COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
TIMES:
INSTRUCTOR:
PHONE:
EMAIL
OFFICE HOURS:
SOWO 501
Confronting Oppression & Institutional Discrimination
Spring Semester 2015
Tuesdays, 9:00 – 11:50 a.m.
TTK Building, Room 500
Kathleen Rounds, PhD, MPH, MSW
TTK Building, Room 324J
919-962-6429
karounds@email.unc.edu
Tuesdays 12 – 2 pm and by appointment
COURSE DESCRIPTION: This course examines institutionalized oppression and its implications for
social work practice at all levels, emphasizing the consequences of social inequality and the social worker’s
responsibilities to fight oppression.
COURSE OBJECTIVES: Upon completion of the course, students should be able to:
1. Demonstrate an understanding of the nature of prejudice and the impact of discrimination on
individuals and groups, especially with regard to race, gender, disability, sexual identity, and
ethnicity.
2. Demonstrate knowledge of the historical and social forces that have worked for and against the
exclusion of groups of people from opportunities and services at the institutional, community, and
societal levels.
3. Demonstrate knowledge of the roles played by advocacy groups in minimizing barriers to
opportunities and services for populations who experience discrimination.
4. Identify and consider ways of addressing institutional discrimination as it appears in social welfare
policy and in the management and practice of human services.
5. Demonstrate an ability to apply social work values and ethics to practice with diverse populations.
6. Demonstrate knowledge of differential assessment and intervention skills needed to serve diverse
populations.
7. Demonstrate an understanding and appreciation of human diversity and family and community
strengths.
COURSE RATIONALE
Evidence based practice is defined as the use of the best available evidence to make practice decisions. It
involves integrating the preferences of clients and one’s own accrued practice expertise with current
scientific information. Because “the evidence” is unlikely to ever be so robust as to fully inform practice
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with the diversity of human kind, the evidence must always be interpreted and, in some cases, extrapolated.
It is in this crucial process that knowledge of the impact of discrimination and inequality on human behavior
becomes paramount.
The Code of Ethics of the National Association of Social Workers (NASW) stipulates that one of the ethical
principles that must guide social workers is that “Social workers challenge social injustice” (1999, p. 2).
Specifically, the Code directs social workers to “pursue social change, particularly with and on behalf of
vulnerable and oppressed individuals and groups of people. Social workers’ social change efforts are
focused primarily on issues of poverty, unemployment, discrimination, and other forms of social injustice”
(NASW, 1999, p. 2). These activities are anchored to one of the fundamental missions of the social work
profession, which is to “strive to end discrimination, oppression, poverty, and other forms of social
injustice” (NASW, 1999, p. 1). The intent of this course is to prepare students to fulfill their responsibilities
related to fighting injustice and oppression, as prescribed by the Code.
All social workers have a responsibility to meet the needs of diverse client systems in our society. In
addition to understanding clients systems’ rich heritage and contributions to society, social workers need to
understand the structures, systems, and policies that create and maintain oppression. This course serves as a
foundation for the understanding of the nature, character, and consequences of being excluded from many
available opportunities and services. It explores the implications and connections of discrimination for
oppressed groups, including racial and ethnic minorities, women, older persons, people with disabilities and
gay, lesbian, bisexual, and transgendered (GLBT) people. Members of these groups have been affected by
social, economic and legal biases and by institutional structures and social policies that maintain and
perpetuate oppression.
REQUIRED TEXTS
Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. Hoboken,
NJ: John Wiley & Sons.
Schwalbe, M. (2008). Rigging the game: How inequality is reproduced in everyday life. New York, NY:
Oxford University Press.
Carlton-LaNey, I. (2005). African Americans aging in the rural south: Stories of faith, family and
community. Durham, NC: Sourwood Press.
Additional required readings will be posted on Sakai or available on the Internet or through UNC Libraries
e-journals.
TEACHING METHODS AND EXPECTATIONS
Teaching methods will include lecture and class discussion, as well as multimedia presentations, guest
speakers, and experiential activities. My perspective is that we all have much to learn from one another.
Full participation is essential to your learning process in the class, and will allow you to successfully apply
the course material in a way that is personally and professionally meaningful.
