EDU 502 - Mussey Summer
2013
Texas A&M University Central Texas
EDU 502 - Cultural Diversity in Schools and Communities
Summer 2013
Tuesday / Thursday 1:30-4:20
Instructor:
Location:
Office Phone:
Email:
Office Hours:
Dr. Season Mussey
Fairway
254.519.5704
season_mussey@ct.tamus.edu
By appointment
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Course Overview and Description
This course will include an examination of various dimensions of culture related to teaching, learning,
and support services in the community. Topics of study will include ethnicity, sociological status,
language, gender, religion, age, and exceptionality.
Course Objectives
The objectives of the course are for students to understand the relationship between various dimensions
of culture and the influence of culture on teaching, learning, counseling and leadership. The educator
will understand that there are many cultural factors that have both a direct and indirect impact on
students' expectations for school, their behavior, learning, and success in the classroom and
community. The educator will understand that an awareness of cultural factors and the inclusion of
these factors in program planning will enhance students' success.
Prerequisite
Admission to the College of Graduate Studies
Student Learning Outcomes
Through reading, research and class discussion, students will:
1. Define culture; describe the manifestations of culture; identify and describe the salient
characteristics of the dominant culture in the United States.
2. Explain the concept of multiculturalism; define the concept of a multicultural school; debate the
advantages and disadvantages of a multicultural school.
3. Compare and contrast the “hidden rules” of the culture of poverty and the culture of the middle
class; explain why school is defined as a middle class institution; generate ideas about school
policies, procedures and programs to help ensure academic success for students of all cultural
backgrounds.
i. Identify and explain issues in society and education related to socio-economic
status, ethnicity, gender, language, religion, age and geography.
Student Learning Outcomes for Technology
1. Identify task requirements, apply search strategies, and use current technology to efficiently
acquire, analyze, and evaluate a variety of electronic information.
2. Communicate information in different formats and for diverse audiences.
Competency Goal Statements
Those who earn a Master of Education Degree in Curriculum and Instruction should be able to:
 Communicate and collaborate effectively with other professionals, students, and parents
 Integrate knowledge in the content areas with professional practices and the findings of research
 Incorporate inquiry, critical thinking, problem solving, decision making, and reflection in the
educational process
 Analyze the principles of curriculum development and apply these in the planning and assessment of
instruction
Course Competencies
Principalship
DOMAIN I—SCHOOL COMMUNITY LEADERSHIP*
Competency 001
The principal knows how to shape campus culture by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and supported by the school
community.
Competency 002
The principal knows how to communicate and collaborate with all members of the school community,
responds to diverse interests and needs, and mobilize resources to promote student success.
DOMAIN II—INSTRUCTIONAL LEADERSHIP
Competency 005
The principal knows how to advocate, nurture, and sustain an instructional program and a campus
culture that are conducive to student learning and staff professional growth.
Reference: http://texes.ets.org/assets/pdf/testprep_manuals/068_principal_55017_web.pdf
School Counselor
DOMAIN I—UNDERSTANDING STUDENTS
Competency 002 (Student Diversity)
The school counselor understands human diversity and applies this knowledge to ensure that the
developmental guidance and counseling program is responsive to all students.
Competency 003 (Factors Affecting Students)
The school counselor understands factors that may affect students' development and school
achievement and applies this knowledge to promote students' ability to achieve their potential.
DOMAIN II—PLANNING AND IMPLEMENTING THE DEVELOPMENTAL GUIDANCE AND
COUNSELING PROGRAM
Competency 005 (Developmental Guidance Program)
The school counselor knows how to provide a comprehensive developmental
guidance program that promotes all students' personal growth and development.
DOMAIN III—COLLABORATION, CONSULTATION, AND PROFESSIONALISM
Competency 008 (Collaboration with Families)
The school counselor knows how to communicate effectively with families and
establish collaborative relationships that enhance work with students.
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Competency 009 (Collaboration with Others in the School and Community)
The school counselor understands how to work collaboratively with other
professionals and with community members to promote positive change and to
facilitate student learning.
Reference: http://texes.ets.org/assets/pdf/testprep_manuals/152_schcouns_55059_web.pdf
Diagnostician
DOMAIN I—STUDENTS WITH DISABILITIES
Competency 002
The educational diagnostician understands and applies knowledge of ethnic, cultural, linguistic, and
socioeconomic diversity and the significance of individual diversity for evaluation, planning, and
instruction.
Reference: http://texes.ets.org/assets/pdf/testprep_manuals/153_educdiag_55064_web.pdf
PROFESSIONAL STANDARDS FOR
THE DEPARTMENT OF CURRICULUM AND INSTRUCTION
Candidates for teacher certification at Texas A&M University Central Texas will demonstrate the
following qualities and behaviors in pursuit of their goal of becoming a professional educator:
Communication
 Communicate appropriately and effectively with colleagues, supervisors, students, parents and
members of the community. Uses good oral and written communication skills.
Collaboration
 Work collaboratively with colleagues, mentors and supervisors to achieve the local, state and
national goals of education. Show courtesy to peers, public school students and teachers, and
