Drew University Moodle

The Black Christ(s) and Their Descendants
January Term 2024

This course follows the history of the development of racialized Christologies in the 20th and 21st century America. It begins by examining the various articulations of a “Black Messiah/Christ” that emerged as the Civil Rights Movement came to an end, and offers reflections on the cultural and intellectual contexts that made these images important. We then discuss how these images “aged” in the decades following the Civil Rights movement, giving special attention to the appraisal of these images made by a subsequent generation of antiracist thinkers and theologians—especially, womanist theologians, as well as cultural and religious critics. We next move to trace how these appraisals opened up the imaginative space for what is now called “Critical Race Theory,” and examine how 21st century theologians have attempted to reimagine the “Black Christ” (e.g. as a “Mulatto Christ”) so as to bring it line with the advances made by Critical Race Theory. Finally, we will look at where this history has brought us, and discuss the future of racialized Christologies.

This is a lecture course that meets in a hybrid format during the January term, with readings and assignments to be completed in the weeks following classroom time.

This introductory course provides a foundation for the profession of teaching, addresses professional expectations of future practitioners, and introduces the topics of regular and special education to teacher candidates. We examine the foundations of education from a philosophical perspective, including introductory knowledge of lesson planning, classroom management, generic teaching methods, inclusive teaching practices, child development, legal and ethical issues, culturally responsive teaching, and the significant role of reflection in teaching. Considering multiple perspectives, we explore current issues such as charter schools, teacher evaluation, Common Core standards, equitable access to education and the roles of local, state, and federal governments in regulating public education. As a way to connect theory and practice, teacher candidates conduct twenty-five hours of classroom observations coordinated by the instructor and assess their own abilities in relation to the New Jersey Professional Standards for Teachers. Additionally, teacher candidates assess their dispositions as caring professionals and develop an educational philosophy. They learn and apply skills that will allow them to write successfully for multiple audiences in the profession (students, families, colleagues, and administrators).

This seminar accompanies the student teaching internship and meets on a weekly basis for discussion and reflection of the interns’ clinical experiences. Students will examine the student teaching experience, analyze problem situations, and learn how to affect change. Professionals from local schools will be invited to discuss how to get a job and how to live as a teacher. The course will bring together content knowledge, professional dispositions/caring, instructional methods, assessment strategies, collaboration, diversity, classroom management, and technology. It is a senior capstone course. MAT 900 will utilize prior course assignments and assessments to assist candidates in developing their edTPA portfolio. MAT 900 is a seminar in which students will reflect on teaching and their plans for future learning, finalize their performance/professional portfolio.

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Sociology 227 Spring 2020
Sociology of Families W/F 10:25-11:40


Instructor: Dr. Caitlin Killian E-mail: ckillian@drew.edu


Course Overview:

This course uses a sociological lens to examine family formation and maintenance, the role of families in society, and issues affecting families, including problems such as marital dissolution, poverty, and violence. We will challenge the notion of the “traditional family” and explore the diversity of contemporary family forms. You will be asked to relate your personal experiences as a member of a family to families in broader social, historical, and cultural contexts.

Learning Outcomes:

- be able to explain and give examples of how “the family” is socially constructed and how this has changed over time
- summarize and evaluate arguments about family issues from varying perspectives
- identify ways in which social categories such as gender, class, and ethnicity interact with the family
- compare your own and others’ experiences as family members to research findings
- develop skills in communicating clearly and convincingly during class discussions and in
written work


Readings:

We will be reading multiple chapters out of the following two books:

Risman, Barbara J. and Rutter, Virginia E. (eds). 2015. Families as They Really Are (2nd edition). New York: W.W. Norton and Company. Marked “R:” on the syllabus.

Hays, Sharon. 1996. The Cultural Contradictions of Motherhood. New Haven: Yale University Press.

The remaining readings are in the coursepack.

This class will be a mixture of lecture and discussion. Consequently, it is very important that you have each day’s readings done before class so that you can participate.

Requirements:
2 Exams: Midterm = 25% and Final = 25%
Gender Conflict Analysis = 10%
Family Budget Project = 30% (budget 10%; paper 20%)
Participation = 10%

1. Exams: There will be two exams composed of multiple choice questions and longer written questions. The midterm will be given in class on Feb. 28th, and the final will be given during the final examination period. Exams may only be made up if the student has an excused absence (e.g., serious illness; death in the family)

2. Gender Conflict Analysis: You will write a 2-3 page analysis of gender conflict in either your family or a family in a movie. The paper should incorporate Randall Collins’ “Love and Property” and at least one additional class reading; your sources must be cited properly. It is worth 10% of your grade and is due on Feb. 7th.

