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Courses

Fall 2017

Women’s Studies Certificate Program
Coordinator: Hester Eisenstein, Room 5116 (817-8896, 817-8905)

The Certificate in Women’s Studies is available to students matriculated in the Ph.D. programs at The Graduate Center.  Women’s Studies is an interdisciplinary approach to research and scholarship that draws on various disciplines, while challenging disciplinary boundaries.  The general aim of the program is to offer critical reflection on the experiences of both women and men in terms of differences of gender, sexuality, race, class, ethnicity and nation.  Students are prepared to teach courses and to do research in Women’s Studies and related critical approaches to the disciplines, such as those developed in Queer Studies, Postcolonial Studies, and Cultural Studies.  Besides focused course work and guidance in research, Women’s Studies offers participation in a wide range of graduate students and faculty activities, including lecture series and forums.  Students are also invited to participate in the research programs and seminars at the Center for the Study of Women and Society at the Graduate Center.

WSCP U81001 – Feminist Texts and Theories
GC      W 4.15-6:15 p.m., Room TBA, 3 credits, Profs. Matt Brim and
           Cynthia Chris [36620]


This iteration of “Feminist Texts and Theories” will be taught by the co-editors of WSQ: Women’s Studies Quarterly and will focus on feminist publishing. We will explore the work of reading, writing, and publishing feminist texts and theories, emphasizing the historical context and means of production of feminist scholarship. Topics here might include inquiries into various feminist presses, writing collectives, and women’s studies journals (such as the Hogarth Press, Kitchen Table/Women of Color Press, the Feminist Press, Cleis Press, the Combahee River Collective, ACT UP/NY Women and AIDS Book Group, The Ladderoff our backs, signs, differencesWSQ), as well as archives, journals, and other resources in adjacent academic fields, such as gender studies, sexuality studies, and queer studies. We will explore feminist writing in non-scholarly contexts, such as magazines and blogs. The course will also demystify the work of submitting to and editing for an interdisciplinary journal of women’s, gender, and sexuality studies.

The written work of the course will include a critical component that asks students to produce theoretical, historical, and cultural analyses of feminist scholarship and literary production. Other assignments will help students gain experience with several genres of academic writing that are little taught but key to their professionalization, including writing abstracts, Calls for Papers, Book Reviews, author biographies, and editorial reviews of peers’ writing. Finally, the class will contribute to an online feminist archive.

WSCP U71700 – Global Feminisms
GC      M 11.45-1:45 p.m., Room TBA, 3 credits, Prof. Rupal Oza
           [36622]

 
With the rise of authoritarian regimes around the world, what can feminist movements and theorizing tell us? What are the fault lines between different forms of feminisms? How do liberal feminist ideals and principles intertwine with an imperial agenda? What are the links and divergences between Islamaphobia and racism? Who should be the arbiter of “equality,” “fairness,” and “human rights”? What ethical questions shape the practices of feminism and feminist politics both domestically and internationally? What is the relationship between modes of production, political economy, and gender politics? What are the possibilities and limits of a transnational feminist politics?  What are the material conditions/structural factors which enable and/or undermine transnational feminist solidarity? This course grapples with some of these questions in the wake of rapid world altering changes.
 
We will explore the gender dynamics of racial, ethnic, and economic relations of power in domestic, international, and transnational settings. We will examine feminist scholarship produced by and about American women of color, women from the global south, and other social and political actors whose experiences and thinking have shaped contemporary ideas about gender, power, and international political economies. We will explore how both self-identified feminists and people who do not consider themselves feminists write about and understand gender, justice, human rights, tolerance, agency, imperialism, and other relevant topics. We will also examine how women and self-identified feminists practice solidarity across and within national boundaries, paying attention to the possibilities and constraints that shape transnational feminist activism. We will look at both empirical and theoretical texts from a range of academic disciplines.

