California State University, Sacramento
Division of Social Work
Social Work 102 (Section 1 – 83465)
Cross-cultural Theory and Practice: Issues of Race, Gender and Week
FALL 2009
INSTRUCTOR: Ted Scott-Femenella, MSW/ACSW/PPSC
OFFICE: Mariposa 5041
PHONE: (916) 549-3437
EMAIL: professorscottfemenella@yahoo.com
OFFICE HOURS: TBA
Week Location: Mariposa Hall 1014
Week Time: Monday and Wednesday, 9:00 to 10:15 am
Required Text:
Adams, et al. (2000). Readings for diversity and social justice: An anthology on racism,
anti-Semitism, sexism, heterosexism, ableism, and Weekism. Routledge, NY
Chang, Scott-Femenella, et al. (2000). Walking the Walk: Principles for Building
Community Capacity for Equity and Diversity. San Francisco, CA
Optional Text:
Singleton, et al. (2006). Courageous Conversations About Race: A Field Guide for
Achieving Equity in Schools. Thousand Oaks, CA
Course Description
The purpose of this course is to present human diversity and population-at-risk content to
support the academic foundation for curriculum at the undergraduate level. This course
addresses human diversity and its complexity through the use of a multi-level approach,
which includes looking at interactions and dynamics from, within and between different
social systems.
This course embraces the incorporation of strengths derived from a variety of theoretical
frameworks. Students are guided in the exploration of paradigms shaping meanings and
interpretations of experiences such as "race," "ethnicity," "culture," "class," "gender,"
"sexual orientation," "socioeconomic status," "personal and social identities,"
"oppression," and "social justice."
Oppressive and discriminatory experiences (i.e., economic deprivation, sexism,
homophobia, racism, classism) as well as resiliency and strengths often encountered by
the poor, women, people of color, gay, lesbian, and transgendered persons, and
individuals with mental and physical disabilities within the United States, are major
themes addressed throughout this course. In order to move beyond the mere
categorization of groups as independent static entities, students are encouraged to
critically explore similarities, differences, and controversies among and between diverse
populations. Students are expected to address these issues in several contexts - personal
values, professional policy, and practice.
Readings, lectures, videos, guest speakers and other materials are used to teach this
course. The instructor reserves the right to change or re-arrange class assignments as the
course progresses. Students will be given notice of such change before they are made.
Course Objectives:
1.
To provide a foundation for understanding human diversity through the use of
theoretical frameworks, particularly in terms of cultural/ethnic, socioeconomic
status, gender and sexual orientation: racism, sexism, and homophobia which are
expressed in discrimination, economic deprivation and oppression in historical
and current trends, and often through public policy practices.
2.
To explore and critique varying concepts of culturally/socially diverse values.
3.
To promote professional/personal self-awareness regarding ways that racism,
sexism, and homophobia affect the personal and professional lives of social
workers.
4.
To understand the institutional and attitudinal barriers, which restrict access to life
sustaining and life enhancing resources for particular groups.
5.
To prepare students for multi-dimensional practice within the context of diverse
populations.
6.
To promote student understanding and use of a repertoire of strategies and
approaches, which will challenge discrimination, economic deprivation, and
oppression, promotes social justice and open discussions about a myriad of issues
impacting equity.
7.
To promote critical analysis among students when exploring human diversity
issues, needs, and strengths within the context of social work practice.
8. To develop the ability to control or even change assumptions stereotypes and false
beliefs, and therefore feel less need for defensive behavior.
9. To develop the ability to let others teach us about the differences that makes a
difference for them.
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Week Norms and Expectations:
1.
2.
Students feel as if they have a voice.
Students feel that when they speak, people listen with open minds, open hearts
and open ears.
Everyone -students and faculty - expects to learn from each other and change in
the process.
Students realize that each has partial knowledge and therefore needs one another
to develop a fuller understanding
Students feel they are is recognized, understood, and assumed to be a critical part
of their capacity to learn.
Everyone assumes that dissent, debate, and disagreement are part of how we
learn.
Everyone realizes that the class is one forum to express one's ignorance,
misinformation, incomplete knowledge, and that voicing such ideas is one way of
expanding learning.
Everyone recognizes the importance of the personal and the experiential as one
source of knowledge in combination with other sources.
3.
4.
5.
6.
7.
8.
Course Format
This course is conducted on a discussion-laboratory basis. Students are expected to
have read all assigned readings prior to class sessions. Readings are not rehashed in
class. Student preparation and participation are integral parts of this learning process.
Students will lead and participate in exercises and group discussions relevant issues.
Classroom assignments are to be completed in a timely manner.