3. Family Budget Project: You will participate in a group project with the goal of arriving at the minimum realistic family budget necessary for a family of an assigned number of people. This project will require you to investigate rent prices, public transportation, etc. in Morristown. Your group assignments and specific details about this project will be handed out in class at a later date. On Apr. 1st, groups will present their budgets to the class for mutual critique and to determine which groups won. One week later, on Apr. 8th, you will hand in an individually written 4-5 page reaction paper discussing what you personally learned doing the project and applying at least five of the class readings from April 1st and 3rd. The group budget, synopsis of who contributed what, and in-class discussion is worth 10% of your grade, and the paper is worth the other 20%.

4. Participation: I expect every member of the course to come to class (attendance will be taken) and to participate regularly. You will be graded not simply on the frequency but also on the quality of your comments. Example of comments to strive for:

- incorporating new material with a concept from a past class
- bringing up a point from the reading that was unclear or can be critiqued
- providing a concrete example of a theory or concept


NB: Papers turned in late will lose points for each day late. After a week past the due date, papers will no longer be accepted.

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Requesting Accommodations at Drew

Requesting Accommodations for the First Time: Students are instructed to contact Accessibility Resources, Brothers College, 119B; 973-408-3962. Although disclosure may take place at any time during the semester, students are encouraged to do so early in the semester, because, in general, accommodations are not implemented retroactively. For additional information, visit: http://www.drew.edu/academic-services/disabilityservices

Returning Students with Approved Accommodations: Requests for previously approved accommodations for the current semester should be sent to Accessibility Resources ideally within the first two weeks of class. This allows the office sufficient lead time to process the request.
Please call 973-408-3962 , email disabilityserv@drew.edu , or complete the accommodations request at:
http://www.drew.edu/academic-services/disabilityservices/request-for-accommodations


Academic Integrity

Drew University's standards for academic conduct are available in Drew University’s “Standards of Academic Integrity: Guidelines and Procedures.” A copy of this document is on the CLA Dean’s U-KNOW space by clicking on “Academic Integrity Standards” (https://uknow.drew.edu/confluence/display/cladean/Standards+of+Academic+Integrity). All students are expected to adhere to these guidelines. Appropriate disciplinary action will be taken if violations of these guidelines occur. If you are unfamiliar with these rules, please be sure to read them. Committing plagiarism (presenting someone else’s words or ideas as one’s own) will result in serious consequences. If you are confused about how to cite properly, please come see me.


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Course Outline:


Part I: Families in Perspective: Historical, Sociological, and Cultural

Jan. 15-Introduction to Sociology of the Family

Jan. 17-Changing Definitions of the Family

R: Cherlin, Andrew. J. 2015. “The Picture-Perfect American Family? These Days, It Doesn’t Exist.” Pp. 497-499.

R: Struening, Karen. 2015. “Families “In Law’ and Families ‘In Practice’: Does the Law Recognize Families as They Really Are?” Read only pp. 116-122.

Jan. 22-Historical Changes in the Family

Shorter, Edward. 1975. The Making of the Modern Family. Read only pp.3-21 and 255-268.

R: Coontz, Stephanie. 2015. “The Evolution of American Families.” Pp. 36-55.

Jan. 24-Historical Changes in the Family (cont.)

R: Mintz, Steven. 2015. “American Childhood as a Social Construct.” Pp. 56-67.

R: Cherlin, Andrew J. 2015. “One Thousand and Forty-Nine Reasons Why It’s Hard to Know When a Fact Is a Fact?” pp. 12-16.

R: Cowan. Philip A. 2015. “When Is a Relationship between Facts a Causal One?” Pp. 17-21.

Jan. 29–Sociological Perspectives

Parsons, Talcott. 1996. “The American Family.” Pp. 546-551 in Mapping the Social Landscape. (1st ed.) Susan Ferguson (editor). McGraw-Hill.

Collins, Randall. 1996. “Love and Property.” Pp. 551-562 in Mapping the Social Landscape. (1st ed.) Susan Ferguson (editor). McGraw-Hill.

Jan. 31-Racial and Ethnic Minority Families

R: Franklin, Donna L. 2015. “African-Americans and the Birth of Modern Marriage.” Pp. 72-83.