WSCP 81000 – Identities
GC      T 4:15-6:15 p.m., Room TBA, 2/4 credits, Prof. Meena
           Alexander [36625] [Cross listed with ENGL 76200]

 
"No one ever told us we had to study our lives, make of our lives a study..." writes Adrienne Rich in her poem "Transcendental Etude'". Through selected postcolonial and feminist texts of poetry and prose we will examine the splintering and refashioning of identities, migrant memories, desire and sexuality, embodiment and dislocation. We will study what Derek Walcott in Omeros calls the `radiant affliction’ of language and with it the complications of self-inscription in the face of a fluid world. Questions emerge, how are archives shaped over time through autobiographical acts? What connections exist between lyric time and the time of history? And what of migration—how are new geographies illuminated, selves created?
 
We will study the poetry and prose of Derek Walcott, Adrienne Rich, Audre Lorde and Kamala Das. Das evoked her body in ways that startled her readers – she composed poetry in English and prose in Malayalam her mother tongue. We will turn to other writings from the Indian subcontinent including M.K. Gandhi’s classic text An Autobiography-- the Story of My Experiments with Truth, a groundbreaking text where confronting the violence of race laws, both in India and in South Africa, Gandhi struggled to remake both himself and the world. We will also read Theresa Cha’s Dictee, a long experimental poem that focuses on exile and dislocation, impossible identities, multiple languages and the failure of translation. Other readings will be uploaded on the dropbox, drawing on drawing on phenomenology, feminism, affect and postcolonial theories (Arondekar, Berlant,  Bhabha, Cesaire, Fanon, Merleau-Ponty, Spivak, Taylor, Weheliye, Wynter etc). The course will run as a seminar with weekly readings, students presentations and a final term paper.
 
WSCP 81000 – Bodies and Minds of Children’s Literature   
GC      R 4:15-6:15 p.m., Room TBA, 2/4 credits, Prof. Carrie Hintz
           [36626] [Cross listed with ENGL 80600]

 
This course will engage with contemporary theory and criticism about race, class, gender, sexuality and dis/ability in children's literature.  We will also spend some time discussing recent cognitive literary theories (by Maria Nikolajeva, Roberta Trites and others) which raise questions about embodied knowledge, representation, perception, temporality and memory.  The seminar will be helpful for anyone interested in recent literary theories about the body and the mind --whether you specialize in children's/ YA literature or not. This seminar will include a workshop component (roughly 6 weeks) focusing on the writing and scholarship of seminar participants.  It is therefore ideally suited for first year students working toward the first exam, students developing a publication or dissertation chapter, or anyone who would benefit from the workshop process.
 
WSCP 81000 – Readings in African American Literary and
           Cultural Criticism  

GC      T 2:00-4:00 p.m., Room TBA, 2/4 credits, Prof. Robert
           Reid-Pharr [36627] [Cross listed with ENGL 75500]

 
This seminar will introduce students to some of the more significant recent critical and theoretical trends within the study of African American literature and culture. Participants will be asked both if it is possible to produce a specifically black literary and cultural criticism and whether Black American identity is manipulated, challenged or perhaps even erased within “peculiar” aesthetic, performative, spatial, theoretical, or political contexts. At the same time, the course will examine how African American Studies intersects with and challenges Feminist Studies, Gay and Lesbian Studies, Ethnic Studies, and American Studies. Students will be asked to write several short papers during the course of the semester. They will also do at least one in class presentation. Works we will read include: Christina Sharpe, In the Wake: On Blackness and Being. 2016; Philip Brian Harper, Abstractionist Aesthetics: Artistic Form and Social Critique in African American Culture. 2015; Aida Levy-Hussen, How to Read African American Literature: Post-Civil Rights Fiction and the Task of Interpretation. 2016; Kevin Quashie, The Sovereignty of Quiet: Beyond Resistance in Black Culture. 2012; Jeremy Glick, The Black Radical Tragic: Performance, Aesthetics, and the Unfinished Haitian Revolution. 2016; Mary Helen Washington, The Other Blacklist: The African American Literary and Cultural Left of the 1950s. 2015; William J. Maxwell, F.B. Eyes: How J. Edgar Hoover's Ghostreaders Framed African American Literature. 2015; Erica R. Edwards, Charisma and the Fictions of Black Leadership. 2012; Nicole Fleetwood, On Racial Icons: Blackness and the Public Imagination. 2015; and Andre Carrington, Speculative Blackness: The Future of Race in Science Fiction. 2016.
 