The course will ask you to reflect on and discuss difficult and complex issues and material that may not
always be comfortable. We will develop a supportive learning environment, reflecting the values of the
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social work profession. This requires listening to the ideas and views of others, attempting to understand and
appreciate a point of view which is different from your own, articulating clearly your point of view, and
linking experience to readings and assignments. Most importantly I will ask you to be curious about why
you think the way you do and why others think the way they do, ask genuine questions, explain your
reasoning and intent, and test your assumptions and inferences. During the first class session, we will
generate guidelines that will allow all of us to engage authentically, and to treat each other with respect,
compassion, and honor.
Attendance is critical to your learning, as well as to the atmosphere of inclusiveness and trust in the class. It
is also important to be on time so as not to disrupt class. I ask that you contact me, in advance, if you need
to miss a class session due to illness or an emergency. Students with more than two absences will receive an
“L” unless they have made prior arrangements with the instructor.
USE OF ELECTRONIC DEVICES IN THE CLASSROOM
We are all invested in creating a learning environment of respect and engagement. Students may use laptops
in class for taking notes or completing small group tasks. However, I ask that you use them only for relevant
activities – not for checking email or surfing the Web. During class, cell phones and other devices should be
silenced.
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students with disabilities or medical conditions that may impact their participation in the course and who
may need accommodations should contact Accessibility Resources and Service (919-962-8300 or T-711 NC
RELAY). Accessibility Resources and Services will notify the instructor regarding recommended
accommodations. Instructors cannot provide accommodations to a student without communication from the
Department of Accessibility Resources and Service, https://accessibility.unc.edu.
UNC HONOR CODE
“The University of North Carolina at Chapel Hill has had a student-led honor system for over 100 years.
Academic integrity is at the heart of Carolina and we all are responsible for upholding the ideals of honor
and integrity. The student-led Honor System is responsible for adjudicating any suspected violations of the
Honor Code and all suspected instances of academic dishonesty will be reported to the honor system.
Information, including your responsibilities as a student is outlined in the Instrument of Student Judicial
Governance.” (From http://studentconduct.unc.edu/faculty/honor-syllabus.) The Honor Code can be found
in the Instrument of Student Judicial Governance (“Instrument”). Your full participation and observance of
the Honor Code is expected.
Academic dishonesty is contrary to the ethics of the social work profession, unfair to other students, and will
not be tolerated in any form. All written assignments should include the following signed pledge: “I have
neither given nor received unauthorized aid in preparing this written work.” In keeping with the UNC
Honor Code, if reason exists to believe that academic dishonesty has occurred, a referral will be made to the
Office of the Student Attorney General for investigation and further action as required. Please refer to the
APA Style Guide for information on attribution of quotes, plagiarism, and appropriate citation. The UNC
Writing Center provides clear guidelines regarding what does and does not constitute plagiarism.
INCOMPLETES AND LATE ASSIGNMENTS
Late assignments are strongly discouraged, but may be accepted in some cases. All assignments are due at
the beginning of class on the day noted. You must contact me prior to a due date if you would like to
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request an extension, or you will lose 10% of the assignment’s points per day (including weekends and the
date on which the assignment was due, if submitted after the beginning of class). Incompletes may be
granted if (a) there are extreme and unforeseeable circumstances that affect your ability to complete the
semester’s work, and (b) you meet with me in advance to develop a plan and timeline for completing your
work.
ASSIGNMENT GUIDELINES
All written assignments must be typed and follow APA format. Several writing resources are posted on the
SSW website (http://ssw.unc.edu/students/writing). You can also refer to the APA Publication Manual (6th
edition), and to a tutorial on APA style at: http://library.unc.edu/citationbuilder/. Additionally, here is a brief
guideline for writing about persons with disabilities which is important to keep in mind:
http://www.rtcil.org/products/RTCIL%20publications/Media/Guidelines%20for%20Reporting%20and%20
Writing%20about%20People%20with%20Disabilities%207th%20Edition.pdf
ASSIGNMENT DESCRIPTIONS:
Descriptions of the course assignments are below. Additional detail (for some) and scoring rubrics will be
posted under Assignments on Sakai.
