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SW 325 Human Diversity & Social Justice
Palma, Esther Z.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

SW 325 Human Diversity & Social Justice

Semester

F2J 2008 PV

Faculty

Palma, Esther Z.

Title

Adjunct Faculty

Degrees/Certificates

BSW
MSW

Office Location

Park Main Campus

Office Hours

email/voice mail anytime (may be arranged before or after class as well)

Daytime Phone

(913) 364-4564

E-Mail

Esther.Palma@pirate.park.edu

Web Page

http://www.parkonline.org

Semester Dates

October 20, 2008 - December 15, 2008

Class Days

-M-----

Class Time

5:30 - 9:50 PM

Credit Hours

3


Textbook:
Rothenberg, Race, Class, and Gender in the United States, 6th edition. ISBN: 0-7167-5515-7

Rothenberg, White Privilege, Essential Readings on the Other Side of Racism, 2nd edition ISBN: 0-7167-8733-4

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
These additional readings are encouraged:

The Spirit Catches You and You Fall Down by Anne Fadiman
The Innocent Man by John Grisham
Three Cups of Tea by Greg Mortenson & David Oliver
The Kite Runner by Khaled Hosseini


McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
SW325 Human Diversity and Social Justice: This course provides a foundation of knowledge for more effective social work practice with a diversity of individuals and groups. It explores the background, worldview and special needs of groups which vary in such respects as race and ethnicity, religion, gender, disability, sexual orientation, and age. It is recommended that SO315 Minority Group Relations be taken prior to SW325. 3:0:3

Educational Philosophy:
Social work as a profession emerged in response to many challenges, inequalities and threats to the world's most vulnerable populations.  The demographic of those populations is constantly evolving, as is the nature of challenges that increasingly confront us all.

It is vitally important that citizens, regardless of their professional identity, be prepared to efficiently and critically consider their environment in order to identify, strategize, and communicate an effective response to the matters before them.  This is as true in business, science, education, and government service as it is in social work.

It is the intent of the faculty in the Department of Social Work to facilitate learners in the acquisition of such knowledge as will sere them, their families and their communities, throughout their lives.  Through the semester, world and local events will occur which may influence our academic, personal, or professional pursuits.  In light of such circumstances, the instructor reserves the right to amend the schedule of study. 

The facilitator's educational philosophy is one of interactiveness based on lectures, readings, dialogues, videos, websites, writing, student presentations and  guest speakers.  The facilitator will engage each learner in what is referred to as disputations learning to encourage the lively exploration of ideas, issues and contradictions.  The facilitator will ensure a safe environment for the exploration of topics.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate the value of critical thinking as essential for the function of informed and responsible citizenry.
  2. Demonstrate an understanding of the value of diversity and cultivate an awareness of the similarities and differences among individuals and populations.
  3. Demonstrate a capacity to recognize and respond to social and political injustices.
  4. Demonstrate how understanding and acceptance of people who are different enables us to move toward a society that values rather than tolerates differences.
  5. Demonstrate an understanding that diversity is more than race and recognize that gender, race, and ethnic identity are socially constructed.
  6. Communicate an understanding of the special challenges and skills required for effective practice with diverse and at-risk populations.
  7. Express understanding of the public and private social welfare system related to the service needs of diverse populations.
  8. Describe your own personal values in the context of human diversity and social justice.


Core Assessment:

-Exam (LO 1-3, 6)



- “Letter from Jail” Essay (LO 3,8)



-Article Reviews (4)(LO 1)



-Publishable Article (LO 5,7,8)


 


-Core Assessment Assignment ;”Faces of Opression” paper

Link to Class Rubric

Class Assessment:
Core Assessment Paper:  "Faces of Oppression" guidelines will be distributed in class.

Journal:  You are expected to maintain and submit eight weekly "e-journal" entries in which you identify instances where you have observed or experienced some manner of prejudice or discrimination.  This can include anything that discriminates against an individual or group of people.  Describe the behavior and make note of your personal thoughts and/or reactions.  You are to identify at least five different incidents each week.  You will be expected to present and discuss these observations in class.

Analytical Book Report: 
Four books have been identified as "encouraged" readings.  You are to read (at least) one of those books.  You are then to compose an analytical paper addressing the various types of prejudices and discrimination which impacted the circumstances described in the book.  You will be expected to identify and describe examples of "the five faces of oppression" as they occur in the book.  Similarly, you will identify and analyze the socio-political constructs impacting actions of the people.  Evaluation will consider your skills in writing, clarity, analysis and integration of beliefs, concepts, and information discussed in class and the assigned readings.  The paper must be written in APA style and be between 7 and 9 pages in length. 

Class Participation:  An absolute must in this class.  This includes regular and consistent attendance, interactive participation in class, and demonstration of having read materials prior to class.  Points will be lost for tardiness, leaving early and absences. 