WSCP 81000 – #BlackGirlMagic: @The Intersections of Literacies,
           Pedagogies, and
Black Feminisms
GC      T 6:30-8:30 p.m., Room TBA, 2/4 credits, Prof. Carmen Kynard
           [36628] [Cross listed with ENGL 89010]
 
First coined as “Black Girls are Magic,” the slogan #BlackGirlMagic emerged on the scene less than a year after Alicia Garza, Patrisse Cullors, and Opal Tometi created #BlackLivesMatter. In this course, we will treat #BlackGirlMagic as a very specific temporal relationship to Black feminisms, digital Blackness, Black freedom movements, and 21st century (re)iterations of white supremacist and imperialist narratives.  We will challenge and move beyond the simplistic frames that have positioned (and thereby dismissed) #BlackGirlMagic (BGM) as merely a kind of beauty and visibility politics that must ultimately fail for only imaging “magical interventions” against racialized/sexualized violence.  Instead, we will closely examine contemporary political and aesthetic movements in Black feminisms that have made BGM possible/legible:

  • Activism and policy campaigns that challenge Black girls’ criminalization via schooling and policing regimes, like the notable work of Kimberlé Crenshaw’s #SayHerName and Monique Morris’s Pushout: The Criminalization of Black Girls in Schools
  • The increased attention to Hip Hop feminism and its ongoing challenges to traditionalist notions of Black feminisms and third wave feminisms
  • Black girlhood studies and its new archival research of the past and present in relation to migration, justice, and work
  • Research on Black girl literacies and Black feminist pedagogies as new categories of analysis for the meaning of reading, writing, and performance in and out of schools
  • Current critiques of Black women scholars rooted in Black feminist and intersectional thought against the de-racializing/de-Black-womanizing impulses of scholarly work that rejects intersectionality for assemblage theory
  • Black feminist digital vernaculars--- seen in projects like Kimberly Bryant’s “Black Girls Code,” Yaba Blay’s “Professional Black Girl” series, or Pauline Alexis Gumbs’s “Eternal Summer”--- that innovates on the most available technologies in order to push alternative sites of knowledge, cultural rhetorics, authoring, and textual production.
We will treat our class as a new kind of maker-space where we will strategically position what Alexander Weheliye calls “racializing assemblages” alongside Black feminism’s “disavowed” yet stand-alone sustained reinvigoration of African American cultural theory as we follow “black cultural archives that typify different manifestations of enfleshment” (118).  Since the “sexualized ungendering of the Black subject” (Weheliye 108) has played a pivotal role in the making of modernity, we will reject any notion that our keen focus on Black women is unrelatable or irrelevant to any western geography and thereby ask new questions of whitestream classrooms, literacies, digital theories, and rhetorical histories.
 
WSCP 81000 – Writing The Self: From Confession to Life-Writing
GC      T 4:15-6:15 p.m., Room TBA, 2/4 credits, Prof. Domna Stanton
           [36629] [Cross listed with French 70500]

