Introduction to African American Child Development
COURSE SYLLABUS
Spring 2016
Professor
/ OFFICE & HOURS / E-MAIL / CLASS HOURS / LOCATIONJelani Mandara / Annenberg Rm. 107,
T 1 – 2 / / 3:30-4:50 TR / Annenberg G22
Janene Cielto / TBA
General Course Objectives:
1. To expose students to a variety of important topics regarding African American child development.
2. To have students critically evaluate the perspectives and empirical evidence related to various topics.
3. To have students develop a deep structure understanding of at least one topic related to African American child development.
4. To facilitate critical thinking and argumentation skills.
COURSE REQUIREMENTS: / Points: / Dates due:Attendance and Participation / 5 Each Week / ----
CT Essay #1 / 75 / 4/26
Exam #1 / 150 / 5/3
CT Essay #2 / 75 / 5/26
Exam #2 / 150 / 6/2
Course Policies:
1. Be as objective as possible. Therefore, do not be dismissive of a theory simply because of who supports or does not support it. Do not believe a theory because of who supports or does not support it.
2. Be respectful of the fact that some people are sensitive when they are in heated discussions about personally relevant topics. Don’t be sensitive when in heated discussions about personally relevant topics. This field is not for those with tissue paper feelings.
Assignments
- Critical Thinking Essays- Write a 2 to 3 page critical thinking essay on 1 of the 2 or 3 topics we covered in the preceding weeks. For a great introduction and format of critical thinking Essays, go to http://www.amyglenn.com/Courses/critical.htm. Here is an excerpt:
ESSAY OUTLINE
Introduction (1-2 paragraphs)
Focus on explaining the topic.
Body (minimum of 3 paragraphs but use as many as necessary)
Examine all aspects of the topic. Show your knowledge and grasp of the material you have read.
Explain how your research influenced your thinking.
Conclusion (generally 1 or 2 paragraphs)
2. Exams - The exams will cover material from lecture and the required readings. The exams will be a combination of multiple choice, fill-in and short essay questions.
GRADING:
A = 500 - 465 (93%) / B+ = 449-435 (87%) / B- = 414-400 (80%) / C = 384-365 (73%) / D = 349-300 (60%)A- = 464-450 (90%) / B = 434-415 (83%) / C+ = 399-385 (77%) / C- = 364-350 (70%) / F = 299 or below
Course ReadINGS:
All required readings will be in pdf format on Canvas. The weekly schedule is below. Read the articles before coming to class. Generate questions and comments about the articles and/or the general topic for that week.
WEEKLY TOPICS & READINGS
Week 1: Introductions. Brief History of African Americans.
Week 2: Physical Development
1. Lohaus et al. (2011). Infant development in two cultural contexts: Cameroonian Nso farmer and German middle-class infants, Journal of Reproductive and Infant Psychology, 29, 148 – 161.
2. Cesario, S. K. & Hughes, L. A. (2007). Precocious puberty: A comprehensive review of the literature. Journal of Obstetric, Gynecologic, & Neonatal Nursing, 36, 263 – 274.
Week 3: Language Development
1. Craig, H. K., & Washington, J. A. (2006). Malik goes to school: Examining the language skills of African American students from preschool-5th grade. Mahwah, NJ: Erlbaum.
2. Koch, L. M., Gross, A. M., & Kolts, R. (2001). Attitudes towards Black English and Code Switching. Journal of Black Psychology, 27, 29-42.
3. Charity, A. H., Scarborough, H. S., & Griffin, D. M. (2004). Familiarity with school English in African American children and its relation to early reading achievement. Child Development, 75, 1340 – 1356.
Weeks 4: Identity Development
1. Twenge, J. M. & Crocker, J. (2002). Race and self-esteem: Meta-analyses comparing Whites, Blacks, Hispanics, Asians, and American Indians and comment on Gray-Little and Hafdahl (2000). Psychological Bulletin, 128, 371-408.
2. Mandara, J., Gaylord-Harden, N. K., Richards, M. H., & Ragsdale, B. (2009). The effects of changes in racial identity and self-esteem on changes in African American adolescents’ mental health. Child Development, 6, 1660–1675.
3. Wade, J. T. (1996). An examination of locus of control/fatalism for blacks, whites, boys and girls over a two-year period of adolescence. Social Behavior and Personality, 24, 239 – 248.
Week 5: Media exposure
1. Johnson, J. D., Jackson, L. A., & Gatto, L. (1995). Violent attitudes and deferred academic aspirations: Deleterious effects of exposure to rap music. Basic and Applied Social Psychology, 16, 27 – 41.
2. Stephens, D. P., & Few, A. L. (2007). The effects of images of African American women in Hip Hop on early adolescents’ attitudes toward physical attractiveness and interpersonal relationships. Sex Roles, 56(3/4), 251-264.
Week 6: Health & Nutrition
1. David, R. J. & Collins, J. W. (1997). Differing birth weight among infants of U.S.-born Blacks, African-born blacks and U.S.-born Whites. The New England Journal of Medicine, 337, 1209 – 1214.
2. Mott, L. (1995). The disproportionate impact of environmental health threats on children of color. Environmental Health Perspectives, 103, 33-35.
3. Anachebe, N. F., & Sutton, M. Y. (2003). Racial disparities in reproductive health outcomes. American Journal of Obstetrics and Gynecology, 188, S37 – S42.
4. Lynch, J. L. (2011). Infant Health, Race/Ethnicity, and Early Educational Outcomes Using the ECLS-B. Sociological Inquiry, 81(4), 499-526.
Weeks 7: Effects of Gendered Socialization
1. Mandara, J., Varner, F. A., & Richman, S. (2010). Do African American mothers really “love” their sons and “raise” their daughters? Journal of Family Psychology.
2. Mandara, J., Rogers, S. Y., & Zinbarg, R. E. (2011). The effects of family structure on African American adolescents’ marijuana use. Journal of Marriage and Family, 73, 557 - 569.
Week 8: Academic Experiences I – IQ and School Factors
1. Nisbett, R. E. (1998). Race, genetics, and IQ. In C. Jencks & M. Phillips (Eds.), The black-white test score gap (pp.86 – 102). Washinton, D.C.: Brookings Institution Press.
2. Oakes, J., Wells, A. S., Jones, M., & Datnow, A. (2000). Detracking: The social construction of ability, cultural politics, and resistance to reform. Teachers College Record, 98, 482-510.
Week 9: Academic Experiences II – Cultural and Personal Factors
1. Steele, C. M. & Aronson, J. (1998). Stereotype threat and the test performance of academically successful African Americans. In C. Jencks & M. Phillips (Eds.), The black-white test score gap (pp.401 – 427). Washinton, D.C.: Brookings Institution Press.
2. Ogbu, J. U. & Simons, H. D. (1998). Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education. Anthropology & Education quarterly, 29, 155 – 88.
Week 10: Review/ New Topics
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