MWF 10:30 AM Office LAEB 2232

Phone: 494-4185

Email: weldon@polsci.purdue.edu

Office Hours: M W 11:30-12:30

and by appt.

***Please read this syllabus carefully as soon as possible. Students are responsible for adhering to all deadlines and policies described in this syllabus.***

This class will investigate the political and theoretical basis of policymaking as it reflects and affects relations between social groups, especially relations of gender, race, and class. Our empirical focus will be cross-national as we seek to understand the social relations that systematically disadvantage some social groups and privilege others. We will focus on whether and how these social relations shape policy processes, that is, the processes by which governments identify and respond to public problems (or fail to do so). Further, we will critically assess political programmes to counteract conditions of disadvantage. Policy issues examined in the class will include the structure of welfare states, violence against women, wage gaps, sweatshops, affirmative action, immigration, reparations, and reproductive freedom. Theoretical issues or themes examined will include political representation, the role of the state (meaning government or law) in promoting social justice, differences between and within marginalized groups (and the political and theoretical challenges that result from these differences), and the role of social movements and civil society in democratizing policymaking and addressing group oppression.

This class aims to introduce students to the main policy and theoretical issues that arise in analyzing relations of class, race and gender in contemporary societies. Students who complete the class should obtain a deeper understanding of relations of class, race and gender and should be familiar with some of the main issues and debates among scholars and policymakers concerned with such relations. Although students are expected to familiarize themselves with these issues and debates , it goes without saying that students are not required to adopt any particular view on these issues: Students should work to develop their own informed analyses of these relations. Since this class is a senior seminar, it is open only to political science majors in their senior year. Other than this stipulation, there are no prerequisites for this class. The class does require a willingness to work hard and think carefully about politically sensitive issues.

Assignments include an analytical group presentation, reading, class participation, a policy research paper, four tests, and comment cards. Students are expected to come to class having carefully read the assigned texts, prepared to ask questions and discuss those readings, and to complete all assignments on time. More detail about the course requirements and assignments is provided below.

Some students and teachers think of teaching as an exercise whereby one party (the instructor) imparts knowledge to another (the student). On this view, the student sits passively and accepts and internalizes the knowledge presented. Pedagogical research and common sense, though, show that students learn more and better when they are actively involved in questioning material and drawing on their own ideas and lived experience. These days, many teachers and students want to adopt a more "active learning" approach to the classroom. When successful, this approach is more enjoyable for everyone: everybody enjoys a classroom in which students and instructors freely and enthusiastically exchange ideas.

This approach can be more demanding on students, since the teaching relationship is one that involves work and action on the part of both the instructor and the students. Although I can work hard to present the material clearly and design activities and presentations that are interesting, students will find the class much more rewarding when they work hard to master the class material and to engage each other and the instructor in discussion and debate. In a good class, we will all learn about each others’ ideas, and this will enrich us all. But this requires that we all work hard to be prepared for class, think hard and to listen carefully to the contributions of others (even when we strongly disagree with them).

My contact information is in the top right hand corner of this page. Please feel free to contact me with any questions or concerns you may have about the class, about political science, graduate school, and the like. The best way to contact me is by email. You are also welcome to look for me during my office hours or to call me in my office.

I have created a reading package for this class that is available at CopyMat. In addition, some readings are available on-line through JSTOR. In addition, there are some recommended readings for the course.

Assignments include reading, class participation, comment cards, tests, group research presentations, and a policy research paper and presentation. More detail is provided below and in some cases, in separate handouts. The assignment structure and weights are as follows:

Required readings for each class are listed under the date (see schedule below). Students are expected to complete the readings for each class prior to seminar, and to come to class prepared to discuss the readings. Although no specific grade or weight is given for actually completing the readings, student should note that doing the readings as assigned is a course requirement. Students who come to class unprepared cannot contribute to an informed and intelligent discussion, thereby not only limiting their learning, but also limiting the learning of others. For this reason, students who fail to prepare for class, especially on a regular basis, may be asked to leave until they have adequately prepared themselves to re-enter the discussion.

