HDFS 3153
The Impact of Culture on Individuals and Families
Fall 2016
Professor:Dr. Yolanda Mitchell, PhD
Office:MatthewsHall316J
E-mail:
OfficePhone: 940-369-8377
OfficeHours:Mondays & Tuesdays 8:30-10:30; Wednesday 4-5
Class meets: Wednesday 5:30-8:20 pm, GATE 137
Required Textbook and Reading Materials:
- Appleby, G. A., Colon, E., & Hamilton, J. (2011). Diversity, oppression, and social functioning. Boston: Pearson.
- Additional readings will be posted on Blackboard.
Course Description:Study of diverse cultural and societal dynamics that influence individuals and families. This course focuses on dimensions of culture, race, ethnicity, economic status, religion, gender, the negative effects of prejudice and stereotypes and lifestyle that affect family structure and the complexities of families. Provides an opportunity for students to learn and celebrate the diversity of cultures and families by enhancing their knowledge, promoting interaction, and facilitating discussions regarding diverse families.
CourseObjectives:
Expected Learning Outcomes: Upon successful completion of this course, students should be able to:
- Demonstrate knowledge and sensitivity toward families and individuals of various cultures and races.
- Analyze the ways in which the intersectionality of race, culture, social class, and gender shapes and affects the lives of families and individuals.
- Demonstrate understanding about how intersectionality shapes and affects the family and individual’s biases and practices as a human development professional.
- Articulate how the student participates in systems of oppression and privilege.
Course Purpose:This course is designed to provide an opportunity for students to learn and celebrate the diversity of cultures and families throughout the world. Understanding differences in culture, societies, and families helps to broaden and deepen our knowledge and appreciation of all families and can also help us to learn more about our own societies.
Civility in the Classroom: IMPORTANT!! The structure of this class is based upon the freedom of each student to express her or his personal views in an atmosphere of respect and tolerance. Sometimes the topics of diversity, race, class, ethnicity, etc., can be very personal, sensitive, and sometimes emotionally laden. In case of classroom discussions, you may hear viewpoints that differ from your own value system, and this can often feel disconcerting and threatening. It is essential that you weigh the appropriateness of how you participate in this class. Although your participation and opinions are greatly valued, disrespect of other students or to the instructor will not be tolerated. In addition, some materials shown in class (videos, readings, etc.) may be offensive to some students. Students with concerns should meet with the instructor.
Each student is responsible for maintaining a classroom environment that is conducive to learning. In order to assure that all students have an opportunity to gain from time spent in class, each student is asked to not use cellular phones or tablets, make offensive remarks, read newspapers/non-class materials, sleep, engage in excessive/loud talking, talking during exams, or engage in any other form of distraction in the classroom. Inappropriate behavior in the classroom may result in a request to leave class.
If you find yourself having difficulty with any aspect of this class, please discuss the problem with me immediately so we can work together to arrive at some solutions. Most difficulties can be resolved easily once the door for discussion has been opened. This approach will assist me in responding to your needs and in improving the course now, rather than learning about problems at the end of the semester during your final course evaluation.
CourseExpectations
1.Readings:Studentsareexpectedtokeepupwiththereadingspriorto class.In addition tothereadings listedin the syllabus,therewillbe supplementalreadingsassignedthatwillbepostedon Blackboard at donotregularlycheckBlackboard,youwillmiss important informationsuch ashandoutsandannouncements. Readingpriorto classiscritical to some ofthe activitieswewillbedoing in class.
Quizzes (60 points): Quizzes will be given to assess class readings. Quizzes will be over assigned readings, videos, class activities, etc. Quizzes are “take home” but are to be completed individually. Quiz questions will become available on Blackboard the Wednesday before your quiz is due, so you will have a week to do each quiz. Each quiz will be worth 10 points. Submit your quiz on Blackboard and bring a copy to class on the due date.
2.Applywhat you are learning: Therewillbe severalopportunitiesto applywhatyou are learning in this class.
