Week 6 Reflection: Intersectionality, Ideology, and Responsibility
Week 6 was a turning point in the course because it marked the movement from learning separate “core disciplines” of Ethnic Studies into learning how identities and systems overlap. Professor Scott Tsuchitani opened the lecture with a welcoming tone, but also with a serious message about how to succeed in college. He said the main ingredient is adult responsibility. For him, that means honoring the commitments listed in the syllabus, doing the reading on time, and submitting assignments on time, with “no excuses.” At first, that sounded strict, but I understand why he emphasized it. This course is not only about absorbing information. It is also about learning how to think critically, participate with intention, and treat knowledge and deadlines with respect. His reminder felt like a challenge: if I want to learn something meaningful, I cannot treat it casually.
This sense of urgency continued when he discussed the midterm exam. He explained that the exam covers Week 1 through Week 6 and will be multiple choice on Canvas, timed for 110 minutes. It would open at 10 a.m. on Wednesday the 18th and be due by 11:59 p.m. the same day. He repeated that there would be no late submissions, no makeups, and no excuses. The way he spoke about the exam showed that he expects us to take the course seriously. I also noticed that this “no excuses” message connects to the themes of the course. Ethnic Studies often asks students to recognize harm, injustice, and unequal power. In that kind of learning environment, commitment matters, because the topics are real and connected to real people’s lives.
One of the most memorable parts of the lecture was the activity about framing and ideology. Professor Tsuchitani asked us to make a frame with our fingers and thumbs and look around our space. It seemed simple, but it became meaningful when he explained that a frame decides what we see, and it also decides what is erased or left out. Then he asked us to draw a frame on paper and write “ideology” at the bottom. He defined ideology as a set of beliefs, values, and ideas that shape our worldview. What stood out to me is the idea that ideology often feels like “common sense.” That means people can believe something is natural or normal, when it is actually created by history, culture, power, and repeated messages. This framing activity helped me realize that when we talk about race, gender, immigration, or poverty, we are not only talking about individuals. We are also talking about how society teaches us to interpret the world. If we do not question our ideology, we may accept harmful ideas without noticing.
Professor Tsuchitani also said something important: “You can’t see a problem if you can’t name it.” That sentence helped me understand why Ethnic Studies focuses so much on language and concepts. Naming is not just vocabulary. Naming helps people recognize patterns and systems. If a problem is unnamed, it can stay hidden, and people can keep blaming individuals instead of addressing the system. For example, without the language of structural racism, some people might say inequality is simply about personal effort or personal failure. But with a framework, we can begin to see policies, institutions, and historical patterns that create unequal outcomes. Naming helps us move from confusion to clarity.
Another major part of Week 6 was the connection between course themes and current events. Professor Tsuchitani discussed how certain groups are racialized in ways that make them vulnerable. He gave the example of immigrants being racialized as “terrorists” to justify policies and programs connected to ICE. He said this affects Americans, but specifically targets immigrants, people of color, and makes them unsafe. This part was heavy, but it was also realistic. It reminded me that Ethnic Studies is not only about the past. It is also about what is happening now. It also made me think about how fear is used as a tool. When society labels a group as dangerous, it becomes easier to justify harmful surveillance, detention, or exclusion. This shows how racism is not only in personal prejudice. It can be built into systems, policies, and public narratives.
When Professor Tsuchitani asked, “So what do we do about this?” I felt uncomfortable, but in a meaningful way. He said we are not just innocent bystanders and asked what we can do. He said passive silence is complicity. That statement pushed me to reflect on my own actions. Many people think doing nothing means staying neutral. But the lecture suggests that silence can protect harmful systems by allowing them to continue. Even small actions matter because they interrupt the idea that injustice is normal. Professor Tsuchitani mentioned a student who said posting on social media is something people can do. He agreed it is something, but he also implied we can think beyond that. This made me realize that agency is not only about big heroic actions. Agency can be choosing to learn, choosing to speak up, choosing to vote, choosing to support communities, choosing to challenge misinformation, and choosing to pay attention instead of avoiding uncomfortable truths.
The part about high school students walking out to protest ICE also stayed with me. Professor Tsuchitani compared it to the East LA blowouts and noted that these were high school students, not college students. He said he was not trying to shame us, but he used the example to show what taking control can look like. This example challenged me to think about what I am doing with my own education. If younger students can organize and act, then I should also reflect on my own responsibility. College is supposed to build not only knowledge but also civic awareness and critical thinking. It also made me think about how activism is connected to learning. People act when they understand the stakes and when they believe their actions matter.
