Southeast Missouri State University
Department of Social Work
Course No. SW 207
Title: Understanding Cultural and Social Diversity
Semester: Fall 2013
Instructor: Jack L. Stokes
Office: CH 210 C
Phone: 573-651-2714
E-mail: jstokes@semo.edu
Office Hours: TBA
I.
Catalog Description:
Knowledge, understanding, affirmation and respect for people from diverse backgrounds within
their cultural contexts at the interpersonal level. 3 credit hours.
II.
III.
Prerequisites: None.
Course Purpose and Objectives:
This course introduces theoretical and research-based information regarding human diversity in
order to promote understanding, respect, and affirmation for difference. The course is
foundational for the development of core social work competencies, especially in regard to
engaging diversity in generalist practice. The focus is on prejudice and discrimination on the
interpersonal level, with an emphasis on the development of self awareness. The students own
culture, personal values, and privilege, as well as the context of dominant culture are explored.
Upon completion of this course, students will be able to:
IV.
A.
Understand the importance of difference in shaping life experience as determined by sex,
sexual orientation, gender, gender identity and expression, immigration status, political
ideology, age, race, color, culture, ethnicity, religion, disabilities, class and rural status.
B.
Articulate theories of prejudice and discrimination.
C.
Recognize how a culture’s structure and values may impact privilege and power.
D.
Understand how one’s own identity is shaped by difference and life experience.
E.
Recognize one’s own values and privilege relative to people from other backgrounds.
F.
Demonstrate self awareness to eliminate the influence of personal biases and values when
interacting with diverse individuals and groups.
G.
Develop sensitivity in interpersonal relations with people from diverse backgrounds.
Expectations of Students:
A.
Americans with Disabilities Act:
If you have special needs as addressed by the Americans with Disabilities Act and need any
course materials provided in an alternative format, please notify the instructor as soon as
possible. Reasonable efforts will be made to accommodate your needs. Students with
disabilities seeking academic accommodation must also register with the Learning
Assistance Programs and Disability Support Services Office in the University Center,
Room 302, 651-2273. The office will then assist in planning for any necessary
accommodations.
B.
1
Scholastic Dishonesty: (Found in student handbook)
Academic honesty is one of the most important qualities influencing the character and
vitality of an educational institution. Academic misconduct or dishonesty is inconsistent
with membership in an academic community and cannot be accepted. Violations of
academic honesty represent a serious breach of discipline and may be considered grounds
for disciplinary action, including dismissal from the University.
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Plagiarism
In speaking or writing, plagiarism is the act of passing someone else's work off as one's
own. In addition, plagiarism is defined as using the essential style and manner of
expression of a source as if it were one's own. If there is any doubt, the student should
consult his/her instructor or any manual of term paper or report writing. Violations of
academic honesty include:
1.
Presenting the exact words of a source without quotation marks;
2.
Using another student's computer source code or algorithm or copying a
laboratory report; or
3.
Presenting information, judgments, ideas, or facts summarized from a source
without giving credit.
Cheating
Cheating includes using or relying on the work of someone else in an inappropriate
manner. It includes, but is not limited to, those activities where a student:
C.
1.
Obtains or attempts to obtain unauthorized knowledge of an examination's
contents prior to the time of that examination;
2.
Copies another student's work or intentionally allows others to copy assignments,
examinations, source codes, or designs;
3.
Works in a group when she/he has been told to work individually;
4.
Uses unauthorized reference material during an examination; or
5.
Has someone else take an examination or takes the examination for another.
Cell Phones, Other Electronics, and Disruptive Behavior Policy
Cell phones, pagers, IPods, and other similar devices are prohibited. They must remain off
or muted during the entire class period. Furthermore, these devices are not permitted to be
visible during examinations. Any student using or having visible access to these types
of devices during examinations will be immediately removed from the classroom, their
exam confiscated, and will receive a zero for the examination. There are no exceptions
to this policy.
Check with the instructor for permission to use recording devices and laptop computers
during classroom lectures.
Incivility
Civility in the classroom and respect for the opinions of others is critical in class. You may
not agree with everything which is said or discussed in the classroom, yet courteous
behavior and responses are expected. To optimize teaching and learning, all of us share a
responsibility in creating a civil and non-disruptive atmosphere. You are expected to
conduct yourselves at all times in this classroom in a manner that does not disrupt teaching
or learning. Examples of Incivility include:
1.
2.
3.
4.
5.
6.
7.
8.
2
arriving late to class
noisily packing up early
leaving early
talking to others during lecture or while someone else is speaking
coming to class unprepared
repeating questions
eating in class
acting bored or apathetic
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9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
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23.
24.
groaning disapprovingly
making sarcastic remarks or gestures
sleeping in class
inattention
not answering a direct question
using a computer class for non-class purposes
letting cell phones and pagers go off
cutting class habitually
dominating discussion
demanding make-up exams, extensions, grade changes, or other special favors
working on homework for another class
taunting or belittling other students
challenging the instructor’s knowledge or credibility
making harassing, hostile, or vulgar comments to the instructor in or out of class
sending the instructor inappropriate emails
making threats of physical harm to the instructor
Disruptive Behavior
Every student at Southeast is obligated at all times to assume responsibility for his/her
actions, to respect constituted authority, to be truthful, and to respect the rights of others, as
