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SW 325 Human Diversity & Social Justice
Miller, Jason T.


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 and Social Justice

Semester

F2J 2007 DN

Faculty

Miller, Jason,  T.

Title

Adjunct Faculty

Degrees/Certificates

B.A. Arts and Science- Administration of Justice
MSW
Karl Menninger School of Psychiatry

Daytime Phone

(816) 509-1463

E-Mail

Jason.miller@park.edu

Jasonthomasmiller@yahoo.com

Semester Dates

10/22/2007-12/17/2007

Class Days

-M-----

Class Time

5:30 - 9:50 PM

Credit Hours

3


Textbook:

Course Textbooks:

Race, Class, and Gender in the United States   Sixth Edition    Rothenberg, P. S., ISBN: 0-7167-5515-7

White Privilege, Essential Readings on the Other Side of Racism   Rothenberg, P.S., ISBN: 0-7167-5295-6

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Additional Resources:

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/.

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:
This course provides a foundation of knowledge for more effective social work practice with a diversity of individuals and groups. It explores the background, world view 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 SO 315 be taken prior to SW 325. 3:0:3

Educational Philosophy:

Instructors Educational Philosophy: Social work as a profession emerged in response to the 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 challenge’s 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 is to facilitate learners in the acquisition of such knowledge as will serve 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.

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:

Course Assessment:   Two Exams, Two “short” essays, and four comprehensive (longer) essays / article reviews.  Further details on these assignments will be distributed in class.

 

Late Submission of Coursework:   Assignments are due at the beginning of the class on the date indicated. Assignments not submitted on time will receive a deduction of 10% of the possible score per day. If you ever have a question about any assignment or expectation in this course please contact the instructor in a timely manner.   Please be aware that there is no extra credit work in this course.

                                                             

Attendance Policy:  This is a class which requires attendance at all classes for the entire class time.  Instructors are required to keep attendance records and report absences. Regular classroom attendance is both expected and essential for the attainment of course objectives. Material not found in the text will be presented and discussed in class.  Absences detract from your learning as well as that of others; therefore absences for any portion of the class time may result in a reduction in your final grade.

 

Exams:  There will be both midterm and final essay exams. Each “exam” will consist of your application of concepts and theories discussed in class and in the assigned readings to a specific (short) autobiographical or literary reading.    Make up exams: Exams are given only on the date specified, and will become the basis for a class discussion. Therefore, there is no such thing as a make up exam.

Essay Paper #1: Describe what “the American Dream” means to you?  This essay must be accomplished with between 500 to 1500 words.

 

Essay Paper #2:  Imagine that you have been incarcerated following an action on your part of “civil disobedience.”   The action that led to your incarceration was intended to represent your protest of some unjust aspect in society.  Your assignment is to write a “letter from jail.”  You may address this letter to a family member, a close personal friend, co-workers, a public official or even the public. To earn full credit for this assignment you must address each of the following areas:

 

Ø      What was the issue you were protesting?  You may choose your own issue. I encourage you to select an issue about which you feel strongly.

Ø      What makes this issue so important to you?  What do (or did) you hope to accomplish through civil disobedience?

Ø      Have you tried, or would you consider other means of protest? 

Ø      Why did you choose civil disobedience? 

Ø      Is there a spiritual or ethical element related to your interest in this issue. 

Ø      What other action might you plan to take? 

Ø      Would you ever use violence to accomplish your goal? 

 

You need to follow the guidelines and respond to each point noted.  Remember letters have dates, addresses, names and salutations.   The essays will be shared in class. 

 

Essay Paper #3: Class Issues of Wealth and Power: 

1.       How do you personally define “class” in America?  Sighting from the readings, describe how your definition fits or differs from that of any of the authors.   Site and reference at least one other author / source (not from the assigned texts) that supports 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 “realties 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 item. 

4.       Briefly discuss how the media portrays images of the wealth and class in America? Do you feel that this is a fair and realistic portrayal?  Please site specific examples that support your position. 

 

Essay Paper #4 Review on Racism:

1.       Define racism from at least four sources (i.e. dictionary, lecture, readings, and your own).  Describe your thoughts related to each of the definitions that you have chosen? 

2.       Describe two examples of “white privilege” based on the article by McIntosh (RC & G: p188-192.) 

3.       What do you believe about the concept of “white privilege” as described in the readings? 

4.       Describe two different examples of personal racism (these examples need to come from your personal experience) and two additional examples of institutional racism from either personal experience or from the readings. 

5.       Referring to Beverly Tatum (White Privilege p.127) article, what does she mean that racism is for whites only? What is the distinction she makes between racist and racism?  Do you agree or disagree?  Explain. 

6.       In the article "Breaking the Silence", discuss two examples of the fears and angers that Tatum's students wrote about. 

7.       Provide three examples of how language perpetuates racism. 

8.       According to Feagin and Vera (Race Class & Gender: p.124) how so antiracists come to recognize and understand their own racism?  Also from this article, describe a model for the healing of racism.   

9.       What are your suggestions for undoing racism?

 

 

 

Essay Paper # 5 Sexism:

  1. Sexism means different things to different people. In this exercise you are expected to describe the concept of sexism from at least three differing - perhaps contradictory- perspectives.  One of these perspectives may be your own. Document at least one published source that explains, defends, justifies, or rationalizes each perspective. (i.e. dictionary, lecture, text, journal articles, news article, specific web site).

 

  1. Describe from your own life at least two examples of sexism that you have personally experienced or observed. (Fairly acknowledging the human frailties in each of us, you may describe these experiences either as the perpetrator or the recipient without fear of being judged based upon the described behavior.  I will judge based upon the clarity of this description and your capacity to demonstrate awareness, and ideally, insights.)