Class participation is required in discussion of readings, watching videos, and other in-class activities. The class participation grade in this class is based on both quantity and quality. Students are expected to be prepared to participate every class. Quality of participation is based both on whether you have done the reading and whether you contribute thoughtfully and constructively to discussion. Participation includes listening attentively to others when they speak, and addressing others’ ideas with civility and respect regardless of whether you agree with them. Participation, of course, requires that you be present and on time for class. A pattern of lateness or repeated absences will definitely result in a lower participation grade regardless of the quality of your participation when you are present. Inattentiveness or disruptive behavior in class will also be penalized.

For each class period for which there are assigned readings, students must pass in a 3 by 5 note card with two comments about the reading assigned for that day. Specifically, on one side, briefly explain the main thing you learned from the readings (One comment for all readings will suffice). Be sure that this theme or observation is specific enough that it is plain to the reader how exactly the readings inspired it (The may be accomplished by page references.) Ideally, this observation should draw on a main theme or idea in the readings, and not focus on some side issue or minor point only tangentially related t the broader topic of discussion. On the other side, write a question you want to ask about the readings. Be sure your name is on the card. Cards will only be accepted at the beginning of class.

There will be four in-class tests. These tests are closed book. They will consist of two sections, one of which will consist of multiple choice or true/false questions and one of which will contain an essay question. Questions will deal with themes and policy issues covered in class. These tests will draw on readings, class discussions, videos, and other class materials.

The library offers a number of instructional, interactive tutorials on-line. In order to prepare for the research tasks involved in this class, students should complete three of these modules, take the final quizzes and send the results to the instructor by email. Students can do this earlier if they wish, but the modules should be completed by the dates specified in the schedule below. The modules can be found at: http://core.lib.purdue.edu/ . Students should complete the three modules and corresponding quizzes entitled "Evaluating Sources", "Internet" , and "Indexes".

Each student will participate in a group project to analyze a particular policy issue cross-nationally. In small groups, students will research, compile and analyze information on how democratic governments vary in terms of their policy response in one policy area. The purpose of this project is twofold: First, it should give students experience working on research projects in small groups, which should help develop group work skills and should also provide more experience in doing research; Second, the project should provide the presenting students and the class at large substantive information about how governments vary in responding to particular problems or issues (or perceived problems/issues), and experience with analyzing such variation. Students will sign up for the topic that interests them most on Wednesday September 1. If there is great interest in one particular topic, the Professor may assign students to particular topics in order to ensure that all relevant topics receive coverage. Every effort will be made to accommodate student preferences. Topics for group policy presentations include violence (Sept. 24), poverty and inequality (Oct. 6), Immigration (Oct 15), Reproductive Freedom (Oct. 22), Representation (Nov.1), Affirmative Action, and Positive Discrimination and Reparations (Nov. 12). Groups will likely consist of 3-5 students. Students should work together to gather information on the policy area in question for as many stable, democratic countries as possible. They should then work to organize and analyze this information in a summary table that they explain in their presentation to the class. The table should array national policies according to some standard set of criteria that the students themselves develop. Students should feel free to consult with the professor extensively regarding data sources, possible criteria, technical aspects of designing tables, and the like. A list of stable, democratic countries is attached.

Final Term Paper:

For this assignment, students will write research papers of 15-20 pages in length. The paper must explore a policy issue of particular relevance for a disadvantaged social group in at least one stable democratic country (although students are welcome to include material on additional countries for comparison). The student should define the social group in question, explain why and how they constitute a disadvantaged group, explain how the policy issue in question affects that group, describe government policy on the issue in question, and assess government policy on the issue in question. The student should then develop some recommendations for policy action to be taken. These recommendations should follow from the student’s analysis. The paper will also be presented to the class at the end of the semester. More information on this paper will be provided in a separate handout. The purpose of this assignment is to develop special expertise in each student in at least one country and one policy issue. In addition, research, writing and analytical skills will be honed. Students should write their individual papers and their group papers on two different policy issues. The instructor may make exceptions to this requirement as appropriate.

