Contra Costa College
Course Outline
Department & Number
Course Title
Prerequisite
Challenge Policy
Co-requisite
Challenge Policy
Advisory
ECHD 144
Teaching in a Diverse Society
*HOURS BY ARRANGEMENT:
Number of Weeks
Lecture Hours By Term
Lab Hours By Term
*Hours By Arrangement
Units
18
54
3
Hours per term.
ACTIVITIES: (Please provide a list of the activities students will perform in order to satisfy the HBA requirement):
COURSE/CATALOG DESCRIPTION
This course will take an in-depth look at how our actions and words shape the attitudes of children as they learn about
people and the world. Students will define, clarify and discuss topics associated with biases that permeate our daily
lives. Topics of study will include racism, sexism, ageism, and ableism. Students will study methods to use with
young children that will empower them to think critically about the unfairness of biases they see and hear.
COURSE OBJECTIVES:
At the completion of the course the student will be able to:
Recognize that student variability exist in many ways including cultural, ethnic, intellectual, linguistic, racial, social, and special
needs
Critically assess the components of linguistically and culturally relevant, inclusive, age-appropriate, anti-bias approaches in
promoting optimum learning and development.
Analyze various aspects of children’s experience as members of families targeted by social bias considering the significant role of education in
reinforcing or contradicting such experiences.
Critique theories and review the multiple impacts on young children’s social identity.
Evaluate the impact of personal experiences and social identity on teaching effectiveness.
INTENDED STUDENT LEARNING OUTCOMES:
Students will be able to identify biases that deal with race, culture, abilities, and gender and age.
Students will exhibit their knowledge of working with children and using the anti-bias curriculum.
Students will be able to demonstrate methods of resistance and awareness to stereotyping and discrimination.
COURSE CONTENT (Lecture):
1. Examining Early Childhood Education curriculum and empowering children with resistance and activism.
a.
b.
Assessment and development of an Anti-Bias classroom, i.e. culturally relevant and developmentally appropriate
Environments and curriculum that challenge children’s biases and support the acquisition of
authentic information about human differences.
2. Exploration of “ism’s” ie. racism, sexism, ageism, and ableism
a.
b.
c.
Differences between individual prejudice and the systems within a society that maintain unequal access based on race, gender,
economic class, ability, sexual orientation, religious beliefs, culture, language, and all “isms”.
Issues of diversity, inequity, access, systemic and internalized oppression affecting children’s identity and learning
Clarification of terms: Sex, gender, gender role, sexual orientation; racial, ethnic, cultural, national identity; nuclear family, blended
family, single-parent family; trans-racial family, gay-lesbian family, extended
family, adoptive family, foster family; etc.
3. Cultural differences and similarities
a. Misconceptions about multicultural education and anti-bias education.
4. Self-awareness of bias and prejudice
a.
b.
Personal histories and experiences; internalized privilege and oppression; impacts on our identities, our choices and our teaching with
children and families.
The teacher as model: self-knowledge; recognition and respect for differences; responsive behaviors; acknowledgement and struggle
with bias; change agent for and with children and families.
5. Children’s identity and attitudes
a.
b.
Economic class, family structure and Impact of privilege and oppression
Children’s books and media to support identity development and anti-bias thinking and represent home language, culture and traditions,
stories and songs.
6. Children’s identity and attitudes
c.
d.
Economic class, family structure and Impact of privilege and oppression
Children’s books and media to support identity development and anti-bias thinking and represent home language, culture and traditions,
stories and songs.
COURSE CONTENT (Lab): N/A
METHODS OF INSTRUCTION:
Lecture
Small group discussion
Audio visual
Guest speakers
INSTRUCTIONAL MATERIALS:
NOTE: To be UC/CSU transferable, the text must be dated within the last 7 years OR a statement of justification for a text beyond the
last 7 years must be included.
Textbook Title:
Author:
Publisher:
Edition/Date:
Textbook Reading Level:
Justification Statement:
Anti-Bias Education for Young Children & Ourselves
Louise Derman-Sparks & Julie Olsen Edwards
National Association for the Education of Young Children
2nd Edition / 2010
10th grade
(For textbook beyond 7 years)
Lab Manual Title (if applicable): N/A
Author:
Publisher:
Edition/Date:
OUTSIDE OF CLASS WEEKLY ASSIGNMENTS:
Title 5, section 55002.5 establishes that a range of 48 -54hours of lecture, study, or lab work is required for one unit of credit.
For each hour of lecture, students should be required to spend an additional two hours of study outside of class to earn one
unit of credit.
 State mandates that sample assignments must be included on the Course Outline of Record.
Outside of Class Weekly Assignments
Hours per week
Weekly Reading Assignments (Include detailed assignment below, if applicable)
3
Students are responsible for weekly chapter readings as well as additional articles over the course of the semester.
Weekly Writing Assignments (Include detailed assignment below, if applicable)
3
Students are responsible for maintaining a journal which includes a weekly written entry on class discussions.
Students are also responsible for writing two additional papers on topics pertaining to the course objectives.
Weekly Math Problems (Include detailed assignment below, if applicable)
N/A
Lab or Software Application Assignments (Include detailed assignment below, if applicable)
N/A
Other Performance Assignments (Include detailed assignment below, if applicable)
1
Students must complete a group project which includes a written paper as well as an oral presentation. Students also
complete a final presentation.
STUDENT EVALUATION: (Show percentage breakdown for evaluation instruments)
 Course must require use of critical thinking, college-level concepts & college-level learning skills.
 For degree credit, course requires essay writing unless that requirement would be inappropriate to the course objectives. If writing
is inappropriate, there must be a requirement of problem-solving or skills demonstration.
43
%
Essay (If essay is not included in assessment, explain below.)
32
25
%
%
%
Computation or Non-computational Problem Solving Skills
Skills Demonstration
Objective Examinations
Other (describe)
%
%
%
GRADING POLICY: (Choose LG, P/NP, or SC)
Pass / No Pass
X Letter Grade
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
Below 60% = F
70% and above = Pass
Below 70% = No Pass
Prepared by: Sandra D. Moore
Date: Spring 2014
Revised form 01/14
Student Choice
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
Below 60% = F
Or
70% and above = Pass
Below 70% = No Pass