Ethnicity, Ethnic Conflict, and Conflict Resolution (POLI 450/MESA 495:)

Course Modules

Introduction (Jan 9)

Introduction (Jan 9) Introduction (Jan 9)

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Welcome to my class! I organize everything in the modules you see below. They are your "home" page in Canvas. For the syllabus, see the "Syllabus" tab. Assignments are listed throughout the modules, but you can also view them on the "Assignments" tab (select "view by type" in the upper-right corner to group by type). To make navigation easier, you can expand or minimize the modules using the downward-pointing arrows on the left side of each module header. 1

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August 30 - Syllabus and Course Overview 2

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1. Ethnic Identity and Research Methods (Jan 11–25)

1. Ethnic Identity and Research Methods (Jan 11–25) 1. Ethnic Identity and Research Methods (Jan 11–25)

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Jan 11 - 1.1 - What is Ethnicity and How Does It Change 1

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Assignment

Readings Jan 11 Readings Jan 11 3 2

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We begin with readings that discuss the most basic issue of this course: What is ethnicity? Each of these three readings provides slightly different definitions of this seemingly simple term. As you go through them, please note the similarities and differences between their definitions. Think of groups you know that you would consider an ethnicity—do they meet the criteria each of these readings outlines? 3

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Horowitz1985.pdf (only pages 51-74) Horowitz1985.pdf (only pages 51-74) 4

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Varshney2007.pdf Varshney2007.pdf 5

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ChandraWilkinson2008.pdf (only pages 519-526) ChandraWilkinson2008.pdf (only pages 519-526) 6

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POLI 450 W23 1-1.pdf POLI 450 W23 1-1.pdf 7

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Jan 18 - 1.2 - Measuring and Manipulating Ethnicity in the Social Sciences 8

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Assignment

Readings Jan 18 Readings Jan 18 3 9

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How should we think about ethnicity as a variable in social science research designs? Sometimes, the ascriptive aspects of ethnic identity can make carrying out (or even developing a theory related to) a research project difficult. These readings address this topic, the first discussing how researchers might think about manipulating ethnicity (or other identities) in social science research, and the second discussing common indices measuring ethnic divisions. In the second reading, pay particular attention to the discussion of fractionalization versus polarization. 10

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SenWasow2016.pdf SenWasow2016.pdf 11

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MarquardtHerrera2015.pdf MarquardtHerrera2015.pdf 12

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Jan 23 - 1.3 - Research Design 13

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Assignment

Readings Jan 23 Readings Jan 23 3 14

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All of your projects will relate to race and ethnicity in some way. However, you research designs will vary greatly in terms of the approaches you use to make causal claims. The readings are meant to highlight some of the common problems threatening causal inference in quantitative and qualitative designs, as well as outline some common qualitative research designs. In the first reading (KKV), focus on the following terms: inference, selection on the dependent variable, omitted variable bias, inefficiency, endogeneity, and the number of cases. The second reading, Gisselquist, outlines the use of paired comparisons in making causal claims; pay particular attention to the "method of difference" (also known as most similar) and the "method of agreement" (also known as most different) methods. Also note where the author agrees/disagrees with KKV. The third reading, Collier, comes from the perspective of a researcher who thinks that analyzing single cases can allow for causal claims, which contrasts with some of the other readings. Focus in particular on the four process tracing tests that Collier outlines. Lastly, Freedman provides some useful examples of cases in which researchers combined quantitative and qualitative methods in their research designs. 15

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KKV1994.pdf KKV1994.pdf 16

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Gisselquist2014.pdf Gisselquist2014.pdf 17

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Collier2011.pdf Collier2011.pdf 18

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Freedman2008.pdf Freedman2008.pdf 19

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Jan 25 - RESEARCH QUESTION BRAINSTORMING 20

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Assignment

Research Question Brainstorming Research Question Brainstorming 3 21

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2. Understanding Intergroup Behavior, Tension, and Conflict (Jan 30–Mar 6)

