School of Teacher Education
San Diego State University
Valuing Human Diversity
TE 284
Course Syllabus
Spring 2014
Tuesdays @ 4
3 Units
Dr. André J. Branch
Office: BAM 211A
Phone: 656-7835
The College of Education’s conceptual framework focuses on developing effective, evidence-based
practice among candidates for initial certification, refining effective practice among working professionals
pursuing advanced certification and degrees, and identifying effective practice through faculty research.
Vision
The College produces effective professionals, new knowledge, and partnerships with the field of practice that
make a difference in the lives of the clients we serve.
Mission
The College prepares effective professionals (LEARN) for a variety of societal service delivery and leadership
roles across a range of settings including schools, post secondary institutions, social service agencies, and
vocational rehabilitation organizations. The College contributes to the knowledge base in both educational
theory and practice through professional inquiry and scholarship (DISCOVER). The College engages in
strategic partnerships with the field of practice to improve client outcomes, to increase institutional
effectiveness, and to promote social justice (ENGAGE).
Course Introduction
This course is one of nine courses that you will take in General Education Foundations.
Foundations courses cultivate skills in reading, writing, research, communication,
computation, information literacy, and use of technology. They furthermore introduce you
to basic concepts, theories, and approaches in a variety of disciplines in order to provide
the intellectual breadth necessary to help you integrate the more specialized knowledge
gathered in your major area of study into a broader world picture.
This course also fulfills requirements for the Cultural Competency Certificate Program.
Student Learning Outcomes
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This course is one of two Foundations courses that you will take in the area of Social and
Behavioral Sciences. Upon completing this area of Foundations, you will be able to: 1)
explore and recognize basic terms, concepts, and domains of the social and behavioral
sciences; 2) comprehend diverse theories and methods of the social and behavioral
sciences; 3) identify human behavioral patterns across space and time and discuss their
interrelatedness and distinctiveness; 4) enhance your understanding of the social world
through the application of conceptual frameworks from the social and behavioral sciences
to first-hand engagement with contemporary issues
Additionally, you will be able to:
1. articulate aspects of your human diversity (bridges) that enrich the society in which you
live. The assignment intended to facilitate this articulation is the “Bridge Presentation.”
The assessment for the presence of this learning outcome is the Bridge Presentation.
2. describe how you benefit from, or are enriched by, the cultural diversity that exists in the
United States and the world. The assignments intended to enable students to make these
descriptions are attendance at two cultural events or the SDSU Diversity Conference. The
assessments for the presence of this learning outcome are the Cultural Events Summaries.
3. identify eight systemic oppressions (barriers) in the United States that prevent
individuals from valuing diversity. The assignments intended to facilitate this
identification include the readings related to eight systemic oppressions and the classroom
activities and discussions related to them. The assessments for the presence of this learning
outcome are the Eliminating Barriers Paper and the Written Review.
4. identify human qualities and behaviors (bridges) that facilitate the valuing of diversity.
The assignments intended to enable the student to make these identifications are the Bridge
Presentation and the Interview. The assessments for the presence of this learning outcome
are the Semester Journal and the Interview Paper.
5. explain the developmental nature of valuing diversity, i.e. —it is not automatic and does
not happen at the same time for all persons. The assignments intended to facilitate this
learning include the assigned readings and the Semester Journal. The assessment for the
presence of this learning outcome is the Semester Journal.
6. recognize manifestations of systemic oppression and design action to eliminate all forms
of oppression in society. The assignment intended to facilitate these recognitions and action
designs is the Eliminating Barriers Paper. The assessment for the presence of this learning
outcome is the Eliminating Barriers Paper.
7. design strategies for reducing prejudice in interracial groups. The assignment intended
to facilitate creation of these strategies is the Semester Journal. The assessment for the
presence of this learning outcome is the Semester Journal.
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8. construct, analyze, and communicate arguments. The assignment intended to facilitate
develop of these competencies is the Eliminating Barriers Paper. The assessment for the
presence of this learning outcome is the Eliminating Barriers Paper.
9. contextualize phenomena. The assignments intended to facilitate development of these
competencies are the Written Review and Semester Journal. The assessments for the
presence of this learning outcome are the Written Review and Semester Journal.
