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SW 325 Human Diversity & Social Justice
Tucker, Tamara


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

SW325 Human Diversity & Social Justice

Semester

SP 2013 HO

Faculty

Tamara Tucker

Title

Social Work Faculty

Degrees/Certificates

 BSW, MSW

Office Location

MA224

Office Hours

Tuesdays and Thursdays at 1pm-2pm & 3:45pm-5:45pm &  by appointment

Daytime Phone

816-584-6809

Other Phone

816-914-4091 (cell)

E-Mail

tamara.tucker@park.edu

Semester Dates

January 14, 2013 - May 10, 2013

Class Days

Tuesday & Thursday

Class Time

10:10am - 11:25am in SC307

Credit Hours

3


Textbook:

 
There is no "required" text for this course. You will be expected to read articles available to you in doc sharing on your e-companion site and to conduct research on the internet relative to assigned topics for each class. There will be texts available in the Social Work office and in the library for readings that supplement our class presentations and discussions.


Each student will have to read ONE of the following books or watch ONE of the following movies, for a class assignment.  Students may request to read a book or watch a movie not listed below but MUST have approval by the instructor, no later than the 2nd week of class.  

Books:

·         Between Barack and a Hard Place by Tim Wise

·         Queer (In)Justice: The Criminalization of LGBT People in the United States by Joey Mogul, Andrea Ritchie and Kay Whitlock

·         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

·         A Thousand Splendid Suns by Khaled Hosseini

         Movies:

·         Bury My Heart at Wounded Knee, 2007

·         Hotel Rwanda, 2004

·         Whale Rider, 2002

·         John Q, 2001

·         Erin Brockovich, 2000

·         The Green mile, 1999

·         Boys Don't Cry, 1999



Additional Resources:

 

Race, Class, and Gender in the United States, 8th edition, Rothenberg, 2010,  ISBN: 1-4292-1788-X
* I have reserved 3 copies of this text in the library for your use.  You are not allowed to "check them out" of the library but can use them while in the library.

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.

The Ten Core Competencies as set forth in the 2008 CSWE accreditation standards are infused throughout this course. Emphasis is placed upon advocacy, diversity, self-reflection and competency (4a-f, 5a-d, 7a-b, ). Students will demonstrate the ability to identify oppression, how diverse populations are impacted throughout our world and recognize domestic and global social justice issues.

Educational Philosophy:
At all times I will strive to model the values and skills that are at the heart of the profession of social work. Just as in the helping process, teaching should be a collaborative, mutually enriching experience. I believe that learning is best achieved in an environment that is respectful, safe, affirming, challenging, and highly interactive.  I understand that every person has wisdom in their lived experience and a unique world view and perspective. I recognize that each of us learns in different ways and I will strive to present concepts in a manner that promotes your learning. If you are having difficulty with any aspect of the class I hope that you will make this known to me. I truly want this class to be enjoyable as well as educational.

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:


Your learning in this course will be assessed via the following:

Class Engagement/Participation   (10 points)
 

This class is highly interactive and experiential. Your presence and active involvement is critical to creating the most effective learning atmosphere. You will be expected to display the same listening skills, attentiveness, respect, professional dialog, and compassion with and for each other as colleagues as you display when working with a service participant. You are allowed two (2) absences without point deduction. For each subsequent absence, two (2) points are deducted from your class participation grade. If you miss a total of 7 classes you will receive 0 points for class participation. You are expected to be in class on-time and remain, fully attentive and participatory in class for the entire period. Our goal is to co-create a learning atmosphere of respect, affirmation, dialog and engagement.


Reflection E-Journal   (15 entries x 1 pt each = 15 points) DUE Weeks 1-15
You are expected to maintain and submit weekly 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. I will occasionally provide the topic or issue on various weeks throughout the semester.
 
 Describe the incident/situation/behavior and make note of your personal thoughts and/or reflections.  You are to identify at least one different incident each week
 
Your entries are to be submitted on the course e-companion site, in the designated drop box. Each weekly entry is to be submitted by Friday, for the previous week.  For example, the journal entry for the first week of class (January 15 & 17) is due by Friday, January 18. You will be expected, periodically, to present and discuss these observations in class.
 
Jail Letter  (5 points) DUE Week 2 - January 25
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
:
    1. What was the issue you were protesting?  This should be something 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 above.  This letter needs to be in the proper format of a formal letter with address, names and salutations.  To be submitted on the course e-companion site, in the designated drop box.
 
