EdPsy 202: Exploring Cultural Diversity Syllabus

(Copyright, ã 1999, J. Landrum-Brown for Program on Intergroup Relations at UIUC)

Course co-sponsors: Program on Intergroup Relations, Counseling Center, Department of Educational Psychology

Instructor: Joycelyn Landrum-Brown, Ph.D.

Office: 110 SSB, 610 E. John

Phone: 244-3356

Course Description:

This graded, 3-credit, 16-week course introduces students to an array of diversity and social justice issues through interdisciplinary readings, discussion, and experiential activities. The course involves a 1-hour lecture and 2-hour lab/discussion section each week.

This course relies heavily on participation, both active listening and sharing your perspective. This term I hope to provide an environment for students to a) gain knowledge of diverse perspectives and lifestyles, b) explore their own social identity group memberships, c) gain conceptual understanding of the key issues and concerns related to social justice and d) develop strategies for communicating and relating across cultural differences.

To successfully complete the goals of this course a climate of critical analysis, respect and honesty need to be established. Please keep in mind that when discussing issues in this class, all perspectives will be respected as long as they are argued critically. I ask you to respect the different opinions of others by really listening, and asking respectful questions for more information about how they came to their opinion, especially if you disagree.

One of the most important element of this course is critical thinking. In general, critical thinking involves challenging the course material, others and yourself to consider as many perspectives on issues as possible. You will be expected to think critically about how dominant social systems have influenced your perspectives and behaviors. My goal in teaching this class is not to negate your beliefs, but to challenge you to think about how and why you came to believe what you believe.

Memorizing the information will not help you in this class. Critically analyzing what you have read and heard in lectures and section and being able to write and speak about it will get you a higher grade.

The dialogue (sections) and written assignments provide opportunities for you to share your critical analyses with your classmates and the instructors. Your critical analyses may contain your opinions, however you should express your opinion less as a matter of fact, and more as a position that you have taken as a result of your particular experiences as a person who has been shaped by culture/history/identity (e.g. gender, sex, race, age, socioeconomic class, abilities, religion, language, etc…)

Course Method:

The course consists of a 1-hour lecture and 2-hour lab/discussion section each week for 16 weeks. In the lecture portion, the focus is on raising awareness of key issues, concerns and concepts, providing accurate information and data on diverse groups, and relating theories and models to critical incidents of social oppression in everyday life. The lab/discussion sections follow a group dialogue and experiential activity format and primarily focuses on relating the readings and lecture material to personal experiences and active learning activities. In the lab/discussion sessions, students will be taught how to use the dialogue process to facilitate their understanding of their fellow students experiences and to share their own. Students will learn to use dialogic inquiry and reflection to gain more information regarding the experiences of their peers and the information presented in the readings.

Required Texts:

Readings for Diversity and Social Justice: An Anthology on Racism, Antisemitism, Sexism, Heterosexism, Ableism, and Classism. (2000) M. Adams, W.J. Blumenfeld, R. Castaneda, H.W. Hackman, M.L. Peters, X. Zuniga (Eds.) New York: Routledge Press
Course Reading Packet is available from the Illini Union Bookstore

Course Requirements and Evaluation:

Midterm Examination (20 pts.):

There will be a midterm examination consisting of true/false, short answer and extended short answer questions. This exam will be given in section the week of October 8.

Participation (14 pts. possible)

· .5 point = some risk-taking (sharing)

· 1 points = greater risk-taking in sharing, appropriately and thoroughly addresses questions, integrates course materials from readings and lectures, cites sources of information, provides data for statements (thoughtful engagement with other students and integration of data and citations with ideas)

Structured Journal (12 pts., possible 3 points each)

Each student is required to keep a journal in a loose-leaf or other removable page notebook, which will be submitted for review 4 times during the semester (due (J1-9/13), (J2-10/11), (J3-11/8), (J4-12/6). Journals will be graded based on adequate and proper use. Journal questions assigned in lecture are to be included in these papers. It is important to consider that journaling can take place at any time but in particular when issues are raised in readings or class discussions, stimulate strong reactions, feelings, thoughts, questions or comments. During discussions, when you are waiting to respond or when you have a strong reaction (positive or negative) to something and you choose not to verbally share it with the group or class, write it down in your journal. Use the journal to keep track of your reactions, thoughts, beliefs and feelings regarding issues raised in the class. Journal grades will be based on quality of content and thoughtfulness.

