ETH 101 - Ethnic and Diversity Studies

1. Identify the particular histories of different cultural and minority groups in the United States.
2. Compare theoretical lessons learned from studying these various groups.
3. Articulate general principles that shape ethnic and minority relations both currently and historically.
4. Explore how ethnic identity is constructed and reconstructed over time.
5. Develop empathy and a sense of social responsibility.
6. Demonstrate ability to analyze information with regard to a specific cultural or minority perspective.

1. Identifying the various ethnic and minority groups
2. Histories and present day status of ethnic and minority groups
3. Immigration and Migration
4. The contributions of oral history
5. Language and communication differences
6. The influence of poverty and socioeconomic status
7. Differences in family structure
8. Religious and moral beliefs
9. Age, gender, sexuality, physical or mental abilities
10. Stereotyping and defining multicultural terms

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ETH 112 - Understanding Violence in America

1. Students will be able to explain the use of violence in the settlement of the new world.
2. Students will be able to contrast the treatment by European settlers of Native American and Latino populations in the early days of the new world.
3. Students will be able to compare the level of violence in three (3) sports discussed in class and be able to explain the level of societally-accepted violence in each sport.
4. Students will be able to explain why military violence is acceptable in our society and how we prepare our youth to accept such violence.
5. Students will be able to discuss whether the violence depicted in the media, has any impact on the level of acceptable violence in American society.
6. Students will be able to choose three (3) children’s stories, poems or nursery rhymes and identify and contrast the level of violence in each.
7. Students will be able to discuss three (3) techniques/activities that might help us raise children to be non-violent.

1. Violence in the “settlement” of the New World
2. The settlement of the West and the conquest of Native Americans and Mexicans
3. Sports and Violence. Are most sports based on violence
4. Military Violence as an acceptable means of solving disputes
5. Violence in the media. Does the media encourage violence If so, how
6. Violence and children’s stories and nursery rhymes
7. Violence prevention: raising children to be non-violent

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ETH 113 - Introduction to Black Women and Leadership

1. Describe the historical development of Black Women in leadership roles from African descent to modern America.
2. Name various Black Women who demonstrated leadership and made life-changing contributions from African descent and modern America.
3. Discuss the concept of leadership when applying it personally and professionally.
4. Develop leadership skills.
5. Communicate clearly and effectively as a leader.
6. Identify the basic difference between leadership and management.
7. Conduct mini research projects on leadership topics.

1. What is leadership?
2. The difference between leadership and management
3. Concepts in Black Leadership
4. The contributions made by Black Women from African civilization before the New World
5. A brief historical overview of slavery in the New World
6. Africans in America: Enslaved Black Women from slavery to freedom in the New World
7. Behind the Scenes: The involvement of Black Women leaders during the Civil Rights Movement
8. On the Front Line: The representation and responsibility of Black Women’s role in the families, communities, churches, politics, films, music/entertainment, etc.
9. Black Power: Investigate Black Women’s Leadership in education
10. On the Rise: Identify Black Women in the 21st century demonstrating leadership roles that help shape and impact the African-American culture and society
11. The future of Black Women and Leadership in America

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ETH 114 - Achieving Cultural Competence

1. Students will be able to explain the concept of culture.
2. Students will be able to explain the difference between folkways and mores.
3. Students will be able to explain the cultural underpinning of value/belief systems.
4. Students will be able to discuss the melting pot theory and analyze the inherent flaws of this theory.
5. Students will be able to discuss three (3) components of our belief system that are culturally determined.
6. Students will be able to explain the concept of non-verbal communication. They will be able to discuss two (2) areas of conflict that may result from misinterpreted non-verbal communication.
7. Students will be able to discuss and compare the differences between bias, prejudice, racism and discrimination.
8. Students will be able to explain gender bias and its impact on equality for women.
9. Students will choose two (2) cultural groups and compare their treatment of the elderly.
10. Students will explain the concept of unearned privilege and will choose two (2) aspects of the phenomenon and compare/contrast the treatment of white and non-white individuals.

