San Jose State University -- Department Of Child And Adolescent Development
ChAD 102
Development of Self in a Culturally Diverse Society
Meets SJSU Studies G.E. Area S: Self, Society and Equality in the U.S.
This is a fully online class – it does not meet on campus
Summer 2006
Instructor: Dr. Kathryn Lindholm-Leary
Email: klindholmleary@mac.com (best way to reach me)
Office: Sweeney Hall 317
Phone: 924-3752
Office Hours: Tuesday 11:00-12:00 & by appointment
Mission of the College of Education: The mission of the College of Education at San Jose State University is to prepare
educators, including teachers, administrators, and service providers who have the knowledge, skills, disposition, and ethics that ensure
equity and excellence for all students in a culturally diverse, technologically complex, global community.
Mission of the Department of Child and Adolescent Development: The mission of the Child and Adolescent
Development Program is to develop educated persons, intelligent, well-informed, responsible life-long learners who take an active
interest in the world around them. The goal is to prepare individuals who have a command of various theories and milestones of human
development; an appreciation of the influences of parents, peers, teachers, social institutions, and other socializing agents on all domains
of development throughout childhood and adolescence; an appreciation of the special considerations relevant to cultural, ethnic, social
class, and gender diversity; an awareness of the effects of different child-rearing practices or conditions on the fulfillment of
development promise (e.g., parenting styles, day care, divorce, child abuse); an understanding of individual differences (e.g., learning
styles, abilities, handicaps) and how to accommodate them; and a sensitivity to the commonalities and diversities in people of all ages.
PURPOSE OF THE COURSE: Surveys the influence of various institutions and society on the development of
self in culturally diverse children and adolescents in the United States. This course defines cultural diversity
broadly to look at different cross-sections of diversity, including ethnic/racial, language proficiency, gender,
sexual orientation, disability, religion, social class/poverty, immigration. Thus, a range of experiences enlightens
students’ understanding of how different individuals and groups interrelate. In addition, students are exposed to
historical, social, political, economic, institutional, and familial contexts in which children and adolescents
develop a sense of self and identity and in which they experience equality and inequality.
PREREQUISITES & G.E. INFORMATION:
♦ Upper division standing, passage of WST, and completion of CORE GE. IMPORTANT--You will NOT
receive advanced GE credit for this course if you have not already passed the WST by the day of enrollment.
♦ Courses to meet Areas R, S, and V of SJSU Studies must be taken from three different departments.
♦ This course assumes a basic understanding of the material studied in the core GE American Institutions
(especially the Civil War and Reconstruction, the Great Society, the civil rights movement, the foundations of
the political system, including the U.S. constitution).
♦ Technology and Skill Requirements: Convenient and dependable access to the Internet is necessary for
enrollment in the class. Also, you must have basic computer skills. At a minimum these include the ability to
use a word processor, send and read e-mail, download files, and conduct Internet searches.
OBJECTIVES FOR THE STUDENT: Students completing the course should be able to:
1.
Discuss the theoretical, historical, political, social and economic processes that help shape the
development of self in culturally diverse individuals, particularly as these processes influence diversity,
equity, and inequality in the US;
2.
Examine the influence of various institutions (i.e., society, family, school, media) and movements (i.e.,
civil rights, feminist) on the development of self, particularly as these institutions and movements have
produced diversity, social justice, equality and structured inequalities in the US;
3.
Consider the different ways in which culturally diverse individuals are socialized and the impact cultural
diversity (i.e., religion, gender, ethnicity, class, age) can have on producing different styles and forms of
interaction.
GOAL & STUDENT LEARNING OBJECTIVES OF AREA S
(http://www2.sjsu.edu/ugs/geguidelines.html#Self)
Students will study the interrelationship of individuals, racial groups, and cultural groups to understand and
appreciate issues of diversity, equality, and structured inequality in the U.S., its institutions, and its cultures.
