Syllabus

DIVISION OF ARTS AND SCIENCES

SJL 102: The Personal Is Political

Understanding Intersectional Identities
Effective: Fall 2015

Access to the Internet is required.

All written assignments must be in Microsoft-Word-compatible formats.
See the librarys APA Style Guide tutorial for a list of resources that can help you use APA style.

FACULTY
Faculty Name: FACULTY NAME
Contact Information: CONTACT INFORMATION
[INSTRUCTOR MAY INSERT PERSONAL MESSAGE IF DESIRED]

COURSE DESCRIPTION
This is the second course in the Social Justice & Leadership certificate. Students will explore the concept
of intersectional identities through theory and personal application. This course is intended to develop the
ability to investigate how identity shapes world views and how identity is inherently political.
This course is delivered in a blended format starting with a full day in class followed by online
completion of assignments and discussions.

COURSE TEXT
Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence Against
Women of Color. Stanford Law Review, 43(1241), 1241-1299.
Hanisch, C. (2006). The Personal is Political. Retrieved from the internet:
http://carolhanisch.org/CHwritings/PersonalisPol.pdf .
Hankivsky, O. (2014). Intersectionality 101. The Institute for Intersectionality Research & Policy, SFU.
Vancouver: Simon Fraser University.
Jones, S.R., & McEwen, M.K. (2000). A Conceptual Model of Multiple Dimensions of Identity. Journal
of College Student Development, 41(4), 405-414.

CITYU LEARNING GOALS

This course supports the following City University learning goals:

COURSE OUTCOMES
In this course, learners:

Will identify and analyze their intersectional identities to examine how this has shaped their
world view
Building on the first course, will be given the opportunity to articulate how privilege and
oppression have impacted their own lives
Will examine the environmental and structural elements of identity formation

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CORE CONCEPTS, KNOWLEDGE, AND SKILLS

Key elements and characteristics of intersectionality

Socialization and intersectionality of identity
Personal reflection and application of the theory to identity
Internalized dominance and internalized oppression
Exploration of foundational literature

OVERVIEW OF COURSE GRADING

The grades earned for the course will be derived using City University of Seattles decimal grading
system, based on the following:
Overview of Required Assignments

% of Final Grade

Full Day Class Participation

20%

In Class Group Work

20%

Online Discussion Board Posts

20%

Final Reflective Paper

40%

TOTAL

100%

SPECIFICS OF COURSE ASSIGNMENTS

The instructor will provide grading rubrics that will provide more detail as to how this assignment will be
graded.
Full Day Class Participation
Note: To effectively participate in the class, students will be required to read the following course text in
advance: Intersectionality 101 (Hankivsky, 2014). The reading will be emailed to students a week before
class begins.
As in the previous class, we will continue to apply the previous reading on How to Engage Constructively
in Courses That Take a Critical Social Justice Approach during class.
Courses that address social justice and inequality through a critical lens often often bring to the surface
patterns and tensions that other courses do not. (zlem & DiAngelo, 2012, p. 165) Respect for and
actively listening to all points of view will be crucial to delving into the subject matter.
Students will be expected to incorporate the following principles for constructive engagement (zlem &
DiAngelo, 2012, p. 166):
1. You dont know what you dont know: Strive for intellectual humility.
2. Everyone has an opinion. Opinions are not the same as informed knowledge.
3. Let go of personal anecdotal evidence and look at broader societal patterns.

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4. Notice your own defensive reactions, and attempt to use these reactions as entry points for
gaining deeper self-knowledge.
5. Recognize how your social positionality (such as your own race, class, gender, sexuality, abilitystatus) informs your reactions to your instructor and those whose work you study in the course.
Components

% of Grade

Engagement with Activities & Discussion

Critical Reflection
Active Listening
TOTAL

60%
20%
20%

100%

In Class Group Work

At the beginning of class, students will be divided into equal small groups or pairs. The group work will
be composed of two parts.
First, in their small groups, students will review Intersectionality 101 (Hankivsky, 2014) and develop
three points of discussion for the entire class. These may be questions about the content that wasnt clear
to the reader, encouraging the class to relate the material to current Canadian examples, sharing personal
examples and allowing the class to ask questions for greater clarity, or anything that the group feels would
be engaging for the class and relates to the reading. Afterwards, students will present these discussion
points to the class. Every student will be required to contribute to at least one of each groups discussion
points.
The second part, will require students to map out each group members intersectional identities. On
separate pieces of paper for each member, the group will work together to write down a minimum of five
key identities for each person. These identities could include but are not limited to: gender, ethnicity,
social economic status, immigration, sexual identity, difference in ability, etc. For each identity, students
will need to provide at least one personal example of how this has led to privilege, oppression, or shortsightedness when interacting with people who are different from them. Students will report back to the
class the key learnings they took away from the activity and how these intersecting identities have shaped
their current beliefs/values.
Components
Personal Contribution to Group Activities
Examples of Personal Reflection
Analysis and Use of the Provided Literature
TOTAL

