SRJC Course Outlines

5/5/2021 11:46:04 PMCHLD 68 Course Outline as of Spring 2002

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  CHLD 68Title:  ISSUES IN DIVERSITY  
Full Title:  Issues in Diversity
Last Reviewed:2/9/2016

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled08 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total 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:
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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: Untitled document
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:
 DSocial ScienceFall 2002
 D3Ethnic Studies  
 D4Gender Studies  
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:TransferableEffective:Fall 1991Inactive:
 
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:
Upon completion of the course, students will be able to:
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  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
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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:
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  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:
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  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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