HDFS 2300: Multicultural Study of Children and Families
Fall, 2010
Professor: Duane Rudy
Office:
Dept. Office:
e-mail:
fax:
308 Gentry Hall
314 Gentry Hall
rudyd@missouri.edu
573-884-5550
Telephone:
(573) 884-1701
Office hours: 10-noon, Fridays.
or by appointment
To ensure a response to course-related e-mail, please write “HDFS2300" in the subject
line.
Course Website:
http://www.missouri.edu/~rudyd/hdfs2300/hdfs2300.html


The overheads for each class will be posted on this web site the morning prior to
class. You may wish to copy them and print them out in order to take notes on
them.
The website will also be used to answer common questions, discuss exams, etc.
Marks will be posted on the course Blackboard page.
Course Blackboard site: Log in at: https://courses.missouri.edu. If you are having any
technical difficulties (e.g., logging in, accessing the discussion board) please email
helpdesk@missouri.edu or contact the DoIT Help Desk at 573-882-5000 (for out-of-area
MU Direct students, toll-free at 866-241-5619).
A link to the course website can be found from the Blackboard site. The Blackboard site
will be used primarily for reporting grades.
Course Goals
 To help students gain an understanding of the ways in which researchers have
described cultural variations in societal organization around the world (e.g.,
individualism-collectivism), the forces behind this variation, and how variations
in societal organization are related to human development and family life.
 To help students become acquainted with cultural variation in human
development and families within the United States.
 To help students understand the forces affecting cultural variation in human
development and families within the United States, such as acculturation,
1

discrimination, the values inherited from the country of origin and (with the
exception of Native-Americans) the forces behind their move to America.
To help students become acquainted with different approaches to interpreting
variation in human development and family life within the United States--e.g., is
variation maladaptive deviance from the norm, or an adaptation to challenges
specific to the cultural group in question?
Required Reading
Gardner, H. W. & Kosmitzki, C. (2011). Lives Across Cultures: Cross-Cultural Human
Development (5th ed.). Boston: Allyn & Bacon
Taylor, R. L. (2002). Minority Families in the United States: A Multicultural Perspective
(3rd ed.). Upper Saddle River, NJ: Prentice Hall.
The lectures will go in depth into certain topics that are covered more superficially in the
texts. The texts cover a broader range of material, but in less depth, than the lectures.
Assignments
Term Tests 1-4 (55 points each); Class Activities (30 points total)
Tests:
Tests will be multiple choice. Term Test 1 will cover the lectures and assigned readings
from Aug. 23 to Sep. 20 (see Class Schedule below). Term Test 2 will cover the lectures
and assigned readings from Sep. 24 to Oct. 15. Term Test 3 will cover the lectures and
assigned readings from Oct. 20 to Nov. 5. Term Test 4 will cover the lectures and
assigned readings from Nov. 10 to Dec. 6. More details about the tests will be provided
as the dates approach. These dates are subject to change, depending upon
circumstances.
Policy on Missed Tests:
Please provide some form of documentation (e.g., a doctor’s note) as to why you missed
the test within seven days of the test. It is your responsibility to provide this
documentation and schedule a make-up exam time. The make-up exam will be held
within a week. It is possible that the format of the make-up test will differ from the
original term test (e.g., one or two short essay questions). You will not be allowed to
make up a test without some form of documentation.
In-Class Activities:
We will have class activities for 14 of the classes. For full marks, you must participate in
10 of these activities; participation in each activity will be worth 3 marks for a total of up
to 30 marks.
Activities will typically take 10 -15 minutes at the end of class. For most activities you
will respond in writing to one or more questions that I pose, but details may vary.
2
Because must participate in only 10 of 14 activities, you will not be allowed to “make
up” participation at a later date. There will be no exceptions
Grading
Total points possible: 250
242 - 250 = A+
232 - 241 = A
225 - 231 = A-
217 - 224 = B+
207 - 216 = B
200 - 206 = B-
192 - 199 = C+
182 - 191 = C
175 - 181 = C-
167 - 174= D+
157 - 166 = D
150 - 156 = D-
0 - 149 = F
Schedule of Class Periods, Readings, Assignments, and Examinations
SUBJECT TO CHANGE. Please check the course website for up-to-date information.
Aug. 23
Introduction.
Aug. 25 & 27 Lecture:
Readings:
Discussion of Family and Culture.
Gardner & Kosmitzki (2011), Chapter 1;
Gardner & Kosmitzki (2011), pp. 23-35 (Bronfenbrenner
and Super & Harkness);
Aug. 30 &
Sep. 1
Variations in sense of self across cultures, variations in
values.
