1 - 10 of 72 results for: CSRE

Introduces students to a variety of issues at stake in the public education of at-risk high school youth in California. Participants will hear from some of the leading faculty in the School of Education as well as the Departments of Psychology, Sociology, and others, who will share perspectives on the problems and challenges of educating a diverse student body in the state's public school system. The service-learning component of the workshop is a mentoring project (Stanford Students for Educational Equity) with junior class history students from East Palo Alto Academy High School, a Stanford charter school.

This course is a Freshman Introductory Seminar that has as its purpose introducing students to the sociolinguistic study of bilingualism by focusing on bilingual communities in this country and on bilingual individuals who use two languages in their everyday lives. Much attention is given to the history, significance, and consequences of language contact in the United States. The course focuses on the experiences of long-term US minority populations as well as that of recent immigrants.

Theory and research on African Americans' roles in post-Civil Rights, US social movements. Topics include women¿s right, LGBT rights, environmental movement, and contemporary political conservativism.

What does it mean to be an ally to a community that you are not a part of? In this course, students will gain strategies for being effective, active allies across identities. Students will synthesize knowledge gleaned through a variety of perspectives ¿ from members of the ASSU Community Action Board to academic experts ¿ to build your own models of allyship, learn how to bring your personal narratives into dialogue with those of your peers from different backgrounds, and create inclusive spaces on and off campus. Through group discussions, guest speakers, and interactive workshops, we will explore the challenges of changing diversity at Stanford. The final project is to design an actionable ally intervention in your community.

This course aims to provide students with an opportunity to not only learn about current issues in the local Filipino American community, but also develop their own plans to take action on social justice issues. Through mediums of art and reflection, we will explore themes of diaspora and liberation by focusing on the Filipino experience and the local and vocal histories of activism in the Bay Area. We will be connecting local histories to the current global narrative while also connecting our past to our own identity formation as activists and community leaders. In doing so, we hope to explore the implications of local activism within the greater context of global organizing. The course will expose students to local community leaders and ways in which they can support and plug in to local initiatives.

This undergraduate course employs an anthropological and historical perspective to introduce students to ideas and concepts of race and ethnicity that emerged primarily in Europe and the United States in the eighteenth and nineteenth centuries and that continue to shape contemporary racial attitudes, interactions, and inequalities. Ideas about race and ethnicity forged outside the U.S. and case studies from other nations are presented to broaden students' understanding and to overcome the limitations of an exclusive focus on the U.S. This course is geared to sophomores and juniors who have already taken at least one course on race and ethnicity, anthropology, African American Studies, Asian American Studies, Chicana/o Studies, Jewish Studies or Native American Studies.

Preference to sophomores. Historical overview of race in America, race and violence, race and socioeconomic well-being, and the future of race relations in America. Enrollment limited to 16.

Focuses on the November 2012 election. Serial examinations of major topics at stake: foreign policy, the economy, the Supreme Court, and campaign strategy. One session will be devoted to California. Distinguished guests will participate in sessions moderated by the instructors with participation by students. Students enrolling for credit must attend regularly and contribute to a course blog.nSign up for the waitlist through PoliSci 51K.nIn order for a student to be enrolled in the course via the waitlist process, the student must not exceed the maximum unit enrollment for the quarter OR have a time schedule conflict with another course on his/her study list. If the student will either exceed the maximum units or has a class time conflict, the waitlist will bypass this student for enrollment, and will enroll the next eligible student into this course.

We may "know" "who" we "are," but we are, after all, social creatures. How does our sense of self interact with those around us? How does literature provide a particular medium for not only self expression, but also for meditations on what goes into the construction of "the Self"? After all, don't we tell stories in response to the question, "who are you"? Besides a list of nouns and names and attributes, we give our lives flesh and blood in telling how we process the world. Our course focuses in particular on this question--Does this universal issue ("who am I") become skewed differently when we add a qualifier before it, like "ethnic"? Satisfies PWR2.