HD 350-01, Diversity in Contemporary Families
Spring 2008
Instructor Information:
Suzanne Smith
Education/Human
Development Building, Room 201
Phone: 360-546-9714
Fax: 360-546-9076
Office Hours:
M,W, 3:00-4:00, or by appointment
Email:smithsu@vancouver.wsu.edu
Home page:http://www.vancouver.wsu.edu/fac/smithsu/smithsu.html
Course Information:
Schedule:
M,W, 4:15-5:30 p.m.
Location:
Multi-media Classroom Building, Room 1
Course Objectives:
- To become aware of the extensive diversity which exists in the United States
- To develop an understanding of and appreciation of those who are different from us
- To explore the reasons for immigration, when immigration takes place, and how immigrants adjust to life in the United States for various ethnic and religious groups
- To be exposed to ethnic, cultural, religious, gender, sexual orientation, and social/economic diversity as it exists within the United States
Required Texts and Other Materials:
Required Text:
Kabagarama, A.D. (2005). Breaking the ice: A guide to understanding people from other cultures (3rd ed.). Boston, MA: Pearson.
Mindel, C. H., Habenstein, R. W., & Wright, R. (Eds.). (1998). Ethnic
families in America: Patterns and variations (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Outside Readings (available in library or on blackboard)
Classroom Requirements:
Special Notes:
Reading and Class Lectures
Students are responsible for all the assigned reading, much of which will be discussed in class lectures. However, on several occasions assigned readings will not be discussed in order to provide additional materials and to expand the breadth of issues presented. You are expected to come to class having read the assigned material and prepared to discuss it. All students are urged to keep up with the reading schedule. Cramming at the last minute is not advised.
Extra Credit Assignment
You have the option of attending a cultural event either in the community or here on campus (outside of what’s required for this or any other class you are enrolled in) for five points to be added to your final point total at the end of the semester. This can be anything pertaining to diversity. You need to provide something to prove you attended, and a one-two page typed summary of the event and what you learned from it.
Principles of Classroom Behavior
No question or comment is stupid; so all questions and comments are welcomed. Honesty, tolerance, and sharing are expected of everyone during the semester. It is understood that personal information shared in class will not be discussed outside of the classroom with others.
Late Assignments
Papers turned in after the assigned due date will be penalized five points per business day. This is not per class day, but per calendar day. You may fax papers to me at the number given above if necessary.
Make-up Exams
Exams will not be given at any time other than those listed in this syllabus without a valid medical excuse (note from your doctor) or evidence of an extraordinary circumstance. All make-up exams must be taken within one week of the regularly scheduled exam unless otherwise arranged. If you have a conflict, see me prior to the day of the test if possible.
Class Attendance
Attendance at all class sessions is expected. While no portion of your grade is allocated for attendance, the instructor reserves the right to subtract up to 20 points from your final exam grade for excessive absences, and habitually leaving class early or showing up to class late. If you anticipate that you will have to miss class, arrive late, or leave early, please notify the instructor via email or phone to keep point deductions to a minimum.
Reasonable Accommodations
Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class of any accommodations needed for the course. Late notification may cause the requested accommodations to be unavailable. Students needing accommodations must be approved through the Associate Director of Student Services, VSSB 203A.
Course Requirements:
Exams
There will be three exams for this course worth 100 points each. Questions will be derived from the assigned readings, handouts, regular and guest lectures, audiovisual materials, etc. All make-up exams must be taken within one week of the regularly scheduled exam unless otherwise arranged. You will be allowed to use your class notes for exams, but not your textbooks. Exam composition will be negotiated in class. Exams will be given February 20th, March 31st.., and during the scheduled final exam period.
Reflection Journal
You will be required to keep a journal for the duration of this class. This should be kept in a separate folder or binder. If you will be writing this by hand, please use a separate notebook that can be turned in and is used only for this purpose. If you wish to type entries, please turn them in together in a folder with a center clasp. In other words, I do not want loose pages stapled together handed in to me. Rather, I want them bound together in some way to lessen the chances that pages will get lost.