Course Expectations
This course demands students’ active participation. Taking risks even if the environment
does not feel completely “safe” is encouraged. In order to enhance feelings of safety, and
to create a positive learning environment, the following must apply:

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Students attend class.
Students are prompt.
Students have read the assigned material and come to class prepared.
Students get their needs met by interacting with classmates and by raising their
concerns and criticisms with the instructor.
Students do not ridicule other.
Students own expression of bigotry. In other words, rather than attribute a
negative characteristic to a social group or to a member of that group, students
begin with, “This is how I have been taught to believe,” or “ I don’t like to admit
it but I do have the belief that…”
Students are committed to personal/professional growth sand self-exploration.
SWRK 102, Sec. 3 Scott-Femenella
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
Students resolve issues that they may have with other group members. If students
are not sure how to accomplish this task, students and instructor can discuss
possible strategies. It is not acceptable to miss class in order to avoid the
group.
A note from the Course Instructor: For classroom learning to take place, there
must be lively class discussion and tolerance for our differences. This must take
place in a “safe” environment, where there is empathy and understanding for the
personal pain that could exist for many individuals who may have experienced/or
are experiencing one or more of the social issues discussed in this Week. The
primary responsibility for creating this safe space lies with the course instructor.
However, all participants in this course will share this burden, through the respect
and courtesy they demonstrate during every discussion. For many students, this
course, because of the dynamic and meaningful content, can serve as a turning
point in some unexpected ways. Students can be tremendously helpful to other
students in sharing their feelings and realizations.
Written work must be mechanically and stylistically acceptable. Serious deficiencies in
areas such as spelling, punctuation, sentence structure, and coherent organization will
compromise your grade. Plagiarism (claiming the work of someone else as your own)
will result in a grade of FAIL for the course.
Where appropriate, the following criteria are used to evaluate assignments:

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Effective use of knowledge: the integration of concepts, theories, models, and
information from readings, lectures, and class discussions are used in a way that
demonstrates internalization.
The inclusion of personal points of view along with rationale, logic, and
examples: generalization of ideas, observations, concepts, and experiences are
carefully supported with empirical data, conceptual work generated by authors,
practitioners, or researchers, and/or original thoughts. Use referenced journal
articles.
Organization: thesis in introduction, smooth relationship between ideas and
between paragraphs, clear overall structure, including an integrative concluding
section. Careful planning is evident in the organization.
Clarity: syntax, grammar, punctuation, and spelling. Sentences and paragraphs are
clear, unified, and coherent.
References in appropriate format (use of APA format).
(Students are reminded to retain a duplicate copy of all their written
assignments prior to submitting them for grading.)
Students are expected to complete all the work for the course on time and without
exception when they are due. Any late assignments will be penalized in the grade. If
students need help or have questions, they are encouraged to contact me. Incompletes
SWRK 102, Sec. 3 Scott-Femenella
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are not given automatically. A grade of “Incomplete” may be assigned only in cases
of illness, accident, or other occurrences beyond the student’s control. It is the
student’s responsibility to fulfill the University’s and/or Division’s policies and
procedures for obtaining an “incomplete” for a course grade. Students who fail this
policy will automatically be assigned a grade of FAIL for this course.
AMERICANS WITH DISABILITIES ACT
The Americans with Disabilities Act of 1990 (ADA) provides protection from
discrimination for qualified individuals with disabilities. Students with a disability, who
require assistance, will need to contact the Office of Services to Students with Disabilities
(SSWD) for coordination of academic accommodations. The SSWD is located in Lassen
Hall, Room 1008. Their phone number is 916-278-6955 (voice) or 916-278-7239 (TDD).
I am committed to assisting students (or facilitating needed assistance) in any way I
possibly can in areas of academic resources. Please let me know of any special education
needs you may have as early as possible.
COURSE ORGANIZATION
Week 1
8/31//09
VIDEO:
THEORETICAL FRAMEWORKS
Course Introduction
Syllabus Overview
Crash
Group Discussion
Week 2
9/07/09
Setting The Stage: Conversations about Diversity
Intersectionality: Race, Week, Culture, Color & Language
Iconic Expressions of Identity
“Quick Write” Exercise: Who Am I?