After successfully completing the course, students shall be able to:
♦ Describe how identities (i.e., religious, gender, ethnic, racial, class, sexual orientation, disability, and/or
age) are shaped by cultural and societal influences in contexts of equality and inequality;
♦ Describe historical, social, political, and economic processes producing diversity, equality, and structured
inequalities in the U.S.;
♦ Describe social actions which have led to greater equality and social justice in the U.S. (i.e., religious,
gender, ethnic, racial, class, sexual orientation, disability, and/or age); and
♦ Recognize and appreciate constructive interactions between people from different cultural, racial, and
ethnic groups in the U.S.
FORMAT OF CLASS: Online notes and readings, online discussion, online presentations, and some films.
This course is fully online and does not meet at all during the semester.
COURSE REQUIREMENTS:
1.
This is a regular 15-week course, squeezed into 6 weeks, for which you earn 3 units of credit. In a
normal 15-week class, the class would physically meet for three hours and you would be expected to
spend about 2 hours outside of class for every hour in class (studying, completing assignments, etc).
An online course has the same workload requirements, so you should plan on spending about 15 hours
of work per week on the class.
2.
Students are expected to log on a minimum of once per week and are expected to post a substantive
contribution to the discussion at that time. Simply saying "I agree" or something to that effect is not
sufficient. You must support your position or begin a new topic or somehow move the discussion along
to receive credit for logging on.
3.
Participation is mandatory and refers to participation in class discussions and activities. Students will
NOT be able to pass this course without participating in the online discussion.
4.
The discussion area is not a chat room, so please stay on topic. While supporting your right to freedom
of expression on the Internet, I expect you to respect your classmates. That means to be courteous when
posting, refrain from personal attacks, and do not use profane or obscene language. Remember that your
classmates will read your posts. Violation of these guidelines can cause your account to be suspended or
revoked. While I will not edit or censor the postings that you put on the discussion board, I do reserve
the right to remove what I deem to be (in my own judgment) inappropriate posts or materials.
5.
To take this course, you will need access to a computer with a web connection. Please check the
requirements listed on WebCT in the Week 1 Module 1 to make sure you have the sufficient computer
hardware and web browser access.
6.
Students will be required to complete assignments--some group, some individual--that provide an
opportunity to examine in greater detail issues discussed in each module of the course. Class assignments
must be word processed, except where indicated otherwise. See Calendar for due dates. Late
assignments will be accepted, but penalized if they are late; 10% for first day after assignment, then 30%
for 1-7 days late, 60% for 8-14 days late, 0% for assignments over 14 days late.
7.
Students are expected to think critically about and integrate information learned in this course. This
course includes a variety of disciplinary and political perspectives to challenge you to think about issues
from a broader perspective.
Students with disabilities: If you need course adaptations or accommodations because of a disability, or if
you need special arrangements in case the building must be evacuated, please make an appointment with me as
soon as possible, email me, or see me during office hours. Presidential Directive 97-03 requires that students
with disabilities register with DRC to establish a record of their disability. (SJSU policy)
COURSE READINGS:
1. Text: R. Baron, D. Byrne & N. Branscombe (2006). Social Psychology, 11th Edition. San Francisco: Pearson,
Allyn & Bacon.
This text may be purchased online using the Textbooks Online version for 1/2 the price of a hard copy text
that you buy at the bookstore. You can subscribe at: http://www.safarix.com/JVXSL.asp
If you purchase the text from this site, you can make online notes, print the pages you want (including your
notes), and do online searches of information in the text. However, you won't get the study guide or other
materials you would normally receive with the text.
2. Online readings will also be used.
GRADING:
Grading will be based on the assignments, class discussion and participation, quizzes, one midterm, and a final
exam. The grade for the course will be assigned with one third of the course credit each from assignments,
discussion (number, content and relevancy of online postings and discussion), and quizzes/exams (multiple
choice and essay). Grading is based on a straight percentile:
98-100 A+, 93-97 A, 90-92 A-, 88-89 B+, 83-87 B, 80-82 B-, 78-79 C+, 73-77 C, 70-72 C-, 68-69 D+, 63-67 D, 60-62 D-, 0-59 F
See Grades Explained Here in the WebCT for ChAD 102 for more specific information.
NOTE!!!!!! It is expected that all requirements will be completed on time. Delays will result in a loss of points
and any requirements not handed in by the last class meeting will be given an F (or zero points). Make-up
exams and/or Incompletes will be given only under highly extraordinary circumstances.