Your journal will include a total of ten entries, with five due each grading period. Each entry must cover topics from different weeks. You may choose to discuss one or both topics covered in a week, but can only have one journal entry per week of course material. This is a chance to think about and reflect upon what was read and/or discussed in class. You can include your reactions, things you learned that interest you, what you agree or disagree with, or whatever comes to mind pertaining to the topic of discussion. You will not be graded on the content or grammatical correctness of what you say, but on whether or not you are thinking about the issues that are discussed in class. There are two grading points for the journal worth 50 points each: February 27th and April 21st. Thus, this project is worth a total of 100 points. Points will be awarded based on having completed the correct number of entries, and having entries show true reflection and depth.Comparison Handout
You will have one written assignment for this class in which you will compare/contrast two similar groups on one specific topic. You can compare two ethnic groups, two religious groups, two economically diverse groups, or two different sexual orientations. It is suggested you use two ethnic or religious groups NOT covered in class this semester. The paper will be a MAXIMUM of two pages, with a minimum of four references, two of which must be professional journals. An article from a professional journal typically has reports of a research study, a methods section, and a results section. In addition to professional journals you may use books or book chapters or government or organizational web pages (not personal web pages), but not popular press magazines. However, after you have met your requirement for four references, you can use additional resources which can be from any source.
The focus of this paper is different than a typical paper. Here’s the scenario:
You have been asked by your company or your child’s school to do a presentation comparing/contrasting two groups on one specific topic. What you turn in to me will be a two page handout you would use during this presentation. You can be as creative with this handout as you like, but remember you must reference on the handout where information comes from. You may use graphics, bullet points, charts, or whatever means you wish to get your information across. The third page of the paper will be your reference page in either MLA or APA format. You may use any font and page margins.
The handout will be graded based on the following criteria:
| Topic Choice | 5 points |
| Wording/sentence structure/spelling | 20 points |
| Creativity | 20 points |
| Visual appeal | 10 points |
| Depth and accuracy of information | 25 points |
| Required four references-both in the handout and on the reference page | 20 points |
It will be important to have a specific focus with such a small page limitation. Some suggestions include:
(a) gender role comparison (mother, father, role of eldest, role of daughters…)
(b) role of the elderly in each group
(c) role of extended family, parent-child relationships, or importance of family
(d) differences in health care, child care, or elder care across groups
(e) different family traditions (wedding ceremonies, traditional style of dress)
You are not limited to these topics - be creative and choose something that interests you! Feel free to ask questions as you develop your topics.
This handout is worth 100 points and will be due March 19th .
Top of PageGrading:
Summary of Grade Requirements:
| Assignment | Points |
|---|---|
| Exams (100 points each) | 300 |
| Reflection Journal | 100 |
| Comparison Paper | 100 |
Grading Scale:
The standard Human Development grading scale is as follows:
| Grade | Percent | Points |
|---|---|---|
| A | 100-94 | 468-500 |
| A- | 93-90 | 448-467 |
| B+ | 89-87 | 433-447 |
| B | 86-83 | 413-432 |
| B- | 82-80 | 398-412 |
| C+ | 79-77 | 383-397 |
| C | 76-73 | 363-382 |
| C- | 72-70 | 348-362 |
| D+ | 69-67 | 333-347 |
| D | 66-60 | 298-332 |
| F | below 60 | below 298 |
Additional Information:
Weather Closure
When students have questions about classes being held during inclement weather, please contact the faculty support for the department. Faculty support will have information regarding class closures and will post that information on their voice mail messages. Please contact: Lynda Dezellem, 360/546-9721.
Grade Appeals
All grade appeals must be submitted to the instructor by e-mail within five working days after the return of the assignment. The appeal should describe in detail what your concerns are, state how many points you feel should be added to the grade, and provide justification for the grade change. Appeals will be evaluated as much on the justification in the appeal as on the original assignment. Grades will not be changed based on verbal appeals. Final course grades must be appealed within 10 working days after receipt of the grade.
Student Conduct and Academic Dishonesty
Per the WSU Vancouver Student Handbook, students are, "Expected to show due respect for ... the rights of others". Students should be familiar with the Washington State University standards of conduct. The following web site outlines the student conduct and academic integrity process: http://www.vancouver.wsu.edu/ss/student_conduct.htm.
Academic Calendar
The WSU academic calendar for the current semester is located at the following web site:http://www.vancouver.wsu.edu/ss/calendars.htm. Please refer to this document for important campus dates and deadlines throughout the semester.
Electronic Mail
All students are required to be on e-mail to further communication between students and instructor. Students at WSU Vancouver have access to free e-mail by going to the following web site: http://www.vancouver.wsu.edu/vis/vit/accounts.htm. A home e-mail account is also acceptable.