 
How is the self-written, constructed? What forms and shapes does this writing take over time, in different genres, and what purposes does it serve, for the several selves inscribed in the text and for others (including the self) who will read it. This course will begin by tracing self-writing from the Middle Ages to today, in primary and theoretical texts, beginning with confession (St Augustine, Rousseau); then early-modern memoirs and discursive forms of interiority (Abbé de Choisy); and steadily enlarging both the scope of self-writing and the figures of the self. We will consider the long passage that women's autogynography and the self-writing of persons of color and other others took to be recognized -- from Julian of Norwich and Sor Juana Iñez de la Cruz; to slave narratives (Harriet Jacobs; Douglass); and letters, diaries and journals (Virginia Woolf, Anais Nin, Simone de Beauvoir). Our readings will culminate with the proliferation of forms in the twentieth century:  from holocaust memorials and trauma narratives (Primo Levi); testimonials (Rigoberta Manchu); human rights narratives (Dongala; Beah), AIDS memoirs (Arenas, Guibert) and transgender texts (Bornstein, Stryker) that highlight transformations and rebirth. We will end by considering what the continued obsession with revealing/inscribing the selves might mean (N. Miller; J. Leonard; M. Nelson); and finally, whether, as auto-fiction implies, all writing is self-writing?
 
WSCP 81000 – Eleanor Roosevelt: The War Years and After
GC      R 6:30-8:30 p.m., Room TBA, 3 credits, Prof. Blanche Wiesen Cook
           [36630] [Cross listed with HIST 75600]

 
This course will focus on the struggle for democracy in the fascist era.  ER's quest for racial justice, economic security, and human rights -- supported by notable allies, opposed by  congressional Dixiecrats,  Republican isolationists, and fearful American Firsters -- resulted in the failure to rescue refugees, continued segregation, the removal and incarceration of Japanese Americans.  These issues reverberate today, as 65 million refugees seek haven and fascist movements proliferate.  Hence, this will be a discussion course dedicated to controversies of history, politics, and the future.  Class participation,  a term paper and three book reviews from a varied and exciting list [ from Bill Ayers and Angela Davis to ER and Howard Zinn] are required. 
 
WSCP 81000 – Corrective Justice
GC      M 4:15-6:15 p.m., Room TBA, 4 credits, Prof. Charles Mills
           [36631] [Cross listed with PHIL 77500]

 
This course will look at corrective justice, a general term I am using to cover a range of variants (overlapping but not always the same)—rectificatory justice, reparative justice, restitutive justice, restorative justice, and so forth—whose common element is the idea of correcting for past wrongs, i.e., historical injustices. Since, with the possible exception of hunter-gatherer societies, we are always living in unjust social orders, the correction of past injustices should, one would think, be a central moral concern for us. But one of the unfortunate consequences of the shaping of the discourse of social justice theory over the past 40+ years by the work of John Rawls has been the reorientation of the field away from such matters to the focus instead on justice in ideal “well-ordered” societies of “strict compliance.” So a simple way of thinking of the course is as a course on justice in “ill-ordered” societies (aka “the world”), in both its material and symbolic aspects, and the moral, metaphysical, epistemological, and political challenges it raises for us.
 
WSCP 81000 – Women, Work and Public Policy
GC      T 4:15-6:15 p.m., Room TBA, 4 credits, Prof. Janet Gornick
           [36632] [Cross listed with PSC 82503]

 
This course will provide an overview of key issues affecting women in the contemporary workplace in the United States and other high-income countries. We will begin with an overview of women’s position in the labor market; here we will take a multidimensional approach to capturing gender inequality at work, covering gender gaps in employment rates, in working time, in occupation, and in earnings. We will assess growing class inequalities among women, which have led to polarization in the labor market, especially between women with more and less education. We will consider divisions by race, ethnicity, and nativity, and examine the recent rise of the “precariat” – a segment of the labor force characterized by little or no employment security and few legal protections. We will analyze the ways in which public policies have addressed these issues, and evaluate their impact.
 