BRIEF DESCRIPTION OF ASSIGNMENTS: Assignments are described in much greater detail in
Assignments in WebCT.
Assignment 1: Social Movements (35 points) -- The purpose of this assignment is to learn more about social
movements for culturally diverse groups. Each student will focus on one movement (e.g., Civil Rights
Movement, Feminist/Women’s Movement, Chicano Movement, Disability Movement, Gay/Lesbian
Movement) and address the following issues: What was the reason/rationale for the movement (e.g., laws,
statutes, or court cases promoted structured inequalities for this group); the history of this movement, how it
started and who its major leaders were; how successful the movement was in promoting equity or social justice
for this group.
Assignment 2: Cultural Variations in Childrearing (35 points) -- The purpose of this assignment is to learn
in more detail about families and childrearing practices in one culturally diverse group. Each student will focus
on one culturally diverse group (e.g., a particular ethnic or religious group, biracial, adoptive, single parent,
poverty, gay/lesbian) and address the following issues: Demographics background and immigration history;
Cultural values and customs, family characteristics, parent socialization practices; Stressors or struggles faced
by these families as a result of their cultural diversity or specific problems faced by youth (language, identity)
as a result of being part of this group.
Instructions for Completing and Submitting Assignments
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Format - Your written assignments must be word processed using standard margins (1”), font size
of 12 and a standard print font (e.g., Times New Roman, Arial), 1.5 spacing (not single, not
double), letter size—NO A4 paper size.
Submit - Put your name on your paper (how do I know who wrote the paper once it’s downloaded
unless you put your name on it?!!)!! Save your document as Name102assign1 for assignment 1
(e.g., I would name it Leary102assign1), Name102assign2 for assignment 2, Name102exam1 for
exam 1, and Name102exam2 for exam 2. Submit your assignment or exam to turnitin.com by the
date and time deadline.
Read the grading rubrics for each assignment and exam before you write it and before you submit
it; that way, you’ll know how your paper will be graded.
ACADEMIC INTEGRITY AND PLAGIARISM
Plagiarism will not be accepted in any assignments, papers, or exams! Read the next page about
the University policy on academic dishonesty. Any papers/exams/assignments that include minor
plagiarism ("forgetting" to put in a quote) will be given a 0, and there will be NO possibility of
resubmitting the paper/exam/assignment for further grading. Any student handing in a paper with
extensive plagiarism or handing in someone else's paper from the current or a previous semester
will receive an F in the class and may be referred to the administration for disciplinary action. I
will not accept the response that you did not know or realize what you were doing. This is a college class and it
requires you to think about what you are doing and writing.
Be sure you read and understand the SJSU policy on Academic Integrity and Plagiarism
(http://www2.sjsu.edu/senate/S04-12.htm). We will go over this the first week of class. Be sure you
understand the definitions, what your roles as a student are, and what my roles as a faculty are, and the
consequences of academic dishonesty.
♦ The policy of the Child and Adolescent Development Department is that all student papers and exams must
be submitted to turnitin.com to check for plagiarism. In Week 1, you will register for turnitin.com and
download the student guide (http://www.turnitin.com/static/training_support/tii_student_guide.pdf).
♦ Even if you have registered in other classes or in previous semesters, you have to register for my class (if
you are in 2 of my classes, you have to register for both). To register, go to turnitin.com and follow their
very clear instructions about how to register at the site. [If this is your first time, look at the top right corner
and click on Create a user profile, and then follow the instructions.] You'll need a class ID and password to
sign up.
♦ Turnitin.com registration for Summer 2006:
Class ID is 1511584 and the password is chad102
♦
POLICY ON ACADEMIC DISHONESTY
Academic Integrity Policy -- The university emphasizes responsible citizenship and an understanding of ethical choices inherent in
human development. Academic honesty and fairness foster ethical standards for all those who depend upon the integrity of the
university, its courses, and its degrees. This policy sets the standards for such integrity and shall be used to inform students, faculty
and staff of the university’s Academic Integrity Policy. The public is defrauded if faculty and/or students knowingly or unwittingly
allow dishonest acts to be rewarded academically and the university’s degrees are compromised.