The lecture’s main concept, intersectionality, was introduced in a clear way through the assigned video: Kimberlé Crenshaw’s TED talk “The Urgency of Intersectionality.” Professor Tsuchitani emphasized that intersectionality is not mainly about identity as a list. He shared Crenshaw’s point that some people misunderstand intersectionality as simply counting identities and intersections. But Crenshaw argues it is not primarily about identity; it is about how structures create vulnerability for certain people at the intersections of race, gender, class, and other categories. This explanation changed my understanding. Before, I thought intersectionality meant someone has multiple identities, like being a woman and being a person of color. Now I understand it more deeply: intersectionality is a tool for analyzing power. It helps explain why some people experience harm in compounded ways that cannot be understood by looking at only one category.
Professor Tsuchitani connected intersectionality to centering women of color and to important frameworks like the Combahee River Collective’s idea of “interlocking systems of oppression” and Patricia Hill Collins’s “matrix of domination.” These concepts helped me see oppression as a system, not separate problems. The matrix idea is powerful because it shows that race, class, gender, sexuality, disability, nationality, and religion can create overlapping hierarchies. In other words, oppression is not one simple ladder. It is a network of forces that shape people’s lives differently depending on where they are positioned. This also explains why solutions must be complex and inclusive. If we only fix one issue, other overlapping harms can continue.
The quote about freedom also impacted me: if Black women were free, everyone would have to be free, because that freedom would require the destruction of all systems of oppression. This idea connects to another quote mentioned in the lecture from Fannie Lou Hamer: nobody’s free until everybody’s free. These statements made me think about solidarity differently. Sometimes people think focusing on one group takes attention away from others. But this lecture suggests the opposite: centering those most impacted can reveal the full structure of oppression. If we create justice for those who face the most intersections of harm, then many others will benefit too.
Finally, the lecture addressed Third World Feminism and critiques of “white savior feminism.” Professor Tsuchitani explained that “third world” is often used as a negative label, but it can also describe over-exploited and oppressed geopolitical communities. He discussed how some Western feminist narratives portray third world women as helpless and needing saving. This is problematic because it repeats imperialist logic and keeps power in the hands of those doing the “saving.” It also ignores the voices, agency, and leadership of the women being described. This part helped me see how even ideas that claim to help can still reproduce inequality if they do not challenge racism, imperialism, and global power.
Overall, Week 6 helped me understand that intersectionality is more than a term. It is a way to see the world more honestly. It teaches me to look at structures, not just individuals, and to recognize how power operates through overlapping systems. The lecture also pushed me to think about ideology, framing, and naming. If I cannot name a problem, I may never see it clearly, and I may accept injustice as normal. Week 6 also reminded me that learning is connected to responsibility. Being a student is not passive. It requires commitment, attention, and agency. This week challenged me to ask myself: what kind of person do I want to be while these issues are happening “on our watch”? I want to keep learning, keep reflecting, and find ways to act with awareness instead of staying silent.
Works Cited
Crenshaw, Kimberlé. “The Urgency of Intersectionality.” TED, 2016.
Tsuchitani, Scott. Week 6 Lecture Slides and Video Transcript. Ethnic Studies, Canvas, 2026.
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Scott Tsuchitani: Hello again. Welcome to Week 6, Part 2.
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Scott Tsuchitani: I'm gonna go into the slides…
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Scott Tsuchitani: So, intersectionality and reproductive justice.
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Scott Tsuchitani: The agenda for today, some brief announcements.
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Scott Tsuchitani: Let's see, I'm gonna skip that second part, we already did that.
So, intersectionality and reproductive justice and reproductive justice movement.
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Scott Tsuchitani: And midterm review.
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Scott Tsuchitani: Announcements. Just a reminder, no assignments this week.
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Scott Tsuchitani: So, you're free to study for the midterm.
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Scott Tsuchitani: Which is next week, on Wednesday the 18th.
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Scott Tsuchitani: It'll be on Canvas.
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Scott Tsuchitani: Multiple choice.
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Scott Tsuchitani: As I discussed previously in the previous lecture.
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Scott Tsuchitani: So, next week, no other assignments besides the midterm.
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Scott Tsuchitani: This will free up my time for grading, so I'm trying to catch up
on… ideally catching up on all grading.
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Scott Tsuchitani: in time for the midterm, but I can't guarantee it. That's my
goal.
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Scott Tsuchitani: In terms of grading feedback, reminder that MLA citations are
required.
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Scott Tsuchitani: So, for example, in the discussion forum posts, or an assignment,
wherever it indicates you should cite your sources.
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Scott Tsuchitani: That's required.
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Scott Tsuchitani: So just to make clear, from now on, no citation, no credit,
alright?
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Scott Tsuchitani: And the logic behind that is
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Scott Tsuchitani: It requires you to support your arguments, your claims.
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Scott Tsuchitani: with concrete evidence. That's what makes it credible and
persuasive and convincing.
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Scott Tsuchitani: It also demonstrates your engagement with the course materials,
and your ability to form that strong analytical reasoning.
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Scott Tsuchitani: And then lastly, I did post an extra credit opportunity.
