Category: Ethnic Studies

Write a 2-page essay responding to the following: Research and compare the ethical codes or ethical frameworks of two different professions. Identify the fundamental ethical principles emphasized by each profession and analyze how they guide ethical decision making in their respective fields. Discuss any similarities, differences, or potential conflicts between these ethical codes and their implications for professionals in their daily practice. Use APA 7th format. include introduction, conclusion, citation and references.

Please watch these two videos that critics say carry anti-immigrant sentiment. The first one is from former California Governor Pete Wilson’s reelection campaign. It is titled The Keep Coming.
The next, while untitled, was tweet by President Trump with the caption: “It is Outrageous What Democrats are doing to our country. Vote GOP!” (This is a copy of the video he posted, but Twitter has suspended his account therefore there is not a link to the Tweet directly.) https://www.youtube.com/watch?v=GQJx64cUFb8Links to an external site.
(Watch the video provided through the link above. It was Tweeted by former President Trump in 2018.
In 3 paragraphs below, answer the following questions:
1) Summarize the Pete Wilson video. What is he attempting to say? How does he use visuals to present his argument? Would you say this clip is racist? Why or why not?
2) Summarize the Donald Trump video on cop killer Luis Bracamontes and what he calls illegal immigration. What is President Trump attempting to say through this video? How does he use visuals to present his argument? Would you say this clip is racist? Why or why not?
3) What do these two videos have in common? After learning about immigration, how does this tie to what we have learned about immigrants, violence, fear, and policing?

Chapter 8: “World War II: The Betrayal of Promises”
1. Zoot Suit Riots (1943)
Description: Violent clashes in Los Angeles between U.S. servicemen and Mexican American youths wearing zoot suits, highlighting racial tensions and discrimination.
2. Bracero Program Initiated (1942)
Description: A bilateral agreement between the U.S. and Mexico to bring Mexican laborers to work in agriculture and railroads, addressing wartime labor shortages but leading to exploitation and harsh working conditions.
Chapter 9: “The 1950s: Becoming Mexican American”
3. Felix Longoria Affair (1949-1950)
Description: The refusal to bury Mexican American WWII veteran Felix Longoria in a Texas cemetery, leading to national outcry and the involvement of Senator Lyndon B. Johnson, who arranged for Longoria’s burial in Arlington National Cemetery.
4. Operation Wetback (1954)
Description: A U.S. government immigration law enforcement initiative aimed at deporting undocumented Mexican immigrants, resulting in the mass deportation of many Mexican nationals, including U.S. citizens.
Chapter 10: “The Chicano Movement: Grassroots Activism”
5. Formation of the American G.I. Forum (1948)
Description: An organization founded to address the concerns of Mexican American veterans, advocating for their civil rights and against discriminatory practices.
6. Delano Grape Strike (1965)
Description: A labor strike initiated by Filipino farm workers and joined by the United Farm Workers (UFW) led by Cesar Chavez and Dolores Huerta, fighting for better wages and working conditions in California’s grape industry.
7. Chicano Moratorium (1970)
Description: A large anti-Vietnam War protest by Chicano activists in Los Angeles, which turned violent, resulting in several deaths, including journalist Ruben Salazar.
Chapter 11: “Chicano Power: The Emergence of Political Consciousness”
8. Founding of La Raza Unida Party (1970)
Description: A political party established in Texas to promote Chicano interests and increase political representation, advocating for civil rights, educational reform, and economic justice.
9. Passage of the Immigration Reform and Control Act (IRCA) (1986)
Description: Legislation signed by President Ronald Reagan that provided amnesty to millions of undocumented immigrants while also aiming to curb illegal immigration through employer sanctions.
Additional Event (1990s)
10. Proposition 187 (1994)
Description: A California ballot initiative aimed at denying public services to undocumented immigrants, which passed but faced significant legal challenges and sparked widespread activism within the Chicano community.

In order to see your growth as an Ethnic Studies scholar, you will be required to turn in a movie analysis where you will be asked to watch a movie OR a documentary and analyze it with your new understanding Ethnic studies and the foundational theories involved with the discipline.  the movie i have chosen is Selma 
This will give you an opportunity to chose a movie/documentary of your choice. The format should look like this:
Introduction
In this section you will write an introduction to the assignment. You will provide a little bit of background on WHY you chose the movie/documentary that you watched. How does it relate to the course (which main topics) and what you will talking about in the rest of the paper.
1 paragraph
Summary
In this section you will have the opportunity to summarize the movie as a whole. Try to paint a clear picture so that I can understand the movie without watching it. You do not have to go into much detail but I should get a clear picture that you watched the whole movie/documentary.
Approximately 1-2 paragraphs
Analysis
This section of the paper will be where you connect the movie with terms/theories you have learned from the course. You should make a clear connection that shows me you understand how the material we are learning plays out in real social life. You should include at least 3 terms/theories and connect them with 3 examples from the movie/documentary.
Approximately 3-4 paragraphs
Conclusion
This section to wrap up your paper. You can write a few sentences to restate why you chose this movie/documentary, the summary, and the connections you made. You should not include any new information I’m this section.
Approximately 1 paragraph 