Audio:
“Parental Guidance – The Color of Love” (This American Life)
Group Discussion
Week 3
9/14/09
VIDEO:
Iconic Expressions of Identity – group exercise
Group Discussion
Born to The Brothels
Group Discussion
SWRK 102, Sec. 3 Scott-Femenella
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Readings:
Week 4
9/21/09
Video:
Week 5
9/28/09
Section 1, pages 5-50
THEORIZING RACE
Racial Identity and Racism
Zoot Suit
Discussion
“Pigmentocracy”
White Privilege
Audio: “Take a Negro Home” (This American Life)
Discussion
Week 6
10/05/09
Group Exercise: Personal Stories of Race
Discussion
Audio: “High Speed Chase” (This American Life)
Discussion
Exam 1:
Section 1, Lectures, Video and Audio Materials
Personal Socialization Paper Due
Readings:
Week 7
10/12/09
Section 2: Racism, pp 61-132
Section 3: Antisemitism, pp 133, 177
THEORIZING GENDER
Sexism, Feminism, Social Constructionism
Deconstructing Masculinity
Media Representations of Gender
Video:
Middle Sexes
Discussion
Readings:
Section 4: Sexism, pp 199-238
Week 8
10/19/09
Guest Speaker: TBA
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Readings:
Week 9
10/26/09
Section 4: pp 241 - 260
THEORIZING SEXUALITY
Homophobia
Queer Theory
Video:
Audio:
Readings:
Week 10
11/02/09
TransAmerica
Discussion
“Sissies” (This American Life)
Section 5, pp 261-289
The Social Construction of Heterosexuality
Becoming an Ally
Video:
Look Beneath The Surface (Identifying Victims of Human Trafficking)
Audio:
Three Women and the Sex Industry (This American Life)
Discussion
Readings:
Week 11
11/09/09
Section 5, pp 296-312
THEORIZING WEEK
Classism
Video:
When The Levees Broke
Audio:
“Going Big” (This American Life)
Discussion
Week 12
11/16/09
Challenging Economic Injustice
Audio:
After The Flood (This American Life)
Discussion
Readings:
Section 7, pp 382-402; Walking The Walk, pp 14-78
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Week 13
11/23/09
Neo-liberalism, Corporate Capitalism, Global Economy
Working for Social Justice
Guest Speaker:
Readings:
TBA
Section 7: Classism, pp. 421-462
Week 14
11/30/09
Ableism
The Disability Rights Movement
Audio:
Special Ed (This American Life)
Readings:
Section 6, pp 324-355
Week 15
12/7/09
GROUP PRESENTATIONS
Week 16
12/14/09 COURSE FINAL EXAMINATION/Evaluation
Course Grading
Personal Socialization Paper : 15 pts.
Exam 1: 20 pts.
Group Oral Project: 20 pts.
Final Exam : 40 pts
Attendance: 5 pts
TOTAL : 100 pts.
A = 93-100
A-= 90-92
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B+ = 87-89
B = 83-86
B-= 80-82
C+ = 76-79
C = 73-75
C-= 70-72
D+= 67-69
D= 66-64
D-= 63-60
F 59 and below
Personal Socialization Paper
In order to be effective with those whose lives and experiences are different from our
own, we need to first understand how our own personal and social identities are formed.
1. In the form of a narrative discuss an issue (s) of identity formation (i.e., social,
cultural, national, etc.) For example, background information, social group
membership and other relevant areas regarding your identity.
2. Explain your world view regarding your identity formation you have just
expressed by describing how your social group membership influences your
thoughts, feelings, behavior and other influences on identity. In other words what
systems outside of your family, friends, kin and other micro groups influence who
you are. Briefly discuss its effects on you
3. Use class and/or outside readings, group and class discussions, films and
lectures to further explain how your identity formation is formed.
5 Pages, APA format; Double-spaced and 12 pt. font
Personal Socialization Paper : 15 pts.
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Exams
These will be both multiple choice, fill in the blank and essay. Please arrive promptly on
the day of the exam as no extra time will be given.
Exam 1: 20 pts.
Final Exam : 40 pts
Group Oral Presentation
In your small group discuss an area of oppression covered in class to present to
the entire class. In this assignment, the group may focus on a form of oppression
or a specific target population that has experienced oppression. Groups are to
provide a 15-20 minute presentation which includes the following:
• Clear identification of target population or form of oppression. Present
clear definitions and some historical background related to the chosen
topic. Present a clear thesis or statement of what you intend to present.
• Present examples of the oppression, strengths, resiliency or coping
mechanisms in the form of pictures, graphs, poetry, narrative etc. to
illustrate further your thesis.
• State clearly what has been done in the past or what can be done to help
alleviate, prevent, and/or better understand your chosen topic.
* Please note: Group topics must be approved by the instructor in advance.
Please give everyone an outline of your presentation. No more than
three pages in length. Double-spaced and 12 font.
� Do not read your presentation.
� Include all members of the group in preparation and clarify the
roles of all group members.
� Use some form of illustration (Power Point, overheads, chalk
board etc).
__A copy of the Master exhibits to be provided to the instructor.
Group Oral Project: 20 pts.
SWRK 102, Sec. 3 Scott-Femenella
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