FAM 544:
CULTURAL DIVERSITY IN AMERICAN CHILDREN AND FAMILIES
FALL 2001
W 4:00 6:30 p.m.
FB 313
A. O'Malley,
Ph.D.
Office: 305a
Funkhouser Tel. 257-1648
Office
Hours: MF 1:00-1:45 p.m. Fax 224-0379
R 3:30-4:30 p.m.
Other times by
appointment aomall@uky.edu
ajomall@aol.com
Teaching
Assistant: Susie Martin susiemartin@alumni.wfu.edu
Office: Tel. 271-8406 (noon-10
p.m.)
Office Hours: T
2:00 -3:30 p.m.
COURSE
DESCRIPTION
A study of
cultural and linguistic diversity in American children and families, with
special emphasis on Kentucky children and families. Consideration of
implications for working with young children and families in educational
settings. Study of the variations in
beliefs, traditions, values, and cultural practices within American society and
their effects on the relationship between child, family, and school.
CONCEPTUAL
FRAMEWORK
The
Reflective Decision Maker Model will serve as the conceptual framework for
this course.
Students will be encouraged to think reflectively, to approach the
course
content with an open mind, and to challenge their personal belief system
by
continually seeking new information. The course concepts will be examined
within the context of the human ecological systems perspective and systems
theory, which emphasize the reciprocal influence of individual, family,
community, and macro systems. The concepts of developmental theory and
constructivist theory will also be emphasized. In addition, the importance of
active learning and personal meaning in the learning and development process
will be stressed.
TEACHER
PERFORMANCE STANDARDS
INTERDISCIPLINARY
EARLY CHILDHOOD EDUCATION (IECU) CERTIFICATION
The IECU
certification is designed around nine Teacher Performance Standards
that were
developed as a result of the Kentucky Education Reform Act. The standards
describe the skills expected of certified teachers. This course addresses the
following standards:
STANDARD V:
The early childhood educator shall reflect on and evaluate teaching
and learning
situations, learning environments, and programs for infants, toddlers,
preschool children, kindergarten children, and their families. This shall
include learning situations and programs that are provided in relation to an
IFSP or an IEP and by the early childhood educator, a teaching assistant or
other staff member, the family, or other caregiver.
704 KAR
20:084 Section 9(5)
STANDARD VI:
The early childhood educator shall collaborate and consult with
the
following to design, implement, and support learning programs for children:
staff in a team effort; volunteers; families and primary caregivers; other
educational, child care, health and social services providers in an interagency
and interdisciplinary team; and local, state, and federal agencies. 704 KAR
30:084 Section 9(6)
STANDARD
VIII: The early childhood educator supports and promotes the self-sufficiency
of families as they care for and provide safe, healthy, stimulating, and
nurturing environments for young children. 704 KAR 20:084 Section 9(8)
LEARNING
OUTCOMES
Students who
complete this course successfully will be able to:
·
Describe the
role of culture in shaping the values, practices, and beliefs of American
children and families.
·
Express an
appreciation of the cultural diversity in the United States--within the context
of world-wide variation.
·
Describe
one's personal cultural background as well as the values and beliefs held about
individuals from other backgrounds.
·
Identify and
discuss the diverse value and belief systems, traditions, language, and
communication patterns, and family
lives of young children within American
society.
·
Develop
culturally appropriate intervention plans/programs with/for children and
families
served by child care centers, schools, and community social
service agencies.
REQUIRED
TEXTBOOKS:
Fu, V. R., & Stremmel, A. J.
(1999). Affirming diversity through democratic conversations. New Jersey:
Prentice-Hall.
Green, J. W. (1999). Cultural awareness
in the human services: A multi-ethnic approach. Boston: Allyn and Bacon.
COURSE WEB
SITE
http://www.uky.edu/Classes/FAM/357
COURSE
REQUIREMENTS
1. Class attendance and participation: Attendance is an essential ingredient of
class participation. Each student is
expected to attend all class sessions and to participate in class
discussions and exercises.
Religious Holidays: Students are entitled to an excused
absence for the purpose of observing
major religious holidays. However, the
instructor must be notified in writing by the third class
meeting.
2. Reading as assigned throughout the semester. It
is expected that students will have completed
assignments prior to each class session.
Class lectures, discussions, and exercises will assume
that the student has control of the
reading material.
3. Exams:
There will be two exams (covering the reading assignments, class
exercises, class
discussions, lecture material, guest
speakers, and videos). Essay questions must be written with
blue or black ink in blue examination
books. Make-up exams will only be given in the case of
documented excused absences (as defined in
the Student Rights and Responsibilities Handbook).
Make-up exams may differ in format from
exams given during regularly scheduled exam times.
4. Cultural Genogram/History Reflection Paper
5. Journal: Reflection/response on readings in the Fu and Stremmel text (to
be typed and handed
in weekly).
