Genetic Ancestry Tracing and the Science of Race

Course Description
Where do you "really" come from? Western cultures have long been interested in tracing their ancestral origins or individual family trees through practices of genealogy. Genetic ancestry tracing (GAT) applies genetic technologies to these practices and has reinvigorated questions about human origins, relatedness, and the "reality" of race. Recently, the tracing of one's ancestry through the genome has become a popular practice in the US and throughout the world. This course introduces students to the science behind these new technologies and explores some of their social, political, and economic implications. How and why do GAT technologies emerge when they do? What are some of the ethical dilemmas facing scientists as they collect genetic information from different groups throughout the world? How does GAT influence our ideas of race and relatedness? How have some groups used genetic ancestry tracing in legal contexts to make claims in the name of social justice? Course fees: $85.00 (DNA test). This course satisfies Division I distribution requirements. EXP, MCP, PRJ, PRS, REA, WRI

Syllabus
WEEK 1

Tues Jan 6th

Introduction to Genetic Ancestry Tracing and the Science of Race

Film: Race--The Power of an Illusion: The Difference Between Us

Wed Jan 7th Koenig, Barbara A., Sandra Soo-Jin Lee, and Sarah S. Richardson 2008 Introduction: Race and Genetics in a Genomic Age. In Revisiting Race in a Genomic Age. Read pp. 1-5. (T)

Gould, “Introduction,” In The Mismeasure of Man. Pp. 51-61.

Bolnick, Deborah A., et al. 2007 The Science and Business of Genetic Ancestry Testing. Science 318(5849):399-400. (O) http://www.sciencemag.org.webmail2.hampshire.edu:2048/cgi/content/summary/318/5849/399

Lehrman, Sally 2008 Cops, Sports, and Schools: How the News Media Frames Coverage of Genetics and Race. In Revisiting Race in a Genomic Age. Pp. 285-303. (T)

Thurs Jan 8th Marks, Jonathan 2008 Race: Past, Present, and Future. In Revisiting Race in a Genomic Age. Pp. 21-35. (T)

Dupré, John 2008 What Genes Are and Why There Are No Genes for Race. In Revisiting Race in a Genomic Age. Pp. 39-55. (T)

Haslanger, Sally 2008 A Social Constructionist Analysis of Race. In Revisiting Race in a Genomic Age. Pp. 56-67. (T)

Class Activity: Family Tree DNA Genetic Ancestry Tests http://www.familytreedna.com/

NB: Please note that these tests are optional. An alternative assignment will be offered if you choose not to participate.

 WEEK 2 

Tues Jan 13th Baum, Bruce D. 2006 The Rise and Fall of the Caucasian Race: A Political History of Racial Identity. New York: New York University Press. Introduction, Chapters 1 and 6 (Chapters 2-5 recommended) (T)

Panzer, Ariane 2008 Disease Susceptibility Genes and Genome Informed Medicine. Unpublished Manuscript. [Distributed by email to enrolled students]

Guest Speaker: Dr. Lynn Miller, Professor of Biology, Hampshire College

Assignments

Group Work: PubMedAnalysis of "Caucasian" [[Media:Caucasian_Group_Assignment.pdf|PDF]]

Additional Resources:

Pinker, My Genome, My Self

http://www.nytimes.com/2009/01/11/magazine/11Genome-t.html

Wed Jan 14th Bolnick, Deborah 2008 Individual Ancestry Inference and the Reification of Race as a Biological Phenomenon. In Revisiting Race in a Genomic Age. Pp. 70-85. (T)

Shriver, Mark D., and Rick A. Kittles 2008 Genetic Ancestry and the Search for Personalized Genetic Histories. In Revisiting Race in a Genomic Age. Pp. 201-214. (T)

Greely, Henry T. 2008 Genetic Genealogy: Genetics Meets the Marketplace. In Revisiting Race in a Genomic Age. Pp. 215-234. (T)

Film: Motherland: A Genetic Journey

http://www.sciencemuseum.org.uk/antenna/motherland/131.asp

Additional Resources:

Bamshad, M. J., S. Wooding, et al. 2003 Human Population Genetic Structure and Inference of Group Membership. Am J Hum Genet 72(3):578-589.

We studied human population structure using genotypes at 377 autosomal microsatellite loci in 1056 individuals from 52 populations. Within-population differences among individuals account for 93 to 95% of genetic variation; differences among major groups constitute only 3 to 5%. Nevertheless, without using prior information about the origins of individuals, we identified six main genetic clusters, five of which correspond to major geographic regions, and subclusters that often correspond to individual populations. General agreement of genetic and predefined populations suggests that self-reported ancestry can facilitate assessments of epidemiological risks but does not obviate the need to use genetic information in genetic association studies.

http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&amp;pubmedid=12557124

Rosenberg, N. A., J. K. Pritchard, et al. 2002 Genetic Structure of Human Populations. Science 298(5602):2381-2385.