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Scott Tsuchitani: for the Black Spaces exhibit at Oakland Museum of California. So
that… that is an in-person extra credit at that museum, and you do need to pay
admission. The exhibit ends on March 1st.
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Scott Tsuchitani: And so the extra credit assignment is due by March 8th.
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Scott Tsuchitani: Okay… So, intersectionality and reproductive justice…
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Scott Tsuchitani: This is getting into the textbook, once again. So, History of
Reproductive Justice.
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Scott Tsuchitani: We want to distinguish between abortion rights and reproductive
justice movement.
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Scott Tsuchitani: And that movement we'll get into in a little bit in this lecture.
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Scott Tsuchitani: But it's important to look at the early U.S. history around
reproductive control and resistance to that control.
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Scott Tsuchitani: So, important examples to engage with in the textbook.
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Scott Tsuchitani: The issue of reproduction of enslaved women.
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Scott Tsuchitani: How that was controlled, how agency was limited.
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Scott Tsuchitani: Similarly, with the targeting of Indigenous women around
reproductive control, and resistance.
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Scott Tsuchitani: And then lastly, with Asian exclusion, right, gender segregation…
gender segregated immigration policies.
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Scott Tsuchitani: And anti-miscegenation laws as a form of population control.
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Scott Tsuchitani: For that pop… racially targeted population.
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Scott Tsuchitani: So, check that out in the textbook.
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Scott Tsuchitani: Now, this is a subject that's particularly disturbing, so…
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Scott Tsuchitani: Again, this class pretty much has a trigger warning for the
whole…
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Scott Tsuchitani: Class content, course content, but this section in particular is
quite troubling.
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Scott Tsuchitani: And I didn't know about this history until I taught this course.
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Scott Tsuchitani: History of eugenicists, And coerced mass sterilization, or forced
sterilization.
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Scott Tsuchitani: So what is eugenics, and how did it use science to target
vulnerable groups?
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Scott Tsuchitani: So these are prompts to get you to engage with the reading.
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Scott Tsuchitani: What role did eugenic thinking play in the Immigration Act of
1924?
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Scott Tsuchitani: How did this 20th century Quote-unquote science advocate for
racial exclusion.
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Scott Tsuchitani: So, you might hear the term racial science applied to this, more
accurately, scientific racism.
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Scott Tsuchitani: And so it's echoing back to what we saw
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Scott Tsuchitani: In the early formation of race, remember that documentary,
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Scott Tsuchitani: Raise the Power of Illusion Episode 2, Where science was used to…
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Scott Tsuchitani: justify the formation of a racial hierarchy. And we saw that
science was
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Scott Tsuchitani: you know, totally arbitrary. It wasn't objectively grounded in,
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Scott Tsuchitani: what's now considered rigorous research, right? It was scientific
racism. And so this is the echo of that in the 20th century.
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Scott Tsuchitani: which had… Yeah, really horrific impacts on women of color and
Indigenous women.
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Scott Tsuchitani: As well as the poor.
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Scott Tsuchitani: So, Immigration Act of 1924, or the National Origins Act, which
you might recall from
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Scott Tsuchitani: Asian American Studies Week, they put nationality caps on
immigration meant to protect the white identity of the United States. So again,
reminding us that
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Scott Tsuchitani: The nation was founded on white nationalism, right? The
Immigration Naturalization Act of
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Scott Tsuchitani: 1790, only free white men could, naturalize.
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Scott Tsuchitani: And the continuation of that we saw into the 20th century with
cases like…
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Scott Tsuchitani: Ozawa and Thinned, where naturalization was limited to white
people, and a flexible definition of white people that excluded Asians.
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Scott Tsuchitani: So, this law… So those cases were in 22, 922, 923, so this
Immigration Act 1924,
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Scott Tsuchitani: Included a supposed scientific study of the origins of
populations to use as a guide in determining
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Scott Tsuchitani: who was allowable or not. So…
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Scott Tsuchitani: this completely… this completely excluded Asians, right? So it's
kind of beginning with the Page Act, 1875,
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Scott Tsuchitani: Chinese Exclusion Act, 1882, and then these multiple exclusion
acts of various waves of Asian immigration that were recruited for U.S. Capitol,
and then exploited for their labor, and then excluded
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Scott Tsuchitani: through nativist activism, putting into place these immigration
acts. So in 1924,
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Scott Tsuchitani: Completely excluding Asians and their descendants.
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Scott Tsuchitani: the descendants of slave immigrants, American Aborigines, so
basically Blacks and Native Americans,
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Scott Tsuchitani: And these restrictions continue to impact the racial and ethnic
origins of populations Born in the U.S.
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Scott Tsuchitani: So, from a nativist standpoint, trying to control
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Scott Tsuchitani: the racial demographics of the U.S. population.
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Scott Tsuchitani: Right, and that's grounded in a eugenic ideology of wanting to
keep things pure.
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Scott Tsuchitani: So, is history repeating itself? So this is from the Associated
Press.
