CRM 592/ WMST 592
Race, Gender & Crime
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The correct title should be Class,
Race, Gender & Crime, but that's too many characters for the class
The seminar will examine class, race, and gender ( and their
intersections) to understand problems of crime, punishment and liberty
in the US. Readings will provide an interdisciplinary context about
class, race and gender, to prepare students for studying how these factors affect law
making, the development of criminological theory and the administration
of justice (including victimization patterns, policing, judicial processing, punishment, and media images). Some required readings and
assignments will be from the internet, so students should have internet
access or be prepared to use EMU's computer labs.
Scott Christianson, With Liberty
for Some: 500 Years of Imprisonment in America Northeastern University
Press 1998 1555534686
Gregg Barak, Jeanne Flavin &
Paul Leighton, Class, Race, Gender & Crime: Social Realities of
Justice in America. Roxbury 2001. 1891487345.
[Introduction to the chapter on class,
race & gender]
Margaret Anderson and Patricia
Hill Collins, Race, Class, and Gender: An Anthology (4th ed) Wadsworth 2001.
Additional required materials
will come from internet readings. Although these are free, they are an
important part of the course content and are not optional (except where
Matt Wray & Annalee Newitz (Eds),
White Trash : Race and Class in America. Routledge 1997. 0415916925.
Richard Quinney, Bearing Witness
to Crime and Social Justice. SUNY Press 2000. 079144760X.
Barbara Ehrenreich, Nickel and
Dimed: On (Not) Getting By in America. Metropolitan Books 2001.
Miller. One of the Guys: Girls, Gangs, and Gender. Oxford
University Press, 2001. 0-19-513078-2
Joe R. Feagin & Hernan Vera,
Liberation Sociology. Westview 2001. 0813333237.
will be making use of WEB CAUCUS,
which is a bulletin-board type discussion forum. CAUCUS will be used to follow
up on class discussions, including topics that students want to explore at
greater length than we could do in class. It is also helpful for controversial
topics, because everyone has the chance to think more about what they want to
say and how exactly to phrase it before posting a comment. Use of CAUCUS is
not required but will help with your class participation grade.
Please note -
students are still required to attend classes and participate; CAUCUS is not
an option for participating instead of coming to class, but is an option IN
ADDITION to regular 'real time' class participation. The main WEB
CAUCUS page has instructions for registering. After registering, search
for CRM592 (no spaces)
Introduction & greeting. The
video was called A Class Divided, which is also a book entitled A
- Christianson: ch 1-3
- A & HC: 1-7, 13-21 & ch 3 Jordan
- Christianson: 4-5
- B, F & L: ch 1
- A & HC: 40 Garvey; 67 Miner; 6 Takaki
- Christianson: 6-8
- A & HC: ch 2 Moraga OR 5 Frye
HC: 36 Moore
"Forbes tells us the world now has 358 billionaires. Their combined net worth exceeds the combined net worth of the world's poorest 2½ billion people."
Korten, When Corporations Rule the World
- B, F & L: Ch 2 p 25-47
- A & HC: ch 29 Newman
- A & HC ch 16 Ehrenreich or 37 Mantisios
|REQUIRED: Go to the Paywatch
database - look up both the total salary and total compensation for the
CEOs of GM and Ford. In a 1-2 page paper, discuss what system or typology
you would use to describe the class system in the US (See B,F & L ch 2
for some ideas). Also, describe your own place in this system. Be sure to
distinguish or define white trash, poor, working poor, working class and
||OPTIONAL: Check out the political
cartoons about Enron
||Read 2 excerpts from David Korten's When
Corporations Rule the World. Click on the words "When
Corporations Rule the World" or the bookcover & the excerpts will
be at the bottom of the page.
|| The numbers in Akron, Columbus and Dayton are similar: blacks are about twice as likely to get tickets as those who are not black. When adjusted to reflect
21% of all black households do not own vehicles,
these numbers increase. All of the assumptions built into this statistical analysis are conservative;
they are structured to give the law enforcement the benefit of the doubt. Statistics from
New Jersey and
Maryland are similar. Sophisticated analyses of stops and driving populations in both states showed racial disparities in traffic stops
that were "literally off the charts." THE STORIES, THE STATISTICS, AND THE LAW: WHY "DRIVING WHILE BLACK" MATTERS
|As the nation watched the firefighters -- who lost 343 comrades in the attack -- struggle to raise the flag over
the smoldering disaster site, did it matter at that moment that they were three white men?
