GRADUATE SOCIAL WORK PROGRAM
UALR SCHOOL OF SOCIAL WORK
COURSE OUTLINE
Fall 2016
Course No: 7390 Title: Diversity and Oppression
Instructor: John W. Miller Jr., Ph.D., LMSW
Semester Credits: 3
Email address:
Office Hours: 8:30 – 11:30 Wednesday or by appointment
DESCRIPTION OF COURSE:
“It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who formed the Union.... Men, their rights and nothing more; women, their rights and nothing less.” ---Susan B. Anthony
“If we accept and acquiesce in the face of discrimination, we accept the responsibility ourselves and allow those responsible to salve their conscience by believing that they have our acceptance and concurrence. We should, therefore, protest openly everything...that smacks of discrimination or slander.” - - - Mary McLeod Bethune
“How far you go in life depends on your being tender with the young, compassionate with the aged, sympathetic with the striving and tolerant of the weak and strong. Because someday in your life you will have been all of these.” ---George Washington Carver
“The fight is never about grapes or lettuce. It is always about people.” --- Cesar Chavez
“To know what is right and not do it is the worst cowardice.” ---Confucius
This core course analyzes ethnic, racial, and gender issues and prepares the student for competent practice with these groups. As a program we make specific efforts to provide a learning context in which understanding and respecting diversity (including race, gender, age, disability, ethnicity, sexual orientation, religion, and national origin) are practiced continuously. The intent is to sensitize students to gender and ethnicity as variables in relationships, social work practice, and social welfare policy. The course addresses historical considerations and the cultural and social context for social work practice among special populations of persons at-risk for oppression and discrimination. Emphasis will be placed on understanding the changing patterns of individual and family life within these groups. Themes of social justice, empowerment, advocacy, and working for policy and socio-economic changes are, therefore, common threads throughout the course.
This course is also an approved elective for the Marriage and Family Certificate Program. Those readings marked with an asterisk are specifically focused on marriage and family therapy issues.
OBJECTIVES OF COURSE
Students will
· Build and deepen awareness and knowledge about individual and institutional effects of oppression
· Gain knowledge of personal and professional values, knowledge and skills that support work on micro, mezzo and macro levels for social justice and social welfare
· Develop an awareness of the cultural strengths of diverse populations
· Become familiar with social work practice methodologies identified as most relevant for work with culturally diverse persons/populations
· Be able to analyze and assess the dynamics of oppression on individual and group identities
· Recognize and communicate understanding of the importance of difference in shaping life experiences
UNITS (by sessions), CONTENTS, REQUIRED READINGS AND ASSIGNMENTS:
TOPICS BY SESSION
Session 1 Introduction to Course: Critical Multiculturalism and Oppression
· Defining Cultural Competency
· Levels and Dimensions of Cultural Competence
· The Meaning of Social Context
· Contextual Realities
· Cultural Competency Exercise
· The social and demographic characteristics of today's minority and special populations and their implications for social work practice.
· Understanding Cultural Competence
· Cultural Self Inventory Exercise
Required reading:
Harper-Dorton & Lantz, Chapter 1, Cross Cultural Curative Factors
Session 2 Theoretical & Practice Framework
· Privilege
· Self-Awareness
· Prejudice
· Culture and class
· Social Identity and Group Membership
· Person-In-Environment System
· Racial Identity
· Video: “The Story We Tell”
Required reading and assignment:
Sineros, Chapter 2, Self-Awareness, Critical Reflectivity, and Identity
Sineros, Chapter 3, Race and Ethnicity
Arthur, T., Reeves, I., Morgan, O., et.al, (2005). Developing a cultural competence assessment tool for people in recovery from racial, ethnic, and cultural backgrounds: The journey, challenges, and lesson learned. Psychiatric Rehabilitation Journal, vol. 28 (3) , 243-250.
Session 3 Knowledge and Skill Development
· Critical Thinking and Emerging Theories
· Culturally Diverse Service Delivery
· Minority Responses to Dominant Culture
· Social Construction of Diversity
· Key Concepts
· Video: “Lalee’s Kin: The Legacy of Cotton in the South”
Required reading:
Harper-Dorton & Lantz, Chapter 2, Cross Cultural Concerns
Harper-Dorton & Lantz, Chapter 3, Social Work Practice: Helping Cross-Culturally…
Anonymous. The wealth divide: The growing gap in the United States between the rich and the rest Multinational Monitor 24(5) Washington May 2003 pages 11-15
Kohli, H.K., Huber, R., & Faul, A.C., (2010). Historical and theoretical development
of culturally competent social work practice. Journal of Teaching in Social Work, 30:252–271.
Peace Corps Cultural Training book, Chapter 1, Understanding Culture [Available on-line @ http://www.peacecorps.gov/wws/publications/culture/index.cfm/ ]
ASSIGNMENT: Read Chapter 1, Understanding Culture. Write and bring to class a three page (typed, double-spaced, 12 point font size) reaction paper to the information provided.