Assignment 1: Reflection Paper: The Cycle of Socialization
10 points
Due February 17
For this 3-5 page paper, you will use the Harro (2013), The cycle of socialization article to examine your own
personal experiences and the social messages that you have received and how these have socialized how you
think about race and racism. The purpose of this paper is to enable us to become more aware of socialized
messages, how they affect our attitudes and behavior, and to become mindful of how to attend to social
messages that challenge racism. We will go through the “cycle of socialization” in class and detailed
instructions will be posted on Sakai for this paper.
Assignment 2: Community/Agency/School Meeting or Event Related to Social Justice
25 points
Due March 17
For this assignment, you will attend a community, agency, SSW, or university meeting or event related to
addressing oppression and promoting social justice. In 3-5 pages, describe the meeting or event, and using
class readings and discussions, analyze the meeting or event and your reactions. Detailed guidelines are
posted on Sakai.
Assignment 3: Group Presentation: Oppression by Social Institutions/Systems and Responses
25 points
Due: each group will be assigned a date
This 40 minute presentation will be completed in teams of 3-4 students. You are free to use PowerPoint or
other media and group exercises to communicate your message to the class. The following is a broad
overview of what will be asked of each team:
Select a social institution/system for the focus of your presentation (for example, health/medical care,
mental health care, child welfare, education (multiple levels), housing, neighborhoods,
employment/workplace, criminal justice (multiple systems), social service systems, religious/faith
organizations, media organizations). Focus your presentation on examining structural/institutional
oppression that is related to the topic of the week that you are presenting. For example, in one of the
sessions on racism we will examine racism (structural) in the criminal justice system; the group that presents
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during session 7 Sexism could present on how specific work places or professions structurally oppress
women; the group presenting during session 11 Ableism could present on how a particular system oppresses
persons with disabilities, or who are living with mental illness. Using the scholarly literature as your
foundation, address the following:
1. What is the nature of the structural/institutional oppression in this social institution/system? What
does it look like? How does it show up? How does it affect the population that you are examining
(e.g., racism in the criminal justice system: harsher sentencing for people of color; sexism in the
workplace: lower wages for women). What are examples of specific oppressive or discriminatory
practices or structural components of this social institution/system.
2. How did this come to be? What key historical developments led to this oppression? (Here is an
opportunity to go back to the online oppression course.) What assumptions, beliefs, attributions, or
cultural dynamics appear to drive the oppression – how are these embedded in the social
institution/system?
3. What advocacy efforts or groups have or are currently responding to the oppression? Please identify
a minimum of two examples of advocacy/resistance/empowerment work. In what ways have these
groups been effective? In what ways do they struggle to achieve their aims?
4. What are direct practice and macro-level implications for social workers who work with or in this
social institution/system? How can you work within what might be oppressive institutional
structures to provide responsive services? How can you work towards institutional change, working
with existing advocacy efforts or in other ways?
If you are using power point slides, they should be formatted using APA style for citations and references.
That is, you should provide citations at the bottom of slides containing information from scholarly sources,
and include a complete list of references on the final slides, or as a handout. You do not need to make copies
of your slides for the class, BUT you should submit a copy to the instructor (either hard copy or electronic)
by 7:00 PM the night before your presentation. Your group will also submit presentation objectives and
description. Full instructions and a rubric is posted on Sakai under assignments.
Assignment 4: Final Paper
30 points
Due April 28 by 5:00 PM
We will design this assignment jointly to best meet student learning needs and interests. This paper will be
based on the readings and class discussion and activities.
