Inequality in America
Policy, Community, and the Politics of Empowerment
Examine the growing gap between rich and poor in the United States. Gain concrete change-making skills through internships and discussions with effective activists.
Class meets twice a week for seminar style discussion, field visits, or guest speakers. Students begin work at their internship placement sites during the second week of class, and can expect to spend 20 hours per week at their site.
Topics & Themes
Income and wealth inequality, systemic oppression, affordable housing crisis and homelessness, regional race and class segregation, education gaps, welfare and government policies leading to inequality.
Dreamland Arts Building, St. Paul, MN
Terms & Dates
Spring 2019: February 5 – May 17; Fall 2019: September 3 - December 13; Spring 2020: February 4-May 15
In America today, the top 1% earn nearly 25% of the nation’s income. Wealth and income gaps have reached levels not seen since the Great Depression, and are amplified by race. The median household wealth for a white family is $144,000; for Latinxs it is $13,700, and for African Americans, $11,200.
Inequality in America delves into the complex causes and impacts of the gap between the rich and poor in the United States. Students examine the social systems that feed increases in poverty and inequality and study the roles racism, classism, trans- and homophobia, and sexism play in the creation of short-sighted and damaging public policy.
In a concurrent internship with a local nonprofit, students test and expand their change-making skills. Past internship sites have included African Career Education Resource Inc. (ACER), Minnesota Coalition for the Homeless, Centro de Trabajadores Unidos en la Lucha (CTUL), and Take Action MN, among many others. Students meet local organizers, build professional networks, and spend 150 hours on site, working for organizations dedicated to social transformation. Everyone leaves the classroom with increased confidence in their own abilities to effect change, as well as deep understanding of the local nonprofit landscape.
Staff and Faculty
Phil Sandro has taught experiential urban studies programs for over 26 years, first in Chicago and then at HECUA, including the Inequality in America program, which he began directing in 1994 (under its former name Metro Urban Studies Term/MUST). His background includes community organizing in Chicago and the Twin Cities. Sandro has an impressive record of involvement in urban public policy including serving in a policy making position for the City of Chicago under reform mayor Harold Washington. He has served on numerous boards of nonprofit community development corporations and has been active in educational reform issues. He holds a Ph.D. in Economics from the New School for Social Research with emphasis on urban and regional political economy, global economics and trade, and economic history. Sandro was selected by the Carnegie Foundation for Teaching and Learning as a researcher in their “Political Engagement Project,” because they considered the program to be among the top 25 courses in the country that prepared students for effective political engagement. He has served as the Vice President of the Board at the East Side Neighborhood Development Company was an active member of the East Side Prosperity Campaign and served on the Beacon Bluff Advisory Board. He has also taken a lead role in a number of local political campaigns.
Director of U.S. Programs and Community Engagement
Emily Seru is a seasoned experiential education facilitator, community programs innovator, and internship guide in the Twin Cities social justice community. She actively listens and learns from HECUA’s community partners, students, and faculty members to draw out connections and possibilities for shared learning, growth, and work. In addition to leading the internship coursework and partnerships for HECUA’s Twin Cities programs, she has led three distinct grant funded programs that engaged students in project-based work to support local grassroots initiatives: The Graduate Fellowship in Philanthropy and Human Rights, the Partners Internship Program, and the Central Corridor Internship Program. Emily earned her BA in English with a minor in History from Lewis and Clark College and is currently pursuing her MS in Experiential Education at Minnesota State University. Emily is a longtime resident and community leader in the Frogtown neighborhood of Saint Paul where she lives and plays with her husband, son, dog, cat, and the occasional mouse.
Inequality in America: A Political Economy Approach (4 credits)
This seminar provides the theoretical foundations necessary for understanding the roots, dynamics, and persistence of economic, political, and social inequality and poverty in cities and in regions. Students master the key theoretical tools for evaluating alternative policies, and strategies for addressing various forms of poverty and inequality. Theory is integrated with students’ field and internship work and draws from numerous disciplines, with a particular focus on the field of political economy. Students examine interrelated social systems relevant to the study of poverty and inequality such as the economy, the politics of economic policy, labor markets, geographic systems and housing, and education and welfare systems. Theories of oppression help students understand how institutionalized racism, classism, and gender discrimination factor in and among all of these systems.
Political Sociology of Building Power, Change, and Equity (4 credits)
This seminar illuminates, grounds, and “tests” theoretical perspectives and insights gained in the “Inequality in America: A Political Economy Approach” seminar. Students examine a variety of policy alternatives and strategies for social change used to address poverty and inequality by conversing with policy makers, community activists, and public and private organizations, and by participating in a number of structured field exercises and legislative lobbying.