Anderson, Elijah. 1990. “Sex Codes and Family Life Among Northton’s Youth.” Pp. 112-137 in Streetwise: Race, Class and Change in an Urban Community. Chicago: University of Chicago Press.

Stack, Carol. 1974. “Domestic Networks: ‘Those You Can Count On.’” Ch. 6 in All Our Kin: Strategies for Survival in a Black Community. New York: Harper & Row.

Feb. 5-Racial and Ethnic Minority Families (cont.)

Harrison, Algea O. et al. 1990. “Family Ecologies of Ethnic Minority Children” Child Development 61: 347-362.

R: Garcia, Lorena. 2015. “‘This Is Your Job Now’: Latina Mothers and Daughters and Family Work.” Pp. 411-425.

Pyke, Karen. 2000. “’The Normal American Family’ as an Interpretive Structure of Family Life among Grown Children of Korean and Vietnamese Immigrants.” Journal of Marriage and the Family 62: 240-255.

Part II: “First Comes Love…”?

Feb. 7-Dating

Analysis of Gender Conflict in the Family Assignment Due

Marshall, Jen. 2003. “Crossing to Safety.” Pp. 23-33 in The Bitch in the House. Edited by Cathi Hanauer. New York: Perennial/HarperCollins.

Jones, Daniel. 2004. “Chivalry on Ice.” Pp.74-85 in The Bastard on the Couch. Edited by Daniel Jones. New York: William Morrow.

Eaton, Asia Anna and Suzanna Rose. 2011. “Has Dating Become More Egalitarian? A 35 Year Review Using Sex Roles.” Sex Roles. 64: 843-862. Read only pp. 852-858.

Feb. 12 – Dating (cont.)

Armstrong, Elizabeth A., Laura Hamilton, and Paula England. 2010. “Is Hooking Up Bad for Young Women?” Contexts 9(3): 22-27.

Reich, Jennifer. “Not Ready to Fill His Father’s Shoes: A Masculinist Discourse of Abortion.” Ch. 9 in Reproduction and Society. Edited by Jennifer Reich and Carol Joppke.

R: Davis, Jenny L. 2015. “The Coolest Thing about Online Dating Websites.” Pp. 196-197.


Feb. 14-Marriage

Lindsey, Linda. 1997. “Love and Marriage in Contemporary Society.” Ch. 7 in Gender Roles: A Sociological Perspective. Upper Saddle, NJ: Prentice Hall. Read only pp. 160-172.

R: Rockquemore, Kerry Ann and Loren Henderson. 2015. “Interracial Families in Post-Civil Rights America.” Pp. 98-112.

R: Fong, Kiberlyn. 2015. “Changes in Interracial Marriage.” Pp. 113-114.

R: Lee, Jennifer. 2015. “Interracial Marriage and the Meaning of Multiraciality.” Pp. 192-195.

Feb. 19-Marriage (cont.)

Lessinger, Johanna. 2002. “Asian Indian Marriages—Arranged, Semi-Arranged, or Based on Love?” pp. 101-104 in Contemporary Ethnic Families in the United States. Edited by Nijole V. Benokraitis. New York: Pearson.

Gadoua, Susan Pease and Vicki Larson. 2014. Pp. 202-211 in “The New ‘I Do’: Reshaping Marriage for Romantics, Realists, and Rebels.” Berkeley, CA: Seal Press.

R: Coontz, Stephanie. 2015. “How to Stay Married.” Pp. 321-323.

Feb. 21-Parenting

Belsky, Jay and John Kelly. 1995. “The His and Hers Transition.” Pp. 278-294 in Diversity and Change in Families. Edited by M.R. Rank and E.L. Kain. New York: Pearson.

R: Quiroz, Pamela Anne. 2015. “Adoptive Parents Raising Neoethnics.” Pp. 426-440.

R: Coleman, Joshua. 2015. “Parenting Adult Children in the Twenty-First Century.” Pp. 390-401.

Feb. 26 – Catch-up and review for Midterm

Feb. 28 - Midterm

Feb. 29-March 8 Spring Break

March 11-Mothering

“Why Can’t a Mother Be More Like a Businessman?” (Ch. 1);
Pp. 19-21 in Ch. 2;
“The Mommy Wars” (Ch. 6);
and “Love, Self-Interest, Power, and Opposition” (Ch. 7)
in Hays, Sharon. 1996. The Cultural Contradictions of Motherhood. New Haven, CT: Yale University Press.