2. Understanding Intergroup Behavior, Tension, and Conflict (Jan 30–Mar 6) 2. Understanding Intergroup Behavior, Tension, and Conflict (Jan 30–Mar 6)

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Jan 30 - 2.1 - Individual-Level Approaches 1

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Assignment

Readings Jan 30 Readings Jan 30 3 2

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Many in political science divide the study of conflict into "micro" theories, which depend on human psychology and behavior at the individual level, and "macro" theories, which depend on institutions and elite incentives at a higher level. We start with a look at some of the foundations for micro-level theories, and we begin with a focus on cognitive and social psychology, which is where many political scientists borrow the theoretical foundations for such theories. The first reading is from a political psychologist named Leonie Huddy, and it discusses how we get from theories in the discipline of psychology explaining group formation and attitudes to theories in the discipline of political science explaining how political group formation and action. The second reading is from Marilynn Brewer, a social psychologist, and makes a point I think is central to understanding these micro-level foundations: loving your own group identity is not the same as hating other groups, but both can result in negative outcomes like discrimination. 3

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Huddy2013.pdf Huddy2013.pdf 4

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Brewer1999.pdf Brewer1999.pdf 5

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Feb 1 - 2.2 - Individual-Level Approaches 6

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Assignment

Readings Feb 1 Readings Feb 1 3 7

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For today's readings, I wanted to highlight theories in comparative politics and American politics that use an individual-level approach to understand when discrimination or violence occur between groups. The first, Petersen 2002, is a chapter from a larger book on ethnic and religious violence in Eastern Europe. This was chosen because it is one of the few overarching theories in a comparative context based on individual-level behavior. The second, Kinder 2009, comes from Donald Kinder and Cindy Kam's book "Us Against Them" on ethnocentrism in American attitudes. The chapter I've chosen focuses on the relationship between ethnocentric attitudes and individuals' positions on immigration policy. 8

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Petersen2002.pdf Petersen2002.pdf 9

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Kinder2009.pdf Kinder2009.pdf 10

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Feb 6 - 2.3 - Elite-Driven Mechanisms 11

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Assignment

Readings Feb 6 Readings Feb 6 3 12

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We are shifting gears now to discuss the issue of macro-level factors that affect when and where conflict erupts between groups. You have two readings for the day. The first is a chapter from a book titled "Votes and Violence: Electoral Competition and Ethnic Riots in India." In the book, Steven Wilkinson outlines a theory of how electoral incentives of politicians affect the likelihood of ethnic riots, and explores this theory in the context of Hindus and Muslims in India. The second reading is an article by Daniel Posner that also explores the incentives of politicians, but in this case what causes variation in those incentives is the size of the groups relative to the population as a whole. Please focus on explaining the theory (with IV and DV and mechanisms connecting them), the data and design method to test that theory, and the results of each piece. 13

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Wilkinson2004.pdf Wilkinson2004.pdf 14

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Posner2004.pdf Posner2004.pdf 15

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Feb 8 - 2.4 - Geography 16

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Assignment

Readings Feb 8 Readings Feb 8 3 17

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Today we are exploring another macro-level factor affecting group behavior: the geographical distribution of groups. There are two chapters assigned from the book "The Space Between Us" by Ryan Enos. The first, chapter 3, discusses the author's theory about the importance of social geography to our attitudes and behavior toward other groups. The second, chapter 7, looks at the outcome of cooperation between groups in the context of Jerusalem. Please focus on explaining the theory (with IV and DV and mechanisms connecting them), the data and research design method to test that theory, and the results the author finds. 18

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Enos2017.pdf Enos2017.pdf 19

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Assignment

Choose Research Topic Choose Research Topic 5 20

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Context Module Sub Header

Feb 13 - 2.5 - Minority and Majority Status 21

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Assignment

Readings Feb 13 Readings Feb 13 3 22

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Context Module Sub Header

Many researchers view the relative size of a group as an important factor to consider in studying intergroup relations and in determining group-based political behavior. These three readings look more closely at this factor. The first, Enos 2015, is related to the reading for the previous class period. This paper still focuses on geography, but is related to minority politics because it examines the political threat that the geographic proximity of a minority group might pose. Okooii 2016 is the most theoretically-focused of the papers, and in this piece, the author examines why political and social discrimination against minorities might result in different political behavior by members of those minority groups. The last article (on which I am a coauthor) looks at the mobilization of the minority group of Palestinian Citizens of Israel in response to a potential threat to their citizenship. 23