Jail Letter:  Imagine that you have been incarcerated following an action of "civil disobedience."  Your actions leading to the incarceration were intended on your part to represent your opposition to some unjust aspect in society.  This assignment consists of you writing a letter to a family member, close friend, co-worker,  public official or the public.  Address the following issues in the letter for proper credit:

1.  What was the issue you wre protesting.  This should be somethign you feel strongly about.
2.  What makes this issue so important to you?
3.  What did you hope to accomplish with your civil disobedience?
4.  Were there other means of protest you did or could have used to get your point across?
5.  Do you have a spiritual or ethical element related to your interest in this issue?
6.  What further action might you plan to take?
7.  Would you ever resort to the use of violence to accomplish your goal?

You need to follow the guidelines and respond to each point noted.  This needs to be typed and in the proper format of a formal letter with address, names and salutations.

Topical Reviews (four)

1.  Class Issues of Wealth and Power Paper: 

1.  How do you personally define "class" in America?  Citing from the readings, describe how your definition fits or differs from that of any other author.  Cite and reference at least two other authors, one of which supports your position and one that does not support your perspective.

2.  Using the article by Gregory Mantisios (Race, Class & Gender,  p. 193-207) discuss your thoughts regarding the "four myths" as well as any four of the eight "realities about class in America." 

3.  Describe your understanding of the wage gap relative to sex, race and education.  Provide examples from the text (or other referenced sources) to support your ideas for each of item. 

4.  Briefly discuss how the media portrays images of the wealth and class in America.  Do you feel this is a valid and realistic portrayal?  Please cite specific examples that support your position.  If you use any citations, even from the text, they must be properly cited.  The paper must be written in APA style and should be between 4 and 5 pages in length.

2.  Review on Racism:  Provide four definitions of racism including your own.  Discuss your feelings regarding each definition.  Discuss the concept of White privilege based on your readings and personal experience. Give examples and discuss your feelings about each.  Describe two examples of racism from your personal experience and two examples of institutional racism that you are aware of personally or that you are aware of from readings.  Referring to Beverly Tatum's article on page 127 of "White Privilege", what is the distinction she makes between racist and racism?  Do you agree or disagree?   Discuss this.  Provide and discuss three examples of how language perpetuates racism.  According to Feagi and Vera (Race, Class and Gender), how do anti-racists come to recognize their own racism?  Based on all your various readings, what are your suggestions to overcoming racism? 

This paper must be written in APA style and be between 4 and 5 pages long.

3.  Sexism:  Describe the concept of sexism from at least three differing sources, including one of your own.  These perspectives may be contradictory.  Document at least one published source that explains, defends, justifies, or rationalizes each perspective. Discuss gender roles in our society.  Discuss the popular image of men and women and how this contributes or distracts from your own opinion.  What do you believe is the solution to sexism in our society?  Describe from your own life at least two examples of sexism that you have personally experienced or observed. 

4.  Homophobia/Heterosexism:  Define homophobia and heterosexism.  Use your opinion plus another source.  Discuss your opinion as to how people become homophobic.  Describe at least one rationalization of justification for homophobia.  Describe a realistic response that may diminish one's rationalization or justification for homophobia.  Based on your own life experiences, what are some of the stereotypes of gays and lesbians?  Describe some means of refuting or diminishing these stereotypes.  How do these stereotypes or images of GLBT related to how they are treated?  Describe two examples of the obstacles other than violence that confronts GLBT in seeking civil equality and justice. Discuss two examples of the obstacles other than violence that confront GLBT in seeking equality and justice. Discuss what you personally can or will do. 

This paper must be written in APA style and be between 4 and 5 pages long. 

*NOTE:  this assignment is not intended to compel you to lie about or accept a lifestyle that may be contrary to your personal values.  It is intended to compel you to think about how we treat others in a civil and just manner.


Grading:
Core Assessment                                20 pts.
Jail Letter                                             5 pts.
Journal                                               10 pts.
Class Issues of Wealth and Power     10 pts.
Racism                                               10 pts.
Sexism                                               10 pts.
Homophobia/Heterosexism               10 pts.
Attendance/Participation                   10 pts.
Analytical Book Review                   15 pts.

Total points possible-                       100

Late Submission of Course Materials:
The instructor will not accept late assignments.  Assignments not submitted on the due date will receive a grade of "zero."  There are few exceptions to this policy.  Extreme circumstances may be discussed with the instructor to make other assignment arrangements.  It is the STUDENT'S RESPONSIBILITY to contact the instructor in advance to discuss the situation and seek approval in a timely fashion.  If the instructor agree to the submission of late work, 10 points will be deducted per day that the assignment is late.  Arrangements for work to be turned in on time if a student will not be present for class must be made by the student.

Classroom Rules of Conduct:
This class is one that the subject matter can be very sensitive at times.  It is important that student's respect the opinions of others.  I do not anticipate any problems with regard to rudeness in our class.  I do want everyone to know that the classroom is a safe place to discuss varying opinions.  It is only through safe expression of thoughts and ideas that learning occurs.  This is a university class and everyone deserves our respect and understanding when they share their opinions and comments.