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Scott Tsuchitani: in October of last year.
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Scott Tsuchitani: Trump sets the annual 7,500 annual limit for refugees entering
the U.S. It'll mostly be white South Africans. So again.
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Scott Tsuchitani: Excluding people of color, preferential treatment for white
people to enter the country as refugees.
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Scott Tsuchitani: So… All this rooted in… eugenic.
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Scott Tsuchitani: scientific racism.
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Scott Tsuchitani: So what are some examples of how eugenics was used in public
policy to promote
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Scott Tsuchitani: Racially targeted contraception and forced or coerced
sterilization.
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Scott Tsuchitani: Between 1927 and 75.
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Scott Tsuchitani: So, what I didn't include here was a definition of eugenics.
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Scott Tsuchitani: Which you should… Make sure you're clear on, from the textbook,
what that is, what it meant.
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Scott Tsuchitani: what it was based on. And here is how it's put into practice.
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Scott Tsuchitani: In terms of policies and practices at the national level.
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Scott Tsuchitani: So, how it was used in public policy to promote targeted
contraception and forced or coerced sterilization based on race.
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Scott Tsuchitani: in this time period. So, 1927, a public health measure
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Scott Tsuchitani: it was seen as a public good to decrease Black fertility, right?
Population control.
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Scott Tsuchitani: of a racialized community. By 1932,
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Scott Tsuchitani: More than 26 states had passed targeted sterilization laws.
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Scott Tsuchitani: So targeted by race, but also sometimes targeting poor people as
well. And often those go hand-in-hand for structural reasons.
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Scott Tsuchitani: By 1970, the Nixon administration family planning policy targeted
inner-city blacks, Right?
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Scott Tsuchitani: So we're seeing targeted… Eugenic-based population control.
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Scott Tsuchitani: Which translated into forced sterilization.
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Scott Tsuchitani: A key example To pay attention to, for example, on a midterm.
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Scott Tsuchitani: is that of the Ralph sisters, who were 12 and 14 years old.
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Scott Tsuchitani: In 1973.
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Scott Tsuchitani: And it's a key example, not just because of The horrific practice
That targeted them intersectionally.
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Scott Tsuchitani: But because of that case, Southern Poverty Law Center did
research, and it uncovered
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Scott Tsuchitani: The fact that up to 150,000
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Scott Tsuchitani: Forced sterilizations every year were being performed using
federal dollars.
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Scott Tsuchitani: Another case mentioned in the textbook.
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Scott Tsuchitani: I'm targeting Chicanas in Los Angeles in 1975.
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Scott Tsuchitani: Madrigal versus Quilligan.
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Scott Tsuchitani: So check that out in the textbook.
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Scott Tsuchitani: I added this as a supplemental reading from New York Times
Magazine in 1920-20… 1920… 2022.
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Scott Tsuchitani: So the long shadow of eugenics in America, as young girls, the
Ralph sisters were sterilized without consent, as I just mentioned.
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Scott Tsuchitani: What does the government owe them and the thousands of other
living victims?
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Scott Tsuchitani: this horrific… state practice.
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Scott Tsuchitani: How have these policies targeted women in Puerto Rico?
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Scott Tsuchitani: How have they targeted Indigenous women?
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Scott Tsuchitani: So, the operations in Puerto Rico… Started in the 1930s?
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Scott Tsuchitani: Experimentation and sterilization, right?
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Scott Tsuchitani: Targeting… Latinx women. The racial logic here, right, the
justification
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Scott Tsuchitani: was that Puerto Rican and Latina women We're hyper-fertile.
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Scott Tsuchitani: So that was the racial stereotype. That was the eugenic science,
right? This junk science.
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Scott Tsuchitani: And the result of putting that
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Scott Tsuchitani: discourse into policy and practice was that by 1965,
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Scott Tsuchitani: Over a third of Puerto Rican women have been sterilized.
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Scott Tsuchitani: Through this government operation.
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Scott Tsuchitani: So, for Indigenous women.
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Scott Tsuchitani: whose healthcare comes a lot through the federally funded Indian
Health Service, which is a federal
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Scott Tsuchitani: institution, agency, right? It has been established that as high
as 80%
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Scott Tsuchitani: Indigenous women had been sterilized on some reservations.
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Scott Tsuchitani: 80%.
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Scott Tsuchitani: 1968 to 1982, It's estimated around 42% of Indigenous women have
been sterilized.
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Scott Tsuchitani: Indigenous women have reported getting sterilized when going in
for treatment for a headache or tonsillectomy.
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Scott Tsuchitani: They're threatened withholding of federal benefits if they refuse
sterilization.
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Scott Tsuchitani: This is under the auspices of the Federal Department of Health,
Education, and Welfare.
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Scott Tsuchitani: Through their policy, no patient consent was required For
sterilization.
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Scott Tsuchitani: Horrific.