3.Class Attendance, Participation, and Activities (150 points): Class attendance and participation is expected! You will sign in every class period. Your participation will be graded based upon your active participation in class discussions and in-class activities. Appropriate participation consists of engaging in class discussions and activities, exhibiting a positive attitude, including attentive, civil, and respectful behavior at all times. Students who are not participating (sleeping, texting, talking to their peers, reading outside materials, etc.) will not receive points for the day. If you attend and participate in class, you will receive 10 points per day.
4.Journaling (100 Points):Journals must be brought to class every week. Keep a journal to reflect on the topic(s) discussed in class noting reactions, attitudes, thoughts and feelings as you increase your awareness of multicultural issues. Occasionally, you may be asked to respond to a particular question, issue, or theme. Do not be concerned about censoring your thoughts and reactions even if they may be “politically incorrect.”In fact, confronting and challenging biases and prejudices in an honest way would be indicative of a good faith effort. You will be required to submit your journal at four (4) time points for review. All journal entries will be treated with respect and confidentiality will be maintained. You are not required to share your journal entries with anyone other than the instructor.
5.Peer-led Discussion/Case Study (75 points):Students will be assigned to groups with a different peer leader each week. On assigned days, leaders are required to bring a copy of a current event/news story that focuses on a conflict in U.S. society and pertains to the days topic. This can be a current political issue, media event, etc. that seems interesting to you. Peer leaders will guide small group discussion on the current event following a case study format focused on “solving” the problem. Problems can consist of race, gender, class, sexual orientation, or other identities. Helpful in discussing the problem/case study is the discussion of personal experiences of conflict (related to the topic)individuals in the group have experienced or witnessed, especially if it was not solved in a successful manner or way. The peer leader should guide discussion and take notes that cover the following keys areas:
1)Conflict Identification: the group should discuss the central issue(s) of the case studies. This shows how our experiences, biases, and assumptions cause us to see situations differently.
2)Perspectives:Think about/discuss other people involved in the case studies, including the community and observers. This shows how equality conflicts affect the entire community and is a much bigger issue than just a conflict between one-two people.
3)Challenges and Opportunities: Discuss the challenges and opportunities for individuals involved in the conflict in the case study and individuals outside of the case study. This is similar to Perspectives.
4)Strategies: Groups should think of potential solutions to the problem.
5)Solutions: Groups should collaborate and work together to decide on the best strategy to solve the problem and address the conflict. Students should be encouraged to think creatively.
6)Expected Outcomes: Groups should share what they hope will occur due to the solution that is selected.
On the day students lead a case study discussion they must submit a hardcopy of the news story, a word document with their thoughts related to the case study (1-6) written out, and a summary of the group discussion from class. This assignment cannot be made-up if a student is absent.
6.Personal Growth Paper and Genogram (200 points): This assignment will occur in two parts.
Cultural Genogram: The cultural genogram is used to promote cultural awareness and sensitivity by helping students understand their cultural identities. Through this process students gain greater insight into and appreciation for the ways in which culture impacts his/her role as a helping professional and influences the lives of individuals and families they serve. The cultural genogram is designed to accomplish its primary goal by (a) illustrating and clarifying the influence that culture has on the family system; (b) assisting students in identifying the groups which contribute to the formation of their cultural identity; (c) encouraging candid discussions that reveal and challenge culturally based assumptions and stereotypes; (d) assisting students in discovering their culturally based emotional triggers (i.e., unresolved culturally based conflicts); and (e) assisting students in exploring how their unique cultural identities may impact their work and effectiveness.
The genogram is to be displayed visually on a 22x28 poster board which will be presented in class. Be creative, use photos and other multimedia, crafts and historical texts to document your roots. Investigate where your family ancestors came from, what their life stories were and are, what their values are, what are the cultural food, music, traditions your family continue or discontinued, anything that is significant to you. This should be a very fun and meaningful project to you.