Apparently it does. In the week since the fire department revealed it would memorialize the flag-raising with a bronze statue depicting one black, one white and one
Latino firefighter raising that flag together, the fire department has been inundated with the outcry of its angry and predominantly white force. The debate has been
over race and remembering, over historical accuracy and symbolic rendering.
Firefighters Memorial Sparks a Diverse Debate
- B, F & L: Ch 3, 73-95
- A & HC: ch 7 Yamato, 8, McIntosh,12
West, 9 Williams
- A & HC: ch 11 Ferber or 49 Waters
|REQUIRED: Go to WHY "DRIVING WHILE BLACK" MATTERS
and read one section. Summarize it in your paper and be prepared to
present it to the class.
OR: Read A & HC 17 Dyson and 61
Is Racial Profiling OK?
- B, F & L: Ch 3 95-128
- A & HC: 52 Asfahani
- Bell, Chronicle of the Space Traders (to be
handed out in class)
|REQUIRED: Read KOREMATSU v. UNITED STATES
and in a page summarize the argument for and against putting Japanese
Americans in camps during WWII. We then discuss Bell's Slave Traders
essays (where the US give up all the blacks in exchange for gold and a
clean environment). Finally we'll discuss Arab fears about what the US
would do to them Post Sept 11. Be sure to read the article
on Arab's receiving letters from the government to report for questioning.
- A & HC: ch 4 Gunn Allen, 42 Snipp &
- A & HC: ch 57 Takagi or ch 28 Moore
|REQUIRED: Go to Indian
Trust. Write a 3-4 page paper on what the issue and why the Secretary
of the interior has been held in contempt of court.
||Rapists are not born, they are made. And the culture which makes 'them' also makes 'us'. The question of why (some) men rape is thus connected to the question of why sexual violence is tolerated. This connection exists at a double intersection: between attitudes and actions, between violence and notions of masculinity. We are all connected to these intersections because this is where we
have grown up as men.
-from Men's Responsibility for Rape
- B, F & L: Ch 4, p 129-140
- A & HC: ch 19 Baca Zinn, 20 Lourde, 22
Le Espiritu, 23 Atkin & Rich, 41 Steinem & 56 Wolf
Kilbourne (Still Killing US Softly) and Can't Buy My Love:
How Advertising Changes the Way We Think and Feel
- B, F & L: Ch 4, p 140-185
- A & HC: ch 58 Schultz
- A & HC: Read all 4 of the following, OR read
2 and do the StopViolence.com exercise: 21 Blood, 24 Thompson, 39
Messner, 60 Kokopeli
has a collection of resources on men working to end violence against women.
Visit 2 of the sites listed there and review them in your weekly paper
in place of two readings listed in the last bulleted point
- A & HC: ch 26 Amott, 38 Ortiz Coffer, 53 Schwartz, 59 Davis,
|Female managers are not only making less money than men in many industries, but the wage gap has also deepened during the economic boom years of 1995 to
2000, a congressional study to be released today reports.
Full-time female managers earned on average less than their male counterparts in the 10 industries that employ 71 percent of all female workers, and in seven of the
10 fields, the pay difference widened.
Male-Female Salary Gap Growing, Study Says
- B, F & L: Ch 5
- A & HC: 25 Baca Zinn & Eitzen, 51 Chan
TURN IN FINAL PAPERS