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Scott Tsuchitani: Lest you think that was just in the past.
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Scott Tsuchitani: Where do we see similar policies and practices continuing to play
out In the 21st century.
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Scott Tsuchitani: Well, as you might suspect, sterilizations in immigrant detention
centers
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Scott Tsuchitani: So, our textbook reports, as recently as 2020,
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Scott Tsuchitani: Because the textbook was published in 2021, but…
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Scott Tsuchitani: It's safe to assume this is ongoing, right?
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Scott Tsuchitani: So, whistleblower reports of sterilization without informed
consent.
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Scott Tsuchitani: Other practices, refusal to test for COVID-19, refusals to
provide medication, and forced hysterectomies.
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Scott Tsuchitani: The Office of Refugee Resettlement Director attempted to prevent
teen migrants From accessing abortions, even when…
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Scott Tsuchitani: Pregnancies are due to rape.
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Scott Tsuchitani: And I'm gonna show you a disturbing news headline related to
that.
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Scott Tsuchitani: From this week's news, to make the point.
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Scott Tsuchitani: This is not in the past, this is ongoing, right? Medical
professionals and government officials continue to make unethical decisions
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Scott Tsuchitani: On behalf of vulnerable women, because of preconceived notions.
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Scott Tsuchitani: Around race, gender, class, and immigration status.
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Scott Tsuchitani: So, eugenic racism is not in the past.
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Scott Tsuchitani: Here's… A news story from this Tuesday.
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Scott Tsuchitani: Jeffrey Epstein could not stop emailing people about eugenics.
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Scott Tsuchitani: This is from Mother Jones, a leftist journalist magazine.
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Scott Tsuchitani: Again, it was on Tuesday, implicating not just Epstein, but Elon
Musk.
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Scott Tsuchitani: Peter Thiel, so, you know, billionaire, super powerful people. It
references Trump's fixation on race and genetics, as well as Stephen Miller's.
Stanford professor Nathan Wolff, which this article refers to as a misogynist.
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Scott Tsuchitani: So these are people at the highest echelons of American society
and politics.
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Scott Tsuchitani: Who subscribe to this ideology.
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Scott Tsuchitani: This is just one headline, there's more, right?
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Scott Tsuchitani: This was the 11th of this week, so was that yesterday?
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Scott Tsuchitani: This is in The Atlantic, this is not a leftist journal, right?
Epstein emails show how the powerful talk about race files reveal the disgraced
financier's interest in race science, which is eugenics.
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Scott Tsuchitani: This tweet… Today, from historian Aparna Nair.
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Scott Tsuchitani: The richest man in the world.
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Scott Tsuchitani: Not a tweet, this is Blue Sky, I am not on Twitter, thank you.
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Scott Tsuchitani: The richest man in the world posted about how the white race was
under threat, made allusions to race science. Again, that's eugenics.
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Scott Tsuchitani: or promoted anti-immigrant conspiracy content on 26 out of the 31
days in January of this year.
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Scott Tsuchitani: So… and that connects to an article from The Guardian.
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Scott Tsuchitani: So this is not… I'm not just saying it's happening now, generally
speaking, I'm saying it's… it's happening now as in, like, every day now, right?
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Scott Tsuchitani: So, next link, trigger warning,
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Scott Tsuchitani: Is about pregnant girls and what the government's doing to them.
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Scott Tsuchitani: Oh, no, there'll be the slide after this one. This one is just to
connect to the previous slides, to make the point that
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Scott Tsuchitani: This is not some thin connection, but as was revealed in the news
two days ago, in the Trump-Epstein files, Trump is mentioned more than a million
times.
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Scott Tsuchitani: So, this is not a conspiracy theory, right?
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Scott Tsuchitani: So this is a troubling news that I gave the trigger warning
about. The state targeting of girls of color
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Scott Tsuchitani: who are pregnant. So this is at the intersection.
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Scott Tsuchitani: Race, gender, age, pregnancy, and immigration status.
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Scott Tsuchitani: Dateline yesterday.
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Scott Tsuchitani: Trump administration is sending pregnant migrant girls to South
Texas shelter
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Scott Tsuchitani: Which has been flagged as medically inadequate.
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Scott Tsuchitani: So, super troubling news happening at a systemic level, By our
federal government.
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Scott Tsuchitani: And again, this is happening now.
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Scott Tsuchitani: on our watch, these things on a daily basis. And I'm saying this
not to imperil you or to cause you despair, but again, to point out the need for
urgency,
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Scott Tsuchitani: to… Take the responsibility to be conscious of what's happening,
and with knowledge.