Student Role -- It is the role and obligation of each student to: Know the rules that preserve academic integrity and abide by them at
all times. This includes learning and following the particular rules associated with specific classes, exams and/or course assignments.
Ignorance of these rules is not a defense to the charge of violating the Academic Integrity Policy; Know what the consequences of
violating the Academic Integrity Policy will be, student’s appeal rights, and the procedures to be followed in the appeal, Foster
academic integrity among peers.
Faculty Member Role -- It is the role and obligation of each faculty member to: Apprise classes of the Academic Integrity Policy
and the ethical standards required in courses and the permissible procedures in class work and/or examinations. This information
should be referenced in course syllabi (and other materials as appropriate); Make every reasonable effort to foster honest academic
conduct. Specifically, examinations should be appropriately proctored or monitored to prevent students from copying, from using
non-cited resources, or exchanging information. Examinations and answers to examination questions should be secured in such a way
that students cannot have prior access to them. Efforts should be made to give unique and varied assignments; Take action against a
student in accordance with this policy when the faculty member has supporting evidence that a student has violated the Academic
Integrity Policy; and Comply with the rules and standards of the Academic Integrity Policy.
1.0 Definitions Of Academic Dishonesty
1.1 Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or
fraudulent means. Cheating at SJSU includes but is not limited to:
o Copying, in part or in whole, from another’s test or other evaluation instrument including homework assignments, worksheets,
lab reports, essays, summaries, quizzes, etc.;
o Submitting work previously graded in another course unless this has been approved by the instructor or departmental policy;
o Submitting work simultaneously presented in two courses, unless this has been approved by both course instructors or by the
department policies of both departments;
o Using or consulting, prior to, or during an examination, sources or materials not authorized by the instructor;
o Altering or interfering with the grading process;
o Sitting for an examination by a surrogate, or as a surrogate;
o Any other act committed by a student in the course of their academic work which defrauds or misrepresents, including aiding or
abetting in any of the actions defined above.
1.2 Plagiarism
At SJSU plagiarism is the act of representing the work of another as one's own without giving appropriate credit, regardless of how
that work was obtained, and/or submitting it to fulfill academic requirements. Plagiarism at SJSU includes but is not limited to:
1.2.1 The act of incorporating the ideas, words, sentences, paragraphs, or parts of, and/or the specific substance of another's work,
without giving appropriate credit, and/or representing the product as one's own work;
1.2.2 Representing another’s artistic/scholarly works such as musical compositions, computer programs, photographs, paintings,
drawing, sculptures, or similar works as one's own.
4.0 Sanctions
Faculty members are responsible for determining the type of academic sanction to be applied to students involved in incidents of
cheating or plagiarism. Faculty may find it helpful to consult with their department chair, senior faculty, and/or the Chief Judicial
Affairs Officer in consideration of appropriate academic sanctions. Such sanctions shall be proportional to the offense against the
Academic Integrity Policy that has occurred. Usually a form of "grade modification" will be employed. Before sanctions can be
employed, the faculty member must have verified the instances of academic dishonesty by personal observation and/or
documentation. In all cases, the violation must be reported to the Office of Judicial Affairs on the reporting form for violations to the
Academic Integrity Policy. A student may be: Reprimanded orally, Failed in the evaluation instrument (paper or exam), Reduced in
course grade, Failed in the course. Referred for administrative sanctions. A faculty member may choose to refer a student to the
Office of Judicial Affairs for disciplinary action in addition to the academic sanction the faculty member has taken.
6.0 Threats -- Any threats against any member of the faculty as a consequence of implementing this policy on academic integrity
will be cause for disciplinary action, in addition to civil and criminal liabilities.
CD 102: Development of Self in a Culturally Diverse Society
Professor Lindholm-Leary
Course Topics, Assessments & Timelines
Module 1: Introduction to WebCT, Information Competence, and Classmates (Days 1-3)
♦ Introduction to/review of WebCT;
♦ Introduction to/review of Information Competence for ChAD 102;
♦ Locating and analyzing scholarly sources for ChAD assignments
♦ Introduction to ChAD 102 course, instructor, and classmates.
o Assessments: Completion of Module 1 Activities, Quiz #1
Module 2: Development in a Culturally Diverse Society and Schools (Weeks 1-4)
♦ Cultural diversity associated with ethnicity and race, language background, immigration and generational
status, social class, gender, sexual orientation, religion, disability, age;
♦ Understanding attitude formation, prejudice, stereotypes, and identity from a psychological
perspective;
♦ Concepts and examples of structured inequality, equity, and social justice from sociological, historical,
political, and economic perspectives;
♦ Exploring historical, political, economic, and social processes and major social movements influencing
culturally diverse individuals and groups.
