SW 325 Human Diversity & Social Justice
SP 2009 HO
Hubbert, Paulette D.
LCSW, MSW, CSACII, CPS
By appointment, or before/after class
01/12 – 5/9 2008
8:45 - 10:00 AM
It is recommended that SO315 Minority Group Relations be taken prior to SW325.
Textbook: Race, Class, and Gender in the United States Seventh Edition Rothenberg, P.S., ISBN: 0-7167-5515-7
White Privilege, Essential Readings on the Other Side of Racism Rothenberg, P.S., ISBN 1429206608
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
The profession of Social Work emerged in response to racial. ethnic and economic divisions that exist in society. These differences result in instances of social and economic injustice, discrimination, distrust, conflict, and violence. 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.
We are forever students of life. As the world evolves, so must we if we are going to be effective. There are times when silence isn’t golden and you must ask the difficult questions to not only gain knowledge, but to understand and take action. It’s through knowledge that we can effect change.
It is the intent of the faculty in the Department of Social Work to facilitate learners in the acquisition of such knowledge as it will serve them, their families and their communities, throughout their lives. Throughout 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
-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 RubricClass Assessment:
Core Assessment Paper "Faces of Oppression": (Instructions will be provided in class).
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 protest of some unjust aspect in society. This assignment consists of your 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: What was the issue you were protesting. This should be something you feel strongly about. What makes this issue so important to you. What did you hope to accomplish with your civil disobedience. Were there other means of protest you did or could have used to get your point across. Do you have a spiritual or ethical element related to your interest in this issue. What further action might you plan to take. Would you ever use violence to accomplish your goal. You need to follow the guidelines and respond to each point noted. This needs to be typed (pretend the jail is allowing you use of their computers) and in the proper format of a formal letter with address, names and salutations.
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 authors. Cite and reference at least two other authors; one of whom supports your position and one that does not support your perspective. 2. Using the article by Gregory Mantisios (Race, Class & Gender: p. 182-195) 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 item. 4. Briefly discuss how the media portrays images of the wealth and class in America. Do you feel this is a fair and realistic portrayal? Please cite specific examples that support your position (4-5 pages).
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 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? According to Eduardo Bonilla-Silva article on pgs 132-138, Race Class and Gender, what are the four central frames of color blind racism, are minorities hypersensitive? Discuss this. Based on all your various readings, what are your suggestions to overcoming racism. (4-5pages).
Sexism paper: 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 images of men and women and how this contributes or distracts from sexism. What is the correlation between gender roles and sexism? Use outside sources in addition to 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 (4-5 pages).
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 or justification for homophobia. Describe a realistic response that may diminish ones rationalization or justifications for homophobia. Based on your own life experiences, what are some stereotypes of gays and lesbians. Describe some means of refuting or diminishing these stereotypes. How do these stereotypes or images of GLBT relate to how they are treated. Describe two examples o the obstacles other than violence that confront GLBT in seeking civil equality and justice. Discuss two examples of what can be done to confront and perhaps diminish anti-gay violence. One example may be what you could do. (4-5 pages) (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).
Journal - Each student will keep a journal with a minimum of 1 entry per week to address areas where they observe or experience 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 will be expected to present and discuss these observations in class.
All papers must be completed in APA format. If you use any citations, even from the text, they must be properly cited
Jail letter – 5 points
Class issues of Wealth and Power - 10 points
Racism - 10 points
Sexism - 10 points
Homophobia/heterosexism - 10 points
Attendance/participation - 10 points
Final Core assessment paper 40 points
Journal - 5 points
Late Submission of Course Materials:
Late Submission of Course Materials: Assignments are on the date indicated. Assignments not submitted on time will receive a deduction of 10% of the possible score per day.
ASSIGNMENTS WILL NOT BE ACCEPTED AFTER THE THIRD DAY LATE . Contact instructor in a timely manner regarding any questions on any assignments.
Classroom Rules of Conduct:
Due to the sensitive nature of the material covered in this class, it is important that an environment conducive to open discussion of potentially uncomfortable and emotional issues be promoted. If any student feels they cannot adhere to any of these rules, they may want to consider another course. Any breech of these standards may impact the final grade. The following are the rules of conduct for this class:
1. Class attendance is imperative. Failure to attend class regularly means a student loses out on the valuable information provided by other students.
2. Tardiness is disruptive to the class and will result in points being deducted from the final grade.
3. Active participation is imperative in the classroom. In order to actively participate, the student must come to class prepared for that class. This means the reading needs to be completed.
4. All papers are to be written in 12-font, double-spaced, using APA style. Sources must be used and adequately cited. Wikipedia is not considered an appropriate source. If it is used it must be cited but it does not count for the number of sources.
5. Personal perspectives including differences will be valued. Degrading or discriminatory remarks or behaviors are not acceptable.
6. Due to the sensitive material, courtesy and respect must be maintained at all times. This includes students not having private conversations while others are talking.
7. 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 behavior continues to be disruptive, the student may be asked to leave the classroom and may be referred to the Office of Academic Affairs.
8. In this class, we will be acknowledging that discrimination exists in many forms.
9. We will acknowledge that any critical discussion of the many "isms" involved in discrimination may mean that we need to recognize that we have learned and believed misinformation about our own respective groups as well as members of other groups.
10. 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.
11. We will actively pursue information about our own group and those of others.
12. We will share information about our own groups with other members of the class, and we will not demean, devalue, or in any way negate another's experience.
13. We each have an obligation to actively analyze, understand, and confront unjust and inaccurate stereotypes in the interest of domestic and international justice.
15. We will create a positive atmosphere for open discussion, even though learning may at times be frightening, painful or uncomfortable.
16. We will focus on the solution, not the individuals.
Week One Jan 13/15
Introduction Race Class & Gender
Week Two Jan 20/22
RCG: PI, # 9-11, Part VIII #1
Week Three Jan 27/29
RGB: PVI, # 7-11
Week Four Feb 3/5
RCG: PV #1, PIII #11, PVIII #12
Week Five Feb 10/12
RCG: PII #1-5 &8, PVI #28
Week Six Feb 17/19
P IV # 1,2,5,12,18,23,25, P VIII #1
Week Seven Feb 24/26
RCG: P1 #10-11, PII #9 PIV #20-21
PV # 3-5, &12-13
Racism Essay due on Feb 26
Week Eight Mar 3/5
RCG: PVI #18, PVIII #7-8 PIX # 12
1st Journal Entries due Mar 5
Week Nine Mar 10/12
Spring Break - no class
Week Ten Mar 17/19
RCG: PII #6, PIV #3, 8, 22
P VIII #9-10, P IX #1
Classism Essay Due Mar 19
Week Eleven Mar 24/26
RCG: P1 #5-8 P II #7,P IV #27
PVI #16 #26, P VII 22-23, P VIII #2
Week Twelve Mar 31/Apr 2
RCG: PI #9, P VI #27, PI #4
PIII #1,2,4,5,7,PIV #24, PV #16,PVI #7
Sexism Essay Due Apr 2
Week Thirteen Apr 7/9
RCG: P IX #3-7, 9, 10, 12,13
Homophobia Essay due Apr 9
Week Fourteen Apr 14/16
RCG: P IX 10,12,13
Core Presentations begin Apr 16
Week Fifteen Apr 21/23
Jail letter due Apr 23
Week Sixteen Apr 28/Apr 30
2d Journal entries due Apr 30
Week Seventeen Finals week May 4-8
Core Assessment Paper due NLT May 5
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.
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 .
Last Updated:1/4/2009 7:42:10 PM