are expected to make frequent presentations of the readings, share in the exchange of ideas, lead and participate in class discussions, write and orally present a research paper. As collaboration and group effort are imperative to the successful accomplishment of these activities, regular attendance is essential. Only two un-excused absences are permitted without penalty.
Writing
Writing is a significant component of this course. There will be two short papers/book reviews (3-4 pages), and one research paper (10-15 pages) written in stages. The papers must be handed in on time. Late paper will not be accepted. Extension will only be granted under extreme circumstances such as hospitalization and the instructor’s approval is required. The short papers and the research paper are suitable for authorization by instructor for submission to the writing portfolio.
Mid-term exam
A in-class, mid-term exam will be given during the semester. Examination questions will come from assigned readings, class lectures and discussions. The exam will be graded according to the following:
90-100=A, 80-89=B, 70-79=C, 60-69=D, 59 or below=F
Short-paper/book review =40%
Research paper =30%
Mid-term exam =20%
Class participation/attendants =10%
1. Huping Ling. (1998). Surviving on the Gold Mountain: a history of Chinese American women and their lives. New York: State University of New York Press.
2. Harry H. L. Kitano and Roger Daniels. (2000). Asian Americans: Emerging Minorities. (3rd edition). Englewood Cliffs, New Jersey: Prentice Hall.
3. Dorothy and Thomas Hoobler. (1994). The Chinese American Family Album. New York: Oxford University Press.
4. James W. Loewen. (1988). The Mississippi Chinese: Between Black and White. Prospect Heights, Illinois: Waveland Press.
5. Additional readings on Japanese, Korean Americans will be distributed in class.
Jan. 13 Introduction and overview of class
Jan. 15-17 Who are the Asian Americans
Read: Hoobler, Introduction by Bette Bao Lord and Chapter One; Kitano and Daniels, Chapter 12, pp. 199-200
Jan. 20-24 Immigration laws and their effects
Read: Kitano and Daniels 2; Ling, Introduction and Chapter 1; Hoobler, Chapter Two
Jan.27-31 Voyage to America, early years: the Chinese
Read: Hoobler, Chapter Three, Four, and Five
***1st short paper assigned, due Feb. 7
Feb. 3-7 The Japanese
Read: Kitano and Daniels, Chapter 5 and 6
***1st short paper due, Feb. 7
Feb. 10-14 The Koreans
Read: Kitano and Daniels, Chapter 9; Lee “Striving for the American dream: struggle, success, and intergroup conflict among Korean immigrant entrepreneurs” (handout)
Feb.17-21 Part of America, after WWII
Read: Hoobler, Chapter Six; Kitano and Daniels, Chapter 12, pp. 181-199, p.201
Fab.24-28 Family; Educational and Occupational Attainment
Read: Zhou “Social capital in Chinatown: the role of community-based organizations and families in the adaptation of the younger generation.” Nakanishi “A quota on excellence....” “New York school for Chinese is a magnet for black pupils” (Handouts).
Mar. 3-5 Managing racism
Read: Loewen, Introduction, Chapter 1 and 2
March 7: Mid-term examination
March. 7, 3pm to March 16, Spring Holidays
Mar.17-21 Managing racism
Read: Loewen, Chapter 3 and 4
Mar. 24-28 Overcoming racism
Read: Loewen, Chapter 5 and 6
***2nd short paper assigned, due April 4
Mar.31-Apr.4 Chinese American Women
Read: Ling, Chapters 2 and 3
***2nd short paper due, April 4
Apr. 7-11 Chinese American Women (continued)
Read: Ling, Chapter 4
***research paper assigned, 1st draft due Apr. 18 and final paper due April 25, last day of class
Apr. 14-18 Chinese American women (continued)
Read: Ling, Chapter 5
***research paper 1st draft due Apr. 18
Apr. 21-23 Chinese American women (continued)
Read: Ling, Chapter 6; Raspberry, “Beyond racism;” Sowell “We’ve more than our quota of quotas” (handout).
Apr. 25 Last day of class, research paper due, read-around