March 13-Fathering

Gerson, Kathleen. 2000. “Dilemmas of Involved Fatherhood.” Pp. 285-293 in
Reconstructing Gender (2nd edition). Edited by Estelle Disch. New York: Basic Books.

Hamer, Jennifer. 2011. “What It Means to Be Daddy: Fatherhood for Black Men Living Away from Their Children.” Pp. 334-348 in Shifting the Center: Understanding Contemporary Families (4th edition). Edited by Susan J. Ferguson. New York: McGraw-Hill.

R: Sykes, Bryan L. and Becky Pettit. 2015. “Mass Incarceration and Family Life.” Pp. 551-566.

March 18-The Second Shift

Hochschild, Arlie. 1989. “Joey's Problem: Nancy and Evan Holt.” Ch. 4 in The Second Shift: Working Parents and the Revolution at Home. New York: Viking/Penguin.

Hochschild, Arlie. 1989. “A Notion of Manhood and Giving Thanks: Peter and Nina Tanagawa.” Ch. 6 in The Second Shift: Working Parents and the Revolution at Home. New York: Viking/Penguin.

March 20-Gender and the Second Shift (cont.)

R: Gerson, Kathleen. 2015. “Falling Back on Plan B: The Children of the Gender Revolution Face Unchartered Territory.” Pp. 593-608.

R: Covert, Bryce. 2015. “It’s Not Just Us: Women Around the World Do More Housework and Have Less Free Time.” Pp. 629-631.

R: Myers, Kristen and Ilana Demantas. 2015. “Being ‘The Man’ without Having a Job and/or Providing Care Instead of ‘Bread.’” Pp. 632-647.

March 25-Who Does the Work of Caring?

England, Paula and Nancy Folbre. 2005. “The Cost of Caring.” Pp. 177-183 in Public and Private Families. Andrew J. Cherlin (ed.) 4th edition. Boston: McGraw-Hill.

Weinberg, Joanna K. 1995. “Older Mothers and Adult Children: Toward an Alternative Construction of Care.” In Mothers in Law: Feminist Theory and the Legal Regulation of Motherhood. Martha Albertson Fineman and Isabel Karpin (eds.) New York: Columbia University Press.

Swartz, Teresa Toguchi. 2011. “Mothering for the State: Foster Parenting and the Challenges of Government-Contracted Carework.” Pp. 302-318 in Shifting the Center: Understanding Contemporary Families (4th edition). Edited by Susan J. Ferguson. New York: McGraw-Hill.

Part III. Problems Affecting Families

March 27-When Children Are Seen As Adults

Stevenson, Bryan. 2014. “All God’s Children.” Ch. 8 in Just Mercy: A Story of Justice and Redemption. New York: Spiegel and Grau.

April 1-Poverty

Family Budget Due

Rubin, Lillian. 1976. “And How Did They Grow?” Ch. 3 in Worlds of Pain. New York: Basic Books.

R: Furstenberg, Frank F. “Divergent Development: The Not-So-Invisible Hand of Social Class in the United States.” Pp. 518-538.

R: Lareau, Annette. 2015. “Unequal Childhoods: Inequalities in the Rhythms of Daily Life.” Pp. 539-541.

April 3-Poverty (cont.)

Cooper, Marianne. 2014. “From Shared Prosperity to the Age of Insecurity.” Pp. 27-45 in Cut Adrift: Families in Insecure Times. Berkeley, CA: University of California Press.

Coontz, Stephanie. 2000. “We Always Stood on Our Own Two Feet: Self-Reliance and the American Family.” Ch. 4 in The Way We Never Were. New York: Basic Books.

Boo, Katherine. “After Welfare.” The New Yorker. April 9, 2001.

R: Williams, Kristi. 2015. “Promoting Marriage among Single Mothers: An Ineffective Weapon in the War on Poverty?” Pp. 324-326.

April 8-Family Violence

Paper for Family Budget Project Due

Ferraro, Kathleen J. 2001. “Battered Women: Strategies for Survival” Pp.260-273 in Public and Private Families. 2nd edition. Edited by Andrew J. Cherlin. Boston: McGraw-Hill.

Schaffer, David. 2000. “When Parenting Breaks Down: The Problem of Child Abuse.” Pp. 390-397 in Social and Personality Development. 4th Edition. Belmont, CA: Wadsworth.