We studied human population structure using genotypes at 377 autosomal microsatellite loci in 1056 individuals from 52 populations. Within-population differences among individuals account for 93 to 95% of genetic variation; differences among major groups constitute only 3 to 5%. Nevertheless, without using prior information about the origins of individuals, we identified six main genetic clusters, five of which correspond to major geographic regions, and subclusters that often correspond to individual populations. General agreement of genetic and predefined populations suggests that self-reported ancestry can facilitate assessments of epidemiological risks but does not obviate the need to use genetic information in genetic association studies.

http://www.jstor.org.webmail2.hampshire.edu:2048/stable/3833180

Thurs Jan 15th Nelson, Alondra 2008 The Factness of Diaspora: The Social Sources of Genetic Genealogy. In Revisiting Race in a Genomic Age. Pp. 253-268. (T)

TallBear, Kimberly 2008 Native-American-DNA.Com: In Search of Native American Race and Tribe. In Revisiting Race in a Genomic Age. Pp. 235-252. (T)

Hamilton, Jennifer A. n.d. The Case of the Genetic Ancestor: DNA Ancestry Tracing, Legal Subjectivity, and Race in America. Unpublished manuscript. (O)

Film: African American Lives 2

http://www.pbs.org/wnet/aalives/

Recommended Reading:

Koerner, Brendan

2005 Blood Feud. Wired Magazine.

http://www.wired.com/wired/archive/13.09/seminoles.html

Washington Post, "An Actor's 'Roots,' Phase Two..."

http://voices.washingtonpost.com/reliable-source/2008/12/rs-washington17.html

Trans-Atlantic Slave Trade Databases

http://wilson.library.emory.edu:9090/tast/

(password available to enrolled students)

Assignment

Genetic Ancestry Tracing Website Analysis [[Media:Genetic_Ancestry_Tracing_Site_Analysis.pdf|PDF]]

WEEK 3

Tues Jan 20th (Inauguration Day!) Hamilton, Jennifer A. 2008 Of Caucasoids and Kin: Kennewick Man, Race, and Genetic Indigeneity in Bonnichsen v. United States. In Indigeneity in the Courtroom: Law, Culture, and the Production of Difference in North American Courts. Pp. 71-88. New York: Routledge. (O)

Reardon, Jenny 2008 Race without Salvation: Beyond the Science/Society Divide in Genomic Studies of Human Diversity. In Revisiting Race in a Genomic Age. Pp. 304-319. (T)

Gould, Stephen J. 1996 The Mismeasure of Man. New York: Norton. (T) Chapter 2, “American Polygeny and Craniometry before Darwin,” pp. 62-104 Chapter 3, “Measuring Heads: Paul Broca and the Heyday of Craniology,” pp. 105-141

Film: Gene Hunters

DEADLINE: Genetic Ancestry Tracing Website Analysis due at the beginning of class.

Wed Jan 21st TallBear, Kimberly 2007 Narratives of Race and Indigeneity in the Genographic Project. The Journal of Law, Medicine &amp; Ethics 35(3):412-424. (O) http://www3.interscience.wiley.com.webmail2.hampshire.edu:2048/journal/118497596/abstract

Wald, Priscilla 2006 Blood and Stories: How Genomics Is Rewriting Race, Medicine and Human History. Patterns of Prejudice 40(4):303-333. (O) http://webmail2.hampshire.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&amp;db=aph&amp;AN=23173373&amp;site=ehost-live

Film: Journey of Man

Assignment

Genographic Project Analysis [[Media:Genographic_Project_Analysis.pdf|PDF]]

Thurs Jan 22nd Course review and conclusion Genetic Ancestry Test Results

Assignment

Final Paper

Your final papers and portfolios are due Tuesday January 27th at noon. You can turn in your hard copy to my mailbox in the Social Science Office or underneath my office door in FPH 208.

Final Paper Assignment Sheet [[Media:SS_176_Assignment_Final_Paper.pdf|PDF]]

Nash, Catherine 2004 Genetic Kinship. Cultural Studies 18(1):1-33. http://www.informaworld.com.webmail2.hampshire.edu:2048/smpp/content~content=a738565524

Course Goals
1) To introduce students to the social and cultural study of science. 2) To help students to build and improve skills in critical reading and writing. 3) To challenge students to develop new perspectives and to expand their skills of critical thinking. 4) To help students design and implement individual and group project-based work.

Required Texts
Baum, Bruce D. 2006 The Rise and Fall of the Caucasian Race: A Political History of Racial Identity. New York: New York University Press. (T)

Gould, Stephen Jay 1996 The Mismeasure of Man. New York: Norton. (T)

Koenig, Barbara A., Sandra Soo-Jin Lee, and Sarah Richardson 2008 Revisiting Race in a Genomic Age. New Brunswick, NJ: Rutgers University Press. (T)

Required books are available for purchase in the Hampshire College Bookstore (basement of Johnson library). Readings that come from the books will be indicated by (T) for text. Unless otherwise indicated, other course readings are available for download on the course website and/or through direct online link. Online readings will be marked by (O). The syllabus is organized chronologically. You should do the readings in advance of the class for which they are scheduled.