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Scott Tsuchitani: comes responsibility. So what do we do with this? So, hopefully
this class is helping you build capacity
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Scott Tsuchitani: For reflecting upon this in a critical way, through the systemic
frameworks you're learning and the historical context, but also, as the course
unfolds, exposing you to
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Scott Tsuchitani: Different activist tactics and strategies, seeing what makes
different kinds effective, and seeing how they're being put into practice
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Scott Tsuchitani: Today, and this'll be the focus later in the quarter in our week
on,
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Scott Tsuchitani: social movements and resistance, and I'm going to try to bolster
the textbook, you know, scaffold the textbook content with more recent examples,
especially coming out of Minneapolis, which provides inspiration for the nation on,
how we can work together in solidarity.
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Scott Tsuchitani: To resist these, horrific policies.
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Scott Tsuchitani: So, additional readings, supplemental readings, from… recalling
from Week 3 that I'm repeating here, just to reinforce this notion of…
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Scott Tsuchitani: intersectional analysis of systemic racism in healthcare. So that
intersection of race.
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Scott Tsuchitani: gender, it could be sexuality, pregnancy status, and reproductive
rights, so…
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Scott Tsuchitani: From January of this year, Black women on the nightmare of
seeking healthcare in the U.S.
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Scott Tsuchitani: I have to be my own doctor, simply as a means of survival.
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Scott Tsuchitani: So that was in January, and then last November.
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Scott Tsuchitani: Black mothers in Texas and Indiana say hospital staff ignored
cries for care while they were in labor.
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Scott Tsuchitani: Quote, it was really a horrific situation.
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Scott Tsuchitani: To be treated like a dog, or not even like a dog, like less than.
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Scott Tsuchitani: Mother of Mercedes.
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Scott Tsuchitani: well said. And this is not an accident, this is happening
repeatedly, right? We studied in week 3, in the textbook, the case of,
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Scott Tsuchitani: a tennis player, Williams.
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Scott Tsuchitani: who almost died, right? And just the mortality rate for pregnancy
and child delivery for Black women, rooted in these systemic racial discourses.
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Scott Tsuchitani: So… Anyway, I made that point. So, more here, limited access to
abortion and other reproductive care.
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Scott Tsuchitani: So, systemic policies that affect that, right? So, what is the
Hyde Amendment? Who did it racially target?
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Scott Tsuchitani: How did it limit abortion access, even while Roe v. Roe vs. Wade
was still in effect?
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Scott Tsuchitani: So these are prompts for you to engage with the reading.
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Scott Tsuchitani: More prompts on the Hyde Amendment.
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Scott Tsuchitani: How can you apply the concept of intersectionality to explain how
different systems of oppression intersect in that amendment? What axes or
categories intersect in that legislation? See if you can name four of them.
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Scott Tsuchitani: So here I'm… I'm trying to get you to think systemically,
analytically, by applying these concepts intersectionally.
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Scott Tsuchitani: What population has it targeted most severely?
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Scott Tsuchitani: And how has it contributed to the criminalization Of unwanted
pregnancy.
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Scott Tsuchitani: Right, so that was the Hyde Amendment. We've seen that
criminalization more recently, after Roe v. Wade was overturned.
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Scott Tsuchitani: It's been in the news this week in terms of state of Texas going
after doctors in… on the West Coast.
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Scott Tsuchitani: who've prescribed, I think, morning-after pill,
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Scott Tsuchitani: Compare and contrast this criminalization with another systemic
example.
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Scott Tsuchitani: of racially targeted criminalization that we've covered this
quarter. So, asking you to think back and synthesize
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Scott Tsuchitani: How systemic racism has worked.
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Scott Tsuchitani: across different systems.
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Scott Tsuchitani: What risks do undocumented people face when seeking care around
reproductive rights?
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Scott Tsuchitani: How does the policing of the borderlands contribute to barriers
to reproductive healthcare?
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Scott Tsuchitani: What populations are most
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Scott Tsuchitani: supposed to be affected by the overturning of Roe v. Wade. So,
all these things covered in the textbook.
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Scott Tsuchitani: So let's move now into the reproductive justice movement.
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Scott Tsuchitani: So up to… so the previous section I was talking about.
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Scott Tsuchitani: Kind of reproductive rights and policies around reproductive
control.
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Scott Tsuchitani: The level of the government?
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Scott Tsuchitani: here's a movement in response to that, right? So this is the
agency and resistance… resistance part pushing back against this.
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Scott Tsuchitani: So what is the reproductive justice movement?
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Scott Tsuchitani: And how did it come into being?
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Scott Tsuchitani: A prompt to get you to engage with the textbook.
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Scott Tsuchitani: So I will not provide the answers here.
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Scott Tsuchitani: More prompts. Why is it important for this movement to include
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Scott Tsuchitani: More than just abortion rights and access to birth control.
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Scott Tsuchitani: What are the reproductive justice movement's core principles?
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Scott Tsuchitani: And areas of advocacy.
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Scott Tsuchitani: And why are they important to the movement? So these are
important things that could be
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Scott Tsuchitani: On a midterm exam, for example.
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Scott Tsuchitani: What is the critique of the white-led movement around access to
abortion and contraception?