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Enos2015.pdf Enos2015.pdf 24

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Oskooii2016.pdf Oskooii2016.pdf 25

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WeissEtAl2022.pdf WeissEtAl2022.pdf 26

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Context Module Sub Header

Feb 15 - 2.6 - Civil War 27

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Assignment

Readings Feb 15 Readings Feb 15 3 28

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Because I am a comparativist who studies topics related to political psychology and behavior, most of our readings have been in the realms of Comparative or American Politics. Today, we consider a couple of readings from International Relations on the role of ethnicity in civil wars. The first reading by Hegre and Sambanis takes a large-n approach to this topic and finds that ethnicity plays a minor role in civil wars (this is a fairly common position in the IR literature more generally). The other two readings make an argument for a more central role of ethnicity in civil war. The first, by Kalyvas, discusses how such conflicts can shape ethnic identity; the second, by Denny and Walter, is the most theoretically-driven of the pieces and provides an argument for why ethnic divides might be uniquely suited as a basis for mobilizing in civil wars. 29

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HegreSambanis2006.pdf HegreSambanis2006.pdf 30

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Kalyvas2008.pdf Kalyvas2008.pdf 31

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DennyWalter2014.pdf DennyWalter2014.pdf 32

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Context Module Sub Header

Feb 21 - 2.7 - What Can Prevent Negative Outcomes? 33

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Assignment

Readings Feb 21 Readings Feb 21 3 34

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Context Module Sub Header

Later, in module 4, we will discuss more in-depth how societies can build tolerance and reconciliation between groups who have been in conflict. Although the readings for today have overlap with those ideas, I am trying to focus on readings that explain why conflict between groups might not result in the first place. In Miguel 2004, you'll read a case comparison that focuses on nation-building as an important factor that can help bridge social divisions. In Fearon and Laitin 1996, you'll read a theory of why cooperation across ethnic groups is actually more common than violence. Note that this second reading is a game theory article, and pages 719 to 724 are fairly dense. Don't feel like you need to understand the technical aspects of that section—instead, just focus on understanding the intuition for the two equilibria that result from their model, what assumptions those are based on, and how results might change if you make different assumptions. 35

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Miguel2004.pdf Miguel2004.pdf 36

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FearonLaitin1996.pdf FearonLaitin1996.pdf 37

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Context Module Sub Header

Feb 22 - NO CLASS - FINISH RESEARCH PROPOSALS 38

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Assignment

Research Proposal Research Proposal 16 39

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Context Module Sub Header

Feb 27 - RESEARCH PROPOSALS FEEDBACK 40

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Context Module Sub Header

Mar 1 - RESEARCH PROPOSALS FEEDBACK 41

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Context Module Sub Header

Mar 6 - RESEARCH PROPOSALS FEEDBACK 42

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3. How Conflicts End, Or Don't (Mar 8–20)

3. How Conflicts End, Or Don't (Mar 8–20) 3. How Conflicts End, Or Don't (Mar 8–20)

Context Module Sub Header

Mar 8 - 3.1 - Military Victory and Negotiated Settlement 1

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Assignment

Readings Mar 8 Readings Mar 8 3 2

assignment 1600056 1

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Toft2010.pdf Toft2010.pdf 3

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HowardStark2018.pdf HowardStark2018.pdf 4

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Quiz

Mid-Course Evaluation Mid-Course Evaluation 2 5

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Context Module Sub Header

Mar 13 - 3.2 - Power-Sharing, Autonomy and Secession, and Mediation 6

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Assignment

Readings Mar 13 Readings Mar 13 3 7

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BercovitchDeRouen2005.pdf BercovitchDeRouen2005.pdf 8

