SYLLABUS
for
EDU 8125
MULTICULTURALISM AND DIVERSITY
Dr. Ruthie Stevenson
Spring 2013
Box 4009
Clinton, Mississippi 39058
601-925-3403
“We all should know that diversity makes for a rich tapestry, and we must
understand that all the threads of the tapestry are equal in value no matter what
their color.’
Maya Angelou
SYLLABUS
EDU 8125
Multiculturalism and Diversity
Instructor: Dr. Ruthie S. Stevenson
Office: (601) 925-3403
Office: Lowrey 400B
Email: rstevens@mc.edu
Recommended Resource:
American Psychological Association. (2010). Publication Manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Vision: The vision of the educational leadership faculty is to produce the best
prepared educational leaders in the history of Mississippi.
Required text(s): Articles and other readings for the course will be provided by the
instructor.
Prerequisites
Hold a specialist degree in Educational Leadership issued by a regionally accredited
institution of higher education. Meet all general requirements for admission to the
Graduate School Doctor of Education Program in Educational Leadership.
Course Description
Multiculturalism and Cultural Diversity is a doctoral-level course designed to
increase the student’s understanding of how individual and collective assumptions
about diversity and multiculturalism shape educational policies, practices, and
research in K-12 schools. The course provides an opportunity for school leaders at
every level to develop and critically reflect on their theoretical understanding of
school leadership in relation to social justice
Rationale
Educational leaders are challenged to understand and effectively address issues of
multiculturalism and diversity in their research, practice, and in their personal lives.
There are many ways leaders approach issues of diversity are multiple, including
organizational, political, educational, as well as moral. Leaders must understand and
be prepared to respond to issues of diversity in both practice and in their advocacy
for their constituents.
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Course Objectives
Objective
Number
The Candidate Will…
ELCC
Standard(s)
1
Research and analyze how forms of
individual, institutional, and societal
oppression influence the practice of school
leadership.
2.3, 3.1, 6.1
2
Review and understand ELCC standards
relative to multiculturalism.
1.0, 2.0, 3.0, 4.0,
3
Assess and use current technology for school
improvement planning.
3.1
4
Analyze and use qualitative and quantitative
data to inform decisions, to plan, to assess
school improvement, and to develop and
conduct research.
2.2
5
Demonstrate an understanding of the major
historical, philosophical, ethical, social, and
economic influences that affect the process of
school in a democratic society.
3.2
6
Be knowledgeable of current literature in the
field.
3.3
7
Develop effective administrative procedures
and strategies to create a school culture that
recognizes and is inclusive of the multiple
identities that shape individuals, including
culture, race, ethnicity, sexual diversity,
ability, gender, social class, and religion.
4.1
8
Demonstrate knowledge of how authentically
collaborative partnerships with all segments
of the community can be developed and
imbedded within the school improvement
plan as well as the general goals of the school.
4.1
9
Examine administrative behavior via role
playing, shadowing, case studies, and
videotaped instructional situations.
6.1
10
Develop an instructional leadership portfolio
to include a multicultural platform
5.3
11
Examine student achievement as the
6.2
3
5.0, 6.0
fundamental purpose of schooling
12
Recognize that an educational leader promotes 6.1
the success of all students by advocating,
nurturing, and sustaining a school culture and
instructional program conducive to student
learning and continues staff professional
growth.
13
Know and understand how individuals differ
in their approaches to learning and create
opportunities that are equitable and adaptable
to the needs of diverse learners.
1.1, 2.1, 2.3, 3.1,
4.1, 4.2, 5.2, 6.1
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Research trends and issues relative to students
from diverse backgrounds and students with
disabilities.
2.1, 2.3, 4.2, 5.2,
6.1
Academic Integrity
It is expected that a student attending Mississippi College will be scrupulously
honest. Therefore, cheating, plagiarism, or any form of dishonesty associated with
this course will be dealt with in accordance with the policies of the university. These
policies are stated in the Graduate Catalog.
Course Topics
The following topics will provide the major areas of study for developing leadership
knowledge, strategies, and skills in the area of multiculturalism and cultural diversity:

Definitions of multiculturalism and cultural diversity

Poverty

Otherness

Impact of No Child Left Behind

The achievement gap

Role of school leaders

Training for staff on issues of diversity

Practical and theoretical research

Stereotyping (gender, ethnicity, handicapped….)

Teaching strategies

Bilingual Education
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
Religious Issues