Your task is to 
write an essay that critically examines how 
segregation 
perpetuates systemic racism and adversely affects individuals and communities of color. Your final should not only explore the historical roots of institutional racism but also analyze its contemporary manifestations. By drawing on the readings and discussions from our course, you are expected to provide concrete examples of policies or practices that uphold systemic racism within your chosen institution.
Outline Development: Develop a structured outline for your essay. It should include:
Introduction: Clearly define the issue you will be discussing and present a well-crafted thesis statement.
Body: Outline the main points you will be discussing, drawing evidence and arguments from your chosen sources.
Conclusion: Summarize your argument, reiterating your thesis, and propose potential solutions or implications arising from your discussion.
Creativity: While the essay format doesn’t allow for visual and audio creativity like a video presentation, you can still incorporate creativity through engaging and persuasive writing techniques. Consider using anecdotes, case studies, or thought-provoking language to enhance your argument.
Sources: Include the four sources from this course you will be using in your final
The four sources are down below in the files section

A concept map is a visual learning tool in which you explain a concept by showing relationships between ideas. We are using concept maps to help break down complex concepts around race by showing relationships between various keywords.
Here are some videos to help illustrate how to create concept maps:

For this assignment look at any major concept (social construction of race, “race”) to develop a concept map. You can. upload an image of a drawing or a digital one (if you have the skills to do that). 
****the key to a successful concept map is to explain the relationship between keywords. 
Use the files attached in addition to          these YouTube videos to complete the assignment.

We Will All Be Minorities?
Closing Lecture Remarks
To be minoritized means to be pushed to the margins often by means out of your own control ( Paniagua, 2015 ). There are many groups and individuals who might or are minoritized in our society. Power and privilege operate in society through this process of minoritization and, perhaps, you, too, have been marginalized by this process.
Now is your opportunity to demonstrate your ability to utilize course concepts and incorporate case studies in producing knowledge through cultural criticism in writing.
Most unit lectures close with this same class discussion format. If you read and closely follow all the instructions for this class discussion, you should be able to do well here on out. I will be leaving you feedback and a grade for this assignment. It is important you review my feedback so you can address any issues in the next assignment.
I look forward to reading each of your posts and comments. Contact me ahead of time if you need an extension. I accept late posts but not late comments or self-reflections. Feel free to contact me if you have any questions, doubts, or need additional assistance.
Saludos,
Professor Fuentes
Overview and Criteria
Post by Thursday, Reply by Saturday
The three (3) steps to complete this assignment are explained below in more detail, but here they are in a nutshell:
Answer at least 2 question(s) or prompts.
Incorporate at least 2 course concepts in your discussion.
Leave 2 substantive/expansive comments.
There are two (2) dimensions that add up to the total points possible from this assignment.
Possible 25 Points = Your Post (Due Thursday)
Possible 10 Points = 2+ Comments (Due Saturday)
You’ll be graded on your ability to utilize course concepts to critically reflect on the unit’s lecture material. You must closely follow guidelines to earn maximum points.
⚠️ Post Submissions
I only grade the first post left by each student. If you submit a second post, it will not be graded. I only grade the first attempt. All other attempts after the first post will be ignored and ungraded. Recommendation:Work on your post outside of Canvas and don’t submit it until it meets your standards for submission.
25 Points: Post Guidelines
Your post should be no less than 400 words in length. Your post is worth up to 25 points. It should contain:
4 pt: proper grammar. free of spelling errors, meets min. word count,
4 pt: use proper in-text citations, 6 pt: apply course concepts,
6 pt: incorporate reading and/or lecture(s) material,
5 pt: directly address all aspects of the prompt(s).
10 Points: Peer Comments
Each comment you leave is worth up to 5 points (depending on quality of post). Being nice and respectful is important, but it doesn’t get you all the points. Your comments need to be substantive and expand on the conversation or original post in a meaningful way. Comments should contain at least one of the following:
Comments should provide new information about the original post (“substantive”).
Elaborate on a point made by the Poster or someone else on the thread (“expand”).
In other words, compliments and salutations do not count as satisfactory comments. Pro Tips
What mistake will cost you the most points?
Use of in-text citations for all prompts is required. Every student should develop the habit of attributing information to sources in college-level writing. You can use either APAor MLA style for in-text citations. An example of citing the book in your text is as follows: (Takaki 2008, p.33). An example of citing lectures in your text is as follows: (Fuentes, “Unit #: Name of Lecture.”). Both the green number and lecture title must be changed to the appropriate source for credit.
Don’t want to lose your work?
Copy and paste your posts on Canvas, but write them elsewhere (Word, Google, etc.). Canvas logs users out with inactivity. If this happens, you aren’t alerted and your work will be lost even if you try to “save” or hit “submit.”
Need assistance with Canvas?
Cuyamaca has the Online Student Help Teamwho are ready to provide you with any Canvas support in real-time. If you need help using Canvas Discussions, please review the following guide: Canvas Student Guide – Discussions.
Continuing the Conversation
You have a voice; what’s your say?
Guidance: Select course concepts (2+) introduced in this unit to answer two (2) or more of the below question(s) or prompts according Dr. Fuentes’ lecture materials or Dr. Takaki’s A Different Mirror (2008). You can also incorporate your own personal experiences or recent events, but there has to be a clear connection to concepts and case studies.*
Discuss the key differences from the label “minority” and the process of “minoritized.”
Discuss what Takaki means when he answers the question, “We will all be minorities?” (Ch 17).
Describe the effects of being minoritized at school, at home, or in society?
Discuss the ways individuals who identify as LGBTQ+ are affected from minoritization.
What are 2-3 social factors that affect the mental health of minoritized individuals?
Discuss the characteristics and analyze the importance of the Minoritized Student Model.
From your own lived experience, what is another example of minoritization?
Add your own link to an ig post, tweet, or tik tok and explain how it is an example of White Spatial Imaginary or ethnocentrism; OR Write your own question and incorporate course concepts to explain the importance behind your question (and the value of the potential answer).
*No external sources. Base your response on the lecture materials provided and, as an add-on, you can tie in your own personal experiences, stories, and examples.