Paper:Students will write a paper addressing his/her assumptions, attitudes, and stereotypes, general thoughts about racism, prejudice, power and privilege and how they have shifted (or not) over the semester. You are expected to address specific course content and how it has impacted your thinking about diversity, specifically working with individuals from different backgrounds. Students should also include information related to the cultural genogram including discussionon the influence that culture has on the family systems; identification of the groups which contribute to the formation of their cultural identity; addressing their culturally based emotional triggers (i.e., unresolved culturally based conflicts); analysis of how their unique cultural identities may impact their work and effectiveness.
This paper should be structured in a manner that demonstrates to the instructor the level of knowledge you have gained during this class and should show a high level of personal insight. This paper should be at least 4 FULL pagesin length written in APA format(double-spaced, and 12-point Times New Roman font, title page, headings, etc.). You will submit this paper on Blackboard and bring a copy of it to class on the due date. Both parts of the assignment must be completed to receive a grade.
Late Assignments and Excused Absences:
Assignments are due by 8:30pm the day they are listed as due in the syllabus. Papers MUST be submitted on Blackboard and in class (NOT emailed). Late assignments will receive a 10% per day reduction (24hrs equals a day; e.g. if you turn in your paper at 9:00 pm on the 25th and the due date was the 24th, it will be considered 2 days late because it is submitted after 8:30pm on the 25th).Iwillnot acceptlatework after oneweek. Please be respectfulofmytime andyour classmatesandturn in assignmentson time.
Excused Absences: For an absence to be considered excused you MUST provide a note (physician’s note, documentation, etc). If you have an excused absence (with a note) you will not lose attendance points for the missed day. If the excused absence falls on a day when an assignment or quiz is due, your assignment will be due at the next class period with a copy of an excused note.
Evaluation
Attendance, participation, and in-class activities(10 pts per class)= 150
Peer-led Discussion75= 60
Quizzes(6 x10pts each)= 60
Journals(4x25 pts each)=100
Growth Paper/Genogram200=200
TOTAL 585
527-585 = A
468-526 = B
410-467= C
351-409 = D
350 or less = F
**Questions about grades are not to be asked in class. Questions about grades should be discussed with the instructor directly (e.g. phone, face to face, virtual meeting). Students must wait a full 24 hours after a grade is posted to ask questions and/or make an appointment to discuss grades.
UNT POLICIES
ACADEMICDISHONESTY
Studentscaughtcheatingorplagiarizingwill receivea"0"forthat particularassignmentorexam[orspecify alternativesanction,suchascoursefailure].Additionally,theincidentwillbereportedtotheDeanof Students,whomayimposefurtherpenalty.AccordingtotheUNTcatalog,theterm"cheating"includes,butis notlimitedto:a.useofanyunauthorizedassistanceintakingquizzes,tests,orexaminations;b.dependence upontheaidofsourcesbeyondthoseauthorizedbytheinstructorinwritingpapers,preparingreports, solvingproblems,orcarryingoutotherassignments;c.theacquisition,withoutpermission,oftests orother academicmaterialbelongingtoafacultyorstaffmemberoftheuniversity;d.dualsubmissionofapaperor project,orresubmissionofapaperorprojecttoadifferentclasswithoutexpresspermissionfromthe instructor(s);ore.anyotheractdesignedtogiveastudentanunfairadvantage.Theterm"plagiarism" includes,butisnotlimitedto:a.theknowingornegligentusebyparaphraseordirectquotationofthe publishedorunpublishedworkofanotherpersonwithoutfullandclearacknowledgment;andb.theknowing ornegligentunacknowledgeduseofmaterials prepared byanotherpersonoragencyengaged intheselling oftermpapersorotheracademicmaterials.
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RETENTIONOFSTUDENT RECORDS
Studentrecordspertainingto thiscoursearemaintainedinasecurelocationbytheinstructorofrecord.All recordssuchasexams,answersheets(withkeys),andwrittenpaperssubmitted duringthe durationofthe courseare keptforatleastonecalendaryearaftercourse completion.Courseworkcompletedviathe Blackboardonlinesystem,includinggradinginformationandcomments,isalsostoredinasafeelectronic environmentforoneyear.You havea righttoviewyourindividualrecord;however,informationaboutyour recordswillnot be divulgedtootherindividualswithouttheproperwrittenconsent.Youareencouragedto reviewthePublicInformationPolicyandtheFamilyEducationalRightsandPrivacyAct(FERPA)lawsand theuniversity’spolicyinaccordancewiththosemandatesatthefollowinglink:
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To dropa classlogin at the directions.
