Developmental Meaning of Cultural Distinction
PSYED 1036 - Fall 2014
Mondays 1:00 - 3:40 p.m.
WWPH 5130
Instructor: Anna Arlotta-Guerrero, Ph.D.
412-624-0306 (office) WWPG 5935
Office hours are by appointment.
Course Description
This course will provide an exploration of some of the major dimensions and issues of culture, with a particular emphasis of the impact on developing children and youth within the context of the family and school setting. Implications for practice in programs serving children, youth, and families will be explored.
Course Objectives
Students will articulate the important impact of cultural elements in professional work with children, youth, and families.
Students will identify the developmental meanings that micro cultures such as socio-economic class, race, ethnicity, age, gender, ability, religion, and language have on professional work with children, youth, and families.
Students will define appropriate multicultural practices and education for children and youth and be able to identify appropriate anti-bias goals for children.
Students will explore the representation of culture in the media.
Students will become familiar with several religious institutions and attempt to understand unfamiliar customs, values, and perspectives.
Required Texts
An Introduction to Multicultural Education, Banks, J. (2014), Pearson
You should plan to bring your text and/or articles to class each week.
Course Schedule
Date / Discussion Topic / Readings / AssignmentsAug 25 / Welcome
Student Info Forms
Review of Syllabus
Culture & the News
Culture & Micro Cultures
Sept 1 / No class – Labor Day
Sept 8 / Share cultural artifacts
Each student will give a brief presentation. / Bring a cultural artifact that represents one or more of your micro cultures. Tell us about your artifact.
Cultural identity paper due
Sept 15 / Review of the Banks text Chapter 1
Multicultural Education – Goals and Misconceptions
Presentation with Dr. Shannon Wanless from the Department of
Psychology in Education
Attentive Teaching Practices / Banks text
Chapter 1
White Students Article
Sept 22 / Preschool in Three Cultures video/viewing and discussion
Discuss Banks Chapter 2
Diversity in a Global Age / Banks text
Chapter 2
DNA Test article
Sept 29 / Discussion of Banks Chapter 3
Dimensions and School Characteristics
Discussion of Banks
Chapters 4 & 5 Curriculum Transformation and Reform / Banks text
Chapter 3, 4 & 5 / Preschool in Three Cultures Paper due
Oct 6 / Discussion of walking tour of religious sites. Led by Group #1
Discussion of Faith Foundations Article
Discussion of Banks Chapters 6, 7
Knowledge Components and Teaching / Faith Foundations Article
Banks text
Chapters 6 & 7
Oct 14 / Walking Tour of Religious Sites
Led by Group #1
Oct 20 / Discussion of Banks Chapters 8, 9 and Appendix A
Group #2 Presentation
Anti-bias Gender Curriculum / Banks text 8, 9 & Appendix A
Oct 27 / Meet at Sri Ven Kateswara - Hindu Temple Field Trip- Led by Group #3
Nov 3 / Understanding the impact of our expectations and biases
Discussion of White Privilege Article
Group #4 Presentation
Anti-Bias Children's Books / White Privilege
Article / Impressions of religious tours paper due
Nov 10 / TBA / Share Culture in the News Folders
Nov 17 / Native American Curriculum Presentation - Group #5
Anti-Bias Holiday Curriculum Presentation – Group #6
Discussion of articles / Beyond Ten Little Indians
Celebrate article
Nov 24 / Diversity all around us
Realizing our biases / Online reading
Dec 1 / Review of this term’s discussion points
Multicultural Eating Presentation - Group #7
Dec 8 / Final Exam returned and Multicultural Lunch
Grade Points:
Attendance and Class Participation 20 points
Cultural Identity Paper 20 points
Preschool in Three Cultures Reflection 20 points
Impressions of Religious Tours Reflection 20 points
Group Presentations/Projects 40 points
Culture in the News Folders/Share 40 points
Final Exam 40 points
Total: 200 points
Course Assignments
Attendance and Class Participation: Students are expected to attend each class and to read all materials prior to the class, allowing you to actively contribute to class discussions. I prefer to have all assignments turned in at the beginning of class and not sent to me electronically. (20 points)
Cultural Identity Paper: Share the story of your own cultural heritage and cultural identity. What are some of your earliest memories regarding the varied aspects of your identity? In which micro-cultures do you exist? This paper should be 2 pages, double spaced. (20 points)