Students are expected to adhere to University standards concerning academic integrity, and students are responsible for familiarizing themselves with University policies on plagiarism, cheating and the like. Behavior that violates university policy will not be tolerated, and will be reported to the Department Chair and other University authorities as appropriate.

Aug 23: Monday: Introduction

What is Public Policy? Policy Analysis?

What is the Policy Process?

What are social groups?

Aug 25: Wednesday Gender

Judith Lorber Multiracial Feminism Gender Mosaics 16-24 RP

Judith Howard and Ramia M. Alamilla. Gender and Identity Gender Mosaics 54-64 RP

United Nations. Population Fund. The state of world population, 2000. Chapter 1 "Overview" http://www.unfpa.org/swp/2000/english/ch01.html (Read all boxes and charts)

Complete CORE Module: Indexes

Friday Aug 27 Class

Young, "Structural Difference and Inequality" in Inclusion and Democracy 92-99 RP

Karl Marx, "Classes" p.441-442 in The Marx-Engels Reader RP

"Income Inequality" Issues in Race, Ethnicity and Gender 119-140

Complete CORE Module: Internet

Monday Aug. 30: How to do Scholarly Research on Politics and Policy

Library Visit: Libraries Electronic Classroom in Undergraduate Library (UGRL G959)

Complete CORE Module: Evaluating Sources

Wednesday Sep.1 Race and Ethnicity

Appiah "Why there are no races" 267-277 RP

Frederickson "Reflections on the Comparative …" 331-344 RP

"Race in America" 141-172

Friday Sep 3 Class Cancelled: APSA

Monday Sep 6 Class Cancelled Labor Day

Frye, "Oppression" in Anne Minas ed. Gender Basics RP

Young, "Five Faces of Oppression," in Justice and the Politics of Difference RP

Williams "What is a Marginalized Group?" 15-18 RP

Friday Sep 10: Defining Disadvantaged Groups cntd: Essentialism

Angela P. Harris. "Race and Essentialism in Feminist Legal Theory," CRF RP

Linda Burnham "Doing Double Duty" Time to Rise RP

Graham Public Policy and Politics: Analyzing Policy in Comparative Perspective 103-118 RP

Reinharz Cross-Cultural Analysis RP

Wednesday Sep. 15 Test 1

Friday Sep. 17 Violence Against Women

Gender Violence: Rape and Sexual Assault Gender Mosaics 363-373 RP

Violence Against Women by Intimate Partners Gender Mosaics 205-215 RP

Incite! Violence Against Women of Color Time to Rise 89-99 RP

Monday Sep 20: Hate Crimes

State Laws Map

Wed Sep 22Violence Against Women in Global Context (Video)

Gunning " Arrogant Perception" in CRF Cha. 41 p.352-360 RP

Lewis. "Between Irua…" in CRF Cha. 42 p.361-371 RP

Hom, "Female Infanticide" in CRF Cha. 43 p.372-379 RP

Friday, Sep. 24 Presentation on Policies on Violence

Weldon, Chapter 1 and 2. RP

Monday Sep. 27 Policy Issue 2: Poverty and Inequality I: Poverty

Adolino and Blake "Social Policy" RP

Wednesday Sep 29 Policy Issue 2: Poverty and Inequality II: Inequality

Friday: Oct. 1Gender, Race, Class and Work.