Course Topic/Dates/Assignments:
Week One - October 20
First day of class-Intro to class and assignments
Introduction of "the Faces of Oppression"

Week Two - October 27
Letter from Jail Due

Week Three - November 3

"Class Issues of Wealth and Power" paper Due

Week Four - November 10
"Racism" paper due.

Week Five - November 17
"Sexism" paper due.

Week Six - November 24
"Homophobia" paper due.

Week Seven - December 1
Book Analysis paper due.

Week 8 - December 8

Last Day of Class
Core Assessment Paper Due
Presentation of Core Assessment Paper

 * Course Reading Assignments will be provided on the first day of class.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    


•Identifies the 5 “Faces of Oppression” relative to each of the assigned 4 areas of risk.

•Contribution in class discussion reflects interpretation & awareness of oppression  related to the reading,  to self, and to similar but unrelated world events.

•Responds to comments by others in a matter that leads to exploration of new or unique perspectives..



 


•Identifies the 5 “Faces of Oppression” relative to each of the assigned 4 areas of risk. CO1,3,6,7

•Contribution in class discussion reflects interpretation & awareness of oppression  related to the reading and to self.

•Responds to comments by others.

 


•Identifies one of the “Faces of Oppression” relative to each of the assigned 4 areas of risk.

•Contributes in class only by direct prompting or by responding to comments by others.



 


•Fails to link the “Faces of Oppression” to the areas of risk.

•Does not contribute verbally to discussion.



 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4, 5, 6 Multicultural                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
•Identifies three or more distinct risks/challenges/actions in each of the 4 areas of risk.

•Relates the reading to personal and contemporary values & behaviors.

 
•Identifies two distinct risks/challenges/actions in each of the 4 areas of risk. CO1,3,6

•Relates the reading to personal and contemporary values & behaviors. CO2,4,6,8



 
•Identifies a risk/challenge/action in each of the 4 areas of risk.

•Relates the reading to a single personal or contemporary values or behaviors

 
•Fails to identify risks / challenges / actions in any one of the 4 areas of risk.

•Relates a single personal or contemporary value without linking to the reading.



 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 2, 3, 4, 5, 6 Multicultural                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
•Relative to women and children: Identifies & applies knowledge from  multiple historical or culturally isolated event to multiple  contemporary domestic and/or world issues. •Relative to women and children: Identifies & applies knowledge from a historical or culturally isolated event to a contemporary domestic or world issues. CO2,4,5,6 •Links a historical or culturally isolated event to a contemporary domestic or world issues. •Identifies a contemporary or historical war or conflict. 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 4, 5, 6 Multicultural                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
No factual errors No more than 2 factual errors relative to the assigned reading. 3 to 4 factual errors 5 or more factual errors 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4, 5, 6 Multicultural                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
Appropriately identifies and links the “faces of oppression” to circumstances described in the reading. Extrapilates on the circumstances to understand or anticipate other forces of oppression not specifically described. Appropriately identifies and links the “faces of oppression” to circumstances described in the reading. Identifies “faces of oppression” without establishing a link to events described in the reading. Inappropriately identifies or misinterprets the “faces of oppression.” Does not link the “faces” to events described in the reading. 
Application                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 4, 5, 6 Multicultural                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
Identifies two or more potential barriers or negative outcomes.



Identifies an alternative intervention to counter any barriers or negative outcomes.

 
Clearly describes personal insight, values and judgements relative to the events described. Describes a personal judgement or opinion relative to the events described. Relates a personal judgement without linking it to the reading.



 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
No errors in writing conventions 1 to 5 errors in spelling or grammar 6 to 10 errors in spelling or grammar 10+ grammatical or spelling errors. 
Component                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Contains no errors in the following paper format items:



-MLA

-Length

-Page numbers

-Works cited

-Internal documentation



 
Contains only 1 error in the following paper format items:



-MLA

-Length

-Page numbers

-Works cited

-Internal documentation



 
Contains 2 to 3 errors in the following paper format items:



-MLA

-Length

-Page numbers

-Works cited

-Internal documentation



 
Contains 4 or more errors in the following paper format items:



-MLA

-Length

-Page numbers

-Works cited

-Internal documentation



 
Relationship                                                                                                                                                                                                                                               
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
•Exhibits an awareness and concern for matters of social & economic justice.

• Exhibits an awareness as to how matters of human diversity influence the application of the forces of justice with individuals and groups. (Micro)

• Exhibits an awareness as to how matters of human diversity influences the development and application of social and economic justice in the establishment of law. (macro)

 
•Exhibits an awareness and concern for matters of social & economic justice.

• Exhibits an awareness as to how matters of human diversity influence the application of the forces of justice with individuals and groups. (Micro)

 
• oes not demonstrate a consistent awareness or concern for significant issues or threats. •Does not demonstrate any awareness or concern for significant issues or threats. 

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Last Updated:9/25/2008 11:18:40 AM