1. What is culture
2. How to identify sub-culture, how does it differ from a culture
3. The cultural basis of value systems. Value systems grow out of cultural norms
4. The inherent problems associated with the Melting Pot Theory
5. An understanding of folkways and mores and societal sanctions associated with violations
6. Identification of everyday life that is societally determined
7. Non-verbal communication and culture. Avoiding major faux pas
8. What is racism? How it differs from bias and discrimination
9. Sexism in America. Is it rooted in all cultures
10. Age discrimination and cultural norms. Do other societies treat the elderly as we do
11. The concept of unearned privilege. Each day we are granted or denied privilege based on cultural norms. What is the historical basis of this

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ETH 119 - Diversity Training/Education in America

1. Students will be able to define “diversity” as discussed in class.
2. Students will be able to explain why diversity in our society is important.
3. Students will be able to evaluate the changing population demographics in the United States and how this impacts on diversity training/education.
4. Students will be able to explain the concept of the “melting pot theory” and be able to articulate the inherent problems of the theory.
5. Student will be able to explain why U.S. companies need to be concerned about diversity.
6. Students will be able to explain how diversity, or the lack of diversity impacts on the company’s “bottom line.”
7. Students will be able to examine and explain the issue of diversity in education and discuss whether diversity is important in this arena.
8. Students will be able to explain why governmental agencies must be concerned about diversity.
9. Students will be able to explain the diversity issues related to: gender, race, culture and religion.
10. Students will be able to design and conduct a diversity audit.
11. Students will be able to contrast two (2) diversity training exercises.

1. What is this thing called “diversity training
2. Why bother with diversity training/education
3. Shifting population demographics in the United States
4. The inherent problems that grow out of the American “melting pot” theory
5. Why should we be concerned about diversity? Who needs this anyhow
6. The company’s “bottom line” (profits) and diversity
7. Problems of diversity in education
8. Governmental agencies and diversity
9. Diversity issues related to:

•  Gender
•  Race
•  Culture
•  Religion
•  Others

  10. Conducting a diversity audit
  11. Diversity training models

 Reference Materials
Lectures, guest speakers, in-class exercises and role-playing.
 

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ETH 121 - Current Issues in Ethnic and Diversity Studies

1. Explain current social issues of various ethnic groups in America.
2. Discuss how various ethnic groups in the United States have been affected by oppression and hardship.
3. Describe ethnic group’s historical background and contributions which brought about social changes in America.
4. Articulate and understand the conditions which have, historically, worsened racial tensions in the United States.
5. Explain issues of diversity and differences.
6. Develop skills in oral and written communication.
7. Generate mini research projects from an ethnic studies perspective.

1. Define Ethnic and Diversity
2. The importance of identity/diversity awareness among ethnic groups living in America
3. The role of ethnic and diversity and its importance to the media/press
4. The flood gates of immigration regarding ethnic groups here in America
5. Ethnic groups social perspectives dealing with differences and contributions to diversity in America
6. How has the historical culture of ethnic groups impacted America’s current issues in the 21st century
7. The state of diversity among ethnic groups in America: their own ethnicity, attitudes, behaviors and self-awareness
8. What progress was made during the last several decades in encouraging diversity in the communities, churches, media, Internet, workplace, education, etc
9. How can ethnic groups communicate across cultures in America in order to effectively grow and develop as a healthier society
10. The effects of ethnic and diversity on school, educators’ practices and students’ achievement (compare and contrast the rewards and challenges)

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ETH 122 - Race and Ethnic Relations in the Global Economy

1. Analyze briefly the political, social and cultural factors that shape the core ethnic groups’ formation and transformation globally.
2. Explain comparatively and cross-culturally the relationship among ethnic groups in the United States and throughout the world.
3. Describe historical facts about ethnic groups and their relationships to power and inequality and their intersections with gender, sexuality, race and culture.
4. Differentiate between historical and contemporary perspectives about the world among ethnic groups related hardships.
5. Explain the relationship among historical events, culture and social forces depending on race, ethnicity and social class.
6. Generate mini research projects from an ethnic studies perspective globally.

1. Race, Ethnicity and Immigration
2. The importance of embracing race and ethnic relations in a global context
3. Racial formations in the United States
4. Understand the Cultural Diversification Process
5. Immigration and the reconstruction of the American Culture and American Identity
6. Investigate the power, historical background, and perspectives of ethnic groups in the American and global economy (the historical and contemporary patterns of race and ethnic relations)
7. Global diversity and leadership
8. Inequality of human races
9. Examine class identities and struggles, political conflicts, gender, racial and ethnic relations, cultural movements and transformations
10. Various racial and ethnic groups’ interaction with each other and the possibilities for change globally
11. How would ethnic relations be different if there were no ethnic segregation

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ETH 124 - Hip Hop in America, Experimental

1. Identify the origins of Hip Hop Music and Culture in America.
2. Analyze the cultural, political and artistic value of Hip Hop
3. Describe various elements that comprise the Hip Industry i.e. entertainment, fashion and music.
4. Examine how hip-hop exemplifies cross cultural hybridization within the United States as well as internationally.
5. Define the terminology associated with Hip Hop and its impact on American society.
6. Use critical thinking and writing skills to communicate about Hip Hop in a scholarly voice.