Gardner & Kosmitzki (2011), Chapter 6. Culture, Self, and
Personality.
Lecture:
Readings:
Sep. 3 to
Sep. 20
Lecture:
Readings:
Mate Selection and Marriage, Gender Roles.
Gardner & Kosmitzki (2008), pp. 83-90 (mate selection
and marriage)
Gardner & Kosmitzki (2011), Chapter 8. Culture and
Issues of Gender and Sexuality
Sep. 6 &8
NO CLASS (Labor Day Holiday on the 6th)
Sep. 22
Term Test 1
Sep. 24 to
Oct. 1
Lecture:
Readings:
Attachment
Gardner & Kosmitzki (2011), Chapter 7. Culture and
Social Behavior.
Gardner & Kosmitzki (2008), pp. 90-94, “The Birth
Process Across Cultures.”
3
Schedule of Class Periods, Readings, Assignments, and Examinations (cont.)
Oct. 3 to 15
Lecture:
Readings:
Oct. 18
Term Test 2
Parenting and Socialization.
Gardner & Kosmitzki (2011), pp. 95-103, “The Transition
to Parenthood” and “Infancy and Childhood”
Gardner & Kosmitzki (2011), pp. 107-116,
“Grandparenthood” and “Caring for the Elderly”
Gardiner & Kosmitzki (2011), Chapter 3. Culture and
Socialization.
Oct. 20 & 22 Lecture:
Readings:
Native-American Families
Taylor (2002), Chapter 12. American Indian Families.
Oct. 25 to
Nov. 5
Lecture:
Readings:
African-American Families.
Taylor (2002), Introduction (pp. 1-18).
Taylor (2002), Chapter 1. Black American Families.
Nov. 8
Term Test 3
Nov. 10 to 17 Lecture:
Readings:
Latino Families
Taylor (2002), Chapter 4. Tradition and Transition in
Mexican-Origin Families.
Taylor (2002), Chapter. 5: The Puerto Rican Family.
Taylor (2002), Chapter 6. Cuban American Families.
Nov. 19 to
Dec. 6
Chinese- and Japanese-American Families.
Taylor, Chapter 7. Chinese American Families;
Taylor, Chapter 8. Japanese American Families.
Lecture:
Readings:
Nov. 22 to 26 NO CLASS; Thanksgiving Recess
Dec. 8
Term Test 4
Academic Integrity
Academic integrity is fundamental to the activities and principles of a university.
All members of the academic community must be confident that each person's work has
been responsibly and honorably acquired, developed, and presented. Any effort to gain an
advantage not given to all students is dishonest whether or not the effort is successful.
The academic community regards breaches of the academic integrity rules as extremely
serious matters. Sanctions for such a breach may include academic sanctions from the
instructor, including failing the course for any violation, to disciplinary sanctions ranging
from probation to expulsion. When in doubt about plagiarism, paraphrasing, quoting,
collaboration, or any other form of cheating, consult the course instructor.
4
Respect and Civility
While it is important for us to enjoy ourselves and feel free to express our opinions, it is
also important that we be considerate of each other, that we tolerate the fact that our
opinions, our understanding of how the world works, and our ways of life may vary
greatly, and that we respect each other within the classroom. This includes the following:
•
•
•
•
Avoiding negative remarks and language that with respect to any group of people
(e.g., the expression of racist, sexist, or homophobic sentiments).
Entering class on time.
Avoiding unnecessary disruptions, such as private conversations.
Attending to and participating in classroom discussions.
Intellectual Pluralism
The University community welcomes intellectual diversity and respects student
rights. Students who have questions concerning the quality of instruction in this class
may address concerns to either the Departmental Chair or Divisional leader or Director of
the Office of Students Rights and Responsibilities (http://osrr.missouri.edu/). All students
will have the opportunity to submit an anonymous evaluation of the instructor(s) at the
end of the course.
Nondiscrimination
The faculty and staff of the Department of Human Development and Family
Studies are committed to the cultural diversity and non-discrimination toward all people
with regard to race, color, religion, national origin, ancestry, gender, age, veteran status,
and sexual orientation.
Students with Disabilities:
If you anticipate barriers related to the format or requirements of this course, if you have
emergency medical information to share with me, or if you need to make arrangements in
case the building must be evacuated, please let me know as soon as possible.
If disability related accommodations are necessary (for example, a note taker, extended
time on exams, captioning), please register with the Office of Disability Services
(http://disabilityservices.missouri.edu), S5 Memorial Union, 882-4696, and then notify
me of your eligibility for reasonable accommodations. For other MU resources for
students with disabilities, click on "Disability Resources" on the MU homepage.
5