Analytical Justice Report  (13 points) DUE Week 4 - February 8
Seven books and movies have been identified as additional / "encouraged" readings/viewings.  You are to read or watch (at least) one of these books/movies.  You are then to compose an analytical paper addressing the various types of prejudices and discrimination which impacted the circumstances described in the book/movie.  You will be expected to identify and describe examples of "the Five Faces of Oppression" as they occur in the book/movie.  Similarly, you will identify and analyze the socio-political constructs impacting actions of the people.  Grading evaluation will consider your skills in writing, clarity, analysis and integration of beliefs, concepts, and information discussed in class.

           * The paper must be written in APA style citation (not full format) and be between 5 and 7 pages in length. 

Topical Review Papers (4 papers - see topics below) 

Each of the four following papers are to be 4-5 pages long, using APA style citation (not full format).

*NOTE:  these assignments are not intended to compel you to accept or lie about differences 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.

1.   Race & Racism      (8 points)  DUE Week 6 - February 22

  • Define race and provide three definitions of racism (including one of your own).  Discuss your thoughts and beliefs regarding each definition.
  • Define and discuss the concept of White Privilege based on your readings, course materials and personal experience. Give at least two different examples and discuss your thoughts about each.
  • Describe two examples of racism and two examples of institutional racism you experienced, directly or indirectly.
  • Referring to Beverly Tatum's article, "Defining Racism, Can we talk?",  what is the distinction she makes between racist and racism?  Do you agree or disagree?   Discuss this. 
  • Provide three examples of how the media and language perpetuates racism. Reflect on and discuss this. 
  • What are your suggestions to overcoming racism? Discuss what you personally can or will do to promote justice and end racism.

2. Class Issues of Wealth and Power  (8 points) DUE Week 8 - March 8 
  • How do you define "class" in the United States of America?  Describe how your definition fits or differs from that of any other author.  Cite and reference at least two authors, one of which supports your position/perspective and one that does not. 
  • Describe your understanding of the wage gap relative to sex, race and education.  Provide examples to support your ideas for each. 
  • Briefly discuss how the media portrays images of the wealth and class in the United States of America.  Do you feel this is a valid and realistic portrayal?  Please cite specific examples that support your position. 
  • What is the Occupy Movement? Define, give three examples (domestically and globally) and discuss these examples.  Discuss your position as to whether you support the movement and reflect on why you do or why you do not.  
  • Discuss what you personally can or will do to promote justice and end classism?
3.  Gender Identity & Sexism  (8 points) DUE Week 10 - March 29
  • Provide two definitions of each:  Gender Identity, Gender Role  and Sexism (one of each is your own definition). 
  • What are the normative gender roles in our society?  Give examples and discuss each.
  • 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 the popular image of men and women.  How does this contribute or distract from your internalized concepts?
  • Describe from your own life at least two examples of sexism that you have experienced, directly or indirectly.
  • What do you believe is the solution to sexism in our society? Discuss what you personally can or will do to promote justice and end sexism.

4.  Sexual Identity & Heterosexism  (8 points)  DUE Week 12 - April 12 
  • Provide two definitions of each: Sexual Identity and Sexual Orientation (one of each is your own definition). Are these the same or different? Discuss this.
  • Provide two definitions of each: homophobia and heterosexism (one of each is your own definition). Are these the same or different? Discuss this.
  • What is LGBTQ (define and provide examples to demonstrate your understanding)?
  • Discuss your perception 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 stereotypes or images of LGBTQ relate to how they are treated?
  • Describe two examples of the obstacles, other than violence, that confronts LGBTQ in seeking civil equality and justice.  Discuss what you personally can or will do to promote justice and end heterosexism.
     

Core Assessment Project  (25 points) DUE Week 15 -  May 3

      Guideline/framework will be reviewed in class and is available in the course e-companion site in doc sharing.

          * The paper must be written in full APA format and the body will be between 10 and 15 pages in length. 

 


 

Grading:
It is very important to me that you understand the criteria for grading and that you perceive this process as fair and reasonable. I do not “give” grades... students earn grades through their work and performance.   


Class Participation 

10

Reflection E- Journal (15 entries x 1 pts each)

15

Jail Letter

5

Analytical Justice Report 

13

Topical Review Paper - Race/Racism                            

8

Topical Review Paper - Class Issues of Wealth & Power 

8

Topical Review Paper - Gender Identity/Sexism   

8

Topical Review Paper - Sexual Identity/Heterosexism 

8

Core Assessment Project  

25

                                                                TOTAL points

100



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

Late Submission of Course Materials:
All assignments are due by midnight on the date indicated on the course syllabus, unless otherwise noted. The student remains responsible for lost, misdirected or incompatible formatting of electronic submissions. Assignments will not be accepted late. Please be aware that there is no “extra credit” work in this course.