Internship and Integration Seminar (8 credits, equivalent of 2 courses)
The internship is concentrated practice, and facilitates student learning on many levels. Students integrate and refine their theoretical understanding, build and develop skills, gain a greater understanding of methods of social change, and grow in their understanding of vocation. The program deliberately integrates these experiences with themes and experiences from the other courses in the program. Students work a minimum of 200 hours at their placement, approximately 20 hours each week for the duration of the program.
This seminar integrates theoretical and experiential work in the other seminars of the program with internship work, and provides further theoretical frameworks for making meaning from the internship experiences. Students analyze the operation of organizations that are dedicated to changing systemic inequalities, learn how, when, and why organizations collaborate, and explore the perspectives that internship organizations and staff bring to individual and societal change. Assignments ask students to articulate and assess worldviews on social change and movement-building, including their own, those in texts discussed in the classroom, those expressed by field speakers who visit the program, and staff at their internship sites. Through guided examination of the assumptions they bring to interactions with practitioners and communities, students see how those varying worldviews play out within organizations and in processes of social change. Finally, students reflect on the impacts their classroom training and lived experiences have in real-world work and community environments, and articulate plans for their future engagement.
The following provides detailed information on a few of the internships and projects that have been recently completed. Sites often change in response to the needs of local organizations and the specific interests of students participating in the program where possible. The internships listed below are not an exhaustive list of internship possibilities.
ACER is an issue based, community-driven organization founded in 2008. Their mission is to close the resource, health, and information gap within Minnesota’s African immigrant communities and help those communities to achieve societal and economic independence. Their main areas of programming are Civic Engagement and Leadership Development, Transportation, Housing Justice, Health Equity and Economic Development. The HECUA student intern attended the Facing Race conference in Detroit with her supervisors, contributed to a health disparity state grant application, conducted extensive voter engagement with area renters, and attended housing policy coalition meetings.
Inquilinxs Unidxs (IX)
IX works with renter communities most oppressed by high rents, bad conditions, and intimidation by landlords in Minneapolis. The HECUA student intern interviewed tenants and translated their stories of mistreatment by landlords, to share their experiences with the public from their point of view. She also attended tenant meetings and translated and took notes for the group and accompanied tenants to their eviction court dates to show they have community support.
Minnesota Coalition for the Homeless
The mission of the Minnesota Coalition for the Homeless is to generate policies, community support and local resources for housing and services while working toward ending homelessness in Minnesota. HECUA students placed here assist with policy research. They help craft language and messaging related to MCH work for the broader public and for social media sources, and take part in the planning and coordination of MN Homeless Day on the Hill.
RECLAIM works to increase access to mental health support so that queer and trans youth may reclaim their lives from oppression in all its forms. One of their programs, “Healing is Resistance” honors the stories and identities of queer and trans youth and their healing journeys. The HECUA student intern wrote interview questions, conducted interviews, and wrote up the stories for the social marketing campaign for “Healing is Resistance.” They also worked with the development director to track and acknowledge contributions to the organization and other office administrative tasks in the development department.
All USA semester-long programs are based in Minneapolis-St. Paul, Minnesota. USA semester program fees include tuition, nearly all reading materials, some field visits (including meals while traveling), and tickets to events and opportunities associated with the program.
More information regarding program costs and fee breakdowns.
Group A schools
Students from the University of Minnesota pay $8,900.
Group B schools
Students from all member* and affiliate member schools except Augustana University, Denison University, and the University of Minnesota pay $14,200.
*unDACAmented students from Augsburg College receive a $2,100 scholarship from Augsburg.
Students from Denison University and nonmember schools pay $15,000.
Although a HECUA member, Denison has opted to apply its member discount to a grant program dedicated to assisting low-income Denison students who wish to participate in a HECUA program.
HECUA distributes three scholarships to students from consortium member schools: Scholarship for Racial Justice (up to $4,000); the Scholarship for Social Justice (up to $1,500); and the Scholarship for Community Engagement (up to $750 for semester-long programs, and $350 for short-term programs).
Good to know
This program attracts students who are active, engaged, and passionate about poverty and inequality and want to learn how to make a difference. Because this program is interdisciplinary we integrate elements of philosophy, economics, sociology, urban planning, organizing theory, geography, history, political science and many other fields. We welcome students from all levels, backgrounds, degrees and political visions.
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