% of Grade
40%
30%
30%

100%

Online Discussion Board Posts

For this assignment, students will be required to submit two discussion board posts. The first reading/post
is based on The Personal is Political (Hanisch, 2006) and the second reading/post is based on A
Conceptual Model of Multiple Dimensions of Identity (Jones & McEwen, 2000).
The posts should reflect key learning from the reading or integration with previous course content.
Students will not be required to respond to other posts on the discussion boards in this course. However,
students are encouraged to use the opportunity to ask each other questions or provide feedback should
they wish.
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Submissions will be a maximum of 500 words and should display critical reflection and integration of
course content. APA is not required; however, proper grammar and spelling will be expected.
Components
Discussion Board Post 1
Discussion Board Post 2
TOTAL

% of Grade
50%
50%

100%

Final Reflective Paper

The final reflective paper will be based on Mapping the Margins: Intersectionality, Identity Politics, and
Violence Against Women of Color (Crenshaw, 1991). Utilizing the article, students will need to reflect on
key learning moments and may draw from the group work or discussion board posts, but references to the
article must be included.
The paper should be 4 to 6 pages in length and double spaced. Students to do not need to use APA
formatting, but grammar and spelling will be taken into consideration. Any references to course content
should be attached in APA format.
Components
Organization and Coherence
Analysis and Use of Course Concepts
TOTAL

% of Grade
30%
70%

100%

COURSE POLICIES
Late Assignments
Students are expected to submit all assignments by the due dates stated in the syllabus. A late assignment
is one that is submitted after the due date and time or after any extension has expired.
If circumstances prevent a student from meeting the due date, the student should contact the instructor
and request an extension at least 48 hours prior to the date the assignment is due. Emergency situations
will be considered on a case-by-case basis. Being busy, pressured with outside work, or having competing
academic commitments are not usually considered valid reasons to receive extensions.
A student who receives an extension in advance of the due date and abides by the agreement with the
instructor is not subject to late penalties. The general guideline for late penalties is a deduction of one
point per day late for the first 10 days and 5 points per day after 10 days. Instructors may vary these
guidelines in response to the specific conditions and requirements of each course. In the absence of an
alternative announced by the Instructor the default policy is the general guideline cited above.
Assignments may be re-written only with the express consent of the Instructor and under exceptional
circumstances.

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Participation
All courses encourage active engagement in discussion, dialogue, role plays and similar exercises in order
to receive the maximum educational benefits. Participation includes constructive criticism and the
negotiation of different perspectives and ideas. Recognizing that there are many forms of participation a
range of forms and styles are welcomed. Active engagement means being attentive. Similarly, it is
recognized that there are situations in which learning to hold ones counsel or to not participate verbally
are valuable learning experiences.
Attendance and a willingness to be actively involved in classroom discussions, small group activities, and
at times classroom presentations or role plays assists in creating a vibrant learning community.
Many courses include a participation component and, in some cases, assignments specify that
participation will be graded. In such cases the criteria for participation will be made known along with the
requirements for grade achievement.
Professional Writing
Assignments require error-free writing that uses standard English conventions and logical flow of
organization to address topics clearly, completely, and concisely.

UNIVERSITY POLICIES
You are responsible for understanding and adhering to all of City University of Seattles academic
policies. The most current versions of these policies can be found in the University Catalog that is linked
from the CityU Web site.
Scholastic Honesty
Scholastic honesty in students requires the pursuit of scholarly activity that is free from fraud, deception
and unauthorized collaboration with other individuals. You are responsible for understanding CityUs
policy on scholastic honesty and adhering to its standards in meeting all course requirements. A complete
copy of this policy can be found in the University Catalog in the section titled Scholastic Honesty under
Student Rights & Responsibilities.
Attendance
Students taking courses in any format at the University are expected to be diligent in their studies and to
attend class regularly.
Regular class attendance is important in achieving learning outcomes in the course and may be a valid
consideration in determining the final grade. For classes where a physical presence is required, a student
has attended if s/he is present at any time during the class session. For online classes, a student has
attended if s/he has posted or submitted an assignment. A complete copy of this policy can be found in
the University Catalog in the section titled Attendance Policy for Mixed Mode, Online and
Correspondence Courses.

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SUPPORT SERVICES
Disability Resources
If you are a student with a disability and you require an accommodation, please contact the Disability
Resource Office as soon as possible. For additional information, please see the section in the University
Catalog titled Students with Special Needs under Student Rights & Responsibilities.
Library Services
CityU librarians are available to help you find the resources and information you need to succeed in this
course. Contact a CityU librarian through the Ask a Librarian service, or access library resources and
services online, 24 hours a day, seven days a week.
Smarthinking
As a CityU student, you have access to 10 free hours of online tutoring offered through Smarthinking,
including writing support, from certified tutors 24 hours a day, seven days a week. Contact CityUs
Student Support Center at help@cityu.edu to request your user name and password.

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