Ifyou missmorethan twoweeksofclasswithout documentedexcuses,youwill be droppedfromthe classduring the instructor drop dates.You must bepassingthe classtoreceiveagrade ofW.Ifyou are failingthe classdueto low gradesornotturning in work,you willreceiveagrade ofWF. You must be passing to be granted an incomplete.
Course Schedule/Readings
(Topics and dates are subject to change)
DATE:TOPIC(S):READINGS/ DUE:
Week 1
August 31 Intro to ClassBring journal to every class
______
Week 2
September 7 Definition of race, ethnicity, Blackboard Readings:
discrimination 1. Prejudice, Discrimination, & Racism, pp. 9-21 (Yetman)
2. Text Readings: pp. 18-26
______
Week 3
September 14 Cultural Competence & Blackboard Readings:
Psychological Trauma
- What it means to be culturally competent, pp. 10-15 (Diller)
- Psychological Trauma pp. 126 – 128, (Diller)
- Addressing ethnic conflict,
genocide, and mass violence pp. 179- 182, (Diller)
QUIZ 1
______
Week 4
September 21 Ethnic Identity Development Text Readings:
- pp. 36-44
Blackboard Readings:
- pp. 53-56 (Diller)
Text Readings:
Oppression & Power3. pp. 61-77
Blackboard Readings:
- White Privledge & Unpacking the Invisible Knapsack, pp. 147-152 (McIntosh)
JOURNAL
______
Week 5
September 28 RacismBlackboard Readings:
- Understanding racism, prejudice, and white privilege, pp. 31 – 42 (Diller)
- I am not a racist, but, pp. 181-198 (Bonilla-Silva & Forman)
QUIZ 2
______
Week 6
October 5 ClassismText Readings:
- pp. 26-32
Blackboard Readings:
- Diversity in Families, pp. 147-161 (Baca Zinn, Eiteen, & Wells)
______
Week 7
October 12 Sexism and GenderText Readings:
- pp. 90-107
Blackboard Readings:
- Feminist Framework, pp. 171-191 (Taylor & Kennedy)
JOURNAL
QUIZ 3
Peer-led Discussion 1
______
Week 8
October 19 White Ethnic MinorityBlackboard Readings:
1. White Ethnic Groups, pp. 58-68; 206-210 (Healy)
Peer-led Discussion 2
______
Week 9
October 26 African American & Text Readings:
Caribbean Societies
1. pp. 78-89
AsiansText Readings:
2. pp. 145-161
Blackboard Readings:
3.Asian Americans: Model Minorities, pp. 333-355 (Healy)
QUIZ 4
Peer-led Discussion 3
______
Week 10
November 9 LatinosText Readings:
- pp. 108-125
Native AmericansText Readings:
- pp. 126-144
Blackboard Readings:
Addressing ethnic conflict, genocide, and mass violence pp. 179--182, (Diller)
JOURNAL
Peer-led Discussion 4
______
Week 11
November 16 AgeismBlackboard Readings:
Doddering but Dear, pp. 3-26 (Cuddy & Fiske)
QUIZ 5
Peer-led Discussion 5
______
Week 12
November 23 Appearance DiscriminationText Readings:
Service Delivery 1. pp. 237-246
Peer-led Discussion 6
______
Week 13
November 30 AbleismText Readings:
- pp. 186-223
Growth Paper
JOURNAL
______
Week 14
December 7 Sexual Orientation & Gender IdentityBlackboard Readings:
- Mom I need to be a girl, pp.1-7 (Just Evelyn)
Text Readings:
- pp. 162-185
QUIZ 6
______
Week 15
December 14 Cultural GenogramCultural Genograms