· 1 point = infrequent use of journal; doesn’t address the questions; doesn’t incorporate readings; turns in journal late

· 2 points = regular use of journal; addresses questions somewhat; incorporates some of the information from readings into discussion and analysis of issue, or topic; turns in journal on time.

· 3 points = excellent use of journal as critical thinking and exploration tool; fully addresses questions; incorporates appropriate and relevant personal experiences and observations; greater thoughtfulness and effort to integrate course material from readings and lectures with personal reflections.

Take Home Essay Exam (20 pts. possible) Date given: Nov. 8 Date Due: Nov. 29th

Four essay questions worth 5 points each will be given out November 8th. Essay Exam will be due in two week on November 29^th.

Group Project (12 pts. possible) Topics Due Sept. 27^th Presentations given: Dec. 6^th

Eight groups of 7 to 8 students each will be assigned to develop a group project that explores some aspect of cultural diversity. Each group will choose a group project then submit a one-paragraph proposal of the project to the instructor no later than week 6 for approval. Once the project has been approved, the group will complete their project and present their findings to the class as a group for 15 min. during the final exam time for the class. Group projects can be anything from surveys, interviews, social experiments (approved ones), multimedia projects or displays, websites. Group project presentations will be evaluated and graded by other classmates in terms of points for project content information and points for presentation of information. Each group member will evaluate each others contributions to their specific group project and give each member points based on the quality of their contribution to the group project.

Group Contribution Evaluation: 1 (little or none) to 3 (excellent)

Topic Choice: 1 (boring) to 3 (interesting)

Content/Information Evaluation: 1 (uninformative) to 3 (informative)

Presentation Evaluation: 1 (poor) to 3 (excellent)

Final Paper (22 pts.) Final Paper due: Dec. 13^th

Students will be expected to write a 4 to 6 page (double-spaced typed) paper on the topic presented by their group project. In the paper students will be expected to critically analyzing the concepts and issues related to the topic of their group project. They will be expected to cover some of the historical, social and structural origins of the conflict or issues raised in the group project. Proper of use of citations or sources is required. Whenever citations and sources are used, references are required. References must be presented in correct bibliographic guidelines, preferably APA style. Quality of information, source citation, integration with models, theories presented in class as well as balanced presentation of all perspectives including the writers perspective will be used to evaluate the paper.

Extra Credit (Instructor Approval Required in Advance):

· Active participation and contribution to the threaded discussion on the online website associated with the course. (points will vary depending on involvement)

· Participation in an instructor approved research study related to cultural diversity, social justice or intergroup relations (1-3 pts.)

· Attendance at an on-campus forum (topic must be related to course) and a short 2-3 page (typed, double-spaced) paper written on how the issues raised in this class related to issues presented in one of the on-campus forums. Use readings to highlight differences and similarities in perspectives. Sources must be cited properly. (2 pts.)

· Extra credit journaling, Instructor approved activities and exercises. (points vary by activity)

Writing Guidelines

When writing papers for this course please keep the following points in mind:

Your goal in writing for this course (journals, essay exam, final project paper) is to demonstrate good critical thinking skills. In order to do this you must develop a good argument for your position/perspective which consists of the following components:

A claim or position
Reasoning/rationale that supports that claim or position
Evidence or data that supports the claim or position
Conclusions about the claim or position

Remember you can include your opinions, just be clear not to state your opinions as an unsupported fact. In other words, state an opinion as “in my opinion”, but be prepared to defend that opinion.
Be as clear as possible about the points you are trying to make
Consider including in your critical analysis the implications of your argument
Consistent use of a writing style is critical. If you are unsure about writing styles and how to use them consult the following website. http://www.english.uiuc.edu/cws/wworkshop/bibliostyles.htm
If you need help with your writing see http://www.english.uiuc.edu/cws/wworkshop/techniquesmenu.html
You may use articles from the web for any and all writing assignments as a supplement if they are not a part of the required reading. Please consider that the majority of your citations must be from non-web sources. Also be certain to follow the bibliographic guidelines (http://www.apastyle.org/elecsource.html or http://www.apastyle.org/electext.html ) for citing web sources.
BE SURE TO KEEP AN EXTRA COPY OF ALL WORK HANDED IN.