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SambanisSchulhoferWohl2009.pdf SambanisSchulhoferWohl2009.pdf 9

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Daly2014.pdf Daly2014.pdf 10

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Matanock2017.pdf Matanock2017.pdf 11

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Context Module Sub Header

Mar 15 - SPRING BREAK - NO CLASS 12

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Context Module Sub Header

Mar 20 - 3.3 - Lit Review and Theory Workshop I 13

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Assignment

Mar 20 - LIT REVIEW AND THEORY WORKSHOP I Mar 20 - LIT REVIEW AND THEORY WORKSHOP I 3 14

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Context Module Sub Header

Instead of readings, we are working on a part of our paper today! As suggested by one of the students, we will be working in small groups instead of with the class as a whole. You can bring your literature review, your theory section, or both - whatever works best for you! I am not putting a page requirement for this assignment, so whatever you have drafted works for class. Some questions to consider as you prepare these sections for class: What sources am I using to discuss the context for my project (e.g. the location or country or time period)? What sources am I using to discuss the topic of my project (e.g. if you are studying ethnic identification, what has others said can cause changed in ethnic identification)? Where do the sources I'm using agree or disagree? How am I differentiating the theory for my project from what others have said? 15

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4. Fostering Tolerance and Reconciliation (Mar 22–Apr 5)

4. Fostering Tolerance and Reconciliation (Mar 22–Apr 5) 4. Fostering Tolerance and Reconciliation (Mar 22–Apr 5)

Context Module Sub Header

Mar 22 - 4.1 - What is Peace? 1

context_module_sub_header 1600070 0

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Assignment

Readings Mar 22 Readings Mar 22 3 2

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Context Module Sub Header

In general, we think it is a good thing for groups to get along with each other peacefully. But what do we mean by peace? Does peace require integration? Does it require you to like members of other groups? To ignore differences? Is it sufficient to just put up with those around you? Most of our readings have focused on modern politics, but for today we will be discussing two chapters from Kaplan's book "Divided by Faith: Religious Conflict and the Practice of Toleration in Early Modern Europe." In this book, the author discusses what toleration of different religious communities looked like in early modern Europe, which will serve as a springboard for us discussing some of the issues outlined in the questions above. 3

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Attachment

Kaplan2007Ch0-9.pdf Kaplan2007Ch0-9.pdf 4

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Context Module Sub Header

Mar 27 - 4.2 - Lit Review and Theory Workshop II 5

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Assignment

Mar 27 - LIT REVIEW AND THEORY WORKSHOP II Mar 27 - LIT REVIEW AND THEORY WORKSHOP II 3 6

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We will be working in small groups again to workshop our literature review and theory sections. No readings or readings assessment are due for today; instead, I am asking you to bring an updated draft of your literature review and/or theory section. No word requirement, and you will receive credit for just turning something in, as long as it is on-topic. 7

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Assignment

Rough Draft 1 Rough Draft 1 33 8

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Mar 29 - 4.3 - Individual-Level Approaches to Reconciliation 9

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Assignment

Readings Mar 29 Readings Mar 29 3 10

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We are first looking at individual-level, more psychologically driven approaches to reconciling communities. Much of the work in this area has revolved around what is known as the "conflict hypothesis", i.e. the idea that, under certain ideal circumstances, contact between groups will lead to reconciliation. The first reading by Paluck et al is a review piece looking at recent research on intergroup contact. However, contact is not the only method for trying to reconcile groups, and some situations may make the ideal type of contact proposed by the contact hypothesis unrealistic. The second reading by Ditlmann et al is a review piece that looks at alternative approaches to individual-level interventions that can help with group reconciliation. 11

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Attachment

PaluckEtal2019.pdf PaluckEtal2019.pdf 12

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DitlmannEtal2017.pdf DitlmannEtal2017.pdf 13

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Assignment

Poster Submission Poster Submission 15 14

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Apr 3 - 4.4 - Institutional-Level Approaches to Reconciliation 15

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Assignment

Readings Apr 3 Readings Apr 3 3 16

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Apr 5 - 4.5 - Institutions, Peace, and Reconciliation 17