The course also examines the effects on women workers – of all classes, races, and ethnic groups, and on immigrants as well as natives – of persistent inequalities in divisions of labor within households. Despite the enormous increase in women’s employment rates during the past half century, women continue to carry out the bulk of unpaid work in their homes. Altering these inequalities has proven even more challenging than transforming the structures that shape paid work. We will consider recent research on the effects of “work-family reconciliation policies” – that is, public policies aimed at supporting women (and men) as they balance the responsibilities of paid work and family care. The key question now under consideration is whether some of these policies – e.g., paid family leave, rights to part-time work and flexible scheduling – create new forms of gender inequality. Students will complete weekly reaction papers and a semester-long research project.
 
WSCP 81000 – American Political Thought
GC      T 11:45-1:45 p.m., Room TBA, 3 credits, Prof. Ruth O’Brien
           [36633] [Cross listed with PSC 72000]

 
American Political Thought is one of the core subfields in the American Politics field. It can also be counted as part of the political theory concentration. This seminar asks the big questions: What is justice? What is equality? What does it mean to be free? It does so in historical perspective, breaking the periods down into perspectives provided by the revolution; founding, civil war; Social Darwinist; bourgeois individualist; progressive; industrial capitalist, New Deal; and identity politics periods. Original texts ranging from: James Madison’s Federalist Papers; John Dewey’s The Public and Its Problems; Malcolm X’s Autobiography to Gloria E. Anzaldua’s This Bridge Called my Back will be read. In addition, to concentrating on the standard interpretations of these texts, some radical interpretations will be emphasized, particularly black feminist thought. In addition, the seminar gives more weight to the latter half of American political thought written about capitalism and identity politics in the late-19th and 20th centuries rather than the founding or the civil war eras in the 18th, early, and mid-19th centuries.
 
WSCP 81000 – Queer Psychology
GC      T 4:15-6:15 p.m., Room TBA, 3 credits, Prof. Kevin Nadal
           [36633] [Cross listed with PSYC 80103]


This course will provide an overview of the major issues surrounding sexual orientation and gender identity in the field of psychology. The course will review historical and contemporary contexts of heterosexism and genderism, particularly for individuals who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ). Using lectures, discussions, self-reflection activities, and other media tools, students will also learn about culturally competent skills in working with these populations.

WSCP 81000 – Religion, Morality, & Crime in Global Perspective
GC      T 4:15-6:15 p.m., Room TBA, 3 credits, Prof. Amy Adamczyk
           [36635] [Cross listed with Soc. 83000]

 
In this seminar students will examine the theoretical and empirical literature on the relationship between religion and attitudes and behaviors that may be seen as deviant, moral, or illegal. Books by Cavanaugh (2009), Hinnells and King (2007), and Stark and Bainbridge (1996) will help provide the theoretical foundation for this course.  Empirical studies will lay the ground work for discussions of how the relationship is typically understood and assessed. The course will not only focus on the role of religion in shaping attitudes and behaviors, but also how engagement in criminal and deviant behaviors may shape religious beliefs in settings such as prisons and rehabilitation programs. we will examine a variety of different regions and religions to understand how and when there is likely to be a relationship between religion, morality, and crime, when the relationship may be the result of other processes, and how the influence of religion on some behaviors (e.g., terrorism, stealing) or attitudes (e.g., homosexuality, premarital sex) may differ across religions and regions of the world. The development of this seminar is being supported with a grant from the Global Religion Research Initiative.
 
WSCP 81000 – Foucault, Bourdieu, & Baudrillard
GC      M 4:15-6:15 p.m., Room TBA, 3 credits, Prof. Marnia Lazreg
           [36636] [Cross listed with Soc. 80000]