Academic Integrity

All students are held to the Code of Policies and Regulations Applying to All Students, August 2000)

“Students have been given notice of [the rules of academic integrity] by virtue of [their] publication. Regardless of whether a student has actually read this rule, a student is charged with knowledge of it. Ignorance of a rule is never a defense (p14).”
Academic Integrity policy: http://www.uiuc.edu/admin_manual/code/rule_33.html

Infractions of Academic Integrity -- Definitions

A. Cheating

Using or attempting to use in any academic exercise materials, information, study aids, or electronic data that the student knows or should know is unauthorized.

B. Fabrication

Unauthorized falsification or invention of any information or citation in an academic endeavor.

Fabrication also includes submitting false documents for the purpose of being excused from a scheduled examination or other academic assignment.

C. Facilitating Infractions of Academic Integrity

Helping or attempting to help another to commit an infraction of academic integrity, where one knows or should know that through one's acts or omissions such an infraction may be facilitated.

D. Plagiarism

Representing the words or ideas of another as one's own in any academic endeavor. This includes copying another student's paper or working with another person when both submit similar papers to satisfy an individual, not a group, assignment, without authorization.

E. Bribes, Favors, and Threats

Infractions of academic integrity include bribing or attempting to bribe, promising favors to, or making threats against any person with the intention of affecting a record of a grade or evaluation of academic performance. This includes a student who conspires with another person who then takes the action on behalf of the student.

Course Reading Assignments, Lecture Topics and Discussion Activities

August 23

Topics: Culture, Cultural Bias, Stereotypes, Prejudice

Readings:

· “Prejudice and Discrimination”, W.J. Blumenfeld and D. Raymond, p. 21, (2000), Readings for Diversity and Social Justice Education

· Cultures- http://home.about.com/culture/index.htm?PM=59_0216_T

August 30

Topics: Social Identity, Multiple Social Identities, Social Stratification

Readings:

· “The Complexity of Identity: ‘Who Am I?’”, B.D. Tatum, p., 9, (2000), Readings for Diversity and Social Justice Education

· “The Cycle of Socialization”, p.15, Bobbie Harro (2000), Readings for Diversity and Social Justice Education

September 6

Topics: Worldview, Dominant Worldviews and Structural Inequality

Readings:

· “Discrimination Comes in Many Forms: Individual, Institutional, and Structural”, F. L. Pincus, p. 31(2000), Readings for Diversity and Social Justice Education

September 13

Topics: Historical & Social Context of Intergroup Issues and Conflicts

Readings:

· “Ideology and the Legitimization of Inequality”, Martin N. Marger, (1998), Social Inequality: Patterns and Process, Mayfield Publishing co., Mountain View, CA

Journal 1 Due

Group Assignments Made by Section Leader

September 20

Topics: Power, Privilege, Oppression & Roles of Oppression

Readings:

· “Five Faces of Oppression”, I.M. Young, p. 35, (2000), Readings for Diversity and Social Justice Education

· “Language and Silence: Making Systems of Privilege Visible”, S.M. Wildman with A.D. Davis, p. 50, (2000), Readings for Diversity and Social Justice Education

September 27

Topics: Language Diversity

Readings: (articles 1-5 in READING PACKET, article 6 in Textbook)

· “Language”, Gollnick, D.M. and Chinn, P.C., p. 241-257, (2002) Multicultural Education in a Pluralistic Society, sixth ed., New Jersey: Merrill Prentice-Hall

· “Beyond the He/Man Approach: The Case for Non-Sexist Language”, pp. 25-37, Wendy Martyna, (1983), Language, Gender and Society, eds. B. Thorne, C. Kramarae, N. Henley, Heinley & Heinle Publishers, Boston, MA.