GRADING SYSTEM:
Points will be assigned as follows:
Reflection paper: The cycle of socialization
Meaningful class participation
Community/agency/school meeting/event paper
Alliance and just practice group presentation
Final paper
10
10
25
25
30
100
5
Grades will be assigned as follows:
94 - 100
80 - 93
70 - 79
<70
H
P
L
F
COURSE SCHEDULE
Class
Date
Topic Area
Assignment Due
1
Jan. 13
Introduction to Course and to one another
Overview of foundational concepts and topics
2
Jan. 20
Heritage Gallery / Identity
5 minute heritage presentation
3
Jan. 27
Implicit Bias / Microaggressions
Lead by Dr. Mimi Chapman & museum staff
Meet at Ackland Art Museum
4
Feb. 3
Racism
5
Feb. 10
Racism
Group Presentation (1)
6
Feb. 17
Racism: Criminal Justice System
Reflection paper: Cycle of
Socialization
7
Feb. 24
Sexism: Language, Workforce, Family
8
Mar. 3
Sexism: Objectification, Harassment, & Violence
Guest speakers: Melinda Manning & Dr. Carmen
Crosby
Mar. 10
Spring Break
9
Mar. 17
Heterosexism & Genderism (led by Will Hall)
10
Mar. 24
LGBTIQ Affirmative Practice (led by Will Hall)
11
March 31
Ableism
Group Presentation (3)
12
Apr. 7
Ageism
Guest speaker: Dr. Iris Carlton LaNey
Group Presentation (4)
13
Apr. 14
Classism and Economic Inequality
14
Apr. 21
Classism and Economic Inequality
Conclusion
Group Presentation (2)
Community Meeting/Event
Paper
Group Presentation (5)
Apr. 28
Final Paper
6
COURSE OUTLINE
Date
Jan 13
Session 1
Focus, Activities, Readings
Focus:
Due
Introduction to Course and One Another
Activity:
How we will learn together
Revisit Social Justice Conversation from JumpStart (orientation)
Guiding Concepts/Terms
Readings:
National Association of Social Workers (2008). Code of Ethics. Washington, DC:
Author.
World Trust Educational Services. (2012). Glossary of terms.
www.RacialEquityLearning.org
Jan 20
Session 2
Focus:
Reflection on Identity and Socialization
Activity:
Heritage
Gallery:
bring an
of your heritage for display and discussion.
Chapt 1 and
chaptPlease
2 of Rigging
theexpression
game
This can be an artifact, food, art form, clothing, picture(s) —anything that expresses
your identification with a particular aspect of your heritage. (5 minutes max to present.)
Readings:
Tatum, B. D. (1997). The complexity of identity: “Who am I?” In Why are all the Black
kids sitting together in the cafeteria? (pp. 18-28). New York, NY: Basic Books.
Johnson, A.G. (2013). The social construction of difference. In M. Adams, W.J.
Blumenfeld, C. Castaneda, H.W. Hackman, M.L. Peters, & X. Zuniga (Eds.), Readings
for diversity and social justice (3rd ed., pp. 15-21). New York, NY: Routledge.
Harro, B. (2013). The cycle of socialization. In M. Adams, W.J. Blumenfeld, C.
Castaneda, H.W. Hackman, M.L. Peters, & X. Zuniga (Eds.), Readings for diversity
and social justice (3rd ed., pp. 45-52). New York, NY: Routledge.
African American Policy Forum (2008). A primer on intersectionality (pp. 1-11).
http://aapf.org/wp-content/uploads/2013/01/59819079-Intersectionality-Primer.pdf
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Heritage
Gallery
Presentation
Date
Focus, Activities, Readings
Jan. 27
Session 3
Focus:
Implicit and Explicit Bias & Microaggressions
Activity:
Guest facilitators Professor Mimi Chapman & museum staff at Ackland Art Museum
Readings:
Project Implicit. Go to Project Implicit website, explore the website, and take one of
the IATs. https://implicit.harvard.edu/implicit/
Due
Blair, I.V., Steiner, J. F., & Havranek, E. P. (2011). Unconscious (implicit) bias and
health disparities: Where do we go from here? The Permanente Journal, 15(2), 71–
78. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3140753/
OR
Dovidio, J., & Fiske, S. T. (2012). Under the radar: How unexamined biases in
decision-making processes in clinical interactions can contribute to health care
disparities. American Journal of Public Health, 102(5), 945-952.
doi:10.2105/AJPH.2011.300601
Sue, D.W. (2010). Section One: Psychological manifestation and dynamics of
microaggressions. Microaggressions in everyday life: Race, gender, and sexual
orientation (pp. 3-61). Hoboken, NJ: John Wiley & Sons.
Feb 3
Session 4
Focus:
Racism and Institutional Oppression
Activity:
View & discuss film Butler, S. (2012). Cracking the codes: The system of racial
inequity. U.S.: World Trust Educational Services.
Readings:
McIntosh, P. (2009). White people facing race: Uncovering the myths that keep racism
in place. St. Paul Foundation & SEED, Wellesley Centers for Women,
www.wcwonline.org/seed
Sue, D.W. (2010). Racial/ethnic microaggressions and racism. Microaggressions in
everyday life: Race, gender, and sexual orientation (pp. 137-160). Hoboken, NJ: John
Wiley & Sons.