the professor.
Commitment
 Demonstrate commitment to the teaching profession and exercise leadership for the
advancement of the profession and public education. Shows enthusiasm in class for learning
and the educational process.
 Be responsible, punctual, regular in attendance, and prepared to participate in professional
development.
Professional Development
 Assume responsibility for utilizing professional teaching practices and constantly strive to
improve through professional growth. Accepts constructive feedback and demonstrates a
willingness to make improvements in attitude and performance if needed.
Ethical Conduct
 Uphold the Code of Ethics for Texas Educators and abide by local, state, and federal rules,
regulations, and policies.
 Demonstrate respect and maintain ethical conduct in relations with professional colleagues,
students, parents, and members of the community. Exhibits honesty and personal integrity.
Violations of ethics result in failure of this course.
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Professionalism
Professionalism, within the context of this course will include:
 Attendance, punctuality and participation in class
 Work that is submitted in a neat, orderly and professional format;
 Work that is scholarly, original, and cited properly (Plagiarism will result in a zero for the
assignment.)
 Timely submission of work; meeting course deadlines and due dates;
 Use of formal language, complete sentences, correct grammar and spelling as well as appropriate
conventions for writing in the field of education (APA formatted writing, citations, and references);
 Collaboration with colleagues in their professional development;
 Fulfillment of obligations to colleagues when working in teams.
** Deficiencies in professional standards may cause specific grades to be reduced.
Required Reading and Textbooks:
Required:
 Arum, R., Beattie, I., Ford, K. (2011). The Structure of Schooling: Readings in the Sociology of
Education. (2nd Edition). Sage Publications.
ISBN: 978-1-4129-8039-5
 Payne, R. K. (2005). A framework for understanding poverty (4th ed.). Highlands, TX: aha!
Process, Inc.
ISBN: 1-929229-48-8
 A book of your choice for the book study (see list of suggested titles)
***A student of this institution is not under any obligation to purchase a textbook from a universityaffiliated bookstore. The same textbook may also be available from an independent retailer, including
an online retailer.
Suggested Resources:
 American Psychological Association. (2010). Publication Manual of the American
Psychological Association (6th ed.) Washington, DC: Author.
 Purdue Online Writing Lab (2010). Retrieved from
http://owl.english.purdue.edu/owl/resource/560/01/
Additional Resources:
Professional Journals
Documentaries
Interviews
Newspapers
Assorted Books
Library
Magazines
Film
On-line databases
Course Requirements
Multi-Cultural School – Position Paper – (30%)
Term Project – From Theory to Practice – (30%)
Issues in Education Presentation – (30%)
Professionalism – Class Assignments, Participation, Attendance – (10%)
Grade Equivalence
90 – 100%
A
80 – 89%
B
70 – 79%
C
60 – 69%
D
< 59%
F
*The overall GPA of graduate course work must be 3.0 as required by Texas A&M University Central Texas’s
College of Graduate Studies.
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Course Requirements (descriptions):
Multi-Cultural Schools – Position Paper – Select a topic or issue related to culture, community, and
schools. Prepare a 10 page paper including an overview of the topic (including the context and
importance), any policy recommendations, and sources. Use APA format directed to an audience of
your choice (ie. School board, state education agency, federal education agency, professors of
education, etc…) Choose one of the following topics:
1) A paper defining your understanding of the term culture including the manifestations of
culture in communities and schools. This paper could include and identification and
description of the salient characteristics of the dominant culture in the United States and
how dimensions of culture advantage or disadvantage kids in school.
2) A paper explaining the concept of multiculturalism including a definition of the concept
of a multicultural school. In this paper, you might debate the advantages and
disadvantages of a multicultural school.
3) A paper comparing and contrasting the “hidden rules” of the culture of poverty and the
culture of the middle class; In this paper, you could explain why school is defined as a
middle class institution and generate ideas about school policies, procedures and
programs to help ensure academic success for students of all cultural backgrounds.
4) A paper identifying and explain issues in society and education related to socioeconomic status, ethnicity, gender, language, religion, age and geography.
5) A paper identifying and explaining educational theories related to culture, communities,
and schools, and how those theories might be applied to the classroom. (ie. Social
capital theory, self-efficacy theory, cultural capital theory, etc…)
Issues in Education Presentation (Individual or Group Process) – Select one issue in education that
you would like to see resolved. Prepare a 20 minute presentation that presents the issue with evidence.
In your presentation, suggest possible structural, cultural, and political reforms that might address the
issue.
Term Project : Theory into Practice - Choose from a list of suggested topics related to culture and
education, or consult with me about another topic. Create a project that demonstrates your knowledge
of this topic, linking theory to practice. Be prepared to present your project to the class in a
professional format.(see assignment outline for details)
Professionalism – Class Assignments, Participation, Attendance (See Standards above).
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EDS 502 – COURSE CALENDAR (SUMMER 2013)
Date
6/4
Topic
Introductions
Reading Assignments
 None
6/6
Online Class