· “Black English: Lecture Notes”, J. Landrum-Brown, 1995, http://www.staff.uiuc.edu/~jlandrum/BlkEng.html

· “Linguicism”, N. Schniedewind and E. Davidson, p. 129, (2000), Readings for Diversity and Social Justice Education

Group Project Topics Due

October 4

Topics: Appearance Diversity (Sizism)

Readings:

· “Dispelling Common Myths about Fat Persons”, http://naafa.org/documents/brochures/myths.html

· “The butt: its politics, its profanity, its power”, pp. 22-31, Erin J. Aubry, 1998, Adios, Barbie: Young Women Write about Body Image and Identity, ed. Ophira Edut

· “The Skinny on Small”, pp. 32-37, Diane Sepanski, 1998, Adios, Barbie: Young Women Write about Body Image and Identity, ed. Ophira Edut

· “I’m Not Fat, I’m Latina,” C. Haubegger, p. 242, (2000), Readings for Diversity and Social Justice Education

· “The Body Politic”, A.F. Chernick, p. 243, (2000), Readings for Diversity and Social Justice Education

· “Am I Thin Enough Yet?”, Sharlene Hesse-Biber (1998), pp. 489-497, Race, Class and Gender in the United States: An Integrated Study, 4^th Ed., Paula S. Rothenberg, St. Martin’s Press, New York

Brief Midterm Review in Section

(Midterms to be given in section Week of October 8)

October 11

Topics: Appearance Diversity (Phenotype)

Readings:

· “My Jewish Nose”, pp. 62-67, Lisa Jervis, 1998, Adios, Barbie: Young Women Write about Body Image and Identity, ed. Ophira Edut

· “The Art of the Ponytail”, pp. 124-132, Akkida McDowell, 1998, Adios, Barbie: Young Women Write about Body Image and Identity, ed. Ophira Edut

· “Colorism: A reframing of Racism”, F.A. Miller and K. Jamison, (1982), NTL Reading Book for Human Relations Training, NTL Institute

· “When Asian Eyes are Smiling”, Lois-Ann Yamanaka, (1997) August, Allure

October 18

Topics: Class Diversity

Readings:

· “Sharing the Pie,” “The Sinking Majority”, S. Brouwer, p. 382, (2000), Readings for Diversity and Social Justice Education

· “Who Owns How Much?”, J.S. Heintz and N. Folbre, p. 391, (2000), Readings for Diversity and Social Justice Education

· “Tired of Playing Monopoly?”, Donna Langston , p. 397, (2000), Readings for Diversity and Social Justice Education

· “A Sociology of Wealth and Racial Inequality”, M.L. Oliver and T.M. Shapiro, p. 402, (2000), Readings for Diversity and Social Justice Education

· “ Racism or Solidarity? Unions and Asian Immigrant Workers”, p. 407, (2000), Readings for Diversity and Social Justice Education

· “Two Hierarchies”, M.E. Ransford, p. 412, (2000), Readings for Diversity and Social Justice Education

· “Why are Droves of Unqualified, Unprepared Kids Getting into Our Top Colleges?”, p. 418, (2000), Readings for Diversity and Social Justice Education

· “Working-Class Students Speak Out”, G. Lewis, P. Holland, and K. Kelly, p. 421, (2000), Readings for Diversity and Social Justice Education

· “So How Did I Get Here”, R. Bray, p. 425, (2000), Readings for Diversity and Social Justice Education

· “On the Meaning of Plumbing and Poverty”, M. Scheller, p. 430, (2000), Readings for Diversity and Social Justice Education

Journal Assignment Life on the Line: http://www.horizonmag.com/oncampus/life-on-the-line.asp

Social Class Questionnaire, p. 432, (2000), Readings for Diversity and Social Justice Education

Journal 2 Due

October 25

Topics: Race & Ethnic Diversity

Readings:

· “A Different Mirror”, R. Takaki, p. 67, (2000), Readings for Diversity and Social Justice Education

· “Racial Identity and the State: Contesting the Federal Standards for Classification”, M. Omi, p. 73, (2000), Readings for Diversity and Social Justice Education

· “Defining Racism: ‘Can We Talk?’”, B.D. Tatum, p. 79, (2000), Readings for Diversity and Social Justice Education

· “The Continuing Significance of Race: Anti-black Discrimination in Public Places”, J.R. Feagin, p. 83, (2000), Readings for Diversity and Social Justice Education

· “Seeing More than Black and White”, E. Martinez, p. 93, (2000), Readings for Diversity and Social Justice Education

· “White Men and the Denial of Racism”, C. Thompson, p. 104, (2000), Readings for Diversity and Social Justice Education

· “Complexion”, R. Rodriguez, p. 114, (2000), Readings for Diversity and Social Justice Education

· “An Asian Lesbian’s Struggle”, C.A. Lee, p. 118, (2000), Readings for Diversity and Social Justice Education