Miller, J., & Garran, A.M. (2007). The web of institutional racism. Smith College
Studies in Social Work, 77 (1), 33-67.
Review from previous courses:
Jones, C. P. (2000). Levels of racism: A theoretic framework and a gardener’s tale.
American Journal of Public Health, 90(8), 1212-1215. Or go to
http://www.youtube.com/watch?v=ktj4jGmUs6Y (SOWO 500).
Young, I.M. (2013). Five faces of oppression. In M. Adams, W.J. Blumenfeld, C.
Castaneda, H.W. Hackman, M.L. Peters, & X. Zuniga (Eds.), Readings for diversity
and social justice (3rd ed., pp. 35-45). New York, NY: Routledge. (Online History of
Oppression Course).
8
Date
Feb 10
Session 5
Focus, Activities, Readings
Focus: Racism and Institutional Oppression
Activities:
Group Presentation
View & discuss video: African American Policy Forum. (2013). (Un)Equal
opportunity race. Available from http://aapf.org
Readings and video:
SSchwalbe, M. (2008). Chapter 1: The roots of inequality and Chapter 2: Rigging the
game. Rigging the game: How inequality is reproduced in everyday life (pp. 25-84).
New York, NY: Oxford University Press.
Huey, A. (2010). TED Talk: America’s native prisoners of war.
http://www.ted.com/playlists/15/the_pursuit_of_justice.html
Sullivan, L., Walters, A. (October 25, 2011). Incentives and cultural bias fuel foster
system. http://www.npr.org/2011/10/25/141662357/incentives-and-cultural-bias-fuelfoster-system
Bender, S.W. (2010). Compassionate immigration reform. Fordham Urban Law
Journal, 28, 107-128.
Immigration Policy Center. (2010). Giving facts a fighting chance. Washington, DC:
Author. Retrieved from http:www.immigration
policy.org/sites/default/files/docs/Giving_Facts_a_Fighting_Chance_101210.pdf
9
Due
Group
Presentation (1)
Feb 17
Session 6
Focus:
Racism and Institutional Oppression: Criminal Justice System
Activity:
Stevenson, B. (2012). TED Talk: We need to talk about injustice. Available from
http://www.ted.com/playlists/15/the_pursuit_of_justice.html
Readings and video:
Video: TBD
Laub, J. H. (2014). Understanding inequality and the justice system response:
Charting a new way forward (William T. Grant Foundation Inequality Paper).
Retrieved from http://blog.wtgrantfoundation.org/post/104184374477/newreport-understanding-inequality-and-the
The Sentencing Project (2014). Race and punishment: Racial perceptions of
crime and support for punitive policies. Retrieved from
http://sentencingproject.org/doc/publications/rd_Race_and_Punishment.pdf
Norris, M.W. (2012). Race, gender and the school-to-prison pipeline:
Expanding our discussion to include Black girls. African American Policy
Forum, 1-19.
Gay, R. (2013, July). Some thoughts on mercy. The Sun, 24-28.
ActTTT
Readings & VLawrLawrence, K. O. (Ed.). (2011). Race, crime, and punishment: Breaking the connection
in America. Washington, DC: The Aspen Institute. (Read Introduction; Chapter 1. The
New Jim Crow by Michele Alexander; and Chapter 2. Structural Racism and Crime
Control by Ian Haney Lopez, pp.1-55).
Retrieved at http://www.aspeninstitute.org/sites/default/files/content/docs/pubs/RaceCrime-Punishment.pdf
Norris, M.W. (2012). Race, gender and the school-to-prison pipeline: Expanding our
discussion to include Black girls. African American Policy Forum, 1-19.
10
Feb 24
Session 7
Focus:
Group
Presentation (2)
Sexism
Activity: View and discuss film: Newson, J.S. (2014). MissRepresentation. U.S.: The
Representation Project at http://therepresentationproject.org
Readings:
Frye, M. (1983). Oppression. Politics of Reality: Essays in Feminist Theory.
Berkeley, CA: Crossing Press.