 

Essay Paper # 6 Homophobia/heterosexism:

 

1.       Define homophobia and heterosexism.  (Provide two definitions for each: your own and from one other source.

2.       Explain how you believe people become homophobic. Describe at least one rationalization or justification for homophobia. Describe a realistic response that may diminish ones rationalization or justifications for homophobia.

3.       From your own life experience please describe some stereotypes of gays and lesbians?  Describe some means of refuting or diminishing these stereotypes.

4.       Describe at least two examples of the obstacles (other than violence) confronting lesbian gay and trans-gendered individuals in seeking civil equality and justice.

5.       How are the concepts of fear, shame, and violence related to the popular image of masculinity?  How does this image relate to how GLT people are treated?  Is this image similar or different in other cultures? Please explain your answer sighting examples to support your position.

6.       Discuss two examples of what can be done to confront and perhaps diminish anti-gay violence.  One example must be something that you can personally do. (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. Ideally such lessons may be applicable in other circumstances.)

Grading:

Grading:   Every effort will be made to be fair and reasonable in grading your work and participation.  If you have questions or concerns about this, please speak to the instructor in a timely manner.  You are expected to present material that is legible, well written, properly referenced and thoroughly considered.  The two exams will challenge you to apply course material to unique real life circumstances.

 

1) The American Dream: & 2) Essay "jail" Letter                        5 % each                                                     

3) Class Issues of Wealth and Power, & 5) Sexism               10% each

6) Racism & 7) Homophobia/Heterosexism                               15% each                                  

Attendance and Participation                                           10 %                                   

Mid-term Exam                                                                 5% 

Final Exam (core assessment)                                                          25%

                                                                                          Total:    100 points 

           Scoring:       A= 90-100    B= 80-89    C= 70-79    D= 60-69    F= 59-0

 

Late Submission of Course Materials:

Grading:   Every effort will be made to be fair and reasonable in grading your work and participation.  If you have questions or concerns about this, please speak to the instructor in a timely manner.  You are expected to present material that is legible, well written, properly referenced and thoroughly considered.  The two exams will challenge you to apply course material to unique real life circumstances.

 

1) The American Dream: & 2) Essay "jail" Letter                        5 % each                                                     

3) Class Issues of Wealth and Power, & 5) Sexism               10% each

6) Racism & 7) Homophobia/Heterosexism                               15% each                                  

Attendance and Participation                                           10 %                                   

Mid-term Exam                                                                 5% 

Final Exam (core assessment)                                                          25%

                                                                                          Total:    100 points 

           Scoring:       A= 90-100    B= 80-89    C= 70-79    D= 60-69    F= 59-0

 

Classroom Rules of Conduct:

Classroom Rules of Conduct: It is essential that as a class we promote an environment that allows the open discussion of potentially uncomfortable and emotional issues.  Therefore, the following rules of conduct are established for this course. If you feel that you cannot agree to these standards you are advised to select some other course.  Any breech of these standards may be reflected in the final course grade.  In order to maintain a positive learning environment the following ground rules will be followed:

 

1.       Personal perspectives including differences will be valued. Degrading or discriminatory remarks or behaviors are not acceptable.

2.       Discussion will reflect an exchange of information, experiences, ideas, and opinions that have an educational value.

3.       If you work in groups, it is the responsibility of the group members to delegate work. All members of a group must present on the project and all will receive the same grade.

4.       Because of the sensitive subject matter, courtesy and respect must to be maintained in the classroom at all times.

5.       Students need to arrive on time. Students will not hold private conversations when another person is speaking. Students will speak one at a time.

6.       If a student’s behavior in the classroom is disruptive, the instructor will allow the student an opportunity to correct the behavior without consequences. If the student’s behavior continues to be disruptive, that student may be asked to leave the classroom and may be referred to the Office of Academic Affairs.

7.       We will acknowledge that discrimination exists in many forms such as sexism, racism, classism, ageism, homophobia, anti-Semitism, ableism and etc.

8.       We will acknowledge that any critical discussion of sexism, racism, classism, homophobia, ageism and etc may mean that we need to recognize that we have learned and believed misinformation about your own group as well as about members of other groups.  This is true for both dominate (e.g. white, male, upper-class, heterosexual, able bodied, etc) group members and subordinate (e.g. people of color, women, poor and working class, gay/lesbian, disabled, Jew, etc.) group members.

9.       We cannot be blamed for the misinformation we have learned, but we may be held responsible for propagating information that we know to be untrue or malicious.

10.   We will actively pursue information about our own groups and those of others.

11.   We will share information about our own groups with other members of the class and we will never demean, devalue, or in any way put down people for their experiences.

12.   We each have an obligation to actively analyze, understand, and confront unjust and inaccurate stereotypes in the interest of domestic and international justice.

13.   We will create a positive atmosphere for open discussion, even though learning might be at times, frightening, painful, or uncomfortable.  We will never reduce or negate any ones painful experiences. 

14.   We will focus on the solutions, not individuals.

15.   We understand that everyone loves something, has lost something, and fears something.

Course Topic/Dates/Assignments:

Calendar relating to Weeks for Fall Semester 2006

 

Week One             October 22                                     

Week Two             October 29                     American Dream” essay due                  

Week Three           November 5                   Letter from Jail” due            

Week Four             November 12                 Essay on “Class in America” due

Week Five              November 19                 Essay on Racism due

Week Six               November 26                 take home (midterm) exam due

Week Seven          December 3                    Essay on Sexism due            

Week Eight            December 10                  Essay on Homophobia due

                     

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 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88

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:10/25/2007 9:33:21 AM