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Scott Tsuchitani: So here, you need to know what the reproductive justice movement
is.
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Scott Tsuchitani: How it differs from this white-led movement that focuses on a
single access or single issue. And so how intersectionality works in this movement.
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Scott Tsuchitani: And How does that intersectionality Center, or what does it
center or prioritize in its advocacy work?
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Scott Tsuchitani: So how does intersectionality inform this movement and drive its
priorities?
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Scott Tsuchitani: Around what it advocates for.
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Scott Tsuchitani: I don't have… I'm not gonna unpack this section, just to…
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Scott Tsuchitani: try to contain things in this lecture, but this is also part of
the chapter, and it's an important part. Here I'm highlighting, the late feminist
scholar Bell Hooks.
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Scott Tsuchitani: Whose work is central to this section of the chapter.
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Scott Tsuchitani: And she's written many great books, so I encourage you to check
out Bell Hook's work.
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Scott Tsuchitani: And it's around… love as transformation is a big part of it, but
also race and representation.
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Scott Tsuchitani: About… things about…
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Scott Tsuchitani: ethnic studies, race, race and education, what makes for
meaningful education and politics, so check out Bal Hooks.
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Scott Tsuchitani: And… just wanted to connect that idea of love as transformation
with, last weekend's Super Bowl halftime show. The only thing more powerful than
hate is love. And that is a direct response to the hate that's playing out.
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Scott Tsuchitani: At a federal level, Which, by now, has become so clear just from
this one slideshow.
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Scott Tsuchitani: Alright, so last section, midterm exam review. Again, the midterm
is on Wednesday.
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Scott Tsuchitani: of next week.
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Scott Tsuchitani: no late submission, so after 11.59 PM next Wednesday, you cannot
submit
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Scott Tsuchitani: The midterm. No excuses, no makeups.
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Scott Tsuchitani: It'll be made available, when I begin the midterm for my other
classes, so at 10 o'clock.
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Scott Tsuchitani: 10 AM, you have 1 hour and 15 minute… 50 minutes, 110 minutes to
complete it.
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Scott Tsuchitani: Those with DRC extensions, that'll be programmed into the exam.
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Scott Tsuchitani: Multiple choice…
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Scott Tsuchitani: I would say roughly around 35 questions, maybe, so… if you got 6
weeks, that's about 6 questions per week.
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Scott Tsuchitani: Multiple choice, so how hard can it be?
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Scott Tsuchitani: Here are my suggestions for how to study for it.
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Scott Tsuchitani: For each of the 6 weeks, Review the following things.
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Scott Tsuchitani: What are the key concepts, right? The ones that stand out. What
do they mean?
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Scott Tsuchitani: And more importantly, how do you apply them
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Scott Tsuchitani: to systemic analysis, right? That means analysis of key examples
or case studies.
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Scott Tsuchitani: And so, what were the big examples or case studies
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Scott Tsuchitani: For that chapter, for that week, that chapter, and whatever films
were assigned that week.
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Scott Tsuchitani: And so you want to look at those examples from the standpoint of
Systemic analysis of oppression.
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Scott Tsuchitani: but also BIPOC, agency, and resistance, right? There's two sides
to each week.
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Scott Tsuchitani: So the first week was, what is ethnic studies, what is race, And
then the next…
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Scott Tsuchitani: 1, 2, 3… next four weeks were the core disciplines. Native
American studies, Black Studies.
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Scott Tsuchitani: Asian American Studies, Pacific Islander studies, and… Chiconex
Latinx Studies.
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Scott Tsuchitani: And then, followed by this week.
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Scott Tsuchitani: So again, this week, now that we've gone through those core
disciplines, this week.
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Scott Tsuchitani: Second half of the quarter, we're starting to synthesize those
core experiences intersectionally, and seeing the cumulative effects going forward
after this week in terms of
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Scott Tsuchitani: Wealth accumulation in terms of criminal justice system.
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Scott Tsuchitani: In terms of systemic resistance, or… Or,
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Scott Tsuchitani: Yeah, solidarity, coalitional resistance, and,
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Scott Tsuchitani: last week is white supremacy, race, and racialization. So…
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Scott Tsuchitani: Anyway, key concepts, how to apply them to key examples, what are
those key examples?
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Scott Tsuchitani: And…
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Scott Tsuchitani: Those will be in the chapter, but also review the assignments and
the discussion prompts for each week, what was emphasized in those. Because I'm not
going to throw trick questions at you. It'll be things that we've studied, right?
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Scott Tsuchitani: The lectures are not comprehensive, just a reminder that these
lecture videos are not comprehensive of the weekly materials, so there could be
things in there that were covered in assignment or discussion.
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Scott Tsuchitani: or that I might have pointed to, but didn't cover, those are fair
game for the exam.
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Scott Tsuchitani: But,
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Scott Tsuchitani: If you're covering the main things that we've done so far, in the
chapters and the readings, the videos, the assignments, you should be in good
shape.