Fiske, S. T., & Krieger, L. (2013). Policy implications of unexamined
discrimination: Gender bias in employment as a case study. In E. Shafir (Ed.), The
behavioral foundations of public policy (pp. 52-76). Princeton, NJ: Princeton
University Press.
Sue, D.W. (2010). Gender microaggressions and sexism. Microaggressions in
everyday life: Race, gender, and sexual orientation (pp. 160-183). Hoboken, NJ:
John Wiley & Sons.
Hess, A. (January 6, 2014). Why women aren’t welcome on the internet. Pacific
Standard: The Science of Society.http://www.psmag.com/navigation/health-andbehavior/women-arent-welcome-internet-72170/#.UtRVCV8tBXE.email
Krulwich, R. (November 30, 2013). Science reporter Emily Graslie reads her mail
– and it’s not so nice.
http://www.npr.org/blogs/krulwich/2013/11/30/247842138/science-reporter-emilygraslie-reads-her-mail-and-it-s-not-so-nice
11
Date
March 3
Session 8
Focus:
Focus, Activities, Readings
Sexism: Objectification, Harassment, & Violence
Activity:
Speakers: Dr. Carmen Crosby and Melinda Manning
Readings:
Additional readings to be suggested by speakers
Crossley, A.D., Taylor, V., Whittier, N., Pelak, C.F. (2011) Forever feminism: The
persistence of the U.S. women’s movement. In Verta Taylor, Leila J. Rupp & Nancy
Whittier (Eds.), Feminist frontiers (9th ed., pp. 498-516). New York: McGraw Hill.
Optional:
Hyde, C. (2013-06-11). Feminist Social Work Practice. Encyclopedia of Social Work.
Retrieved 13 Jan. 2014, from
http://socialwork.oxfordre.com/view/10.1093/acrefore/9780199975839.001.0001/acrefor
e-9780199975839-e-151.
Goodman, L. A., Litwin, A., Bohlig, A., Walker, J., White, L., & Ryan, N. (2007).
Feminist theory to community practice: A multilevel empowerment intervention for lowincome women with depression. In E. Aldaronda (Ed.), Advancing social justice through
clinical practice (pp. 265-290). Mahwah, NJ: Lawrence Erlbaum Associates.
SPRING BREAK (March 7-15)
12
Due
Date
Focus, Activities, Readings
March 17 Focus: Heterosexism& Genderism (Led by Will Hall)
Session 9
Activities:
Star simulation, identifying oppression in various domains, XXXY video (13
minutes), policy maps
Handouts:
Carbado. Heterosexual Privileges List; LGBTIQ terms and definitions; Cisgender
Privileges list
Readings:
Sue, D.W. (2010). Sexual-orientation microaggressions and heterosexism.
Microaggressions in everyday life: Race, gender, and sexual orientation (pp. 184206). Hoboken, NJ: John Wiley & Sons.
Rochlin, M. (1972). Heterosexual questionnaire (pp. 1-2).
Bernard & Lieber (2009). The high price of being a gay couple:
http://www.nytimes.com/2009/10/03/your-money/03money.html
Blumenfeld, W.J. (2013). How homophobia hurts everybody. In M. Adams, W.J.
Blumenfeld, C. Castaneda, H.W. Hackman, M.L. Peters, & X. Zuniga (Eds.),
Readings for diversity and social justice (3rd ed., pp. 379-387). New York, NY:
Routledge.
13
Due
Community/
Agency Paper
March 24 Focus: LGBTIQ Affirmative Practice and Activism (Led by Will Hall)
Session 10
Activities: Sexual identity development models and case studies; coming out cases
role play; becoming an ally
Handouts: Sexual identity development model; Coming out decision map, Sexuality
and gender self-awareness and self-understanding
Readings:
Hernandez, M.M. (1998). Holding my breath under water. In D. Atkins (Ed.)
Looking queer: Body image and identity in lesbian, bisexual, gay, and transgender
communities (pp. 199-204). Binghamton, NY: Haworth Press.
Evans, N.J., & Washington, J. (2013). Becoming an ally. In M. Adams, W.J.
Blumenfeld, C. Castaneda, H.W. Hackman, M.L. Peters, & X. Zuniga (Eds.),
Readings for diversity and social justice (3rd ed., pp. 411-420). New York, NY:
Routledge.