April 10-Unhappy Marriages and Divorce

Lawson, Emma Jean and Aaron Thompson. 2002. “Black Men and the Divorce Experience.” Pp. 322-330 in Contemporary Ethnic Families in the United States. Edited by Nijole V. Benokraitis. New York: Pearson.

R: Rutter, Virginia E. 2015. “The Case for Divorce.” Pp. 329-340.

IV. (New?) Family Forms

April 15-Remarriage and Step-Parenting

R: Coleman, Marilyn and Lawrence Ganong. 2015. “Stepfamilies as They Really Are: Neither Cinderella nor the Brady Bunch.” Pp. 343-357.

Wallerstein, Judith S. and Sandra Blakeslee. 1995. “Ellis and Janet Boulden: A Second Marriage” and “Coping with Children in a Second Marriage.” Chpts. 24 and 25 in The Good Marriage: How and Why Love Lasts. Boston: Houghton Mifflin.

April 17-Staying Single, Cohabitating, and Marriages without Children

Watters, Ethan. “In My Tribe.” New York Times Magazine. October 16, 2001.

R: Smock Pamela J. and Wendy D. Manning. 2015. “New Couples, New Families: The Cohabitation Revolution in the United States.” Pp. 149-158.

Newman, Catherine. 2003. “I Do. Not. Why I Won’t Marry.” In The Bitch in the
House. Edited by Cathi Hanauer. New York: HarperCollins. Pp.65-72.

Park, Kristin. 2005. “Choosing Childlessness: Weber’s Typology of Action and Motives of the Voluntarily Childless. Sociological Inquiry Vol. 75, no. 3. Read only pp. 372-377, 379-381, and 387-399.

April 22-Same-Sex Couples and Gay and Lesbian Families

Hunter, Nan D. 2000. “Sexual Dissent and the Family: The Sharon Kowalski Case.” Pp. 305-309 in Reconstructing Gender (2nd Edition). Edited by Estelle Disch. New York: Basic Books.

R: Green, Robert-Jay. 2015. “From Outlaws to In-Laws: Gay and Lesbian Couples in Contemporary Society.” Pp. 214-231.

R: Dozier, Raine. 2015. “The Power of Queer: How ‘Guy Moms’ Challenge Heteronormative Assumptions about Mothering and Family.” Pp. 458-474.

R: Struening, Karen. 2015. “Families “In Law’ and Families ‘In Practice’: Does the Law Recognize Families as They Really Are?” Read pp. 122-134.


April 24- Review for final exam


Final Exam on Scheduled Date

Over the last several decades, fan cultures and the general belief regarding them has changed dramatically. During that time, we have seen the public consensus on fan and fandom go from sad losers playing Dungeons & Dragons in their parent’s basement to, thanks to Disney, a marked increase in the popularity of sports, the MCU, and other mediated properties, the idea that fandom is for everyone and everyone is a fan of something. This expanding shift in understanding the relationship between spectators and the objects they consume has allowed fans and fandoms, early adopters of Web 2.0 applications and social media, to gain greater social, economic, and political capitol in a mediated world increasingly determined by the discourse and logics of digital culture. From the Alt-Right to K-Pop fans, Bernie Bros. to Trumpers, fans are now significant power brokers in the development, production, and reproduction of US ideology and culture. This class examines fans, fan studies, objects of fandom, and fan works with a goal toward understanding the political, economic, and cultural implications of existing both within and in opposition to fan cultures. Students will read, analyze, and perform fan behaviors and activities such as fan fiction, fan vidding, hashtagging, and meme production, while also examining how issues of race, gender, sexual identity, class, and nationality impact broader habits of media consumption and identity formation.

Course Description

“Vital Worship in the 21st Century for United Methodists” is an online asynchronous course that examines the history, theology, and practices of Christian worship through an ecumenically-minded, United Methodist lens. The main goals of the class are to: (1) introduce the discipline of liturgical studies; (2) develop historical, theological, and practical foundations for vital worship leadership; and (3) foster theological/pastoral reflection and evaluation of the liturgical life of faith communities.

Learning Outcomes

By the conclusion of this course, each student should be able to demonstrate the following:
(a) articulate a basic theology of worship, including the sacraments in the United Methodist tradition.
(b) show familiarity with the history and theology of: the Christian Year, the sacraments (or ordinances), Christian music, and other occasional rites (e.g. weddings, anointing the sick, funerals)
(c) show appreciation for the diversity of worship practices among denominations, as well as familiarity with one’s own denomination/tradition.
(d) show evidence of developing skills for designing and leading worship services— pastorally and/or musically.