well as to respect private and public property. Disruptive behavior includes, but is not
limited to, name calling, intimidation, verbal aggressiveness, physical aggressiveness, etc…
Incivility and disruptive behavior in violation of the University’s Code of Student Conduct
will be dealt with according to University Policy.
V.
D.
Failure to hand in a portfolio assignment will result in an incomplete for the final
grade.
E.
Attend class and actively contribute to the development and maintenance of a supportive
environment where they can share practice experiences as peers, process those experiences
and examine their personal abilities, skills and knowledge for personal awareness and
growth;
F.
Consistently be familiar with, and conversant on all reading as assigned;
G.
Complete all assignments by the due dates;
H.
Submit written assignments when due;
I.
Communicate clearly, including speaking articulately and writing in correct form. (In
general, all written work should follow the APA format in the body of the text).
J.
All work is expected to be the student’s own. Work that violates the academic integrity
policy (see above) outlined in the student handbook will receive a failing grade on the
assignment! Academic honesty must be observed.
Course Content:
Unit A: Constructing differences.
(12 hours)
Examines the difference between cultural and social diversity, as well as essentialism
and constructionism. Introduces the concepts of privilege and oppression in the
various master statuses. Examines what categories are constructed, how this is done,
and why such categories of difference are constructed.
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Week 1:
Reading: Text – pages 1-18 “Social Construction of Differences”
Video: A Class Divided
Week 2: Race
Video: Race: The power of an illusion;
Readings: No. 1—“Racial Formations”
Week 3 –– Social Class:
Video: Social Class in America; People Like Us
Readings: No. 6 “Media Magic: Making Class Invisible;” No. 7 “Doubly
Divided: The Racial Wealth Gap” “Shadowy Lines that Still Divide (class
website)
Week 4 -- Sex & Gender
Videos: Tough Guise; Killing us Softly
Readings: No. 9--The Social Construction of Gender; No. 10-- “The Five Sexes,
Revisited”; No. 13 “The Invention of Heterosexuality”
Test 1
Week 5 – Sexuality
Readings: “The Gendered Society (Kimmel--class website); No. 16
Videos: Gay or Straight; For the Bible Tells Me So; Gay in Middle America; Out
in the Heartland
Week 6 – Disability
Readings: “How Long Must We Wait? Unmet Promises of Disability
Law and Policy” (class website); “Disability Definitions: The Politics of
Meaning;”(class website) “Can You See the Rainbow? The Roots of Denial”
(class website) Online reading on access for disabilities;
Video: Out of the Shadow;
Unit B: Systems of Oppression and Privilege
(11 hours)
Values orientation and basic terminology. Examines what elements of social structure work to
maintain systems of stratification based on constructions of difference. Emphasis will be given to
rural contexts.
Week 7
Readings: Text – pages 199 – 223, “Maintaining Inequalities: Systems of
Oppression and Privilege”
White privilege: Unpacking the invisible knapsack (Class Website); Tim Wise,
“What does it mean to be white;” Video: White Supremist Athur Jones; “The
Gendered Society” (class website).
Test 2
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Week 8
Social Institutions – Family, Education, Work, Economy,
Readings:
Text: No.18: “Families on the Fault Line”; No. 21 “Savage
Inequalities: Children in American Schools”; No. 26:”We’d Love to Hire Them,
But…; No. 28: “Inequality Kills.”
Week 9 and 10
Social Institutions -- State & Public Policy, Media
Readings: Text: No. 30: “No Equal Justice,”; No. 33: “Five Decades and Three
Hundred Sitcoms About Class and Gender.”
Weeks 11 & 12: Language and Culture; Violence and Social Control
Readings: Text: No. 37: “Racism in the English Language,”; No. 42:
“Fraternities and Collegiate Rape Culture.”; “The Impact of Culture on Families”
(class website)
Unit C: Experiencing difference and inequality in everyday life.
(11 hours)
Examines the impact of constructions of difference and maintaining inequalities on
members of society.
Readings:
Text: No. 47: “A Dozen Demons”; No. 49: “Gee,You Don’t Seem
Like and Indian From the Reservation”;“Punishing Institutions: The
Story of Catherine Cedar Woman” (class website); “The Girl Who
Wouldn’t Sing” (class website);
Unit D: Racial and ethnic identity development and diversity awareness.
(11 hours)
Examines individual and family characteristics related to ethnicity of family of origin
as well as individual development of racial identity. Examines characteristics of
other cultures including styles of communication, concepts of time, and social rules.
Advocacy for at-risk populations also discussed.
VI.
Textbook:
Ore, T.E. (2009). The social construction of difference and inequality (4th ed.). Boston: McGraw
Hill Publishing.
VII. Basis for Student Evaluation (points and assignments are approximate)
Points
Class Participation (Includes quizzes, in-class exercises, homework assignments)
……………………………………………………………………………………..420
2. Master Status papers (5X 50….………... …………………………………….... 250
3. Two Intermediate Examinations*. ............. ……………………………………….200
4. Final Examination*………………………...……………………………………...100
1.
Total………………………………………………………………………………. 970
Note:
*Exams will be over all assigned readings as well as any information, including films and
lectures, presented in class unless otherwise stipulated by the instructor.
Grades will be given as follows, according to percentage of points earned:
90-100 = A
80-89 = B
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70-79 = C
60-69 = D
<60 = F
MASTER STATUS WRITING ASSIGNMENTS
Five short papers (2 to 3 pages in length) in which you discuss your master statuses, specifically race, sex
and gender, sexual orientation, social class, and abilities/disabilities. Please note that you are not expected
to reveal any information that you may feel is too personal or painful. Basically, tell your story about how
these statuses have and currently operate in your life. Be as creative as you like regarding the personal
histories of your multiple statuses. Make sure to address your experiences with the categories listed
above. While this could take a life time to construct, write a rich description of your master statuses.
Use a clear 12 point font, 1.5” margins and double spacing.
A supplemental handout further detailing this assignment will he handed out in class.
VII.
Social Work Department Writing Standards
1.
Documentation:
2.