10. negotiate differences. The assignments intended to facilitate development of these
competencies are the Bridge Presentation and Cultural Events Summaries. The
assessments for the presence of this learning outcome are the Bridge Presentation and
Cultural Events Summaries.
Contacting Me
I will be delighted to meet with you to help you succeed in this course. Please contact me
using one of the methods below.
Office Hours:
By appointment
Office:
EBA 211A
Telephone:
(619) 656-7835 (H)
E-mail:
abranch@mail.sdsu.edu
Mailbox:
EBA, Rm. 255 (you may leave messages but
not assignments unless prior arrangements have been
made)
Required Readings
Bell, J. (2008). Understanding Adultism: A key to developing positive youth-adult
relationships. The Freechild Project. Retrieved 16 March 2008, from
http://freechild.org/bell.htm
Bishop, A. (2001). Becoming an ally. Blackpoint, Nova Scotia, Canada: Zed Books.
Copp, M., & Kleinman, S. (2008). Practicing what we teach: Feminist strategies for
teaching about sexism. Feminist Teacher, 18(2), 101-124.
Crook, C. (2007). Rags to rags, riches to riches. Atlantic Monthly, 299(5), 23-24.
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Galak, M. (2008). Anti-semitism, its origins and prognosis. Quadrant Magazine, 52(1/2),
22-30.
Gorski, P. (2007). The question of class. Education Digest, 73(2), 30-33.
Langston, D. (1988). Tired of playing monopoly. Retrieved 16 March 2008 from
http://mailman.lbo-talk.org/2002/2002-December/028202.html
Marshall, J. (2006). Nothing new under the sun: a historical overview of religion in U.S.
public schools. Equity & Excellence in Education, 39(3), 181-194.
Overall, C. (2006). Old age and ageism, impairment and ableism: Exploring the conceptual
and material connections. NWSA Journal, 18(1), 126-137.
Ponterotto, J., Utsey, S., & Pedersen, P. (2006). Preventing prejudice: A guide for
counselors, educators, and parents. Thousand Oaks: Sage.
Santiago, S. (2006). I'm “coming out” as disabled, but i'm “staying in” to rest: reflecting on
elected and imposed segregation. Equity & Excellence in Education, 39(2), 146-153.
Young, S. L. (2007). Part I: Advancing the conversation: Practitioner research on critical
multicultural pedagogy: Challenging heterosexism in a public school. Multicultural
Perspectives, 9(4), 13-19.
Assignments
Readings
Students are required to read the articles assigned for each class session and be prepared to
discuss them critically during the class session. In preparation for these discussions, please
think critically about the idea(s) presented in the readings. Choose an idea, theme, or
concept from the article, and identify a quotation that represents it. Be prepared to
discuss the quotation and your critical thoughts about it in class.
To facilitate your thinking and our classroom discussion, take notes as you read about a
connection you have seen between what you have read and your schooling experiences,
your present job, or personal life. Write down the questions that come to your mind as you
read. If the questions have not been answered by the end of the article, bring it to class and
ask us. Write down the reasons you think a certain idea is especially worthwhile or would
be effective in a given environment; or write down why you believe a certain concept,
theme, or idea from the article is woefully misrepresented, or would not work well in any
environment. Be prepared to support your assertions with data from your experience or
publications you have read.
Bridge Presentation
In this presentation students will take five minutes to describe and discuss orally three
aspects of their human diversity that personally enrich the society in which they live.
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Examples of aspects of their human diversity or “bridges” include, but are not limited to,
age, ethnicity, abilities, language(s) spoken, race, gender, nationality, religion. For Student
Learning Outcomes addressed by this assignment, see numbers 1, 4, and 10 in the Student
Learning Outcomes section of this syllabus. Due when you schedule your presentation on
the sign up sheet.
Cultural Event Summary
Students will attend two cultural events (e.g., play, luau, religious service, pow-wow,
concert, NAACP Meeting) representing two different cultural groups not their own.