6. Mini-Project: To be selected from instructor's list of
projects.
7. Graduate Student Project: To be contracted with the instructor by
the third class session.
ASSIGNMENTS
WILL BE DISCUSSED AND EXPLAINED DURING CLASS SESSIONS. Handouts detailing
components of assignments, formats for assignments, grading criteria, etc. will
be available in class or on the course web site. If you miss the explanation
for an assignment due
to absence,
you are responsible to get the information from a classmate.
ALL
ASSIGNMENTS ARE TO BE TYPED. HANDWRITTEN/HAND PRINTED ASSIGNMENTS WILL NOT BE
READ BY THE INSTRUCTOR.
Assignments
are due within the first ten minutes of the class session listed on this syllabus. Grades on
late genograms and mini-projects will be lowered one-half letter grade (5%) per
day late (except in cases of documented excused absences as defined in the
student handbook). Late journal reflections will not be accepted (except
in cases of documented excused absences as defined in the Student Rights and
Responsibilities Handbook).
EVALUATION
OF STUDENT WORK
The final
grade for the course will reflect attendance and class participation (class
exercises and attendance are components of participation) as well as the scores
earned on papers and exams.
Points will
be distributed in the following manner:
Exams (2 @ 125 pts.
each)................................................250
Cultural
Genogram................
..........................................75
Journal.......................................
......................................75
Mini-Project................................................................
50
Class Attendance, Participation, and Exercises..................50
Graduate
Project
100
Total............................................................................
...500
(undergraduate students)
600
(graduate students)
Students are
required to complete the genogram, mini-project, both exams and the majority of
the journal reflection papers in order to earn a grade of "C" or
better for the course. Upon completion of required assignments, grades will be
determined in the following manner:
Undergraduate
students Graduate
students
450-500 = A 540-600 = A
400-449 = B 480-539 = B
350-399 = C 420-479 = C
300-349 = D 360-419 = D
0-299 = E 0-359 = E
COURSE
POLICIES
1. Reasonable
accommodations: If you have a special need that may require
an accommodation
or assistance, please inform the instructor
of that fact as soon as possible.
2. Classroom
Etiquette
·
Arrive on
time. If you are late, take a seat near the door. If there are no seats near
the door, you may stand or sit on the floor. DO NOT walk in front of classmates
or the instructor once class has begun.
·
Remain
present for the full class period. (Leaving class early will result in a
recorded absence). Notify the
instructor (in advance) if you have to leave class
early.
·
Remove all
hats and caps upon entering the classroom.
·
Turn pagers
and cell phones off upon entering the classroom.
Classroom Etiquette contd.
·
No food is
to be eaten during class sessions.
·
Show respect
for others by your speech, behavior, and body language.
3. Writing
Skills
It is assumed that all students in this
course can communicate effectively using standard written English. Assignments,
in part, are designed to sharpen academic writing skills as well as to foster
critical thinking/reflection related to the course content. Therefore, all
out-of-class assignments will be evaluated for grammar, spelling, sentence
structure, punctuation, capitalization, and organization of ideas. Writing
mechanics are important! The Writing Lab in the Young Library has been
established to help students with writing skills. Use it if you need help!
4. Academic
Standards
All members
of the academic community are expected to produce their own scholastic work.
When using outside sources, students are to give credit for ideas and
information taken from others. The minimum penalty for cheating and plagiarism
is an "E" for the course.
TENTATIVE COURSE SCHEDULE:
G
- Green; FS - Fu & Stremmel
DATE TOPIC READING
ASSIGNMENT
Aug. 22 Introduction to the Course Syllabus
Aug. 29 Understanding Individuals and
Families: G: 1; FS: 1, Epilogue
A Cross Cultural Perspective
Sept. 5 Issues:
Cross Cultural Competence
G: 2; FS: 2
Sept.
12 Creating a Culturally Appropriate
Intervention Process G: 3; FS: 4
Sept.
19 Cross Cultural Communication G:
4; FS: 13
Sept.
26 Ethnic
Socialization: Development of
Ethnic Identity FS: 6, 7, & 8
Multicultural
Education
Oct. 3 EXAM 1
Oct. 10 European American Families G: 5; FS: 3
Oct. 17 Families of the Appalachian
Region FS: 5, 9
Reading on
Reserve
Oct. 24 Native American Families G: 7
Oct. 31 African American Families G: 6
Nov. 7 Hispanic American Families G: 8
Nov. 14 Asian American Families G: 9
Nov. 21 Field Assignment
Nov. 28 Middle Eastern American Families TBA
Cultural Genogram/History Reflection
Paper
due at the
beginning of class
Dec. 5 Mini-Projects due at the beginning of class
Final Exam: Monday, Dec. 10, 3:30 p.m.