Burdge, B.J. (2007). Bending gender, ending gender: Theoretical foundations for
social work practice with the transgender community. Social Work, 52, 243-250.
(from SOWO 500)
Price, D. (2010). Biblical verse: Is it a reason or excuse? In S. Plous (Ed.),
Understanding prejudice and discrimination (pp. 381-382). New York, NY:
McGraw-Hill.
Price, A.Y. (2010). The transformative promise of queer politics. Tikun, 25, 4, 52.
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March 31
Focus:
Ableism & Oppression of Persons with Disabilities
Session 11
Activity:
Group Presentation
Readings:
Rozalski, M., Katsiyannis, A., Ryan, J., Collins, T., & Stewart, A. (2010). Americans
with Disabilities Act Amendments of 2008. Journal of Disability Policy Studies, 21(1),
22-28.
Mingus, M. (2010, Nov/Dec). Changing the framework: Disability justice. How our
communities can move beyond access to wholeness. Disability justice, 1-3.
Jaeger, P.T., & Bowman, C.A. (2005). Physical access, intellectual access, and access in
society. In Understanding disability: Inclusion, access, diversity, and civil rights (6473). Westport, CT: Praeger Publishers.
Keller, R.M., & Galgay, C.E. (2010). Microaggressive experiences of people with
disabilities (241-267). In D.W. Sue (Ed.) Microaggressions and marginality:
Manifestations, dynamics, and manifestations. Hoboken, NJ: John Wiley & Sons.
Wendell, S. (2013). The social construction of disability. In M. Adams, W.J.
Blumenfeld, C. Castaneda, H.W. Hackman, M.L. Peters, & X. Zuniga (Eds.), Readings
for diversity and social justice (3rd ed., pp. 481-485). New York, NY: Routledge.
Snow, K. (2003). People first language, 1-4. www.disabilityisnatural.com
15
Group
Presentation
(3)
April 7
Focus:
Ageism
Session 12
Activity:
Group Presentation
Guest presenter: Dr. Iris Carlton-LaNey
Group
Presentation
(4)
Readings:
North, M. S., & Fiske, S. T. (2013). Subtyping ageism: Policy issues in
succession and consumption. Social Issues and Policy Review, 7, 36–57.
doi:10.1111/j.1751-2409.2012.01042.x
Carlton-LaNey, I.B. (2005). African-Americans aging in the rural south: Stories of faith,
family, and community. Durham, NC: Sourwood Press. (Part 1 (read introduction &
select stories), Part 2 (read introduction & select profiles), Parts 3 & 4, pp. 75-99).
Focus: Classism and the Construction of Poverty and Privilege
Apr 14
Session 13
Activity:
View & discuss film: Reich, R. (2013). Inequality for all. USA: RADIUS-TWC.
Readings:
Schwalbe, M. (2008). Chapter 4: Arresting the imagination (pp. 99 -135) and Chapter 6:
Regulating the action (pp. 163-200). Rigging the game. New York, NY: Oxford University
Press.
Apr 21
Focus: Classism and the Construction of Poverty and Privilege
Session 14
Activity:
Group presentation
Summative Discussion and Course Evaluation
Group
Presentation
(5)
Readings:
Schwalbe, M. (2008). Chapter 8: Escaping the inequality trap. Rigging the game (pp. 238275). New York, NY: Oxford University Press.
Johnson, A.G. (2006). What can we do? Privilege, Power, and difference (2nd ed., pp.1740) New York, NY: McGraw Hill.
Final Paper
Summative
Di
April 28
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Websites of interest:
African American Policy Forum: http://aapf.org
Aspen Institute Roundtable on Community Change Structural Racism and Community Building:
http://www.aspeninstitute.org/policy-work/community-change
Center for Assessment and Policy Development:
www.racialequitytools.org,
www.evaluationtoolsforracialequity.org
Center for Social Inclusion:
http://www.centerforsocialinclusion.org/
Everyday Democracy:
http://www.everyday-democracy.org/
The Frameworks Institute:
http://frameworksinstitute.org/
Haas Institute for a Fair and Inclusive Society:
http://diversity.berkeley.edu/haas-institute
National Association of City and County Health Organizations (NACCHO):
http://www.Rootsofhealthinequity.org
Philanthropic Initiative for Racial Equity:
http://racialequity.org/index.html
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