Mississippi College
Multiculturalism and Diversity
EDU 8125
MULTICULTURALISM AND DIVERSITY
Dr. Ruthie Stevenson
Spring 2016
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
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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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Objective
Number
Course Objectives
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
4.1
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.
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Demonstrate knowledge of how authentically
4.1
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
5.0, 6.0
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 fundamental
purpose of schooling
6.2
12
Recognize that an educational leader promotes the 6.1
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
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 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
 Religious issues
 Sexual Orientation
 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. Each member of this class has unique prior
experiences and unique viewpoints to share. We will learn from each other, and though
we may not always agree, I expect a culture of mutual respect. We will not always agree;
disagreement and conflict may occur. Hateful and demeaning comments will not be
tolerated.
2. 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 respectfully.
 Share air time.
 Do not engage in blaming or scapegoating.
 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.
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3. You will be expected to come to class prepared with readings, papers, and all other
assignments completed as assigned.
4. 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
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.
5. 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.
Course Requirements
Class Participation and Attendance
20 pts
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.
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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.
Family Heritage
20 pts
Each student will develop a 1-page, double spaced description of his/her heritage.
Reading Summaries/Reflections
30 pts
Your summaries/reflections will be 2-3 pages based on assigned readings. They are
meant to enlarge and focus your knowledge of multiculturalism and diversity. The papers
will be the basis class discussions and, in some instances, discussions led by class
members. Each page should: 1) briefly summarize the reading, 2) suggest possible
applications of the information, and 3) reflect on the meaning of the reading for
multiculturalism and diversity.
Culture/Ethnicity Report
50 pts
Students will conduct a mini-research project highlighting an assigned culture/ethnic
group. Findings will be presented to the class in a 40-minute presentation. As the
presenter, the student will be the expert on the assigned cultural/ethnic group. Your goal
will be to educate all of us. Keep this in mind as you prepare your presentation.
GUIDELINES:
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Do not use trivial or tourist information.
Provide resources for the class.
Present enough historical information so that everyone in class will understand why
this cultural/ethnic group came to the United States.
Do not try to present too much; provide the most relevant and critical elements.
Be sure your information is factual and historically relevant.
Be innovative.
Use a variety of media.
Connect your presentation to your role as an educator.
Include the following information for the experience:
a. What did you learn?
b. What did you learn about yourself?
c. How is your study related to education?
This assignment will be placed in your Multicultural and Diversity binder.
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LITERATURE REVIEW PAPER
60 pts
You will write a literature review paper for this class. Your paper should be related to a
policy analysis of diversity or multicultural issue or a detailed proposal for a diversity or
multicultural program or initiative. Your paper does not need to be complicated, but it
must be well written and well researched.
Your paper should consist of the following parts:
 Title Page (No Running Head)
 Abstract
 Title of Research (Centered) followed by A Review of the Literature
EXAMPLE
A Study of Poverty and Its Relationship to the Achievement Gap
A Review of the Literature
 Introduction
 Literature Review
 References
 No more than 15 pages and no less than 10 pages
Please adhere to the following:
 Type using a 12- point standard font and Times New Roman.
 Text should be double spaced on 8 1/2" x 11" paper with 1 inch margins, single
sided.
 Number pages consecutively.
 Absolutely no sheet protectors!!!!

Be sure that in-text citations provide appropriate credit.
 Adhere to APA throughout the paper.
 Please use Word.
Multicultural and Diversity Binder
20 pts
Materials and presentations will serve as the repository for articles, summaries,
presentations and other materials. This binder will be valuable in preparing for the
Comprehensive Examination next year in September!
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GRADING SCALE
180 - 200
A
169 - 179
B
149 -168
C
129 - 148
D
128 AND BELOW F
SPECIAL ACCOMMODATIONS
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.
Early Alert System
Mississippi College has adopted the practice of finding students early in the
semester who may be exhibiting behaviors that could ultimately have a negative
impact on their academic progress. These behaviors are often called “red flag”
behaviors and include, but are not limited to, excessive absences, poor test grades,
and lack of class participation or evidence of non-engagement. Identifying these
behaviors early gives the instructor the opportunity to raise the “red flag” on
behalf of a particular student so that the student can take the appropriate action to
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redirect his/her progress. The system alerts the student, the student’s advisor, and
the Office of Student Success.
These messages are intended to help a student recognize an area of concern and to
encourage him/her to make some choices to improve the situation. When a
student receives an Early Alert message, the student should quickly make an
appointment to talk with his/her professor about the situation. Also, students can
make full use of the Office of Student Success to set academic goals and connect
to campus resources.
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