Sexual Orientation

Dialects

Parent/Family/Community
Instructional Methods
Lecture/Discussion
PBL projects
Research assignments
Resource documents
Oral presentations
Expectations
1. This class will offer students the opportunity to examine issues related to
multiculturalism and cultural diversity. As a member of a professional learning
community, you will be expected to conduct yourselves in a professional manner during
class.
2. Starting with the first class, we will have challenging lectures, conversations, and
discussions. Disagreement and even discomfort are parts of this educational experience.
We will refer to the classroom etiquette listed below as needed. You will be given the
opportunity to contribute to the list.
3. Please observe the following classroom etiquette:
 Be present, on time, and prepared.
 Actively participate in class activities.
 Respect others and their right to express their opinions and feelings.
 Listen and refrain from talking when others are talking.
 Leave children, other family members, and friends at home.
 Eat, drink, smoke, and chew outside the building.
4. You will be expected to come to class prepared with readings, papers, and all other
assignments completed as assigned.
5. It is important for you to attend class EVERY class session, on time, and fully
prepared. If missing a class is unavoidable, you are responsible for notifying the
professor. It is your responsibility to check with class colleagues for notes and to
complete any missed assignments, readings, or other work before the start of the next
class. Be aware that a percentage of your grade is earned through class participation
(which includes discussions, etc.); therefore, absences can affect your grade. Late
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assignments affect your grade on the assignment and will not be accepted without making
prior arrangements with the professor.
As a leader, your attendance will influence how adequately you meet the needs of those
whom you serve, which is very difficult to do if you are absent from school. Your
attendance for this class should reflect your commitment to being a leader.
6. Cell phones must be placed on “off” or “silent.” If you must use your phone, please
quietly leave the classroom. If you are observed texting during class, you will be asked to
leave class for the evening and you will be marked absent.
EVALUATION AND GRADING
This is a doctoral-level course and high quality work is expected at all times, in class
and on all assignments. You will be provided with a rubric for some assignments to
note the completion of the assignment and to serve as an instrument to assess your
grade for the activity. All assignments are due on time, and no make up credit will be
allowed. Ten points will be deducted each day an assignment is late. If there is
difficulty in meeting a deadline for an assignment, the student must inform the
instructor prior to the due date.
Your ability to communicate is essential; therefore, you will be encouraged to
strengthen your communication skills. This means you will be expected to listen
attentively to others, speak concisely and to the point, remain focused on discussion
topics, ask probing questions to gather needed information, make relevant
comments that move the conversation forward, and use tone effectively. It also means
that you will illustrate quality written and oral expressions related to
mechanics, clarity, and facility with the English language.
ACTIVITIES AND GRADING
Class Participation and Attendance
20%
Attendance
Students are expected to attend classes on a regular basis. Excessive absences will
result in a lowered grade or loss of credit. Every three tardies will be
considered an absence. Policies regarding absences are stated in the Mississippi
College Catalog.
Class Participation
Each student will be expected to participate in class and group discussions.
Participation means that not only are you present and participating, but that you are
also prepared to participate.
Reflection Paper
01/23/2013
Students will write a 1-2 page double spaced
reflection which contains the following information:
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20%
1) Your personal definitions of multiculturalism and diversity,
2) A multicultural experience that was meaningful for you
3) How or if you would like to grow in the area of social and cultural diversity.
4) Possible barriers to expanding your multicultural competence.
This requires introspection. (Examples of Reflection Paper issues: working through
negative past experiences with the hearing impaired, facing personal bias toward Asian
Americans or other minority groups, etc.)
Cultural Awareness Project
03/20/2013
25%
Each student will be responsible for actively investigating multicultural issues in the “real
world,” outside of the classroom. The project will involve experiential learning about
other cultures. Students will select at least three experiences that will expand on their
knowledge of cultures other than their own. Students will submit a brief description of
the intended activities and their goals for the experience prior to engaging in the
experience. Students will be responsible for describing these experiences and the
knowledge/awareness gained from them in a 30 minute, 6-8 slide presentation
(approximately 2 slides per experience).
Include the following information for the experience:
a. Rationale for selecting this cultural group.
b. What cultural dynamics did you observe?
c. What did you learn about the “other” group?
e. What did you learn about yourself?
Class Notebook
25%
Students will keep a notebook throughout the duration of the course. The notebook
should include reflection on classroom reading materials, classroom discussions, and
cultural awareness experiences, as well as reflection on current events, media, and other
informal learning opportunities. Entries are expected on a twice-weekly or more frequent
basis. Binders will be submitted for a grade
Grading Scale:
92 – 100 = A
88 – 91 = B+
80 – 87 = B
78 – 79 = C+
70 – 77 = C
65 – 69 = D
Below 69 = F
SPECIAL ACCOMMODATIONS
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In order for a student to receive disability accommodations under Section 504 of the
Americans with Disabilities Act, he or she must schedule an individual meeting with the
Director of Student Counseling Services immediately upon recognition of their
disability (if their disability is known they must come in before the semester begins or
make an appointment immediately upon receipt of their syllabi for the new semester).
The student must bring with them written documentation from a medical physician and/or
licensed clinician that verifies their disability. If the student has received prior
accommodations, they must bring written documentation of those accommodations
(example Individualized Education Plan from the school system). Documentation must
be current (within 3 years). The student must meet with SCS face-to face and also attend
two (2) additional follow up meetings (one mid semester before or after midterm
examinations and the last one at the end of the semester). Please note that the student may
also schedule additional meetings as needed for support through SCS as they work with
their professor throughout the semester. Note: Students must come in each semester to
complete their Individualized Accommodation Plan (example: MC student completes fall
semester IAP plan and even if student is a continuing student for the spring semester they
must come in again to complete their spring semester IAP plan).
Student Counseling Services is located in Alumni Hall Room #4, or they may be
contacted via email at christia@mc.edu or rward@mc.edu. You may also reach them by
phone at 601-925-7790.
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