1/2/2025 6:49:20 AM	CHLD 68 Course Outline as of Spring 2002	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  CHLD 68	Title:  ISSUES IN DIVERSITY
Full Title:  Issues in Diversity
Last Reviewed:5/9/2022

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	3.00	Lecture Scheduled	3.00		17.5 max.	Lecture Scheduled	52.50
Minimum	3.00	Lab Scheduled	0		8 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	3.00			Contact Total	52.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  105.00

Total Student Learning Hours: 157.50

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  CHILD 68

Catalog Description:

This course is designed for students to compare and analyze the dynamic interactions of race, culture, gender and class as they relate to the education of children from diverse populations. Students will recognize and contrast cultural and historical perspectives of various cultural groups to increase understanding, knowledge, attitudes and skills for educating children in a pluralistic society. Students will learn to recognize and confront barriers that interfere with their ability to work effectively with a diverse population of children and families.

Prerequisites/Corequisites:

Recommended Preparation:
Eligibility for ENGL 100A or ENGL 100. Completion of CHLD 10 (formerly CHLD 50) or CHLD 110.1 and CHLD 110.2.

Limits on Enrollment:

Schedule of Classes Information
Description:

This course is designed for students to compare and analyze the dynamic interactions of race, culture, gender and class as they relate to the education of children from diverse populations. Students will recognize and contrast cultural and historical perspectives of various cultural groups to increase understanding, knowledge, attitudes, and skills for educating children in a pluralistic society. Students will learn to recognize and confront barriers that interfere with their ability to work effectively with a diverse population of children and families.

(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 100A or ENGL 100. Completion of CHLD 10 (formerly CHLD 50) or CHLD 110.1 and CHLD 110.2.
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:	Fall 1991	Inactive:
Area:	D G	Social and Behavioral Sciences American Cultures/Ethnic Studies
CSU GE:	Transfer Area			Effective:	Inactive:
	D	Social Science		Fall 2002
	D3	Ethnic Studies
	D4	Gender Studies
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Fall 1991	Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:
CID Descriptor: ECE 230	Teaching in a Diverse Society	SRJC Equivalent Course(s): CHLD68

Certificate/Major Applicable: Certificate Applicable Course

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

  Students will:

 1.  Develop attitudes and capabilities for humane, sensitive and

     critical inquiry into cultural and historical issues--specifically

     those related to bias, education and teaching--in a pluralistic

     society.

 2.  Identify and analyze their own cultural background and contrast and

     compare their cultural identity to those of other groups. Recognized

     groups include African Americans, Asian Americans, Chicano/Latino

     Americans, Europeon Americans, Indigenous Peoples of the Americas,

     and Americans of Middle Eastern origin.

 3.  Develop strategies to combat stereotyping and discriminatory

     behavior in educational settings.

 4.  Compare and contrast diverse cultural communication styles and

     childrearing practices in order to work more effectively with

     children and families.

 5.  Analyze contemporary educational practices and environments for

     sensitivity to the previously listed groups.

Topics and Scope

The following topics will be addressed from an American multicultural

context:

I.  Race and Cultural Styles and Practices

   A. Identifying ethnic/cultural groups, including African Americans,

      Asian American, Chicano/Latino Americans, European Americans,

      Indigenous Peoples of the Americas and Americans of Middle Eastern

      origin.

   B. Theories of the Development of Race and Culture

   C. Communication Styles of the previously listed groups

   D. Learning Styles of the previously listed groups

   E. Childrearing Practices of the previously listed groups

II. Discriminatory Behavior in Education

   A. Role of Opression and Its Effect on Education

   B. Historical Dynamics of Discrimination

   C. Research of Cultural Group other than the Student's

    D. Critical Anaylsis of Self in Regards to Prejudice

III.Development of Bias Awareness in Children

    A. Identification of Development/Racial Bias Attitudes

    B. Development of Concepts of Race, Gender, Disabilities, Ethnicity,

       Age

    C. Social, Cultural and Institutional Influences

IV.  An Anti-Bias Educational Environment Addressing Race, Gender, Sexual

    Orientation, etc.

    A. Interactions and Communication between Adults and Children

    B. Critical Analyses of Internalized Bias

    C. Anti-Bias Classroom Materials

    D. Visual/Aesthetic Environment

    E. Integration of Children's Cultural Backgrounds into Classroom

       Environments

V.   Appropriate Educational Practices Developing sensitivity to the role

    and importance of:

    A. Classroom Management around Issues of Bias

    B. Cultural Learning Styles

    C. Curriculum Development

IV.  Parents and Community

    A. Parent/Teacher Communications

    B. Parent Involvement

    C. Curriculum Materials/Resources

    D. Community Networking

    E. Literature

    F. Cultural Backgrounds and Teacher/Family/Community Interactions

Assignments:

  Assignments Include:

 1.  Weekly journal

 2.  Written analysis of media representations

 3.  Preparation of a written anti-bias activity appropriate for children

 4.  In-depth cultural study of oneself; contrast and compare with others

 5.  Participation in written exercises in class

 6.  Reading of text, handouts and articles

 7.  Written analysis of educational environments

 8.  Cultural research project

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 50 - 65%
Written homework, Essay exams, Term papers, JOURNAL
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 10 - 50%
Class performances
Exams: All forms of formal testing, other than skill performance exams.		Exams 0 - 0%
None
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 0 - 0%
None

Representative Textbooks and Materials:

  Derman-Sparks, Louise.  Anti-Bias Curriculum.  Washington, D.C.:

 NAEYC, 1989.

 Chang, et al. Looking in- Looking Out: Redefining Child Care amd Early

 Education in a Diverse Society, Calif. Tomorrow, 1996

 Ramsey. Teaching & Learning in a Diverse World, Teachers College Press,

 1995

 Brown-McCracken. Valuing Diversity: The Primary Years, NAEYC, 1994

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