Project Description: Race, Gender and Poverty

Students, many from suburban and middle-class homes, have very stereotypical views about the poor and sources of poverty, for instance that poor people are unemployed peoples. To address some of the problems related to the issues readings are revised, viewing of films are incorporated, an introduction of problem based learning assignments, and a field trip to the Food Bank of Delaware are utilized in the course curriculum. There are often two segments of students in the course: students in the welfare concentration and disciplines from sociology, criminal justice, women's studies and Black American Studies. Due to the diversity in the class make-up, there is a gap in knowledge between the two populations, but group assignments provide interaction among the class, where the welfare concentration students have opportunities to take on leadership roles. The group work also helps as the welfare concentration students fill the other students in on some basics, which is a good role for them, since they will be translating for the uniformed for much of their careers. Although working in groups, the course has room for individual assignments.

The class opens with a challenge to the students about being able to look at privilege without guilt and the poor without pity. With this challenge the question of how do you get students to grasp different approaches and appreciations of social issues comes up. One way is to introduce art and/or the words and perspectives of artists to see how there are alternatives to some master narrative about one road to social progress. This is where working with the Paul R. Jones Collection helps in the dissemination of information.

With the Jones Collection, the students will be encouraged to question many of their "standard" approaches to issues. The images will also aid in making issues of race more salient. Using representational art, due to the relatability of the work to the students, the students can think about the story and history behind these images and the possible intent of the artist. Art can help with the historical material in the course, since students have little knowledge about the history of inequality and the role of social policies. By introducing images from the Paul Jones Collection, discussions can develop that highlight issues of social class, race, and the nature of social stratification in the society.

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Back to Call for Proposals

Downloadable template for proposals (MS Word format)

For more information, contact bams-coursegrants@udel.edu.

Deadline for submission: Monday, April 17, 2006