Major: Bachelor of Arts

Methodology courses should be selected based on their potential to support the student's projected capstone project.

Methodology courses must be taken for 3-5 units and a letter grade.

CCSRE students must complete at least one Community-Engaged Learning (CEL) course or co-curricular experience that centers issues of race, ethnicity, and inequality. This requirement may be fulfilled by enrolling in a Cardinal Course, complete a CCSRE Undergraduate Fellowship, or participating in an Alternative Spring Break. The CEL requirement may be fulfilled by courses that also fulfill other CSRE degree requirements (e.g., a Methodology course may also count toward the CEL requirement). The CEL requirement may be fulfilled by academic experiences, such as fellowships, that do not carry academic units.

CSRE majors must complete the remaining units of their 60-unit minimum with elective coursework in the CCSRE family of programs, with the exception below.

CSRE majors may count up to 15 units of Department of African and African American Studies (DAAAS), Asian American Studies (ASNAMST), Chicana/o-Latina/o Studies (CHILATST), Jewish Studies (JEWISHST), or Native American Studies (NATIVEAM) courses toward their elective coursework in the CSRE major (including subplan units).

The subplan in Education and Inequality explores history, policy, and practice in education to understand how educational opportunity and learning outcomes are shaped by race, ethnicity, and power. Students develop an understanding of the core issues facing educators and policymakers and prepare to contribute to social and political discourse about education and opportunity.

The Environmental Justice subplan develops students’ understanding of the uneven and far-reaching impacts of environmental policy, climate change, grassroots environmental movements, and more. Students develop facility with various methodologies and leave prepared to work toward just environments for all.

The subplan in Health and Wellness supports interdisciplinary exploration of health research, access, and policy. Students take qualitative and quantitative approaches to understanding how health and wellness are defined and impacted by processes of racialization.

The Diversity and Aesthetics subplan explores the intersections of culture, race, and social transformation. Students experiment with how the arts, activism, and academic research come together to enact aesthetic and societal change.

The Politics, Policy, and Equity subplan focuses on how political institutions, public policy, nonprofits, and social movements shape and are shaped by race and ethnicity. This subplan gives students the tools and frameworks to examine the ramifications of politics and policy on processes of racializaiton.

Drawing from the contributions of feminism and queer of color studies, this concentration challenges normative constructions of race and ethnicity by equipping students with analytical tools from feminist theory, queer theory, post-colonial theory, critical race theory, and other critical methods.

The Race, Space, and Belonging subplan examines issues of immigration, citizenship, empire, gentrification, segregation, urban and rural space, human rights, public welfare, social justice, and law. Students examine how race and ethnicity shape constructions of and access to space, nation, and public resources.

Students in the subplan explore the relationship between technology, media, and racialization. Race and ethnicity are crucial for understanding the meaning, power, and evolution of technologies–from type, photography, film, and radio to social media, artificial intelligence, and algorithms. Students assess technological equity and reimagine how technology might be harnessed to actualize a more just and equitable world.

A proposal for a self-designed subplan should include a description of the student’s focus, an articulation of why current subplans cannot accommodate it, a course plan, and a description of how each course meets the student’s educational objectives. Proposals for a self-designed subplan must be submitted with a student’s Major Declaration Proposal and will be reviewed by the CCSRE Academic Programs team.