Ronnie Steinberg "How Sex Gets Into your Paycheck" Gender Mosaics 258-268 RP

Louie "Resisting the Global Sweatshop" Time to Rise 17-33 RP

De Leon"Fighting For Dignity in Domestic Sweatshops" Time to Rise 33-39 RP

Couey "Women of Color and the Growth of Low-Wage Labor in the United States" Time to Rise 39-44 RP

Monday October 4 Gender, Race and Social Assistance

Linda Burnham. "Racism in US Welfare Policy: A Human Rights Issue" Time to Rise 103-119 RP

Wed Oct. 6 Presentation on Poverty and Inequality

Lane Kenworthy Welfare States, Real Income and Poverty (38 pages)

Kenneth Nelson Mechanisms of Poverty Alleviation. (44 pages)

Fri Oct 8: Test 2

Mon Oct 11: No class-October Break

Wed Oct 13: Policy Issue 3: Immigration

"Debate over Immigration" Issues in Race… 199-217

"The New Immigrants." Issues in Race… 219-239

Friday Oct 15: Group Presentation on Immigration

Adolino and Blake "Immigration Policy" RP

Monday Oct 18 Policy Issue 4: Reproductive Freedom*

Chapter 16 "Abortion Debates", 353-373 in Issues in Race…

Wed Oct 20 Women of Color and Reproductive Rights

Choi "Our Bodies, Our Communities: Women of Color Activism …" Time to Rise 61-75 RP

Friday Oct. 22: Presentation on Reproductive Freedom

Mazur "Reproductive Rights" 137-154 RP

Monday October 25: Representation

Mansbridge. "Should Women Represent Women and Blacks Represent Blacks? A Contingent ‘yes"" Journal of Politics (jstor)

Wednesday October 27: Representation cntd.*

Weldon "Beyond Bodies: Institutional Sources of Representation for Women" Journal of Politics Vol. 64, No.4 November 2002 pp.1153-1174 RP

Strolovitch "Affirmative Representation" Democracy and Society RP

Friday October 29 Representation cntd.

Williams "The Institutions of Fair Representation." 203-237 RP

Monday Nov.1 Group Presentation on Representation

Mazur "Representation Policy" in Theorizing Feminist Policy RP

Review the following tables on numbers of women and people of color in public office

Wednesday Nov 3*** Test 3

Solution 2: Remedial Policy (Affirmative Action, Positive Discrimination, Reparations)

Friday Nov 5 Affirmative Action, Positive Discrimination, Reparations

"Affirmative Action" Chapter 1in Issues In Race…1-22

Anna Couey "Affirmative Action for Women of Color" 123-126 RP

Monday Nov 8 Affirmative Action

Derrick Bell, Chapter 6 "The Unspoken Limit on Affirmative Action" RP

Wednesday Nov. 10 Reparations

Bell "The Racial Barrier to Reparations" Chapter 5 RP

"Reparations" Chapter 2 in Issues in Race….23-44.

Friday Nov 12 Group Project on Affirmative Action, Positive Discrimination, Reparations

James L. Gibson, "Truth, Justice and Reconciliation: Judging the Fairness of Amnesty in South Africa" AJPS Vol. 46, Number 3 July 2002 (jstor)

Sumati N. Dubey. "Positive Discrimination Policy and Ethnocentric Attitudes Among the Scheduled Castes" Public Opinion Quarterly, Vol. 43, No. 1. (Spring, 1979), pp. 60-67. (jstor)

Nicole Davis. "Race to Durban" Colorlines p. 10-14 RP

Angela Ards "Payment for Past Wrongs" Colorlines p.20-22 (RP)

Makani Themba-Nixon "Race in the "Post-Third World" Colorlines 14-16 RP

Maya Wiley "Inheritance of Apartheid" Colorlines 17-19 RP

Catharine MacKinnon Cha. 8 "The Liberal State" in Toward a Feminist Theory of the State RP

Young Chapter 5, "Civil Society" RP

Pippa Norris, Democratic Phoenix, Chas 1, 10, 11. RP

Monday Nov. 22: Test 4

Wednesday Nov 24: Research Paper Presentations Begin

Friday Nov 26 University Holiday-Thanksgiving-no class

Monday Nov 29: Research Paper Presentations

Wednesday Dec. 1: Research Paper Presentations

Friday Dec.3: Research Paper Presentations

Monday Dec.6: Research Paper Presentations

Wednesday Dec. 8 Analytic Summary of Findings

Final Term Papers Due (classes end)