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Assignment

Readings Apr 5 Readings Apr 5 3 18

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These final three readings look at efforts to create institutions that help post-conflict societies reconcile. The Samii 2013 reading has an overlap with our discussion of the contact hypothesis, while the other two focus on community driven development and truth and reconciliation committees. NOTE: You do not have to do a readings assessment for the day; everyone will get full credit for the Apr 5 readings assessment. 19

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Attachment

Samii2013.pdf Samii2013.pdf 20

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Attachment

KingSamii2014.pdf KingSamii2014.pdf 21

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Attachment

Gibson2004.pdf Gibson2004.pdf 22

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Assignment

Rough Draft 2 Rough Draft 2 27 23

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Conclusion (Apr 10–19)

Conclusion (Apr 10–19) Conclusion (Apr 10–19)

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Apr 10 - REFLECTIONS 1

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Apr 12 - RESEARCH PRESENTATIONS 2

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Apr 13 - FULTON CONFERENCE 9–11:45AM WSC BALLROOM 3

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Apr 17 - RESEARCH PRESENTATIONS 4

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Assignment

Peer Reviews Peer Reviews 18 5

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Apr 19 - RESEARCH PRESENTATIONS 6

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Assignment

Panel Participation Panel Participation 5 7

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Assignment

Presentation Presentation 10 8

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Assignment

Final Paper Final Paper 39 9

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Ethnicity, Ethnic Conflict, and Conflict Resolution (POLI 450/MESA 495:)

Course Modules

Introduction (Jan 9)

August 30 - Syllabus and Course Overview 2

1. Ethnic Identity and Research Methods (Jan 11–25)

Jan 11 - 1.1 - What is Ethnicity and How Does It Change 1

Jan 18 - 1.2 - Measuring and Manipulating Ethnicity in the Social Sciences 8

Jan 23 - 1.3 - Research Design 13

Jan 25 - RESEARCH QUESTION BRAINSTORMING 20

2. Understanding Intergroup Behavior, Tension, and Conflict (Jan 30–Mar 6)

Jan 30 - 2.1 - Individual-Level Approaches 1

Feb 1 - 2.2 - Individual-Level Approaches 6

Feb 6 - 2.3 - Elite-Driven Mechanisms 11

Feb 8 - 2.4 - Geography 16

Feb 13 - 2.5 - Minority and Majority Status 21

Feb 15 - 2.6 - Civil War 27

Feb 21 - 2.7 - What Can Prevent Negative Outcomes? 33

Feb 22 - NO CLASS - FINISH RESEARCH PROPOSALS 38

Feb 27 - RESEARCH PROPOSALS FEEDBACK 40

Mar 1 - RESEARCH PROPOSALS FEEDBACK 41

Mar 6 - RESEARCH PROPOSALS FEEDBACK 42

3. How Conflicts End, Or Don't (Mar 8–20)

Mar 8 - 3.1 - Military Victory and Negotiated Settlement 1

Mar 13 - 3.2 - Power-Sharing, Autonomy and Secession, and Mediation 6

Mar 15 - SPRING BREAK - NO CLASS 12

Mar 20 - 3.3 - Lit Review and Theory Workshop I 13

4. Fostering Tolerance and Reconciliation (Mar 22–Apr 5)

Mar 22 - 4.1 - What is Peace? 1

Mar 27 - 4.2 - Lit Review and Theory Workshop II 5

Mar 29 - 4.3 - Individual-Level Approaches to Reconciliation 9

Apr 3 - 4.4 - Institutional-Level Approaches to Reconciliation 15

Apr 5 - 4.5 - Institutions, Peace, and Reconciliation 17

Conclusion (Apr 10–19)

Apr 10 - REFLECTIONS 1

Apr 12 - RESEARCH PRESENTATIONS 2

Apr 13 - FULTON CONFERENCE 9–11:45AM WSC BALLROOM 3

Apr 17 - RESEARCH PRESENTATIONS 4

Apr 19 - RESEARCH PRESENTATIONS 6