For your final, you will propose solutions to address the racial disparities in diabetes prevalence for communities of color. According to the data, Black, Latinx and Asian American communities are significantly more likely to experience the burden of diabetes. You may choose to focus on one racial/ethnic group in particular, or you can take a broader approach and gear your solutions for all people of color. This final exercise is designed to evaluate your understanding of the modules resources, but the Socio-Ecological Model in particular (remember to circle back to the YouTube video in the beginning of the module for help!) . Please use the Robinson reading for guidance, and the CDC 2020 national diabetes report. 
The final should be written in essay format, but unlike previous essays, will require less citations, since the proposals will be based on your own thinking. Discuss why you think your proposals would be effective, and do not feel you need to do further research to justify it. Overall, you should have 5 solutions proposed that disrupts diabetes through food practices, from eating to access. Feel free to use this chart for your paper, but be sure to explain your proposed solutions in your essay. 
Use this table to help organize your final: (ATTACHED IN INSTRUCTIONS)

Overview
You reached the end!
As your professor, I have been personally invested in your academic success in this class. I want to know about your experience during our time together and what motivated you to cross the finish line. I am interested in learning about any feedback or positive experiences you had while in my class.
To help me get to know you a bit more, I created a Google form to better understand you and your experience this semester. Click on the button below to begin the survey.
Once submitted, please give me up to 72 hours to see your points on Canvas.