Equity and
Excellence in
Education – An
Introduction


6/11
6/13
6/18
Human, Social, and
Cultural Capital:
Understanding Our
Students’ Resources
Discuss criteria for
Research paper
Part 1: Language,
Power, and
Education
Part 2: Access,
Opportunity, and
Inequality: The
Hidden Rules
Among Classes
Online Meeting
Characteristics of
Generational
Poverty
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










Assignment DUE
 One page Introduction
emailed to Class
AAA Statement on Race
http://www.aaanet.org/stmts/racepp.htm
Alvarez, D. & Mehan, H. (2006). Whole
school detracking: A strategy for equity
and excellence. Theory into Practice.
45(1): 82-89.
Datnow, A. (1997) Using Gender to
Preserve Tracking's Status Hierarchy: The
Defensive Strategy of EntrenchedTeachers.
Anthropology & Education Quarterly, Vol.
28, No. 2. pp. 204-228.
Payne (Chapter 1)
Arum et.al (Cultural Capital, Lamont &
Lareau, p.34-49)
Arum et. al (Schools, Families, and
Communities, Coleman & Hoffer, p. 5058)

Read the articles selected
and prepare discussion
questions for Class

Read and Take Notes on
Assigned Readings
Select Topic for Position
Paper
Payne (Chapter 2)
Arum et. al (The Chosen Ones, Cookson &
Persell p.105-113)
Arum et. al (Orfield & Lee, p.165-177)
Arum et. al (Oakes p.199-207)
Payne (Chapter 3)
Arum et. al (Lareau, p.243-263)
Arum et.al (Bettie, p.264-273)

Payne (Chapter 4)
Payne (Chapter 5)


Read and Take notes on
assigned readings
Submit an outline of your
position paper to
season_mussey@ct.tamus.
edu
DUE 5:00
6/20
Part 1:
Assimilation,
Acculturation, and
Stereotype Threat
6/25
Part 2: Parenting
Styles related to
SES and Discipline
in our schools and
classrooms
Group Meeting #1:
6/27
Transformative
Pedagogy:
Increasing Access
and Opportunity
From Theory into
Practice
Group Meeting #2:
7/2
Transformative
Pedagogy:
Increasing Access
and Opportunity
From Theory into
Practice
Issues in Education
Presentation




Payne (Chapter 6)
Arum et.al (Fordham & Ogbu, p.274-280)
Payne (Chapter 7-9)
Arum et. al (Lareau, p.243-263)
DUE: Position Paper
Select Topics
Issues in Education Project
Prepare Outline of
Presentation
Prepare and Practice
Presentation
Issues in Education Project
None
DUE: Present Issues in
Education Presentation
7/4
Independent Work
Work on term project: Theory Into Practice
None
7/9
Gender and
Education:
Underrepresentation
of Females In
STEM
Sarroub, L. (2005). All American Yemeni Girls:
Being Muslim in a Public School. Philadelphia.
University of Penn Press.
Mussey, S. (2009) Navigating the Transition to
College:First-generation undergraduates negotiate
identities and
search for success in STEM and non-STEM fields
None
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7/11
7/16
7/18
7/23
7/25
Online Class
Timmons Flores (2007). Navigating Contradictory
Communities of Practice in Learning to Teach for
Educational
Social Justice. Anthropology & Education
Reform: College
Quarterly, Vol. 38, Issue 4, pp. 380–402, ISSN
Preparatory Schools 0161-7761, online ISSN 1548-1492.
for
Underrepresented,
First generation
College Students
Independent
Discuss Term Projects Via Individual Conferences
Student Meetings
Race, Ethnicity, and
 Arum et.al (Jencks & Phillips, p. 313-319)
Education: The
 Arum et. al (Lewis, p.320-337)
Achievement Gap
 Arum et. al (Perry, p.338-354)
Presentations
None
Final Reflection
None