You should always bring hard copies of readings to class (i.e. books and/or printed copies of articles), and I expect to see evidence of careful reading and note-taking.

Recommended Resources
ASHG Ancestry Testing Statement and Recommendations: Guidelines for Understanding the Issues and Implications Involved

http://www.ashg.org/pdf/ASHGAncestryTestingStatement_FINAL.pdf

Useful Websites
Genetic Ancestry Sites

African Ancestry http://www.africanancestry.com/

AncestryByDNA http://ancestrybydna.com/welcome/home/index.php

African DNA http://www.africandna.com/

23andMe https://www.23andme.com/

Family Tree DNA http://www.familytreedna.com/

The Genographic Project https://genographic.nationalgeographic.com/genographic/index.html

Oxford Ancestors

http://www.oxfordancestors.com/

Educational Genetics Websites

Gene Almanac Biology Animation Library

http://www.dnalc.org/ddnalc/resources/animations.html

Race: Are We So Different? http://www.understandingrace.org/

Talking Glossary of Genetic Terms (NHGRI) http://www.genome.gov/glossary.cfm

Course Requirements
Expectations and Requirements The syllabus is designed to clearly lay out what we’re going to read and study, what is expected of in terms of the course, and when assignments are due. There is a lot of information here. You are not expected to memorize it, but you are expected to consult it when you need information about what we’re reading or when a deadline is coming. I also clearly detail what the course policies are, and you should make sure that you are familiar with these.

This class is comprised of challenging subject matter and is designed to be discussion-based and cumulative. You are encouraged to be an active participant and listener in class; thus, attendance and preparation are necessary and mandatory. You are expected to complete all readings promptly and to come to class on time with questions and comments. Films are an integral part of course materials and may only be viewed in class. Assignments will often be started and worked on during class time so that you can benefit from interactive engagement with me and with your peers.

This is a condensed, intensive course and must be your number one priority for the month of January. If you have neither the time nor the desire to commit to the course, you should not take it. Attendance will be taken regularly and more than one day’s absence will require withdrawal from the course and result in a “no evaluation.”

All assignments must be completed promptly and thoroughly in order to receive a final evaluation for the course. Unless otherwise indicated, all assignments are due at the beginning of class. No late assignments will be accepted.

If you are struggling with course materials or are experiencing other difficulties that interfere with course work, please get in touch with me immediately. I can’t help you if I don’t know there’s a problem.

Other Stuff Hard copies only. I will not accept assignments via email.

Please turn off all cell phones, Blackberries, pagers, and other distracting, ringing, singing non-course-related machines.

You are allowed to bring your laptop to class in order to take notes or to do in-class research. E-mailing and Facebook don’t count as in-class research, so please use these applications outside of class. If I can’t play on Facebook during class time, neither can you.

Course Assignments and Evaluation
Assignments


 * PubMed Analysis
 * Genetic Ancestry website analysis (5-7 pages)
 * Genographic Project Analysis (5 pages)
 * Final Paper (10-12 pages)

Evaluation Criteria Final evaluations will focus on the following areas:


 * effort
 * attendance, preparation, and participation
 * skills development
 * quality of written work and attention to detail
 * individual improvement throughout the course

Students with Disabilities Any student with a documented disability needing academic adjustments or accommodations is requested to speak with me by our second class period. All discussions will remain confidential. Students should also contact Joel Dansky, Hampshire’s Disabilities Services Coordinator. He may be reached at 413-559-5423 or via email jdansky@hampshire.edu. For more information, please see the Disabilities Services webpage: http://www.hampshire.edu/cms/index.php?id=3369

Ethics of Scholarship Plagiarism Plagiarism is a serious offence and will not be tolerated. Ignorance is not an excuse. You are responsible for ensuring that you understand and do not violate the codes of ethical scholarship. A good definition of plagiarism is:

“Plagiarism is presenting someone else’s work as if it were your own, whether you mean to or not. ‘Someone else’s work’ means anything that is not your own idea, even if it is presented in your own style. It includes material from books, journals or any other printed source, the work of other students or staff, information from the Internet, software programs and other electronic material, designs and ideas. It also includes the organization or structuring of any such material.” Source: Victoria University of Wellington (http://www.vuw.ac.nz/home/glossary/#p). Accessed September 4, 2007.

You are encouraged to discuss and to work on your assignments with classmates. Nevertheless, your work must be your own. If you wish to include work you’ve done or are doing for another course to fulfill course requirements for this one, you must get my approval first.

Please use either Chicago or MLA citation style. If you are unsure about how properly to cite, or if you have questions about whether or not something is “common knowledge,” please ask me. See also “General Requirements for the Acknowledgement of Sources” at the following URL: http://www.ruf.rice.edu/~honor/

For more information about the ethics of scholarship, see Hampshire’s webpage: https://intranet.hampshire.edu/cms/index.php?id=7357

Incompletes Incompletes will be given at my discretion only in cases of documented emergency or special circumstance late in the semester, provided that you have been making satisfactory progress in the course.