In extenuating circumstances (as determined by the instructor) and with timely notification, an exception may or may not be granted.

Classroom Rules of Conduct:

This class is one that the subject matter can be sensitive at times.  It is important that students respect the opinions of others.  It is only through safe expression of thoughts and ideas that learning occurs.  In order to maintain a positive learning environment the following ground rules will be the norm for our interactions. Personal perspectives will be valued. Degrading or discriminatory remarks or behaviors are not acceptable. Discussion will reflect an exchange of information, experiences, ideas, and opinions which foster critical thinking, analysis, and synthesis. When you work in groups, it is the responsibility of the group members to delegate work. All members of the group must present on the project and all will receive the same grade. Because of the sensitivity of the subject matter relevant for consideration in social work; respect, sensitivity, and confidentiality must be maintained.

Students need to arrive on time. Students will not hold private conversations when a colleague is speaking. Private conversations include those with others within class, on cell phones and any other form of wireless media.  Please turn off your cell phones and any other wireless media devices during class. If a student’s behavior is considered to be disruptive, the instructor will give that person the opportunity to modify the behavior without point penalty. If the student’s behavior continues to be disruptive they will lose class participation points and may be referred to the Office of Academic Affairs.
 

Course Topic/Dates/Assignments:

Week One
   January 15 & 17

Welcome & Introductions
Review - SYLLABUS and COURSE EXPECTATIONS
Introduction to “the Five Faces of Oppression” 
Week Two   January 22 & 24
Review of the global and domestic nature of human diversity.
Dimensions of Social Justice and Human Rights
What is Civil Disobedience?
          Letter from Jail  - DUE January 25

Week Three
  January 29 & 31 
Multicultural, multi-ethnic community, what does this mean and how is it implicated throughout our everyday lives?

Week Four    February 5 & 7

       Diversity in America, historical and emerging influences.
        Expanding the dialogue: injustice in a shrinking world.
                    Analytical Justice Report - DUE February 8


Week Five
   February 12 & 14

The influence of Race on matters of Justice.
Film -  Mirrors of Privilege: Making Whiteness Visible

Week Six   February 19 & 21  
Expanding the dialogue on Racism, taking a closer look at how it impacts our global society.
           Topical Review Paper on "Race & Racism" - DUE February 22
Week Seven   February 26 & 28  
Class Issues of Wealth & Power, where and how do these fit or factor into justice?
The influence of Class on matters of Justice.  

Week Eight   March 5 & 7 
Expanding the dialogue on Class Issues of Wealth & Power
                  Topical Review Paper on "Class Issues of Wealth and Power" - DUE March 8
 
 SPRING BREAK -  NO CLASSES   March 11-17  (PDCC classes only)    ENJOY YOUR BREAK!!!
*** If you have not completed your interview for your CORE assessment project --- this might be a good time to work on it :) ***
 

Week Nine
   March 19 & 21
The influence of Gender on matters of Justice.

Week Ten   March 26 & 28
Expanding the dialogue on Gender, taking a closer look at how it impacts our global society.
           Topical Review Paper on "Gender Identity & Sexism" - DUE March 29
 
Week Eleven   April 2 & 4 
The influence of Sexual Identity on matters of Justice.

Week Twelve   April 9 & 11
Continuing the dialogue on the influences of Sexual Identity on matters of justice, both domestically and globally.
               Topical Review Paper on "Sexual Identity & Heterosexism" – DUE April 12  

Week Thirteen   April 16 & 18  
Human Diversity influencing the application of the forces of justice with individuals and groups.
Who is not affected?

Week Fourteen
  April 23 & 25
Human diversity influencing the development and application of social and economic justice in the establishment of law.  How does it really work?

Week Fifteen    April 30 & May 2 
 "Pulling it all together and preparing for the road ahead."

CORE ASSESSMENT PROJECT - DUE Friday, May 3
Week Sixteen -  FINALS WEEK  (May 6-10)
                        We will not be meeting as we do NOT have a final exam in this course. 

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96

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. from Park University 2011-2012 Undergraduate Catalog Page 95

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 2011-2012 Undergraduate Catalog Page 98

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 .

Additional Information:


PLEASE NOTE: THE
CORE ASSESSMENT (located above, after Learning Outcomes) AND THE LEARNING RUBRIC (BELOW), ARE BOTH OUTDATED AND IN THE PROCESS OF BEING REMOVED FROM THE SYLLABUS TEMPLATE.

                                                                 PLEASE DISREGARD.


                            I will share an updated rubric related to the assessment of your final paper.



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:1/9/2013 11:43:15 AM