Read and Take Notes on
Assigned Readings
Work on Term Project

Sign Up As Needed

Read and Take Notes on
Assigned Readings

Term Project Presentations
DUE - Final Reflection
Academic Conduct
Drop Policy
If you discover that you need to drop this class, you must follow the appropriate university sanctioned
procedure. Professors cannot drop students. It is always the responsibility of the student to drop a class
by the deadline. Should you miss the deadline or fail to follow the procedure, you will receive an F in
the course.
Academic Integrity Statement
Texas A&M University - Central Texas expects all students to maintain high standards of personal and
scholarly conduct. Students found responsible of academic dishonesty are subject to disciplinary
action. Academic dishonesty includes, but is not limited to, cheating on an examination or other
academic work, plagiarism, collusion, and the abuse of resource materials. The faculty member is
responsible for initiating action for each case of academic dishonesty and report the incident to the
Director of Student Affairs. More information can be found atwww.ct.tamus.edu/StudentConduct.
Disability Support and Access
If you have or believe you have a disability and wish to self-identify, you can do so by providing
documentation to the Disability Support Coordinator. Students are encouraged to seek information
about accommodations to help assure success in their courses. Please contact Gail Johnson at (254)
519-5831 or visit Founder's Hall 114. Additional information can be found
at www.ct.tamus.edu/AcademicSupport .
Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include
Accounting, Finance, Statistics, Mathematics, and Writing (APA). Tutors are available at the Tutoring
Center in Founder's Hall, Room 204, and also in the Library in the North Building.
Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring Support" for tutor schedules and
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contact info. If you have questions, need to schedule a tutoring session, or if you're interested in
becoming a tutor, contact Academic Support Programs at 254-501-5830 or by emailing
cecilia.morales@ct.tamus.edu.
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online tutoring
platform that enables TAMU-CT students to log-in and receive FREE online tutoring and writing
support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry, Physics,
Biology, Spanish, Calculus, and Statistics. To access Tutor.com, click on www.tutor.com/tamuct.
Library Services
INFORMATION LITERACY focuses on research skills which prepare individuals to live and work in
an information-centered society. Librarians will work with students in the development of critical
reasoning, ethical use of information, and the appropriate use of secondary research techniques. Help
may include, yet is not limited to: exploration of information resources such as library collections and
services, identification of subject databases and scholarly journals, and execution of effective search
strategies. Library Resources are outlined and accessed at.
http://www.ct.tamus.edu/departments/library/index.php/
Course Expectations and Policies:
 TURN OFF CELL PHONES PRIOR TO THE BEGINNING OF CLASS.
In the case of emergencies, make prior arrangements with the instructor.
 Laptops: Please use laptop/notebook computers appropriately. Obviously, the use of
technology can enhance the educational experience. However, it can also be a distraction
to the learning tasks at hand. During class discussions and whole group activities, please
put your laptop/notebook computers away until needed.
 All assignments are to be typed and double-spaced, unless otherwise noted by the professor.
 Assignments are due at the beginning of the class period on their assigned due date. Late
work is not accepted and will result in the loss of those % points on the final grade.
 All assignments should be correctly formatted.
 Please read and follow the instructions for each assignment. Major points will be
deducted for not doing so.
 Teaching is communicating. Therefore, ALL work will be scrutinized and graded for
substance, grammar, spelling, and neatness. SUBSTANDARD WORK WILL RECEIVE A
GRADE EQUAL TO THE QUALITY. THERE WILL BE NO OPPORTUNITIES TO REDO
THE WORK OR MAKE CORRECTIONS AND RESUBMIT IT FOR A HIGHER GRADE.
Attendance: Your attendance is expected. It is not possible to make up the work missed during the
class period since it involves the interactions of students, professor and content. Class activities will be
included in your grade. Absences will affect your grade. **Any absence on the day of your scheduled
in-class presentation will result in a zero on that assignment.
Computer Usage Policy: The University reserves the right to limit, restrict or deny access to its
technology resources, as well as to take disciplinary and/or legal action against anyone in violation of
these regulations or applicable law. Use the following link to view the acceptable computer use
policy: http://www.ct.tamus.edu/departments/informationtechnology/index.php
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Turnitin: The online plagiarism detection service may be required for assignment submission. The
instructor will provide information for submission of student work. Intellectual property rights of
student work is addressed on the Turnitin site: http://www.turnitin.com/static/index.html
**The instructor reserves the right to modify the course outline if necessary. The students will
have as much advance notice as possible.
““Education either functions as an instrument which is used to facilitate integration of the younger
generation into the logic of the present system and bring about conformity or it becomes the practice
of freedom, the means by which young men and women deal critically with reality and discover how to
participate in the transformation of their world.” ~ Paulo Freire (Pedagogy of the Oppressed)
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