From A Different Shore
Closing Lecture Remarks
So far in this unit you have learned about key concepts and theories on race and ethnic relations to historical events and current events that affect society through the lens of Asian Americans and their incorporation into American history. We looked at how the categories of race, ethnicity, socio-economic status, gender, sexuality, and citizenship influenced the first period of migration across the Pacific, as well is its parasitical lingerings in the American imaginary.
Understanding the influence and contribution of Asian Americans is key to unlocking a part of U.S. history. The influence of Asian American cultures, largely interpreted through racism, effects our everyday lives and not just the historical past through ideologies of yellow peril, model minority, and Islamophobia. Even so, this does not limit the role and impact of Asian Americans as individuals and as a group who gives back to this nation.
So much of our own circumstances are engrained in social inequalities produced by capitalism. Mode of incorporation explains, for example, how people join new societies without improving their status vis-a-vis inequality. If someone from another country has a better class status due to inequality in their home society, they are likely as immigrants to the U.S. preserve their social status. In the same scenario, someone from another country who is at the bottom of social inequality is likely to be incorporated into the U.S. as an immigrant with low social status. This transfer of social status when someone immigrates is referred to by sociologists as the “mode of incorporation.” Your status in gender, race, class, and sexuality in your home society is likely to remain the same in U.S. society when you first immigrate.
Power and privilege operate in society individually and systemically, through the categories of race, ethnicity, socio-economic status, gender, sexuality, and citizenship. Depending on the nation of origin, social class, educational attainment, gender and sexuality, as well as phenotype (“skin color”), the Asian immigrant experience in the U.S. is diverse and broad; and not as intelligent, submissive or passive, successful, or otherwise perceived by the White Spatial Imagination. Perpetuating the myth of the “Model Minority” is not social science nor objective. Instead, it is a form of xenophobia by the dominant group powerful to enforce strong cultural views toward racialized groups and individuals who are irrationally distrusted or feared. Now is your opportunity to demonstrate your ability to utilize course concepts and incorporate case studies in producing knowledge through cultural criticism in writing.
Most unit lectures close with this same class discussion format. If you read and closely follow all the instructions for this class discussion, you should be able to do well here on out. I will be leaving you feedback and a grade for this assignment. It is important you review my feedback so you can address any issues in the next assignment.
I look forward to reading each of your posts and comments. Contact me ahead of time if you need an extension. I accept late posts but not late comments or self-reflections. Feel free to contact me if you have any questions, doubts, or need additional assistance.
Saludos,
Professor Fuentes
Overview and Criteria
Post by Thursday, Reply by Saturday
The three (3) steps to complete this assignment are explained below in more detail, but here they are in a nutshell:
Answer at least 2 question(s) or prompts.
Incorporate at least 2 course concepts in your discussion.
Leave 2 substantive/expansive comments.
There are two (2) dimensions that add up to the total points possible from this assignment.
Possible 25 Points = Your Post (Due Thursday)
Possible 10 Points = 2+ Comments (Due Saturday)
You’ll be graded on your ability to utilize course concepts to critically reflect on the unit’s lecture material. You must closely follow guidelines to earn maximum points.
⚠️ Post Submissions
I only grade the first post left by each student. If you submit a second post, it will not be graded. I only grade the first attempt. All other attempts after the first post will be ignored and ungraded. Recommendation:Work on your post outside of Canvas and don’t submit it until it meets your standards for submission.
25 Points: Post Guidelines
Your post should be no less than 400 words in length. Your post is worth up to 25 points. It should contain:
4 pt: proper grammar. free of spelling errors, meets min. word count,
4 pt: use proper in-text citations, 6 pt: apply course concepts,
6 pt: incorporate reading and/or lecture(s) material,
5 pt: directly address all aspects of the prompt(s).
10 Points: Peer Comments
Each comment you leave is worth up to 5 points (depending on quality of post). Being nice and respectful is important, but it doesn’t get you all the points. Your comments need to be substantive and expand on the conversation or original post in a meaningful way. Comments should contain at least one of the following:
Comments should provide new information about the original post (“substantive”).
Elaborate on a point made by the Poster or someone else on the thread (“expand”).
In other words, compliments and salutations do not count as satisfactory comments. Pro Tips
What mistake will cost you the most points?
Use of in-text citations for all prompts is required. Every student should develop the habit of attributing information to sources in college-level writing. You can use either APAor MLA style for in-text citations. An example of citing the book in your text is as follows: (Takaki 2008, p.33). An example of citing lectures in your text is as follows: (Fuentes, “Unit #: Name of Lecture.”). Both the green number and lecture title must be changed to the appropriate source for credit.
Don’t want to lose your work?
Copy and paste your posts on Canvas, but write them elsewhere (Word, Google, etc.). Canvas logs users out with inactivity. If this happens, you aren’t alerted and your work will be lost even if you try to “save” or hit “submit.”
Need assistance with Canvas?
Cuyamaca has the Online Student Help Teamwho are ready to provide you with any Canvas support in real-time. If you need help using Canvas Discussions, please review the following guide: Canvas Student Guide – Discussions.
Continuing the Conversation
You have a voice; what’s your say?
Guidance: Select course concepts (2+) introduced in this unit to answer two (2) or more of the below question(s) or prompts according Dr. Fuentes’ lecture materials or Dr. Takaki’s A Different Mirror (2008). You can also incorporate your own personal experiences or recent events, but there has to be a clear connection to concepts and case studies.*
What are ways that xenophobia and “yellow peril” affect our understanding of American History?
Discuss Chinese immigration during California’s Gold Rush (Ch. 8).
How is the “Model Minority” or “Islamophobia” normalized and accepted in society?
Discuss Japanese immigration to the U.S. (1880s to 1920s) (Ch. 10).
Analyze the ways the racialization of Asian hurts or aids Asian Americans.
Discuss the concept of the “Color Line” during WII (Ch. 14).
From your own lived experience, what is another example of xenophobia or racialization?
Discuss the American (ethnic) dilemma of WWII (Ch. 14).
Add your own link to an ig post, tweet, or tik tok and explain how it is an example of White Spatial Imaginary or ethnocentrism; OR Write your own question and incorporate course concepts to explain the importance behind your question (and the value of the potential answer).
*No external sources. Base your response on the lecture materials provided and, as an add-on, you can tie in your own personal experiences, stories, and examples.