crs

Introduction to Mentorship Program

  • Applause for individuals in the program, acknowledgment of new lead mentor, Rand.
    • Describes Rand's new role as both supportive and potentially strict, jokingly referred to as the "bad guy" of the mentors.
  • Mention of the limited history in the program with only six LinkedIn mentors thus far.

Attendance Tracking

  • Rand discusses the process for taking attendance.
    • Will utilize an Excel document to track students.
    • All students should do a check-in with him at the start of each class to ensure accurate attendance records.
    • Emphasizes importance of tracking attendance for accountability and university requirements.

University Policies & Attendance

  • Explanation of university policies surrounding student attendance and financial aid.
    • University monitors student attendance for compliance with financial aid requirements.
    • Federal government mandates universities to ensure that funds distributed for education are used appropriately.
    • Consequence for non-attendance includes potential loss of financial aid which impacts both students and the university's funding.

Support System for Attendance Issues

  • University implements a support system for students not attending classes, including counselors reaching out to check on students.
  • Explains how attendance issues may lead to "red flags" which alert advisors to intervene.
    • This system aims to prevent students from being overwhelmed and losing funding opportunitites.
  • Description of the ratio of mentors to students: Legacy Program has a 10:1 ratio, compared to the overall university’s 8,000:1 ratio.

New Structural Changes

  • Rand's role as lead mentor will help facilitate better engagement and support for students in the program, addressing concerns to promote academic success.

Discussion on Race

  • Class structure changes: Groups formed to discuss definitions of race.
    • Each group tasked to write a definition, along with a list of races, within a set time frame.

Group Discussion Insights

  • Group discussions reveal various interpretations of race.
    • Mention of race as a social construct, categorized by physical attributes and social norms.
    • Exploration of the impact of geography on definitions of race
    • Definition of race initiated discussions about ethnicity vs. race, raising questions about categorization in societal contexts.

Various Perspectives on Race

  • Debate on whether race is inherently tied to geographic origins or biological constructs.
    • Introduced concepts like phenotype (the observable physical characteristics) complicating discussions on how to categorize race.
  • Exploration of the ramifications race has on identity and societal structures.

Critical Perspectives of Race

  • Discussion shifts to the notion of race being a construct rather than an inherent trait.
    • Question raised: "How is race?" proposes understanding race as an active process rather than a static identity.
    • Invites students to consider the actions and implications of race within society.

Historical Context of Race in America

  • Brief overview of how racial categorizations have shifted over time.
    • Reference to census changes regarding racial categories reflecting political priorities.
    • Discussion of historical context surrounding race and citizenship in America, including implications of slavery and societal roles.

Science and Race

  • Examination of early scientific efforts to categorize humans along racial lines.
    • Mention of Linnaeus and the flawed connection between cranial sizes and intelligence.
    • Highlighting the lack of a genetic basis for race despite societal beliefs.

Conclusions about Race

  • Reflection that race, while impactful in societal terms, is a construct devoid of biological legitimacy.
    • Emphasis on the importance of recognizing race's role in societal outcomes.
    • Suggests that understanding race as a concept helps critically approach racism and its roots.

Call to Action

  • Encouragement for students to engage with and embrace discussions of race.
  • Highlighting the goal of using the critical race theory framework to analyze and understand systemic issues.

Closing Thoughts

  • Final engagement with students to consider the power dynamics presented by race in the context of historical and present-day America.
  • Encouragement to think critically about the implications of race and identity in their own lives and society at large.