 Listed Topics

1. History of Music: Jazz, Doo Wop, BeBop, Funk , Soul, Hip Hop
2. Pittsburgh’s Hill District and Music
3. Pittsburgh’s Hip Hop Scene
4. 1970’s
5. Afrika Bambaataa and the Universal Zulu Nation
6. Break Dancing and Turntablism
7. Hip Hop and Geography: East Coast v. West Cost
8. Gangsta Rap and the War on Drugs
9. Hip Hop and fashion
10. Hip Hop and Politics
11. A Closer Look at Biggie Smalls and Tupac Shakur
12. Hip Hop the Business: Contracts, Agreements and Money
13. Hip Hop, Feminism and Equality

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ETH 205 - Latino Cultural Studies

1. Explain the historical and cultural issues/events of the Latino movements in the United States.
2. Describe the differences and similarities of experiences between and among sub-groups in the Latino culture.
3. Identify past and present social and economic problems facing the Latino groups.
4. Explain Latino cultural contributions to the United States through film/video, literature, art and music.
5. Describe the Latino immigration from 1960 and the effects in the United States.
6. Conduct mini research from an ethnic studies perspective.

1. Why study the Latino culture in the United States
2. Define the various groups in the Latino culture
3. Analyze the main demographic features of the various U.S. Latino communities and compare each group’s unique immigration history, settlement patterns and transnational activities
4. Explore the core ethical issues and ethnical arguments in the rapid existence of the Latino groups in America
5. Examine the Latino culture representations in film/video
6. Examine the Latino culture representations in literature/poetry/art
7. Examine the Latino culture representations in music
8. Compare and contrast Latino housing with other minority groups’ housing
9. The Latino groups’ family financial problems, unemployment, poor health and other life issues
10. The future of the Latino American culture

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ETH 207 - Separate and Unequal: The Continuing Story of Discrimination in America, Experimental

1. Define the meanings of discrimination, bias and prejudice.
2. Discuss how various forms of discrimination harm individuals.
3. Compare forms of discrimination based on gender, sexual orientation and race.
4. Articulate how discrimination harms the growth of the United States both as a world leader and an economic power.
5. Discuss the reasons that discrimination may lead to clashes among people in the United States and result in violent behavior.

1. What is discrimination?
2. What is prejudice?
3. The roots of gender discrimination
4. Discrimination in the establishment of the United States of America
5. Bias and prejudice of religion
6. How negative discrimination impacts religion
7. The law and discrimination
8. Age Discrimination by culture
9. The pseudo-science of race and how it encourages racial discrimination
10. Physical appearance and discrimination
11. Discrimination based on l.Q. and perceived mental ability
12. Economic discrimination
13. Medical discrimination
14. Discrimination based on residential and geographic location
15. Body decoration and discrimination

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ETH 215 - African Art/Artifacts in the Cycle of Life

1. Students will be able to show how African art influenced European art and name two (2) European “masters” who utilized African art in their works.
2. Students will be able to tell how African art is used in African societies. They will be able to compare and contrast the differences between so-called secular and religious art.
3. Students will be able to explain the differences between European and African art.
4. Students will be able to identify and discuss the art of two (2) difference African ethnic groups.

1. African traditional religion before Christianity
2. African “art” in the cycle of life. How “art” is used in religious and secular events
3. The difference between European and African “art”
4. African artifacts by Kinship Group. How to identify the “art” of specific groups
5. African “art” and its influence on the European “master” painters such as: Picasso, Modigliani and others

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ETH 220 - History of the Pittsburgh Civil Rights Movement

1. Students will be able to discuss racial conditions in Pittsburgh prior to 1960.
2. Students will be able to name two groups that participated in the Pittsburgh Civil Rights Movement and their leaders.
3. Students will be able to discuss the techniques employed by civil rights groups to achieve equality.
4. Student will make an oral presentation, in class, about the movement, its organizations, its targets and/or the individual participants.
5. Students will be able to tell about the overall results of the movement in the areas of employment, education and public accommodations.

1. The racial climate in Pittsburgh prior to 1960 and how Black citizens were treated
2. The organizations and their methodology: what techniques were used
3. The leaders of the movement. Who were they? What did they do
4. The businesses, government organizations and other groups that were targeted by the movement. Why were these groups targeted
5. Reaction to the movement. What happened to participants
6. Results of the movement. Were major changes made

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