In general, all written work should follow APA guidelines (the most recent revision).

All citations should follow APA format in the body of the text.

All papers with citations should include a "reference list" in APA format at the end.
The basic APA format is essential for referencing books, articles, and all other
material. This is the case no matter how the material was located or accessed. The
student should refer to APA standards under the Writing Center's web page for
additional APA guidelines
(See: http://ustudies.semo.edu/writing/Documentation/mla_apa.htm).

In addition to always documenting direct quotations, general references to ideas,
summarized texts, and quotes from lectures must also be documented using APA
standards. In short, any idea, in any form, that is taken from someone else must be
documented. Deviations from this standard will be regarded as plagiarism.
Plagiarism may result in disciplinary action in accordance with university and
departmental standards.

Running headers and abstracts are unnecessary for student work unless required by
the specific professor.
Grammar:

3.
4.
6
Papers should be completely free of spelling mistakes and grammatical errors
including sentence fragments, run-on sentences, subject/verb agreement problems,
verb/object agreement problems, missing articles, vague pronoun references,
improper or missing punctuation, and so forth.
Organization:

All written work should be organized into clear, logical sections. Subheadings are
encouraged in every paper.

Within the sections, ideas should be organized into clear paragraphs. An individual
paragraph should be about one idea (generally stated close to the beginning).
Subsequent sentences within the paragraph should all be related to that idea.
Paragraphs should typically end with a conclusion or summary sentence related to the
original idea and/or a transitional sentence introducing the subject of the next
paragraph in the text. Students should avoid overly long or very short paragraphs.
Flow of thought:
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
5.
Economy of language:
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6.
VIII.
Sentences should be organized so that they sustain a consistent flow of thought.
Sentences within paragraphs should flow into each other in a way that makes sense
and enhances readability.
In general, students should strive to write with a minimum of words. Consider
combining short sentences in ways that enhance readability and use less space. (At
the same time, however, avoid overly long and complex sentences.) Consider
dropping whole sentences that may be redundant or unnecessary.
Consider word choice very carefully and work toward building a stronger
vocabulary.
Individual professors may have requirements in addition to those specified here.
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