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Scott Tsuchitani: And to be able to think about those main things.
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Scott Tsuchitani: In a way that, is analytical, and maybe even synthesizes them,
like comparing and contrasting, so…
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Scott Tsuchitani: I don't know, just off the top of my head. Compare and contrast
the East LA blowouts with Third World Liberation Front strikes at SF State.
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Scott Tsuchitani: How are they similar? How are they different? What made each one
effective in its own way?
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Scott Tsuchitani: What lessons can we take away from that?
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Scott Tsuchitani: Another analytical way to think, what… what are the conditions
that make something like…
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Scott Tsuchitani: one of those strikes possible, right? Because we want to know
that so that in the future.
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Scott Tsuchitani: We can think about, oh, we need to do an action to resist
something, What's gonna make that possible?
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Scott Tsuchitani: And understanding cause and effect.
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Scott Tsuchitani: Behind the things that have happened.
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Scott Tsuchitani: in case we want to prevent those things in the future, or in case
we want to make something like that happen in the future. So, cause and effect on a
systemic or structural level
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Scott Tsuchitani: Because we need to understand how the system works, to intervene
in it.
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Scott Tsuchitani: To prevent things from happening again, or to promote them
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Scott Tsuchitani: To make them happen again, in terms of agency and resistance.
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Scott Tsuchitani: And then maybe the biggest part of any of the above is what makes
that thing relevant? What makes it significant?
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Scott Tsuchitani: to this course, right? To ethnic studies, to race.
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Scott Tsuchitani: racial literacy, racial equity, and justice in the U.S. now, as
we're studying this.
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Scott Tsuchitani: Alright, so, an assignment I had for my in-person classes was To
do this as homework.
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Scott Tsuchitani: you know, after Monday for our Wednesday class. And so students
did this, they didn't have to turn anything in on this.
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Scott Tsuchitani: But we gathered in class, and I said, we're gonna do a collective
review together that's student-driven. And so this is what we did, was…
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Scott Tsuchitani: This prompt on the right, the top of this document, this is a
shared Google document,
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Scott Tsuchitani: It says, under each heading, enter your own analytical questions
about that week's material.
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Scott Tsuchitani: And using these strategic question stems to help you formulate
open-ended questions. So, these kinds of questions I just talked about, right? And
so the document contained a heading.
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Scott Tsuchitani: For these main headings for each week.
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Scott Tsuchitani: And… I shared this doc… document link with the class.
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Scott Tsuchitani: And together, we went through, week by week, spending a few
minutes on each week.
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Scott Tsuchitani: For students to generate questions directly in the document,
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Scott Tsuchitani: So we spent a few minutes on that, and then a few minutes walking
through these questions, and what's important about those questions, what you would
need to know to answer those questions.
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Scott Tsuchitani: And so this is just the first page of that, it's got more pages.
And so I provided a link for you here if you want to look at the review questions
my in-person class came up with.
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Scott Tsuchitani: For each of the 6 weeks.
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Scott Tsuchitani: For the quarter, as a form of student-centered, student-generated
review
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Scott Tsuchitani: Questions you could use to help you study for the exam.
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Scott Tsuchitani: And I'm showing something from my other class, because our class
doesn't meet in real time, so logistically.
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Scott Tsuchitani: It would have been too,
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Scott Tsuchitani: too much… too much trouble to try to get us to all do this in
real time. So, hopefully, you won't complain to me that I didn't do this with your
class, but instead see it as a benefit that I'm offering this from the other
section.
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Scott Tsuchitani: And… so that's what I have to offer in terms of review. Glenn,
again, having trouble talking.
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Scott Tsuchitani: No more… no assignments to turn in for week 6 for this week.
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Scott Tsuchitani: I did that so you can open up space for you to
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Scott Tsuchitani: Review for the midterm for next week.
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Scott Tsuchitani: And it doesn't mean you don't engage with this week's material,
so I provided print…
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Scott Tsuchitani: Wow, plenty of prompts for you to, encourage you to engage with
this week's material in this slideshow and the previous one.
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Scott Tsuchitani: And if you have any questions, just reach out.
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Scott Tsuchitani: And otherwise, the next time we will connect is,
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Scott Tsuchitani: I guess I'll be launching the midterm and sending a link to it to
announce it, in advance of its launch.
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Scott Tsuchitani: at 10 a.m.
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Scott Tsuchitani: Next Wednesday, the 18th.
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Scott Tsuchitani: All right? And feel free to reach out with any questions. In the
meantime, I will hold my regular
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Scott Tsuchitani: office hours on Zoom on Tuesday from 1 to 5 p.m.
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Scott Tsuchitani: And the Zoom link is on the homepage of the course Canvas site.
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Scott Tsuchitani: So that'll do it. Enjoy the holiday, have a great break, and good
luck on the midterm.
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