Students will write a one-page response for each “cultural” event. In the response students
will 1) summarize the event (1/2 page), and 2) describe how they benefit personally from
the cultural diversity represented by the event. The Student Learning Outcomes addressed
by this assignment are numbers 2 and 10 in the Student Learning Outcomes section of this
syllabus. First Cultural Event Summary due 11 March 2014 (week seven); Second Cultural
Event Summary due 6 May 2014 (week fourteen).
Ethnicity Celebration Project
After studying ethnic identity development and reviewing a number of samples of
winning ethnicity celebration projects, you will create your own Ethnicity Celebration
Project. Projects will reflect the cultural history, traits, music, literature, traditions, styles,
language, heroes, etc. of the your ethnic group. Detailed instructions and the rubric for this
assignment can be found on Bb. Due 29 April 2014 (week thirteen).
Eliminating Barriers Powerpoint Presentation and Executive Summary
In a small group, students will investigate how one of the systematic oppressions (barriers)
introduced in the course is manifested three institutions in the United States (e.g. legal,
educational, economic). The group will construct, analyze, revise, and communicate their
argument for 1) the presence of the oppression(s) in the institutions and 2) action steps
allies can take for eliminating the oppression in the identified institutions. Please see the
detailed rubric for this assignment on Blackboard (Bb). For Student Learning Outcomes
addressed by this assignment see numbers 3, 6, and 8 in the Student Learning Outcomes
section of this syllabus. Due 13 May 2014 (week fifteen).
Semester Journal
Students will write a semester journal that illustrates their growth and development over
the semester in the social behavioral context of learning to value differences. Students are
to make at least two entries each week of our course, writing at least two pages for each
entry. For full credit, each journal entry must be dated. Any topic related to valuing
differences or one or more of the barriers or bridges in our course is appropriate for journal
entries. Occasionally students will be assigned topics and will be expected to make entries
in their journals on these assigned topics. Please be sure to write your journal entries each
week. I will read only three journal entries during the semester. Because do not know
which three I will read, all of the journal entries must be up to date (one each week). The
journal entries are primarily a way for you to chart your growth. I want to know that you
are recording your growth and development. For Student Learning Outcomes addressed
by this assignment see numbers 4, 5, 7, and 9 in the Student Learning Outcomes section of
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this syllabus. Your collection of journal entries will be reviewed randomly three times
during the semester for credit.
Grading
There are a total of 100 points designed into this course. Grading will be based on the
quality of the completed following assignments/requirements.
Bridge Presentation
10 pts.
Cultural Events Summaries
10 pts. (2 summaries @ 5 pts. each)
Eliminating Barriers Power
Point Presentation and
Executive Summary
20 pts.
Semester Journal
15 pts.
Ethnicity Celebration Project
45 pts.
Grading Scale
For a grade of “A,” students will earn at least 93 points
For a grade of “B,” students will earn at least 85 points
For a grade of “C,” students will earn at least 76 points
For a grade of “D,” students will earn at least 65 points
Students who earn 64 points or less will receive an “F”
Your grades are private matters. Please call or come in to see me to discuss questions or
concerns about your grades.
Class Policies
Participation
You are expected to be on time for each class session and to participate in the planned
learning activities during the entire class. I want to help you to be successful in this course
by encouraging your participation. Students’ grades are higher when they participate in
class; students learn and retain more when they participate in class. Because the very
nature of valuing human diveristy includes learning to value different cultural perspectives
and voices, you are expected to be on time for each class session and to participate for the
entire class session. Arriving tardy, or leaving early—even for “good reasons”—means
that you are not participating and may effect your grade negatively. Participation means
being actively involved in note-taking, discussions, and other learning activities. Because
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participation is possible only when you are present, two participation points will be lost
for every absence. Every combination of three tardy arrivals or early departures will be
considered an absence. Your attendance records are private matters. Please call or come
in to see me privately to discuss questions you may have about your attendance.
Students may not use electronic equipment of any kind during class.
Students With Disabilities
If you are a student with a disability, or think that you may have a disability, and believe
you will need accommodations for this class, it is your responsibility to contact Student
Disability Services at (619) 594-6473. To avoid any delay in the receipt of your
accommodations, you should contact Student Disability Services as soon as possible. Please
note that accommodations are not retroactive. I cannot provide accommodations based
upon disability until I have received an accommodation letter from Student Disability
Services. Your cooperation is appreciated.