Session 4 Considerations for social work interventions with Hispanic American Clients
· Racism, micro and macro theories
· Historical oppression and current social issues
· Cultural awareness and knowledge acquisition
· Skill development: positioning and shifting
· Video: 30 Days
Required reading:
Harper-Dorton & Lantz, Chapter 4, Hispanic American Clients
Sineros, Chapter 6, Creating Your Web: Positioning and Shifting
Latino News Network (LATNN) available on-line at: http://saxakali.com/communityLinkups/latinolink.htm
Immigration and Naturalization Services [Available on-line at http://www.bcis.gov/graphics/index.htm]
[Available on line] (Take the “INS citizenship sample test—Avoid looking at the answers. Go to: http://usgovinfo.about.com/blinstst.htm
Prior to class, please take the INS Citizenship Sample Test.
Hancock, T. (2005). Cultural competence in the assessment of poor Mexican families in the rural southeastern United States. Child Welfare, 84 (5).
Session 5 Considerations for social work interventions with Native American Clients
· Racism, micro and macro theories
· Historical oppression and current social issues
· Cultural awareness and knowledge acquisition
· Skill development: Critical Multicultural Practice
· Video: 30 Days
Required Reading:
Harper-Dorton & Lantz, Chapter 5, Traumatized Clients
Harper-Dorton & Lantz, Chapter 6, Native American Clients
Demert, W. (2005). The influences of culture on learning and assessment among Native American Students. Learning Disabilities Research & Practice, 20 (1), 16-23.
Hodge, D.R., & Limb, G.E. (2010). Conducting spiritual assessments with native Americans: Enhancing cultural competency in social work practices courses. Journal of Social Work Education, Vol. 46, No
Session 6 Considerations for social work interventions with African Americans
· Values and Norms of membership groups
· Cultural Awareness
· Racial/ethnic identity
· Impact of race on psychological, social and biological/ physical, cognitive, spiritual and emotional functioning and well-being
· Video: “Black In America”
Required reading:
Harper-Dorton & Lantz, Chapter 7, African American Clients
Johnson, S.D., Davis, L.E., & Williams, J.H. (2004). Enhancing social work practice
with ethnic minority youth. Child and Adolescent Social Work Journal, 21, (6).
ASSIGNMENT: Write a three page (typed, double-spaced, 12 point font size) reaction essay based on your reaction to the film and class discussion. Due next week.
Session 7 Considerations for social work interventions with members of the military and their families
· Values, norms and cultural traditions
· Cultural Awareness
· Identity
· Impact of military service on psychological, social and biological/ physical, cognitive, spiritual and emotional functioning and well-being
Required reading:
Harper-Dorton & Lantz, Chapter 8, Vietnam Veteran Clients
Articles: TBD
Session 8 Mid-term Examination (The test will contain both objective and subjective questions over the material read and/or discussed to date)
Session 9 Considerations for social work interventions with members of Asian-American populations
· Values and Norms of membership groups
· Cultural stereotyping
· Racial/ethnic identity
· Impact of immigration on psychological, social and biological/ physical, cognitive and emotional functioning and well-being
· Video: Daughter from Danang
Required reading:
Harper-Dorton & Lantz, Chapter 9, Asian American Clients
Mui, A.C., & Kang, S.Y.(2006). Acculturation stress and depression
among asian immigrant elders. Social Work 51 (3), 243-255.
*Soo-Hoo, T. Brief strategic family therapy with Chinese Americans. The American Journal of Family Therapy 27(2) Apr-Jun 1999; New York
Congress, E. (1994). The use of culturagrams to assess and empower culturally divided families. Families in Society, 75 (9), 531-540.
Session 10 Knowledge supporting competent social work practice with women
· Macro and micro factors supporting oppression of female populations
o Social Roles
o Work
o Policies and Law
· Feminist Theory and Practice
· Women’s spirituality
· Video: Killing Me Softly
Required reading:
· Macro and micro factors supporting oppression of female populations
o Social Roles
o Work
o Policies and Law
· Feminist Theory and Practice
· Women’s spirituality
· Video: Killing Me Softly
Required reading:
Harper-Dorton & Lantz, Chapter 11, Women Clients
Feminist Majority Foundation On-line [Available at http://www.feminist.org/] ASSIGNMENT: Read the articles in the Feminist News This Week section on the front page and write a three page (typed, double-spaced, 12 point font size) reaction essay to the news.
*London, R. Trends in single mothers' living arrangements from 1970 to 1995: Correcting the current population survey Demography 35(1) Feb 1998 Washington
Session 11 Knowledge supporting competent social work practice with the LGBT population and their families
· Physical and Mental Health Issues
· Gender identity development
· Social Membership
· Roots of Homophobia and Sexual Orientation
Required reading:
Harper-Dorton & Lantz, Chapter 12, Gay, Lesbian, Bisexual, and Transsexual Clients
Ball, 2013 article
Cahlil, 2013 article
Van Den Bergh, 2004 article
Harrison, T. Adolescent homosexuality and concerns regarding disclosure The Journal of School Health 73(3) Mar 2003 Kent pages 107-112
Bos, HMW, van Balen, F., and van den Boom, D.C. (2004). Lesbian families and family functioning: An overview. Parent education and counseling, 59, 263-275.