♦ Historical, political, economic and social processes influencing the education of culturally and
linguistically diverse individuals in schools to understand:
♦
Impact of segregation and prejudice on educational inequity;
♦
Impact of educational equity policies in promoting successful academic, psychosocial, and
intergroup outcomes for culturally diverse students.
o Assessments: Assignment 1, Exam #1
Module 3: Development in Social Relationships (Weeks 5-6)
♦ Friendships, interpersonal attraction and marriage/partnerships; political and social factors affecting
friendship and coupling across different groups;
♦ Interpersonal communication -- differences in communication and interactional styles among culturally
and linguistically diverse individuals;
♦ Economic and social influences on family roles and structures;
♦ Childrearing attitudes and values in culturally diverse families - representing different ethnicities,
immigrant/generational status, family structures, social classes, sexual orientations, and religions.
o Assessments: Assignment 2, Exam #2
See WebCT Calendar for due dates of weekly discussions, assignments, quizzes, and exams.
Course Readings
Module 1: Introduction to WebCT, Information Competence, and Classmates (Days 1-3)
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http://www.sjlibrary.org/services/literacy/info_comp/
Library Basics http://tutorials.sjlibrary.org/librarybasics/index.html
InfoPower http://tutorials.sjlibrary.org/infopower/index.html
Plagiarism http://tutorials.sjlibrary.org/plagiarism/index.htm
http://www2.sjsu.edu/senate/S04-12.htm
http://www.turnitin.com/static/training_support/tii_student_guide.pdf
Stairway to Success http://tutorials.sjlibrary.org/success/index.php
Module 2: Development in a Culturally Diverse Society and Schools (Weeks 1-4)
Lesson 1:
• http://factfinder.census.gov/jsp/saff/SAFFInfo.jsp?_pageId=tp1_basic_counts
• http://factfinder.census.gov/jsp/saff/SAFFInfo.jsp?_pageId=tp3_gender
• http://factfinder.census.gov/jsp/saff/SAFFInfo.jsp?_pageId=tp9_race_ethnicity
• http://factfinder.census.gov/jsp/saff/SAFFInfo.jsp?_pageId=tp8_poverty
• http://factfinder.census.gov/jsp/saff/SAFFInfo.jsp?_pageId=tp7_origins_language
• http://factfinder.census.gov/jsp/saff/SAFFInfo.jsp?_pageId=tp4_disability
• http://www.freetobeme.com/yw_minn.htm (sexual orientation)
• http://www.adherents.com/rel_USA.html (religious groups in US)
Lesson 2:
• TEXT: Pages 123-144.
• www.workingpsychology.com/backdraft911.html
Lesson 3:
• Lesson 3 material
• TEXT: Pages 209-250.]
Lesson 4:
• Farley (2005). Majority-minority relations, 5th Edition. Pages 101-131.
• Aguirre & Baker (1999). Structured inequality in the United States: Discussions on the continuing significance
of race, ethnicity, and gender. New Jersey: Prentice Hall, Pages 1-6, 213-222, 280-285. Download pdf of this
article .
• http://sunsite.berkeley.edu/calheritage/Jimcrow/ -- go visit this site for a refresher and further information on
Jim Crow, Freedman's Bureau, and Black Codes.
• http://www.law.cornell.edu/topics/civil_rights.html -- go to this site for a definition and history of civil rights
Lesson 5:
• Curry, T., Jiobu, R., and Schwirian, K. (2005). Sociology for the Twenty-First Century, Fourth Edition. NJ:
Pearson. Chapter 16: Collective Social Action, Pages 460-486.
• Elder, L. (2000). The ten things you can't say in America. NY: St Martin's Griffin. Pages 1-66.
