SPAN 102 is the second of the four-semester sequence in the Spanish Language Program.  It is designed for students who a) have successfully completed SPAN 101, b) who have placed into the course via the Spanish Department placement exam, or c) who have scored 3 on the AP Spanish Language exam.  Students further develop strategies for reading, listening, writing, and participating in everyday conversations.  The course expands students’ ability to engage with the cultural diversity of the Spanish-speaking world through authentic materials, and through activities that add

SPAN101 is the first of a four-semester sequence in the Spanish Language Program.  It is designed for students a) with no prior knowledge of Spanish, b) who have studied Spanish for one year or less in high school, and c) who have scored 1 or 2 on the AP Spanish Language exam.

SPAN101 is the first of a four-semester sequence in the Spanish Language Program.  It is designed for students a) with no prior knowledge of Spanish, b) who have studied Spanish for one year or less in high school, and c) who have scored 1 or 2 on the AP Spanish Language exam.

Independent reading course. A full course.

Fall and spring semesters. The Department.

Independent reading course. A full course.

Fall and spring semesters. The Department.

(Offered as AMST 345 and SOCI 345) The United States has long struggled with challenges created by the need to absorb ethnic and racial minorities. In the face of seemingly intractable problems, one solution has been to designate a “model minority,” which then appears to divert attention from the society at large. Earlier in the twentieth century, Jewish Americans played this role; today, Asian Americans are the focus. This course examines specific instances in which Jewish Americans and Asian Americans both embraced and rejected the model minority stereotype.

In this course, we will focus on the diversification of higher education. We will pay particular attention to efforts made by selective liberal arts colleges and universities to open their doors to students disadvantaged by barriers of racial discrimination and excluded by the means of class privilege. We will critically interrogate the concept of diversity and its implementation, paying attention to both successes and problems. Among these problems is the gap between a diversity promised and a diversity delivered.