Session 12 Knowledge supporting competent social work practice with populations holding membership in minority religions
· Majority and Minority Religions in America
· Role of Religion in Self and Group Identity
· Beliefs and Customs
· Religious Bigotry and Tolerance
· Video: 30 Days
· ****KAS MAJOR PAPER ASSIGNMENT DUE***
Required reading:
***See Blackboard for an additional reading assignment that will be due this week.
Hodge, D. (2006). Moving toward a more inclusive educational environment? A multi-sample exploration of religious discrimination as seen through the eyes of students from various faith traditions. Journal of Social Work Education, spring/summer 2006, 42 (2), 249-267.
Ressler, L. & Hodge, D. (2005). Religious discrimination in social work: Preliminary evidence. Journal of Religion and Spirituality in Social Work, 24 (4)
ASSIGNMENT: Bring to class a completed three page (typed, double-spaced, 12 point font size) reaction essay to this week’s class. This is due next week.
Session 13 Social work practice with people living with disabilities
· Ableism
· Personal Development and Social Identity Issues
· Policy and Law
· Spiritual Issues
· Video: 30 Days
Required reading:
Sisneros, Chapter 5, People with Disabilities
Saleeby, P.W. (2007). Applications of a capability approach to disability and the international classification of functioning, disability and health (ICF) in social work practice. Journal of Social Work in Disability & Rehabilitation 6, (1/2). 217-232.
Session 14 Knowledge supporting competent social work practice with Older Adults
· Demographics
· Historical oppression and current social issues
· Cultural Awareness
· Social Work and Cultural Competency
Required reading:
Harper-Dorton & Lantz, Chapter 13, Cultural Competency with the Older Adult
Simmons. C.S., Diaz, L., Jackson, V., & Takahashi, R. (2008). NASW cultural competence indicators: A new tool for the social work profession. Journal of Ethnic & Cultural Diversity in Social Work, 17(1).
Klein, D., Council., K., and McGuire, S. (2005). Education to promote positive attitudes about aging. Educational Gerontology 31, 591-601.
Boehm, A. & Staples, L. The functions of the social worker in empowering: The voices of consumers and professionals 47 (4) Oct 2002. Social Work. New York.
Session 15 Final Examination The test will contain both objective and subjective questions over the material read and/or discussed since the mid-term examination.
TECHNIQUES OF INSTRUCTION
Class sessions will consist of lectures, presentations from class and guests, and class discussion. Students are expected to complete all assigned readings prior to each class session and to come to class prepared to participate in the discussion of session topics. Audio-visual materials may be used.
Class discussions and written assignments will follow the guidelines for nonsexist, nonbiased language. For details on writing style see the Publication Manual (6th Edition) of the American Psychological Association, 2009, available from the UALR bookstore or library.
****There will be pop quizzes in this course. Please arrive to class on time as pop quizzes will generally be given during the first ten minutes of class. If you are tardy or absent on the day that a pop quiz is given you will NOT be able to make it up.****
REQUIRED TEXTS AND READINGS
Sineros, J., Stakeman, C., Joyner, M.C., & Schmitz, C.L. (2008). Critical Multicultural
Social Work. Chicago, IL: Lyceum
Harper-Dorton, K.H., & Lantz, J. (2007). Cross cultural practice: Social work with
diverse populations (2nd Ed.). Chicago, IL: Lyceum
Journal articles are available by blackboard from your professor.
Other readings can be obtained at the web addresses provided.
MAJOR ASSIGNMENTS & GRADE BREAKDOWN
KAS Major Paper 25 points
Reaction Essay Assignments 15 points
Midterm Examination 20 points
Final Examination 20 points
Pop Quizzes 20 points
Total 100 points
Examinations
The Mid term & Final examinations will contain both objective and subjective questions. There will be approximately 40 questions on each exam. These examinations are worth 40% (20% each) of the total course grade.
GRADING SCALE
Final letter grades will be assigned as follows:
A= 92 to 100 %
B= 82 to 91 %
C= 72 to 81 %
F = 71 or less
Students are expected to attend all classes. Students who miss giving presentations or taking quizzes or examinations on the dates scheduled will be allowed make-up only upon prior arrangement with instructor.
Laptop Computers. The use of laptop computers during class instruction is only allowed for students with written permission from disability services.
Students with Disabilities:
Your success in this class is important to me, and it is the policy and practice of the University of Arkansas at Little Rock to create inclusive learning environments consistent with federal and state law. If you have a documented disability (or need to have a disability documented), and need an accommodation, please contact me privately as soon as possible, so that we can discuss with the Disability Resource Center (DRC) how to meet your specific needs and the requirements of the course. The DRC offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process among you, your instructor(s) and the DRC. Thus, if you have a disability, please contact me and/or the DRC, at 501-569-3143 (V/TTY) or 501-683-7629 (VP). For more information, please visit the DRC website.