Assignments
All written assignments are submitted on-line, using 12 point font and double-spacing.
This is 12 point font. This is not. And this is not. Assignments that are not 12 point font
and double-spaced will lose five points. It is the student’s responsibility to ensure that
assignments are 12 point font and double-spaced. Assignments that are not 12 point and
double-spaced will lose two (2) points.
Learning materials
Please bring the appropriate article, previous class notes and note-taking materials to each
class session.
Cheating and Plagiarism:
Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose
of improving one’s grade or obtaining course credit; such acts also include assisting
another student to do so. Typically, such acts occur in relation to examinations. However,
it is the intent of this definition that the term ‘cheating’ not be limited to examination
situations only, but that it include any and all actions by a student that are intended to gain
an unearned academic advantage by fraudulent or deceptive means.
Plagiarism is a specific form of cheating which consists of the misuse of the published
and/or unpublished works of others by misrepresenting the material (i.e., their intellectual
property) so used as one’s own work. Penalties for cheating and plagiarism range from a 0
or F on a particular assignment, through an F for the course, to expulsion from the
University. For more information on the University’s policy regarding cheating and
plagiarism, refer to the Schedule of Courses (‘Legal Notices on Cheating and Plagiarism’)
or the University Catalog (‘Policies and Regulations’).
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Study Suggestions
The following suggestions are intended to facilitate your success in this course:
1. Read each of the required readings for each class session
2. Review the notes from the previous class before each class session
3. Look for connections between the bridges and barriers discussed and your personal
and professional lives
4. Discuss the main points of the assigned readings with classmates, family members,
and friends.
Tentative Schedule of Reading Assignments And Learning Activities
The following is a tentative schedule of reading assignments and learning activities.
Remember! Learning to value differences is a developmental process. We may do more or
less each class session depending on how well students grasp the concepts being
introduced. Please note that the readings listed under the dates shown below are due on
the day shown. For example, students should have read, and be prepared to discuss,
readings by Gorski and Crook by the time class meets in week two.
Dates
Topics
Authors to read
Assignments Due
Week One
28 Jan.
Introduction to Valuing Diversity
Week Two
4 Feb.
Processing New Information About Valuing
Human Diversity
Week Three
11 Feb.
The Systemic Oppressions That Prevent the
Valuing of Human Diversity
Week Four
18 Feb.
Affirming Target People
Effects of Oppression on Non-target People
Dates
Topics
Authors to read
Assignments Due
Week Five
25 Feb.
Economic Diversity – Bridge
Classism – Barrier
Gorski; Crook
Binswanger
Langston
Week Six
4 Mar.
Gender Diversity – Bridge
Sexism - Barrier
Kleinman, Copp,
& Sandstrom
Week Seven
11 Mar.
Gender Diversity - Bridge
Heterosexism/homophobia - Barriers
Young
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Week Eight
18 Mar.
Racial/Ethnic Diversity – Bridge
Racism – Barrier
Ponterotto, Utsey
Pedersen
Week Nine
25 Mar.
Age Diversity – Bridge
Ageism – Barrier
Field Trip to the Rose House
Bell
Bell
Week Ten
8 Apr.
Spirituality - Bridge
Anti-semitism and other religious
Oppression – Barriers
Guest Speaker from the
Anti-Defamation League
Marshall
Week Eleven
15 Apr.
Valuing Ethnic Identity Diversity
Four Dimensions of Ethnic Identity
Exploration in Education
Branch
Week Twelve
22 Apr.
Valuing Differing Abilities – Bridge
Ablebodiedism – Barrier
Field Trip to Student Disability Services
Santiago
Overall
Week Thirteen
29 Apr.
Reflections on Ethnic Identity Investigation
Ethnic Identity Dev.
Project Due
Week Fourteen
6 May
Valuing Language Differences – Bridge
English Only Initiatives - Barriers
Nieto; Verhovek;
Multilingualmania;
Schlafly; Blumenfeld;
Baron
Week Fifteen
13 May
Eliminating Barriers Presentations
Powerpoint
Presentation and
Executive Summary