| 12/8/2025 2:49:41 AM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
DSS 11 | Title:
DISABILITY AND IDENTITY |
|
| Full Title:
Disability and Identity |
| Last Reviewed:11/24/2025 |
| 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 | 6 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:
DRD 77
Catalog Description:
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Students will analyze representations of disability in popular culture and identify the impacts of perceptions and identity of people with disabilities. This course will explore the evolution of disability culture in the United States and examines disability and identity through social science perspectives, exploring the ways social structures, cultural norms, and institutional practices shape the experience of disability. This course is intended for all students, with or without disabilities, and will focus on inclusion and equity.
Prerequisites/Corequisites:
Recommended Preparation:
Eligibility for ENGL C1000 (formerly ENGL 1A), or eligibility for EMLS 10 (formerly ESL 10), or equivalent; or appropriate placement based on AB705 mandates
Limits on Enrollment:
Schedule of Classes Information
Description:
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Students will analyze representations of disability in popular culture and identify the impacts of perceptions and identity of people with disabilities. This course will explore the evolution of disability culture in the United States and examines disability and identity through social science perspectives, exploring the ways social structures, cultural norms, and institutional practices shape the experience of disability. This course is intended for all students, with or without disabilities, and will focus on inclusion and equity.
(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL C1000 (formerly ENGL 1A), or eligibility for EMLS 10 (formerly ESL 10), or equivalent; or appropriate placement based on AB705 mandates
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | Fall 2025
| Inactive: | |
| Area: | L3
L4
| Arts and Humanities
Social and Behavioral Sciences
|
| |
| CSU GE: | Transfer Area | | Effective: | Inactive: |
| |
| IGETC: | Transfer Area | | Effective: | Inactive: |
| |
| CSU Transfer: | Transferable | Effective: | Fall 2024 | Inactive: | |
| |
| UC Transfer: | Transferable | Effective: | Fall 2025 | Inactive: | |
| |
| C-ID: |
Certificate/Major Applicable:
Not Certificate/Major Applicable
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Analyze disability through mmajor sociological theories of disability and critical events related to the evolution of disability culture in the United States.
2. Identify, analyze and critique representations of people with disabilities in late 20th century and early 21st century popular culture.
3. Apply social science concepts and analytical frameworks to interpret disability as a social and cultural construct.
Objectives:
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Students will be able to:
1. Demonstrate knowledge of the critical role of various groups and events related to disability culture in the United States.
2. Compare and contrast differing sociological theories of disability models to explain major events and societal change.
3. Analyze and critique representations of people with disabilities in popular culture.
4. Evaluate key concepts in how disability and identity are shaped and constructed by society.
Topics and Scope
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I. Introduction to United States Disability Culture
A. 1800-1900 indigenous, colonies
B. 1900-present veterans, forced sterilizations, League of Physically Handicapped,
C. Gallaudet, veterans, Ed Roberts Cal Berkeley 1962
D. Americans with Disabilities Act (ADA)
E. Veterans
F. Deaf culture
G. Disability in education
H. Disability in the mainstream
II. Models
A. Medical model
B. Social model
C. Emerging models
III. Popular Culture Will Be Examined Through a Variety of Frameworks (including but not limited to:)
A. Literature
B. Film & television
C. Social media
D. Language including slang
E. Symbols
F. Other (video games, sports, clothing)
IV. Identity
A. Self-Identity
B. Societal perceptions
V. How Disability Affects Expression and Participation in the U.S.
A. Physical environment
B. Assistive technology
C. Cultural representations and identity formation
1. Stereotypes
2. Authentic narratives
3. Prejudice and discrimination
D. Services, systems and policies
1. Education
2. Health Care
3. Law
Assignments:
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1. Reading per week (40-80 pages)
2. Short written responses (3-5 at 150-300 words in length)
3. Research paper (1000-2000 words in length)
4. Class participation which may include discussions or small group projects
5. Exam(s), including Final Exam or Project (1-3)
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
40 - 40% |
| Projects or short written responses, Research paper, Analytical essay | |
| 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
0 - 0% |
| None | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
40 - 50% |
| Exam(s), including Final Exam or Project | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
10 - 20% |
| Participation | |
Representative Textbooks and Materials:
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Intersectionality in Education: Toward More Equitable Policy, Research, and Practice (Disability, Culture, and Equity Series). Cavendish, Wendy. Teachers College Press. 2021
A Guide for Digital Assistive Technology Provision to Postsecondary Students. Vincent, Jane. AMLS. 2021
My Tropey Life: How Pop Culture Stereotypes Make Disabled Lives Harder. Carl, Annie. Microcosm Publishing. 2020
Demystifying Disability: What to Know, What to Say, and How to Be an Ally. Ladau, Emily. Ten Speed Press. 2021
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