 
Like Michel Foucault, Pierre Bourdieu as well as Jean Baudrillard addressed issues pertaining to the transformations of French-qua-Western culture.  Yet they also sought, directly or indirectly, to distinguish their sociology from Foucault's social philosophy.  In 1977 Jean Baudrillard wrote that Foucault's conception of power is a "mythic discourse" rather than a discourse that purportedly reveals the truth about the nature of power relations.  In 1968, Bourdieu, a one-time former student of Foucault, turned Foucault’s question "What is an Author?" into "How to read an Author." However, Baudrillard also shared with Foucault a rejection of the core concepts of Cartesian rationalism and a "poststructuralist" orientation, while Bourdieu intended to stake out a sociological perspective that incorporated a number of Foucault's critical theoretical insights.  What historical, philosophical, political and biographical factors account for these French sociologists' mixture of reticent admiration for, and skepticism about Foucault's ideas and political engagements?  Did they resolve the ambiguities and antinomies present in Foucault's theoretical orientation and methodology? To what extent sociology transforms or is transformed by Foucault’s social philosophy?

Using methods borrowed from the history of ideas as well as the sociology of knowledge, this course examines Bourdieu and Baudrillard's efforts to build a critical sociology with practical applications for social change as they grapple with Foucault's conceptual innovations. Special attention will be given to the meanings and articulations of key concepts and issues, including structure and event/history; language, rules and discourse; power and subjectivation; body, sex/sexuality and gender; biopolitics and liberalism; revolution and political spirituality; security/war and self-defense.  The course will further examine the concrete socio-political activities in which each author engaged as a result of his theoretical commitment.  

Although students are encouraged to read each author’s seminal works, special attention will be given to Foucault's Lectures at the College de France in addition to the Order of Things, and Madness and Civilization; Bourdieu's Pascalian Meditations, Practical Reason, Acts of Resistance, and Masculine Domination; Baudrillard's Seduction, Simulacra and Simulation, Symbolic Exchange and Death.

Students are expected to immerse themselves in the works of these authors, and write a paper focusing on three critical issues with which one of them grappled. Selecting current socio-political events or issues as testing ground for the three theorists' ideas is also encouraged. The paper will be elaborated in stages to be discussed in class until its completion.
 
WSCP 81000 – Family
GC      M 4:15-6:15 p.m., Room TBA, 3 credits, Prof. Juan Battle
           [36637] [Cross listed with Soc. 83300]

 
This course will examine the history of (U.S.) families from the 19th century to today. Particular attention will focus on: (a) the influence of marriage and changes in family organization over time; (b) family experiences; and (c) diversity in contemporary families. Sociological theories and methods used to study and understand families, including theories of gender and sexualities, will also be discussed.
 
WSCP 81000 – Political Economy and Social Life
GC      W 6:30-8:30 p.m., Room TBA, 3 credits, Prof. Roslyn Bologh
           [36638] [Cross listed with Soc. 74600]

 
Political economy causes social changes that have major consequences for social life – including education, urban life, family life, immigration, ethnic and race relations, and gender relations as well as international relations.  The enormous success of Thomas Piketty's book on income inequality, Capital in the Twenty First Century, and the cross-disciplinary, international, academic and lay interest and acclaim it has garnered, speak to the significance of political economy.  Part of the appeal of Piketty's book lies in his emphatic rejection of the narrow economistic approach to questions of political economy that he encountered in the U.S. and his espousal, in its stead, of a more comprehensive, sociological, cultural and historical perspective – employing sources as unorthodox as Jane Austen's novels! What are the changes that have occurred in political economy since the 1970s? How should we analyze these changes (sometimes conceived as globalization, financial capitalism, monopoly capitalism, neo-liberalism or post-industrial high tech and service economy) and their consequences for social life and politics today and in the coming years?  We will examine different analytic perspectives from Marx to contemporary critical theorists to see which one(s) seem most compelling. An aim of this course is for students (even beginning graduate students) to be able to develop a draft of a publishable article, research proposal or book prospectus.
 