• Young, C. (1999). Ceasefire! Why women and men must join forces to achieve true equality. NY: Free Press. Pp
1-11.
• Confronting woman-bashing in the men’s movement
http://www.glennsacks.com/confronting_women_bashing.htm
• Recommended but not required: Social movements of the 1960s http://www.wam.umd.edu/~jklumpp/spch461/sm60s.htm#America
Lesson 6:
• Webb, L.D. (2006). The history of American education. NJ: Pearson. Pages 170-171, 194-201, 280-309.
• Gryphon, M., and Meyer, E.A. (2003). Our history of educational freedom. Policy Analysis, 492, 1-14.
• U.S. Supreme Court Brown v. Board of Education 347 U.S. 483 (1954) Brown et al. v. Board of Education of
Topeka et al. Appeal from the United States District Court for the District of Kansas. No. 1. Argued December
9, 1952. Reargued December 8, 1953. Decided May 17, 1954.
http://usinfo.state.gov/usa/infousa/facts/democrac/36.htm
Lesson 7:
• There are several articles listed here, but MOST are very short.
• “Paige Cites Progress in Black Education but Notes Achievement Gap Has Widened Over Past Two Decades”.
Retrieved February 18, 2004, from http://www.ed.gov/news/pressreleases/2003/10/10142003b.html
• Sowell, T. (2003, Sept 24). School Performances. The Washington Times. Retrieved February 18, 2004, from
http://www.washtimes.com/commentary/20030927-112321-8862r.htm
• Sowell, T. (2001, November 1). Education of Blacks in America: Do Facts Matter? Capitalism Magazine.
Retrieved February 18, 2004, from http://capmag.com/article.asp?ID=1189
• Cross, W. E. (2002, July 10). Black Achievement Motivation and the Legacy of Slavery. New York Academy of
Sciences. Retrieved February 18, 2004, from http://members.nyas.org/events/conference/conf_02_0520.html
• McWhorter, J. (2000). Losing the race: Self-sabotage in black America. Pages 82-163.
• Steele, C.M. (2004). A threat in the air: How stereotypes shape intellectual identity and performance. In J.A.
Banks & C.A. McGee Banks (Eds), Handbook of research on multicultural education, 2nd edition. New York:
Macmillan. Pages 682-696.
Lesson 8:
• Cohen, E.G., & Lotan, R.A. (2004). Equity in heterogeneous classrooms. In J.A. Banks & C.A. McGee Banks
(Eds), Handbook of research on multicultural education, 2nd edition. New York: Macmillan. Pages 736-749.
Module 3: Development in Social Relationships (Weeks 5-6)
Lesson 1:
• TEXT: Chapter 8 (Close Relationships).
• Parke, R.D. (2004). Fathers, families, and the future: A plethora of plausible predictions. Merrill-Palmer Quarter 50
(4), 456-470.
Lesson 2:
• Hernandez, D.J. (2004). Children and youth in immigrant families. In J.A. Banks & C.A. McGee Banks (Eds),
Handbook of research on multicultural education, 2nd edition. New York: Macmillan. Pages 404-416.
• Coll, C.T., Meyer, E.C., and Brillon, L. (2002). Ethnic and minority parenting. In Bornstein, M. H. (Ed.),
Handbook of Parenting, Volume 4: Social Conditions and Applied Parenting. Mahwah, NJ: Lawrence Erlbaum
Associates, Publishers. Pages 1-20.
Lesson 3:
• TEXT: Pages 84-91and 481-485.
• Triandis, H.C. (1994). Culture and social behavior. New York: McGraw Hill. Pages 181-206.
Lesson 4:
• TEXT: Chapter 5 (The Self).
• Root, M.P.P. (2004). Multiracial families and children. In J.A. Banks & C.A. McGee Banks (Eds), Handbook of
research on multicultural education, 2nd edition. New York: Macmillan. Pages 110-122.
• Banks, J.A. & McGee Banks, C.A. (Eds), Handbook of research on multicultural education, 2nd edition. New York:
Macmillan. Pages 336-341, 427-430.
Lesson 5:
• TEXT: Chapter 7 (Interpersonal Attraction).