Preschool in Three Cultures Paper: What were your reactions after watching the video "Preschool in Three Cultures"? How are some of the practices that you observed in these schools related to their culture? What might you know about these cultures to support your understanding of the appropriateness of what went on in the video? What might be some aspects of American culture that people from other cultures may find unusual or different when observing in American preschools? Your paper should be 2 pages, doubled spaced. (20 points)
Impressions of Religious Tours Paper: Discuss your impressions of the Rodef Shalom visit, the Worship Sites of Oakland Field Trip, and the Sri Kateswara Field Trip. Also, reflect on the Faith Foundations article as a resource. Discuss ways that you can intentionally support children and their families in their religious traditions. Your paper should be 2 pages, double spaced. (20 points)
Group Presentations: Our whole group will be divided into smaller groups for an array of different projects that will be presented throughout the term. The instructor will meet individually with each small group to discuss plans for your project. Please check below to see what group you are in and the topic of the assigned project. (40 points)
Culture in the News Folder/Share: This is really the same thing that some of your teachers did when you were in elementary school or junior high (at least I hope they did this!!). Please keep an eye (and ear) on the news throughout the fall term and collect news stories that in some way relate to the cultural discussions that we are having in class. There will no doubt be many stories to choose from. Collect these readings and keep them in a folder. (40 points)
Final Exam: We will have a cumulative final exam during the final week of class.
(40 points)
Group Presentation Assignments
#1 Walking Tour of Oakland Worship Sites
This group will plan and execute a walking tour of a variety of Oakland
worship sites for the class. The group will prepare the class for the
experience with appropriate information and debrief with the class after
the experience.
Victoria Bleiweiss and Laken Butela
#2 Anti-Bias Gender Curriculum
This group will involve the class in active, hands-on and appropriate
Anti-Bias Gender curriculum that could be used in programs with
children. Ability to lead a discussion, answer questions, provide handouts, and design other teaching aids will be required as well.
Megan Capelli, Nick Chiolo, Jenn Fisher
#3 Sri Ven Kateswara Field Trip
This group will plan and execute a tour of Sri Ven Kateswara for the class.
They will prepare the class for the experience with appropriate information
and debrief with the class after the experience.
Audrey Guzak and Kaitlynn Hogle
#4 Anti-Bias Children's Book Presentation
This group will present an array of appropriate children's books covering various age groups and topics that could be used in a classroom void of bias. Ability to lead a discussion, answer questions, provide handouts, and design other teaching aids will be required as well.
Holden Clark, Sara Kelly, Madison Knapp, Erin Stewart
#5 Native American Curriculum
This group will involve the class in active, hands-on, and appropriate Native American curriculum that could be used in programs with children. Ability to lead a discussion, answer questions, provide handouts, and design other teaching aids will be required as well.
Jenn Kyle, Rachel McNabb, Kaitlynn Mumma, Emily Koellner
#6 Anti-Bias Holiday Curriculum
This group will involve the class in active, hands-on and appropriate
Anti-Bias Holiday curriculum that could be used in programs with
children. Knowledge of dealing with parents who do not understand why
you do not celebrate their personal holidays in your programs is important.
Ability to lead a discussion, answer questions, provide handouts, and
design other teaching aids will be required as well.
Rachel Neuhoff, Kim Padovani, Danielle Peckman, Cara Vizzini
#7 Multicultural Eating Experience
This group will plan and execute the multicultural lunch at the end of the
term. They will plan and design a multicultural recipe/story book and
debrief the class about the importance of food in culture. They will
prepare the class in advance with a presentation of the theoretical
importance of the ritual of eating together as a cultural experience.
Charlotte Frazier, Brittany Pritchard, Emma Sharpe, Megan Stec
Course Policies
Students with Specific Needs
If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact your instructor and Disability Resources and Services, 216 William Pitt Union, 412-648-7890 or 412-383-7355 (TTY) as early as possible in the term. Disability Resources and Services reviews documentation related to a student’s disability provides verification of the disability and recommends reasonable accommodations for specific courses.