Cultural Issues with Children & Families
EDP 5393.01—Mini Mester 2009
Classroom: Costa Rica
INSTRUCTOR:
PHONE:
E-MAIL:
FAX:
Dr. Tamara Hodges
(Office) 710-3978
Tamara_Hodges@Baylor.edu
(254) 710-1766
TEXTBOOK:
Jones, J. (2009). The Psychology of Multiculturalism in the Schools: A Primer for Practice,
Training, and Research. NASP
COURSE DESCRIPTION & OBJECTIVES:
This course discusses the impact of culture on the psychosocial and educational needs of
ethnically and linguistically diverse children. There is an emphasis on the identification
the learning styles and strengths of culturally diverse children, classroom strategies,
methods of treatment, and policies available for empowering these diverse children and
their families. Students will participate in class activities, service learning, research, and
group work. This system is designed to help ensure that everyone is able to contribute
meaningfully to class activities as well as demonstrate understanding and learning.
Upon completion of this course, students will be able to:
1.
Define key concepts associated with inter-group relations (culture, ethnicity, race,
gender, sexuality, minority group, social class, acculturation/adaptation,
assimilation, multiculturalism, stratification, discrimination, racism, and
oppression).
2.
Identify similarities & differences in values, beliefs, needs, and experiences of
diverse populations.
3.
Analyze social systems in terms of equality, equity, social, and distributive
justice.
4.
Identify the impact of diversity on groups and organizations, including
institutional racism and other forms of discrimination.
5.
Describe the process for counseling services in Costa Rica vs US.
6.
Develop a personal framework for diversity-informed practice, including an
ability to articulate the key skills, values, and theoretical perspectives needed to
practice with people from a particular diverse group.
7.
Understand the assessment and diagnosis of learning difficulties in Costa Rica.
COURSE REQUIREMENTS and EVALUATION:
• Completion of reading assignments, projects, research, and presentations are expected
to be timely and of high quality.
Grading Scale Points:
A= 91-100
B+= 88-90
B= 81-87
C+= 79-80
C= 71-78
D= 68-70 F=67 and below
A. Pre-Paper (20%)
Each student will write a 3-5 page paper that explores his/her understanding of cultural
differences that they expect to encounter while in Costa Rica. We must first understand
ourselves before we can begin to understand others…this is where we must begin. What I want
you to do at this point, before we go to Costa Rica, is start by defining your assumptions about
Costa Rica associated with what you expect to find in the following areas:
- family structure
- education system
- impact of religion
- their attitudes toward US
- SES
- geography
- special education in
- social services
- quality of living
- any other area that you can think of that might help define your assumptions.
B.
C.
Reflection Paper (20 %) - at least 3 and no more than 5 pages (double-spaced, 12pt.font)
This paper will allow you to reflect on what you learned and compare it to what you
expected. Furthermore, it invites you to explore why you held these preconceived ideas and
ultimately explore what other assumptions you may hold.
Daily Responses (20 %) – buy a journal to write in on a daily basis
Students will submit a hand-written reaction paper approximately one page in length each day.
These reading responses should be a personal reaction to the assigned reading for that day, may
be a personal reaction to something that happened to them personally, or may be a personal
reaction to class discussions from the previous class meeting (new insights, how the readings
relate to other topics in school psychology, implications for future research, etc.).
D. Photo Journal (20%) – at least 10 photos and no more than 20
Each student will record their “journey” of a particular area of the Costa Rican culture. For
example, you might want to capture homes in CR, women in CR, children in CR, levels of
disparity in CR, teachers in CR, kindergartens in CR, high schools in CR, etc. Surprise us (in
other words, don’t tell what you are doing and when we return, we will enjoy a day to see each
other’s slide show.) Due date is indicated on the class calendar. Be creative - - look and listen
purposefully as you take this trip.
E.
Multicultural Experiences (10%)
Each student will be responsible to work in a group to present a “workshop” in classes in
the CR schools. The topics will be announced after the school psychologists determine
their needs. Students will each be responsible for their own research and contributions and
will be graded on their oral participation, outside research contributions, and creativity.
F.
Participation (10%)
Participation and contribution to class discussions are imperative. Each student must engage
in class discussions and participate actively.
TENTATIVE CALENDAR OF CLASS ACTIVITIES AND READING ASSIGNMENTS
Date
May
17 -S
18 -M
19-T
20-W
21-Th
22-F
23-Sat
24-Su
25-M
26-T
S
27-W
S
28-Th
V
29-F
30-Sat
31-Sun
June
1
2
4
5
Reading Assignment
Toward Multiculturalism Competence
Assignment Due
Readings: Ch 1
Guest Speaker on Sunday evening addressing social services in CR
Trip to Volcano and Coffee Plantation. Costa Rican lunch
Increasing Cultural Literacy
Leave for Osa Peninsula
Osa Peninsula
Social Justice
Osa Peninsula
Osa Peninsula or La Playa
La Playa or workshop in Osa Peninsula
San Jose
Understanding Privilege in America
St. Anthony’s School
Pathways on a Journey of Getting It
St. Anthony’s School
Multicultural Practices and RTI
Visit San Jose schools
Multidimensional Approach to Assessment of Divers Students
Visit San Jose Schools
Multicultural Considerations in School Consultation
Adventures in Costa Rica
Adventures in Costa Rica
Seminar on the patio – reflections of Costa Rica and Readings from Ch 10
Travel Day back to the States
Multicultural Experience Presentations/Reports
Reflection Part II due today
Readings: Ch 2
Readings: Ch 3
Readings:
Ch 4
Readings:
Ch 5
Readings: Ch 6
Readings:
Ch 7
Readings:
Ch 8-9
References
Baruth, L. G. & Manning, M. L. (2007). Multicultural counseling & psychotherapy: A lifespan
perspective (4th ed.). Saddle River, NJ: Pearson.
Gibbs, J. T., & Huang, L. N. (2003). Children of color: Psychological interventions with
culturally diverse youth. San Francisco: Jossey-Bass.
Diller, J. (2004). Cultural diversity: A primer for the human services. Belmont, CA:
Brooks/Cole.
Paniagua, F. A. (2005). Assessing and treating culturally diverse clients: A practical guide (3rd
ed.). Thousand Oaks, CA: Sage Publications, Inc.
Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally & linguistically diverse
students: A practical guide. New York: Guilford Press
Sue, D. W., & Sue, D. (2008a). Counseling the culturally diverse: Theory and practice (5th ed., pp.
359-372).