Procedures for Submitting and Retrieving Papers and Assignments
The Human Development Department maintains a student drop box for students submitting assignments to Human Development faculty. Students use the student drop box on the second floor of the EHD building. Directions are located on the top of the box. The box is checked several times daily and the contents distributed according to the faculty name you have placed on the envelope. DO NOT submit assignments by putting them in the file cabinet. The file cabinet is used only for retuning graded assignments to students and for students to pick up copies of non-graded class materials such as class notes, etc. All graded material will be returned in an envelope with each student's name and the course number on the outside and placed in the alphabetical files by LAST name.
All student papers will be maintained in the HD file cabinet for 6 weeks following the posting of grades at the end of each semester. After 6 weeks all papers, tests, etc. will be shredded.Schedule:
Tentative Course Outline
| Week | Date | Readings/Assignments |
|---|---|---|
| 1 | Jan 7 | Introduction |
| Dealing with Diversity | ||
| Jan 9 | Introduction by Mary Kay DeGenova Families in Cultural Context (Blackboard) |
|
| 2 | Jan 14 | Mindel et al, Chapter 1, Diversity Among America's Ethnic Minorities Kabagarama, Chapter 1, A Changing World |
| Jan 16 | Kabagarama, Chapter 2, Culture: The Molder of Human Behavior Chapter 3, Communication: The Heartbeat of Human Interaction |
|
| 3 | Jan 21 | NO CLASS: MLK HOLIDAY |
| Jan 23 | Mindel et al, Chapter 2, A "Then" and "Now" Overview of the Immigrant Family in America Kabagarama, Chapter 4, The Seven-Step Process of Cross-Cultural Understanding |
|
| European Ethnic Minorities | ||
| 4 | Jan 28 | Mindel et al, Chapter 3, The Irish-American Family |
| Jan 30 | Library Presentation Optional - MMC 115 |
|
| 5 | Feb 4 | Mindel et al, Chapter 4, The Greek-American Family: Generational Approach |
| Feb 6 | Mindel et al, Chapter 5, The Italian-American Family | |
| 6 | Feb 11 | Mindel et al, Chapter 6, The Polish-American Family |
| Feb 13 | The Russian-American Family Adjustment Issues Affecting Employment for Immigrants from the Former Soviet Union (Blackboard) |
|
| 7 | Feb 18 | NO CLASS: PRESIDENTS DAY HOLIDAY |
| Feb 20 | Exam One Mindel et al, Chapters 1-6; Kabagarama Chapters 1-4; DeGenova; Reading on Russian-American Families |
|
| Hispanic American Families | ||
8 |
Feb 25 | Mindel et al, Chapter 7, The Mexican-American Family |
| Feb 27 | Mindel et al, Chapter 8, The Cuban Family Journal Due |
|
9 |
Mar 3 | Mindel et al, Chapter 9 The Puerto Rican Family |
| Asian Ethnic Minorities | ||
| Mar 5 | Mindel et al, Chapter 10, The Korean-American Family | |
| Mar 10-14 | Spring Vacation, No Class | |
10 |
Mar 17 | Mindel et al, Chapter 12, The Chinese-American Family |
| Mar 19 | Mindel et al, Chapter 13, The Japanese-American Family Comparison Paper Due |
|
| Historically Subjugated Ethnic Minorities | ||
11 |
Mar 24 | Mindel et al, Chapter 15, African-American Families |
| Mar 26 | Mindel et al, Chapter 16, Native American Families | |
12 |
Mar 31 | Exam Two Mindel et al, Chapters 7-10; 12-13; 15-16 |
| Sexual Orientation Minorities | ||
| Apr 2 | Children of Lesbian and Gay Parents (Outside Reading) |
|
13 |
Apr 7 | Homosexual Partners are Changing the Family (Outside Reading) The Journey of a Lesbian Couple and Their Children (Outside Reading) (Affirming Diversity Through Democratic Conversations) |
| Disabilities Diversity | ||
| Apr 9 | Families with Special Needs Children (Blackboard) | |
| Socioreligious Ethnic Minorities | ||
14 |
Apr 14 | Mindel et al, Chapter 17, The Jewish-American Family |
| Apr 16 | The Hutterite Family (Blackboard) | |
15 |
Apr 21 | Mindel et al, Chapter 19 The Mormon Family Journal Due |
| Economically Disadvantaged Minorities | ||
| Apr 23 | Economics Circumstances and Family Outcomes (Outside Reading) |
|
16 |
April 28 - May 2 | Final Exam Mindel et al, Chapters 16-19; outside readings |
Useful Links:
You may find some useful information at web sites listed on the department resources page.