· “A Bill of Rights for Racially Mixed People”, M.P.P. Root, p. 120, (2000), Readings for Diversity and Social Justice Education

· “Moving Beyond White Guilt”, A. Edgington, p. 127, (2000), Readings for Diversity and Social Justice Education

November 1

Topics: Gender Diversity

Readings:

· “’Night to His Day’: The Social Construction of Gender”, J. Lorber, p. 203, (2000), Readings for Diversity and Social Justice Education

· “Masculinity as Homophobia”: Fear, Shame, and Silence in the Construction of Gender Identity”, M.S. Kimmel, p. 213, (2000), Readings for Diversity and Social Justice Education

· “Which Outlaws? Or, ‘Who Was That Masked Man?’”, K. Bornstein, p. 220, (2000), Readings for Diversity and Social Justice Education

· “The Conundrum of Difference”, S.L. Bem, p. 228, (2000), Readings for Diversity and Social Justice Education

· “Fresh Lipstick: Rethinking Images of Women in Advertising”, L.M.Scott, p. 233, (2000), Readings for Diversity and Social Justice Education

· “Feminism: A Movement to End Sexist Oppression”, B. Hooks, p. 238, (2000), Readings for Diversity and Social Justice Education

· “The Rape of Mr. Smith”, Anonymous, p. 246, (2000), Readings for Diversity and Social Justice Education

· “Pornography and Men’s Consciousness”, J. Katz, p. 247, (2000), Readings for Diversity and Social Justice Education

· “Adopting the Principle of Pro-Feminism”, I.Law, p. 254, (2000), Readings for Diversity and Social Justice Education

November 8

Topics: Sexual Orientation Diversity

Readings:

· “How Homophobia Hurts Everyone”, W.J.Blumenfeld, p. 267, (2000), Readings for Diversity and Social Justice Education

· “Biphobia”, M.Deihl and R. Ochs, p. 276, (2000), Readings for Diversity and Social Justice Education

· “Internalized Homophobia among Gay Men, Lesbians, and Bisexuals”, G.M.Herek, p. 281, (2000), Readings for Diversity and Social Justice Education

· “Homophobia in Black Communities”, b. hooks, p. 283, (2000), Readings for Diversity and Social Justice Education

· “Stonewall and the Birth of Gay and Lesbian Liberation”, N.Miller, p. 288, (2000), Readings for Diversity and Social Justice Education

· “What Does the Bible Say about Homosexuality?”, Rev. Dr. F.J.Deacon, p. 290, (2000), Readings for Diversity and Social Justice Education

· “Murder Will Out-But It’s Still Open Season on Gays”, D. Minkowitz, p. 293, (2000), Readings for Diversity and Social Justice Education

· “Dragon Ladies, Snow Queens, and Asian-American Dykes: Reflections on Race and Sexuality”, S. Lim-Hing, p. 296, (2000), Readings for Diversity and Social Justice Education

· “Memoirs of a Gay Fraternity Brother”, J.C.Meiner, p. 299, (2000), Readings for Diversity and Social Justice Education

· “The Men with the Pink Triangles”, R.Plant, p. 302, (2000), Readings for Diversity and Social Justice Education

· “The Transgender Spectrum”, L.J. Lees, p. 305, (2000), Readings for Diversity and Social Justice Education

· “Why Don’t Gay People Just Keep Quiet? Listening to the Voices of the Oppressed”, W.D. Burns, p. 306, (2000), Readings for Diversity and Social Justice Education

· “International Bill of Gender Rights”,p. 309, (2000), Readings for Diversity and Social Justice Education

· “Becoming An Ally”, Jamie Washington and Nancy J. Evans, p. 312, (2000), Readings for Diversity and Social Justice Education

Journal 3 Due

Take Home Exam Given

November 15

Topics: Religious Diversity & Anti-Semitism

Readings:

· “Religious Traditions”, pp. 49-52, Monk, R.C., Hofheinz, W.C., Lawrence, K.T., Stamey, J.D., Affleck, B., Yamamori, T. (1998), Exploring Religious Meaning, fifth edition, Prentice Hall: New Jersey

· “Religious Tolerance and Intolerance”, http://www.religioustolerance.org/rel_tol.htm

· “Hot Religious Topics”, http://www.religioustolerance.org/conflict.htm