WSCP 81000 – Historical Income Inequality: From Rome to Global Inequality
GC      W 6:30-8:30 p.m., Room TBA, 3 credits, Prof. Branko Milanovic
           [36639] [Cross listed with Soc. 84600]

 
The objective of the course is to present methodology that is suitable for the study of income inequality historically (in pre-modern and ancient societies), discuss the data sources used, and review the evidence. The standard "apparatus" for the study of inequality needs to be augmented in historical studies by including the Inequality Possibility Frontier, dynamic social tables and using short-cut measures that focus on the differences in average incomes between classes. The course will review the evidence on income distribution in ancient societies, pre-modern Europe (Byzantium, Italian cities,  Flanders, Spain) and in the 19th and early 20th century "industrializers" (UK, United States, the Netherlands etc.) and the “less developed” countries (Chile, Brazil, Russia).  Using recent books  by Milanovic ("Global inequality: A new approach for the age of globalization"),  Scheidel ("The great leveler") and Bowles and Fochesato ("Technology, institutions and wealth inequality over 11 millennia") it will discuss forces that historically influenced inequality (wars, civil strife, epidemics, colonialism, population density etc.). The course will end with a historical overview of global inequality, including a brief discussion of global inequality today.
 
WSCP 81000 – Asian Americans
GC      W 6:30-8:30 p.m., Room TBA, 3 credits, Prof. Pyong Min [36640]
           [Cross listed with Soc.  82800]

 
This course has two main objectives.  First, it intends to help students conduct research on Asian Americans effectively by providing information about Asian American experiences and research methods. Second, it will help students to prepare to teach social science courses on Asian American experiences. To achieve the intended objectives, it will provide an overview of Asian-American experiences by covering Asian Americans both as a whole with regard to particular topics and major Asian ethnic groups separately. Major Asian American groups to be covered separately are Chinese, Japanese, Filipino, South Asian, Korean, and Indo-Chinese (Vietnamese, Cambodians and Laotians). 
 
General topics to be covered are immigration (history and contemporary trends), settlement patterns, socio-economic adjustment, prejudice and discrimination experienced, family and gender issues, community organization, ethnicity (ethnic attachment, ethnic identity, and ethnic solidarity), religious background, and intergenerational transition. Specific topics and theories to be covered include the following: the model minority thesis, ethnic and pan-Asian ethnic identities, Asian Americans’ marital patterns, multiracial Asian Americans, Asian Americans' positioning in U.S. race relations, the effects of globalization on Asian immigration patterns, Asian Americans' transnational ties, Asian Americans' political development.
 
The instructor will devote a significant amount of time in every class to teaching relevant research methods for Asian American experiences. Students will look at fresh data on Asian American experiences derived from the 2000 and 2010 Censuses and recent American Community Surveys and recent research findings. Students will discuss major issues related to Asian American experiences and review a comprehensive literature on Asian American experiences. These components of the course will help doctoral students to decide dissertation topics related to Asian American experiences.
 
WSCP 81000 – Social Welfare Policy and Planning I
GC      T 2:00-4:00 p.m., Room TBA, 3 credits, Mimi Abramowitz
           [36641] [Cross listed with HCSSW 71000]

 
Social Welfare Policy and Planning I introduces doctoral students to the conceptual, theoretical, historic and ideological paradigms/models that shape the policy climate and underpin the development of social policies, policy research, policy analysis and advocacy. The course uses theories/paradigms/models to examine 20th and 21st century policy history and the origins, content, and impact of the current policies; to identify the forces contributing to policy change over time. It prepares students to become policy-informed researchers and teachers and/or to specialize in policy based research and teaching.
 
WSCP 81000 – Social Welfare Policy and Planning II
GC      M 11:00-1:00 p.m., Room TBA, 3 credits, S.J. Dodd
           [36642] [Cross listed with HCSSW 71100]

 
Social Welfare Policy and Planning II is a seminar style course that builds on the understanding of social policy and planning developed in the first social welfare policy course. Students deepen their understandings of social problem development and social policy analysis models. The first half of the course explores historical trends in social problem definition and the implications of those definitions on the development of policy responses and analysis. The second half of the course focuses on factors that influence the policy making and policy change processes.